FBI? UTILIZATION OF MICHIGAN STATE UNIVERfiITY AGRICULYURAL PUfiLICATIONS EN SELECTED VOCATIONAL AGRICUWURE ACTIVIYEES‘ Msfbrfhabogmafimb. MICHIGAN STA?! UNIVERSIW James Eugene Wall ma This is to certify that the thesis entitled The Utilization of Michigan State University Agricultural Publications in Silected Vocational Agriculture Activities presented by James hgene Wall, Sr. has been accepted towards fulfillment of the requirements for "’2 :P—FI—u : . (an ; » / [4"))Lr;;¢¢,1,«z./ /\ ‘jMajor professor Dam Johnny 20, 1962 0-169 LIBRARY Michigan State University ABSTRACT THE UTILIZATION OF MICHIGAN STATE UNIVERSITY AGRICULTURAL PUBLICATIONS IN SELECTED VOCATIONAL AGRICULTURE ACTIVITIES By James Eugene Wall Purpose. To determine the nature of use and extent of use of college type agricultural publications in vocational agriculture activities. Method. A sample of twenty—four publications, stratified according to a distribution classification and randomly selected from within strata, was treated in eighteen vocational agriculture activities. Data were obtained by means of the depth interview technique from twenty-five Michigan teachers who had been teaching vocational agriculture a minimum of two years, and who had been in the same department one or more years. Findings and implications. Following are eighteen activities ranked in descending order of the extent to which publications were used in them: (1) professional growth and self—improvement of teachers, (2) supervised study, (3) individual instruction, (4) reviewed by teacher James Eugene Wall prior to introducing the topic in out-of-school classes, (5) assisting students to identify main ideas, (6) small- group instruction, (7) assisting students to interpret tables, charts, and other graphics, (8) assisting students to evaluate date-of-printing and source, (9) listing pub- lication as a reference in student notebooks, (10) used in "decision-making" for student farming programs, (11) encouraging out-of—school class members to read publica- tions, (12) used by students to make individual reports, (13) borrowing by students, (14) aesisting students to evaluate table of contents and index, (15) assignment of publication parts for out-of—classroom study, (16) repro- duction of publication parts for all-day students, (17) reproduction of publication parts for out-of-school classes, and (18) browsing or leisure—time reading by students. Composite extent-of—use scores indicated that publications in Class C (popular) were used to a signifi— cantly greater extent than those in Class B (semi- technical), and those in Class B were used to a signifi- cantly greater extent than those in Class A (technical). Correlation coefficients computed between composite extent-of—use scores of publications and their mean raw scores of readability approached zero. Low correlation James Eugene Wall coefficients indicated that readability of publications was not associated with the extent to which they were used. Teachers thought timeliness, ease-of-reading, and adaptability to local conditions were features which all publications should possess. The ”Available Publications" list and the "Agricultural Education Service Letter" were the two main agencies by which teachers maintained an awareness of publication release. Findings concerning the utilization of publications imply that: (1) publication use may have relevancy to the teachers' perceptions of their roles as educators, (2) teachers may be considered as a primary audience of the agricultural scientist, (3) extent of publication use for teacher self-improvement may be an index of the vocational agriculture teachers' contribution to the "two-step" flow of agricultural information, and (4) some effort needs to be expended in determining suitability of publications before students use them. Most teachers allow students free access to publi- cations. Over half of the teachers kept single copies of publications in their private files for personal use, and James Eugene Wall maintained separate files of multiple copies for student use. Pamphlet file boxes were used more than any other method of storage, with sliding-drawer, steel or wooden file cabinets second, and "pigeon—hole" cabinets third. In all but two departments publications were kept in the classroom. Twenty per cent of the teachers had adopted the AGDEX indexing system for filing publications. No definite stand— ardized or uniform indexing patterns were found among the remaining eighty per cent of filing systems. THE UTILIZATION OF MICHIGAN STATE UNIVERSITY AGRICULTURAL PUBLICATIONS IN SELECTED VOCATIONAL AGRICULTURE ACTIVITIES BY James Eugene WallJSv. A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1962 ii ACKNOWLEDGMENTS The writer recognizes that debts of gratitude are owed to many persons whose advice and consultation contri— buted immeasurably toward the successful completion of this study. . He is especially grateful to Dr. Guy E. Timmons, chairman of the guidance committee under whose supervision the study was conducted. Appreciation is expressed to the other members of the guidance committee: Dr. Harold M. Byram, Dean Fred 8. Siebert, and Dr. Fred J. Vescolani. Certain persons are due special recognition for their specialized advice and suggestions. They are: Dr. John M. Parsey, Dr. Howard L. Miller, Dr. William D. Baten, Mr. Earl C. Richardson, and Mr. W. Lowell Treaster. Special gratitude is due Dr. John B. McClelland and Professor Clarence E. Bundy of Iowa State University for their useful comments. Grateful acknowledgments are extended to those Michigan teachers of vocational agriculture and agricul— tural education consultants in the Michigan Department of Public Instruction who cooperated in the study. Finally, the writer is deeply grateful to his wife, Mary Alice Wall, and his children, James, Jr., and Teresa, for their abiding faith, understanding, and support throughout the course of the study. iii TABLE OF CONTENTS Chapter Page I. INTRODUCTION . . . . . . . . . . . . . . . . 1 Need for the Study 3 The Problem 10 Definition of Terms 16 Basic Assumptions 23 II. REVIEW OF LITERATURE . . . . . . . . . . . . 25 Role of Publications in the Dissem- ination of Agricultural Information 29 The Procurement of Publications by Teachers 44 Selection and Evaluation of Publications for Vocational Agriculture 51 Filing, Storing, and Using Publications 62 III. SOURCES OF DATA AND METHOD OF PROCEDURE . . 74 Selection of the Sample of Teachers and Departments 74 Selection of the Sample Publications 80 The Interview and Instrument 82 Method of Analysis of Data 95 Limitations of the Study 96 IV. PRESENTATION AND ANALYSIS OF DATA . . . . . 98 Storing and Filing Publications 98 Use of Publications in Selected Activities 106 Importance of Certain Publication Features or Characteristics 153 Awareness of Revised and Recently Released Publications 155 V. SUMMARY . . . . . . . . . . . . . . . . . . 159 Chapter The Problem Major Findings Implications for the Study Suggestions for Further Study BIBLIOGRAPHY . APPENDICES Appendix A Appendix B Appendix C Appendix D AUTOBIOGRAPHICAL STATEMENT . . . . . iv Page 159 165 173 179 183 191 192 194 204 222 223 Table 10. LIST OF TABLES Page Departments included in the study showing the years of total teaching experience, vocational agriculture teaching experience, and tenure of teachers . . . . . . . . . . . . . . . . . . 77 The amount of academic work completed by teachers in the sample . . . . . . . . . . . . . 79 The number of all-day students and out-of— school class members enrolled in the vocational agriculture departments . . . . . . . . . . . . 79 Teachers grouped according to the place and method that publications were stored . . . . . . 101 Teachers grouped according to methods of indexing publications and length of time the system had been in operation . . . . . . . . . . 104 Number of different sample publications found in departments according to distribution classification . . . . . . . . . . . . . . . . . 108 Sample publications and the number of depart— ments in which each was found . . . . . . . . . 112 Fflfieen activities dealing with teachers and/or all-day students ranked in descending order of the extent to which all publications were used in each . . . . . . . . . . . . . . . . . . . . 115 Fifteen activities dealing with teachers and/or all-day students ranked in descending order of the extent to which glass_A publications were used in each . . . . . . . . . . . . . . . . . . 118 Fifteen activities dealing with teachers and/or all-day students ranked in descending order of the extent to which Class B publications were used in each . . . . . . . . . . . . . . . . . . 121 vi Table Page 11. Fifteen activities dealing with teachers and/or all-day students ranked in descending order of the extent to which Class C publications were used in each . . . . . . . . . . . . . . . . . . 123 12. Twenty-four publications ranked in descending order of the extent to which they were used in the fifteen activities dealing with teachers and/or all-day students . . . . . . . . . . . . 129 13. Mean scores of publications in instructional activities dealing with teachers and/or all- day students . . . . . . . . . . . . . . . . . . 134 14. Three instructional activities dealing with adult-farmer and/or young-farmer classes ranked in descending order of the extent to which publications in all classifications were used in each . . . . . . . . . . . . . . . . . . 143 '15. Twenty-four publications ranked in descending order of the extent to which they were used in the three activities dealing with adult-farmer and/or young-farmer classes . . . . . . . . . . 145 16. Mean scores of publications in each activity dealing with young and/or adult farmers . . . . 148 17. Comparison of extent-of-use and readability for twenty-four publications . . . . . . . . . . . . 151 18. Teachers' ratings with respect to importance of features and characteristics of publications . . 154 19. Importance of agencies by which teachers keep abreast of revised or recently released publications . . . . . . . . . . . . . . . . . . 157 Figure vii LIST OF FIGURES Page Comparison of the extent to which each of the three classes of publications were used in the fifteen activities that dealt with teachers and/or all-day students . . . . . . . 141 CHAPTER I INTRODUCTION Publications acquired from various origins constitute a major source of agricultural information used by teachers of vocational agriculture in their instructional programs. Sources of such information in general use are: (l) commercially prepared books and publications used as references, (2) farm and agricultural magazines, (3) publi- cations prepared by the home—state agricultural education teacher-trainer staff, (4) United States Department of Agriculture Farmers Bulletins and other Federal government publications, (5) publications from colleges of agriculture in adjoining states, and (6) publications from the home- state college of agriculture. This study was limited to only those publications produced by a home—state college of agriculture. Specifically, the study was confined to those publications produced by the College of Agriculture at the Michigan State University which are made available to Michigan departments of vocational agriculture. Publications in Michigan are prepared under a joint editorial agency known as the Department of Information Services of Michigan State University. This editorial unit services both the Agricultural Experiment Station and the Cooperative Extension Service. Agricultural Experiment Station publications are prepared for scientists doing agri- cultural research and technically trained agricultural personnel; whereas, Cooperative Extension Service publica- tions are designed primarily to convey information to the general agricultural public of the state. Information from both groups is based on the results of scientific research studies which were conducted under Michigan climate, soil, crop, and livestock conditions. All these publications are made available to teachers of vocational agriculture, who use them in the three types of classes characteristically taught by them. Such classes are composed of: (l) all-day or high school students, (2) young farmers facing problems in getting established in agriculture, and (3) adult farmers who are seeking to improve their agricultural status. Questions often arise as to how teachers of vocational agriculture use this type of publication in their classes as well as to what extent they use them. Answers to these questions are sought by teacher trainers and state vocational agriculture consultants who work directly with high school teachers of vocational agriculture. Cooperative extension service workers also are interested in this information. This chapter will: (1) present information to render evident the need for a study of this problem, (2) state the problem in detail and list pertinent aspects concerning the problem, (3) present definitions of terms necessary for a better understanding and interpretation of the ensuing material, and (4) state the basic assumptions which, to some extent, served as points of departure in making the study. A. Need for the Study The importance of these publications to teachers of vocational agriculture and their constituents cannot be over-estimated. Such publications have become one of the important vehicles for diffusing technical and applied agri- cultural information. Publications produced at the home—state college of agriculture, and referred to in this study as college publi- cations, were rated highest in value as sources of informa- tion by farmers enrolled in the institutional on-farm . . l . training program. They also were rated very important by 1Central Regional Conference on Research in Agri- cultural Education, Report Qf the Cooperative Study 9: Institutional On-Farm Training in_the Central Region (Danville, Illinois: The Interstate Printers and Pub— lishers, Inc.,l952), pp. 54-56. adult farmers.2 The main reason given was that the informa- tion contained in them frequently was more appropriate for the home-farm situation, i.e., it seemed to be better suited to local farming needs than information available from other sources. A reason less frequently mentioned was that the information disseminated in publications from the home—state college of agriculture seemed to be more up-to-date or timely. From the standpoint of teachers, the material found in these publications not only lends itself to timely and orderly presentation, but also to subsequent reference and review when reference is necessary. Review, or re-referral, often is necessary in the decision-making process or farm— practice-adoption process. The classes of the teacher of vocational agriculture are formalized in that they are characterized by continuity of presentation of subject- matter. The follow-up or application phase is an integral part of the instructional program. Thus, the teacher is readily available to the farmer or student during the criti— cal trial and adoption stages of the decision—making process, 2 Barton Morgan, Glenn E. Holmes, and Clarence E. Bundy, Methods in_Adult Education (Danville, Illinois: The Interstate Printers and Publishers, Inc.,1960), p. 150. when review and subsequent references need to be made in order to bolster a decision already tentatively concluded. The way and extent to which teachers of vocational agricul- ture utilize these publications in guiding students and farmers in the decision—making process needs detailed study. Viewed from the sociological standpoint of the communication process, these publications are used best where two-way communication with the agency representatives is possible.3 Two—way communication as referred to here means a face-to—face exchange between a farmer or student and an institutionalized agency representative, such as the teacher of vocational agriculture, the local county exten- sion agent, or extension and research staff members at the home-state college of agriculture. The teacher of vocational agriculture by virtue of his position is in an excellent situation to develop and maintain good two-way communication with his constituents because those with whom he works live within the school district and reside relatively close to each other. His on-farm visits keep him in close contact with the local 3 . . Herbert F. Lionberger, Adoption 9: New Ideas and Practices (Ames: The Iowa State University Press, 1960), pp. 7-8. farming situation. Supervision of his all-day students” farming programs helps the teacher to maintain contiguity with parents who also attend high school functions. Many of these parents attend adult classes in agriculture at the school, although they often would not go the distance to the county seat for similar types of meetings. All of this provides a kind of local accessibility for the teacher of vocational agriculture not ordinarily enjoyed by most other agricultural agency representatives. The teacher, therefore has ample opportunity to become locally known and to become an integral part of the community. By maintaining this twosway communication and face- to-face relationship, the teacher can be of great assis- tance to students and farmers in defining the path of action to a goal or decision. Consequently, the more speci- fically defined the path of action to a goal, the more likely the path will be followed. Likewise, the more speci— fic the suggestion which a personal contact makes, the greater the likelihood that the advice or guidance will be followed. The publications treated in this study come from an institutionalized structure that acts as a source for originating, collecting, and disseminating information about new developments in farming and agriculture. Coming as they do from an institutionalized structure, such publications frequently are viewed as containing the most authoritative information available to farmers. The extent to which the teacher of vocational agriculture evaluates this authorita- tiveness, or assists his constituents in making the evalua- tion, needs consideration. Workers in the Michigan State University Cooperative Extension Service have expressed a desire to know how publi- cations prepared by them are used by Michigan teachers of vocational agriculture. Richardson4 indicated that of some 2,000,000 publications produced annually by the Michigan State University Department of Information Service, Michigan teachers of vocational agriculture receive approxi- mately one-tenth or 200,000 copies each year. A knowledge of the nature and extent of use of these publications would be beneficial to extension workers who produce and disseminate them. 4 . . . Earl C. Richardson, ExtenSion Editor, Department of Information Services, College of Agriculture, Michigan State University, in an interview, October 1960. Further need for a study of publications used by teachers of vocational agriculture was revealed in a recent Indiana study.5 Education specialists were asked to rate the importance of twenty—five purposes of vocational agri- culture. These specialists numbered thirty—two in school administration, thirty—three in curriculum construction, and thirty-nine in agricultural education, for a total of 104. Their ratings yielded a "quantitative hierarchy indicative of the order of importance of 25 purpose items and a set of purpose scores amenable to statistical treatment."6 Of the twenty-five vocational agriculture purposes rated by the specialists, the one ranked first according to importance was: "Tg_assist students ig_developinq the ability Eg_organize and apply technical agricultural knowl— edge and information E9 the solution 9; farm problems."7 5Norbert J. Nelson, Frank J. Woerdehoff, and John K. Coster, "The Appraisal of Programs of Vocational Agri- culture and Industrial Education, --— Vocational Education in Public Schools as Related to Social, Economic, and Tech— nical Trends: Part II"(Lafayette, Indiana: Division of Edu— cation, Purdue University, 1960). 61bid., p. 25. 7Ibid., p. 54. In view of the overall importance of the entire Purdue University study, the soundness of the procedures used, and the implications and inferences that were drawn from it, this writer felt that the purposes rated were of special significance to this study. This seemed especially so with respect to the purpose which was rated first. The meaning implied by this purpose indicated that it is the explicit function of each teacher of vocational agriculture to assist and guide his constituents in making wise deci- sions through the use of scientifically derived agricul- tural knowledge and information, i.e., th§t_which is con— veyed in the type of publication treated in this study. Insofar as this writer could determine, thorough studies of the contributions made by this type of publi- cation to these aspects of the vocational agriculture teacher's program have not been made. 10 B. The Problem The utilization of state agricultural college publi- cations by teachers of vocational agriculture was the basis of this study. Utilization as used in this study refers to how and in what activities publications are used, as well as the extent to which they are used. The identification and analysis of instructional practices and activities employed by Michigan teachers of vocational agriculture in the use of technical and applied information found in publications emanating from the College of Agriculture at the Michigan State University served as a basis for determining the nature and extent of use of this type of publication. In order to describe further the central problem of this study, it seemed feasible and desir— able to utilize a stage concept similar to that theorized by rural sociologists in depicting the farm-practice- adoption process. The stages of this concept are: (1) awareness, (2) interest, (3) evaluation, (4) trial, and (5) adoption.8 8North Central Rural Sociological Committee, Sub— committee for the Study of the Diffusion of Farm Practices. How Farm People Accept New Ideas. North Central Regional Publication No. l (Ames, Iowa Agricultural Extension Ser- vice, November 1955). 11 In the awareness stage, the teacher becomes cogni- zant of the existence of a publication. Among the many ways by which he becomes aware of a publication's existence are: (1) from other teachers, (2) from the local county extension agent, (3) from service- or news—letters sent from the college agricultural education teacher-trainer staff, (4) from the state vocational agriculture consultant staff, (5) by attending in—service meetings, conferences, and workshops, (6) by making field trips to college and branch agricultural experiment stations, (7) from the state coop— erative extension service available—publications lists, and (8) from agricultural and educational activities held on the campus of the state college of agriculture. In the awareness stage, he has only general knowledge about the publication. He knows little more than the title, almost nothing of its special qualities and its potential useful— ness, or how it would likely work for him or for his constituents. At the interest stage, the teacher develops enough concern about the publication to become more aggressive or active in seeking its source. He attempts to gain more information about its contents. Here probably is the 12 point at which he pauses to order or attempts to secure from the local county extension agent a copy or copies of the publication. Some teachers may delay the ordering of this type of publication until summer when replenishing the stock of publications becomes one of the activities connected with reorganizing the departmental files. Other teachers may order periodically throughout the year. Upon receipt of the publication the teacher probably performs what can be termed the evaluation stage. One teacher may evaluate the contents by leafing through the publication, then places it in his files, whereas another teacher may spend considerable time in weighing the informa- tion contained in the publication. At this point the teacher may begin to be concerned about its readability and whether it can be understood by his constituents (all—day students, young farmers, and adult farmers). He may apply one of many readability formulas to determine the reading level of the publication. In any event, this is the stage in which the teacher determines mentally to either include the publication among his other already acceptable refer- ences or to reject it as unsuitable for departmental reference material. 13 In the trial stage, he introduces the publication to his constituents. The teacher and his constituents may jointly make further evaluation of the merits of the infor- mation found in the publication and determine its applica— bility to local farming conditions. Based on this group judgment it may be determined that competent outside assis- tance is needed to make most effective use of the informa— tion. On the other hand, it may be found that the publi- cation supports, enhances, or complements the practices already known or decisions already made. At this stage it may be considered as a supplementary reference until it gains wider acceptance and gradually becomes a primary reference. In the adoption stage, the publication receives more extensive use. It may be more prominently displayed than other publications containing similar information when that subject is under study and it is referred to more fre— quently than other publications. It may receive increas- ingly more extensive use in the review and referral phases of the decision-making process. It gradually becomes accepted as a primary or basic source of information for those who are seeking solutions to problems through the aid of reference materials of the vocational agriculture department. 14 The stages of such a theoretical concept are not necessarily distinctly separate, nor is it implied that these stages are the most appropriate terms to use. Furthermore, it is not implied that these stages are uni- versally followed by all teachers of vocational agriculture, nor are they used exclusively to describe the process of procurement and utilization of only college agricultural publications. The same process may apply equally as well to other forms of reference materials utilized by the teacher of vocational agriculture. What these stages do represent is a useful way of describing a relatively continuous sequence of action, events, and influences that intervene between initial knowledge about a publication and the actual adoption or final acceptance of it as a basic reference for the depart— ment of vocational agriculture. There seem to be stages by which college publica— tions are procured and used by teachers of vocational agriculture. The purpose of the present study was not to actually define each of these stages in any great detail. Conversely, the purpose of this study was to identify and analyze some of the practices involved in these stages 15 based on the interview responses from a sample of teachers of vocational agriculture in Michigan. Information was sought regarding the procurement procedures, the extent to which the publications were used, and the nature of the practices employed in their use. This study attempted to discover some of the answers to the following questions: 1. What are the instructional activities in which teachers use these publications? 2. How and to what extent do teachers use these publi— cations in these activities? 3. What sources or agencies do teachers use to maintain an awareness of revised and recently released publications? 4. What are some of the characteristics and features of the publications which are deemed important by teachers? 5. How do teachers store and file these publications? 6. Do teachers determine the reading level of this type of publication and use them accordingly? 16 C. Definition 9; Terms The following definitions are given in order to clarify terms which will be used frequently throughout this study. For the sake of brevity certain contracted terms will be used throughout the remainder of the study. These are indicated in the definitions. 1. Adult farmers. These are adults who are gainfully employed in the business of farming and who regularly attend adult farmer classes taught by teachers of vocational agri- culture. They usually are married. 2. Adult-farmer class. Such a class is an educational program providing systematic instruction designed to help solve problems confronting adult farmers. The program is conducted by a teacher of vocational agriculture. 3. All—day class. This is a class in vocational agriculture composed of high school students who are taking vocational agriculture as one of their high school subjects. It is taught by a teacher of vocational agriculture. 4. All-day students. This refers to students who are enrolled full-time in the high school and who are taking vocational agriculture as one of their high school subjects. When the term students is used it will refer to this definition. l7 5. Combination young- and adult—farmer class. This type of class is an educational program providing systematic instruction designed to help solve problems confronting both young and adult farmers. Combination classes usually are found where the teacher deems it advisable, for one reason or another, not to conduct a separate class for each group. Hereinafter, when the term combination class is used, it will refer to this definition. 6. Extent-eruse. As used in this study, extent—of- use denotes the degree to which teachers indicated they used publications, relative to other types of references on the same subject, in the various instructional activities treated in the study. This term includes the quantitative dimension. 7. Individual instruction. This term refers to the teaching and study procedures adapted to the differing interests, abilities, and needs of individual students. This type of instruction is basic to such plans of class- room, shop, and laboratory organization as the project method and the problem method. Steps in individual instruction may be listed as: (l) the individual states his problem, (2) he lists questions, (3) he lists 18 references, (4) he reviews with the teacher before consulting references, and (5) finally he seeks answers to questions which form the bases for decisions. 8. Instructional activity. This is any singular ele- ment of teaching method, practice, or procedure used with all-day classes, young-farmer classes, adult-farmer classes, or combination young— and adult-farmer classes. 9. Instructional orientation. This is the process of making students aware of methods of teaching that will be used throughout their vocational agriculture enrollment, and of principles of interpreting and conceptualizing in the use of reference materials found in vocational agri- culture. It denotes the assistance given students in order for them to obtain a sufficiently inclusive back- ground of a particular body of knowledge, study, or procedure, so that they can better grasp and understand individual steps in the light of the whole, and thereby reach a sound conclusion or decision. When the term orientation is used it will refer to this definition. 10. Method 9: teaching. Method is a planned procedure to an end. It is the setting up of a sequence of events, experiences, or activities so as to get the desired 19 behavior and adoption of practices. Method p§£_§§_does not exist, but is derived from the nature of the following raw materials: (1) the problem to be solved, (2) the group with whom the teacher will be working, and (3) the objective to be developed. It is a standard procedure in the presenta- tion of instructional material and the content of activities. A method may, and frequently does, involve more than one instructional practice. 11. Nature Q§_g§§, This refers to the processes, influ- ences, principles, and policies determining the use made of the publications. It is based on the premise that the manner of utilization determines the effectiveness of the publications. It may be conceived as a plurality of forma- tive agencies, influences, or principles governing the use of the publications. The term is not restricted to the totality of finite agencies and forces, but may be a phenomenon of creative and guiding intelligence on the part of an individual teacher. This term includes the qualita— tive dimension. 12. Out-of—school class. This term includes all young- farmer classes, adult-farmer classes, or combination young- and adult-farmer classes that are taught by teachers of 20 vocational agriculture, i.e., all classes taught other than high school classes. 13. Procurement 9f_pub1ications. This refers to the procedures and agencies through which teachers of vocational agriculture become aware of and obtain publications for use as references in their instructional programs. 14. Publications. As used in this study, publications refer to those bulletins, folders, monographs, circulars, etc., which meet the following criteria: (1) they are produced by the College of Agriculture at the Michigan State University, (2) they are made available to Michigan teachers of vocational agriculture, and (3) they have been classified according to the policy set forth in the £122_ for Distribution 9§_Michigan State University Publications £9_Teachers 9§_Vocational Agriculture (Revised June 20, 1957).9 15. Reference evaluation. This term means appraising or judging the worth or value of reference materials used in vocational agriculture teaching. If performed jointly by the teacher and students, it is considered as a step in analyzing information in preparation for decision-making. 9Appendix A. 21 16. Small—group instruction. This is the teaching of two to six persons the same thing at the same time. Steps listed in the definition of individual instruction may apply as well for small group instruction. 17. Supervised study. A type of study procedure in which the teacher is present and helps direct or guide the students in their quest for knowledge. It usually is recognized as one of the steps in the problem solving approach to teaching vocational agriculture. It also is considered as a phase of directed study. Steps listed in the definition of individual instruction may apply also to supervised study. 18. Teacher 9; vocational agriculture. One who is employed by a public school and who teaches one or more classes of vocational agriculture for which reimbursement is paid the school from funds provided by the Smith—Hughes10 and subsequent acts. When the term teacher is used it will refer to this definition unless otherwise indicated. 19. Tenure. This term is used to define the length of service of one teacher in one school. 10United States Congress, Public Laws 9f_the United States 9f_America Passed by_the Sixty-Fourth Congress, 1915- 1917 (Vol. XXXIX, Part 1, Washington, D.C.: United States Government Printing Office, 1917), pp. 929-36. 22 20. Vocational education ig_agriculture. This term includes those educational activities relating to training present and prospective farmers for proficiency in agri- culture as a phase of the instructional program provided through the public school with financial assistance from the Federal government. The contracted term vocational agriculture carries the same meaning. 21. Young_farmers. These are young adults who are gainfully employed in the business of agriculture and who, regularly attend young-farmer classes taught by teachers of vocational agriculture. They usually are over the age of high school graduates and are in the process of becoming established in agriculture. 22. 'Young-farmer class. This is an educational pro— gram providing systematic instruction designed to help solve problems confronting young farmers. The program is most generally conducted by a teacher of vocational agri- culture. 23 D. Basic Assumptions Certain assumptions are listed below which were believed to be fundamental to the realization of the pur- poses of this study. 1. It was assumed that publications as defined in this study make up an essential part of the reference materials in the instructional programs of teachers of vocational agriculture. 2. .Tt was assumed that teachers' responses, judgments, and opinions received during interviews were reliable and valid. It was assumed further that what teachers said they did with regard to the practices they follow in using this type of publication is highly correlated with what they actually have done. 3. It was assumed that schools in which the sample teachers were located were uniform with respect to facil— ities for procuring and using publications. 4. It was assumed that those publications which have been classified according to the plan for distribution are representative of all the Michigan State University College of Agriculture publications that are made available to 24 teachers of vocational agriculture. It also was assumed that the sample of publications selected randomly for use in the study was representative of all publications that are made available to teachers. 5. It was assumed in this study that those publica— tions which have been classified according to the distribu— tion policy apply directly to the program of vocational agriculture as taught in Michigan public schools. For the purposes of this study, it was further assumed that all publications within each classification carried equivalent weight with respect to value. 6. It was assumed that teacher growth is a continuum and that information obtained at the time of interview with the teacher was an adequate expression of the situa- tion as it existed at that time. However, due to the exis- tence of the growth continuum, it is expected that changes would have occurred since the time the interviews were conducted. 25 CHAPTER II REVIEW OF LITERATURE An exhaustive survey of related literature yielded an enormous collection of works that had some bearing on this study. Bibliographies compiled by workers in agricul- tural education, rural sociology, and communication were consulted. An extensive bibliography in the National Project in Agricultural Communication of the Michigan State University yielded a wealth of pertinent literature. Various books and periodicals in the above mentioned fields were reviewed. Among the major sources consulted were Dissertation Abstracts1 and Summaries Qf_Studies En Agricultural Education.2’3’4'5'6'7'8'9'10I11v12:13!14.15.16 1University Microfilms, Inc., Dissertations Abstracts, Vol. 14, No. 2 through Vol. XXI, No. 12; Abstracts of Dissertations and Monographs in Microform (Ann Arbor: University Microfilms, Inc. 1943-1961). 2Summaries 9f_Studies ig_Agricu1tural Education, U.S. Office of Education, Vocational Education Bulletin No. 180, Agricultural Series No. 18, United States Govern- ment Printing Office, Washington, D. C.: June, 1935, 196 pp. 3Summaries 9f_Studies ig_Agricultural Education, Supplement No. 1, Interstate Printers and Publishers, Danville, Illinois: September,1943, 199 pp. 26 Summaries 9: Studies ig_Agricu1tural Education, Supplement No. 2, U. S. Office of Education, Vocational Division Bulletin No. 237, Agricultural Series No. 57, United States Government Printing Office, Washington, D. C.: 1948, 120 pp. 5Summaries 9f Studies ig_Agricultural Education, Supplement No. 3, U. S. Office of Education, Vocational Division Bulletin No. 242, Agricultural Series No. 59, Office of Education, United States Government Printing Office, Washington, D. C.: 1950, 61 pp. Summaries 9; Studies ig_Agricultural Education, Supplement No. 4, U. S. Office of Education, Vocational Division Bulletin No. 246, Agricultural Series No. 61, Office of Education, United States Government Printing Office, Washington, D. C.: 1951, 48 pp. 7Summariesgf Studies ig_Agricu1tural Education, Supplement No. 5, U. S. Office of Education, Vocational Division Bulletin No. 248, Agricultural Series No. 62, Office of Education, United States Government Printing Office, Washington, D. C.: 1952, 62 pp. Summaries 9f_Studies ig_Agricultural Education, Supplement No. 6, U. S. Office of Education, Vocational Division Bulletin No. 251, Agricultural Series No. 63, U. S. Department of Health, Education, and Welfare. United States Government Printing Office, Washington, D. C.: 1953, 100 pp. 9Summariesgf Studies iQ_Agricultural Education, Supplement No. 7, U. S. Office of Education, Vocational Division Bulletin No. 253, Agricultural Series No. 64, U.S. Department of Health, Education, and Welfare. United States Government Printing Office, Washington, D. C.: 1954, 75 pp. 27 lOSummaries gf_Studies ig_Agricultural Education, Supplement No. 8, U. S. Office of Education, Vocational Division Bulletin No. 256, Agricultural Series No. 66, U.S. Department of Health, Education, and Welfare. United States Government Printing Office, Washington, D. C.: 1955, 108 pp. 1Summariesgf Studies lg Agricultural Education, Supplement No. 9, U. S. Office of Education, Vocational Division Bulletin No. 263, Agricultural Series No. 68, U.S. Department of Health, Education, and Welfare. United States Government Printing Office, Washington, D. C.: 1956, 89 pp. 12Summaries 9f_Studies ig_Agricultural Education, Supplement No. 10, U. S. Office of Education, Vocational Division Bulletin No. 265, Agricultural Series No. 69, U.S. Department of Health, Education, and Welfare. United States Government Printing Office, Washington, D. C.: 1957, 94 pp. 3Summaries 9: Studies iQ_Agricultura1 Education, Supplement No. 11, U. S. Office of Education, Vocational Division Bulletin No. 272, Agricultural Series No. 71, U.S. Department of Health, Education, and Welfare. United States Government Printing Office, Washington, D. C.: 1958, 86 pp. Summaries 9; Studies ig_Agricultural Education, Supplement No. 12, U. S. Office of Education, Vocational Division Bulletin No. 275, Agricultural Series No. 72, U.S. Department of Health, Education, and Welfare. United States Government Printing Office, Washington, D. C.: 1959, 56 pp. 15 . . . . . Summaries gf_Studies in_Agricultural Education, Supplement No. 13, U. 8. Office of Education, Vocational Division Bulletin No. 282, Agricultural Series No. 75, U.S. Department of Health, Education, and Welfare. United States Government Printing Office, Washington, D. C.: 1960, 90 pp. Summaries 9: Studies ig_Agricu1tural Education, Supplement No. 14, U. S. Office of Education, Vocational Division Bulletin No. 291, Agricultural Series No. 77, U.S. Department of Health, Education, and Welfare. United States Government Printing Office, Washington, D. C.: 56 pp. 28 Abstracts and titles contained in these major sources were of such import that it was thought desirable to obtain copies of some of the original literature for a more detailed review than was possible from the abstracts alone. Some of the educational institutions from which cer- tain of the studies were requested refused to forward them to the Library of Michigan State University. This hindered the search in original literature, but the abstracts appearing in the aforementioned annotated bibliographies were used in such cases. This review of related literature was conducted for the following major reasons: (1) to acquire some knowledge about the history and importance of this type of publica- tion in order to construct an adequate study outline or research proposal; (2) to ascertain whether previous research had been conducted for the purpose of discovering how and to what extent teachers of vocational agriculture used such publications; (3) to determine if research techniques existed which seemed appropriate for conducting this study; (4) to discover ideas and suggestions concern— ing activities in which this type of publication might be used that would be appropriate for inclusion in the 29 schedule or data-gathering instrument; and (5) to make comparisons of findings reported in earlier studies with the findings of the present investigation. In preparing this review, parts of the studies have been classified into four major divisions which make up this chapter. These divisions are composed of literature which dealt with: (l) the role of publications in the dissemina— tion of agricultural information, (2) the procurement of publications by teachers, (3) the selection and evaluation of publications used in vocational agriculture, and (4) the storage, filing, and instructional uses made of publica- tions found in vocational agriculture departments. A. 6" le Q§_Publications ig_the Dissemination _§_Agricultural Information 1. The Communication Process. The importance of publications as a means for conveyance of agricultural information was touched upon briefly in the introductory chapter of this study. This importance cannot be over— emphasized. However, it must be emphasized here that pub- lications constitute only one of the many ingredients that go to make up the communication process. Likewise, mere numbers of ingredients do not necessarily make the process 30 effective. Berlol7 indicates that "it is the blending, the dynamic interrelationships among the ingredients," that determines the effects of the communication process. In addition to the publications, a few other ingre— dients which influence the process of communicating agri— cultural information are: (1) the teacher, (2) his constit— uents, and (3) the abilities and experiences of both parties. The complexity of the process is magnified because of the variation of the ingredients. Due to their age dif- ferential, differences in their experience, and the degree of responsibility thrust upon them, high school students and adult or young farmers will possess somewhat different problems. The type of information that would be suitable for one group might not necessarily meet the needs of the other. Blizzard18 found that teaching high school boys about fertilizers was for information and understanding, 17 . . . DaVid K. Berlo, The Process 9f_Communication (New York: Holt, Rinehart and Winston, Inc., 1960), pp. 26-27. 18Paul T. Blizzard, "The Role of Vocational Agri- culture Teachers in Boosting the Per Capita Income of North Carolina Farmers Through Fertilization," (unpublished Master's thesis, North Carolina State College, Raleigh, 1959), 49 pp. 31 whereas, teaching adults was for adoption of new and approved fertilization practices. Format and style, readability, and means of dissem- ination also are important parts of the communication process. Any discussion on the process of getting agricul— tural information from source to audience would be incom— plete without considering briefly at least one of the theoretical communication models that have been postulated. One such model was advanced by Schramm.19 He lists three essential elements of communication for his model: the source, the message, and the destination. Berlo20 and others have expanded this model to include: (1) the com- munication source, (2) the encoder, (3) the message, (4) the channel, (5) the decoder, and (6) the communication receiver. The use of publications by teachers of vocational agriculture may be adapted to this theoretical model. In so doing, the source becomes the agricultural entity 19Wilbur Schramm, The Process and Effects pf_Mass Communications (Urbana: University of Illinois Press, 1954), pp. 3-26. 2OBerlo, pp. cit. p. 32. 32 sponsoring the research and the research scientist as encoder converts the report into a printed message or signal contained in a publication. The message is disseminated by means of many channels. The teacher as decoder reconverts the message into information for his constituents, who are classified as the receivers. If any of these elements in the process are deleted or by-passed, the ultimate effectiveness of the message is altered. For instance, should the high school student of vocational agriculture be given a publication to study without getting any assistance from the teacher, it is extremely likely that his interpretation would not be the same as though the teacher (decoder) had aided him. In the use bf these publications as references in his instructional program, the teacher becomes an interpreter of the message of the agricultural scientist. By the same token he becomes an audience for the scientist. 2. The Farm Practice Adoption Process. Rural sociol- ogists have pioneered in the attempt to bring about a bet- ter understanding of how farmers adopt new or improved agricultural practices. To do this a theoretical stage concept was advanced, the steps of which are, awareness, 33 interest, evaluation, trial, and adoption.21 Some writers have referred to this process as the "diffusion process," "decision—making," and "problem—solving." Irrespective of the labels which haVe been used to identify the process, the consensus among writers seems to be that the steps are relatively the same. College publications may not serve as well in cer- tain stages of the farm practice adoption process as they do in others. At the awareness stage, the mass media, farm magazines, television, radio, and newspapers, appear rela- tively more influential than any other source.22 At the interest stage, mass media and other farmers are most often used as sources of information. Agricultural agen— cies, including teachers of vocational agriculture and county extension agents, rank a close third at this stage. In the evaluation stage, fellow farmers who have had requisite experience are the information sources most in demand, with agricultural agencies ranking second. At the trial stage, the same is true, with agricultural agencies again ranking a close second. During the final 21 . . . North Central Rural SOCiological Committee, loc. 22Lionberger, pp, cit., PP. 26—31. 34 adoption stage, the person's own experience and the experiences of fellow farmers are deemed most important as sources, with agricultural agencies still considered as the source ranked second. Agricultural agencies are used to reinforce decisions already made or they provide addi- tional information on the various aspects of outcomes resulting from having applied the practice. Farmers have been classified into various adopter categories according to the rapidity with which they adopt a new agricultural practice after it has been recommended by the entity performing the research. These categories are innovators, early adopters, early majority, . . 23 . . late majority, and laggards. According to Lionberger, . . . these [agricultural] agencies are more important for people who adopt new practices soon after their introduction than for people who adopt them later.24 Those persons falling into the innovator and early adopter groups ordinarily have larger farms, higher incomes, more risk capital, and are more willing to take risks than the average farmer in their respective areas. 23 Everett M. Rogers, "Categorizing the Adopters of Agricultural Practices," Rural Sociology, XXIII (December, 1958)I PP. 345—54. 24Lionberger, pp, cit., p. 27. 35 They usually are middle—aged or less and, according to Lionberger, . . . broad spatial orientation is ordinarily a distinguishing characteristic. Not only do they participate in more formal groups, they participate relatively more in those that take them to the county level and beyond. .. . [They] have a wide range of contacts with originating sources of farm information, and often do not wait for research findings to be published. They go directly to experiment station personnel to learn about the latest research being done. .,. . They remain in close contact with the agricultural agencies. . . . Persons falling into the early majority and late majority categories have about average-sized farms and corresponding incomes in their respective areas. However, due to the large number of farmers who fit into these groups, considerable variation exists. Their participa— tion in formal groups usually is confined to the church and other local groups. As indicated by Lionberger, The great majority are generally receptive to new ideas about farming, but may not be actively seeking them. . . . They read farm information articles in newspapers and magazines but ordinarily do not read the more technical ones. They also use radio and television frequently but generally remain aloof from agricultural agencies as information sources.26 ZSIbid., pp. 38-39. 26Ibid0 1 pp. 40-41.. 36 Persons categorized as laggards or late adopters ordinarily have smaller farms and subsistence operations. They usually are middle—aged and older. The desire for security and declining physical energies characterize this group. By virtue of their being security oriented, they are more inclined to adhere to the tried and tested prac— tices which seem safer. Farmers in this group generally do not participate in formal groups other than the church. Contacts for agricultural information are ordinarily con- fined to nearby farmers. Lionberger27 states that, "with this group, the almanac is important, while the agricul- tural agencies are virtually out of the picture." Frequently, they develop unfavorable attitudes toward agri- cultural agencies as acceptable sources of information and depend upon local dealers whom they have known for some time. As indicated previously, many farmers, irrespective of the category into which they may fall, use personal sources for their agricultural information. These personal sources may be nearby farmers or farmers who are 27Ibid., p. 40. 37 viewed as being technologically competent. Farmers who are sought as sources of information are more likely to be placed in the innovator and early adopter groups. They are the ones who tend to use agricultural agencies, such as the vocational agriculture teacher and the county extension agent, as sources of agricultural information. It is conceivable that the effectiveness of the work of the agricultural agencies with the majority of the population may be indirect, for people who are influenced by the agricultural agencies may in turn influence others. This aspect of communication is commonly referred to as the two—step flow of information in the communication process. To measure this indirect influence is difficult. Likewise, to measure the extent to which publications contribute to the knowledge of the teacher as he partici— pates in the two—step communication process also would be difficult. However, the extent to which teachers use these publications for their own self-improvement probably can be considered as one index of this contribution. 38 3. Importance p§_Publications ip_Vocational Agriculture. As they go about the tasks of assisting their constituency in solving agricultural problems, teachers of vocational agri— culture need reliable sources of information as a basis for their teaching. Their teaching cannot extend beyond their own knowledge. By referring to the type of publication treated in this study, teachers and their constituents can find those facts which have been determined by scientific research. The importance which teachers attach to state- produced publications is evidenced in the following studies. Based on the results of a forty-one—state study, Miller28 listed the ratings given different types of publi— cations by ninety—two teachers of vocational agriculture and ninety-one county cooperative extension agents. The study revealed that approximately eighty-one per cent of the teachers and ninety-four per cent of the extension agents rated "extension bulletins and circularsfl as being "important," or "very important," as sources of information 8Howard Leland Miller, "Procedures for Improving the Use of Publications in the Communications Process by Professional Leaders in Agricultural Education" (unpub- lished Doctor's dissertation, The Ohio State University, Columbus, 1959), p. 43. 39 for use in their instructional programs. The popular series of experiment station publications were rated lower in importance, with technical and research publications next in descending order. The United States Department of Agriculture publications were rated still lower by these teachers and agents. Ridenour,29 in a questionnaire survey of thirty— four teachers of vocational agriculture, found that they wanted: (1) handbooks of experiments, (2) presentation of research information in film strips, (3) to automatically receive newly released publications, and (4) to be able to purchase publications in quantities large enough for classroom use. Here again the desire for publications produced within the state seemed apparent. While the general consensus among professional agricultural workers is that publications rank high as to importance, they have been criticized and may be subject to some improvements. The nature of the criticisms may indicate the direction of needed improvements. Miller3O 29 . . Harlan E. Ridenour, "Procedures Used by Ohio Vocational Agriculture Teachers in Using Research Data Published by”the Ohio Agricultural Experiment Station" (unpublished Master's thesis, The Ohio State University, Columbus, 1952), 138 pp. 3OMiller, pp, cit., p. 47. 40 found that professional users stated the publications were "not timely enough and too few were available." Other comments were that the publications did not contain recom- mendations, draw conclusions, or keep technological develop- ments up-to-date. Research publications were criticized because of readability, degree of detail, and level of technicality. Professional agricultural workers generally have agreed that the publications were not adequate enough in either quality or quantity of information to meet the demands of their respective programs. This inadequacy was emphasized further in studies that dealt with farmer- opinions as to what type of information they thought they needed in order to make sound decisions. According to some writers, college publications may not be making their maximum contribution in the decision-making process if the information contained in them is based on farmer- oPinions. In this regard Lionberger stated: 41 Evidence indicates that college publications do not always provide the information that farmers think italics in the original they need in regard to new technology. Nor do they give them the knowledge about local conditions necessary for making management decisions.31 Potentially, the effectiveness of college publica- tions might be increased if certain improvements were made as to subject-matter content. Johnson and Haver, based on interviews with 1,075 farmers in eight midwestern states, indicate that extension services tend to under-emphasize information in the following areas: (1) new methods which would help farmers operate for maximum profit; (2) human factors which would enhance the family satisfaction aspects of farming; and (3) information on institutions, the human element and home technology which would help farmers organize farms.32 Johnson and Haver also indicate that experiment station publications tend to under-emphasize: 31Lionberger, pp, cit., p. 7. 2 . . 3 Glenn L. Johnson and CeCil B. Haver, Agricultural Information §p_§p Aspect p§_Decision Making (Department of .Agricultural Economics, Agricultural Experiment Station Technical Bulletin No. 273. East Lansing: Michigan State University, 1960), pp. 7-8. 42 (1) information on prices and new technology which would aid in operating farms to maximize profits; (2) information on institutions, home technology and the human element, relative to existing production methods, which would help in operating farms to maximize family satisfaction; and (3) information on institutions, home technology and human elements, as an aid in organizing farms.33 Although based on the farm management aspects of agriculture, these criticisms may give direction to publi— cation improvement and enhance the effectiveness of these publications for both professional agricultural workers as well as farmers. Studies of farmer preferences as to types of agri— cultural information needed by them are not new. Nor are preferences voiced years ago radically different from those of today; at least in principle they are similar. 34 . . Crandall stated that he and his assoc1ates conducted experiments with 1,000 farmers in 1920-1921 "to determine the nature of subject matter needed by teachers of voca- tional agriculture for instructional purposes." Indications were that farmers then were "eager for original data which were applicable to their problems, 33ibid., pp. 8—9. 34W. G. Crandall, "Servicing the Agricultural TeaCheL" The Agricultural Education Magazine, 1 : 5, August, 1929. 43 data which had been accumulated over a long period of years, data which had been originated near home, and data which were up to date." Further indications were that much of the unpublished experimental data of the time needed to be put into bulletin form for wider distribution which would include teachers of vocational agriculture. Thus, it appears that the importance of publications of the type treated in this study has been realized for quite a long period of time. Despite the many advantages of the publications used in teaching vocational agriculture, there are still some limitations. One of the major limitations is that they require reading rather than personal contacts as a means of obtaining information. Although the publica- tions may be had free from the county agent's office, the state college of agriculture bulletin office, and, in some instances, from the vocational agriculture teacher; and although they are used in supervised study in the class- room; their use still requires active effort on the part of the information seeker. Usually the quest for infor— mation by means of a publication occurs when the seeker wants additional information about a particular thing that he already knows something about. 44 Publications cannot provide personalized advice or show how the recommended practices can be specifically applied to a particular farm situation. The use of publi— cations presupposes a certain amount of independent action, initiative, and aggressiveness which are not ordinarily required when personal sources are used. Hence, it would be expected that the more progressive and competent farmers, teachers, and students would make greater use of publica- tions. B. The Procurement p£_Publications py.Teachers A number of different plans for distribution of college publications have been advanced so that teachers can procure needed materials for instructional purposes. However, the problem of lack of awareness by teachers that a publication exists has never been solved completely. Efforts to overcome the lack-of—awareness problem have been made by including in distribution plans a provision which stipulates that teachers should receive automati- cally, at no cost, single copies of each newly released or revised publication. 45 After reviewing the publication the teacher may then order additional copies to be used with his constitu- ents. These additional copies usually are sent free and orders are based on some classification procedure. This classification scheme ordinarily is based on the numbers of all-day students, young farmers, and adult farmers served by the teacher. Should schools require more copies than the classification scheme allows, then additional copies may be purchased at a nominal charge. One such distribution plan was proposed and put into operation by the University of Wisconsin in 1941. Fay,35 who developed the plan, reported pppp.;p_seemed to be successful. The plan provided that single or multiple copies of certain publications, depending upon their classification, would be sent free to all departments of vocational agriculture. The more popular publications, or ones which the teachers needed in quantity, could be procured at cost-price. The plan met with enthusiastic support and approval by teachers. 35 . . . Ivan G. Fay, "The WisconSin Plan for Bulletins," The Agricultural Education Magazine, 14:125, January, 1942. 46 A copy of the distribution plan for Michigan is 36 of this report. This plan, or found in Appendix A policy statement, was developed in 1952 and revised in 1957. It provides for many of the procurement procedures mentioned previously. As indicated at the outset of this section on procurement, awareness of the existence of available information remains a problem for the teacher of voca- tional agriculture. Deyoe interviewed thirty Illinois teachers of vocational agriculture in an effort to identify program adjustments that had been made in order to keep pace with the rapid technological changes in agriculture. He found that: Teachers in 25 departments {of a total of thirty indicated various problems in securing up-to—date ref— erences and teaching aids. Approximately one-third of these mentioned some difficulty in obtaining materials about recent developments in some phases of agricul— ture. Of concern to several teachers is the lag between some of the recommendations from the College of Agriculture and those from some other sources.37 36Appendix A. 7George P. Deyoe, “Adjusting Local Programs of Vocational Education in Agriculture to Changes in Agricul- ture" (unpublished Staff Study, Urbana, Illinois: Division of Agricultural Education, University of Illinois, 1959), p. 60. 47 The time-lag between the release of a publication and the receipt of it by the teacher is sometimes great. To overcome this problem, lists of publications are made available periodically to teachers and county agents in some states. Many states mail these lists automatically, but in Michigan they are made available to teachers only upon their request. The nature of the information sometimes determines the degree of difficulty with which the teacher can pro- cure it. Some types of agricultural information are long— lived while other types are considered to be rather short— lived. Price and outlook information is ordinarily con- sidered to be short-lived, whereas production information is generally viewed as long-lived. Byram pointed out the importance of reducing the procurement problem for teachers when he stated: Many states are working out effective means of narrowing the subject matter gap. These include in- service conferences, short courses, workshops, and graduate courses, previews of new publications, and preparation and dissemination of recent informational releases to name only a few. A recent development in Michigan may be of interest here. Our Department of Information Service of the College of Agriculture decided that dependence on published bulletins alone for new subject matter is too slow for this jet 48 age. So, for the past two years there have been fewer new bulletins, but these are being supplemented by what are called Fact Sheets of more current, newer technical information. After two years of trial with county staffs of the Cooperative Extension Service these are now also being made available without charge to all teachers of voca- tional agriculture in Michigan who have requested them. Sets of 146 of these were distributed this fall through in-service education meetings of teachers. These Fact Sheets are indexed and filed in a large, attractive, specially built and lettered cover, pur- chased by local schools through the state associa- tion of teachers of vocational agriculture. Many feel that this is the most significant single step in the past twenty-five years taken cooperatively by the Colleges of Agriculture and of Education to help teachers keep abreast of agricultural technology.38 The practice of distributing these Fact Sheets has not been in operation long enough to determine its value. However, it is the opinion of this writer that an evaluative study comparing the effects of information disseminated through Fact Sheets and that disseminated through bulletins would be needed after the former has been in operation for some time. 38Harold M. Byram, "Challenges to Leadership in Agricultural Education in the Golden Sixties," Journal p: the American Association p: Teacher Educators ip.Agri- culture, 1:1, April, 1961. 49 King39 conducted a study to determine if a loose- leaf style notebook would provide the physical character- istics necessary to improve the effectiveness and effi- ciency of printed agricultural material. Commercial and educational organizations were contacted as well as eleven teachers. Looseleaf materials were used to some extent in all schools visited. The extent of their use depended on their availability. Teachers agreed that standardization of size resulting from use of the looseleaf style note— book would make printed materials easier to file and handle. Principal advantage of looseleaf style was that materials could be kept in a permanent binder without losing flexibility in organization. Some teachers request publications based only on lists provided by the disseminating agency. Others per- form a thorough analysis of their instructional programs by dividing enterprises into job units. References are then listed and adjudged as to primary and supplementary 9Harold Darling King, "The Looseleaf Notebook: A Possible Means of Enhancing the Use of Printed Agri— cultural Material in High School Vocational Agriculture Teaching," (unpublished Master's thesis, University of Wisconsin, Madison, 1954), 44 pp. 50 value and are requested according to this analysis. Such a procedure was outlined by Nelson40 some years ago. Though time consuming, the procedure seemed to assure that ade— quate references could always be found in the department. Sanders,41 in an effort to obtain publications, requested them from forty-one different sources, including government agencies and commercial producers. He conclu— ded that: (1) it was not too difficult to procure techni- cal publications and the cost was relatively small; (2) to maintain an adequate supply of up—to—date publica- tions required constant effort on the part of the teacher; (3) small requests, sent regularly, were most effective in procuring publications; (4) technical publications were available on practically all agricultural practices; (5) information should be supplemented as new data become available; and (6) sources should be acquainted with the 40 Gordon Vernon Nelson, "References for the Agri— cultural Instructor," (unpublished Master's thesis, Vir— ginia Polytechnic Institute, Blacksburg, 1928), 367 pp. 41Robert Willard Sanders, "Providing Technical Publications for Use in Bacon County High School Voca- tional Department," (unpublished Master's thesis, University of Georgia, Athens, 1951), 33 pp. 51 fact that publications requested are for use in departments of vocational agriculture. C. Selection and Evaluation p; Publications for Vocational Agriculture Various criteria have been formulated for selecting different types of reference materials for use in depart- ments of vocational agriculture. Some of the criteria which have been used are: (1) subject-matter content, (2) method of presentation, (3) readability, (4) cost, and (5) physical features, such as size, format, and attractive- ness. The following literature dealt with the problem of selecting reference material. Though all of the studies did not deal directly with college or governmental publi- cations, some of the criteria used are applicable to their selection. Warren42 used the following criteria for selecting instructional materials for a Georgia department of 2Howard M. Warren, "Providing Instructional Materials for Use in the Warwick High School Vocational Agriculture Department, Warwick, Georgia," (unpublished Master's thesis, University of Georgia, Athens, 1955), 39 pp. 52 vocational agriculture: (1) instructional material must contain the latest information pertaining to the subject to be dealt with, (2) the information must be appropriate to local situations and conditions, (3) it should be based on scientific experiments and observations, and (4) it must stimulate interest. Boyd43 found in a questionnaire study of 100 teachers that they selected reference books for the fol- lowing reasons in this descending order of importance: (1) subject—matter content; (2) the book was in the department when the instructor arrived on the job; (3) printing, size, and clearness; (4) cost; (5) recommended by teacher-trainers; (6) table of contents; (7) graphs, charts, and diagrams; (8) overall attractiveness; (9) recommended by a district supervisor; and (10) adequacy of the index. It was noted in this study that readabil— ity was not mentioned as a criterion for selection. The 43Charles R. Boyd, "A Study of Reference Books More Commonly Used in Courses of Vocational Agriculture in Oklahoma," (unpublished Master's thesis, Oklahoma State University, Stillwater, 1953), 93 pp. 53 fact that the questionnaire was composed of open—end ques- tions, and the fact that teachers do not ordinarily deter— mine the readability of references, would tend to explain why readability did not occur as a criterion for selection. Haff44 developed a score card for selecting refer- ence books which was based on ratings given effective criteria by sixty—seven teachers in New York. Ratings given were: (1) subject-matter content, thirty-seven per cent; (2) readability, seventeen per cent; (3) illustra— tions, thirteen per cent; (4) organization of material, twelve per cent; (5) format, eleven per cent; and (6) the author's training and experience, ten per cent. Cardozier and Carpenter45 conducted a study among Tennessee teachers to determine how they selected reference books for their departments of vocational 44Floyd Robert Haff, Jr., "The Selection of Ref- erence Books in Vocational Agriculture," (unpublished Master's thesis, Cornell University, Ithaca, 1960), 88 pp. 45 . . V. R. CardOZier and Louis A. Carpenter, "Prac- tices Used in Procuring Reference Books for Vocational Agriculture Departments in East Tennessee," (unpublished Staff Study, Department of Agricultural Education, University of Tennessee, Knoxville, 1958), 14 pp. 54 agriculture. They found evidence to indicate that most teachers selected their own books and some expressed a need for outside assistance in selecting all types of ref- erence materials. The writers found no patterns of finan— cial arrangements for purchasing reference materials. People who have made studies on selection of ref- erence materials generally agree that, in addition to items previously discussed, the following also should be considered in the selection process: (1) recommendations of other teachers are not always a valid base for refer— ence selection, (2) all materials should be tested for readability, (3) some financial arrangements should be made to cover cost of materials, and (4) student evaluation of materials appears to be highly important. The means by which information is presented in publications has significant bearing on their nature of use and extent of use. As a criterion for selection of reference materials this should not be overlooked. Clark46 attempted to discover how farmers, farm boys enrolled in high school vocational agriculture, and 46Clyde Farrell Clark, "Methods of Presenting Results of Agricultural Experiments," (unpublished Master's thesis, Mississippi State University, State College, 1939), 95 pp. 55 professional agricultural workers prefer to have the results of experiments presented when the results were to be used as bases for making decisions. He found that: Contrary to popular opinion, farmers, farm boys, college students in agriculture, and professional workers in agriculture (647 out of 976), when using the results of an experiment as the foundation for a decision, preferred to have the results of the experi— ment in tabular form, and then, a clear explanation of the more important conditions under which the experi- ment was conducted. Those methods in which there was a detailed statement of the conditions under which the experiment was conducted were more popular than those which were indefinite with regard to these conditions. Methods of presenting results should undoubtedly vary to some extent according to the type of experiment.4 McJunkin48 tried to determine if the time—lag between the time when corn practices were discovered through research and the time they were adopted on the farm could be reduced by changing the methods of presenting research data. He found that: (1) information published as a unified body of knowledge on a single subject is more thoroughly understood and more readily applied than if 47Ibid., p. 94. 8Murry Carpenter McJunkin, "Development and Measurement of the Effectiveness of Different Methods of Presenting Data Obtained in Studies of Efficient Corn Pro— duction," (unpublished Doctor's dissertation, Pennsylvania State University, State College, 1949), 195 pp. 56 published in separate articles, (2) research information must be organized into a body of unified knowledge by some- one other than the vocational agriculture teacher, and (3) the gap between research and farm practice is primarily a lack of understanding because of faulty presentation of information. Readability as a criterion for selection should not be under-emphasized. Readability of reference material should correspond to the reading level of those persons who will use it. By giving students publications which contain technical information that is beyond their compre— hension, their interest is discouraged rather than stimu- lated toward seeking facts to use in solving their problems. Reading is one of the most important learning pro- cedures in vocational agriculture. It is important because there is such a wide variety of written material in agriculture with which one should become familiar if he is planning to work in that area. Likewise, reading is important because it is a method of self-education. To the teacher of vocational agriculture it is of considerable importance in his program because he frequently has stu- dents working on individual problems. The success of this 57 learning process is entirely dependent upon the ability of the student to understand the available written material on the subject. Explanation of material is possible but is necessarily limited by lack of time on the part of the teacher and by the likelihood that the student would not ask for assistance. For maximum reading effectiveness the student must possess the ability to read and must have available to him material that is comprehensible to a per- son of his reading ability. The reading level that a student has attained is the result of his own ability, the training that he has received, and the degree to which he has applied himself. His ability to understand publications containing agricul- tural information also may be influenced to some extent by previous farm experience. His reading habits influence his reading level. For instance, the amount and type of read- ing material which he has used will influence his reading rate and his comprehension. McPherson49 studied the degree of comprehension of students and the parts of publications that require 49David E. McPherson, "A Study of the Readability of University of Tennessee Agricultural Extension Service Publications and Leaflets for Boys Taking Vocational Agri- culture in High School," (unpublished Master's thesis, Uni- versity of Tennessee, Knoxville, 1957), 113 pp. 58 explanation by the teacher in order to get reasonable understanding. He used forty-eight students in one high school and the publications found in the department of vocational agriculture at the school. Among his more significant findings were that twenty—five per cent of the publications could not be understood by first-year high school students. Students with eighth grade reading abil— ity had reasonable understanding of approximately sixty per cent of the publications. First—year students had satisfactory understanding of fifteen per cent of the pub- lications and seven per cent could not be understood by second—year students. McPherson also found that the parts of the publi— cations which were considered most difficult were: (1) statistical tables, (2) mechanical drawings, and (3) charts. Individual items that were considered most diffi- cult were: (1) technical terms, (2) chemical symbols, and (3) abbreviations. It was recommended that teachers offer small-group and individual assistance to the students in the use of the publications. Also, the teacher should select with great care all reference materials that will be used by students. 59 Christensen50 studied those agricultural textbooks and bulletins which were used most in departments of voca- tional agriculture in the Pacific Region. He found that publications produced at the state level on the whole were easier to read than those disseminated by the United States Department of Agriculture. Among his other specific find- ings, the following seemed pertinent: (l) thirty-one per cent of state bulletins were suitable for students in the seventh and eighth grades, (2) eighty-six per cent were suitable for ninth and tenth graders, and (3) ninety-nine per cent were suitable for eleventh and twelfth grades. He further indicated that on the average experi- ment station bulletins were one-half grade level more diffi- cult than extension bulletins. Technical bulletins and circulars on the whole were too difficult for high school students. Most farmers' bulletins produced by the Fereral government were suitable for eleventh and twelfth graders, while leaflets and miscellaneous publications were suitable for ninth and tenth graders. Christensen recommended that 50Howard Christensen, "The Readability of Agri— cultural Textbooks and Bulletins," (unpublished Master's thesis, Colorado State University, Fort Collins, 1953), 123 pp. 60 teachers take great care in selecting reference material. He also stressed that frequency of use does not necessarily mean proper readability of a publication. Bentley and Galloway51 reported on a study of the comparison of readability of reference books with the reading ability of the students using them. The Dale-Chall Readability Formula52 was used to determine the readability of the ten books most frequently found in Indiana depart- ments of vocational agriculture., Two tests were used to measure the reading ability of vocational agriculture stu- dents. The Cooperative English Tests, Test Cl, "Reading Comprehension," was used to measure general reading ability. Iowa Tests of Educational Development, Test 6, "Ability to Interpret Reading Materials in the Natural Sciences," was thought to yield the best index of ability to read techni- cal materials in agriculture. lRalph R. Bentley and R. Edward Galloway, "A Com— parison of the Readability of Vocational Agriculture Refer- ence Books with the Ability of Students Using them," Journal p§_Experimenta1 Education, 29:373-383, June, 1961. 2 Edgar Dale and Jeanne S. Chall, "A Formula for Predicting Readability: Instructions," Educational Research Bulletin, 27:37-54, January 21, 1948. 61 Several implications were drawn from that study which were deemed important enough to the present study to include here. They are: (1) It seems apparent that if a single vocational agriculture textbook were selected for use by students in a given grade, some students would experience diffi- culty reading any but the most readable portions and some would find all but the most difficult portions distressingly easy. Therefore, it seems desirable to use a variety of reference materials with varied read- ability in each agricultural subject area. (2) Teachers cannot assume that a student is an average reader because he possesses average mental ability. (3) When authors and publishers prepare agricul- tural reference books, they should give special atten- tion to book readability and the reading ability of vocational agriculture students. (4) The fact that vocational agriculture students consistently scored higher on the test of ability to read natural science materials than on the general reading test suggests that the ability to read agri- cultural references may be specific and different from general reading ability. (5) Teachers of vocational agriculture should include readability as a factor in the selection of reference books. (6) Teachers of vocational agriculture should give special attention to the reading problems encountered by their students.53 53Bentley and Galloway, pp, cit., pp. 382-83. 62 Gartley54 administered the Iowa Silent Reading Test to 225 vocational agriculture students to determine their reading level. He recommended that teachers of vocational agriculture develop functional reading procedures as an integral part of their instructional programs, such as: (1) reading rate; (2) reading for main ideas; (3) word recognition; (4) skimming; (5) reading for sentence, para— graph, and complete passage comprehension; (6) location of information; (7) reading for details; (8) reading to follow directions; (9) reading graphs, maps, charts, and tables; (10) reading to organize; and (11) reading critically. D. Filing, Storing, and Using Publications Upon receiving new publications, the teacher's next problem is to adequately care for them. Publications should be filed and stored so they will remain as attrac- tive and serviceable as possible to students. They should be so arranged that they can be found easily and returned to storage with minimum effort after use. The methods by 4 . . . . . 5 Boyd C. Gartley, "Reading Ability in Relation to Achievement in Vocational Agriculture," (unpublished Master's thesis, Pennsylvania State University, State College, 1952), 59 pp. 63 which publications are filed and stored has a direct bearing on the nature of use and the extent of use to which they are subjected. There have been numerous filing systems outlined for teachers to use. Among the first filing systems recommended to teachers for their use was one advanced by Hammonds.55 His plan was a simple modification of the Dewey Decimal System. The plan was formulated on the basis that each enterprise, whether crop or animal, had the same general subdivisions, thus giving uniformity to the classification. Hammonds also suggested that a card index, although not necessary, would make the use of the system more convenient. Oglesby56 sent questionnaires to selected teachers in Georgia and similar questionnaires to twelve agricul- tural colleges in the Southeastern United States to deter— mine what filing systems were in use. He developed criteria to measure the practicality and functionality of 5Carsie Hammonds, "A Plan for Classifying and Filing Bulletins," Agricultural Education Magazine, 5:58-59, October, 1932. 56Ralph A. Oglesby, "Planning and Establishing a System of Filing Technical Bulletins in Bowden High School," (unpublished Master's thesis, University of Georgia, Athens, 1951), 59 pp. 64 the various systems. Seven systems were compared using these criteria. The Georgia Plan, using a divided—drawer, steel filing cabinet and a decimal system of classiciation, was found to be the most practical for high school voca- tional agriculture departments. All the agricultural col- lege library plans were thought to be too complex for use in high school vocational agriculture departments. Oglesby indicated that there was a definite need for further work in departments of vocational agriculture to effect a more efficient use of the technical materials by the students themselves. Numerous suggestions have been made with respect to storing agricultural publications. Most publications, par- ticularly bulletins, are stored vertically. Among other ways, vertical storage has been effected in the standard, sliding—drawer, steel file cabinet; in commercially made cut-corner or plain pamphlet file boxes; in home—made wooden pamphlet boxes; or in discarded metal cans specially reconditioned for such use. Many teachers have constructed special cabinets which facilitated vertical storage of pub— lications, while<fijmxs have used a type of "pigeon-hole," cabinet which allows flat storage. 65 Mullen57 conducted a study to determine which sizes and shapes of bulletins, charts, and magazines lend them- selves as most functional for proper packaging and filing. The teachers from whom he solicited responses indicated that they preferred bulletins to be six—by—nine inches in size; charts to be twenty-seven—by-twenty—one inches; and all agricultural magazines to be standardized to eight—by-eleven inches. Uniformity and standardization seemed to keynote teacher preferences, but no specific reasons were given for preferences. Miller58 identified and analyzed at least thirty— five different plans used by teachers and extension agents for filing their agricultural publications. Generally speaking, these plans followed a decimal system, but were far from being standardized or uniform. One of the major contributions of Miller's study was the formulation of a uniform index or filing system for use by professional agricultural workers. He made a thorough study in the comparison of various systems. 7Donald T. Mullen, "A Study of Vocational Agri- culture Teacher Preference in Size of Bulletins, Charts, and Magazines," (unpublished Master's thesis, University of Wisconsin, Madison, 1957), 37 pp. ' 58Miller, pp. cit., p. 299. 66 The AQQEK was developed as a result of Miller's study and has been highly recommended to professional agri— cultural workers. It incorporates many desirable features of a good filing system. The features of standardization and uniformity will be achieved as the system becomes more widely accepted. Tentative plans are to have the gpppg classification placed on agricultural publications at the time they are printed. This will aid in standardizing the system among professional agricultural workers. Taylor59 suggested a practice to be followed by teachers of vocational agriculture. He recommended that the titles and other bibliographical information of p;_ references contained in the department of vocational agri— culture be placed in the catalog of the school's central library. This would allow use of the materials by stu- dents and faculty members other than those directly con— nected with the vocational agriculture department. Taylor made the following assumptions and recommendations: (1) a reference collection is essential to the vocational aglfliculture department; (2) an adequate collection is \ 9 . Kenneth I. Taylor, "Central Library Records for .gljei Department Reference Collection," The Agricultural ~51L11;ation Magazine, 31 : 136, December, 1958. 67 continually changing; (3) agricultural reference materials will occasionally be needed by teachers and pupils outside the department of vocational agriculture, and loan of these materials, when not in use, should be encouraged; (4) length of loan, whether for an hour, day, or overnight, should be left to the discretion of the teacher of voca— tional agriculture; (5) central library records of the materials should be maintained, but the materials should be kept in the department of vocational agriculture; and (6) all materials should be processed and classified uni- formly in the central library before placement in the department of vocational agriculture. The uses to which publications are subjected are many and varied. The nature of use depends on many things. To a great extent use is influenced by the vari- ous ingredients of the previously mentioned communication model. Certainly, the source has great influence on the ultimate use of a publication,and so does the encoder. The message includes the words in the publication and the weiythat the words are arranged. The channel, including 'tliee medium of a bulletin or circular or flyer and the 68 procedures employed to disseminate it, exert its share of influence on the ultimate effectiveness of the publication. The interrelationships between the encoder and the receiver also influence its use. Miller had this to say about the ways in which agricultural publications are used: The professional worker in agricultural education uses publications primarily for (1) personal reference, (2) classroom reference, and (3) for distribution. Teachers of vocational agriculture normally are not distributors of agency publications although this is a specific function of the Extension Service.60 . 61. } Elsewhere, Miller indicated that teachers used sixteen per cent of their total number of publications for personal reference; seventy—four per cent were used for student, office, or classroom reference; and ten per cent were used for distribution to students or the public. The above findings are not necessarily an accurate portrayal of the uses to which teachers apply the various publications found in their departments. Reasons are summarized as follows. In the findings of the above study £311 publications in a department were given equivalent weight with respect to use and importance. Variation in \ 6OMiller, pp, cit. p. 41. Ibid., p. 183. 69 subject matter alone demands that publications be treated separately in an evaluation process. Furthermore, teachers were instructed to consider their total number of publica- tions without regard to the fact that they may have had twenty or more copies of certain publications and only single copies of others. Miller recognized that there were variations among teachers' interpretations of ppp, as well as extent of use of publications. Publications are used both in high school classes and in adult—farmer and young-farmer classes. Ridenour's study, which was conducted in Ohio, indicated that: . . . 60 percent of the use made of the 39 experiment station bulletins studied was in high school classes while the remaining 40 percent of the use was in adult work.62 Ridenour recognized that his study did not show the extent of use given these bulletins in the classes but only whether or not they were used as a source of information by the teacher or student or class members. He concluded that the lower percentage of use in adult classes may have been ChJe to the fewer times the adult classes met during the .YTEar'and also because not all of the teachers conducted \ 2 . . 6 Ridenour, pp, Cit., p. 47. 70 adult courses. It would appear that merely determining the number or per cent of times used in a class does not por— tray a true picture of publication use. The extent of use probably should be based on the degree to which this type of publication is used as compared to the use of other reference sources on the same subject. Elsewhere, Ridenour commented on the use of publi— cations by stating that: . . . bulletins which meet teacher needs received the most use and thus the research information con- tained in them is presented to more farm people than information contained in those bulletins which do not meet teacher needs. . . . the fact that the research bulletins deal with only one subject accounts for their being used by a greater number of teachers than farm and home research bulletins which contain arti- cles on several subjects.63 The reproduction of information found in publica- tions for presentation to a constituency is limited to a great extent by the equipment which is available to a teacher. It is limited further by the amount of time he can devote to reproduction of information. In addition to these, reproduction is limited by the teacher's ability to make abstract information appear meaningful to h i s constituents . \ 63Ibidop pp. 55 and 58. 71 Of the many ways by which information is repro— duced for consumption, Ridenour indicated that too much dependence was placed on the chalkboard method of presenta- tion. He further indicated that the practice of passing out publications to students for them to use as references in supervised study too often replaced teacher preparation. He elaborated further by saying: The practice of passing out bulletins to students for their study received the lowest average evalua- tion, 2.87 points (out of a possible five points), of all the methods of presenting research information considered, but received the second largest amount of use by the teachers reporting.64 Ridenour found that although teachers rated "teacher-made charts," as being the most effective method of reproducing tabular material for student consumption, it was used in presenting only eleven per cent of the information treated in his study. He indicated further that although the chalkboard was rated third in effec- tiveness, teachers still rated it first as being the method of presentation which they used most. A concluding statement which may be drawn from Itidenour's study is that the methods of presenting \ 64ibid., p. 75. 72 research information to students which required the least amount of teacher time for preparation were those which were used most extensively by the teachers, regardless of the effectiveness of the method. Furthermore, those publica— tions which contained the most useful subject matter, regardless of format or readability, seemed to be used most. The following conclusions were drawn as a result of having made this review of related literature. 1. Previous studies substantiated the fact that college publications are extremely important to teachers of vocational agriculture as references for agricultural information and have been ever since they were first made available to them. 2. Earlier studies indicated that this type of pub— lication was used as a teacher reference and as a class- room reference. (One study dealt with the reproduction of information from this type of publication for use in adult-farmer classes.) Insofar as could be determined, -n<> studies had been conducted to ascertain the extent to W'l’lich such publications had been used in instructional C>JTZientation activities, informational evaluation activities, 73 methods-of-teaching activities, instructional procedure activities, and in student-usage activities. 3. No studies reviewed attempted to determine the extent of use based on a distribution classification of this type of publication. Most studies compared this type of publication with commercially produced publications or with textbook type references. A few studies were reviewed which attempted to ascertain the most desirable style or form for presenting agricultural information in this type of publication. 4. Approximately one—fourth of the eighteen activities included in the present study were obtained as a result of this review of literature. The remaining activities were included at the suggestion of specialists in various fields who were consulted. At appropriate places in the summary chapter comparisons of findings in earlier investigations will be made with significant findings of this study. 74 CHAPTER III SOURCES OF DATA AND METHOD OF PROCEDURE This chapter deals with the description and means by which data were obtained and the methods of procedure that were used to analyze the data. The chapter was organ— ized to include discussions on the following: (1) selection of the sample of teachers to be interviewed, (2) selection of the sample of publications to be used in the study, (3) interview procedure and instrument, (4) methods of analysis of data, and (5) limitations of the study. A. Selection pp the Sample p£_Teachers and Departments In order to secure data that would be satisfactory, it was determined that teachers who had been using this type of publication would be in the best possible position to render the most reliable information. It was considered desirable to select a group of teachers who had been teach- 41ng'1ong enough to employ most of the publications which Would be treated in the study. Also, it seemed desirable t<3 select teachers having tenure sufficient to enable them tzc) be familiar with the publications in their departments. 75 This would bolster the recall process in the event the teacher found it necessary to pause and ponder whether he had any one certain publication, or the extent to which it had been used. A list showing the teachers of vocational agricul- ture, the schools in which their departments were found, and their addresses was obtained from the Vocational Edu- cation Division of the Michigan Department of Public Instruction. This list, contained 237 teachers and was complete and correct as of July 14, 1961. Teachers who had not been teaching for at least two years and those who had not been teaching in the same department for at least one year were eliminated from the total population of 237 teachers before the sample was drawn. Eliminations were made after consulting various records in the Agricultural Education Service of College of Education at Michigan State University, and those in the Vocational Education Division of the Michigan Depart— ment of Public Instruction. Where records yielded incom— plete information, the agricultural education teacher— trainer staff and state consultants in vocational agri- culture were asked to assist in identifying those teachers to be eliminated under these two criteria. 76 By this elimination process, the population of teachers was reduced from 237 to 170 before the sample was drawn. Each of the remaining 170 teachers was then assigned a number and by use of a table of random numbers1 a sample of twenty-five teachers was selected for interview. The numbers appearing in the left marginal column of Table 1 correspond to those on a map of the State of Michigan found in Appendix D.2 Shown also is a list of the teachers and their departments which were included in this study. The map depicts the geographical representa- tiveness of the sample of departments and teachers. The data in Table 1 show the length of time in years which individual teachers had been teaching, the length of time each teacher had been teaching vocational agriculture, and the tenure of each teacher. Means for all teachers in the study were 11.04 years in all types of teaching, 10.4 years in teaching vocational agriculture, and 7.56 years tenure in the school where they were located at the time the interview was conducted. lGeorge Waddel Snedecor, Statistical Methods Applied £p_Experiments_;p_Agriculture and Biology_(Ames: The Iowa State University Press, 1957), pp. 33-35, 366—370. 2Appendix D. 77 Table 1. Departments included in the study showing the years of total teaching experience, vocational agriculture teaching experience, and tenure of teachers De- Total Vo-Ag Tenure De- Total Vo—Ag Tenure part- Teach— Teach— in Pre- part- Teach— Teach— in Pre— ment ing ing sent ment ing ing sent No. Exp. Exp. School No. Exp. Exp. School 1. 27 23 15 14. 37 35 35 2. 24 22 15 15. 3 3 1 3. 17 15 12 16. 18 17 7 4. 7 7 3 l7. 3 3 3 5. 9 5 5 18. 5 5 5 6. 25 25 22 19. 3 3 3 7. 5 5 5 20. 3 3 3 8. 3 3 3 21. 20 20 15 9. 12 12 12 '22. 8 8 6 10. 2 2 2 23. 8 8 4 11. 2 2 1 24. 2 2 2 12. 3 3 1 25. 2 2 2 13. 28 27 9 Mean 11.04 10.40 7.56 The data in Table 2 indicate the amount of academic work which the teachers in this study had completed. All teachers had completed at least enough collegiate level courses to meet the requirements for the bachelor of science degree. In addition to having been awarded the bachelor of science degree, approximately twenty-four per cent had completed from five to fifteen credits toward a permanent teaching certificate or toward the master of science or master of arts degree. Approximately thirty—six 78 per cent had completed sixteen or more credits beyond the bachelor of science degree, but had not completed all requirements for the master's degree. Twenty-eight per cent had received the master's degree and had taken no further course work. Approximately twelve per cent had been awarded the master's degree and had earned as many as fif— teen credits beyond this degree. It was thought desirable to obtain some informa- tion regarding the constituents of the teachers included in the study. This information for the 1960-1961 academic year is shown in Table 3. There were a total of 1334 all- day students enrolled in the twenty-five departments. As indicated in the table, there were two departments that were located in senior high schools which had no ninth grade. Hence, these two departments offered no ninth grade vocational agriculture subject. There were six departments which offered no out— of-school classes. Thus, the numbers shown represent only nineteen departments, or approximately seventy-six per cent of the sample. Of these nineteen departments, there were six in which pppp_young farmer classes gpg adult farmer classes were offered. This should explain why there is a total of twenty-six out-of-school classes shown in Table 3 when only nineteen departments offered dmee types of programs. 79 Table 2. The amount of academic work completed by teachers in the sample Amount of Academic Work N % B.S. degree plus 5 to 15 credits 6 24 B.S. degree plus 16 or more credits 9 36 M.S. or M.A. degree only 7 28 M.S. or M.A. degree plus as many as 15 credits 3 12 Table 3. The number of all—day students and out—of—school class members enrolled in the vocational agricul— ture departments Number of Type of Class Classes Total Mean All-day students 98 1,334 53.4 First year 23a 375 16.3 Second year 25 372 14.9 Third year 25 280 11.2 Fourth year 25 307 12.3 Out-of—school class membersb 26 546 21 Adult farmer classes , 10 275 27.5 Young farmer classes 7 95 13.6 Combination young and adult farmers classes 9 176 19.6 a . . . Two of the departments were located in senior high schools with no vocational agriculture offered in the ninth grade. bSix departments had no out-of—school classes. 80 B. Selection p§_the Sample Publications It was desired that a representative group of pub- lications be used in this study. In order to get a sample that would be representative of publications that are norm— ally found in Michigan departments of vocational agricul- ture, it was first necessary to determine which publications had been made available to teachers. This was done by reviewing listings of all the publications which had been classified according to a policy statement.3 This policy statement was arrived at mutually by representatives from the Michigan Association of Teachers of Vocational Agri- culture, the Michigan State University Cooperative Exten- sion Service, and the Agricultural Education Service of the College of Education at Michigan State University. These representatives drafted the original policy state- ment in 1952 and revised it in 1957. Under this mutual agreement, publications were, and still are, classified into three categories as follows: (1) Class A -- the publications listed in Class A are highly technical or of such nature that a single copy 3Appendix A. 81 distributed when published will meet all usual needs; (2) Class B -— one copy for each group of three students in classes studying the subject covered in the publications; and (3) Class C -— one copy for each student in classes studying the subject covered in the publication.4 After being classified, the publications then are listed in a service-letter that is sent to all teachers once each quarter. These quarterly service-letters are produced and disseminated by the staff members of the Agri— cultural Education Service of the College of Education at Michigan State University. The titles of all publications that have been classified since 1952 were taken from back issues of the service-letter. Listed according to classification cate- gory, each was then assigned a number and, by use of a table of random numbers,5 a ten per cent sample for each category was selected. A total of 234 publications have been classified since 1952; sixty-six in Class A; fifty- six in Class B; 112 in Class C. Hence, a ten per cent sample yielded seven Class A publications, six Class B 4Appendix A. 5Snedecor, pp.cit.. pp. 33—35, 366-370. 82 publications, and eleven in Class C, or a total of twenty— four that were used in this study. A list of these publications is given in Appendix B. Shown in annotated bibliographic form are the publication title, the number assigned by the Michigan State University Cooperative Extension Service, the date of release of each publication, and the readability as determined through application of the Dale-Chall formula.7 The numbers one through twenty—four were assigned to the sample publica— tions by the writer and, for brevity, will be used in context material when referring to individual publications. C. The Interview and Instrument It was deemed desirable to obtain the information for this study by interview after consultation with special— ists in agricultural education and educational research. Reasons for doing so were that teachers probably would give more conscientious and valid answers to queries if proper rapport were established in a face-to—face exchange. This would not have been possible had information been g 6Appendix B. 7Dale and Chall, loc. cit. 83 sought via the mailed questionnaire technique. Furthermore, it was thought that probing or the seeking of answers to queries in depth would be accomplished to a greater degree through the personal interview. It was thought that when certain aspects of the nature and extent of use of publications were mentioned during the course of the interview that had not been inclu— ded in the data-gathering instrument,8 these could be fol- lowed up by asking additional questions in further detail. The information gained in this manner proved to be of as much importance as that obtained through the use of the instrument. The nature of the information thus obtained dealt with the attitudinal aspects of the nature and extent of use of the publications, as well as with the relation- ships that existed between teachers and the agencies from which they obtained the publications. The interview times and dates with teachers were made by telephone conversations. The interview procedure was flexibly structured in the following manner. Upon arrival at the department, the purpose of the study was 8Appendix C. 84 explained in detail to the teacher, observations of the physical conditions for storing and filing publications were made, the instrument was administered, and follow-up in depth was conducted on pertinent items which had arisen during the first phases of the interview period. Notes were taken during the entire course of the interview. The instrument used in this study was designed primarily to assist in the collection of information which would accurately portray the extent to which teachers used these publications. Here again, due to the length of the instrument, it was thought that the interview technique of obtaining information for the study would yield the most reliable data. The instrument was constructed after con- sulting with specialists in the following areas: (1) agricultural education, (2) agricultural extension, (3) communication, (4) educational research, and (5) statistics. Construction also was based on a thorough review of pertin— ent literature in teaching methods, reference selection and use, readability and student reading level determination, and the sociological aspects of communication. The instru— ment was presented before a seminar of advanced graduate students in agricultural education. Their comments and suggestions were incorporated in the final revision of the instrument. 85 The instrument was divided into three major parts. The first part consisted of items which were designed to obtain as accurately as possible some of the background information that would be used to describe the teachers, the department, and the facilities for storing and filing the type of publications treated in this study. Activities that would depict the nature of use and the extent of use<fi5the publications formed the second part of the instrument. In order to facilitate the Completion of this part of the instrument, a copy of each of the twenty-four publications in the sample was placed in the hands of the teachers. This enabled them to recall accu- rately the extent to which each publication had been used in their instructional programs. These eighteen activi— ties were further subdivided into: (1) two instructional orientation activities, (2) two reference evaluation activities, (3) three methods—of—teaching activities, (4) three instructional procedure activities, (5) four student- usage activities, (6) three young-and/or-adu1t-farmer class activities, and (7) one teacher self-improvement activity. 86 Following are more detailed explanations of the above listed categories. (1) Instructional orientation activities. The two activities in this category are probably more applicable to beginning students of vocational agriculture than to advanced students. The interpretation of information found in tables, charts, diagrams, and the like, was thought to be a most important activity; one in which the teacher might very well spend considerable time. Information in this form is found very frequently in publications of the type under consideration in this study. The consensus among most agricultural workers is that most all agricultural prob- lems are complex enough that they probably would require the use of several kinds of information in order to obtain the most functional solutions. Furthermore, this activity seemed directly related to the purpose of vocational agriculture that was ranked first in the Purdue Univer- sity study.9 The activity of assisting students in identifying main thoughts and principles involves the sifting of 9Nelson, pp, p1,, pp, cit., p. 54. 87 contextual material and reducing it to the most significant ideas. This activity may well be regarded as conceptuali- zation. In Chapter II literature was cited which indicated that students preferred information in tabular form accom— panied by an explanation in context.10 Other studies indi- cated the need for guiding students in conceptualizing. Hence, the desirability of including such activities in this study was obvious. (2) Reference evaluation activities. The two activities in this category were based on the premise that students should assist the teachers in evaluation. Whether teachers are aware of it or not, students do make some evaluation of the references which they use. Although the students themselves may not be aware of it, they tend to use references in which the desired information can be found without difficulty. This in itself is a form of evaluation. It is desirable that the teacher and his students perform this evaluation process jointly. Evaluation of reference material is normally based on format, completeness of the table of contents, adequacy 10Clark, loc. cit. 88 of the index, completeness of the outline, and specificity of the sub-headings. Other criteria for evaluation are authoritativeness of the material, the date of printing or release of the publications or timeliness. The review of related literature yielded many of the criteria for evalu— ation that were used in the present study.ll'12'l3’14'15'l6 (3) Methods-of—teachipg activities. Of all the methods used in teaching vocational agriculture, those of individual instruction, supervised study, and small—group instruction were ones in which it seemed publications would be used most extensively. It was thought that they also were ones with which teachers were most familiar and were ones which teachers employed most frequently. lWarren, loc. cit. 12Boyd, loc. cit. l3Haff, loc. cit. 4 . . l CardOZier and Carpenter, loc. Cit. 5 . . McJunkin, loc. Cit. l6McPherson, loc. cit. 89 (4) Instructional procedure activities. The three activities included in this category may be viewed as ele— ments of various methods. They might be employed in many of the known methods. They seemed to be activities that possessed specificity and would not be so apt to be miscon— strued or misinterpreted by teachers. The reproduction of parts of publications in order to present the material to students was considered impor— tant because the activity included reproduction in any form. It included reproducing material by ditto, mimeograph, transfer to chalkboard, use with opaque projectors, and/or other audio—visual equipment. The activity also included the reproduction in chart or graphical form of tabular information found in the publication. Ultimately, the activity meant reproduction in any form that would present the material in a more understandable manner to the stu- dents or class members. One earlier study treated this activity}.7 (5) Student—usage activities. Those activities included in this category were thought to be important ‘ 1 . . 7Ridenour, loc. Cit. 90 because they reflected uses that were, for all practical purposes, independent of the need for assistance from the teacher. However, it was recognized that each was an activ- ity in which the teacher might well encourage his students to participate. (6) Young-and/or—adult—farmer class activities. The three activities in this category were thought to apply equally as well to young farmers, adult farmers, or combi- nation classes. These activities reflect practices which were thought to have been employed frequently in out-of— school classes. It was recognized that publications of the type treated in this study probably are seldom read during class by class members, nor is class time directly devoted to using them as texts. (7) Teacher self-improvement activity. This single activity was thought to be of importance in this study because of the consensus among educators that professional growth and self-improvement must be continuous. The degree to which this type of publication contributes to the teachers' improvement was deemed extremely important. One earlier study mentioned this as an activity in which this type of publication was used. 18 Miller, loc. cit. 91 The third part of the instrument dealt with features or characteristics of publications and the importance of these in the instructional program of vocational agriculture. Also treated in this last part were means by which teachers became aware of recently released publications. Following are explanations of the features or char— acteristics of publications which appear in Item 37 of the instrument. a. Adaptability pp local conditions. The subject should not only be treated in a statewide manner, but it should be "localized" according to type of farming, type of soil, adaptability of crop strains, varieties, hybrids, etc. b. Ease with which publication can pp procured. This indicates the degree of difficulty in procuring, replacing or replenishing needed publications. c. Publications free p£_inexpensive. The fact that publications are free, or at least relatively inexpensive, may be of high import; especially in departments where budgets are inadequate for purchase of reference materials. 92 d. Publication up;to-date pthimely. The recency or newness of the information frequently has much significance due to the rapidity of technical agricultural change. The subject should include findings of latest research and be abreast with current information. e. Publication easy pp_read and understand. The type of paper, print, style, format, headings, sentence and paragraph length, readability level, clarity, and vocabu— lary all should be conducive to maximum use. f. List p§.gualifications‘p§_the author. His capa— bilities, his experience, and his knowledge of the subject lend authoritativeness to the subject—matter in the publication. 9. Adequate table p§_contents and index. This per- tains to the ease with which the various aspects of the subject can be found in the publications, the searching out of information without the necessity of reading the entire publication. h. Action pictures showing_ppplication p: the informa— tion. Pictures, either black and white or colored, por— traying activities connected with the actual employment of the subject-matter treated in the publication seem to be important. 93 i. Tables, charts, diagrams, (aids to understanding). These are methods used to emphasize and clarify various aspects of the subject. j. Brief general history, This refers to the origin and stages of development and research background of subject. k. Importance p§_subject pp_farming. This pertains to the benefits, economic influence and other implications, the need for farmers to know the subject. 1. List p§_skills and abilities needed py_the reader pp use the information. This means special training or technical skills needed in addition to those which are possessed by the average farmer. m. Relationships pp_closely allied subjects. This refers to the influence, bearing, or pertinency to other subjects; especially those of reciprocal dependency. n. Conditions necessary for most efficient and effective use. These are the soil and climate conditions, stage of crop or livestock development, seasonal influ- ences . 94 0. Suggested sources p: additional information pp references. These are other publications which might enhance the subject or would further enlighten the reader about the subject. p. Precautions, safety measures, and limitations. These refer to health, sanitation and safeguards against hazards. q. Pictures p§_the authors. These are small identi- fication pictures. r. Lipp.p§.§pecial tools, equipment, etc., needed pp use the subject-matter. These are any special devices, implements, machines, or instruments not ordinarily found on farms. The preceding explanations of parts of the instru- ment were given to the teacher at the time of the interview. This was done in order to prevent teachers from varying too widely in their interpretation of each item in the instrument. 95 The instrument was revised a number of times. After each revision the specialists in the various areas mentioned previously were consulted in an effort to perfect the schedule. Immediately prior to the final revision, it was administered to three different teachers in an effort to gain their suggestions, opinions, and judgments regarding various items. Following final revision, the instrument was personally administered to the sample of twenty-five teachers. D. Method p: Analysis p: Data The data obtained by interview were treated in a number of ways. Mean scores of extent of use for each publi- cation and each teacher were computed. Composite scores were obtained for Class A, Class B., and Class C publications, as well as for each category of activities and individual publications. The readability for each of the twenty-four publications used in the study was determined. Correlation coefficients were calculated between readability and the extent to which publications were used. 96 E. Limitations p£_the Study There were certain inherent factors which limited this study. In the first place, it was recognized that publications produced by state colleges of agriculture were many and varied; hence, their uses would be many and varied. Likewise, individual teachers use them differently in cer- tain activities; yet some patterns were found to be char— acteristic of most of the teachers included in the study. Secondly, the sample of publications was randomly selected and such selection methods have inherent limita- tions. Nevertheless, the theory of randomization infers that the sample probably would be representative of all those publications which have been made available to teachers of vocational agriculture in Michigan. Thirdly, as to the sample of teachers, it was assumed that the sample was representative of the State of Michigan exclusively since it was randomly selected from departments located in that state only. The map appearing in Appendix D19 shows the georgraphical repre- sentativeness of the sample of teachers and departments. 19Appendix D. 97 Another limitation seemed to be that some of the information obtained through the instrument was based on the teachers' recall ability. However, by using example publications and situations during the interview, the re- call process was aided tremendously. The recall process also was greatly enhanced by virtue of the fact that the interview technique was used to gather the data. Such limitations as those listed above should be recognized before attempts are made to interpret the find- ings of this study and apply them in various other situations. 98 CHAPTER IV PRESENTATION AND ANALYSIS OF DATA Following are findings which were obtained by inter- view with twenty-five teachers of vocational abriculture regarding how, and to what extent, they used college-type publications in selected activities. The chapter includes findings in the following major aspects of the study: (1) storing and filing publications, (2) publication use in selected activities, (3) importance to teachers of certain features and characteristics of publications, and (4) agencies through which teachers maintain an awareness of revised or recently released publications. Only the more important findings depicted in each table will be dis- cussed in the contextual material of this chapter. A. Storing and Filing_Publications Upon receipt of publications in a department of vocational agriculture, it becomes necessary for the teacher to provide adequate facilities for storing and filing them. The place of storage frequently influences the ease with which publications can be found, used, and 99 returned to storage after use. The data found in Table 4 show the place of storage and the type of storage facili- ties that were provided in the twenty-five departments included in this study. As shown, most teachers placed their publications in the classroom. This would seem to have contributed much toward allowing students unrestricted freedom in their search for information. Such was not the case in every department, for place of storage did not prevent the two teachers who stored publications in the conference room and laboratory from allowing their students complete freedom in their search for answerstb problems. That publications were stored in the conference room and laboratory was due to existing physical plant conditions and not because these teachers wanted to restrict student use of them. Methods used by teachers to store this type of publication apparently had not been explored in any of the earlier studies that were reviewed. The pamphlet file box was found to be the most common method of storing publi— cations among the teachers in this study. Boxes in use included both the "cut-corner," and the "square—corner," types. Two teachers were using home-made pamphlet boxes. 100 The major reason given for using this method of storage was that an entire box full of publications on the same subject could be taken from storage and moved to study tables for use by the students. Another reason given was that this was a fairly cheap method of storing. Two teachers rea- soned that this had been the method of storage employed by the teachers who had preceded them in the departments and the two had not seen fit to change an already "well- established," method. Pamphlet boxes were labeled accor- ding to the subject—matter information contained in the publications stored in them. In all instances observed, pamphlet file boxes would accommodate only one size of publication, the common six—by-nine-inch bulletin. Although less frequently used, the standard, one- 1etter size, sliding-drawer file cabinet seemed to allow more flexibility in the storage of publications than other methods that were observed. Multiple copies of publica- tions placed side by side on end could be accommodated in them. A decided advantage of the standard file cabinet was that different sized publications containing informa- tion on the same subject could be stored in the same drawer. The AGDEKLclassification or indexing system was easily adapted to this method of storage. lMiller, loc. cit. 101 Table 4. Teachers grouped according to the place and method that publications were stored Place of Storage Method of Storage Classroom Conf.Rm. Lab. Total N N N N "Cut-corner" or "square-corner" 11 -- —— ll pamphlet boxes Standard, one-letter size, sliding- 6 l 1 8 .drawer file cabinet "Pigeon-hole" cabinet 6 —- -— 6 Total 23 l 1 25 One teacher was using a commercially manufactured steel file cabinet which contained three sliding drawers in a section. Sections of the cabinet could be stacked to a height comparable to that of the standard, one—letter size, four-drawer, steel file cabinet. Each of the three sliding drawers in a section was of such size that standard six-by- nine inch agricultural bulletins could be accommodated in them when stood on end. Dividers facilitated the use of the AGDEX classification system. Although this type of cabinet provided compact storage, only one size of publication could be accommodated because of the size of the drawers. 102 Hence, this teacher also was forced to provide separate storage facilities for publications of larger size that dealt with the same subjects. The "pigeon-hole," cabinet was less frequently found. When used it normally was home—made. Publications could be stored vertically in some of them and flat in others. Teachers thought that home-made "pigeon-hole," cabinets were cheaper than commercially made storage facil- ities. However, disadvantages were expressed by some teachers. One criticism was that the "pigeon—hole," cab- inet was rigid and size of cells could not be varied. Therefore, one cell might contain almost twenty copies of one publication, while only single copies were stored in another cell of the same size. Generally, "pigeon-hole," cabinets occupied more space and facilitated the storage of fewer publications than other methods of storage. In addition, they usually accommodated publications of only one size. Four studies were reviewed that dealt with classi- fication or indexing systems which had been recommended to teachers for their use.2’3'4’5 2 . 4 . . Hammonds, loc. Cit. Miller, loc. Cit. 3 Oglesby, loc. cit. 5Taylor, loc. cit. 103 Those teachers interviewed were asked to describe the classification or indexing system by which they filed their publications. Table 5 contains their responses to this item. The largest number of teachers, twenty, indexed publications according to subject. They used decimal sys— tems of numbering major headings and their subdivisions. These systems were similar to the Dewey Decimal system, but with modifications. No uniform indexing patterns or stand— ardized classification procedures could be identified among the twenty teachers who had not adopted the AGDEX. This finding is in keeping with those of Miller. All of the five teachers who had adopted the AGDEX classification system indicated that they had attended in- service meetings in which the system had been explained and in which procedures had been demonstrated for putting it into operation. These in-service meetings, held in vari- ous areas of the state in the Fall of 1960, were conducted by staff members of the Agricultural Education Service of the College of Education at Michigan State University. Two of these five teachers had adapted the AGDEX to their existing storage facilities. Three had changed to the standard, one—letter size, sliding—drawer file cabinet. 104 Table 5. Teachers grouped according to methods of indexing publications and the length of time the system had been in operation Length of Time in Operation Indexing System 6 Mos. 1 Yr. 1-4 Yrs. 5 or Total More Yrs. By subject and decimal system -- -— 10 10 20 AGDEX 4 1 __ __ 5 Total 4 l 10 10 25 Various arrangements were found for filing and storing publications. Some teachers kept one copy of each publication in private files for their own use, and multiple copies were located in separate storage facilities for stu— dents to use. The major reason given by teachers for main— taining separate storage for teacher and student uses was that as students returned publications to storage after use, they frequently disrupted the entire filing and storage system. Thereafter, if the teacher used the same files, he experienced considerable difficulty in finding the publica— tions that he needed for his lesson preparation. Further- more, policing the files became a laborious and time- consuming task for these teachers. 105 Other teachers indicated they had spent considerable time in teaching their students how to use the filing system. They found that spending extra time in this activity had proven to be a tremendous saving of time later because their students seldom disarranged the filing system when they returned the publications after use. The degree with which students are allowed access to publications is influenced in part by the filing and storage arrangements. Most teachers that were interviewed generally agreed that students should have completely free access to all reference publications. The consensus among teachers, however, was that allowing access to publica— tions should be preceded by a thorough orientation of stu- dents concerning the filing and storage systems used in the department. Data were secured to indicate those teachers who allowed their students to have "free access," "limited access," or "no access,” to the departmental publications. It was the consensus of eighteen teachers that allowing students to have free access to publications increased their initiative. Furthermore, ability of students to seek answers to problems seemed to be enhanced and 106 decisions involving the students' farming programs could be made faster and easier. Many teachers indicated that allow- ing students free access to publications tended to stimu- late class discussions and promote a better attitude toward vocational agriculture in general. In allowing students freedom in their search for information, the permissiveness of the educational atmosphere in the classroom was magnified. Those teachers allowing students only limited access to publications numbered six. They indicated the major reason for limiting student access to publications was that students were prone to misplace the materials when return- ing them to storage. This seemed especially true for the younger students. One teacher said he never allowed his students to "rummage" through the publications because they "seldom knew what they were hunting for." B. Use _§ Publications pp Selected Activities This study was conducted by interviewing a random sample of twenty-five teachers. A sample of twenty-four publications was randomly drawn from within strata after the publications were stratified according to their 107 distribution classification. The selection procedure was explained in Chapter III. Data in Table 6 show the number of different sample publications in each classification that were found in each of the twenty—five departments of vocational agriculture included in this study. The teachers may have had multiple copies or only single copies of individual publications. No attempt was made to determine the numbers of copies of each publication in the depart- ments. The reason for not counting the number of copies was, according to the teachers, that numbers of copies fluctuated from time to time throughout the year. For instance, there may have been on hand thirty copies of a certain publication at the beginning of the academic year and at another time during the year there may have been only ten copies. Regardless of when the count was made, it would not have been an accurate picture of the number of publications on hand for the entire year. Of the twenty—five teachers interviewed, only two had copies of all twenty-four of the sample publications. There were two teachers who had less than ten. Teachers averaged 15.9 different publications from the possible twenty-four in the sample. 108 Table 6. Number of different sample publications found in departments according to distribution classifica— tion Distribution Classificationa School Class A Class B Class C Total 1 2 5 10 17 2 4 4 7 15 3 3 3 9 15 4 2 5 9 l6 5 5 5 7 l7 6 1 5 8 l4 7 -- 3 10 13 8 2 l 5 8 9 7 5 9 21 10 1 5 8 14 11 2 5 10 17 12 -- 3 7 10 13 6 6 10 22 14 2 4 10 16 15 l 4 5 10 16 4 5 10 l9 l7 7 4 10 21 18 7 6 ll 24 19 5 l 7 13 20 4 4 9 17 21 2 3 8 13 22 4 4 8 16 23 7 6 ll 24 24 -— l 6 7 25 3 4 11 18 Average 3 2 4 0 8 6 15.9 a Class A = 7 publications, Class B = 6 publica- tions, Class C = 11 publications, Total = 24. 109 Class A publications were considered to be somewhat more technical than those in Class B or Class C. Three teachers did not have any of the Class A publications, while four teachers had all seven in this group. Supposedly, teachers should have had only one copy of Class A publica— tions, but such was not always the case. Approximately ten of the teachers indicated that they had made special requests to, and had received from, the Michigan State University Bulletin Office, one or more copies of the sample publications in Class A. Teachers averaged 3.2 dif- ferent sample publications out of a possible seven in this classification. Class B publications shared a slightly larger por— tion of the total that was found in the departments, although there were only six publications in this classifi— cation that were treated in the study. There were three teachers who had only one of the publications in this classification, while three teachers had all six. Teachers had an average of four different publications out of a possible six in this classification. Class C publications, of which there were eleven used in this study, were by far the most popular among all 110 teachers. Two teachers had only five Class C publications, while three had all eleven. The average was 8.6 different publications out of a possible eleven. It was possible for all teachers to have had all publications treated in the study. Teachers gave various reasons why they did not have at least one copy of each of the sample publications. Some teachers, especially those with short tenure, indicated that those publications which they did not have probably had been discarded by the teachers who had preceded them in the same department. However, no teachers were used in this study who did not have tenure of at least one year. This would seem to have been ample time to replenish the stock of those publica— tions which might have been discarded by a previous teacher. Many of the teachers indicated that they either had not requested certain publications, or that they had dis- carded the single copies which had been sent to them with- out request. A few teachers stated that they did not have certain publications because the subject—matter treated in them did not occupy an important place in their instruc— tional programs. 111 The data in Table 7 show the sample publications, grouped according to distribution classification, and the number of departments in which each was found. Only two publications, Fertilizer Recommendations for Michigan Cers and Soils p§_Michigan, were found in all twenty—five of the departments used in the study. The publication found in the least number of departments was Automatic Washers and Dryers. Many of the teachers indicated that they had for- warded this publication to the home economics department in their respective high schools. Other teachers stated that they had filed this publication along with others and had used it, but only to a very limited extent. Activities were selected for use in this study that would depict the nature of use and extent of use to which publications ordinarily are subjected. Included were fifteen activities that dealt with teachers and/or all—day students and three activities that dealt with young farmers and/or adult farmers. Activities 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, and 36,which dealt with all—day students and/or teachers,will be treated first. The treatment of those that dealt with young and adult farmers, activities 33, 34, and 35, will be treated last. 112 Table 7. Sample publications and the number of departments in which each was found Classi- Publication Title Departments having fication publications F Automatic Washers 229 and Dryers 8 S Orientations Toward 428 Occupation p_Residence 10 T Effects pp_Suburbanization 253 Upon Rural Land Use 11 T Farm Practice Adoppion p_ Class 263 Michigan 13 A = 7 T Farmers' Reactions pp 264 New Practices 13 T Changes pp_Agri. Production 274 Efficiency and Earnings 17 T The Demand for Farm 275 Machinery p_Tractors 9 S Inheritance pp_Farm 383 Property pp_Michigan 23 S High ggalipngouqhage 390 Reduces Dairy Costs 20 S Economics pp_A1ternative 429 Pasture §ystems 13 Class B = 6 113 Table 7. Sample publications and the number of departments in which each was found (continued) Classi- Publication Title Departments having fication publications CE Lightinquour Home 8 16 CE Questions p Answers About Home Sewage Disposal ll FBC Poultry House for 736 2,000 Layers 18 F Field Crop Varieties 157 for Michigan 23 F Rates for Custom Work 161 pp_Michigan 24 F Raising Calves pp Improve 254 the Daipy Business 19 F Fertilizers for 291 Christmas Trees 20 F Sudan Grass 292 pp_Michigan 14 Class C=>1l E Fertilizer Recommendations 159 for Michigan Crops 25 E Handlipg_Milk pp Bulk 342 pp_the Farm 20 E Poultry Feedipg 345 16 114 Table 7. Sample publications and the number of departments in which each was found (concluded) Classi- Publication Title Departments having fication publications E Charcoal Broiled 355 Chicken 17 S Soils pp_Michigan 402 25 FBC Selecting Wood Joists p 719 Beams for Farm Buildings 12 It was first determined which publications of the twenty-four were available in the department. Next, each teacher was asked to rate the extent to which he had used each of the sample publications that he had in his depart— ment in the activities. Ratings were made according to: GE = Great Extent, ME = Moderate Extent, NE = No Extent; and weights of three, two and one, were applied respec- tively to each of these ratings. Composite scores were computed for each activity to determine in which ones the publications had been most used. The data in Table 8 shOw these results. As indicated, publications were used most in the activity of professional growth and self—improvement of teachers. They were used least in the activity of brows- ing or leisure—time reading by students. 115 Table 8. Fifteen activities dealing with teachers and/or all-day students ranked in descending order of the extent to which all publications were used in each Rank Activity Composipe Score 1 36. Professional growth and self—improvement of teachers. 2.13 2 24. Supervised study in the classroom 1.96 3 23. Individual instruction in the classroom, shop, laboratory, or on the farm. 1.86 4 20. Assisting students in identifying main thoughts, principles, and ideas (conceptualizing). 1.79 5 25. Small group instruction in the class— room, shop, laboratory, or on the farm. 1.75 6 l9. Assisting students in the interpreta- tion of tables, charts, graphs, figures, diagrams, etc. 1.72 7.5b 22. Assisting students in evaluating the publication in terms of date of print- ing, authority of source or author,etc. 1.71 7.5b 27. Having students list publication as a reference in their notebooks. 1.71 9 30. Application of publication by students in making some decision about their farming programs. 1.68 a Great Extent = 3, Moderate Extent = 2, No Extent = l. b . . . . These two actiVities tied for seventh place. 116 Table 8. Fifteen activities dealing with teachers and/or all-day students ranked in descending order of the extent to which all publications were used in each (concluded) Rank Activity Composite Score3 10 29. Application of publication by students in making individual reports in the classroom. 1.60 11 32. Borrowing by students for out-of- classroom study. 1.59 12 21. Assisting students in evaluating the publication in terms of the table of contents format or outline, etc. 1.58 13 28. Assignment of specific parts of the publication for out-of—classroom study. 1.55 14 26. Reproduction of parts of the publi- cation to present to the students. 1.52 15 31. Browsing or leisure-time reading by the students. 1.27 aGreat Extent = 3, Moderate Extent = 2, No Extent = l. 117 These data indicate that publications were used more in the activity of supervised study than in individual instruction or in small—group instruction. Apparently, teachers reproduce little of the information contained in the publications for presentation to students since this activity was next to last in descending order of extent of use. Activities 22 and 27 tied for seventh place. Publi— cations were used least in browsing or leisure-time read— ing by students. Tables 9, 10, and 11 contain data which show the extent to which Class A, Class B, and Class C publica- tions were used, respectively, in the fifteen activities dealing with teachers and all-day students. The activi- ties are ranked in descending order of extent of use in each table. All classes of publications were used more in the activity of professional growth and self-improvement of teachers than in any other single activity. During the third phase of the interview period in which certain aspects of the observations and responses were explored in depth, most of the teachers implied that this type of pub- lication contributed more to their self—improvement than 118 Table 9. Fifteen activities dealing with teachers and/or all-day students ranked in descending order of the extent to which Class A publications were used in each Rank Activity Mean Scorea 1 36. Professional growth and self- improvement of teachers. 1.85 2.5 23. Individual instruction in the class- room, shop, laboratory, or on the farm. 1.35 2.5 24. Supervised study in the classroom. 1.35 4 20. Assisting students in identifying main thoughts, principles, and ideas (conceptualizing). 1.31 5 21. Assisting students in evaluating' the publications in terms of the table of contents, format or outline. 1.30 6 22. Assisting students in evaluating the publication in terms of date of print- ing or release and authority of source or author. 1.28 7 26. Reproduction of parts of the publi- cation to present to the students. 1.23 8 19. Assisting students in the integration of tables, charts, graphs, figures, diagrams, etc. 1.19 9 32. Borrowing by students for out-of— classroom study. 1.16 10 29. Application of publication by stu- dents in making individual reports in the classroom 1.15 119 Table 9. Fifteen activities dealing with teachers and/or all—day students ranked in descending order of the extent to which Class A publications were used in each (concluded) Rank Activity Mean Scorea 11.5 27. Having students list the publi— cation as a reference in their notebooks. 1.12 11.5 30. Application of publication by students in making some decision about their farming programs. 1.12 13.5 28. Assignment of specific parts of the publication for out-of- classroom study. _ 1.10 13.5 31. Browsing or leisure-time reading by the students. 1.10 15 25. Small—group instruction in the classroom, shop, laboratory, or on the farm. 1.07 a Great Extent = 3, Moderate Extent = 2, No Extent 120 it did to their professional growth. Teachers explained it in this way. Self-improvement to them was in the nature of the acquisition of agricultural practices and techniques which had been discovered through scientific experimenta- tion. By contrast, professional growth conveyed to teachers the meaning that it was the acquisition of new and better methods of teaching, as well as a greater under- standing of philosophical and psychological principles involved in education. The data in Table 9 indicate that Class A publi- cations were used most in the activity of professional growth and self—improvement of teachers. Individual instruction and supervised study tied for second place as activities in which Class A publications were used most. It is of special interest to note that Class A publica- tions were used least in small-group instruction. A possible explanation of this may be that teachers may not use small—group instruction techniques as much as they do supervised study techniques and individual instructions. This seems especially true with high school students. Teachers probably use small-group techniques more with young-and/or adult-farmer classes than with all-day classes. 121 Table 10. Fifteen activities dealing with teachers and/or all—day students ranked in descending order of the extent to which Class B publications were used in each Rank Activity Mean Score 36. Professional growth and self— improvement of teachers. 2.00 24. Supervised study in the classroom. 1.96 23. Individual instruction in the classroom, shop, laboratory, or on the farm. 1.81 20. Assisting students in identifying main thoughts, principles, and ideas (conceptualizing). 1.75 19. Assisting students in the inter- pretation of tables, charts, graphs, figures, diagrams, etc. 1.70 25. Small-group instruction in the classroom, shop, laboratory, or on the farm. 1.70 27. Having students list the publi- cation as a reference in their notebooks. 1.63 21. Assisting students in evaluating the publication in terms of the table of contents, format or out— line, etc. 1.62 22. Assisting students in evaluating the publication in terms of date of printing, authority of source or author, etc. 1.62 122 Table 10. Fifteen activities dealing with teachers and/or all-day students ranked in descending order of the extent to which Class B publications were used in each (concluded) Rank Activity Mean Scorea 10 29. Application of publication by students in making individual reports in the classroom. 1.55 11 30. Application by students in making some decision about their farming programs. 1.54 12 28. Assignment of specific parts of the publication for out—of—classroom study. 1.53 13 32. Borrowing by students for out—of— classroom study. 1.52 14 26. Reproduction of parts of the pub- lication to present to the students. 1.40 15 31. Browsing or leisure-time reading by students. 1.26 aGreat Extent = 3, Moderate Extent = 2, No Extent Table 11. 123 Fifteen activities dealing with teachers and/or all-day students ranked in descending order of the extent to which Class C publications were used in each Rank Activity Mean Scorea 36. 24. 23. 25. 20. 27. 30. 19. 22. Professional growth and self— improvement of teachers. 2.30 Supervised study in the classroom 2.20 Individual instruction in the class- room, shop, laboratory, or on the farm. 2.07 Small-group instruction in the classroom, shop, laboratory, or on the farm. ' 2.02 Assisting students in identifying main thoughts, principles, and ideas (conceptualizing). 1.99 Having students list the publica- tion as a reference in their notebooks. 1.96 Application by students in making some decision about their farming programs. 1.95 Assisting students in the inter- pretation of tables, charts, graphs, figures, diagrams, etc. 1.93 Assisting students in evaluating the publication in terms of date of printing, authority of source or author, etc. 1.92 124 Table 11. Fifteen activities dealing with teachers and/or all-day students ranked in descending order of the extent to which Class C publications were used in each (concluded) Rank Activity Mean Scorea 10.5 10.5 12 13 14 15 29. Application of publication by students in making individual reports in the classroom. 1.79 32. Borrowing by students for out-of- classroom study. 1.79 28. Assignment of specific parts of the publication for out-of- classroom study. 1.73 26. Reproduction of parts of the pub- lication to present to the students. 1.69 21. Assisting students in evaluating the publication in terms of the table of contents, format or out- line, etc. 1.66 31. Browsing or leisure-time reading by the students. 1.26 aGreat Extent = 3, Moderate Extent = 2, No Extent 125 Further explanation may lie in the highly technical informa- tion found in Class A publications. An examination of the data in Tables 10 and 11 reveal that small—group instruc- tion ranked fifth and fourth, respectively, with regard to the extent to which Class B and Class C publications were used in that activity. Infonnation found in the publica- tions of these classes is not considered as technical as that in Class A publications. The following major findings were revealed from an analysis of the data found in these three tables. Publi- cations in all three classes were used more in professional growth and self-improvement of teachers than in any other activity. Class B and Class C publications were used more in supervised study than they were in individual instruc- tion. Class A publications were used equally as much in supervised study as in individual instruction, but not in small-group instruction. Class C publications were applied more by stu- dents in making some decisions about their farming pro— grams than were either Class A or Class B publications. There is the possibility that the information in Class C publications is in such form that it can be more easily 126 used in decision-making by students than the information contained in Class A or Class B publications. All classifications of publications were used to approximately the same degree in assisting students to identify main thoughts, principles, and ideas; in other words, to conceptualize. The same is true for assisting students in the interpretation of tables, charts, graphs, figures, diagrams, and the like. Teachers used Class A publications more in the activity of assisting students to evaluate the publica— tions in terms of date of printing or release and author— ity of source or author, than they did Class B or Class C publications. This may be explained by the fact that revisions of Class A publications are made less frequently than for Class B or Class C publications, thus, the need for performing this activity for Class A publications is greater. Class A publications were used more in assisting students to evaluate them in terms of the table of contents and format or outline than those in Class B or Class C. The probable reason for this was that all but one of the Class A publications contained a table of contents and were 127 written according to some form of outline containing sub— headings. Many of the publications in Class C did not contain tables of contents. All publications were used to approximately the same extent by students in making individual reports in the classroom. This activity ranked tenth in all three classi— fications. Teachers used all publications to approximately the same extent in the activity of assigning specific parts of the publication to students for out-of—classroom study. The data indicate that the publications do not lend them- selves well to browsing or leisure—time reading by students. Teachers intimated that students had little time to spend in browsing, and what little time they did have was spent in going through commercial and trade magazines. One reason for this was that in almost all instances, teachers had the commercial-type publications more prom- inently displayed than the college-type publications. This no doubt encouraged students to spend more of their leisure time with them than with the college-type publi- cations. Another reason, according to many of the teachers, was that commercial publications were more colorful, had more "eye-appeal," than did the college-type publications. 128 Teachers also stated that commercial publications were more interesting to students. Variation in subject—matter con— tributes to interest motivation in commercial publications. According to the composite extent—of-use scores that were computed for individual classifications, publications in Class C were used more than those in Class B, and those in Class B more than those in Class A. However, as will be shown later, certain individual Class A publications were used to a greater extent than were certain individual Class C publications. These differences in composite extent—of—use scores tend to support the soundness of the policy by which the publications were classified. The theory behind the classi- fication policy indicated that publications placed in Class §_would be used most, those placed in Class B next, and those in Class A least. Table 12 contains composite scores which show the extent to which each of the twenty-four sample publica- tions had been used in fifteen activities dealing with stu- dents and/or teachers in the instructional programs of vocational agriculture. For the purpose of brevity in the following discussion, publications will be referred to by Table 12. Twenty-four publications ranked in descending order of the extent to which they were used in the fifteen activities dealing with teachers and/or all-day students 129 Rank Class No. Publication Composite Scorea 1 c 10. S402 3611s pp Michigan 2.46b 2 C 6. E159 Fertilizer Recommenda- tions for Michigan CrOps 2.43b 3 C 1. F157 Field Crop Varieties for Michigan 2.08c 4 C 3. F254 Raising Calves pp_ Improve the Dairy Business 2.02C 5 C 2. F161 Rates for Custom Work pp_Michiggn 2.01C 6 B 12. S388 Inheritance pp_Farm Property pp Michigan 1.86 7 B 13. S390 High Quality Roughage Reduces Dairy Costs 1.85 8 B 14. S429 Economics pp_Alterna— tive Pasture Systems 1.82 9 C 8. E345 Poultry Feeding 1.80 10 C 7. E342 Handling Milk pp_Bulk pp_the Farm 1.61 11 C 11. FBC719 Selecting Wood Joists p_Beams for Farm Buildings 1.49 Table 12. Twenty-four publications ranked in descending order of the extent to which they were used in the fifteen activities dealing with teachers and/or all—day students (continued) 130 Rank Class No. Publication Composite Scorea 12 17. FBC736 Poultry House for 2,000 Layers 1.48 13 5. F292 Sudan Grass pp_ Michigan 1.47 14 24. T275 The Demand for Farm Machinery and Tractors 1.39 15 9. E355 Charcoal Broiled Chicken 1.38 16.5 4. F291 Fertilizers for Christmas Trees 1.34 16.5 16. CE9 Questions p_Answers About Home Sewage Dipposal 1.34 18 15. CE8 Lpghting Your Home 1.31 19.5 19. S428 Orientations Toward Occupation p Residence 1.30 19.5 21. T263 Farm Practice Adoption pp_Michigan 1.30 21 22. T264 Farmers' Reactions pp New Practices 1.25 22 23. T274 Changes pp_Agri. Products Efficiency, §_Earnings 1.23 131 Table 12. Twenty—four publications ranked in descending order of the extent to which they were used in the fifteen activities dealing with teachers and/or all-day students (concluded) Rank Class No. Publication Composite Scorea 23 A 20. T253 Effects g£_Sub— urbanization gpon Rural Land Use 1.20 24 A 18. F229 Automatic Washers and Dryers 1.02 aGreat Extent = 3, Moderate Extent = 2, No Extent = 1. bSignificant at the .01 level. CSignificant at the .05 level. 132 number. The numbers used here correspond to the numbers assigned to publications in the annotated bibliography shown in Appendix B. As shown in Table 12, publications 10 and 6 ranked first and second, respectively. It should be recalled that of the twenty-four publications treated in the study, these two were the only ones which were found in all twenty-five of the departments. This was shown in Table 8. Publications 10 and 6 were considered to be essen— tial to vocational agriculture instructional programs by each of the teachers interviewed. The information con- tained in them was deemed indispensable to adequate instruction. Teachers indicated that they were used some in each of the four levels of vocational agriculture instruction in high school, as well as with young-and adult-farmer classes. Some Class B publications were used to a greater extent than certain ones in Class C. However, a more significant observation was that certain Class A publica— tions were used to a greater extent than certain ones in Class C. This would seem to indicate that importance of subject-matter, rather than distribution classification, 6Appendix B. 133 was the main determinant in the extent-of—use scores for individual publications. As will be shown later in another table, readability of a publication also did not seem to influence the extent to which individual publications were used as much as subject—matter did. The data contained in Table 13 show the mean scores of individual publications computed for each instructional activity that deals with teachers and/or high school stu- dents. Composite extent—of—use scores also are shown for each classification,as well as for each instructional activity. Activity rank by publication classification score, as well as rank based on total score, also are given in the table. Publication numbers and instructional activity numbers in Table 13 correspond to the assigned numbers as shown in the annotated bibliography in Appendix B.7 The use of numbers instead of titles of publications and descriptions of activities permits condensation of data. By condensing the data in this manner, a rapid and real— istic comparison can be made between publications, between 7Appendix B. 134 H ma ma Ha OH NH > Va m.m N m m.m m.m w m.m xcmm oo.m mm.H om.a Vm.a mm.H mm.a m©.H o¢.H on.H om.H Hm.a mm.H mw.a mh.a on.H m2 M mmmHU gm.a mN.H ha.a om.a om.H mm.H om.H mN.H ¢¢.H h©.H Nh.H mm.H mm.H mm.H oo.m .na mm.H mv.a mH.H mv.a hm.a 5N.H hm.a oo.a mv.a mm.H m>.H mo.a mo.a nm.a mv.a .oa om.H ¢¢.H mm.H mH.H NH.H NH.H mH.H oo.H om.a m©.H mo.a ma.a mH.H Hm.a mH.H .mH mH.N vm.H mH.H mo.a N©.H vm.H mm.a m©.H mm.H mo.m mm.a mm.a oo.m mH.N mo.m .VH mm.m om.H OH.H om.H om.H mm.H mm.a mb.a mm.H 0m.m mm.a mm.a om.H mm.a om.a .mH om.m mm.H m¢.a m¢.a wh.H wh.a mh.a m¢.H mm.H NN.N Hm.H ma.m mo.m mm.m hm.a .NH H m.oa ma 5 m.oa. 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This type of table also saves space, for if each publica- tion title had been listed along with its extent of use in each activity, it would have necessitated the use of at least forty—eight additional tables in this report. A close analysis of the data in Table 13 reveals that two Class A publications; number 21 entitled §g£m_ Practice Adoption i3 Michigan, and number 22 entitled Farmers' Reactions tg_New Practices; rank first and second, respectively, in the activity of self-improvement and pro- fessional growth. In the latter part of the interview, teachers indicated that these two Class A publications con- tributed more to their professional growth than to their self-improvement. Class A publications 20, 19, and 24 ranked first, second, and third, respectively, with respect to extent—of- use in individual instruction. Teachers explained that publication 20 had furnished them information which they in turn had used to help individuals whose home—farm had been affected by "creeping" suburbanization. The same was true for publication 19; however, teachers explained that it furnished them information that was used more in guidance 137 counseling of individuals rather than in individual instruc- tion as it usually is thought of in the classroom. Teachers indicated that publication 24 aided in supplying them with an economic framework on farm machinery purchases which they used in instructing individuals on this subject. Publications 19 and 20 ranked first and second, respectively, in the activity of assisting students in identifying main thoughts, principles, and ideas. Teachers related this activity to that of individual instruction because guidance counseling, for which both publications 19 and 20 furnished some information, usually was performed with individuals rather than with a group. Class A publication 24 ranked first in activities 19, 24, 25, 26, 29, 30, 31, and 32. Publication 21 ranked first in activities 21, 27, and 36; publication 19 ranked first in activities 20 and 28. Further analysis of Table 13 reveals that publi- cations numbered 12 through 17 represent those that com- pose Class B. Publication 13 ranked first in activities 24, 25, 26, 27, 28, 29, and 30; publication 12 ranked first in activities 20, 21, 22, 3, 32, and 36; and publication 14 ranked first in activities 2, l9, and 23. 138 Teachers indicated that publication 12 was espec- ially useful at the senior level of high school instruction. Aspects of agricultural law were treated at this level. Publications 13 and 14 contributed most to the farm manage— ment aspects of dairying which also were treated at the senior level. Publication 13 seemed somewhat easier than publication 14 for students to understand. They used it to a relatively greater extent in making individual reports in the classroom and in making decisions about their farming programs than they did any of the other publications in Class B. Those publications numbered 1 through 11 comprised Class C. As shown in Table 13, publication 10 ranked first in activities 21, 23, 24, 26, 27, 28, and 29, with publi— cation 6 always ranking second. Publication 6 ranked first in activities 19, 20, 25, 30, and 36 with publication 10 ranking second in all these activities with the exception of activity 30. Publication 10 ranked fourth in activity 30, which involved the use of publications by students in making decisions about their farming programs. By studying the nature of the information found in the first, second, third, and fourth ranked publications in activity 30; it is 139 readily discernible why publication 10 ranked fourth. The information found in those publications that ranked first, second,and third seemed to be better adapted to decision- making than the information contained in publication 10. Yet, publication 10, Soils gf_Michigan, was the most exten— sively used of all the twenty—four publications treated in the study. This was true because the information in pub— lication 10 was deemed basic to the study of agriculture in Michigan, but did not seem to be viewed as information to be used in decision-making. Publication 1 ranked first in the extent to which Class C publications were used in assisting students to evaluate publications in terms of date of printing or release and authority of source or author. Students bor- rowed publication 2, Rates for Custom Work in_Michigan, more than any other publication for out-of—classroom study. Teachers indicated that publication 2 was used most in keeping and analyzing records. Information in this publi— cation was used to determine returns for labor, as well as for making future plans for the student farming programs. Students used publication 9, Charcoal Broiled Chicken, more than other publications in their browsing or leisure- time reading, activity 31. Teachers indicated that this 140 publication found its greatest use by members of the food committee who planned the meal for the Future Farmers of America banquet held each year at the local school. The bar graphs in Figure 1 show the relative extent— of—use of the three classes of publications in each of the fifteen activities that dealt with teachers and those that dealt with all-day students. The activities are portrayed in the same descending order of the extent to which publi— cations were used in them as they appeared in Table 8. Figure 1 makes it possible to rapidly compare publication extent—of—use scores between all three classifications with- in each activity. Comparison also can be made of individual classification extent—of—use scores among activities. There were three activities included in the inter- view instrument which dealt with adult-farmer and/or young- farmer classes. All data for these activities were derived from the responses of only nineteen of the twenty-five teachers used in this study. The reason was that there were six departments in which no out-of-school classes were conducted in vocational agriculture. Extent of Use Extent of Use Extent of Use 141 2 50[ i 2 50 —H T“ a D 2 00 _ __ __ r— _i 2 00 m _ F o 1 50 . l 50 E .p {— x m 1.00 - v 7 1.00 A.B C A B<3 A B<3 A B<3 A B C Act. 36 Act.24 Act. 23 Act. 20 Act. 25 2 50 — 2 50 l a: m D 2.00 - ___ .1 _g, __ . 2.00,“ 0 4J 150. - 1505 4.) >4 m l 00 l 00 A B C A B C A B<3 A B C A B<3 Act. 19 Act. 22 Act. 27 Act. 30 Act. 29 2.50[ '1 2.50 m m D 2.00 ~ ‘ 2.00‘H r. o 4.) 1-50- - 1.505 .p S 1.00 _ e . . ~ ~ , F 1.00 . .A B C A B C PsB C A.B C .A B C Act. 32 Act. 21 Act. 28 Act. 26 Act. 31 Figure 1. Comparison of the extent to which each of the three classes of publications were used in the fifteen activities that dealt with teachers and/or all-day students 142 Shown in Table 14 are these three activities ranked in descending order of the extent to which publications were used in each. Composite scores also are shown for each classification. As indicated, teachers used publications to a relatively greater extent for their own reference or review, but apparently gave somewhat less encouragement to class members to do outside reading in them. Very little of the material found in the publications was reproduced for presentation or dissemination to the class members. More was reproduced from Class C publications than from Class A or Class B. This is in direct contrast with regard to the same activity that dealt with all-day students, where more material from Class A publicationsvms reproduced for stu- dent consumption. The data recorded in Table 15 show the twenty-four publications ranked in descending order of the extent to which each was used in the three activities that dealt with out—of—school classes. Publication 6, Fertilizer Recom— mendations for Michigan Crops, ranked first in extent-of— use in all three activities, and publication 10, Soils 2: Michigan, ranked second. These two publications also were used most in activities that dealt with all-day students. 143 .H H pcmuxm OZ .N N pcmuxm wumumooz .m u ucmuxm umwuw .mHDuHDUHHmm HmcoHumoo> CH pogosocoo mHmB mommMHo HOOQUmImOIuSO on SUH£3 CH mwcwEuummmo me meB wuwfle .hpsum mnu CH poms mumnommu mN mSp mo mH >Hco mo mmmcommon EOHM ©m>HHmU mnm3 mmuoom mmmfiBm m¢.H No.H hm.H MN.H mumflEmE mmMHo on ucommum ou :OHumoHHQsm msu mo muumm mo coHpUSUonmmm .vM m ¢©.H om.H mm.H 0N.H coHumUHHQsm mgp cH mCHUmmH mUHmuso 0U ou mnmflEmE mmmHo mchmnsoocm .mm N mm.H No.N om.H mm.H muwQEmE mmmHU an omummsku mHm50H>me UHQOu m mcHUDUOHucH ou HOHHQ stommu mp mewH>wm .mm H monoom U m 4 mpHmomEoo mmmHU mmMHU mmmHU mua>auo¢ .oz xcmm mmmuoom :mwz sumo CH poms mum? mCOHumoHMHmmMHU HHm CH mcoHpmoHHQsm LUHSB 0p ucmuxm may mo umoho mcHocmommp :H omxcmn mommMHo Hmsumm Imcsom H0\©cm umEummnustm SpHB mcHHmmp mmHuH>Huom HmaoflposuumcH mmuaB .vH mHQmB 144 Publications 18 and 19 were not used at all with young— farmer and adult-farmer classes. Publications 20 and 22 tied for fifteenth place and publications 8 and 9 tied for eighteenth place. Table 16 contains data which portray the individual mean scores of publications for each of the three activi- ties dealing with young farmers and/or adult farmers. Also, shown are composite extent-of—use scores of each publica- tion for all three activities. Rank within classification also is shown. In Class C, publication 6 ranked first in all three activities. Publication 1 ranked second in activities 33 and 35, but was fourth in activity 34. Publication 10 ranked second in activity 34, but was third in activities 33 and 35. Based on other data in Table 16, it would seem apparent that the study of fertilizers and fertilization practices rate very high as to importance in the instruc— tional program for out-of—school classes. The study of soils and selection of crop varieties also rank high, inso- far as the use of these publications are concerned. Of the Class B. publications, number 13 ranked first in activities 33 and 34, and third in activity 35. Table 15. 145 Twenty-four publications ranked in descending order of the extent to which they were used in the three activities dealing with adult-farmer-and/or- young-farmer classes Compositea Rank Class No. Publication Title Score 1 C 6 E159 Fertilizer Recommenda— tions for Michigan Crops 2.53 2 C 10 S402 Soils g§_Michigan 2.53 3 C 1 F157 Field Crop Varieties for Michigan 2.20 4 C 3 F254 Raising Calves gp_Improve the Dairy Business 2.14 5 C 2 F161 Rates for Custom Work ig_Michigan 1.93 6 B 13 S390 High Quality Roughage, Reduces Dairy Costs 1.89 7 B 12 S388 Inheritance g§_Farm Property i2 Michigan 1.87 8 B 14 S429 Economics g£_Alterna— tive Pasture Systems 1.80 9 C 7 E342 Handling Milk ig_Bu1k gg_the Farm 1.71 10 C 11 FBC Selecting Wood Joists 719 and Beams for Farm Bldgs. 1.53 11 A 24 T275 The Demand for Farm Machinery §_Tractors 1.50 12 C 5 F292 Sudan Grass ig_Michigan 1.47 13 A 21 T263 Farm Practice Adoption ig_Michigan 1.46 14 A 23 T274 Changes ig_Agricultura1 Production, Efficiency, and Earnings 1.36 146 Table 15. Twenty—four publications ranked in descending order of the extent to which they were used in the three activities dealing with adult-farmer-and/or- young-farmer classes (concluded) Compositea Rank Class No. Publication Title Score 15.5 A 20 T253 Effects g; Suburbaniza— tion Upon Rural Land Use 1.29 15.5 A 22 T264 Farmers' Reactions §g_ New Practices 1.29 17 B 17 FBC Poultry House for 2,000 736 Layers 1.26 18.5 8 E345 Poultry Feeding 1.23 18.5 9 E355 Charcoal Broiled Chicken 1.23 20 B 16 CE9 Questions and Answers About Home Sewage Disposal 1.22 21 15 CE8 Lighting Your Home 1.19 22 4 F291 Fertilizers for Christmas Trees 1.14 23.5 A 18 F229 Automatic Washers and Dryers 1.00 23.5 A 19 S428 Orientations Toward Occupation and Residence 1.00 aGreat Extent - 3, Moderate Extent - 2, No Extent 147 Publication 12 ranked first in activity 35, and second and third in activities 34 and 33, respectively. Publication 24 in Class A ranked first in activi- ties 34 and 35, and second in activity 33. Publication 21 ranked first in activity 33, second in activity 35, and third in activity 34. The data in Table 17 show a comparison of the extent to which each publication was used and its read— ability as derived from application of the Dale-Chall8 formula. Comparison was made between composite extent-of- use scores and readability mean raw scores. Composite extent-of—use scores were computed from scores of the extent to which publications were used in all activities. Mean raw scores were derived from the Dale—Chall formula computations. The grade—level shown for each publica— tion was determined by the mean raw score obtained for that publication. The composite extent-of—use scores, mean raw scores, and the average grade—levels of readability also are given in Table 17 for individual classifications and for all publications irrespective of classification. As 8Dale and Chall, loc. cit. 148 Table 16. Mean scoresa of publications in each activity dealing with young and/or adult farmers Publication Activity Composite Number 33 34 35 Score Rank 1 2.56 1.72 2.33 2.20 3 2 2.22 1.72 1.83 1.93 3 2.43 2.00 2.00 2.14 4 4 1.12 1.12 1.18 1.14 11 5 1.70 1.30 1.40 1.47 8 6 2.89 2.16 2.53 2.53 1 7 1.94 1.38 1.81 1.71 6 8 1.23 1.15 1.31 1.23 9.5 9 1.23 1.15 1.31 1.23 9.5 10 2.53 2.11 2.05 2.23 2 11 1.67 1.50 1.42 1.53 7 Class C Score 2.02 1.62 1.80 12 2.12 1.53 1.94 1.87 2 13 2.27 1.73 1.67 1.89 1 14 2.20 1.50 1.70 1.80 3 15 1.25 1.08 1.25 1.19 6 16 1.33 1.11 1.22 1.22 5 17 1.38 1.08 1.31 1.26 4 Class B Score 1.80 1.37 1.55 149 Table 16. Mean scoresa of publications in each activity dealing with young and/or adult farmers(concluded) Publication Activity Composite Number 33 34 35 Score Rank 18 1.00 1.00 1.00 1.00 6.5 19 1.00 1.00 1.00 1.00 6.5 20 1.38 1.25 1.25 1.29 4.5 21 1.75 1.25 1.38 1.46 2 22 1.38 1.25 1.25 1.29 4.5 23 1.45 1.27 1.36 1.36 3 24 1.50 1.50 1.50 1.50 1 Class A Score 1.38 1.23 1.26 Rank 1 3 2 Total Score 1.85 1.48 1.64 aGreat Extent = 3, Moderate Extent = 2, No Extent = l. 150 shown in the table, a low mean raw score of readability corresponds to a low grade-level of readability. A correlation coefficient was determined between extent of use of publications and their mean raw scores of readability. The hypothesis was adopted that the extent to which publications were used was related inversely to the mean raw axxes of readability. The resultant £.of -0.058 for the data in Table 17 indicates that high mean scores of extent-of—use are associated with low mean raw scores of readability, but to only a negligible degree. From a table of critical absolute values of correlation coefficient, the value of —0.404 was given for the five per cent critical point. Since -0.058 was less than -0.404, this seemed to indicate that the readability of a publica- tion had no influence on the extent to which teachers said the publication was used. Similarly, correlation coefficients were computed between extent—of—use of publications and their mean raw scores of readability for each of the eighteen activities that were treated in the study. This indicated that there was negligible relationship between the readability of a publication and the extent to which it was used in any of the activities. 151 Table 17. Comparison of extent-of—use and readability for twenty-four publications Publication Composite Readability Number Use-Score Mean Raw Score Grade-Level X Y 1 2.08 7.62 9th—10th 2 2.01 7.40 9th—10th 3 2.02 7.74 9th-10th 4 1.34 9.06 13th—15th(college) 5 1.47 8.04 llth-12th 6 2.43 8.96 11th-12th 7 1.61 8.18 llth-12th 8 1.80 8.35 11th-12th 9 1.38 6.82 7th- 8th 10 2.46 8.90 llth-12th 11 1.49 7.41 9th-10th Class C 1.89 8.20 llth-l2th 12 1.86 9.88 13th—15th(college) 13 1.85 8.97 llth-12th 14 1.82 8.42 llth—12th 15 1.31 7.31 9th—10th 16 1.34 8.71 llth-12th 17 1.48 8.14 11th-12th Class B 1.64 8.75 llth-12th 152 Table 17. Comparison of extent—of—use and readability for twenty—four publications (concluded) Publication Composite Readability Number Use-Score Mean Raw Score Grade-Level X Y 18 1.02 7.52 9th-10th 19 1.30 8.98 llth-12th 20 1.20 9.58 13th-15th(college) 21 1.30 9.02 13th-15th(college) 22 1.25 9.58 l3th-15th(college) 23 1.23 9.27 13th-15th(college) 24 1.39 10.54 l6th(college grad.) Class A 1.24 9.33 l3th-15th(college) Average (all publiCationQ 1.69 8.74 11th-12th r ._ XY— -0.0575 (negligible relationship) 153 C. Importance g: Certain Publication Features g£_Characteristics The interview instrument contained eighteen features and characteristics of college-type publications. Teachers were asked to rate these with respect to how important they were to this type of publication insofar as they applied to the instructional program in vocational agriculture. Table 18 contains data showing the teachers' ratings. Timeliness of information was deemed most important by the teachers. Although it was shown in Table 18 that little or no relationship existed between the extent to which a pub- lication was used and its readability; teachers still rated "ease of reading," as being highly important. The feature or characteristic of "picture(s) of the author(s)," was rated by the teachers as being of least importance. Despite this low rating, it seems worthwhile here to explain why this feature was included in the inter- view instrument. During the pre-test of the instrument with three teachers, one suggested that it should be inclu— ded for the following reason. He found that when he brought some of his students to the campus of Michigan State University on field trips, during Farmers' Week, 154 Table 18. Teachers' ratings with respect to importance of features and characteristics of publications. Feature or Characteristic Mean Scorea Up-to-date or timely 2.96 Easy to read or understand 2.94 Adaptability to local conditions 2.72 Tables, charts, diagrams, etc., aids to understanding 2.70 Publications free or inexpensive 2.60 Base with which publications can be procured 2.56 Precautions, safety measures, and limitations needed 2.52 Action pictures showing application of the information ' 2.44 Importance of subject to farming, benefits, economic influence 2.40 Suggested sources of additional information or references 2.38 Conditions necessary for most efficient and effective use 2.26 List of special tools, equipment,etc.,needed 2.24 Adequate table of contents and index 1.96 Brief general history of the subject, its origin, etc. 1.94 Relationships to closely allied subjects 1.92 List of the qualifications of the author(s) 1.84 List of skills and abilities needed by reader to use the data 1.82 Picture(s) of the author(s) 1.12 a Extremely Important = 3, Moderately Important - 2, Not Important - 1. 155 Career Days, and on similar visitations, they frequently saw and met some of the authors of publications which they had been using in the classroom. This teacher cited instances in which an author's name had been mentioned in normal con- versation among his students and the fact that the author had been seen during a field trip. His students tended to identify themselves with the author. According to this teacher, this may have some influence on the students' views as to the credibility and authoritativeness of the subject-matter contained in a publication. Rural sociolo- gists think that similar vieWpoints or attitudes on the part of students and farmers may have some influence on the rapidity with which they adopt new ideas and practices in farming. Thus, the reason for including this feature in the interview instrument, becomes obvious. D. Awareness g: Revised and Recently Released Publications Teachers become aware of the existence of a publi— cation in many ways. There were eight different ways or agencies included in the interview instrument by which teachers keep abreast of revised and recently released pub- lications. Teachers were asked to indicate the extent to 156 which each of these had been of value in keeping them aware of currently released publications. The ratings of these are shown in Table 19. As shown in Table 19 the "Available Publications," list disseminated by the Bulletin Office of Michigan State University was rated as being the most important way by which teachers maintain an awareness of revised or newly released publications. According to those teachers inter- viewed, this periodic listing is not automatically sent to them. At the time of the interview the list was sent to them only upon their request. Some teachers indicated they never received it. Rated equal in importance were the "Agricultural Education Service-Letter,‘ and "conference and/or workshops." The "Service—Letter,I not only contains a list and classifications of publications revised or recently released by Michigan State University, but it also contains current releases of publications by other states and the United States Department of Agriculture. Recently released materials are displayed at conferences and work— shops held for Michigan teachers. Almost every teacher that was interviewed stated that his local county extension agent aided him in keeping 157 Table 19. Importance of agencies by which teachers keep abreast of revised or recently released publications Rank Source of Awareness Mean Scorea 1 MSU Bulletin Office "Available 2.40 Publications," list 2.5 MSU "Agricultural Education Service Letter," 2.36 2.5 Conferences and/or workshops 2.36 4 Your local county extension agent 2.20 5 In-service meetings held off-campus 2.16 6 Other teachers of vocational agriculture 1.92 7 MSU Agricultural Experiment Station or its branches 1.88 8 State consultant staff of the Michigan Department of Public Instruction 1.32 a Extremely Important = 3, Moderately Important = 2, Not Important — l. 158 abreast of new publications. Some teachers indicated that they procured all their agricultural publications produced by Michigan State University from their county agent rather than ordering directly from the Bulletin Office. Teachers first determined from the "Available Publications," list the number of copies needed of each publication and then submitted the order to the county agent. The county agent included this order with his own request to the Bulletin Office. Upon receipt of the publications the county agent forwarded the desired copies to the teacher. For most teachers this seemed to be a very satisfactory arrangement and it seemed to have promoted a highly cooperative rela- tionship between county agents and teachers of vocational agriculture. 159 CHAPTER V SUMMARY Major items to be considered in this chapter are: (1) a statement of the problem, including the purposes and the sources of data; (2) statements on the various aspects of the findings; (3) implications drawn from the findings; and (4) suggestions for further study. A. The Problem The utilization of state agricultural college publications in selected vocational agriculture activities was the basis of this study. The term utilization as used in this study referred to how publications were used, as well as the extent to which they were used in selected vocational agriculture activities. 1. Purposes. Specifically, the purposes for which this study was conducted were as follows: a. To determine storage, filing, and indexing procedures for this type of publication which were used by teachers of vocational agriculture in Michigan. 160 b. To determine the nature of the specific activities of vocational agriculture in which this type of publication was used. c. To determine the extent to which these pub- lications were used in each of the selected activities. d. To determine whether correlation existed between the readability of publications and the extent to which they were used. e. To determine what agencies teachers used to maintain an awareness of revised and recently released publications. f. To determine what features and character- istics of publications were deemed important by teachers. It was thought that information gained from such a study would be of value to teacher-trainers as they work with students and teachers in pre—service and in—service programs which are apt to include some work in instruc— tional materials used in teaching vocational agriculture. Likewise, it was thought that such information would be of interest to those persons who have as their responsibility the preparation and dissemination of this type of publication. 161 2. Teacher sample. After consultation with spec— ialists in the fields of agricultural education, agricul- tural extension, statistics, educational research, and com- munication, it was determined that teachers would be inter- viewed personally to gather information for the study. A sample of twenty-five teachers of vocational agriculture in Michigan were selected randomly who (1) had been in teaching for a period of at least two years and (2) had been in the same high school position for at least one year. The teachers in this sample averaged 11.04 years of total teaching experience with a range from two to thirty-seven years. Years of teaching vocational agricul- ture for teachers averaged 10.40 with a range from two tOH thirty-five. Tenure of the teachers in their present school systems averaged 7.56 years with a range from one to thirty-five. Twenty—four per cent of the teachers had earned from five to fifteen credits beyond the bachelor of science degree. Thirty—six per cent had earned sixteen or more credits beyond the bachelor of science degree. Twenty— eight per cent had been awarded the master's degree and twelve per cent had earned as many as fifteen credits beyond this degree. 162 There was an average of 53.4 students per department in all-day classes; an average of 27.5 members per adult- farmer class; an average of 13.6 members per young—farmer class; and an average of 19.6 members in combination adult- and young-farmer classes. Six departments out of the twenty- five had no out-of-school classes. Two departments were located in senior high schools in which no freshman-level vocational agriculture was offered. 3. Publication sample. Based upon consultation with the specialists mentioned previously, it was determined that a representative sample of all those publications which had been made available to teachers would be chosen for treatment in this study.1 Prior to dissemination to teachers, publications had been classified according to a policy statement previously agreed upon by those concerned.2 The sample of publications for use in this study was chosen from within these three classifications and totaled twenty— four: seven in Class A, six in Class B, and eleven in Class 9. 1Appendix B. 2Appendix A. 163 Five teachers had twenty or more of the publications while the average was 15.9 and the range was from seven to twenty—four. Three teachers had no sample publications in Class A and four had all seven, while the average was 3.2 out of the seven in this group. Three teachers had only one in Class B, and three had all six, with the average being four. For Class C, two teachers had only five and three had all eleven, with the average being 8.6 per teacher. The teachers gave the following reasons for not having all the various publications included in the sample: (1) publications had been discarded by teachers who had preceded them in the department, (2) publications had never been requested nor received by the present teacher, (3) publications had been forwarded to other departments within the high school, (4) publications had been discarded because the subject-matter contained in them did not occupy an important place in the instructional program of that par- ticular teacher, and (5) publications had been given to students and class members. The readability of each publication was determined by use of the Dale—Chall readability formula.3 3 Dale and Chall, loc. cit. 164 4. Activities. As a result of a thorough review of related literature, coupled with the advice received from specialists in various fields, eighteen activities in which publications are used were selected for treatment in this study. There were two instructional-orientation activities; two reference—evaluation activities; three methods—of- teaching activities; three instructional-procedure activi- ties; four student-usage activities; three young-and/or— adult-farmer class activities; and one teacher self- improvement activity included in the interview instrument. Teachers were asked to rate the extent to which individual publications had been used in each of the activities. In addition to the activities, the interview instru- ment also contained questions for teachers to answer regard- ing the place of storage, method of filing, procedures for indexing or classifying, importance of publication features or characteristics, and means by which teachers maintained an awareness of revised and recently released publications. 4Appendix C. 165 B. Major Findings The major findings of this study follow. Comparisons with findings reported in earlier studies will be made where appropriate. 1. Storage and filing, Findings that dealt with storage and filing of publications were as follows: a. Eighteen teachers allowed their all-day students to have free access to publications, while six teachers allowed their students to have only limited access, and one teacher allowed his students no access to publica— tions. The major reason given for limiting accessibility to publications was that students disarranged the files when they returned publications to storage after use. b. Fourteen of the teachers kept single copies of the publications in private files for their own personal use and maintained spearate files of multiple copies of the same publications for the students to use. c. Pamphlet file boxes were used by eleven teachers for storing publications; while eight were using the standard, sliding-drawer, steel file cabinet; and six were using some type of home-made "pigeon—hole,” cabinet. 166 d. Twenty-three of the teachers kept their pub— lications in the classroom, one kept them in the conference room and one kept them in the laboratory. Place of storage apparently had no influence on the extent to which students were allowed access to publications. Place of storage was dictated by physical plant arrangements. e. No definite standardized or uniform patterns were found among those twenty teachers who indexed or classified publications according to subject with a modi- fied decimal system. This corresponds to the findings of Miller.5 On the other hand, all of the five teachers who had adopted the AGDEX6 system said they had done so as a direct result of having attended in-service education meetings. These in-service meetings, held in various parts of Michigan in the Fall of 1960, were conducted by staff members of the Agricultural Education Service of the College of Education at Michigan State University. The AGDEX classification system was described and procedures demonstrated for plac- ing it into operation at these in-service meetings. 5Miller, loc. cit. 6 Ibid. 167 2. Nature gf_use g£_publications ig_activities. Following are those findings which dealt with the extent to which publications were used in the various activities. Listed in descending order of the extent to which the pub- lications were used in them, these activities are: a. Professional growth and self-improvement of teachers b. Supervised study in the classroom c. Individual instruction in the classroom, shop, laboratory, or on the farm' d. Reviewed by teacher prior to introducing a topic previously requested by adult or young farmers e. Assisting students in identifying main thoughts, principles, and ideas (conceptualizing) f. Small-group instruction in the classroom, shop, laboratory, or on the farm 9. Assisting students in the interpretation of tables, charts, graphs, figures, diagrams, and other graphical methods h. Assisting students in evaluating publica- tions in terms of the date of printing, authority of source or author, and the like 168 i. Having students list publications as refer- ences in their notebooks j. Application of publications by students in making some decision about their farming programs k. Encouraging adult and young farmers to do outside reading in the publications 1. Application of the publications by students in making individual reports in the classroom m. Borrowing by students for out—of—classroom study n. Assisting students in evaluating publica- tions in terms of the table of contents, index, format or outline 0. Assignment of specific parts of publica- tions to students for out—of—classroom study p. Reproduction of parts of publications to present to the all-day students q. Reproduction of parts of publications to present to adult or young farmers (The ranking of this activity agrees with the findings reported by Ridenour) r. Browsing or leisure-time reading by students. 7Ridenour, loc. cit. 169 3. Extent g§_use gf_publications. Those findings pertaining to the extent to which publications were used in the selected activities are as follows: a. The differences were highly significant between the composite extent-of—use scores of Class C and Class B, and between Class B. and Class A. These dif— ferences indicate that Class C publications were used to a significantly greater extent in all activities than those in Class B. Likewise, those in Class B were used to a significantly greater extent than those in Class A. As to individual publications, however, there were certain ones in Class A that were used to a greater extent than certain ones in Class C. Likewise, some indiv- idual publications in Class B were used more than certain ones in Class C. b. The individual publications most used were Soils gf Michigan and Fertilizer Recommendations for Michigan Crops. Both were used to a significantly greater extent than were any other publications in the sample. c. Correlation coefficients computed between composite extent-of-use scores of publications and mean raw scores of readability approached zero. A low correlation 170 indicated that the readability of publications was not asso- ciated with the extent to which they were used. Similar results were obtained when correlations were computed between extent—of—use scores of each individual activity and mean raw scores of readability. 4. Importance gf_features g£_characteristics gf_ publications. The following features and characteristics of publications were rated as to their importance by the teachers. Listed in descending order of their importance, teachers indicated that publications should: a. Be up—to—date or timely, b. Be easy to read and understand, c. Be adapted to local conditions, d. Include tables, charts, diagrams, and other graphical presentations as aids to understanding, e. Be free of cost or relatively inexpensive, f. Be easy to procure, 9. Contain precautions, safety measures, and limitations with regard to use of the information, h. Include action pictures showing application of the information, 171 i. Show importance of the subject to farming, benefits, and economic influence, j. Suggest sources of additional information or references, k. Contain conditions which are necessary for the most efficient and effective use of the information, 1. List special tools, equipment, and instru— ments needed to utilize the information, m. Contain an adequate table of contents and index, n. Include a brief, general history of the subject, its origin, and development, 0. Show relationships to closely allied subjects, especially those having reciprocal dependency, p. List the qualifications of the author(s), q. Discuss special skills and abilities needed by the reader in order to use the data, r. Contain picture(s) of the author(s) for identification purposes. 172 \ 5. Value of agencies in maintaining an awareness of publication existence. Listed here in descending order according to their importance as rated by teachers, are agencies or means by which an awareness of revised and recent— ly released publications is maintained: a. "Available Publications,’ list issued three or four times each year by the Bulletin Office of Michigan State University, b. "Agricultural Education Service Letter," issued quarterly by staff members in the Agricultural Edu- cation Service of the College of Education at Michigan State University, c. Conferences and/or workships held on- campus, d. The local county extension agent, e. In-service meetings held off-campus, f. Other teachers of vocational agriculture, 9. Michigan Agricultural Experiment Station and its branch stations, h. Vocational agriculture consultant staff from the Vocational Education Division of the Michigan Department of Public Instruction. 173 C. Implications gf_the Study The present study was confined to twenty-five teachers of vocational agriculture in Michigan and to twenty-four agricultural publications which had been pub— lished by Michigan State University and made available to the teachers. If application of the findings is made to other situations, detailed consideration should be given to these limitations. Conditions in schools and among teachers vary according to location and time. Likewise, the procurement and use of publications vary with dif- ferent geographic locations and time. Therefore, it is possible that findings of this study may differ with those found in a similar study, but conducted at a different time and covering a different geographic area. Yet, an analysis of the location of the departments used in this study would seem to indicate that the sample adequately represented the geographic area for which it was chosen. With the above limitations in mind, the following implications were drawn from the various facets of this study. 174 1. There were some implications drawn from the find- ings which dealt with the storage and filing of publications. Those findings which pertained to the degree of accessibility that students have to publications and the maintenance of separate files for teachers and students, prompted the fol- lowing implication. It may be implied that there is some relationship between the degree with which students are allowed access to publications and the permissiveness of the educational atmosphere that prevails in the classroom. The finding that dealt with place of storage, whether in classroom, conference room, or laboratory, implies that location of publications within the physical plant area of the department influenced neither the degree of accessibility to publications by students nor the extent to which publications were used. The finding which dealt with publication classi— fication and indexing methods implies that the AGDEX had met with almost complete approval by those teachers who had adopted it. However, the fact that only twenty per cent of the teachers in this study had adopted the AGDEX seems to imply that some teachers may be reluctant to adopt new and improved practices. 175 2. One of the significant findings in this study was that publications were used more in the self-improvement and professional growth of teachers than in any other single activity. One implication of such a finding may have relev— ancy to the teachers' perceptions of their roles as educa— tors. Teachers may perceive as one of their roles that of being able to answer all questions on technical and applied agriculture which may be directed toward them. They may view themselves as needing to become prime sources of agri- cultural information because they think their communities expect this of them. Hence, teachers may use this type of publication as one means of keeping abreast of new and dynamic changes and advancements in agricultural technol— ogy and consequently as a means of enhancing their status in their respective communities. Another implication of this finding which seems tenable is related to the theoretical communication model mentioned in Chapter II. Since teachers (decoders) use these publications to such a great extent for their self- improvement, this implies that teachers might well be regarded as a primary audience of the agricultural sci— entists (encoders) who prepare the publications for dis- semination. 176 A final implication of this one finding is that the extent to which teachers use publications for self- improvement may well be regarded as a possible index of the degree to which they contribute to the "two—step," flow of agricultural information in the communication process. 3. Findings indicated that teachers reproduced very little of the infonnation found in publications so that it might be presented to all-day students or to adult and young farmers. One implication of this finding seems to be that, as reproduction of such information is time—consuming, teachers felt that this was not a worthwhile activity. How- ever, it seems to be the consensus among educators that presentation of information in some form that is different from the original will frequently enhance the understand— ability of the data for the student. A further implication may be that teachers pos~ sessed sufficient copies of each publication so that repro- duction of the information contained in them was not war- ranted. In other words, for many of the publications at least, multiple copies were available for students to use during supervised study periods. This implication presup— poses that the information contained in the publications 177 was such that it could be understood by the students with- out assistance from the teacher. Supervised study was an activity in which many of the publications were used extensively. Since teachers afforded their students such close personal supervision during these study periods, they may have felt that repro— duction of information for student consumption was not an important activity. 4. Correlation coefficients between extent-of—use scores and mean raw scores of readability approached zero. These correlations imply that publications were used accor— ding to the dictates of the subject—matter contained in them, and ggt_according to the ease with which the informa- tion could be understood by the students. Yet, teachers ranked "ease of reading,' very high in importance as a feature of publications. The implication is that teachers may attach great significance to information that is easy to read and understand, but neither do they perceive them- selves as being able to determine readability of publica- tions, nor do they perceive themselves as being capable of determining the reading level of their students. 178 5. Composite extent—of-use scores for the three publication classifications varied widely. Implications are that this finding tends to support the policy by which the publications were classified for distribution. This find- ing also tends to validate the procedures by which the pol- icy was applied. The theory behind the distribution classi— fication scheme was that publications place in Class C would be used most, those placed in Class B next, and those placed in Class A would be used least. 6. Extent—of—use scores for individual publications differed somewhat. Certain publications in Class A had larger extent-of—use scores than certain ones in Class C. As a result, implications are that subject-matter contri- butes in large measure to the extent—of—use scores of individual publications. 7. Timeliness of the information was deemed the most important feature or characteristic of publications by teachers. Yet, the activity of assisting students to evaluate publications in terms of date of printing and the like, was ranked eighth in the extent to which all publi- cations were used in it. The implication of this incon— sistency seems to be that teacher perceptions as to time- liness of information are somewhat incoherent. 179 8. Ease of procurement and the comparatively inex— pensive cost of this type of publication to Michigan teachers were ranked almost equal in importance. They also were ranked relatively close to the top with respect to importance. The implication is that the least effort that must be expended in procurement of publications is the most highly desirable. Furthermore, this finding seemed to implicitly express a reluctance on the part of teachers to ask administrators for budgetary allocations for the pur- chase of this type of publication. D. Suggestions for Further Study Based on the findings of this study and the experiences received while conducting it, the following suggestions are made for use as guidelines in future inves— tigations. 1. There is a need for further study on the kinds of assistance that teachers give students in the use of this type of publication. Such a study would be benefi- cial in defining the teachers' role with respect to the use of such publications. The prevailing consensus among those who work with teachers of vocational agriculture seems 180 to be that teachers instruct students in the various ele- ments of "problem-solving," or "decision-making." How teachers use this type of publication in such instruction needs additional study. 2. Further study needs to be conducted in detail on the specific aspects of each of the activities treated in the present study and the relationships of these aspects to the various methods by which information is presented in publications. Each of the activities treated in this study has elements that probably are viewed differently by indiv— idual teachers. The various subjects that are treated and the way they are treated in this type of publication are likely to affect the manner of utilization in the different activities. 3. Activities, other than those treated in this study, in which publications might be employed need to be discovered and defined. Additional techniques for more effective use of the publications in activities probably would be discovered at the same time. 4. A thorough study needs to be conducted concern— ing the procedures used by teachers to procure this type of publication. Details as to how these procedures could be improved would be of value. 181 5. The theoretical communication models which have been postulated by specialists indicate that messages con— tained in publications should be written with a specific audience in mind. Based on the theory of such models, teachers of vocational agriculture have been using publica- tions which were not specifically designed for their use when they employed the type of publications that were treated in this study. In a sense, teachers have been forced to use these publications because none specifically designed for them have been made available for their util— ilization. Hence, there seems to be a need to determine how agricultural information can best be arranged and pre- sented for use solely by teachers of vocational agriculture. Heretofore, it seems that too much emphasis was placed on whgt_was prepared for teachers to use, and not enough empha— sis was placed on hgw_it should be prepared and presented. 6. Concerning methods used to conduct this study, the following suggestions are made. The main strength of the information presented herein rests in the fact that the depth interview technique was employed to obtain the data. The various reasons as to why teachers performed as they did were discovered as a result of using the interview 182 technique. Attempts to obtain the same volume of data by mail questionnaire probably would have been less productive. A questionnaire sent by mail to teachers would have had to be exceptionally long and detailed in order to obtain the same information. Therefore, the depth interview technique should be considered for similar studies in the future. 7. Insofar as could be determined, investigators in earlier related studies had not selected samples of pub- lications based on a distribution classification similar to that used in the present study. A suggestion for future studies is that a similar stratified selection procedure be employed such as that used here. In addition, however, the selection procedure might well include various sub-strata in each of the strata. The use of such a sampling procedure to select the publications probably would make the resul- tant findings relatively more meaningful. 183 BIBLIOGRAPHY Books Berlo, David K. The Process pp_Communication. New York: Holt, Rinehart and Winston, Inc., 1960. 318 pp. Lionberger, Herbert F. Adoption pp_New Ideas and Practices. Ames: The Iowa State University Press, 1960. 164 pp. Morgan, Barton, Glenn E. Holmes, and Clarence E. Bundy. Methods ip Adult Education. Danville, Illinois: The Interstate Printers and Publishers, Inc., 1960. 180 pp. Schramm, Wilbur. The Process and Effects pp_Mass Communi- cations. Urbana: University of Illinois Press, 1954. 341 pp. Snedecor, George Waddel. Statistical Methods Applied pg, Experiments ip_Aqriculture and Biology. Ames: The Iowa State University Press, 1957. 421 pp. United States Congress. Public Laws pp_the United States pp_America Passed py_the Sixty-Fourth Congress, 1915-1917. Vol. XXXIX, Part I. Washington, D.C.: United States Government Printing Office, 1917. 1202 pp. Bulletins Central Regional Conference on Research in Agricultural Education. Report 9: the Cooperative Study 9: Institutional On—Farm Training pp_the Central Region. Danville, Illinois: The Interstate Printers and Publishers, Inc., 1952. 90 pp. 184 Johnson, Glenn L., and Cecil B. Haver. Agricultural Infor- mation pp_gp Aspect g: Decision Making, Department of Agricultural Economics, Agricultural Experiment Station Technical Bulletin No. 273. East Lansing: Michigan State University, 1960. 56 pp. North Central Rural Sociological Committee, Subcommittee for the Study of the Diffusion of Farm Practices. pr_ Farm People Accept New Ideas. North Central Region- al Publication No. l. Ames: Iowa Agricultural Extension Service, November, 1955. 68 pp. Summaries pp_Studies pp_Agricultural Education. U. S. Office of Education, Vocational Education Bulletin No. 180, Agricultural Series No. 18. Washington: Government Printing Office, 1935. 196 pp. Summaries pp_Studies ip_Agricultura1 Education. Supple- ment No. 1. Danville, Illinois: The Interstate Printers and Publishers, Inc., September, 1943. 199 pp. Summaries pp_Studies ip_Agricultural Education. Supple- ment No. 2, U. 8. Office of Education, Vocational Division Bulletin No. 237, Agricultural Series No. 57. Washington: Government Printing Office, 1948. 120 pp. Summaries gf_Studies ip Agricultural Education. Supple— ment No. 3, U. S. Office of Education, Vocational Division Bulletin No. 242, Agricultural Series No. 59. Washington: Government Printing Office, 1950. 61 pp. Summaries g; Studies 1p Agricultural Education. Supple— ment No. 4, U. 8. Office of Education, Vocational Division Bulletin No. 246, Agricultural Series No. 61. Washington: Government Printing Office, 1951. 48 pp. 185 Summaries pp_Studies pp_Aqricultural Education. Supple- ment No. 5, Vocational Division Bulletin No. 248, Agricultural Series No. 62, U. S. Department of Health, Education, and Welfare. Washington: Gov- ernment Printing Office, 1952. 62 pp. Summaries pp_Studies ip_Aqricultural Education. Supple- ment No. 6, Vocational Division Bulletin No. 251, Agricultural Series No. 63, U. S. Department of Health, Education, and Welfare. Washington: Gov— ernment Printing Office, 1953. 100 pp. Summaries pp_Studies pp_Agricultural Education. Supple- ment No. 7, Vocational Division Bulletin No. 253, Agricultural Series No. 64, United States Depart- ment of Health, Education, and Welfare. Washing— ton: Government Printing Office, 1954. 75 pp. Summaries 2: Studies pp_Agricultural Education. Supple- ment No. 8, Vocational Division Bulletin No. 256, Agricultural Series No. 66, United States Depart- ment of Health, Education, and Welfare. Washing— ton: Government Printing Office, 1955. 108 pp. Summaries pp_Studies ip_Agricultural Education. Supple- ment No. 9, Vocational Division Bulletin No. 263, Agricultural Series No. 68, United States Depart- ment of Health, Education, and Welfare. Washing— ton: Government Printing Office, 1956. 89 pp. Summaries g£_Studies pp_Agricultural Education. Supple- ment No. 10, Vocational Division Bulletin No. 265, Agricultural Series No. 69, United States Depart— ment of Health, Education, and Welfare. Washing- ton: Government Printing Office, 1957. 94 pp. Summaries pf Studies pp_Agricultural Education. Supple- ment No. 11, Vocational Division Bulletin No. 272, Agricultural Series No. 71, United States Depart- ment of Health, Education, and Welfare. Washing— ton: Government Printing Office, 1958. 86 pp. 186 Summaries gf_Studies pp Agricultural Education. Supple- ment No. 12, Vocational Division Bulletin No. 275, Agricultural Series No. 72, United States Depart- ment of Health, Education, and Welfare. Washing- ton: Government Printing Office, 1959. 56 pp. Summaries pp_Studies ip_Agricu1tural Education. Supple— ment No. 13, Vocational Division Bulletin No. 282, Agricultural Series No. 75, United States Depart- ment of Health, Education, and Welfare. Washing- ton: Government Printing Office, 1960. 90 pp. Summaries g: Studies pp_Agricultural Education. Supple— ment No. 14, Vocational Division Bulletin No. 291, Agricultural Series No. 77, United States Depart- ment of Health, Education, and Welfare. Washing- ton: Government Printing Office, 1961. 56 pp. Dissertation Abstracts. Abstracts of Dissertations and Monographs in Microform, Vol. IV, No. 2 through Vol. XXI, No. 12. Ann Arbor, Michigan: Univer- sity Microfilms, Inc., 1943—1961. Periodicals Bently, Ralph R., and R. Edward Galloway. "A Comparison of the Readability of Vocational Agriculture Ref— erence Books with the Ability of Students Using Them," Journal pp_Experimental Education, 29:373-383, June, 1961. Byram, Harold M. "Challenges to Leadership in Agricul- tural Education in the Golden Sixties," Journal gf_the American AssoCiation pp_Teacher Educators ip_Agriculture, 1:1, April, 1961. Crandall, W. G. "Servicing the Agricultural Teacher," The Agricultural Education Magazine, 1:5, August, 1921. 187 Dale, Edgar, and Jeanne S. Chall. "A Formula for Predicting Readability: Instructions," Educational Research Bulletin, 27:37-54, January 21, 1948. Fay, Ivan G. "The Wisconsin Plan for Bulletins,” The Agricultural Education Magazine, 14:125, January, 1942. Hammonds, Carsie. "A Plan for Classifying and Filing Bulletins," The Agricultural Education Magazine, 5:58-59, October, 1932. Rogers, Everett, M. "Categorizing the Adopters of Agricul- tural Practices," Rural Sociology, 23:345-354, December, 1958. Taylor, Kenneth I. "Central Library Records for the Depart— ment Reference Collection," The Agricultural Edu- cation Magazine, 31:l36, December, 1958. Unpublished Materials Blizzard, Paul T. "The Role of Vocational Agriculture Teachers in Boosting the Per Capita Income of North Carolina Farmers Through Fertilization.” Unpub- lished Master's thesis, North Carolina State College, Raleigh, 1959. 49 pp. Boyd, Charles R. "A Study of Reference Books More Commonly Used in Courses of Vocational Agriculture in Okla— homa." Unpublished Master's thesis, Oklahoma State University, Stillwater, 1953. 93 pp. Cardozier, V. R., and Louis A. Carpenter. "Practices Used in Procuring Reference Books for Vocational Agri- culture Departments in East Tennessee.” Unpub- lished Staff Study, Department of Agricultural Education, University of Tennessee, Knoxville, 1958. 14 pp. 188 Christensen, Howard. "The Readability of Agricultural Text— books and Bulletins." Unpublished Master's thesis, Colorado State University, Fort Collins, 1953, 123 pp. Clark, Clyde Farrell. "Methods of Presenting Results of Agricultural Experiments." Unpublished Master's thesis, Mississippi State University, State College, 1939. 95 pp. Deyoe, George P. "Adjusting Local Programs of Vocational Education in Agriculture to Changes in Agriculture.” Unpublished Staff Study, Division of Agricultural Education, University of Illinois, 1959. 60 pp. Gartley, Boyd C. "Reading Ability in Relation to Achieve- ment in Vocational Agriculture." Unpublished Master's thesis, Pennsylvania State University, State College, 1952. 59 pp. Haff, Floyd Robert, Jr. "The Selection of Reference Books in Vocational Agriculture." Unpublished Master's thesis, Cornell University, Ithaca, 1960. 88 pp. King, Harold Darling. "The Looseleaf Notebook: A Possible Means of Enhancing the Use of Printed Agricultural Material in High School Vocational Agricultural Teaching." Unpublished Master's thesis, University of Wisconsin, Madison, 1954. 44 pp. McJunkin, Murry Carpenter. "Development and Measurement of the Effectiveness of Different Methods of Pre- senting Data Obtained in Studies of Efficient Corn Production." Unpublished Doctor's dissertation, Pennsylvania State University, State College, 1949. 195 pp. McPherson, David E. "A Study of the Readability of Uni— versity of Tennessee Agricultural Extension Service Publications and Leaflets for Boys Taking Vocational Agriculture in High School." Unpublished Master's thesis, University of Tennessee, Knoxville, 1957. 113 pp. 189 Miller, Howard Leland. "Procedures for Improving the Use of Publications in the Communications Process by Profes- sional Leaders in Agricultural Education." Unpub- lished Doctor's dissertation, Ohio State University, Columbus, 1959. 341 pp. Mullen, Donald T. "A Study of Vocational Agriculture Teacher Preference in Size of Bulletins, Charts, and Maga- zines." Unpublished Master's thesis, University of Wisconsin, Madison, 1957. 37 pp. Nelson, Gordon Vernon. "References for the Agricultural Instructor." Unpublished Master's thesis, Virginia Polytechnic Institute, Blacksburg, 1928. 367 pp. Nelson, Norbert J., Frank J. Woerdehoff, and John K. Coster. "The Appraisal of Programs of Vocational Agriculture and Industrial Education--Vocational Education in Public Schools as Related to Social, Economic, and Technical Trends: Part II." Unpublished Staff Study, Division of Education, Purdue University, Lafayette, Indiana, 1960. 600 pp. Oglesby, Ralph A. "Planning and Establishing a System of Filing Technical Bulletins in Bowden High School." Unpublished Master's thesis, University of Georgia, Athens, 1951. 59 pp. Richardson, Earl C. Department of Information Services, College of Agriculture, Michigan State University, note from a personal interview, October, 1960. Ridenour, Harlan E. "Procedures Used by Ohio Vocational Agriculture Teachers in Using Research Data Pub- lished by the Ohio Agricultural Experiment Sta- tion." Unpublished Master's thesis, Ohio State University, Columbus, 1952. 138 pp. Sanders, Warren, 190 Robert Willard. "Providing Technical Publications for Use in Bacon County High School Vocational Department." Unpublished Master's thesis, University of Georgia, Athens, 1951. 33 pp. Howard M. "Providing Instructional Materials for Use in the Warwick High School Vocational Agricul— ture Department, Warwick, Georgia." Unpublished Master's thesis, University of Georgia, Athens, 1955. 39 pp. 191 APPENDICES 192 APPENDIX A PLAN FOR DISTRIBUTION OF MICHIGAN STATE UNIVERSITY PUBLICATIONS TO TEACHERS OF VOCATIONAL AGRICULTURE (Revised June 20, 1957) Previous agreement between the Department of Informa— tion Services and the vocational education section of the College of Education, originally made in 1952 was revised at the suggestion of Raymond Clark, Agricultural Education Service, College of Education. These are the policies under which agricultural publi— cations of Michigan State University will be distributed to vocational agriculture teachers in the future. 1. All bulletins sent in quantity to teachers of vocational agriculture on their request, for teaching purposes, become the property of the school district and should be used by students of vocational agriculture for reference purposes. Students of vocational agriculture desiring personal copies for their own private libraries, should secure copies of bulletins from the county agricultural agent, on the same basis as for adult farmers. For teaching purposes bulletins have been classified under the following headings: Class A - The publications listed in Class A are highly technical or of such nature that a single copy distributed when published will meet all usual needs. Class B — One copy for each three students in classes studying the subject covered in the publication. Class C - One copy for each student in classes studying the subject covered in the publication. L..." -. 10. 11. 12. 193 Bulletins will be ordered direct from the Bulletin Office, 10 Agricultural Hall, Michigan State University, East Lansing, Michigan, on school letterhead. EACH REQUEST SHOULD INDICATE THE CLASS OF THE BULLETIN (A, B, C) AND THE SIZE OF THE AGRICULTURE CLASS IN WHICH THE BULLETIN WILL BE USED. Distribution under this plan will apply to new and revised bulletins which have been classified. The Bulletin Office will be supplied by the Vocational Education Office of the State Department of Public Instruction, with information as to the enrollment by classes in agriculture. To expedite service, bulletins for instructional pur— poses will be sent directly to teachers of vocational agriculture, by the supervisor of the Bulletin Office, Michigan State University. Classification of new and revised bulletins will be announced as indicated under 3 above and also at a later date through the Service Letter, published by the Agricultural Education Service, College of Educa- tion, Michigan State University. Schools requiring more bulletins than the classifica- tion allows may purchase additional copies from the Bulletin Office at Michigan State University. Departments of Vocational Agriculture approved after Nbvember l, 1952, will be supplied with only those bulletins which are published after Nbvember l, 1952, and subject to other items in this agreement. Re-orders of additional bulletins previously supplied to the school will be filled by purchase only and then on the basis of available supply. Michigan State University is not obligated to meet requests for bulletins from members of a class in vocational agriculture, each of whom submits a request on a card or in a letter. 194 APPENDIX B ANNOTATED BIBLIOGRAPHY OF THE TWENTY—FOUR PUBLICATIONS TREATED IN THIS STUDY The following publications were treated in this study. They are listed as they appeared in the data gathering instrument. Shown with each publication are the number assigned by the Department of Information Services of Michi— gan State University, its title, author(s), date of release and/or revision, the number of pages, a brief description of the information contained in it, and its grade level of readability. A. Class 9 Publications 1. F—157 Field Crop Varieties for Michigan; S. C. Hildebrand, D. L. Clanahan, M. H. Erdmann, L. V. Nelson, and William Cargo; revised April, 1958. 20 pp. Briefly given here are the bases for recommending, or not recommending, crop varieties of wheat, rye, barley, oats, soybeans, field beans, corn hybrids, alfalfa, clovers, birdsfoot trefoil, grasses, sorghums, and potatoes. Impor— tant cultural practices also are stated. Readability: 9th-10th grade. 195 2. F-l6l Ratep for Custom Work pp_Michigan; E. M. Elwood and M. E. Quenemoen; revised March 1960. 4 pp. Furnished here in tabular form are the rates for custom work as reported by farmers. Given also are usual ranges for rates and the expected common rates for the coming year. Machinery rental rates also are shown. Readability: 9th-10th grade. 3. F—254 Raisipngalves Tp_Improve the Daipy Business; Donald Hillman; released October, 1957. 6 pp. Shown here are practices to follow in preparing the cow for freshening, at calving time, and in feeding calves of various ages. Ten explicit calf management practices are given. Readability; 9th—10th grade. 4. F-291 Fertilizers for Christmas Trees; Donald P. White; revised August, 1960. 6 pp. Presented herein are the requirements for high—quality Christmas trees, what tree conditions indicate the need for fertilizer, the analysis and amounts of fertilizer to use, the step in application, and other fertilization practices. Readability: 13th-15th grade (college). 5. F-292 Sudan Grass pp Michigan; S. C. Hildebrand, released June, 1960. 4 pp. 196 Listed here are the varieties, uses, pasture management practices, and seed and forage production practices in the production of Sudan grass. Readability: llth—12th grade. 6. E-159 Fertilizer Recommendations for Michigan Crops; staff members of the Departments of Soil Science and Horticulture; revised June, 1959. 48 pp. First of all, the publication contains some helpful suggestions for its use. Fertilizer recommendations are made according to soil series and for specific crops. The benefits of soil testing are indicated. Recommendations for the minor elements also are given. Readability: llth- 12th grade. 7. E-342 Handling Milk i_n Mg pp 3113 m; D. L. Murray, Dale E. Butz, Carl W. Hall, and J. M. Jensen; released May, 1957. 24 pp. Information is presented on the economics of handling milk in bulk tanks, the advantages to farmer and processor, and the estimated costs. Valuable information is presented to aid in choosing, installing, and operating a bulk tank. The importance of cleanliness and sanitation is stressed. Readability: 11th-12th grade. 8. E—345 Poultry Feeding; Philip J. Schaible; released March, 1958. 16 pp. 197 Presented for the reader is information on rations, both commercial and home-mixed. Included are discourses on nutrients which make up the ingredients of feed, feeding systems, feeding practices and equipment, and storage of feed. Readability: llth-l2th grade. 9. E-355 Charcoal Broiled Chicken; Floyd Hicks; released June, 1959. 16 pp. Contained herein is information on how to prepare chicken for a large barbecue, the principles of which also apply to a small home barbecue. Adequate physical equip— ment, its operation, and care is explained. Menus and organizational committees are suggested for a successful barbecue. Readability: 7th-8th grade. 10. S-402 §pi1§_p£_Michigan; E. P. Whiteside, I. F. Schneider, and R. L. Cook; revised December, 1959. 52 pp. Information necessary for a basic understanding of Michigan soils is carefully presented. Characteristics and properties used in soil classification are given. Usage of a soil map and how it is made are explained. Twenty-six land divisions are described along with the soil series which make up each division. Readability: llth-l2th grade. 198 11. FBC-719 Selecting Wood Joists and Beams for Farm Buildings; R. L. Maddex and J. S. Boyd; revised April, 1958. 4 pp. Presented is information for determining the size of joists for various loads depending on spacing and span. Tables show sizes and spacings of joists and beams which can be substituted for those called for in a building plan. Readability: 9th—10th grade. B. Class §_Pub1ications 12. S-388 Inheritance pp_Farm Property in Michigan; Harold Ellis, Raleigh Barlowe, and E. B. Hill; revised October, 1959. 31 pp. Described therein are Michigan laws relating to inheri— tance of farm property by descent and by will. Also given are certain related laws. Suggestions are included that may help farm families to avoid or lessen certain diffi— culties encountered in the inheritance process. Readability: l3th-15th grade (college). 13. S-390 High Quality Roughage Reduces Dairy Costs; C. R. Hoglund; released February, 1954. 28 pp. Reported here are the findings and conclusions from a study of thirty-four dairy farmers. Shown are factors 199 affecting feeding efficiency. Also shown are feeding practices carried out by the most efficient and those used by the least efficient dairymen. Readability: llth— 12th grade. 14. S-429 Economics 9: Alternative Pasture Systems; C. R. Hoglund and C. M. Harrison; released June, 1960. 30 pp. Reported are the findings of a fifty-four dairy farm study. Presented are observations and farmer-experiences on different pasture systems, acreages of forage crops, investments in forage equipment, and management practices followed. Estimates of effect on investment and net income are shown when a new feeding system was adopted on dairy farms of varying size. Readability: 11th-12th grade. 15. CE-8 Lighting Your Home; Coral K. Morris, Donald P. Brown, and Dennis E. Wiant; released September, 1958. 16 pp. Suggestions are presented to follow in order to get good lighting. Shown are tables of light reflection, footcandles necessary for certain tasks and areas of the home, and lighting practices to follow in the use of lamps for various purposes. Readability: 9th-10th grade. 200 16. CE—9 Questions and Answers about Home Sewage Disposal; W. F. Shephard, George Amundson, and Walter Sheldon; released June, 1959. 8 pp. Questions are answered which are commonly asked about home sewage disposal where no public sewer is available. The basic units of a sewage disposal system are presented, as well as how to determine the percolation rate of soil. Readability: llth—12th grade. 17. FBC-736 Poultry House for 2y000 Lgyers; Merle L. Esmay and J. M. Moore; released Nbvember, 1958. 12 pp. Information is given on how to keep the laying house dry and details in the construction of a laying house. Data are presented on the facilities and equipment that might be included in the finished unit. Readability: llth-12th grade. C. Class A Publications 18. F—229 Automatic Washers and Dryers; Lucile Ketchum and Coral Morris; revised June, 1959. 10 pp. Presented are factors to consider when shopping for a washer and/or a dryer for clothes. Also given are suggestions for using washers and/or dryers and the advan- tages and disadvantages of combination washer-dryers. 201 Readability: 9th—10th grade. 19. S-428 Orientations Toward Occgpation and Residence; James Cowhig, Jay Artis, J. Allen Beegle, and Harold Gold— smith; released May, 1960. 34 pp. The findings of a study of high school seniors in four rural counties of Michigan are disclosed. Contained in the publication are the procedures used in conducting the study, the familial characteristics of the subjects, their attitudes toward present community, and their educational, occupational, and residential plans and preferences for the future. Read— ability: llth-thh grade. 20. T-253 Effects pp_Suburbanization upon Rural Land Egg; E. Howard Moore and Raleigh Barlowe; released Septem- ber, 1955. 36 pp. Reported are the findings of a study on the impact that the suburbanization movement has had upon the allocation and use of farm land in two areas located beyond the zone of concentrated subdivision development that borders Lansing and East Lansing, Michigan. The study expresses the views of local officials and residents regarding future trends and the possible need for public action to direct these trends. Readability: l3th-15th grade (college). 202 21. T—263 Farm Practice Adoption lg flippiggp; James Nielson and R. F. Bittner; released January, 1958. 64 pp. Contained here are findings on the extent to which 471 farmers in six type-of-farm groups adopted fifty-four generally recommended farm practices in 1953—54. Also given are specific reasons as to why the practices were recom— mended. Included are reasons why some of the practices have not been more widely accepted. Readability: 13th- 15th grade (college). 22. T—264 FarmerK§,Reaction§_pg_New Practices; Charles R. Hoffer and Dale Stangland; released February, 1958. 36 pp. Even though certain practices have been tested and found to be profitable, it appears that the profit motive is not enough to cause all farmers to adopt a practice. This publication lists and discusses many reasons for the general lag in the adoption of approved agricultural prac- tices, particularly the practices involved in corn produc- tion. Readability: 13th-15th grade (college). 23. T-274 Changes ip Agricultural Production, Efficiency and Earnings; James Nielson and William Crosswhite; released Octdber, 1959. 48 pp. One of a series in the final report on the Michigan township extension experiment, this publication contains 203 information on the impact of an intensive application of extension resources in township areas. Described therein are the methods used, the clientele, the analysis of data, and the inferences drawn. Detailed accounts are given of changes in earnings, in net worth, in farm organization, in enterprise organization, and in soil and crop practices. Readability: l3th—15th grade (college). 24. T-275 The Demand for Farm Machinery and Tractors; William A. Cromarty; released NCvember, 1959. 72 pp. Contained here are analyses of major factors which affect the purchase rate of farm machinery and tractors. The study was conducted under four general areas: (1) a résumé of the current status of farm machinery in the United States; (2) a framework of economic theory on the producer and consumer markets for farm machinery; (3) statistical results of analysis of farm machinery markets; and (4) statistical results of analysis of farm tractor markets. The information would be most useful to manu- facturers in planning production programs and resources needed to supply predicted shipments of machinery. Readability: 16th grade or above (college graduate). 10. 204 APPENDIX C INTERVIEW INSTRUMENT Name 2. Age (last) (first) (m.i.) School Total number of years of teaching experience Total number of years of vocational agriculture teaching (include veterans teaching) Total number of years of teaching vocational agricul- ture in the present school (call the past academic year a full year) Other adult occupational experience of a teaching nature (military, etc.) TYPE (WHAT KIND?) NUMBER OF YEARS Academic work completed. ____Bachelor's degree only ____Bachelor's degree plus _____hours graduate credit ____Master's degree only ____Master's degree plus _____hours graduate credit How many all-day students do you have in your department? Total . Freshmen . Soph. . Juniors . Seniors How many adult farmers do you have in your program? 205 11. How many young farmers do you have in your program? 12. In your out—of-school class a combination of young farmers and adult farmers? Yes No 13. If "yes," how many members in the class? ___ STORAGE AND FILING 14. By what physical means do you store those publications? a. In one—letter size, sliding—drawer file cabinet ___ b. In "pigeon-hole" cabinet, with or without doors c. In stacks on open shelves d. In stacks inside some type of cabinet with doors e. In "out—corner” pamphlet file boxes f. Other (list) . . . . . . . . . . . . . . . . . 15. Are those publications stored in the classroom conference room (office) laboratory or other 16. By what filing system do you arrange your publications? HOW LONG IN USE? 6 1 1-4 5 or Check mos. year yrs. more Grouped according to vo-ag class According to subject-matter area Other (list) . . . . . . . . . a. Dewey decimal system . . . . b. Modified decimal system . . . c. According to course outline . d. According to publication size. e. According to source . . . . . f. AGDEX . . . . . . . . . . . . 9 h i 17. 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N quuxH wumumvoz H H2 Q IHOIUCO Com ImHCmHmH Ho usonm COHmHUmp HMCCH>HCCH H quuxm oz n HZ O mCHBOHHom Nm mCHmBOHm Hm mEOm mCmez om mCmez mN .mmmwmm O IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII L mmmHUH>Huom mCHBOHHom may CH mCOHgmoHHnCm mmmCa UmHHmmm Nmnu w>mC ucmuxm pans ou .mszmopsm Hagqu< ou cummmu Cqu MHHBH>HBU< Hwflmb BZHQDBm fill] _Illi 11H. _ __ mucuomua o NHoCHComE th “ Enmm Com pCmEoQ one 5 .CN mgCHCCmm oCm .>0CoHonmH vhN .CoHuoCoonm.HHm< CH momCmCU B .NN mooHpomum 3oz CoN on mCoHpUmom .mHoEHmm B .NN CmmHCoHE moN CH COHum0U< ooHuomum Show B .HN Hf omD UCoH.HMHCm Comm mmN CoHumNHCMQHCQCm mo muoommm 6 .ON ooCoonom o CoHummmUoo mN¢ pumzoe mCoHHMUCoHHo m .mH muownn pCm mNN mHoCmmz UHumEousm m .mH mno>oH 0mm ooo.N COM omsom anuHCom omm.>H HomommHQ omm3om oEom m __ usonm muo3mC< o mCoHumoCO mu.oH m oEom H50» mCHquHH mo.mH mEoumxwyousumom me o>HCMCHouH¢ mo moHEOCoom m .CH mumou mmwwn wwwspom 0mm omMCmCom muHHMCO CmHm m .MH CmmHCon CH >uuomoum mmm Eumm mo ooCmuHHoCCH m .NH H0 H2 HZ H0 H2 HZ HO HZ HZ H0 H2 HZ mCOHumoHHnfim ||'I"|'ll|I|l AQHDZHBZOUV mHHBH>HBU¢ HQHuom mCH3oHHom oCu CH mCOHumoHHQCm omon UoHHmmm 50> o>mn uCou uxm pass ou .Ammv mmOHmEH OB mo>Hmu mCHmHmm H .m CMHHCUHE CH HoH Hung Bowman Mom moumm H .N CmmHCUH2.HOH bmH moHuoHHm> HOMO pHoHH H .H Hw H2 H2 H0 H2 H2 H0 H2 H2 mCOHHmUHHQCm CoHumoHHQCm CH mHoQEoE mHoQEoE mmmHo HQ m uCouxH “mono u HO H UCHpmoH opHmuCo mmmHo 0C uComon woumosvou HHmCOH>on N UCouxH oumnopoz u HE Q 0% Op mHoQEoE on COHumoHHACm Ho UHmop oosoouuCH ou Hop H uCopxo 02 u Hz 0 pommnsooCH .mm muHmnm pooCUOHmom :vm IMO CH CH Uo3oH>om .mm .3 U mmHeH>Heo< mmzmmm Hanna m0\o24 ozsow 217 mquUmua CXNHoCHCUmz mnN Sham MOM pCmEoQ one 8 .CN mmCHCCmH UCm >oCoHUHHHH vbN .COHuUCUOHm.HHmC CH momCmCU 9 .MN moUHuUmHm 3oz va Ou mCoHuomom .mHoEHmm B .NN CmmHCUHZ mmN CH COHHQOUC ooHuomnm EACH 9 .HN omD UCMH Hohsm Coma mmN COHumuHCmQHCQCm Ho muoommH B .ON ooCoUHmwm o COHHMQCUUO va pum3oe mCOHumuCoHHo m .mH mHoHHQ UCm mNN mHoCmmz UHumEouCC H .mH mHo>oH 0mm ooo.N Mom omsom HHUHCOC UHH.>H HomommHH omo3om oEOH m uCOQm mHoBmC¢ w mCOHumoCO HU.®H m oEom H90» mCHCCqu HU.mH mEoMm>m oHCHmom va o>HCMCHopH4 mo mUHEOCooH m .vH mwmoo >HHMQ moospom omm ommCmsom HpHHmCO CmHH m .mH CmmHCon CH HuuoCoCm mmm EHNM M0 GUCMHHHUSCH m .NH H0 H0 H0 .MCOHHMUHHQSH AHHDZHEZOOV mHHBH>HBU< HHZHHH BHDQH mO\DZ< OZDON 218 mmCHUHHCm EHCH How mEmoH mHh o mpmHOb @003 mCHpooHom UHH.HH Nov CmmHCUHZ mo mHHom m .0H mmm CoxUHno UoHHOHm HMOUHMQU H .m mvm mCHUooH HHCHCOH H .m EHCH oCu Co NVM xHCH CH MHHE mCHHUCmH H .h mmomo CmmHCoHE How mmH mCOHuopCoEEooom HoNHHHuHoH H .o CmmHCqu Nmm CH mmmuw Copsm H .m mooue mmEumHHCO HmN How mHoNHHHuHoH H .v mmoCHmCH HHHMH oCu va o>OHmEH OB mo>Hmo mCHmHmH H .m CmmHCon CH HmH xnoz EoumCU How moCmm H .N CmmHCUHS How HmH moHuoHHm> HOHU UHoHH H .H H0 H2 HZ mCoHumoHHQCH NHBBOHU HHZOHmmHHOHH Ho BZHEH>OHHZHIHHHm C30 H90» CH 90» poon HO OH popCQHHuCoo mCoHumoHHQCH omoCu mo Como mm: #Couxo uoC3 OB .om HBBOHU HOHHEHIHHHm 219 mnouomne o >HoCHnomE meN EACH How UCmEoQ one e .CN (\WmCHCHMH UCm .>UCoHUHmmH veN .COHHUCCOHH.HH0¢ CH momCan e .MN mooHuomum 3oz wwN on mCoHuomom .mHoEHMH e .NN CmmHCon mom CH CoHnHOUC ooHuomnm EHMH e .HN ommyoCmn HMHCH COQC mmN COHumNHCmnHCQCm mo muoommH .e .ON ooCopHmom w COHCMQCUUO wNv onm3oe mCOHnmuCoHHO m .mH mHo>HQ pCm mNN muonmmz UHumEonCC H .mH mHoHoH 0mm ooo.N How omsom HHHHCOH OHH.hH HomOQmHH ommBom oEOH m usono muo3mC< w mCoHumoCo HU.®H m oEOH H50» mCHuanH HU.mH maonmwm ousummm va o>HHMCHouH< mo mUHEOCooH m .CH mpmoo,NmHma monsoom 0mm ommnmsom HuHHmso anH m .MH CmmHnon CH Huuomoum mmm EHMH Ho ooCouHHonCH m .NH H0 H2 H2 mCoHuoUHHnCH .om ADHDzHezouv Hezomw HfiZOHmmHHOHH HO BZH2H>OHHZHIHHHW 37. 220 Based on your past experience, how important is each of the following features or characteristics in this type of publication with respect to its application in your instructional program? (CODE: NI = NOt Important, MI = Moderately Important, EI = Extremely Important.) NI MI EI Adaptability to local conditions . . . . Ease with which the publications can be procured . . . . . . . . . . . . . . . . Publications free or inexpensive . . . . Publication up-to-date or timely . . . . Publication easy to read and understand. List of qualifications of the author . . Adequate table of contents and index . . Action pictures showing application of the information . . . . . . . . . . . . Tables, charts, diagrams, and other aids in understanding . . . . . . . . . . . Brief, general history of subject treated, its origin, etc. . . . . . . Importance of subject to farming, benefits, economic influence . . . . . . List of skills and abilities needed by reader to use the data . . . . . . . . . Relationships to closely allied subjects Conditions necessary for most efficient and effective use . . . . . . . . . . . Suggested sources of additional infor— mation or references . . . . . . . . . Precautions, safety measures, and limitations needed in using data . . . Picture(s) of the author(s) . . . . . List of special tools, equipment, and other instruments needed to use data . . Other (list) . . . . . . . . . . . . . . v'fA3F‘u“- ‘ v A. 4" " O'-‘-~M7 38. Based on your past experience, to what extent has each of the following been of value in keeping you 221 aware of revised or recently released MSU publications? (CODE: NE = No Extent, ME = Moderate Extent, GE Great Extent.) MSU "Agricultural Education Service Letter" . . . . . . . . . . . . . . MSU Bulletin Office "Available Publications" list . . . . . . . . . Your local county extension agent . . In-service meetings held off-campus . Conferences and/or workshops . . . . . State consultant staff of the Michigan Department of Public Instruction . . . MSU Agricultural Experiment Station or its branches . . . . . . . . . . . Other teachers of vocational agriculture . . . . . . . . . Other (list) . . . . . . . . . . . . . NE ME GE all. 01'...“ II. - .1 222 .I. 30' I" 5.. 51' H' 05' M G" " ' ; APPENDIX D a) _i I i ' ‘ 1 l I ‘4 o“ ‘ :5 } [NC 3 a M ‘5 . 5 95% \fln wc: ; . ”w” v: mun "Irma % I 1 : ”WNW" mama: : mm a i I 4' ‘I I _ l , «I’m? in ; mt. omso mrm ALPENA A mm . I0 M . >‘ 1. Alma i“ g 2_ Clare umm rump asconA “can ‘2' m 3. Charlotte ‘31 .2 4. Che saning mm mono u/mu mum. OGEMAW Iosca fr, _. SE 5. Corunna .2, ' C ' "" 6' Durand use” mt: osczou can uowm Mum : . '8 7. East Jordan "a”, '. '0 8. Farwell int uv . 3 - MtcosrA Isuuu MIDLAND 020 : o 9. Flushmg 4’5 0 sumac , .5 10. Gaylord 0 mt u .‘ 2 l 1. Harbor Beach MUSKE. mama“ 50“” sac/raw 1" 3 12. Harbor Springs my, 9 um: I ”:3 13 Hillsdale “W“ ,. 13 o ' . 0mm gm CLINTON III/1W4. .7 "cu . 'g 14. Jone sv1lle ‘ g a; 1! 2° 15. Woodland-Lake Odessa . . mun/o 5| 16 ManChe Ster ALLEGA‘ MHPY [AYON ”(6’14“ LIV/W577] .- H o 11 g 17. Mason 3' 'H ‘ V '5‘ 18- Onsted yum/Mn Mu . autowv JAUIJOII mam/aw my”: : - 3 19. Ottawa Lake (Whiteford) é. , I: '3‘ , ‘ O - \ I 4 ‘ ‘ > 20' E1kton-P1geon-Bayport .3 as: snow” Mum m“ : 1:54:75: manor .1} 6 21. Portland ,5 If _ 22. Saline cl, ,‘2 23. Saranac 1' 8“ 24. Whittemore-Prescott ' Q 25. Mount Pleasant 1 _ 1 1 h 59. x. 87' N. 0! 04. A 93' . .u ...l .o t-.. o 0.. Lol. 1‘ ‘3 one. .1 I .7 :1 .. t. ‘. .01. I. ‘4 ‘1‘- ll' '01 I .lir ‘ Pl 0 D ?.o .J.. .01.. .u. .I'l’ 1“ .o Lari... ‘ 69...}.141 ..¢.‘...¢$.\Is§.o. o .......Ovul.ls. . .J - w t . Q . I...) '0... . I ....o~.. 223 AUTOBIOGRAPHICAL STATEMENT Name: James Eugene Wall, Birth: October 28, 1927; Epps, West Carroll Parish, Louisiana, U. S. A. Education: Elementary and high school, Epps, Louisiana. Colleges: Louisiana State University, B. S., 1950; Iowa State UniVersity, M. S., 1954; Michigan State University, Ph.D., 1962. Employment: Teacher of Vocational Agriculture, Oak Grove High School, Oak Grove, Louisiana, 1950-51; Officer, Army of the United States, 1951-53; Instructor, Iowa State University, 1954-57; Assistant Professor, Stanford University, 1957—60; Assistant Instructor, Michigan State University, 1960-61; Assistant Professor, Michigan State University, 1962-. Membership in organizations: LSU Collegiate FFA Chapter, La. Educa- tion Association, American Vocational Associa— tion, Michigan Association of Teachers of Voca- tional Agriculture, Gamma Sigma Delta, Phi Delta Kappa, American Legion, various church and civic organizations. Offices: Secretary, Collegiate FFA Chapter; Secretary, Beta Kappa Chapter of Phi Delta Kappa.