'- .C‘ . ('7 U- (.7... {static parpoa «9 idiievemt 53“?” of seem fifferent per-cc; i?" W- (3) t: “lily differer station. F'93‘ec‘ir-c} mi" the o'c‘l “73. because 0:. 313.11 status. 93 . ”We leVel C ABSTRACT THE ROIE OF INDUSTRIAL ARTS IN THE ACHIEVEMENT OF SELECTED OBJECTIVES OF ECONOMIC EFFICIENCY AS PERCEIVED BY MICHIGAN INDUSTRIAL ARTS TEACHERS by Gerald L. Jennings S'BA‘IEMENT 02 fl PROBLEM. This study focused on clarifying the role of industrial arts in the achievement of those objectives for education that are concerned with developing economic efficiency. Its specific purposes were (1) to describe student behaviors that represent the achievement of economic competence, (2) to determine whether selected groups of secondary level industrial arts teachers have significantly different perceptions of the student behaviors to be sought in industrial arts, and (3) to determine whether the teacher perceptions are signifi- cantly different from those of leaders in industrial arts teacher education. Research twpotheses stated that industrial arts teachers would perceive the objectives of economic efficiency in significantly different ways, because of the nature of their own teaching situation or profes- sional status. ‘Ihe variables of grade level, area of teaching, socio- economic level of students, class size and years of teaching experience were used for the tests of hypotheses. METHODOLmY. A review of literature concerned with economic life-activities provided a description of subject matter, and student needs and behaviors associated with developing economic competence. A list of 1+5 behavioral statements was formulated for use in a survey instrument that was distributed to a sample of 39? secondary level Ifichigan industrial arts teachers. 1e c': fa: ten 1:37:02. 1:13:13 215 : mlysis of in: Maori acccnii Gerald L. Jennings The chi-square median test served as the test of significance for ten hypothesized and two non-hypothesized variables . An item analysis was made for the 1le behavioral statements with the variables of grade level and area of teaching as the basis for comparing the industrial arts teacher group responses. m. Significant values of 12 were obtained for the analysis of industrial arts teacher responses when the teachers were grouped according to the variables of socio-econondc level of students, class size, teaching experience and the institution where the bachelor' s degree was earned. A significant difference was also found in the comparison of industrial arts teacher and teacher educator responses. CON CLUSIONS . 1. Teachers of lower socio-economic class students perceive the role of industrial arts in the achievement of objectives of economic efficiency as less important than teachers of middle or upper class students . 2. Teachers with very large classes (averaging 31 or more) perceive the role of industrial arts in the achievement of objectives of economic efficiency as less important than teachers with medium size or small classes (less than 31 students). 3. Teachers in the early years of their teaching careers (1-3 years) perceive the role of industrial arts in the achievemnt of the objectives of economic efficiency as more important than teachers who have taught for a nunber of years (more than 3 years). Gerald L. Jennings h. Secondary level industrial arts teachers generally perceive the role of industrial arts in the achievement of the objectives of economic efficiency as less important than the leaders in industrial arts teacher education. W. Teachers who work with large numbers of students from low socio-economic environments apparently limit the range of goals used to guide their programs. Goal selection in this case must be based upon something other than the needs of students for developing economic competence. Also, it appears that industrial arts teachers in the beginning years of their teaching careers are more open to the use of a broad range of economic goals for their subject area than are teachers with several years of teaching experience. The differences in industrial arts teacher and industrial arts teacher educator responses on the questionnaire suggest the possibility of a limited understanding by the teachers of the scope of economic life-functions and the needs of students to prepare for these functions. THE ROLE OF INDUSTRIAL ARTS IN THE ACHIEVEMENT OF SEIEC'IED OBJECTIVES OF ECONOMIC EFFICIENCY AS PERCEIVED BY MICHIGAN INDUSTRIAL ARTS TEACHERS By {.1 Gerald L: Jennings ATHESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PEILOSOPHI College of Education 1968 Copyright by GERALD IEROY JENNIIBS 1968 '1‘;th for .. 1: cent: 11! md counse ACKNONIEIIEEMENTS The writer is very much indebted to a number of individuals for their contributions in making this thesis a reality. For their time and counsel given throughout its development, appreciation is extended to the members of the doctoral guidance commttee, Dr. Charles Blackman, Dr. Jacob Stern and Dr. William Faunce. Special thanks go to the mjor adviser on this committee, Dr. C. Blair MacLean, whose per- sonal interest and concern aided immeasurably in the realization of this professional goal. The professional contribution and encouragement of two col- leagues, Hr. Raymond LaBounty and Dr. B. James Rolcusek was very significant to the successful completion of this research study. Also to be recognized is the assistance given in the preparation of computer materials by Mr. Edmond Goings, Professor in Mathemtics, Eastern Michigan University. Others from this University who so willingly helped include Dr. Edward Green, Dr. Charles Helppie, Dr. Winton Kloosterman and Dr. Earl C. Kelley. Greatest appreciation is extended here to the wife of this writer, Mary. Her tireless devotion throughout the time this project was in progress was demonstrated in more ways than can be described. mum: muxm .2 o; =::-x~- Ua‘y. hp‘er i'c‘ TABLE OF CONTENTS Page ACKNOWIEIBEMENTS....................... ii LISTOFTABLES........................viii LISTOFAPPENDICES...................... x Chapter I. ADESCRIPTIONOFTHESTUDY....... e e e e e e e H Statement of the Problem. . Purposes of the Study . . . Need for the Study. e e e e Assumptions of the Study. . Delimitations of the Study. Formulation of the Hypotheses Summeeeeeceeeeee Bibliography. e e e e e e e e 00 0 0 0 0000000 0 0 00 000.. 00 0 00000 000 000 .0 .00... 0. 0 000 0000 .000 00 00 .00... 00 00 0 0.0 .0 00.0 00 00 .0. 0 00 00 MPH kmoxooowmp II. A REVIEW OF LITERATURE ON EVELOPIM} EFFICIENT ECONOMIC BEHAVIOR THROUGH SECONDARY EDUCATION . . . 16 Introduction.................... 16 A Broad Definition of Economic Efficiency . . . . . 17 A Reference to General Education. . . . . . . . . . 18 The Need to Develop Efficient Economic Behavior Through the Educational System . . . . . 20 The Scope and Elements of the Objectives of Economc Efficiency e e e e e e e e e e e e e e e 22 OprfltiOnal Q1010. e e e e e e e e e e e e e e e 26 Occupation “made e e e e e e e e e e e e e e 26 The Importance of Occupational Choice . . . . . 26 Th. Process Of @1013. ”kings e e e e e e e e e 26 Describing a Theory on Occupational Choice. . . 27 Inpliutions for muutione e e e e e o e e e e 30 workseeeeeeeeeeeeeeeeeeeeee 31 mfimworkeeeeeeeeeeeeeeeee 31 Understanding the Nature of Work. . . . . . . . 32 80” Conclusions on Work. a e e e e e e e e e e 36 iii Chapter Cmmrktifity eeeeeeee Consumption and Consumers. . . . Social Conditions and Economics m9 Educated Conmre e e e e e Economic Anal-3'303e e e e e e e e e Perry'sReport........ The National Task Force Report Calderwood's Analysis. . Eyster' s Interpretation SMeeeeeeeee Bibliography....ooo III. THE IEVELOPHENT OF OBJECTIVES TO ACHIEVE EFFICIENT ECONOMIC BEHAVICR THROIBH INDUSTRIAL ARTS. . . IntrfiuCtioneeeeeeeeeeeeeeeee The Process of Developing Educational Goals to Acme" Economic Efficiency e e e e e e e thjor Aspects of the Economic Activities in I'd-fa 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Student Needs Associated with Specific Elements of Economic Efficiency . . . . Statements of Objectives for Industrial Arts Industrial Arts in General Education . . . Statements of Goals Presented by French mAssocfi-auaeeeeeeeeeeeeee Stating Oojectives in Behavioral Form . . . . Preparing Behafloral Statemnts e e e e e e Statements of Objectives for Irdustrial Arts to Achieve Efficient Economic Behafloreeeeeeeeeeeeeeeee Statements Associated with Making a QIOionfoccupationeeeeeeeeee Statements Associated with Performing in theWork31tuation .eeeeeeeee Statements Associated with Consumer ActiVitiOS........o...o.. Statements Associated with the Pr0cess of Making Economic Analyses in Relation t0 Industrial ‘Otifitios e e e e e e e e SW 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 BibliongIVeeeeeeeeeeeeeeeee iv Page 37 37 38 39 1+0 1&1 1+2 1&3 1+7 1&8 5o 56 56 57 57 58 62 62 7o 75 76 78 8O 81 83 r 0 “at I l t. J fh Pu. We. AF. .I ’ .1. Shave h . 0 a . y e . o . a v 0 a . . \ . O . I Q . s O \ a t u .. I I . v o .. a a | t I 0 I \ b b ‘ a J A v I - e a e a o I a . o 1 O O u . s a . . I a a O a . . .1 a . a n e p I . 1 s n n I . 1 a . u a .. 0 .a A u 0 . I A . e I D e a $wa. e. a: Ma In g olx FF dew]? kn um ha. MR. SQJ huh Chapter Page Iv. mu OF m 3m 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 89 mO‘Pprm¢heeeeeeeeeeeeeeeeeeee 89 Use of Subject Area Specialists in the Assessment of Behavioral Statements . . . . , . 89 Determining the Perceptions of the Industrial Arts Teachers and Teacher Educators . . . . . . 91 TheNatureofPerception............ 91 Porception 8111 BOMViOI' e e e e e e e e e e e e 93 Formation of Teacher Groups for the Study, , , . . 93 Research momesose e e e e e e e e e e e e e e e e 9“ Preparation of the Research Instrument . . . . . . . 96 General Information on the Teacher and 1311. Teaching Situation 0 e e e e e e e e e e e e 97 Grade Level. e e e e e e e e e e e e e e e e e e 97 Gmmnt ROiMbUI'SOd Programs 0 e e e e e e e e 98 TOChnical Areas Of Teaching. a e e e e e e e e e 99 School Size and Number of Industrial M3 TeaChorae e e e e e e e e e a e e e e e e 100 Socio-Economic P081131“) Of Students. e e e e e e 100 Industrial MB 01838 Size 0 e e e e e e e e e e 101 Teacher Age and Teaching Experience. . . . . . . 102 General Questions on Teacher Status. . . . . . . 103 Behavioral Statement Inventory Checklist . . . . . 103 Organizing the Statements. e e e e e e e e e e e 1014' 86811113 th. Instrument e e e a e e e a e e e e a 1“ H1013 Instrumnt TOBting e e e e e e e e e e e e 1 05 be M Instrument e e e e e e e e e e e e e e 108 m ”mm Population 0 e e e e e e e e e e e e e 109 Source for the Sample 0 e e e e e e e a e e e e e 109 30100131118 1311. Sample a e e e e e e e e e e e e e e 109 Distribution Of th. Sum Instrument. e e e e e e e 111 First Mailing. e e e e e e e e e e e e e e e e e e 111 Follow-up ROQUOBte e e e e e e e e e e e e e e e e 112 Second mung e e e e e e e e e e e e e e e e e e 112 ”068881113 Of the Returns. a e e e e e e e e e e e e 112 Statistical mly818 e e e e e e e e e e e e e e e e 111.} Sumryeeeeeeeeeeeeeeeeeeeeee115 BibliOgMpreeeeeeeeeeeeeeeeeeeo 117 Chapter v . MSIS 0F TIE mm 0 . . . . . . . . . . . . . Introduction e e e e e e e e e e e Distribution of Respondent Scores . . . . . . Teacher Group scores a e e e e e e e e e e e T“Cher muutor Scores a a o e a e e e e 0 Conclusions on the Distribution 0f Group SOOTOB. e e e e e e e e e e e Tbsting Of th. HYPOthOSQSe e e e e e e Comparison of Junior High Multiple Area and Senior High Multiple Area Teacher Group scores 0 e e e e e e e e e e e e e 0 Comparison of Junior High limited Area and Senior High united Area Teacher Group Scores a e e e e e e e e e e e e e e Comparison of Junior High Multiple Area and Senior High Limited Area Teacher GroupScores............... Comparison of Junior High limited Area and Senior High Multiple Area Teacher Group Scores e e e e e e e e e e e e e e e Comparison of All Junior High and All Senior High Teacher Group Scores a e e e e Comparison of All Multiple Area and All Diluted Area Teacher Group Scores. . . . . Comparison of Teacher Groups According to the Socio-Economic level of mensltudent800000000000000 Comparison of Teacher Groups According totheSizeofthe Classes . . . . . . . . Comparison of Teacher Groups According to the Number of Years of Teaching Experience 0 e e e e e e e e e e e e e e e Comparison of the Secondary level Industrial Arts Teacher and the Industrial Arts Teacher Edna‘tor Group Scoros. e e e e e e e e e e 119 119 119 121 122 123 1214- 125 126 127 128 129 130 130 132 133 134 LN "‘m 'I O “.w‘ ¢S Chapter Non-Hypothesized Group RBI‘tiOHShiPSe e e e e e Comparison of Teacher Groups According to Teacher AgOS. e e e e e e e e e e e e e e e Comparison of Teacher Groups According to the Institution Where the Bachelor' s DOgrOO th Earned e e e e e e e e e e e e e Comparison of Teacher Groups According to the Number of Years of Teaching Experience Item Analysis of the Behavioral Statements. . . Effects of Grade Level and Area of TbRChing varigbIQSe e e e e e e e e e Assessing Factors Which Give . Vocation value. 0 e e e e e e Describing the Purposes of Vocational Education. . . . . . Comparing Selected Factors for Vocations in Industry . . . . . Performing Basic Engine , Servicing Operations . . . . . Recognizing the Advantages in Tested and Approved Products. . . . . Illustrating the Sources for Basic Raw Materials Used in Community Industries . Identifying the Changes and Trends in Production tbthods . . . . . . . . Comparison of Industrial Arts Teacher and Teacher Educator Responses on Each Item Conclusions on the Item Analysis . . . . Summary'. e e e e e e e e e e e e e e Bibliogr‘the e e e e e e e e e e e a VI. SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS........... SHIMSIY e e e e e a e e e e e e e e e COHOIUSiOnS e e e e e e e e e e e e e Implications and Reconnerxlations. . . APPENDICES e e e e e e e e e e e e e e e e e e Vii Page 135 135 136 138 139 139 140 141 1112 143 1m 1m 1115 1116 151 152 155 156 156 160 162 168 'Q 1293 .o 3. 9. Tables 1. 2. 3. 7. 9. 10. LIST OF 'MBIES Comparison of Five Occupational Groups (Unskilled and Semi-skilled Steelworkers, Coal Miners, Skilled Craftsmen, Department Store Salesman, and Physicians) on the WOfworkeeeeeeeeeeeeeeeee Frequency of Industrial Arts Teacher Scores ontheSurveyScoringScale.....oo.... Teacher Groupings Used in the Tests of Major momews0000000000000000000 Teacher Groupings Not Used in Tests of Hypotheses . Frequency of Industrial Arts Teacher Educator ScoresontheSurveyScoringScale , , , , , . , Number of Junior High Multiple Area and Senior High Multiple Area Teacher Scores Above or Below the comm man 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Number of Junior High limited Area and Senior High limited Area Teacher Scores Above or Below the Gown“ mm 0 0 0 0 0 0 0 O 0 0 0 0 0 0 0 0 0 Number of Junior High Multiple Area and Senior High lindted Area Teacher Scores Above or Below the “immeeeeeeeeeeeeeeeee Nunber of Junior High Minted Area and Senior High Multiple Area Teacher Group Scores Above or Below thsConbinodlbdian eeeeeeeeeeeeee Number of All Junior High and All Senior High Teacher Group Scores Above or Below the comimmaneeeeeeeeeeeeeeeee Number of All Multiple Area and All Limited Area Teacher Group Scores Above or Below the Commawaneeeeeeee.eeeeeeeee Nunber of Teacher Group Scores Above or Below the Contained lbdian When Arranged by Student Socio-econoudclevel .............. Viii Page 35 120 121 122 123 126 127 128 129 129 130 131 ‘1 .8. 1'7 .1. Liter fl the n his? Ccm‘. Tea c; Sitter . the 31 Tea ch! K‘s-her I Mia: . Q. era: .. his” 1 Mia} Earner. ma... Tacit Teacher Facto: Teacher the B Teacher Seleo 3151:; Teacher Recog; TeaCher H125 Indus TeaCher the :7 Percent; Educéw Table Page 13. Number of Teacher Group Scores Above or Below the Combined Median When Arranged by Class Size. . . . 132 14. Number of Teacher Group Scores Above or Below the Comined Median When Arranged by Years of TeachingEx'perience.................131t 15. Number of Teacher Group Scores Above or Below the Median When Arranged According to TeacherAge.....................136 16. Number of Teacher Group Scores Above or Below the Median When Arranged According to the Institution Granting the B‘Ohelor'a Dag”. e e e e e e e e e e e e 137 17. Number of Teacher Group Scores Above or Below the radian for Teachers with 1-3 Years and ilk—6 Years Experience...................... 138 l8. Chi-Square Values on Individual Items When Comparing Teacher Groups by Grade level and Area . . . . . . . . 1110 19. Teacher Group Responses to the Statement on Assessing Factors Which Give a Vocation Value . . . . . . . . . lllvl 20. Teacher Group Responses to the Statement on Describing the Purposes of Vocational Education . . . . . . . . . 142 21. Teacher Group Responses to the Statement on Comparing Selected Factors for Vocations in Industry . . . . . . 1112 22 . Teacher Group Responses to the Statement on Performing Basic Engine Servicing Operations , , , , , , , , , , 114.3 23. Teacher Group Responses to the Statement on Recognizing the Advantages of Tested Products , , , , 11m 211. Teacher Group Responses to the Statement on Illustrating the Source for the Raw Materials of Industry.......................1’45 25. Teacher Group Responses to the Statement on Identifying the Changes and Trends in Praduction Methods . . . . . 1116 26. Percentages of Industrial Arts Teachers and Teacher Educators Favoring Individual Behavioral Items . . . . 1’47 31 Appendix LIST OF APPENDICES A. Preliminary Inventory Checklist . . . . . . . B. C. D. Subject Area Specialists . . . . . . . . . Cover letter for Preliminary Inventory cheekh8t 0 0 0 0 0 0 0 0 0 0 0 0 0 . 0 0 Preliminary Inventory Checklist . . . . . . PilatIanteeeeeeeeeeeeee Cover letter for Pilot Instruments I and II Personal Data Sheet for Pilot Instrument I Instruction Sheet for Pilot Instrument I . Behavioral Outcome Inventory Checklist for Pilot Instrument I , , , , , , , Evaluation Sheet for Pilot Instrument I, , Personal Data Sheet for Pilot Instrument II Instruction Sheet for Pilot Instrument II , Behavioral Outcome Inventory Checklist for Pilot Instrument II , , , , , Evaluation Sheet for Pilot Instrument II, , FinalInstrumnt ,,,,,,........ Cover letter for First Questionnaire Mailing, e e e Questionnaire Personal Data Sheet . . I I I Questionnaire Inventory Checklist . . . . . Follow-upprintedpostCard e e e e e e e e Follow-up Cover letter for Second Questionnairelhiling , , , . . . . . . DataCollectingSchedule , , , , , . . . . List of Industrial Arts Teacher Educators , , 0 0 . 0 t 0 Page 170 171 172 177 178 180 181 181+ 185 186 187 190 191 192 193 191+ 197 198 199 200 .,,7_,g I'— v... CHAPTER I A DESCRIPTION OF THE STUDY Statement of the Problem The great technological advances of the past quarter century have drastically altered production practices and increased the output of American industries. Equally drastic changes in patterns of living have resulted from a new economic status provided for the people of this country. With a projected gross national product totaling more than 700 billion dollars in 1970, as compared with 350 billion in 1950, it is quite evident that there is more capital for investment, there are more goods to be purchased and more jobs available for am capable person. (ll-1:2) In a sense, society has become highly economically motivated. Every individual needs to experience economic independence and security. Efficient performance in economic matters can be learned in the schools if educational objectives are prepared to provide these learnings. With the rapidly changing economic conditions which exist today, schools should give increased attention to objectives related to the development of efficient economic behavior by their students. Curricula in economics are gaining increased attention in the social sciences, according to the report of the Joint Council on Economic Education. (821v) The relationship of economic education to subject areas other than the social sciences is worth noting. The Comission on Education for Economic Competence of the Association for Supervision and l -: [-u-v 1231:1131: Cm" grated intac‘ {Emily 11119 «mics, and Sizes rifec‘. mt’ :- ‘aecoms the re a'cjectives rel “tobadef 2 Curriculum Development states that: "Economic education will have its greatest impact in the social studies and in those areas more or less directly allied with the discipline itself—business education, home economcs, and industrial arts, among others." (2:26) Since total economic education cuts across the lines of may subject matter areas, including industrial arts, its implementation becomes the responsibility of these curricula as well. Therefore, objectives related to the development of efficient economic behavior need to be defined and described with greater meaning for these applied curricula. Essentially, the problem in this study was to provide a clearer interpretation of the role of secondary school industrial arts in the achievement of objectives of economic efficiency. To accomplish this, the study first focused attention on describing possible student behaviors related to demonstrating the achievement of economic efficiency. Since the achievement of such behaviors depends a great deal upon how teachers perceive the role of their classroom program, the study also described the teacher perceptions of the role of industrial arts in the achieve- ment of objectives of economic efficiency. W There were three broad purposes for this study of objectives for developing economic efficiency in secondary school industrial arts programs. These were: 1. To present an operational definition of the objectives of economic efficiency for industrial arts through a description of the behavioral outcomes to be sought in 3 industrial arts when working to achieve the objectives of economic efficiency. 2. To determine whether selected groups of secondary level Michigan industrial arts teachers have significantly different perceptions of the behavioral outcomes to be sought in industrial arts when working to achieve the objectives of economic efficiency. 3 . To determine whether group patterns of the teachers' perceptions of the behavioral outcomes differ significantly from perceptions of a panel of leaders in industrial arts teacher education. Need for the Study Those educational objectives which express a specific concern for the development of economic efficiency were identified and described in the first complete form by the Educational Policies Commission in its book of 1938. W- (“90-105) This book contains a listing and interpretation of ten objectives of economic efficiency to be achieved in the programs of American schools. It served as the initial point of reference for this study. Since the time when the original list was fomulated, any inter- pretations and analyses of these objectives have been provided by federal, state and local educational groups. It is doubtful that the objectives have ever been used directly by am one group. More likely, they have served as guidelines for the specification of objectives relevant to a particular program. An important consideration involving these objec- tives concerns their adequacy for guiding the teacher toward developing all I.» [ea-nay descr'f 13.19 behavior, urhook, 39:; Two ca 3 5- . J- «:19 Mtec‘ v U a a more meaningful program. This question was explored by a group of distinguished educators and reported on by Nolan Kearney in the 1953 Russell Sage Foundation publication, Elementagy School Objectives. (8) Kearney described the goals of elementary education in terms of observ- able behavior. In 1957 Will French reported on a study project in the textbook, Behagioral Goals of General Education in the High School. (6) Two particular questions explored by French and his associates in the project on behavioral goals were: What is the nature of the desired outcomes of a really effec- tive program of general education in high school? What shall teachers look for and acce t as a realization of the purposes of general education? (6:25) In speaking of the importance of behavioral goals or outcomes for general education, French stated that : The evaluation of a program of general education in terms of nothing but behavioral competence substitutes an indirect, and perhaps an unreliable and inappropriate, measure for one that is direct and pertinent. Two of the first steps toward further improvement in the high school's general education program would seem to be (a) the acceptance of the idea that its outcomes are best described in terms of behavioral compe- tence, and (b) the development of more explicit statements of some of the principal kinds and levels of behavior which it is reasonable for eneral education in high school to under- take to achieve. (69“) The broad goals of a program must be translated into what the McConnell Committee in W refers to as "performance" expected of students. (10) This student performance can be described in carefully selected statements of behavioral outcomes. Such learner behaviors may be considered the best indicators of what has resulted from a program. The point to be emphasized here is that when educational objectives are prepared, student behavior should be con- sidered. Tyler stresses this point when he says: _. ‘ _,1“~_,. _. he lost in tat-:5 in the 5' behavior nehavi 5* 64 v I. ...on, pa. manor-try ; 'ysis of o‘: mistrial art “Minion he iioml objecti uc‘ :‘e‘ailed a m Wtifity out00m for f “Sitar by 1‘. The at t: ““1 Prop-ad. m. °f Scepti @3031” Since- hmm in i H 0‘ ”ll-sea:- SB‘? “11 the 5 The most useful form for stating objectives is to express them in terms which identify both the kind of behavior to be developed in the student and the content or areas of life in which this behavior is to operate. (13:30) Behavioral outcomes for industrial arts have not received much attention, particularly in terms of outcomes reflecting solutions to contemporary problems. Wilber has probably made the most significant analysis of objectives, including behavioral outcomes, for a total industrial arts curriculum. (15:1t7-5h) The American Vocational Association has also provided direction with its statement of educa- tional objectives and behavioral changes. (1:19-28) The most recent and detailed analysis of specific objectives was that by Clay, in a study on creativity in industrial arts. He developed a listing of behavioral outcomes for industrial arts directed at the encouragement of creative behavior by industrial arts teachers. (3 :23ll~238) The attention given to updating the broader objectives of educa- tional programs has increased during the past decade. This followed the wave of scepticism regarding the effectiveness of general education programs since the race to conquer space began in the late 1950' s. Educators in industrial arts, in particular, have been doing quite a bit of "soul-searching" in an attempt to more clearly describe the relation- ship and the contributions of this subject area to the total general education program. Two rather extensive industrial arts curriculum development projects presently being conducted at Stout State University and The Ohio State University are evidence of this type of searching. Both of these projects appear to be emphasizing the relatedness of industrial arts to the total secondary school curriculum. (5:60) (11:112) Hostetler, in his report on objectives to be emphasized in indus- trial arts, compares the objectives presented by eight different atrial: or I‘, f) N o O§("O§O I3 ‘1‘1-‘bt‘: ' E! p- O *1 _) Direc‘. 5. Tc 6 individuals or professional groups in order to determine whether and how the emphasis on objectives changed between 1928 and 1960. He con- cluded with a listing of four broad objectives "considered basic for industrial arts as a whole": 1. To develop in each student an insight and understanding of industry and its place in our culture. 2. To discover and develop talents of students in the technical fields and applied sciences. 3. Tb develop technical problempsolving skills related to materials and processes. h. To develop in each student a measure of skill in the use of the common tools and machines. (7:20-21) Direct reference to the objectives of economic efficiency is not evident in industrial arts literature. ‘When they appear they are within the context of broader objectives. This is illustrated not only in Hostetler's objectives, but in four of Wilber's nine objectives that refer to such things as occupations, work, vocations, and consumer problems: 1. To explore industry and.American industrial civilization in terms of its organization, raw materials, processes, and operation, products, and occupations. h. Tb increase consumer knowledges to a point where students can select, buy, use, and maintain the products of industry intelligently. 5. To provide information about, and-in so far as possible- experiences in, the basic processes of‘many industries, in order that students may be more competent to choose a future vocation. 9. To develop a certain amount of skill in a number of basic industrial processes. (7:#2-h3) One of the problems associated with stating objectives so broadly is that differences in working definitions and interpretations given to certain'words or phrases often lead to quite different transla- tions of their meaning by different teachers in a subject area. These differing translations are exhibited in the diverse and unrelated learning acti‘u'ities vii iifferent scho nhtimsl‘ip b sortie subje a: mating 1 gesfions for ‘- - 3'91!“- "he: 0“ 1. '3': cc 2. A a . . h. 35 al b‘ZI OI 7 activities which often appear in the industrial arts programs at different schools in a system. The importance in developing a proper relationship between broad educational objectives and those for a specific subject area is stressed by Sommers and Face in their discussion on preparing industrial arts objectives. They offer a number of sug- gestions for improving the possibilities that such a relationship might develop. These are: l. The objectives of industrial arts must grow from and contribute to the objectives of education. 2. {A hierarchy of objectives should be developed. h. Educational objectives should be stated in terms of the types of change expected in a learner at the conclusion of instruction. 6. The educational objectives must give a precise indication of how well the learner is expected to meet the specified objectives. (12:31.3u) The final determiner of whether or not an objective ever becomes operational is the attitude the teacher assumes toward the importance of the objective. It should be asked whether the teacher sees the objective. It should be asked whether the teacher sees the objective as being worthy of implementing. Also, does the objective make enough sense to the teacher so that it can be used? These are questions which deserve consideration, for they can provide clues to how realistic the objective may be for class- room.use. The several needs described here and considered in this study were: 1. The need to translate objectives for industrial arts from those for general education. 2. The need to translate the broader objectives for a program into a form which indicates the kind of "performance" to be expected of the student. Assn; .3? considers: 1:13, as well beEnrica writ}: LQ f0 \J’ o 81 3. 8 The need to determine the perceptions of industrial arts teachers toward the appropriateness of the objectives dis- cussed in this studya-the objectives of economic efficiency. WM Assumptions made in this study reflect a concern for giving pro- per consideration to the objectives of economic efficiency for industrial arts, as well as the important matter of associating the learner's behavior with the learning process. The following assumptions have been used in guiding the development of this study: 1. 5. Objectives of economic efficiency are an important concern for secondary schools today. Behaviors related to the achievement of economic efficiency are primarily 1earned.behaviors. Behavioral habits or actions related to the achievement of economic efficiency can be described for industrial arts. Behavioral outcomes related to the objectives of economic efficiency can‘be assessed in terms of their value to the educative process by the industrial arts teacher. The role an educational program.serves can be described in terms of the behavioral outcomes which are achieved in that program. The teacher perceives a particular role for his subject area in the behaviors which he believes should‘be manifested through that subject area. 9 De mita on of the Stud This study was concerned primarily with industrial arts programs as they serve a general education function. Beyond this conditional factor, the following delimitations were applied: 1. 2. 3. 5. Only those behavioral statements related to the achievement of objectives of economic efficiency in industrial arts programs were considered . Behavioral statements that could be operationalized within the structure of the comprehensive junior and / or senior high school, grades seven through twelve, were given primary attention. No attempt was made to describe specific learning experiences to be used in achieving the behaviors referred to in this study. The population sampling for the study was taken from the total membership of the mchigan Industrial Education Society for the 1966-67 school year. It included only industrial arts teachers from Michigan who were teaching in either junior or senior high school programs at the time the questionnaire was distributed. Initial grouping of the teachers to permit comparison of sub- groups was done according to grade level (junior or senior high) and their area of teaching (limited area or multiple area“). Regrouping was done to permit the study of teacher *Iimited area industrial arts teachers were considered in this study to be these teachers who include one technical content area, such as drawing or electronics, in their industrial arts course at one time. Multiple area teachers are those who include a number of these areas in a course at one time. 10 perceptions as affected by (1) industrial arts class size, (2) socio-economic level of students, and (3) yBars of teaching experience. t o th othese Previously it was stated that if a teacher accepts an objective as appropriate for his subject area, he is more likely to attempt to encourage student behaviors that result in the achievement of the objec- tive. He may also encourage other teachers to do the same thing. It was further pointed out that if a teacher views an objective as appropriate for his subject area, he will perceive that objective as representing a particular role the program should play as a part of the total educational curriculum. The role of a subject matter area may be described in terms of the objectives which are used to guide that program. For instance, if the objective is to develop in each student an insight and understanding of industry and its place in our culture, the role of the program in relation to this objective would apparently be one of orienting the student to the industrial components of this society. If the teacher sees his program as playing a significant role in assisting students to achieve efficient economic behavior, he will likely emphasize those objectives which are related to the development of such.behaviors. L.question'which might be asked at this point is what kinds of things would affect how teachers perceive the role of their subject area in education? If differences do exist in the way teachers perceive their subject area, is it because of the nature of immediate teaching conditions, or because of more distant kinds of factors? For example, does the grade level of the particular teacher's program.affect his perceptions of 11 the total subject area role? Or, does the term of teaching experience affect the way the teacher perceives his subject area? A numer of factors could be responsible for the variations in perceived roles. Besides the grade level factor, the teaching area arrangement (limited or multiple area) within which the teacher operates may have some bearing on the matter. The size of the industrial arts classes or the socio-economic status of the students may have an effect on the teacher' a perceptions of the subject area. The institution where the teacher received his professional preparation could have shaped these perceptions. Factors which would not seem to be as directly related to inediate perception formation might include such things as the length of time the teacher has spent in the profession, or his present age. If significant differences in perceived roles exist in relation to one of these factors or variables, some idea may be established as to the relative importance or value of one teaching situation or teacher condition over the other. For example, multiple area teachers may be more accepting than limited area teachers of a group of outcomes which teachers should express an equal concern for achieving. Teachers of very large classes may have quite a different outlook on programs in industrial arts than teachers of small classes because of the problems which are created with a large number of students in a classroom. The hypotheses for this study were derived from a description of the several variables that could affect how the teacher perceives the role of his subject area. In general, the differences in perceptions are presented in terms of teacher group relationships as affected by these variables. General hypotheses that were formed include: 1. There is a significant difference in the way junior high 3. 5. 12 and senior high industrial arts teachers perceive behavioral items related to the objectives of economic efficiency. There is a significant difference in the way multiple area and limited area industrial arts teachers perceive behavioral items related to the objectives of economic efficiency. There is a significant difference in the way industrial arts teachers with predominantly small, medium or large classes perceive behavioral items related to the objectives of economic efficiency. There is a significant difference in the way industrial arts teachers with predominantly upper, middle or lower socio- economic level students perceive behavioral items related to the objectives of economic efficiency. There is a significant difference in the way industrial arts teachers with limited teaching experience and those with a great deal of teaching experience perceive behavioral items related to the objectives of economic efficiency. There is a significant difference in the way all industrial arts teachers combined and a group of specialists in indus- trial arts teacher education perceive behavioral items related to the objectives of economic efficiency. m This study was directed at the problem of clarifying the role of industrial arts in the achievement of the objectives of economic effi- ciency. First, a description was provided of student behaviors which would reflect the achievement of economic competence in industrial arts. Then a survey was conducted to permit the study of industrial arts teacher 13 perceptions of the role of their subject area in relation to these objectives. A sample of mchigan industrial arts teachers was used in this survey. Teacher group responses on the survey instrument were compared with each other and with the responses of a panel of leaders in industrial arts teacher education. The need to give attention to the objectives of economic effi- ciency in education is even greater today than when the Educational Policies CoamIission first proposed their statement on these objectives in 1938. The fact that one of the primary purposes of general education is to provide opportunity for individuals to develop basic knowledge, attitudes and skills which would enable them to become economically competent is rather widely accepted. The problem that remains, if appro- priate learnings are to take place, is that educators must develop a better understanding of the role each subject area in a curriculum plays in helping students achieve economic competence. The answer to this problem may be in the description of (a) the kinds of student behaviors to be achieved in a particular subject area, and (b) teacher perceptions of the behaviors they expect should be achieved in the subject area. The assumption presented for this study stated that the objec- tives of economic efficiency are an important concern of secondary edu- cation, that they can be described in behavioral terms, and that these behaviors can be learned in the secondary school curriculum. It was also assumed that teachers perceive as important those behaviors which describe a particular role their subject area should have in education. The study was delimited to describing educational outcomes related to the achievement of efficient economic behavior that could be opera- tionalized in the program of general education. The sample of industrial 1h arts teachers used in the survey of teacher perceptions was taken from the membership of the Michigan Industrial Education Society. Hypotheses were formulated to make comparisons of teacher responses when the teachers were grouped according to grade level, area of teaching, student socio-economic level, class sizes and teaching experience. .A select group of industrial arts teacher educators was used to make comparisons between their responses and those of the indus- trial arts teachers. Chapter II cffers a survey of literature which expressed the concern for developing economic competence through secondary education. Competence was discussed as it involved such processes as occupational choice, work, consumer activities, and making economic analyses. Chapter III discusses the process of translating the objectives of economic efficiency into student'behavioral goals to be achieved through industrial arts. These statements provided the content for the survey instrument which was used to gather industrial arts teacher responses for the study of their perceptions. Chapter IV concerns the approach and method which was used in the study of teacher perceptions. Chapter V contains the statistical analysis of the data which resulted from the survey. A summarization of this information along with conclusions and implications for industrial arts are presented in Chapter VI. W 1. .American Vocational Association. ‘1 guide to Iggzgzigg Instruction in Industrial.£;§§. thhington: American vocational Association, 1953. 2. Association for Supervision and Curriculum.Development. Educating for Eggngnlg_§ggpg§gggg, ‘Washington, D.C.: National Education Asso- ciation, l9 0. 3. 5. 9. 10. 13 . 11+. 15. 15 Clay, Kenneth R. "A Study of the Nature of Creative Behavior in Industrial Arts and the Indicated Encouragement of this Type of Behavior by Michigan Industrial Arts Teachers. " Unpublished Doctoral dissertation, Michigan State University, 1965. Educational Policies Commission. The Moses of Education in D c a . Washington, D.C.: National Education Association of the United States and the American Association of School Administrators, 1938. Face, Wesley L and Flug, Eugene R.F. "Conceptual Approach to American Industry" Amroaches and hocedures in Industrial Arts. Fourteenth Yearbook of the American Council on Industrial Arts Teacher Education. Bloomington, Illinois: McKnight & McKnight Publ. , 1965. French, Will and Associates. Begggml Goals of General Education W. New York: Russell Sage Foundation, 195?. Hostetler, Ivan. "What (bjectives Should be Emphasized in Industrial Arts " W- A conference report by Marshall L. Schmitt, Washington, D.C.: U.S. Department of Health, Education and Welfare , 1960. Joint Council on Economic Education. Mlmgtal Economic Education W. New York: Joint Council on Economic Education, 19 . Kearney. Nolan 0- W- New York: Russell Sage Foundation, 1953. McConnell, T. R. (ed.) D o Educa . Washington, D.C.: Merican Council on Education, 1 mller, W .3. "Staff Studies and Other Non-Degree Research in Industrial Arts Education." WWW- Fifteenth Yearbook of the American Council on Industrial Arts Teacher Educa- tion. Bloomington, Illinois: McKnight 8: McKnight Publ. , 1966. Somers, Wesley 3., and Face, Wesley 1.. "Research Related to the Achievement of Industrial Arts Qajectives," Status of Research in . Fifteenth Yearbook of the American mm on Industrial Arts Teacher Education. Bloomington, Illinois: McKnight 8.- HcKnight Publ., 1966. Tyler. Ralph W. W. Chicago: The University of Chicago Press, 1950. UeSe mmmnt Of nbore : a th 1 60' e Washington, D.C.: U.S. Government Printing Office, 1960. Wilber, Gordon 0. Industrial Arts in Gmeral Education. Scranton: International Textbook Compamr, 1951+. CHAPTERII A W OF LITERATURE ON DEVEIDPIM} EFFICIENT ECONOMIC BEHAVIOR THROUGH SECONDARY EDUCATION Introductig Nearly every facet of life in our society is affected to some degree by economic factors or conditions. "Most of us hold some sort of job to earn an income, and most of us spend money to acquire the goods and services we want." (46:2) These are ordinary acts of life which can be termed economic behavior. These acts are basic to our way-of-life. 046:2) . Because of such common every day events, nearly everybody has something to say about economics. Choices of "right" answers to eco- nomic problems seem to be unlimited because of the diversity of exper- iences different individuals have which guide their judgements on economic matters. This multiplicity of interpretations on the nature of efficient economic behavior is involved in a host of variables associated with human values. Placed in the framework of objectives for general education, these interpretations seem to become even more disparate. It is necessary in amr discussion of economic matters to estab- lish a level of objectivity and rationality which will limit the effects of emoticnalism and prejudice that pervade with inadequate educational experience. In discussing education to develop economic literacy three 16 17 questions were considered in this chapter. These are: (a) What are the needs of youth which support economic efficiency as a specific goal in education? (b) What are the limits of this goal for secondary edu- cation? and (c) What are the elements of this goal that make it inter- pretable and functional to the individual classroom teacher? The attempt was nude first to define terminology commonly associated with the objec- tives of economic efficiency. This was followed by a discussion on the need to develop efficient economic behavior in general education, with a review of the scope and functions of the objectives of economic efficiency as applied in secondary education. n o E n c E e Limited reference is made to the term economic efficiency in the literature. Tito specific and somewhat different applications of the term were found. The first, and that which applied most directly in this study, made reference to the development of efficient economic behavior by the individual 2: a Lemgiblg citizen in our democratic am. It refers to the development of an acceptable or desirable level of performance to be achieved by the individual while he works to solve the economically-oriented problems of life. This use of the term had its origin in the statement of the purposes of education in a democratic society as presented by the Educational Policies Commission. (21:90) A second reference to economic efficiency appeared in the textbook Economics and It; SiMmgg by Martin and Killer. (“6:35) These authors used economic efficiency as a goal for the economic system of the nation. Because of its reference to the nation's 18 economic system, this use differs from the individual-centered approach of the Educational Policies Commission. The scope of economic efficiency as a goal in general education is c1arified.by'French and his associates who stated that the individual needs to develop economic competence, because of: the desirability of becoming economically literate and self- supporting: of making a wise choice of life work: of beginning basic common preparation for it: and of fulfilling the citizen's responsibility for safeguarding our natural and human resources. (26:88) From the above statement, and those of the Educational Policies Commission, it appears that the nature of the individual's performance in each of these areas of concern would be a measure of his level of economic competence. This performance would of course reflect the extent to which the individual.has achieved economic efficiency. A e co t e Educa The literature abounds with material on the topic of general education. It would serve no significant purpose to review this litera- ture in detail in this study. References cited here were selected to provide a framework for the discussion which follows. Bergman discussed the problem.cf defining general education and revealed that a great deal of confusion exists as to the meaning of the term. In classifying various definitions and meanings, he found that they fitted roughly into the following e1even.different categories: 1. Education which contributes to the adjustment of the individual to his environment. 2. Education which gives preparation for the needs and pro- blems of life. 3. Education for responsible citizenship. h. Education for intelligent action. 19 5. Education which is concerned with the whole individual and his total personality. 6. Education for intellectual discipline. 7. Education in which specialization is avoided. 8. Education which provides for the unity and integration of human knowledge. 9. Education which emphasizes general principles. 10. Education for culture and basic knowledge. 11. Education which emphasizes scientific progress. (10:h60) From these eleven categories Bergman proposed his own definition, which he regards as representative: General education refers to that broad, integrated non-vocational and non-specialized part of a person's education which leads to personal growth and responsible citizenship by preparing him for satisfactory adjustment to the needs and problems of his environ- mentkarid for active participation in the nary aspects of living. 10: 0 Baker traced the history of the general education movement through the years and revealed that it has acquired in the course of time six essential purposes or objectives. He described these as: 1. General education is universal education. 2. General education is practical education. 3 . General education is education for citizenship. llv. General education is education of the whole man. 5. General education is individualized education. 6. General education is a unifying force. (8 :345) Using these six purposes, Baker developed a definition which, though long in form, seems to encompass the concerns for understanding general education as it applied in this study: General education is the theory of education evolved to fit all students—not just the upper ten percent—to live in their time. It is not precisely liberal education, because liberal education, as often defined and practiced, will not fit all students: nor is it vocational education, because vocational education omits the values and richness of life beyond material things. General education is an attempt to give students as much training and learning as they can comprehend, use, and enjoy. It attempts to make them better citizens by giving them a useful basis for the understanding of local, national, and world problems so that they may contribute, both as followers and leaders, to a better world. It attempts to make them better persons by giving them a practical basis of understanding of personal, 20 emotional, and vocational problems and by giving them a luxurious basis for the understanding of music, art, and literature so that their lives will not lack that which they are capable of enjoying, but which they might forever niss if their education represents a great democratic, educational endeavor to raise every person to that state of practical, intellectual, and emotional understand- ing to which the ancient Greeks, by their use of experimental methods, attempted to raise only their upper class. In this on- deavor, general education attempts to raise every person toward that level as far as he can progress and in a manner which he will understand and enjoy. (8:3’46) Ef E Be W The means by which man obtains the material necessities for life are infinitely different from those of past years. Entirely new inter- pretations are being provided to describe man's involvemt in his work and the way in which he uses his earnings today. Attitudes toward the work effort, consumption of goods and services, and the ownership of property have changed significantly over the past fifty years. Old modes of response to the complex economic problems of life today are not adequate because of the increased number of forces which are playing a part in the formulation of such problems. These forces are not only founded in basic economic conditions, but they include the social and moral structure of our culture. There is every indication that the rate of change in conditions will increase even more significantly in the future. (2&213) (11:29) There are recurring points of emphasis in the literature which discuss topics related to developing economic competence. Such references were found in sociolog, guidance and counseling, economics and general education. It is from these major fields of study that the references were sought for this discussion on economic efficiency. rvn 21 The task of helping youth comprehend and work with the many factors and forces associated with the econonic problems in life is one of the prime responsibilities of the educational system of the nation. This fact was stressed by a number of prominent individuals and groups, including the Educational Policies Commission. The Commission expressed I the view that: The school is only one of the many influences in [thé] various fields of human life. Its responsibility extends to all of these areas, but in some areas the weight of education rests on the schools more exclusively than in others . . . Under modern economic and industrial conditions preparation for economic efficiency is largely a function of the school. (21:18) The Association for Supervision and Curriculum development indicated in its text entitled, Educating fen Ecnnogn Cmtnnng, that: The curriculum must be so designed that it equips students to deal intelligently with the problems their generation will be called upon to resolve. And, more than ever, in the future these problems will be econonic in origin. (#:2) This task is one which cannot be further slighted or overlooked because of the compounded effects of the problem upon the future adult population of our society. The conmittee for Economic Development emphasized this point in its report, entitled, W missus: We recognize that many high school students lack the maturity and full understanding required to do a good job of reaching their own conclusions on complex economic issues. But these are young men and women who will soon be the citizens of tomorrow. Unless they are given the opportunity for this kind of economic analysis under objective and sympathetic guidance in the schools, we have little right to hope that they will be able to reach reasoned conclusions on their own as they vote and live in our free democratic society. (15:33) The inadequacy of some of the former and existing approaches to preparing for one of the most important economic acts in life--the individual' s workuwas clearly emphasized by Rock. He described the 22 effects of present conditions of change and the possible outcomes of these conditions when they are not properly handled: Techniques, know-hows, operative skills change so rapidly in industry that the student who has been trained to perform certain specific tasks run the risk of suffering from what Veblen called 'trained incapacity'. (36:158) Hock stated also that the hope of our educational system cannot be simply to help the individual adjust to the conditions at hand, simply'because these conditions are continually in a state of flux and, as such, adjustment is not enough. Public education must hope to develop an awareness in the individual of these conditions of life in the context of an historical evolution of human activities. (36:58) The references cited here have stressed that the responsibility for assisting students in understanding economic problems has increased in direct relation to the increasing complexity of the problemm. It can.be concluded from this that greater emphasis should be given to developing an adequate perspective on the nature of these economic life-problems, as well as for providing basic experiences in how to proceed in solving the problems. e S c and Ele t of t t‘v W In its analysis of the objectives for education in a democratic society, the Educational Policies Commission presented a classification of objectives for education. It attempted to clarify these things which the individual needs to develop in order to live in the democratic society. The Commission referred to these as, "the objectives of educa- tion-~qualities and conduct to be encouraged by all educational agencies for all American citizens." (21:h8) Its proposal indicated that there 23 are four aspects to educational purpose. "These aspects center around the person himself, his relationships to others in home and community, the creation and use of material wealth, and socio-civic activities." (21:148) he ”four great groups of objectives" which resulted were: 1. The Oojectives of Self-Realization 2. he Objectives of Human Relationship 3. The Objectives of Economic Efficiency 1+. The Objectives of Civic Responsibility (21:48) Elaboration on each of these four groups of objectives included a description and definition of their individual functions. In their reference to the objectives of economic efficiency, the Conmission discussed: The economic sphereuthe creation and satisfaction of material wants. Here we consider the education of the individual as a producer, a consumer, an investor. The importance of such education in providing the indispensable material basis for comfort, safety, and even life itself is clear. The objectives within this general area will be classified under the heading of the objectives of economic efficiency. (21:46) Further analysis of the "economic sphere" by the Commission lead to the development of a list of ten areas of economic involvement in life. These areas emphasize the extent of the responsibilities of the citizen in his economic activities: m. The educated producer knows the satisfaction of good workmanship. 29W. he educated producer understands the requirements and opportunities for various jobs. W91. The educated producer succeeds in his chosen vocation. o . he educated producer appreciates the social value of work . Pgnsonnl Econogcg. The educated consumer plans the economics of his own life. J . The educated consumer develops standards for guiding his expenditures. Efficieng in m. The educated consumer is an informed and skillful buyer. Cnnmn Protection. The educated consumer takes appropriate measures to safeguard his interests. (21:90) 2h flmost twenty years after the work of the Educational Policies Commission was published, a large group of specialists in education was organized under the sponsorship of the Educational Testing Service, Russell Sage Foundation, to formulate a list of behavioral goals for the high school. Their efforts were edited by Will Fi-ench and published in 19 57 as using the "four great groups of objectives" as a guide in their work, While the committee of specialists developed an outline of topics as further specification of the kinds of growth which should be manifested in youth to help them achieve maturity in all realms of life. A summary of those topics which appeared in their analysis as a measure of growth toward economic competence in youth follows: T S lf- zat Preparing to Make Intelhgent Choice of life-Work Becoming a More Efficient Worker Through Actual Work Experience Becoming a More Intelligent and Economically Literate Consumer J 34-, .- n. L11) ; w, I”: -.,-A_ a- .,_ 13,...” .L.- Improving Econonic Competence and Independence in Family and Small Group Situations Becoming a Good Member of Work-Groups Manifesting Interest and Participation in the Economic Affairs of the Community - man an; 0 A '- :2"; a. 0 . ire-O :1. ' -2 Lk- '1" -_-zat m- Identifying Himself with large Groups and Organizations Interested in Cultural, Social, Economic, and Political Affairs, and Becoming an Effective Member of Them Seeing Vocational Activities in Their Cultural Settings Supporting Measures of Federal, State, and Local Government, and Voluntary Organizations Designed to Conserve Human and Natural Resources Seeing Eco: ' I up. Reece". . :4 of“ p .Wo 1 Isscciates w': ‘0 $2. ‘9 :3. as Cor: Web LT; ‘: Cfimlpomyy nu ‘ MM lore : £5" 5.. “0568.41: 25 Seeing the Principal Problems Involved in the Operation of Our Economic System and Revealing an Interest in Maintaining and Expanding Its Values Recognizing the Problems Related to Organized Business and Organized Labor: Being Sensitive to Both the Uses and Abuses of hose Rights (26:63,88,and 89) Two characteristics of the list prepared by French and his associates which contrast it with the list prepared by the Educational Policies Commission can be seen as: (a) The content of the list by French and Associates is more comprehensive and more representative of contemporary thinking on what education in econonics includes, and (b) it offers more assistance to the teacher who needs to understand better what is to be achieved in order to establish econonic competence. The eight areas of interest presented in the Comnission list represent a concern, primarily, for two aspects of econonicswconsumption and production. These are very significant components of economic activi- ties, but as represented here they are limiting. The emphasis in these eight items tends to be upon w k t c u t n or a t t . The twelve topics presented in the anch list are inclusive of a large number of ideas and concepts which represent economic education of a broader scope. Therefore, it might be concluded that the concern as represented in this list is for W. The general conclusion to be drawn from these references is that there are four major processes involved in achieving economic competence. These are: (a) occupational choice, (b) work, (c) consumer activity, and (d) maldng economic analyses. References which describe the specific nature of these processes are discussed in the follwing sections. he iirectio :zber of a‘.‘ 513-9211 putt! tie is co: steer. ( 5: ”who 7: magi)?” “9 for (15251 \ [:3 0 Us! ’ r .3- r" gt 8. 26 chunntionnl Chgice annnntion Defined.--Among the three or four major decisions which the individual makes in his lifetime is that which moves him.in the direction of his lifeawork. According to’definitions provided by'a number of authors in the field of sociology, lifeawork refers to that general pattern or succession of related jobs filled by the individual which is commonly identified as the individual's occupation, vocation, or career. (512599) (18:276) (52:203) (32:49) Borow defined occupation as the "employed activity in which the tasks involved are similar from situation to situation." (11:27) Super, referred to an occupation as "a group of similar jobs in several establishments." (11:8) Because of the likeness in these two statements, either of them could serve as a definition of occupation. of Occu t Ch .-It is quite likely that man's entire personal history and even his achievement of moral stature may depend to a considerable extent upon the character of his occupational experiences. According to Donohue, the very nature of’man's existence may well depend upon the form of his career or occupation. (172206) Dubin made two rather interesting observations concerning occupational choice. He stated that: It is notable in our society that occupational choices are commonly made relatively early in the life history of the indi- vidual. Also typically in our society these occupational choices are for general fields, rather than specific work assignments. (18:251) The Process of Choice Making,-It is a generally accepted idea that the educational system in a democratic society has a responsibility EH4: -.. .np 27 for preparing the individual to make his choice of an occupation. A major problem which develops in this process, though, results from the fact that so little is known about the forces that affect the decisions and choices. (31:6) What is known rather clearly is that "an appro— priate and satisfactory occupational choice can be made only if the individual considers his capacities, interests, and goals." (31:6) Super stated that the problem of occupational choice is, in fact, "a process rather than an event," because the decisions on the choice are so dependent upon an understanding of the self. He further indicated that the term "process" should "denote a whole series of choices, generally resulting in the elimination of some alternatives and the retention of others. " (70 :18“) ; ,...L number of special- ists in guidance and counseling as well as socioloy indicate that efforts to state a single comprehensive theory of occupational choice have proven fruitless. (57:58) Notable attempts were made by Eli Ginsberg and his associates, but even their study was seriously questioned by Hutson, because of its lack of adequate supportive research. (37:57“) The Ginsberg study traced the process of occupational choice through stages based on the characteristics of choice or the presumed determinants of choice. According to their point of view, the individual tends to make his choices with emphasis upon different factors at different age levels. Their approach was developmental, and is described by them as follows: Our basic assumption was that an individual never reaches the ultimate decision at a single moment in time , but through a series of decisions over a period of many years: the cumula- tive impact is the determining factor. (31:27) m .26: “132121: Ibeween 1;: int. "Incn M21] 0:11 ”‘1‘? Ol'it The '16”! comv as of fine 28 They identified three periods of time when there occurs a determination of occupational choice: the period of fantasy choices (between ages six and eleven approximately); the period of tentative choices (during adolescence); and that of realistic choices (early adulthood). (31:60) In line with the Ginsberg theory, Super and Overstreet stated that, ”Increasingly mature behavior is expected with increasing age; reality orientation is indicative of maturity: therefore, increasing reality orientation is expected with increasing age." (71:6) The Ginsberg theory was challenged by Small, who did a study which compared well-adjusted boys, ages 15-19, with emotionally disturbed boys of the same age. He found no evidence of a developmental progres- sion towards a realism of vocational choice. He did recognize that reality factors and elements of fantasy operate sinmltaneously: that well-adjusted boys made vocational choices which were more realistic than did the emotionally disturbed boys. The choices of the latter group were more reflective of fantasy. One of the most interesting aspects of Small's efforts toward identifying a theory of occupational choice was his description of the relationships between individual perceptions, ego strength, and environ- ment. He concludes that the distinction between fantasy and reality in a vocational choice are dependent upon the adequacy or strength of the ego. Because the ego is conditioned by the nature of the environment factor, it was observed by Small. that the reality choices accompanied the tendency for environment-involvement in the well-ad justed boys , whereas the environment-avoidance fantasies were observed in the disturbed boys . (6731-21) A conclusion to be drawn from this finding by Small is that if ulty choices be rude to help Super 1: Q V n: :13 associai unity of mini Specifically to Eihtonh Kay “L1 as the g4; 9:001 years. 1 5:357. Has defi: Bahia behavior figeequted 1 Ceiling With the The majc $111‘S‘fac‘e boy: 1° The: choj on t 2' The “as need of a Work was 3' The the zett ‘bou high “d grou Choi 4, so "hid MOre seem: 29 reality choices are to be made by the adolescent boy, an attempt should be made to help him identify in a positive manner with his environment. Super and Overstreet accepted the theory developed by Ginsberg and his associates and proceeded from there to study the vocational maturity of ninth grade boys . Though their research data referred specifically to the group of ninth graders under study (1&2 boys in mddletown, New York ) , the implications for the educational program as well as the guidance and counseling effort extend throughout the high school years. Vocational maturity as these authors used it in this study, was defined as "the maturity of an individual' s vocationally related behavior in his actual life stage (whether or not it is the life stage expected for him) as shown by his behavior in dealing with voca- tional developmental tasks as compared with the behavior of others dealing with the same developmental tasks." (71:11-11) The mjor conclusions from the Super and Overstreet study of the ninth-grade boys were: 1. There was an awareness of the need to make a vocational choice, but it tended to be rather general and focused on the more immediate choices. 2. The specificity of information about preferred occupations was rather substantial, considering that ninth-graders need to make decisions largely of direction rather than of actual entry, but knowledge of duties, conditions of work and other important characteristics of the occupation was found to be limited. 3. The specificity of planning was low, as more than half of the ninth-grade boys had apparently done little about getting information on which to base high school plans. About one-third of the boys made no mention of appropriate high school plans related to their preferred occupations, and post-high school planning was not very different. The group generally accepted responsibility for making the choice, though. 4. Almost one-half the ninth-grade boys aspired to occupations which were appropriate for their intelligence, but slightly more than half of them wished to enter occupations that seemed inappropriate in terms of the intelligence required. 5. 30 Also, almost half of them had vocational preferences which did not agree with their interests as measured by Strong's Vocational Interest Blank. In considering the matters of self-understanding and self- acceptance as they effect the wisdom of the choice, it seemed apparent that the typical ninth-grade boy has not yet reached a stage at which wisdom of vocational preference can be expected. Though the mental ability can be sufficiently well appraised by the ninth-grade year, in order to establish a basis for estimating the amount and level of education which is likely to be appropriate for an individual, a substantial number of these boys are not yet ready to decide on direction or endeavor, or specifically, on a future occupation. (71xlllr8-lh9) Wo-Stm» made by the persons quoted here, especially Super and Overstreet, offer several implications for the preparation of educational goals and curricula. The gap created by the lack of a specific theory on occupational choice may be bridged by these implications. Such implications, though they refer specifically to the early adolescent years, suggest something about the developmental nature of the task of learning to nuke an occupational choice. In sumrytheyare: l. 2. The early adolescent stage is one, not of making and implementing a vocational choice , but rather of developing planfulness, of preparing to like a series of educational and occupational decisions. Therefore, the program of school experiences should provide for the learning of this planning process. hm boys do not make good use of the resources that are available to aid them in their orientation to careers. They tend to know something about the requirements of the occupation to which they aspire, but little about the duties , conditions of work, and opportunities in the 31 preferred occupations. The typical ninth-grader needs to be given a broader perspective on the world of work. 3. Education in the ninth grade should be so organized as to make available experiences which foster a planful approach to developmental tasks , to arouse an awareness of the need to make preoccupational and occupational choices which they will be called upon to make and to the factors which they should consider in mking these choices. It should not require the making of definitive, directional, educational and occupational choices in this grade. (718148-158) Hark W.-The distinction between career or occupation and work is not often noticeable or even discussed. Yet, there is a difference in the point of reference of each which should be recognised. Dubin emphasized this fact when he said that, The entrance on a career carries with it a whole series of future expectations extending through the effective lifetime of the individual. Working usually takes place within a short time perspective. Entering a career usually has a lengthy time perspective for the individual. In speaking in more specific terms on work, he also stated that, "Work is the acceptance of employment with the primary objective of securing the income that it provides. Each job is viewed as an isolated interval in the process of earning an income." (18:276) The topic of work has been the focus of attention by religious leaders, philosophers, sociologists, industrialists and educators throughout the history of civilized mankind. Most often the concern has 32 been for assessing the goodness or badness of work. Only during the past half century has a concerted effort been extended to study and understand work in terms of its meaning to the worker' s life and being. Nosow arxl Form have presented extensive material along these lines in their textbook, entitled, m, Work, and soggy. (57) The concern in this discussion on work is primarily for the development of an understanding of those factors which give recognition to what work is today, and how secondary school students can come to know what it is about. A rather broad definition for work is provided by Borow, as he says that, "work is activity calling for the expenditure of effort toward some definite achievement or outcome. Paid or not, hard or easy it is always effort toward a specified end." (11:27) Gross simply stated that work is described by the "activities performed by the worker. " (32:19) The description of work provided by Super seems to provide sufficient substance to serve in this study as a general definition of the term. He said that work activity denotes the content of the work or job, therefore work involves an activity which has a describable content. (70:8) Wane changing work scene in this country over the past two hundred years has undoubtedly led to a realign- ment of work attitudes and values. “lliough the life of every working person is affected by the nature of his work, quite a variety of attitudes on work have persisted. Speaking in terms of the historical pattern of work, Nosow and Form made the following observation on the changing meaning of work: . 33 Historically, the mass of the population has not been con- sciously concerned with the meaning of work. As an integral part of everyday life, work was meshed with all major insti- tutional functions. Typically work consisted of a set of activities hereditarily prescribed as part of a particular status position in the community. (57:9) The condition described here illustrates how the process of understanding the characteristics of work in years past was quite a reasonable task. Sons could not only observe directly their fathers performing work tasks, but they at times became directly involved in a family effort at making a living. The factory system, child labor laws and more recently the tremendous emphasis upon obtaining as much schooling as possible have encouraged youth to avoid contact with those things and experiences in life which help them develop adequate impressions of the work process. Super added another dimension to the picture presented above when he said: Increasingly, the world' s work is being done behind wire fences, inside brick walls, and behind closed doors through which only those who have employees' passes, who are 'old enough to be reliable' and 'young enough to be attractive' , are ad- mitted. It is hard enough for a youth even to get a glimpse of the working world: it is much more difficult for him to get a chance to try his hand at it. (70:90) Lflller and Form expressed concern that quite often young peOple do not recognize the fact that work is the unescapable fate of the majority of men and women today. "Despite a recent cultural tendency to deemphasise hard work and to accentuate 'having a good time' , work still remains the most important segment of adult life." (51 :115) The study of work in today's complex society can be a task of great magnitude. Because of the many uncontrollable variables which may confuse and frustrate the research effort, sociologists often choose to study conditions in the less complex societies and then project their 34 findings to include the more complex society. Such was the situation in the study of the peoples of Dobu, a small Melanesian island near New Guinea. This study was done‘hy R. F. Fortune and reported in his textbook, SW. (28) The major conclusions on this study of work in the Dobuan society offer suggestions for understanding work relationships in our society. Five propositions or generalizations (bout such relationships were developed‘hy Gross from the analysis of this study. {A few of the significant concepts relating to the work effort are found in these generalizations: 1. 'Work normally involves authority relationships. 2. ‘Work normally involves a division of labor. 3. 'Work is not an isolated activity, but is tied up with the whole social system. 4. ‘Work is tied up with attitudes of right and wrong. 5. Individual behavior may be understood in terms of the total social structure and culture surrounding the work situation. (33:20—28) It was suggested‘hy Miller and Form that studies of the effect of'work on the individual and on his social'behavior, though few and fragmentary, could.be done on four levels. The four levels which they presented include several basic ideas or concepts that are very similar to those presented.by Gross. The four levels were given as: 1. The impact of specific work routines on the workers. 2. The social.atmosphere of the work plant as it affects all workers, irrespective of occupational habits. 3. The consequence of occupational and industrial routines on the extra-work adjustment of the person. 4. The attitude of the‘wcrker toward his job, as it affects his outlook in life. (51:115) Friedman and Havighurst did a comparison study of worker atti- tudes toward the meaning of their work. They used five occupational groups, including unskilled and semi-skilled steelworkers, coal miners, sldlled craftsmen, department store salesmen, and physicians to repre- sent their groups. Their findings offer some idea of the variety of 35 feelings workers in differing occupational groups have toward their work functions. A table which describes the factors for comparison and their arrangement is shown as follows: TABLE I COMPARISON OF FIVE OCCUPATIONAL GROUPS (UNSKILLED AND SEMI-SKILLED STEELWOPKERS, COAL MINERS, SKILLED CRAFTSMEN, DEPARTMENT STORE SALESMEN, AND PHYSICIANS) ON THE MEANINGS OF WORK Steelworkers Skilled (unSkilled Coal Craftsmen Sales Physi- Meaning and Miners Percent People cians semi-skilled) Percent Percent Percent Percent Over 20-65 65 1. No meaning other than money 28 18 10 ll 0 0 2. Routine 28 19 * 15 21 15 3. a. Selferespect 30 12 7 b. Prestige, respect, 16 18 15 2h 11 13 of others (3a,b) (3a,b) (38.b) #. .Association 15 19 18 20 20 19 5. a,b, and c. Purposeful activity, self-expres- sion, new experiences 13 11 28 30 26 15 d. Service to others a: 16* . a: 10 32 Number of people responding 128 153 2&2 208 74 39 * Not covered in the questionnaire or interview. i work has given me a chance to be useful. Taken from.The flagging of Work and Retirement by Eugene A. Friedman and Robert J. Havighurst. 27:173 :59 their co: paints helps 1 irks-s. The F“ p . A. EC 36 It can be seen that there were five major points on which they made their comparisons. The analysis of their findings on these five points helps to illustrate the meaning of work to certain groups of workers. The analysis is sunmarized here to include the following: 1. The workers of lower skill and socioeconomic status are more likely than the higher-status group to see their work as having no other meaning than that of earning money. 2. The' five occupational groups all value association with people at their work ab out equally as a positive meaning of work. 3. Work as a routine which makes the time pass is recognized about equally by all five groups. it. In various degrees all groups discover self-respect and secure respect or recognition from others by means of their work. 5. Physicians show a high awareness of the 'service to others' meaning of work. 6. Work is important to all five groups as a source of inter- esting, purposeful activity but skilled craft and white collar groups stressed the extra-financial meanings of work to a much greater extent than did the workers in heavy industry. (27:173) www.mr studying these writings and research findings, it appears that work is more than the activity which describes the job. It is a complex form of human involvements and relationships in one of the most important realms of life-activity. Though it has a variety of meanings for workers, it is still the focal point of man' s day-to-day patterns of life. The educational program in the schools of this nation should offer a means for students to develop many insights into the meaning of work through am number of its curricular areas. This point was emphasized by Donohue, who said that though it may be: neither necessary nor possible for the high school to examine in detail all occupations, it should be possible for it to instill an appreciation of work in its fullness and to suggest something of its enormous contemporary variety . . . Somewhere in its pro- gram [the high school] should find a place for education through work, for a savoring of the actual rewards of craftsmanship as 1: exerc creative ‘4 " ‘- Aw w L can Mercer-n vhf the problems fificflties Wasting p1 Fictices of as“ nee955.3; 37 an exercise of pragmatic intelligence and the source of special creative and social satisfactions. (17:206, 208) W A quarter century ago the Education Policies Commission voiced a concern which seems quite relevant even today. It stated that may of the problems encountered by adults who are faced with personal financial difficulties result not entirely from the lack of sufficient income or persisting poor health, but quite often from the careless and wasteful practices of consumption and use of the goods and services which they deem necessary for life. (21:101) Con t 0 Con umer .uConsumption, consumers, and consump- tion goods and services were defined rather explicitly by the Joint Council on Economic Education as follows: 1. In economics, the process of satisfying your wants is called W and the people whose wants are satisfied are was. Consuming, or the using of goods and services to satisfy our wants directly, may take place quickly, e.g., eating food or burning coal, or it may take place ever a long period of time, e.g., "consuming" a car by driving it for ten years until it wears out, or living in a house for fifty MSe Having a service performed for one, e.g., having one's hair cut is just as much "consumption" as wearing clothes or sitting in a chair. 2. W goods and services are those goods and services which satisfy our wants directly (e.g., food) in contrast to capital goods (e.g., tools, machines), which do not satisfy our wants directly but help us produce what we write (39) This definition is very similar to one presented by Kelley. He added a point which classifies goods more specifically, by saying: Ordinaryconsumer goods . . . varyinthe length of time theyare capable of rendering hunmn satisfactions. Those with a normal useful life of less than a year are arbitrarily classified as "non-durable goods , " whereas those capable of rendering utility for more than a year are "durable goods." (18:2) 38 Services, in contrast to service-rendering goods, are consumed as produced. (43:2) Consumer economics is a specialty within the field of economics. It deals with economic activity and economic systems from the view- point and interests of the ultimate consumer. According to Kelley, "consumer economics is concerned with the quality as well as quantity of consumption, utility, and human welfare." (1+3 :2) $2915; Goggitigns and gonomggw-J review of literature from several different disciplines, including sociolog, economics and edu- cation, revealed three rather significant facts concerning the nature of the problem faced by our society which affects directly the area of consumption. These facts are: (a) fewer and fewer people are able to produce more and more goods: (b) generally, this society is fast becoming a consumer-oriented society and less a producer-oriented society; and (c) the age group including 15-25 year olds have today greater influence on the consumer market than any other age group. (21+) (43) Briefly, the situation which accounts for these facts results from improved production techniques, an increase in income and general affluence for a majority of people in the nation, and a change in the value on producing the goods we need and use. Coupled with these con- ditions is the present imbalance in population distribution by age groups, because of the post-World War II baby boom. With the greater affluence of families, these young adults and youth greatly influence the consumer market of our nation. The problems of the American consumer have gained the increased attention of both state and federal government in the past few years. In 1966 President Johnson created a new post of adviser on consumer 39 affairs. Also in that year at least 20 states established consumer pro- tection agencies under the jurisdiction of their attorneys general. One of the most significant events to occur in federal legislation in the past two years was the passing of the Fair Packaging and Labeling Act of 1966 (S985-PL89-755). This bill provided for greater govern- ment regulation in the labeling of food, drugs, cosmetics and household supplies. (16:351-362) These forms of government action, though intended to help every consumer, provide an increased margin of pro- tection for those hurt most by false advertising and retail practices-- the economically disadvantaged. It does not lessen the need, however, for the individual to be alert to his own responsibilities in setting standards for consumption. The Educgted ansgmgz.-In its original thesis on economic efficiency the Educational Policies Commission presented several state- ments concerning the responsibilities of the educated consumer. These statements reveal the scope of consumer concerns as viewed at that time: 1. The educated consumer plans the economics of his own life. 2. The educated consumer develops standards for guiding his expenditures. 3. The educated consumer is an informed and skillful.buyer. 4. The educated consumer takes appro riate measures to safe- guard his interests. (21:101-106 A more complete and descriptive list of consumer responsibilities was presented by Kelley. This list provides a better picture of the kinds of things an individual might learn in an effort to become a more efficient consumer. These were presented as follows: 1. To maintain a proper balance of interests between income production or acquisition and consumption. 2. To recognise that businessmen use consumer reaction in the market to guide production, and to act accordingly. 3. To use, but not abuse, desirable customer services and privileges offered by business. 7. 40 To make intelligent use of buying guides and instructions for the use and care of merchandise furnished by business. To exercise reasonable care in buying and to co-operate with salespersons by disclosing essential information as to needs and limitations. To co-operate with the proper enforcement agencies by reporting all cases of known acts of fraud, dishonesty, and violation of the law. To support efforts of progressive businessmen and others to make the economy function more directly in the consumers' interest. It is unfair to expect enterprisers to continue their efforts to serve consumers more efficiently when the latter ignore these efforts and encourage less conscientious businessmen by patronizing them. (43:15) Consumer education as it applies to industrial arts was studied in some detail by Schmitt in his doctoral dissertation. He refers to the ‘work of Hobson concerning consumer education in the schools, which stated that consumer education includes: 1. 2. 3. 5. Wise choice. Mbney should be used to best suit the need of the individual. Training should show the student how to select his strongest desires and needs, and satisfy both. ‘Hise buying. This represents the popular connotation of consumer education. After choice making, the problem becomes one of selecting an item from the many available. Social responsibility as a consumer. This concept links the consumer action to its effect on society. The recent war with its rationing and substituting of goods, and the going without entirely, illustrates many examples of the consumer society relationship. Intelligent use of consumer goods. Obviously the longer the item will serve our needs, the more our resources may be devoted elsewhere to raise the standard of living. Competent money management. Modern living makes requisite the ability to count change, keep simple records, and handle accounts and plan for the future. (35:118) Economic Analyse: An area of economic life which remains to be explored is one involving economic problems of a broader scope than those of occupational choice, work or consumer activities. The purpose here is to consider these economic functions which every citizen has a personal responsibility 41 for understanding, whether or not they call for day-to-day decision- making activities. The analysis of economic understandings which should be developed by citizens in our society has been studied rather thoroughly by national groups and individuals concerned with economic education. (4) (6) (13) (15) A brief review will be made of the total spread of economic studies in the secondary school program, as seen by those who have prime responsibility for directing programs in economics. Ww-One description of the economic understandings to be developed in the high school was reported by Perry in the My, W. 1958 edition. a list of such understandings was reported as follows: His efforts toward identifying The Economic Education Workshop at Northwestern University recently produced a check list of economic areas that might be included in the school's program of economic education. This check list is excellent from the point of view of information to be learned. With the possibility of not doing justice to the total outline, the sixteen basic divisions are presented below: I. II. Basic Productive Resources Specialization or Division of Labor The Economic System of the United States How We masure Our Nation's Production Our Money and Banking System Role of Government in the United States Economy The Role and Significance of Business in Our Econony Role and Significance of Organized labor in Our Econony Role and Significance of Agriculture in Our Economy Distribution of Income Individual and Family Finance Economic Security Ups and Downs of Business International Economics Comparative Economic Systems Economic Aspects of the United States and World Population Problems (61 :21) 42 According to Perry, this list is similar to though not as detailed as that provided by the Council for Advancement of Secondary Education as reported in the textbook Kgy Understggdipgs 9f Eggnogics, which.he considered an outstanding document on the subject. (61:21) The Ngtigngl Task Fezgg fiepo:t.-In 1961, a nationally prominent group of economic specialists, as members of the National Task Force on Economic Education, set out to provide some direction for programs in economic education. Their purpose was to spell out the needs for eco- nomic education in the schools and to discuss some of the principal economic concepts that should be part of the working knowledge of high school graduates. Following the publication of their report, entitled, Eggn2mig_Eggggtign_in_thg_§ghggl§, two tasks were set down as a followaup to their efforts. These were (a) to define the concepts which teachers could work with in teaching economics in their classrooms and (b) to show how this teaching could be accomplished. The first task was undertaken by James D. Calderwood, who prepared a teachers' guide which includes a description of the basic concepts and ideas that can be learned in economics. The National Task Force identified seven major areas of modern economics of which it hoped every high school graduate would have some understanding. These areas are listed as they appeared in the Report of the National Task Force. (56) 1. ‘What economics is all about, why it is important, and how one thinks about economic problems. 2. The nature of the persistent economic problem faced by all societies: wants, scarce resources, the need for decision- making, and the need for an economic system.of some kind. 3. The market economy of the United States: how it is decided in the U. 8. today (a) what goods and services will be produced, (b) how they will be produced, (c) what total 43 level of production will be maintained, and (d) how what is produced will be shared among the American people. 4. Economic growth and stability: the long- and short-run performance of the American economy. (a) Economic growth-- the long-run problems associated with increasing the total production of goods and services faster than the rate of po ulation growth so that living standards can rise, and (b Economic stabilityb-the determinants of the level of income and employment in the short-run or how to manage our economy so that we can have full employment without inflation. 5. The distribution of income: the factors determining the distribution of income among individuals and groups in the U. S. and thus determining who will get the goods and services produced. 6. The U. S. in the world economy: the importance of world trade and finance to the U. S. and the ways in which the achievement of our economic goals is related to world economic developments. 7. Other economic systems: how other societies organize economic life to achieve their goals-~not only the communist countries but also the democratic societies of the West and the developing nations of Asia, Africa, and Latin America. leggzgggg;g_£ngly:i§,-From the statements listed here, Calderwocd developed the T a e ‘ do to D m 1 .' .. The scope of concern in economic education is well illustrated with the topics for study listed in the table of contents used in the teachers' guide. For this reason the table of contents is presented here in full. Outline of the Ideas and Concepts Discussed ‘ I. The Importance of Economics and the Nature of Economic Understanding A. Why Economics Is Important. 1. Dealing with economic problems 2. M'aking economic decisions 3. Developing capacity to think objectively B. What Economics Is and What It Is Not. 1. Economics as a social science 2. mere-economics and Macro-economics 3, Abstract reasoning 4. Scientific method and economic theory 5. Statics and dynamics 6. value judgments 7. Economic skills II. III. The 44 Central Economic Problem.in All Societies: Whnts, Scarce Resources, the Need for Decision Making, and the Need for an Economic System. A. B. E. F. B. C. Economic‘Wants. 1. Defined and identified 2. Their never-ending nature Consumption, Consumers, and Consumption Goods and Services. 1. Meanings of terms 2. Consumption goods in contrast to capital goods Production and Producers. 1. Need for production 2. Meanings of terms 3. Middleman as producers Productive Resources or the Factors of Production. 1. Land or natural resources 2e hbor 3. Capital goods or capital 4. Entrepreneurship The Principles of Production. 1. Technological progress 2. Division of labor or specialization 3. Labor productivity 4. Saving, investment, and capital formation 5. The principle of diminishing returns Scarcity and the Need for Decision Making. 1. The basic fact of economic life 2. Economizing or the allocation problem 3. Opportunity cost Need for an Economic System. 1. An economic system.defined 2. Any economic system must answer four questions 3 . Economic systems vary widely Mbdified Market Economy of the U. S. Private Enterprise Economy. 1. Private enterprise 2. IMcdified private enterprise or mixed economy 3. Free enterprise Profits and the Profit Mbtive. 1e PrOfit 2. The profit motive The Circular Flow of Income. 1. In general 2. Between.business and the public 3. Between the public and the government 4. Between savers and investors Markets. 1. The market as an institution 2. Decentralized decision making 3. The market as a mechanism IV. G. H. I. K. 45 4. The market as an organized situation permitting buyers and sellers to deal with one another 5. Supply and demand interacting upon each other 6. Some goods and services not provided through the market Demand and Supply. 1. Demand 2. Supply 3. Elasticity of demand MOOSe 1. Definition 2. Determination 3. Other terms 4. Changes as regulators of a price-directed economy Competition. 1. Definition 2. Characteristics of a competitive market 3. Price competition 4. Nonaprice competition 5e EffOCtB Monopoly. l. U. S. eccnony not one of pure competition 2e Definition 3. Economic significance Anti-Trust Laws. 1. Responses to problem.of monopoly 2. Basic philosophy 3. Dilemmas Regulation of Public Utilities. 1. Case of government regulation of business 2. Price fixing and quality control 3. Economic significance 4. Characteristics of regulated industries Economic Role of Government. 1. Mbdified private enterprise 2. Regulatory function 3. Allocation of resources through taxing and spending (public receipts and expenditures) 4. Economic issues in deciding its extent Economic Growth and Stability. A. B. Economic Growth. 1. Increase in per capita output 2. Importance of rapid growth 3. Productive capacity as a limiting factor 4. Effective demand as a prerequisite Economic Stability; 1. Meaning 2. Inflation 3. Depression and recession 4. The problem Measuring the Performance of the Economy. 1. Household budgets 46 2. Balance sheet and income statement in bookkeeping and accounting 3. Social accounting or national income accounting 4. Gross National Product Rate of growth Real GNP or real output 5. National Income 6. Personal and Disposable Income 7. Index numbers D. Main Forces Determining the Level of National Production and Income. 1. Changes in total spending or total effective demand 2. Fluctuations in private investment or business spending 3. variations in consumer spending 4, Dynamic interdependence E. Fiscal Policy for Economic Stability. 1. Fiscal Policy 2. Government spending Government purchases of goods and services Transfer payments 3. Tax changes 4. Compensatory fiscal policy Federal budget Budget surplus or deficit 5. National debt and public debt F. Money, Banking, and Monetary Policy for Economic 1. The nature and functions of money Demand deposits or checking accounts Money as a medium of exchange and as a standard and store of value Mbncy spending and the velocity of circulation 2. Where does money come from? Lending and investing activities of banks Credit and debt Bank reserves 3. How does the government try to control the money supply and for what purpose? Federal Reserve System Monetary policy or monetary management 4. Effectiveness of monetary policy 5. The role of gold 6. Cost-push and administered price inflation V. Distribution of Income. .A. Market Determination of Income. 1. Money incomes 2e Ra‘vl incomes 3. Differences in income a? B. Economic Justice. 1. Inequality in income distribution 2 . Redistribution of Income C. Role of Profits. D. Personal Distribution of Income. E. Labor, Wages, and Labor Unions. 1. Labor productivity 2. Real wages and money wages 3. Unions and collective bargaining F. Farm Incomes. G. Economic Security. We Us Se in the World EconORW. A. Importance of World Trade and Investment to U. S. 1. Exports 2. Imports 3 . International investment B. Basis of World Trade. C. Economic Problems in World Trade. 1. Foreign exchange rates 2. The Balance of Payments Deficit in Balance of Payments Exchange control 3e Tariffs Protecting new industries Providing economic self sufficiency Protecting jobs and wages of domestic workers VII. Other Economic Systems. A. The Spectrum of Economic Systems. B. The Changing Nature of Economic Systems. (13:xi-xv) Wm.uiiyster, in a discussion on the need for economic education presented his own views of what might be con- sidered areas of economic concepts to be used in the general education of every person. He indicated that, "these areas of economic under- standings do not comprise all of general education. However, because of changes that have taken place, they have become essential under- standings for all people." (22:16) Eyster offered the following as statements of important economic concepts : l. The essential characteristics and principles of the American business and labor system, what it is, how it operates, and the role it plays in the economic and occupational lives of all people. #8 2. An understanding of business practices and procedures, such as consumer credit, installment selling, guarantee of quality, and service agreements that enable consumers to utilize completely and to benefit fully from the economic goods and services offered by business. 3. Principles of management of personal.business affairs, enabling one to enjoy the highest possible standard of living compatible with his income. a. The business of government (not the organization and operation of government), with special emphasis upon government business, such as the management and use of public lands, production of power, insurance against possible losses, lending of money, and subsidization of industries. 5. Basic economic principles, such as the operation of the law of supply and demand, real wages, prices, and marginal utility. (22:16) W The educational system.in the democratic society has a respon- sibility for providing learning experiences for youth to permit the development of "common" or basic understandings and competence in economic life-activities. Such experiences can and should be provided through a program of general education. The objectives of economic efficiency as originally described by the Educational Policies Commission were extended by French and his associates to include a broadened scope of economic activities. The examinaticn of these objectives revealed four major economic activities which require the achievement of competent behavior by the individual. These included (a) occupational choice, (b) work, (c) consumer activity and (d) making economic analyses. Occupational choice was described by Super as a process rather than an event. This theory was supported by the interpretations on the process as presented by Ginsberg and Small. Super and Overstreet determined from.their study of ninth-graders that education in the #9 high school should be organized to present occupational planning as a developmental process. Work was interpreted as the process of earning an income and as an activity with a describable content. It is always effort toward a specified end. Work is hard for youth to understand today, because it takes place where they cannot see it being performed and in situations where they cannot experience it themselves. As expressed by Miller and Form, work is really more than an activity since it is involved in a complex of social relationships in the setting where it is performed. It is through the study of these relationships that we can best come to understand what work is today. Consumer activities have taken on quite a new meaning today as changing social values and technological developments have altered the economic structure of the nation from one with a producer-orientation to one with a consumer-orientation. ‘me consumer today has a respon- sibility not only for maintaining his own welfare , but for directing the mrket economy of the nation. This occurs through the conduct of his own performance with certain consumer tasks. The ability to make analyses of economic problems requires the development of a broad orientation to the economic activities of people and the understanding of basic economic principles. This task generally remains the responsibility of programs in social science in the schools. Yet, with the tremendous variety of topics which fall in the realm of economics, every curricular area has a significant contribution to make in this effort. Industrial arts stands to offer as much or more than most other areas, with its concerns for the productive activities of man in industry. l. 5. 9. 10. 50 Bibliography American Business Education Yearbook. Vol. XV. Edited by H. G. Enterline. Educating Youth for Economic Comtence. Published jointly by The Eastern Business Teachers Association and the National Business Teachers Association. New Jersey: Somerset Press, 1958. American Council on Education. Paul Dressel, Director, and Lewis B. Mayhew. General Education: Explorations in Evaluation. Washington, D. C.: Amsrican Council on Education, 195“. American Association of School Administrators. Imperatives 1p, Edugggog. Washington, D.C.: American Association of School Administrators, 1966. Association for Supervision and Curriculum Development. Educating for Economic Congxpgteggg. Washington, D.C.: National Education Association, 19 O. Bach, George L. 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CHAPTERIII THE DEVEIDPI‘ENT OF OBJECTIVES TO ACHIEVE EFFICIENT ECONOMIC BEHAVIOR THROIBH INDIBTRIAL ARTS Intrgductign When viewing the problem of curriculum development in the high school, it should be kept in mind that educational objectives are "the criteria by which materials are selected, content is outlined, instruc- tional procedures are developed and tests and examinations are prepared." (#2 :3) With this basic principle of curriculum development to guide them, educators should find the task of educational planning quite reasonable. The fact is, though, that too often the preparation of objectives is ignored while a program is being planned. Even worse, effort may be expended to describe objectives and then they are never referred to after the teaching begins on a particular unit of study. The usual reason objectives are not stated is that the individual preparing the program probably did not know how to identify objectives, or he may not have had a real understanding of their relative value to the program. Whenever existing objectives are ignored by teachers, it is likely that the intended user found them uninterpretable, unrealistic, or simply unoperational. The results in either case are the same-4n educa- tional program with little direction, loose ends, and nothing by which to measure the achievement which might take place. the subject sT-‘eciaf'iis‘ts titular bod It : m? Bduc: "We. 11 Wired to Performance {32:6) It 1‘ Vim lust I): in knowing s: ”’98 to t‘: Mum r. an 59 identi tic, ectg WJ It 3p development 5% are rOQ 0?. mdanc 57 v t a Goa t2 ncgeve Economic Efficiengy Tyler, in discussing the process of preparing behavioral goals for education, refers to the importance of subject matter to this process. He suggests that if behavioral goals are to be developed, subject matter related to the goals must first be described. Further, he indicates that the subject matter may be derived from the analysis of materials which specialists in the subject area define as concepts that reflect a par- ticular body of knowledge. (“2:17) It is also important that learner needs be considered when pre- paring educational goals. When referring to the economic areas of life- activity, it should be asked, what kind of individual performance is required to achieve economic competence? The description of these perfonance requirements can serve as norms or standards for achievement. (h2:6) It follows, then, that these requirements become the learner needs which must be satisfied. It can be concluded from these statements that in knowing something about the kind of knowledge which lends order and meaning to the economic problems of life, learner needs and the kinds of behavioral responses which are required to achieve economic efficiency can be identified. 0 t f he Eco M It appears, from the review of literature related to the development of economic competence, that sources for ideas and informa- tion are found in a number of subject areas, including psychology, sociol- ogy, guidance and counseling, and secondary education. The analysis of materials from these areas reveals several major aspects to the process of 58 developing economic competence. An outline of these major aspects includes the following: I. Selecting an Occupation A. Knowing and understanding the self B. Planning educational and vocational activities C. Obtaining occupational information D. Developing an occupational perspective II. Performing in the Work Situation A. Job activity skills and knowledge B. Work routine C. Social atmosphere D. Attitudes and extraawork adjustment III. Conducting Consumer Activities A. Purchasing goods and services B. Using goods and services IV. flaking Economic Analyses of Industrial Activity A. Labor and production resources B. Production methods and procedures C. Distribution of production goods Stude t so ted S c c ent E n E 'c e As discussed previously, the achievement of economic efficiency involves a complex of learnings about such things as individual behavior, social relationships and economic conditions in the cultural setting. A more complete interpretation of these learnings is provided when they are translated into specific kinds of needs to be fulfilled by educational programs e 59 The satisfaction of these needs will provide the student a better chance to achieve an acceptable level of economic efficieney. When grouped under the major economic functions of (a) selecting an occupation, (b) performing in the work situation, (c) conducting con- sumer activities, and (d) making economic analyses, the needs appear as presented below. These statements were derived from the analysis of literature pertaining to economic life-activities. Selecting an Occunntion l. The need to understand and accept oneself. 2. The need to identify and describe personal interests. . The need to become involved in one's environment. 4. The need for educational planning, including an analysis and reanalysis over a period of time of the direction being taken. 5. The need to become familiar with job names, the conditions of work, and the duties in preferred occupations. 6. The need to recognize sources for information on occupations and how to plan for entering an occupation. 7. The need to assume responsibility for making tentative choices and to recognize alternative choices in occupations. 8. The need to develop a perspective on occupations. Penfogning in the'work Situation 1. The need to experience something which characterizes job activity. 2. The need to recognize and accept authority relationships. 3. The need to see the purpose in a division of labor. 4. The need to have experience in a work routine. 5. 7. 60 The need to sense the effect of the social structure and atmosphere on the work attitude. The need to recognize how the individual's feelings toward his work affect his extraawork adjustment. The need to recognize the kinds of goals an individual can have for his work. The need to realize that work has various meanings for the worker, such as it provides a means for: a) making a living. b) earning money. c) associating with people. d) passing time. e) discovering self-respect. f) being of service to others. g) participating in interesting, purposeful activity. h) obtaining extra-financial benefits. Conducting ansumez Actigities l. The need to realize the importance of consumption goods and services, and capital goods to the economy. The need to understand the role of the consumer in the economy. The need to balance income with consumption. The need to present appropriate reactions to the kinds and quality of goods placed on the market. The need to use buyers guides and directories for iden- tifying and selecting consumer goods for purchase. The need to employ instructional manuals for the proper use and care of goods which are purchased. 7. 8. 9. 10. 61 The need to perform maintenance tasks according to the mufacturer's instructions on goods which are purchased. The need to describe with accurate information, individual requirements for goods to be purchased. The need to identify and support fair market practices. The need to use, without abusing, the consumer services provided. W The learner needs presented in this section were derived pri- nrily from the analysis of Calderwood' s list of concepts for economic “nuti on e (8 :xi-xv) A nunber of these concepts were not directly related to the interpretation of man's industrial activities, since his concern was for all aspects of economic education. Therefore, only those concepts which related to the interests of irdustrial arts for providing a description of industry were used in the following list of needs: 1. The need to recognize the importance of labor, raw naterials and capital as resources for production. The need to interpret significant measures of production output. The need to recognize factors which determine what will be produced and how it will be produced. The need to understand the economic relationship between middlemen and producers. The need to recognize factors which contribute to technolog- ical progress. The need to understand the meaning of the principle of diminishing returns. 62 7. The need to recognize the role of private enterprise and entrepreneurship in the economy. 8. The need to understand the importance of investments to the achievement of progress in industry. 9. The need to describe the meaning of production capacity. 10. The need to recognize the purpose and need for collective bargaining. S tofObetvef u a1 W Two purposes can'be served by this brief review of the objectives of industrial arts. First, the role of industrial arts in general educa- tion can.be illustrated best'by indicating the extent of concern expressed in its objectives for providing certain kinds of educational experiences. Second, and more specifically, the extent to'which economic activities in life have been a concern of industrial arts is implied in its objectives. The objectives of economic efficiency are most often included as parts of or implied in the broad objectives for industrial arts. This is evidenced in the list of nine objectives presented by Wilbert 1. To explore industry'and American industrial civilization in terms of its organization, raw materials, processes and operations, products, and occupations. 2. To develop recreational and avocational activities in the area of constructive work. 3. To increase an appreciation for good craftsmanship and design, both in the products of modern industry'and in artifacts from.the material cultures of the past. h. To increase consumer knowledges to a point where students can select,‘buy, use, and.maintain the products of industry intelligently. 5. Tb provide information about, and-in so far as possible- experiences in, the basic processes of many'industries, in order that students:may be more competent to choose a future 70 “ti on e 63 6. To encourage creative expression in terms of industrial “tends e 7. To develop desirable social relationships, such as coopera- tion, tolerance, leadership and followership, and tact. 8. To develop safe working practices. 9. To develop a certain amount of skill in a number of basic industrial processes. (47:42-h3) Thoughts, such as exploring industrial occupations, or increasing consumer knowledge, give some indication of the inclusiveness of these objectives in reference to economic activities. The Ohio State Department of'Education, in.a booklet on standards for industrial arts in the junior and senior high schools, presented a list of six.functions for industrial arts. These functions are also referred to as objectives or guiding principles for industrial arts. The form.of the titles for the functions mike it necessary to include the description of their content in order to see how studies in economies are included in them. ta . Experience in industrial arts should help the junior and senior high school pupil become better oriented in an industrial society by exploring many types of tools, materials, processes, products, and occupations. Manipulation should be pri- marily a means for promoting other ends. Habits and skills derive their value from appropriate use. The emphasis is rather upon obtaining a pattern of knowledge, attitudes, habits, skills, and understandings essential to individual and group welfare in a technological society. One of the basic outcomes of the orienta- tion function is its value in assisting the pupil.in making an occupational choice which moy lead him.into vocational preparation in the final.years of‘his educational program. Ih§_232hnig§l_£§nstigp, Industrial arts ehculd provide as many opportunities as possible for pupils to spend at least a year in any phase of work where orientation mey'help to define specialized interests that can'be pursued with profit. The opportunity, for example, should be provided for a pupil to delve into the intrica- cies of cabinet or furniture making, electrical communications and power, lighting, automotives, printing a monograph, making a ccbin or a boat including drawing the design and writing the specifications, designing and making a small machine, studying the occupational possibilities of certain local industries, or any similar problem or group of related problems in one or more areas of the industrial arts program. 64 WW. Industrial arts also provides oppor- tunities to cultivate a wide variety of useful, wholesome, and enduring leisure time interests, and activities. Collection and appreciation is involved in addition to manipulation. The impor- tance of this function is increasing. There is now almost as much time for leisure as for labor and sleep together. Increased leisure time affords not only an educational opportunity but it also becomes a liability and a responsibility with which the school must cope. W. A primary purpose of industrial arts is to aid the individual in developing intelligent attitudes and understandings concerning the selection and use of the products of industry. This involves studies and experiences covering a variety of topics and problems ranging from the production of raw materials, through the processes and problems involved in their wise use by the ultimate consumer. It should and must help him achieve consumer literacy since he needs to live intelligently in the midst of an involved technology. 3 . Experiences in industrial arts through activities in the shop or laboratory, as well as outside, should help the students develop desirable social habits and attitudes. The program is concerned, for example , with helping pupils under- stand and formulate wholesome opinions toward such things as integrity of worlouanship, sanitation, housing, wages and hours of labor, safety, preservation of natural resources, or an other related social problem. t . Experiences in industrial arts should help the individual enjoy a finer culture as regards materials in an involved technological society. This means helping him develop and use his material inheritance. For example, the pupil can learn to know style or design in architecture, furniture, rugs, pottery, silverware, glass, dress, china, printing, machinery, and other items of common use, and appreciate the forces that have influenced them. With a cultured taste, he is prepared to surround himself with those things from which he can derive life-long satisfaction. (28:70) Olson used these functions as guidelines for the development of his study on the derivation of 'subject matter from technolog. He omitted the orientation function because he felt it was quite naturally a part of all the other fimctions, and he inserted an "occupational function". He indicated, though, that the over-all content remained the same for both groupings. The analysis of the occupational function which he nude probably represents one of the few if not the only such 65 analysis of industrial activities to derive content for industrial arts on the topic of occupations. (29:77-78) Hostetler made a comparison study of the objectives which have been proposed for industrial arts over a period of thirty years. Among those he considered were the lists presented by several well-known educators and state departments of education. These included the lists of: 1. Warner, 1928 (16:34) 2. Proffitt, 1938 (law-1,61) 3 . Wilber, 19% (47 :4243) h. The American Vocational Association, 1953 (2:18) 5. Olson, 1957 (29:77-78) 6. The State Department of Education, Florida, 1959 (16 :vi-vii) 7. The State Department of Education, Mississippi, 1959 (25 215-156) 8. The Chicago Board of Education, 1959 (10:3-5) From his somewhat historical analysis of these objectives Hostetler derived what he considered to be four particular objectives believed to be, "unique to industrial arts. . . which should be empha- sized in our public school programs." (20:19) These were presented along with a connentary on their meaning as follows: 1. To develop in each student an insight and understanding of industry and its place in our culture. No student can lay claim to being an educated person today unless he has some understanding of the industrial society. Industry is a dominant element in this society. It is the responsibility of the schools to help each student understand the world in which he lives. While this may be done through courses in economics, sociology, and physical sciences, these courses are often taught in such a way that the student studies about these phenomena rather than 2. 3. 66 actively participating in them. Industrial arts, on the other hand, when organized to give significant learning experiences (i.e., Bick's project in city planning or mley' s on research and experimentation) enables the student to gain insights and understanding through active partici- pation. One of the functions of industrial arts is the development of leaning through application to the occupational and pro- ductive activities of the society. The student who is truly educated must know more than the theoretical aspects of communication, science, art, government, etc. He must see relationships among these subjects and develop a sense of their purposes since each area is a part of the experiences leading to his complete integration into his society. To discover and develop talents of students in the technical fields and applied sciences. One of our social responsibilities is to provide opportuni- ties for the individual to develop to his fullest. Students in our schools represent a diversity of talents. It is the school' s responsibility to help students discover and develop their talents, and it is the responsibility of industrial arts to help them discover and develop the talents in techni- cal fields and applied sciences. The best way to discover talents is to provide experience situations in which the talents may appear. Industrial arts provides experiences in technical education which provides the opportunity for the discovery of technical abilities. To develop technical problem- solving skills related to materials and processes. Teaching industrial arts shopwork should begin with a problem approach. Man has developed tools and machines to solve his problems, to get the job done more easily and quickly. As new problems arise, new tools are designed to meet these problems. To use tools and materials in indus- trial arts, when properly directed by the teacher, leads to creative thinking, the application of principles of science and mathematics, as well as technological developments. If we oversimpliiy the total task of education and agree that the central purpose of education is to enable the student to solve all of his problems (emotional, social, ccmmicative, vocational, etc.), we would then say that the purpose of industrial arts is to provide experiences which will enable the student to solve the technical problems of living in a highly industrialised age. The experiences provided should give the student an opportunity to apply science, nthematics, and other facets of his general education to the solution of practical problems in the industrial arts shop. 4. 67 To develop in each student a measure of skill in the use of common tools and machines. Skill. is essential in every industrial arts program. If used properly it becomes the tool which the student uses to achieve his goals—it leads him to insights and under- standing of industry: it helps him discover and develop his talents in the technical fields: and it aids in the development of problem-solving skills. If, on the other hand, it is used improperly, the student will become its slave. It becomes an end in itself, and a program of indus- trial arts interested primarily in developing manipulative skills can hardly be justified except for the slow learner. To be able to use the common hand and machine tools correctly, safely, and skillhflly is perhaps as important to the industrial arts student as the mastery of brush techniques is to the artist, or as the skillful use of the dissecting set and microscope is to the student of biology. In each case, skills and techniques are means to ends and not ends in themselves. However, some of these skills are important enough to teach them "on purpose. " Every student should be encouraged to perform every task skillfully to the best of his ability and time available. Pride in worknmn- ship comes from a job well done. (20:18-20) Other than those major works on the objectives of industrial arts which make reference to developing economic competencies, a number of less-known statements were found in the literature. These appeared to reflect more of the contemporary thinking on what industrial arts might encompass in the school curriculum. Miller, for instance, completed a doctoral dissertation in which he exandned the objectives of industrial arts with respect to selected sociological factors of contemporary Amrican society. In this he indicated that the analysis of objectives revealed several comon characteristics of industrial arts, which indi- cated that it should: 1. 2. 3. 4. Be exploratory in nature. hphasise the individual student' s personal development. Ehphasise certain personal-social traits in individuals. Contribute to the guidance of individuals. (25) Bateson and Stern referred to the contribution of industrial arts in providing vocational guidance and occupational orientation. They stated 68 that there are two objectives which industrial arts can achieve more effectively than any other subject area or activity of the school Guru culum e The first of these has to do with the process of assisting the individual to choose an occupation-evocational guidance, and the second has to do with vocational preparation for industrially oriented occupations. (4:8) Stephenson and Brierly discussed vocational guidance in terms of it being an integral component of industrial arts. They reported on the use of a vocational guidance unit in the ninth grade industrial arts course, and the opportunities provided in this to explore careers. They stated that through industrial arts, students "learn the basics of several large segments of industry and in the process develop and discover interests and abilities." (h0:36) Similar points were made by Mbeller (27:28), Brown (5:27), Reed (31:25), and Schmitt (37:28). In spite of the opportunities which may be inherent in industrial arts for developing an occupational orientation and awareness of the work ‘world, Ziel argued: The world of work is only remotely related to the activities manifested in the industrial arts unit shops of today. The industrial arts teacher has the obligation to interpret the industrial environment to students by a meaningful translation 2f th2)multip1e forces inherent in the dynamic world of work. “9:2 Caldwell also emphasized this point in his statement on the goals for industrial arts. Apparently he is concerned.with the existence of the attitude that industrial arts is strictly a limited form of vocational edilatation for the non-academically oriented student, as he said: Industrial arts can inject into an academically status-minded educational attitude a new dignity for the technology of our day and a new respect for the infinite variety of talents and roles required by it. Aside from the intellectual values of the experience, surely the opportunity for a boy to work in a 69 shop under the direction of a good teacher can supply the very experience around which he can, in searching for his own best self, establish an agreeable relationship with the world of things and fellow workers. It is not impossible that in many instances this last achievement of industrial arts education will be the greatest for the general good. (9:10) Siegel made the point that the kinds of work activities provided in industrial arts are in contrast to those identified as specific trade training . He expressed the belief that through industrial arts students my acquire a cluster of work skills which will meet the entrance re- quirements for a variety of occupations. (38:34) This thought was also emphasized by Brown, who said: "Students in industrial arts classes acquire habits of accuracy, perserverance, and neatness that are necessary in an occupation." (5:27) The area of consumer activities was mentioned in a number of references which discussed goals for industrial arts. (22:19) (30) (31:25) Schmitt' s study probably offered the best analysis of consumer education in industrial arts, as it considered the selection, use and care of certain durable goods. One of Schmitt's major concerns was to deterniine the kinds of learning activities which are preferred for con- sumer education in industrial arts. He was able to identity eighteen learning activities through the responses to his survey instrument: 1. Discuss products in which the use of different materials would have improved their value (i.e., artificial leather with real leather, baseball. glove). 2. Discuss characteristics of various materials used in shop projects. 3. Discuss relationship between cost and quality of article. ll. Examine various articles to illustrate to the class good and poor construction (i.e., books, gift articles). 5. Illustrate various methods used to hold or fasten articles together and discuss advantages and disadvantages of each method (i.e., welding, bolts, nuts). 6. Show relationship between construction and use. 7. Have students determine what elements make up 'good design.‘ 7O 8. Explain how the material affects the design (i.e., limita- tions of glass, strength of steel, etc. ). 9. Compare articles of good workmanship and poor workmanship. 10. Illustrate good construction methods of bracing to acquire stability and strength. ll. Study operating instructions for some of the industrial arts shop's machines. 12. Show how misuse reduces a product's life (i.e., pass around examples of ball-bearings that have not been oiled properly). 13. Discuss importance of checldng over contents of a purchase immediately upon receiving to check on discrepancies. 14. Perform periodic maintenance on a machine. 15. Disassemble, clean, adjust and reassemble an article following the mnufacturer's directions. 16. Discuss periodic checks and their importance. 1?. Have students lubricate equipment as specified by the manufacturer. 18. Recognize materials that should be kept away from heat. (32 :109-110) Statements of Goal; mud n GOD. The text by French and Associates provides an extensive and detailed list of behavioral statements as a guide for the development of learning activities. This list is directed at any curricular area in the high school which has a major purpose in providing learning experiences for general education. Since the major function of industrial arts in the high school is one of general education, this list offers significant thoughts and direction for preparing behavioral outcomes for industrial arts. The particular factors stars! to support the use of French's statements in this study of behavioral goals for industrial arts. These factors are: (a) The list was developed by a group of specialists from a number of subject utter fields and, therefore, may be considered a valid representation of the concerns in general education: and (b) the variety and comprehensiveness of the inclusive statements provides every 71 subject matter area of the high school a resource from which to draw ideas and information. Not all of the statements in the French list related directly to industrial arts. Therefore, the selection of those which would be appropriate for use was achieved by referring to the broader objectives on industrial arts. Behavioral statements that appeared to satisfy the requirements of the objectives presented by Wilber (47) or Hostetler (20) were selected and grouped under the four major aspects of economic activity.“ 1. 2. 3. 5. 7. Statements derived from this analysis included the following :* co elatedto ccutonach e Accumulates information about the many available vocations particularly those likely to be available to him. (p. 1225 Utilizes many resources for gaining some first-hand informa- tion about the vocations in which he might be interested: observation of workers, visits to factories, conferences with counselors, teachers, reading. tests, films, etc. p. 122 Becomes aware of new occupational patterns and requirements emerging from such developments as electronics, automation, and the use of atomic power. (p. 123) Recognized that any vocational area offers various kinds of jobs, and endeavors to become familiar with their advantages and disadvantages, working conditions, job activities, requirements for entering and for success in those which interest him. (p. 123) Understands that not all the work on any job can be interesting or fun, but that there is satisfaction in a day's work well done. (P. 123) Understands the extent to which command of the fundamental processes of communication is necessary to success in voca- tions in which he is especially interested. (p. 1214) Feels responsible for mking a choice of occupation. (p. 127) *The behavioral statements on this and the following pages were taken from French (17). Page numbers only are given with each statement. 9. 10 . 13. 1h. 72 Is infomed concerning the kind, length, and general cost of training for occupations and jobs in which he has an interest. p. 12h Selects the college, university, trade or vocational school best suited to his needs in terms of a good education in his chosen field of work and is preparing to meet its entrance requirements. (p. 125) Is interested in seeing vocational films and film strips of general or an exploratory nature. (p. l2 5) Learns about as many kinds of jobs as possible and require- ments for success in them. (p. 125) Begins to narrrow down his occupational interests to one or more areas, and to learn about the kind of training needed for occupations in these areas. (p. 125) Begins as soon as possible to plan for formal education, after high school or vocational training, that is suited to his vocational interests. (p. 126) Reads simple blueprints , recipes, and other types of work directions with understanding. (p. 126) W21: 15. l6. 17. 18. 19 e 20. 21. Becomes more familiar with business organizations (corporate and small), labor unions, and the professional organizations as they relate to his occupational interests. (p. 126) Exhibits the common personal qualities and work habits needed for success in the world of work : initiative , prompt- ness, courtesy, cooperation, cleanliness, neatness. (p. 127) Respects all kinds of socially useful work and sees the value of any work that enables ran to satisfy his needs—physical, emotional, intellectual, social. (p. 127) Exhibits wholesome pride in his work or craftsmanship. (p. 127) Eadzibits reasonable competence in using and caring for the tools, equipment, or materials related to his emerging occu- pational interests. (p. 127) Is learning to estimate details of a job, to use the basic tools and eqmlpnent, to plan how the work should be done, and to be responsible for the quality of his own work if his choice of vocation requires these abilities. (p. 124) Uses fundamental vocational skills, such as reading, computation, and writing. (p. 128) 23. 2h. 25, 26. 27. 28. 29. 30. 31. 32. 33. 3’4. 35. 36. 73 Has had a little experience with a few of the most common t0013e (p0 128) Follows instructions in handling costly and fragile equipment. (p. 166) Shows a sense of social responsibility in conserving school supplies and protecting school and other public property. p. 1 7 Uses properly and keeps in good order the tools and equip- ment zha).red by a class or other group to which he belongs. p. l 7 Is prompt, cooperative, and generally compliant in carrying out reasonable instructions on a job. (p. 167) Is reliable in doing a job even when unsupervised. Does not merely make a pretense of working. (p. 167) Feels responsible for giving a good day's work for a day' 5 pay. (p. 167) Has an attitude of responsibility toward his work which others in the group can count on. (p. 167) Has learned how to aka a report of his work-results with clarity and simplicity. (p. 167) Reads about and discusses some of the economic forces that may affect his vocational life (new discoveries and inven- tions in business and irxiustry-whanging standards and opportunities in professions—and problems of production and distribution of goods and services.) (p. 168) He considers a vocation from the standpoint of service to his fellow men as well as from its financial possibilities. (p. 190) Discusses lucidly the place and value of his chosen career in the greater society. (p. 190) Works consistently well because he believes that the quality of his work will have an effect upon the status of his chosen profession or vocation. (p. 190) Has visited, or read about, and so understands something of the operations of a large industrial organization, and of a labor organization. (p. 212) Has some understanding of the role of labor unions in our econony. Knows the approximate extent to which workers are organized into unions in this country and the chief reasons for the development of unions. (p. 212) 37. 74 Begins to identify some of the factors which contribute to a worker's economic problems: lack of basic education, lack of opportunity for adult education related to his job, increasing demands of technology, automation, housing, illness, etc. (p. 212) Outcgggg gglgted to ggnsumez agtizitigg 38. 39. #1. #2. Knows where to obtain accurate information about the products he wishes to'buy and is persistent and skillful in usin this information when making many of his purchases. (p. 128 Chooses whether or not to buy pre-processed or assembled goods, with full knowledge of what is saved or lost in preparation time and what may be lost in quality and price. p. 128 Keeps his possessions in adequate repair. (p. 129) Is able)to use many common craft tools for simple operations. p. 129 Finds out what is known about the merits of various kinds of detergents, lubricants, abrasives, etc. for cleaning and protecting household goods and equipment. (p. 129) 47. Knows what jobs are available in the community, trends in employment, and the requirements and opportunities for various jobs. (p. 169) Recognizes the importance of free public education for all and of opportunity for continued vocational education for all workers of the community. (p. 169) Understand the importance of essential crops to our indus- trial life and the need to import those not produced in the United States, or not produced in sufficient quantities or cheaply enough to meet our industrial needs: e.g. certain fibers, rubber, and industrial oils. (p. 199) Appreciates the achievements of science and technology in discovering new sources for the materials we are already' using, in finding new and more efficient ways of extracting resources from known deposits, in finding uses for ma- terials known but not usable, and in discovering and creating new resources. (p. 203) Recognises that all synthetics are produced from some natural resource and that their use does not lessen the need for con- servation. (p. 203) 75 48. Knows that the ultimate purpose of our economic system is to produce and to distribute as many and as much as possible of the goods and services which our people want in order to maintain a high standard of living, and accepts this as his basic criterion for making judgments regarding our economic life. (p. 208) 49. Is able to discuss some of the principal issues of organ- ization, management, and control of production, distribution, and consumption of goods and services in a technical age. p. 209 50. Studies the changes that the past fifty years have shown in the nature of employment. (p. 209) 51. Recognizes the advantages to the public of big business, such as efficiency of mass production methods, technological progress through research, patent laws, control of raw material supplies, and advantages inherent in volume of purchase and sales. (p. 210) 52. Learns something of the chief types of American unions and their patterns of organization. (p. 211) 53. Is becoming familiar with labor organizations and problems when and as they affect his immediate area. (p. 211) 54. Is able to explain something of the role of management in manufacturing and other enterprises. (p. 211) S v 0 Winnie The proper development of objectives for industrial arts requires that they'be stated in the form.of‘behavioral goals. Sommers and Face presented this as a basic consideration for developing objec- tives for industrial arts. More specifically, "educational objectives should be stated in terms of the types of change expected in the learner at the conclusion of instruction." (39:33) Tyler extended this interpretation of the form for educational objectives in saying: 76 .L statement of objectives clear enough to be used in guiding the selection of learning experiences and in planning instruction will indicate both the kind of behavior to be developed in the student and the area of content or of life in which the behavior is to be applied. (#2x30) Further specification of the ferm.for behavioral goals or out- comes was offered by Hagar in his text on preparing instructional objectives. In this he concluded with three questions which serve as criteria for determining the adequacy of an objective when it is pre- sented as a behavioral statement: 1. Does the statement describe what the learner'will.be doing when he is demonstrating that he has reached the objective? 2. Does the statement describe the important conditions (givens and/or restrictions) under which the learner will be expected to demonstrate his competence? 3. Does the statement indicate how the learner will be evaluated? Does it describe at least the lower limit of acceptable per- formance? (23:52) Wilda E t o 0 Be What kinds of student behaviors should be manifested through industrial arts experiences in the high school? This fundamental ques- tion served as the basis for the preparation of objectives found in this phase of study on developing economic competence through industrial arts. Industrial arts experiences are considered here as any directed learning experiences that could occur in an industrial arts programp-grades seven through twelve. When presented in terms of student performance, this question may appear as: What kind of performance in the economic areas of life will the student be able to demonstrate at the completion of his experiences in industrial arts? It is clearly recognized that students are not all capable of the same kind of performance. Therefore, any proposal for describing a 77 particular level of performance may serve only to suggest a norm for measuring student performance. The achievement of anything less than what is proposed may result in a significant deficiency in some area. Procedural elements for the development of statements which illustrate the kinds of behavior to be expected of industrial arts students were presented in earlier sections of this chapter. They are reviewed here in summary form: 1. Identify and organise the subject matter which describes the economic problems of life. 2. Define the needs of students in relation to the subject matter and indicate what the subject matter offers for educational purposes. 3. Select those aspects of the subject matter which fit within the bounds defined by the broader objectives of industrial arts. h. ‘Write the behavioral statements to satisfy the three criteria presented by Mager for writing behavioral outcomes. Behavioral statements that result from the application of each step of this procedure are illustrated in the following section. These statements are organized and described according to selected subject topics. in order to show their relationship to the content derived from the economic affairs of life. Each statement is preceded by the phrase "The student will be able to . . . " to emphasize that a particular kind of performance is to be demonstrated by the student upon the completion of his studies in industrial arts. S 78 nt c ated th Maki a Choice of Occu t on.-The first group of statements is intended to contribute to the satisfaction of the needs of the student to develop self-understanding, to search out and find information on occupations , to complete some kind of edu- cational and vocational planning and to develop an occupational per- spective. l. 2. 3. 5. 7. 9. The student will be able to indicate his own aptitudes and abilities for work in the industrial-technical areas. The student will be able to judge his performance in work activities on the basis of his own capabilities. The student will be able to describe the purposes of post-high school vocational education for the worker. The student will be able to specify the requirements for education or training after high school which is suited to emerging vocational interests. The student will be able to identify and analyze industrial employment trends in the commnity. The student will be able to compare the factors of salaries, working conditions and job requirements for vocation in industries. The student will be able to assess those factors which give a vocation value, such as the service it provides for mankind and the financial returns it provides for the worker. The student will be able to describe and compare the organ- isational structure of large and mall industrial firms. The student will be able to describe the work structure in local industries in terms of occupational title, job activities and job relationships. 10. S 79 The student will be able to describe the occupational changes resulting from developments in electronics, automation, cyber- netics, and atomic power. te t o ted th Po 0 the Work Situation.--The second group of statements is intended to contribute to the satisfaction of the needs of the student to become familiar with work activities and to develop basic work skills, to experience a work routine, to appreciate the effect of the social atmosphere on work, and to recognise the meaning of worker attitudes on extra-work adjustment. 1. 2. 3. 7. The student will be able to make simple sketches and drawings of objects. The student will be able to estimate volume , area , quantity, and dimensions. The student will be able to use hand tools and machines common to the trade or industrial job in which he indicates an interest. The student will be able to measure with rules, gages, and meters. The student will be able to follow operating instructions when tooling-up and using machinery. The student will be able to interpret the information used for describing an operational procedure. The student will be able to mks a report on the results of his work with clarity and simplicity. The student will be able to use appropriate technical termi- nology to commnicate with other persons while working to solve technical problems. 80 9. The student will be able to demonstrate minimal competence in using the tools related to his emerging occupational interests. 10. The student will be able to demonstrate safe work habits. ll. The student will be able to describe the physical, emotional, and psychological effects of repetitive operations on the human,being. 12. The student will be able to work effectively with a group. 13. The student will be able to work effectively and efficientky when alone or under supervision. 1h. The student will be able to judge the value of work as it satisfies the social needs of man. 15. The student will be able to judge the value of work as it satisfies the physical needs of man. 16. The student will be able to judge the value of work as it satisfies the intellectual needs of man. tem.n ’ated th Co sume t ti .-The third group is intended to contribute to the satisfaction of the needs of the student to develop sound habits in the purchase and use of consumer goods and services. 1. The student will be able to illustrate, by example, the principles of design. 2. The student will be able to select products for purchase on the basis of the comparative information he obtains, such as cost and quality of construction. 3. The student will be able to recognize the advantages in 7. 9. 81 purchasing products which have been tested and approved by federal or private research laboratories. The student will be able to plan work activities to provide for the conservation of supplies in the shop or laboratory. The student will be able to keep personal possessions in adequate repair. The student will be able to disassemble, clean, adjust and reassemble an article according to the manufacturer's directions. The student will be able to perform basic engine servicing operations, such as providing lubrication and fuel, and cleaning the engine. The student will be able to make simple electrical repairs on household items, such as lamps, extension cords, and appliances. The student will be able to select appropriate lubricants, abrasives, and cleaning solutions used in cleaning and protecting household goods and equipment. t me t c a th cess of Makin E0 0 c Relation to lggustrial Activitig§.-The fourth group of statements is intended to contribute to the satisfaction of the needs of the student to understand the purposes for and nature of labor and production resources, significant production methods and procedures, and the distribution of SOOdS. 1. The student'will be able to present examples of the achieve- ments of science and technology in discovering new sources for and new forms of raw materials. 2. 3. 7. 9. 10. 13 . 82 The student will be able to describe the changes , over the past 100 years, in methods for extracting raw materials. The student will be able to describe the basic processes for making the synthetics used by industry for the goods it produces. V The student will be able to specify the sources for raw materials used in industrial operations in the community. The student will be able to specify the advantages inherent in volume purchasing and sales by industry. The student will be able to describe the role of labor unions in our scenery. The student will be able to define the major purposes of national labor unions. The student will be able to describe the role of management in industry. The student will be able to identify factors which contribute to a worker's econoaic problems, such as a lack of basic education, and the increasing demands of technolog. The student will be able to discuss the affects of market research on production. The student will be able to describe the phases of production Rom product design to packaging. The student will be able to define and compare quantity production and custom production methods used by industry. The student will be able to identify the changes and trends in production methods resulting from the use of research findings. \I“ 83 14. The student will be able to describe the affects of an imbalance in the supply and demand of goods and services. m The major purpose in this chapter was to present statements of objectives to achieve economic efficiency in a form appropriate for use in industrial arts. The process of developing educational goals was illustrated.with subject matter derived from the analysis of economic life-activities. Then, the objectives for industrial arts in general education were studied to determine the extent of concern for economic learnings. Finally, statements of behavior for achieving economic competence in industrial arts were presented. The process of developing educational goals calls for the con- sideration of at least two factors: (a) the subject matter which evolves from certain life-activities, and (b) the description of learner needs as determined by the demands for performance in these life-activities. lExisting statements of objectives for industrial arts appear, generally, to express a concern for developing economic competence. But, two problems_are brought into focus in the review and analysis of these statements. These are: (a) the diverse and often confusing manner in which the statements are presented make them difficult to interpret, and (b) the tendency to refer to limited aspects of economic life- activities, such as occupational exploration or consumer knowledge, does not illustrate the true scope of the activities themselves or the pos- sibilities for experiences in industrial arts. Collectively, the state- ments of objectives presented by'Wilber, Olson and Hostetler serve as a 84 point of reference for describing the contributions of industrial arts in the achievement of economic efficiency. French' s statements of goals for the high school offer a number of suggestions for behaviors which might be achieved in industrial arts. The most significant thing to be noted, though, was the attempt by French to translate statements of objectives into behavioral statements. This provided a more functional form of objective. Refinement of this form was achieved in the preparation of statements to be used for indus- trial arts by applying Mager' s criteria for preparing instructional objectives. The final step in describing the possible contribution or role of industrial arts in the achievement of the objectives of economic efficiency was to present a list of behavioral statements for industrial arts. These statements were categorized in terms of the mjor economic functions of occupational choice, work, consumer activities and making economic analyses. Each statement was presented to indicate the kind of performance to be demonstrated by the industrial arts student. W 1. Allen, Kenneth C. "The Role of Industrial Arts Teachers in Vocational Guidance." Unpublished meter's thesis, University of Michigan, 1947. 2. brim Vocational Association- Wm W. Washington: American Vocational Association, 3. Barton, George E., Jr. "Educational Objectives: Improvement of Curricular Theory About Their Determination, " Towa Wm. Compiled and edited by Virgil E. Harrick and Ralph W. Tyler. (Supplementary Educational Monographs, No. 71) micago: University of Chicago Puss, thrch, 1950. 85 l4'. Bateson, W. M., and Stern, J. "The Functions of Industry as the Basis for Industrial Education Programs," Journal of Industrial W122. I. No. 1 (1963). 3-16. 5. Brown, Robert D. "The Many Facets of Industrial Arts," ust Wm I-III. No. 8 (October. 1964 . 2 27+. 6. Burdette, Walter E., Jr. "Contribution of Industrial Arts to the Consumer Knowledge Possessed by Students of Central Minnesota. " Unpublished Doctoral dissertation, University of Missouri, 1955. 7. Burnham, G. "Industrial Arts and Consumr Education," Eugtgal Wm XLVI (May. 1957). 1149-151. 8. Calderwood, James D. Tea 9 G 'de t lo ntal Eco : Pa E o c Idea C s. New York: Joint Council on Economic Education, 19 . 9. Caldwell, John T. "Goals for Industrial Arts," W 122223.: XXII, No. 1 (September, 1962), 9-10. 10. Cardinale, G. "Industrial Education and Guidance," MW IIV (October. 1965). 37-38. 11. Chicago, Board of Education. u W1- Ctficago. Illinois: Board of Education, 1959. 12. Clay, Kenneth R. "A Study of the Nature of Creative Behavior in Industrial Arts and the Indicated Encouragement of this Type of Behavior by Michigan Industrial Arts Teachers . " Unpublished Doctoral dissertation, Michigan State University, 1965. 13 . Coover, S. L. "Industrial Arts and General Education, " mg m Vogflgnfl Edugtim. XIII (May, 1960), 28. ll}. Dawson, Kenneth. "Industrial Arts and the World of Work," Educaflgg; WP.- XXII (Jeanna. 1965). 236-238. 15. Feirer, John L., and Lindbeck, John R. W- Washington, D.C.: Center for Applied Research in Education, 1964. 16. Florida, State Department of Education. d -- S l . Bulletin 12. Tallahassee, Florida: State Department of Education , 1959. 17. French, Will, and Associates. ral G of e W. New York: Russell Sage Foundation, 1957. 18. Hammond, Robert G. "Evolving Concepts of Industrial Education in the Thinking of the Industrial Educator." Unpublished Doctoral dissertation, University of Missouri, 1956. 19. 20. 21. 22. 23. 2“. 25, 26. 27. 28. 29, 30. 31. 86 Hawse, J. E. "An Analysis of Industrial Arts Objectives as Deter- mined by Opinions of Selected Population Groups." Unpublished Doctoral dissertation, Colorado State College, 1969. Hostetler, Ivan. "What Objectives Should be Emphasized in Indus- trial Arts." WW- Conference Report by Marshall L. Schmitt. Washington, D.C.: U.S. Department of Health , Education and Welfare , 1960. Iindvall, C. M. (ed.) Defining Educational Objectives. A report of the Regional Commission on Educational Coordination and the Learning Research and Development Center. Pittsburgh: University of Pittsburgh Press, 196% Maddox, Marion E. "Should the Objectives of Industrial Arts Change," Industrial Arts and Vocatigpél Educatigg, L (November, 1961), 18-20+. Mager, Robert F. begging Ins_tr_uct%onal Objectives. Palo Alto, California: Fearon Publishers, 19 2. Miller, Dudley B. "A Critical Analysis of the Vocational Guidance Practices Employed by Industrial Arts Teachers in Selected Junior High Schools in the United States." Unpublished Doctoral dissertation, Teams A 8: M, 1963. Miller, Rex. "An Examination of the Objectives of Industrial Arts with Respect to Selected Sociological Factors of Contemporary American Society." Abstract for unpublished Doctoral dissertation University of Buffalo, 1961. (Dissertation Abstract xm. p. 1922) Mississippi, State Dgartment of Education. W t ‘ _h S - — 2-12 . Jackson, Mississippi: State Department of Education, Division of Instruction, 1959. Moeller, Carl A. "Industrial Arts: Role in Occupational Prepara- tion." WW. XL. No. 5 (May. 1965). 27-28. Ohio, State Department of Education. mic gigh Schggl Stagards, Edu J o S h S Columbus, 0:10: @110 State Dept. of Education, 1947. Olson. Delmr W- W- Colunbus. Ohio: Epsilon Pi Tau, Inc., 1957. Olsen, J. C. "The Guidance Function of Industrial Arts in Teacher Education. " Abstract for unpublished Doctoral dissertation, The Ohio State University, 1964. (Dissertation Abstract m, p. #56“) Reed, Howard 0. "Theories of Industrial Arts Education," American Vgcagonal Journa urnal, XZXIII (January, 1958). 25. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 45, 87 Regional Commission on Education Coordination. Defining Educatfional Objectives. Pittsburgh: University of Pittsburgh Press, 19 . figgeazch in Mugtgal Educati on. Ninth Yearbook of the American Council on Industrial Arts Teacher Education. Bloomington, Illinois: McKnight and McKnight Publ., Co., 1960. Schmitt, Marshall L. "A Study to Determine Course Content in Consumer Education for Industrial Arts." Unpublished Doctoral dissertation, Pennsylvania State University, 1953. u t a s Teachi . Conference Report. Washington, D.C.: U.S. Department of Health, Education and Welfare, 1960. . "What are the Values of Industrial Arts," W W, XXIII, No. 1 (September-October, 1963 , 11-16. "Why-“The Industrial Arts, " American School Bgag J m1. CIIIVII (December, 1958), 27-29. Siegel, Hubert. "The Imperatives of the High School Industrial Arts "MW LIII NO- 5 (my. 1964). 34-36. Sommers, Wesley S., and Face, Wesley L. "Research Related to the Achievement of Industrial Arts Oojectives," Status of Research W Fifteenth Yearbook of the American Council on Industrial Arts Teacher Education. Bloomington, Illinois: McKnight and McKnight Publ., Co., 1966. Stephenson, George, and Brierly, Clyde W. "Vocational Guidance- Integral Part of Industrial Arts," Mama; m; M Vgcatio_n_a_1 W LIV (October. 1965). 37-38. Stern, Jacob. "The Functions of Goods-Producing Industrial Estab- lishments: A Validation of Selected Elements in a Definition of Industry as a Work for Curriculum in Industrial Education." Unpublished Doctoral dissertation, Wayne State University, 1964. Tyler, Ralph W. an; magpleg of Moulum and Instruction. Chicago: The University of Chicago Press, 1950. United States Department of Interior, Office of Education. W e S o . Bulletin 34, Washington, D. 0.: U.S. Government Printing Office, 1938 Venable, Tom C. "Industrial Arts and the Central Purpose of American Education," e J ust s Educa on HIV, No. 1 (September-October, 19 , 23-26. Warner, William E. Policies in Indumg Arts Education, Thei; Appliggtion to a Program for Preparing Teachers. Columbus, Ohio: The Ohio State University Press, 1928. 46. 47. 88 Whitesel, John A. "The Derivation of Goals and Purposes of Instruc- tion." Ezoblemg gg Issues in Industrial Arts Iggghg; Education, Fifth Yearbook, American Council on Industrial Arts Teacher Educa- tiorax. Bloomington, Illinois: McKnight and McKnight Publ. , Co. , 192 . Wilber, Gordon 0. Mufigal Arts 25; General Education. Scranton: International Textbook Compamr, l9 . Woody, Earl T. "Analysis of the Perceived Oojectives Among Industrial Arts Teachers." Unpublished Doctoral dissertation, Colorado State Cal—108°, 1963 e Ziel, Henry R. "Interpreting the World of Work in the Industrial Arts Program," IFust-zial mg mg Vgcational Education, LI, No. 7 (September, 1962 , 2 27. CHAPTER IV DESIGN OF THE STUDY The Approach There were two major aspects to this study as called for by its purposes: (a) to define in operational form the objectives of economic efficiency for use in industrial arts, and (b) to determine whether selected groups of industrial arts teachers and teacher educators have significantly different perceptions of objectives of economic efficiency to be achieved in industrial arts. A survey of literature provided a description of economic life-activities which deserve attention in education. .A list of statements on economic behaviors to be achieved in industrial arts was developed from.an analysis of general education goals and existing objectives for industrial arts. These statements provided the framework for a survey instrument used in the study of teacher and teacher educator perceptions. This chapter describes the method and procedure used to study these perceptions. W W At the outset itwwas apparent that the problem of describing student'behaviors relating to the development of economic competence ‘would involve a number of areas in education. Specifically, these included economics, sociology, guidance and industrial education. It 89 90 was determined that to give appropriate coverage to the matter of describing student behaviors relevant to the achievement of economic competence, each of these areas would have to serve as a resource for information and facts. This study became, therefore, a form of inter- disciplinary research project. It also serves to illustrate and emphasize the inter-disciplinary nature of industrial arts as it characterizes the industrial activities of man. The first step in the preparation of the research instrument was to further refine the list of 52 behavioral statements for industrial arts which appears in Chapter III. This was done to ascertain whether the statements reflected content that could be legitimately derived from one or more of the major areas of education involved. This evaluative step required the efforts of five specialists representing economics, sociology, guidance, secondary education and industrial arts.* These specialists were each sent identical lists of the statements to study on their own. A few days after that time an interview sesSion was held with each of them separately to gather their informal reactions to the state- ments. Approximately one and one-half hours was spent in each of the interviews. Two questions on the nature of each of the 52 behavioral statements were directed at the specialists. These were: (a) Did the statements represent knowledge, values, or skills relevant to or defin- itive of your subject area in education?: and, (b) Considering the role of secondary general education, does the content of each statement repre- sent an appropriate outcome for the high school? Questions were also presented in the interview on such matters as the wording and grammatical *Further discussion on the selection and use of subject area specialists appears on page 104. 91 structure of the statements. Responses were recorded on the interview form scale, as well as by the writing in of pertinent comments.* The interviews resulted in the original 52 statements being reduced to a total of 45. These 45 were used in the final survey instrument. De the P ce t one o the I ust a1 Art; ngchezg and Teacher Educator; The relationship of teacher perceptions of objectives to teaching behavior deserves careful consideration. The significance of this relationship was emphasized by Nerbovig in her study on teacher percep- tions of the function of objectives in education. She stated that: A key concept in curriculum and learning has been that education becomes significant to the degree that important objectives are perceived and acted upon.by those in the teaching-learning situation. (12:1) The flgtuzg g: Pezggptign.-In spite of the difficulty encountered in identifying a clear definition of perception, many ideas have been formulated on the meaning of the process of perceiving. Perceiving has been defined by'a number of psychologists as, "a process by which the organism relates itself to its surrounds. In perceiving, the individual interprets, discriminates, and identifies objects and conditions experienced to be existing in the environment." (2:4) One of the outstanding proponents of the use of perception theory in education, Floyd Allport, described perception as, "the way things look to us or the way they sound, feel, taste, or smell." (1:14) This refers to the material or physical objects in the individuals's environment. *The interview instrument used with the subject area specialists appears in.Appendian3, 92 In order to extend the term perception to include less tangible kinds of things, such as theoretical concepts pertaining to events or situa- tions, this definition must be projected. Allport further stated: Perception also involves, to some degree an understanding aware- ness, a "meaning" or a "recognition" of these objects . . . Thus‘we can include all the senses and can interpret perception as covering the awareness of complex environmental situations as well as of single objects. (1:14) Much of the discussion and research developed on perception theory centers upon the problem.of describing perceptions of individuals to rather simple environmental stimuli. These are things of an immediate image nature, or things with a physical form and shape which rather easily and quickly elicit a response. This is sufficient for use by psychologists in the laboratory, but falls short of satisfying the need of persons interested in studying responses to complex event situations. Snygg and Combs emphasized this point by saying: Historically, psychologists have used the word perception to refer only to, "a single, unified meaning obtained from sensory processes while a stimulus is present." To describe acts of knowing, understanding, or forming ideas, they have used the 'words "cognition" or "conception." (4:30) The position Snygg and Combs take on perception is one which applied in this study. The teacher responses to a choice of behavioral goals for use in industrial arts is a form of differentiation these authors refer to in the following statement: In this book, however, the word "perception" is used to refer to differentiations the individual is capable of making in his per- ceptual field whether an objectively observable stimulus is present or not. There seems little need for more than one process to explain these events. Differentiations in the phenominal field resulting in perceptions of seeing, hearing, smelling, or feeling are precisely the same as those made in conceiving, knowing, or understanding. Although the subject matter varies, the process is the same. The differentiation of an idea or a concept is not basically different from the differentiation of a scent, a sound, or the printed words on a page. (4:30) 93 Perception gag Behavior.-In this study the term behavior was used in reference to three different situations. One involved student behaviors as described by statements of outcomes for industrial arts. The second referred to teaching behavior, or the act of teaching. The third situation considered the behaviors of industrial arts teachers who responded on a survey instrument. The responses of these teachers on the instrument are viewed here as a form of behavior. The relationship of perception to behaviors is clarified by Snygg and Combs when they say that, "behavior, without exception is determined by the perceptual field at the moment of action. To produce a change in behavior, then, it will be necessary to produce some change in the individual's perceptual field." (4:36) The interest in this study was not to change teacher behavior, but simply to describe the teachers' perceptions as indicated by the nature of their behaviors in responding on the survey instrument. Fggggtion of Teaghe: ngupg for thg Study It was proposed earlier that the way teachers perceive their subject area depends upon the conditions which surround them. Some aspects of these conditions are common enough to be used as variables in the stuiy of their effect upon teacher perceptions. In this study a number of teacher grouping arrangements based upon certain variables were established. Hypotheses were formulated on the basis of the following five variables: 1. Grade level (junior high or senior high) 2. Area of teaching (multiple area or limited area) 3. Class size (average size of industrial arts classes) 94 4. Student socio—economic level (as defined by a standard scale for socio-economic class) 5. Years of teaching experience (total number of years teaching in industrial arts) Research Eypotheggs One of the major objectives of this study was to compare the perceptions of selected groups of industrial arts teachers toward the objectives of economic efficiency. Hypotheses were developed from this objective to make comparisons of teacher group responses. The first six of these hypotheses refer to teacher groupings arranged according to grade level and area of teaching. Teachers were regrouped for each of three additional hypotheses, according to the variables of student socio- economic level, class size and teaching experience. The last hypothesis was directed at comparing all teacher groups with a panel of leaders in industrial arts teacher education. Group differences were described in terms of the difference in group median scores. An over-all median score was computed from the responses of the industrial arts teachers on the survey instrument. Null (Ho) and alternate (H1) hypotheses were presented on each of the grouping arrangements, with the chi-square median test serving as the test of significance. 1. Ho: There is no difference between the median score on economic statements selected by (A) junior high school multiple area teachers and the median.score on economic statements selected by (C) senior high school multiple area teachers. (H0: MinA = Ming) 2. 5. H1: H1: 95 The median score on economic statements selected by (A) junior high school multiple area teachers is greater than the median score on economic statements selected by (C) senior hi h school multiple area teachers. (H1: MinA>MinC%* ' There is no difference between the median score on economic statements selected by (B) junior high school limited area teachers and the median score on economic statements selected by (D) senior high school limited area teachers. (Ho: MdnB = Man) (MinB>Man) There is no difference between the median score on economic statements selected by (A) junior high school multiple area teachers and the median score on economic statements selected by (D) senior high school limited area teachers. (Ho: MdnA = Man) (MdnA:>NBnD) There is no difference between the median score on economic statements selected by (B) junior high school limited area teachers and the median score on economic statements selected by (C) senior high school multiple area teachers. (Ho: MdnB =3 Pane) (MdnB<:MdnC) There is no difference between the median score on economic statements selected by (AfiB) all junior high school teachers and the median score on economic statements selected by (C+D) all senior high school teachers. (Ho: Minna = Mdncw) (Nfin‘+3 >thdnc+p) There is no difference between the median score on economic statements selected by (A+C) all multiple area teachers and the median score on economic state- ments selected by (B+D) all limited area teachers. (HO: 11111ch = Mum) (Mdnu-c wane-op) *Hereafter, all alternate hypotheses will appear in symbolic form. 96 7. Ho: There is no difference between the median score on economic statements selected by (E) teachers with upper class students or (F) teachers with middle class students or (G) teachers with lower class students. (rung = ninF = MdnG) H1: (MinE 3‘ )1an 9! mm) 8. Ho: There is no difference between the median score on economic statements selected by (G) teachers with classes averaging from 10-20 students or (H) teachers with classes averaging from 21-30 students or (I) teachers with classes averaging 31 and over. (Ming = mnfl '-"- MinI) H1: (Ming # Mina # Man) 9. Ho: There is no difference between the median score on economic statements selected by (J) teachers with 1-3 years teaching experience or (K) teachers with 4-6 years teaching experience or (L) teachers with 7-10 years teaching experience or (M) teachers with ll-15 years teaching experience or (N) teachers with 16 or more years teaching experience. (Him =MdnK=MnL=Man=PfinN) H1: (mm ,4 Mdnx ,4 mm, a! 14an ,5 MinN) 10. 30' There is no difference between the median score on economic statements selected by (A+B+C+D) all industrial arts teachers and the median score on economic state- ments selected by (X) a group of industrial arts teacher educators. (mnmam = Mdnx) 31: (whys-rem 1‘ Md11x) o the a The research instrument was developed to gather information on “'0 matters: (a) a description of the teacher and his teaching program in 1..firms of what he was teaching and the general nature of his teaching ”st-nation: and, (b) to provide a means for recording the responses of ten“more to a select list of behavioral statements, from which a do3°I‘Z’Lption of their perceptions would be developed. 97 Gepgzgl Infgrmation 2n the ngghez ggd the ngghing Situation A "Personal Data Sheet" was prepared to include the items by which the teachers could be classified. A total of thirteen items was listed to provide information on:* 1. Grade level where presently teaching. 2. The matter of teaching in a government reimbursed program. 3. Technical area or areas included in that industrial arts course which is taught most of the time by the teacher. 4. Size of the teacher's school. 5. Number of industrial arts teachers in the school. 6. Socio-economic position of the majority of industrial arts students. 7. Average size of the teacher's industrial arts classes. 8. Teacher's age. 9. Total number of years of teaching experience. 10. Educational level achieved by the teacher. 11. Name of the school from which the bachelor's degree was received. 12.. The teacher's mjor areas of study at both the bachelor's and master's level. 13. Type of teaching certificate held by the teacher. 92§g3_Lgx§l,-Several hypotheses called for the classification of teakhers as junior high school or senior high school teachers. \ tA copy of the "Personal Data Sheet" appears in Appendix CZ. 98 Respondents to the survey instrument were asked to check the grade or grades which they were teaching at the time. The scale was presented as follows: _ 6th or below _ 7th _ 8th _ 9th __ 10th _ llth _ 12th __ other Classification was then achieved by grouping those grades which were lurked, e.g., if the teacher checked "7th, 8th, 9th", he was classi- fied a junior high school teacher. Similarly, if a teacher checked "9th, 10th, 11th", he was classified a senior high school teacher. The 9th grade was considered for this study as a junior high grade when it was the only grade checked. Teachers who checked "6th or below", or who wrote in something other than one of the more standard arrangements, were removed from the sampling. WWW-d basic concern of this study was that it be directed at programs in industrial arts. A problem which immediately arises is that programs in vocational-industrial education and industrial arts are quite often confused with each other. It was necessary, therefore, to devise a means to permit the selection of only those teachers who had a major degree of involvement in teaching indus- trial arts. Therefore, the respondent was asked whether or not his involvement was in a program supported by government reimbursable funds. Since there are schools in which both reimbursed vocational and non- reimbursed industrial arts programs are offered, the question was 99 directed to the respondent in terms of the course which he taught most of the time-whether it was or was not government reimbursed . WW.—Teachers in industrial arts are often identified by the technical area or areas they are teaching, such as woodworking or drawing. Titles like these lend themselves easily to a classification system. For this study it was necessary to place teachers in the sample in groups identified as multiple area teachers and limited area teachers. Respondents were asked to indicate on the following scale the technical area or areas that they included in the industrial arts course they taught most of the time . automotive or power mechanics ceramics drawing __ electricity or electronics __ graphic arts or printing _ jewelry _ leather __ materials testing _ metalworking __ plastics _ textiles __ woodworking __ building construction _ other Determination of multiple or limited area teaching was established by weighing the importance of the particular technical areas indicated, and the likelihood that they would be combined to create a multiple area or limited area situation. The areas of woodworking, metalworking and graphic arts or printing were considered major areas. Any combina- tion with one of these was judged as creating a multiple area situation. When only one of the major areas or only two of the minor areas were indicated, the teaching was considered to be of a limited area type. 100 School Size and Number of IDQUStIifll Arts Teache;§.-Two general factors which help to describe the nature of the school situation are school size and the number of teachers who teach industrial arts classes. Hypotheses could be developed to determine the relationship between these factors and how teachers perceive the role of their pro- gram. The presence of professional peers in a program might have some bearing on the way a teacher perceives the objectives for his program. Respondents in this study were asked to indicate the appropriate figures which represented their schools on the following scales: To determine the range within which the total number of students in the school appears- __ 0—500 __ 501—1000 _ 1001-1500 _ 1501—2000 _ 2001-2500 __9ver 2500 To determine the total number of industrial arts teachers in the school- Wo—J hypothesis was formulated for this study to consider the socio-economic position of the majority of the respondent's industrial arts students. It was reasoned that quite often teachers perceive a particular role for their programs because of what they see as the social or economic status of their students. Some of these role perceptions may'be well founded and lead to a constructive teaching program. Other of these perceptions may result in the development 101 of negative attitudes toward students and the teaching task because the teachers do not see the students as "desirable" types. The research hypothesis on this topic was developed to see if there were differences in over-all role perceptions because of the way industrial arts teachers view the socio-economic standing of their students. The teachers were asked to respond to a simple social class scale by checking the group in which they believed the majority of their industrial arts students appeared. Eight categories for socio-economic class were listed. The three major groups of upper, middle and lower class were divided to form the sub-groups presented below: _ Middle-UPPER _ Lower-UPPER _ Upper-MIDDLE __ huddle-MIDDLE __ Lower-MIDDLE __ Upper-LWER __ fiddle-m _ Lwer-LWER W.ume size of classes has become a significant issue in may schools today. For industrial arts, over- crowded shops can present a number of very serious laboratory management problems which are not resolved simply by moving in another desk. The concern in this study is for whether or not perceptions vary because of the nunbers of students in the industrial arts classes. A hypothesis was developed to detemine the effect of class size relationships. Respondents were asked to indicate the over-all average size of their industrial arts classes on the following scale: 10-15 16-20 21-2 5 26.30 _ 31-35 __ Over 35 102 Tgacheg Age ag Teaching wgencew-It is quite possible a relationship might exist between the teacher's age or tenure of teaching experience and the way he perceives the role of his subject area. Without knowing the nature of the teaching experiences teachers have had, it can only be proposed that if significant differences appear between experience or age groups, these two variables deserve further study as they involve factors which influence the teachers ' classroom programs. There are likely a number of ways this theory might be studied to derive additional informtion. The choice here was simply to explore the possibilities of a relationship with these variables in mind. As it appeared on the research instrument for this study, the teacher was asked to indicate his age and the number of years teaching experience he had accumulated, The range within which his age appeared was checked on the following scale: _ 20.30 __ 31-h0 _ 141.50 __ 51.60 _ 61.70 The number of years teaching experience was determined by a 8intilar means, but the intervals on the scale were not even. It was 1'vl'leorized that the larger number of teachers in the sample would likely ‘Ppear in the group with the fewer years of experience. If differences in group responses were to be noted, the groupings would need to be ex<3lusive enough to indicate differences. Therefore, the intervals “be arranged on the scale for number of years teaching experience as f0JJLews: 103 _ 1-3 __ m6 __ 7-10 __ 11-15 _ 16-20 __ Over 20 Genergl Que§tions on Teacher Status.--Four items on the Personal Data Sheet were presented to gather information on the educational status of the respondents. These statements were used to further assist in the selection of the final teacher sample. The questions referred to the degree and teaching certificate held by the teacher, the institution where the bachelor's degree was granted, and the major areas of study completed in college. No hypotheses were formulated on these statements. 0 State ent e o Chec t The "Inventory Checklist" was prepared to include the statements on economic behaviors to which the sample of industrial arts teachers would respond. These teachers were asked to indicate the degree to whi ch they believed each statement represented an outcome which should be achieved through secondary school industrial arts. Chapter III described the manner by which the initial listing 01' behavioral statements was formulated. Also included was a list of behavioral statements arranged under the topics of occupational choice, "Dirk, consumer activities, and making economic analyses. These state- mo1111s were the product of a study of literature on developing efficient ecOhOlfliO behavior. The process of preparing the inventory checklist involved the f0]£l_owing steps: 104 1. Review of preliminary list of 52 behavioral statements by five subject area specialists. 2. Organize and scale the statements. 3. Run a pilot test on the instrument. a. Revise as required. Since the step involving the use of subject area specialists was discussed earlier in this chapter, descriptions of the remaining steps appear in the following sections. Ww-The list of behavioral statements at this point was organized under the topics of occupational choice, work, consumer activity and making economic analyses.* In order to encourage the respondents to treat each of the 1+5 statements in terms of its individual characteristics, it was necessary to randomly order the list. IIhis was accomplished through the use of a table of random numbers. (5:366—370) The table was entered a minimum of 45 times. When a number reappeared after having been selected, repeated entrees were made until a new and usable number was found. W. “The instrument was scaled so that the reapondents would indicate the degree to which they felt each behavioral Statement on the instrument represented an outcome which should be I“fiftieved by the student in industrial arts. Four response choices were °ffered for each statement in symbolic form along the 13mm column °f the instrument. The symbols represented the following scaling factors: *The list as presented to the subject matter specialists appears in APpendix A. 105 D = Definitely an outcome which should be achieved through industrial arts. P = hgbably an outcome which should be achieved through industrial arts. R = m an outcome which should be achieved through industrial arts. N 8 Never an outcome which should be achieved through industrial artSe This four-choice scale was used because it could be dichotomized easily. A choice of "D" or "P" was considered to represent a response in favor of the behavioral statement as an outcome for industrial arts. Similarly, an "R" or "N" choice was viewed as indicating a lack of support for the behavioral statement. Pilot Lnfirument Testingw-The first complete form of the instrument was tested for such factors as readability and consistency, by administering it to a pilot group of industrial arts teachers. 'Itm such pilot tests were performed. The first pilot test was made with a group of eight secondary level industrial arts teachers. Of this group six were senior high limited area teachers and two were junior high school multiple area teachers. The following components were a part of that instrument:* 1. A letter of introduction. 2. A personal data page with nine questions concerning the respondent' 5 teaching situation. 3. The inventory checklist with its instructions and the ’45 behavioral statements 14. A questionnaire evaluation page. \ *A copy of the first pilot test instrument appears in Appendix B , 106 Scaling on the first pilot instrument included the use of four factors. Each of these was represented by a letter symbol on the instru- ment. These were presented as follows: D: an outcome which should be achieved through industrial arts. P 8 m an outcome which should be achieved through industrial arts. U = W as an outcome to be achieved through industrial arts. N =2 liege; an outcome which should be achieved through industrial arts. Respondents to the pilot test were asked to evaluate the instru- ment. This was intended as a means for identifying specific kinds of problems associated with the design of the instrument. They were asked to comment on the questions: 1. 2. 3. How long did it take you to complete this inventory? Did the introductory statements at the beginning of the questionnaire help you understand the general purpose of the inventory? Were the instructions for responding clear and adequate? In reference to Section II -- Inventory Checklist: a. b. Ce d. Did the items have meaning? Which items would you exclude because they were not meaningful? Which items were difficult to read because of wording? Should the inventory be: __ lengthened? __ shortened? _ used as it is? 107 5. Would you have answered this inventory if you had received it in the mail without any verbal communication on the subject? After an assessment was made of the responses and comments given by these eight teachers, it was felt that the choice of words for one of the scaling statements was inappropriate. The statement "Unlikely as an outcome to be achieved through industrial arts", was considered to be inconsistent in meaning with the other three scaling statements. The sample of teachers used for the first pilot test was dominantly senior high school limited area teachers. Because a more balanced sample group might have offered a chance to gather responses from a group more typical of the major population sampling which would be used for the study, it was decided that a larger pilot group should be used. This was to include more junior high teachers so that a balance might be achieved between the five levels. The second pilot test was administered to a group of twelve industrial arts teachers, including six from the junior high and six from the senior high grades. The instrument for this test differed from thart for the first pilot test in the following ways:* 1. 0f the four statements used for scaling the instrument, the third was changed to read, "R = Rarely an outcome which would be achieved through industrial arts." 2. The fourth question on the instrument evaluation page was restated to read as follows: In reference to Section II—Inventory Checklist- a. Did the items have meaning? b. Which items would you exclude because they were not grammtically correct? \ *A copy of the second pilot test instrument appears in Appendix B. 108 c. Which items were not clear? d. Should the inventory be __ lengthened? __ shortened? __ used as it is? W. «Three questions which did not appear on either pilot instrument were added to the personal data page of the final instrument. These were concerned with information on the socio- economic level of industrial arts students, industrial arts class size, and the name of the institution where the bachelor's degree was earned by the teacher. These were added because it appeared from the pilot tests that more information might be needed to discriminate among the teacher groups.* Except for the addition of these three questions an attempt was made to reduce the total length of the final instrument. This was intended to permit faster reading of its contents, as well as easier handling for mailing. The behavioral statements were shortened slightly by removing the first two words in each statement, which were always "The student". These were then presented in bold letters at the top of each page of statements in the checklist. The reader was directed to read each behavioral statement as though these two words preceded it. *F‘urther discussion on the total list of personal data questions appears on pages 97.103 of this chapter. 109 The Research Popglgtion S c for the 19 The memberShip of the Michigan Industrial Education Society pro- vided the source for the sample of industrial arts teachers used in this study. Approximately 1000 of these members were industrial arts teachers. This number represented 60 percent of the total industrial arts teacher population of 1650 in the State of Michigan. The decision to use this organization as a source for the population sampling in this study was based upon the fact that its mailing list represented the most complete and current source of names and addresses for industrial arts teachers in the State of Michigan. .A check on the geographic distribution of these teachers indicated that almost every school system.in the State was represented. Therefore, it was believed to be a fair and accurate representation of the total population. Selecting the Sample The membership roster for the Michigan Industrial Education Society listed teachers by the grade level and technical specialties they were teaching. This provided a ready means for identifying the groups which were needed. Each of the members had been given a member- ship number. Identification and selection of those who would form the sampling population was accomplished by using this number rather than personal names. The teachers were selected and their membership numbers listed under one of the four major groups-junior high multiple area, junior high limited area, senior high multiple area, or senior high limited area teachers. Each of these members was then provided a new 110 number to form four lists of sequential numbers beginning with one. These lists included a total of 995 teachers from which the desired sampling total of #00 teachers (100 in each sub-group) would be selected. The total numbers in these groups were found to be: Junior High Multiple Area Industrial Arts Teachers 120 Junior High Limited Area Industrial Arts Teachers 79 Senior High Multiple Area Industrial Arts Thachers 2&1 Senior High.limited Area Industrial Arts Teachers iii TOTKL 995 Since the junior high limited area group included only 79 teachers, it was necessary to use all the teachers in the junior high groups to gain the desired total of 200 junior high teachers. The senior high groups had to be reduced to totals of 100 each. This was accomplished through use of a table of random numbers. (5:366-370) The table was entered a minimum of 100 times for each group until the desired total was reached. After the #00 numbers were selected the teachers' names, home addresses and identification numbers were placed on 3" x 5" cards and filed to facilitate mailing. It could not be expected that every teacher would appear on the questionnaire returns in the same group he was originally classified because of possible teaching assignment changes during the school.year. Therefore, some shifting of the totals for each sub-group was considered probable. This was also considered reason enough to permit the use of different totals for the sample groups in the junior high grades. After the groups had been selected and the names of teachers identified, it was discovered that two of the junior high limited area teachers were not in positions indicated by the membership list. There- fore, their names were removed and the total for that group was lowered 111 to 77 teachers. The final sub-group sizes as provided by the member- ship list appeared as follows: Junior High Multiple Area Industrial Arts Teachers = 120 Junior High Limited Area Industrial Arts Teachers = 77 Senior High Multiple Area Industrial Arts Teachers = 100 Senior High limited Area Industrial Arts Teachers = L09 TOTAL 397 s buton S et Copies of the survey instrument were printed to form three sheets of material. The first sheet was a letter of introduction with each teacher' s name typed in the salutation and the researcher' s hand-written signature in the closure. The second and third sheets were printed on two sides and included the instructions with the 45 behavioral state- ments.* Each teacher' s identification number was placed on the back page of their copy before it was mailed. W The first mailing of the questionnaire was made to the sampling of 397 teachers during a three-day period. A single business size envelope with the questionnaire and a self-addressed stamped envelope was mailed first-class to each teacher. Within two days the returns began appearing in the mail. These were each tallied on the 3" x 5" address cards and filed for later use. A total of 188 (’42 percent) returns were received by the 14th day after the first mailing was completed. *A copy of the final survey instrument appears in Appendix C. Follow-up Rgguest A follow-up request was mailed to each of those teachers who had not responded by the 14th day after the first mailing. This request was printed on a post-card with each teacher's name typed in the greeting, and the researcher's signature handawritten in the closure.* These were mailed to the 209 teachers'who had not responded at this point. mm 0n the 35th day after the first mailing of the questionnaire, a second copy'was mailed to 110 teachers who had not yet responded.“A revised introductory letter was prepared as an appeal for their recon- sideration of the request for assistance.** The last return was received on June 20, two months from the time of the first mailing.*** At that time the total returns reached 335 (80 percent). This was considered a sufficiently high number to eliminate the need for any further requests for responses. WM As each questionnaire was received, it was checked to determine whether or not it fit the sample. This included a check with several validating criteria. Returned questionnaires were invalidated if: tA copy of the follow-up post-card appears in Appendix C. *%A copy of the revised letter of request appears in Appendix C. ***A complete time-table for the mailing of the questionnaire appears in Appendix C. 113 l. The respondent failed to respond to more than three behavioral statements. 2. The respondent had left the teaching profession, or was not directly involved in teaching at the time. 3. The respondent was teaching other than industrial arts classes a major part of the time, such as industrialavoca- tional classes or in some other subject area. 4. The respondent was teaching both junior high and senior high industrial arts classes and could not be placed specifically in one of the four sub-groups. 5. If the respondent was not certified to teach industrial arts at the secondary level. It was found that of the total 33“ (8h percent) returns, 59 (15 percent) were invalidated for the following reasons: Incompletequestiormaire e e e e e e e e e e e e e e e .10 Respondent not teaching or not available to respond. . . 15 Respondent teaching other than industrial arts . . . . . 15 Respondent teaching both junior high and senior high . . 6 Respondent not certified to teach industrial arts. . . . l ( %) 59 15 Each questionnaire was coded and prepared for scoring after all the returns had been received. Coding made it possible to transfer the information to punch cards for computer scoring. Each of the response choices for the personal data questions was transposed into a number which could be punched on a computer card. There were 13 different statements to which responses were given on the personal data page. Each of the response choices for the behavioral statements was also transposed into a number. These became a l, 2, 3, or 4, for the 111+ choices of D, P, R, or N, respectively. There was a total of 1+5 responses on the behavioral statement inventory. Stat stical al 5 The chi-square median test was used to test each of the 10 hypotheses in terms of whether the samples of teacher groups came from As required for this non-parametric populations with the same medians. All test, the teacher group scores were placed in an ordinal scale. teacher scores were categorized as those scores which were above the total combined median or those which were at or below this median. Frequencies of scores in these two categories were cast in a contingency table of the appropriate size for each hypothesis. No more than 20 Percent of the cells in any particular contingency table had expected frequencies of less than 5. All tests of the hypotheses were made at the .05 level of Significance. The null hypothesis for each major hypothesis was rejected in favor of its alternate hypothesis if the computed value of 12 did not e"(11113.1 or exceed the value for chi-square presented in the table of critical values. (13 3249) Two-by-bwo contingency tables with one degree 01‘ freedom were used to make comparisons of the teacher groups as called for in hypotheses 1 through 6 and 10. Mo-by-three contingency tables With 2 degrees of freedom were developed to test hypotheses 7 and 8. Hypothesis 9 required the use of a 2 x 5 contingency table with 1+ degrees or freedom. Since the chi-square test is insensitive to the effects of order When di‘ >1, percentages of teacher scores above or below the combined 115 median were computed. Direction and order of the frequencies could then be observed through these percentage values. Individual item analyses were made on each of the 1+5 behavioral statements. A teacher response to a statement was categorized as either favorable or unfavorable. The frequencies of teacher group responses on each statement were then used to make group comparisons. Four teacher groups were formed according to grade level and area of teaching. With 2 response categories and 4 groups, a 2 x 1+ contingency table was developed and chi-square computed with 3 degrees of freedom. The analysis of individual items also involved comparing the secondary level industrial arts teacher with the industrial arts teacher educator responses. Percentage values for all teacher responses favoring each item were computed and compared with the favorable responses of the industrial arts teacher educator group. Inferential as well as descriptive techniques were used in the interpretation of the tests of hypotheses and the analysis of teacher group responses on individual items. Sumnagz This chapter described the method used to determine how industrial arts teachers perceive the role of industrial arts in the achievement of the objectives of economic efficiency. A survey instrument was prepared 1‘0 Obtain teacher responses to selected behavioral statements which reflect the achievement of economic competence. These responses were Viewed as a form of behavior demonstrated by the teacher and they were ““1 to describe how the teacher perceives the role of industrial arts in r OJdidliqzm to the objectives of economic efficiency. 116 An initial list of behavioral statements was presented to five subject area specialists. Their reactions to the content and structure of the statements served as a screening and validation device for the final list of statements. In order to determine whether differences in teacher responses would result from certain environmental or personal conditions, a number of these conditions were selected as variables for study. They included grade level, area of teaching, socio-economic level of students, class size, and years of teaching experience. Ten major research hypotheses were developed for the study. These were designed to compare teacher group differences in terms of the group median scores which resulted from teacher responses on the questionnaire. l panel of eight leaders in industrial arts teacher education was also asked to respond to the statements on the questionnaire. Comparisons were then made between their responses and the teacher responses. Two pilot tests were made to check the instrument for meaning and consistency. A total of twenty secondary industrial arts teachers were involved in these tests. Of the instrument following each test. The final questionnaire was mailed to a population sampling of This sampling Slight revisions were made in the design 39? secondary level Michigan industrial arts teachers. “'38 drawn at random from the Michigan Industrial Education Society membership list for 1966-67. The initial mailing of the questionnaire was followed by a post card and eventually a second questionnaire until 81" peIli‘cent of the teacher sample responded. The statistical analysis of materials on the returned question- wires included the chi-square median test for the 10 major hypotheses 117 and the individual item analyses. Percentage values for group responses were also computed to describe the order and direction of scores whenever significant values of X2 were obtained. Chapter V discusses in detail the analysis of data. Bibliogpaphy l. Allport, Floyd H. Theozies of Pgrception and the Copcept of Stppctge. New York: John Wiley and Sons, Inc., 1955. 2. Bartley, 3. Howard. Principles of ngception. New York: Harper and Brothers, 1958. 3. Beardslee, David C. Readipg§ 1p Perceptiop. New York: D. Van Nostrand Co., 1958. 4. Combs, Al‘thur W., and Snygg, Donald. dua o : A W. New York: Harper and Brothers. 1959. 5. Dixon, Wilfrid J., and Massey, Frank J., Jr. Intzflucpipn t9 Sta- tistical Analysis. New York: McGraw-Hill Book Co. , Inc., 1957. 6. Edwards, Allen L. Statistigal mag; 29; the thanoral Sciences. New York: Holt, Rinehart and Winston, l9 1 7. Hull, Clark L. mpgpleg pf flehaziom Ap Intpguctipp t9 Behayjpp hm. New York: Appleton-Century-Crofts, Inc. , 1943 . 8- Napkin. Louis- W- New York: Harper and Row, Publ., 1965. 9 . KerIIinger, F. N. "Educational Attitudes and Perceptions of Teachers: Suggestions for Teacher-Effectiveness Research, " mm, mm (Spring, 1963). 1-11. 10- McClendon, P. E. "Teacher Perception and Working Climate," W. XX (November. 1962). loll-108. 11° MeGrath, G. D., Jelinek, James J., and Wochner, Raymond E. Educaflogél W. New York: The Ronald Press Company, 1963. 12° Nerbcvig, Marcella. "Teachers' Perceptions of the Function of Objectives." Unpublished Doctoral dissertation, University of Wisconsin, 1956. sZlegel, Sidney. Non ramet c Statistics. New York: McGraw-Hill Book Compamr, Inc., 19%. 13. 118 14. Tagiuri, Renato. (ed.) Pgrspp Perceptiop and Inteppepsonal Behaviop. Stanford: Stanford University Press, 1958. 15. Toch, H., and MacLean, M. S. "Perception, Communication and Educational Research: A Transactional View," Cpmmunication m I (September. 1962). 55-77. CHAPTER V ANALYSIS OF THE DATA Introduction Teacher responses to #5 selected behavioral outcomes for industrial arts were collected on the questionnaire which was distri- buted to 397 Michigan industrial arts teachers. Of this group, 275 returns were used to provide the data which appear in this chapter. A 'similar questionnaire was distributed to a group of 8 indus- trial arts teacher educators. The responses of these specialists have also been analyzed and interpreted in this chapter. Distribution of Respondent Scores Each of the 275 returns was scored by awarding one point for each favorable response on the dichotomized four-choice scale.* The distribution of the total range of scores--where the maximum number of favorable choices was equal to a score of z+5---is presented in Table 2. 4 Median of 33 and a total mean of 32.70 resulted for this distribution. on *Choices of "D" or "P" were considered as favorable responses the questionnaire. 119 120 TABLE 2 FREQUENCY OF INDUSTRIAL.ARTS TEACHER SCORES ON THE SURVEY SCORING SCALE Score Freq. Cumulative Freq. N N 45 10 10 3 u. a 1n 5 43 9 23 8 42 11 34 12 41 8 42 15 40 12 54 18 39 14 68 24 38 9 77 28 37 18 95 34 36 19 114 41 35 13 127 46 34 7 134 48 33 14 148 53 32 15 163 59 31 11 174 62 3O 15 189 68 29 13 202 73 28 8 210 74 27 10 220 80 26 8 228 82 25 6 234 85 24 8 242 88 23 9 251 91 22 6 257 93 21 O 20 3 260 94 19 2 262 95 18 2 264 96 17 5 269 98 16 1 270 98 15 0 14 O 13 O 12 0 11 3 273 99 10 l 274 99 9 1 275 100 8 O 7 O 6 0 5 O 4 0 3 0 2 0 l O 121 Teacher Group Scores The major hypotheses of this study called for the grouping of teachers in several different arrangements. Scores for the sub-groups which resulted were computed so that comparisons could be made among the groups. Table 3 presents these scores as group means in the same arrangements called for by the hypotheses. TABLE 3 TEACHER GROUPINGS USED IN THE TESTS OF MAJOR HYPOTHESES Teacher Group N 1? (Grade Level and Area of Teaching) Junior High Multiple Area 93 32.78 Junior High Limited Area 59 32.11 Senior High Multiple Area 41 31.07 Senior High Limited Area 82 33.85 All Junior High 152 32.44 All Senior High 123 32.46 A11.Rm1tip1e Area 134 31.92 All Limited Area 141 32.98 (Socio-Economic Level of Students) Upper Class 25 32.28 Rflddle Class 195 33.34 Lower Class 53 30.55 (Average Size of Industrial Arts Classes) 10-20 Students 90 33.22 21-30 Students 149 33.34 31 Students or More 53 30.55 (Years of Teaching Experience) 1-3 Years 54 35.33 4-6 Years 60 31.75 7-10 Years ' 66 32.19 11-15 Years 43 33.39 16 Years or More 44 31.52 \ 122 In addition to the sub-group arrangements referred to in Table 3, teachers were also grouped according to their age and the institution from'Which they received their bachelor's degree. These groupings are listed in Table 4 with their respective group mean scores. No hypotheses were formulated on these patterns. TABLE 4 TEACHER GROUPINGS NOT USED IN TESTS OF HYPOTHESES Teacher Group N 5(- (Teacher Age) 20-30 Years Old 94 33.69 21-40 Years Old 101 32.87 41-50 Years Old 46 32.58 51-60 Years Old 27 30.66 61 Years Old or More 6 25.50 (Institution Granting the Bachelor's Degree) Eastern Michigan University 34 36.15 Central Michigan University 35 33.37 Michigan State University 31 32.58 Wayne State University 27 32.40 Western Michigan University 57 31.07 Northern Michigan University 26 29.96 Teacher Educator; Scopes The returns of the induStrial arts teacher educators were scored in the same manner as those of the secondary teachers. These 8 resulting scores are listed in Table 5 by frequency on the scoring scale. 123 TABLE5 FREQUENCY OF INDUSTRIAL ARTS TEACHER EDUCATOR SCORES ON THE SURVEY SCORING SCALE Score Frequency 45 1 44 0 43 1 42 2 41 0 40 0 39 2 38 1 37 1 Total 8 The computed mean for these scores was 40.62 and the median was found to be 40.50. Both of these values are considered to be significantly higher than the values for the secondary level teachers, which were 32.70 and 33 respectively. Conclusions on the Distribution of Grgup Spores . When considering the total sampling mean as a fixed value, some indication of direction in sub-group means can be observed. An attempt is made here only to describe this direction and not to determine the degree of significance which may exist. Tables 2, 3, 4 and 5 indicate that: 1. The group mean of senior high school limited area teachers is higher than the other three group means. The group mean of the senior high multiple area teachers was the lowest of the four groups. 3. 5. 7. 124 The group mean for all junior high teachers was almost identical to that of all senior high teachers. The group mean of all limited area teachers was slightly higher than the group mean score of all multiple area teachers. Teachers with the majority of their students from the lower socio-economic class had a group mean score lower than either of the other two socio-economic groups. Teachers with industrial arts class sizes averaging 31 or more had a lower group mean score than either of the other two groups. The group mean for industrial arts teachers with from one to three years of experience is quite a bit higher than the group mean of teachers with four to six.years of experience. The group mean for teachers who are 20 to 30 years old is slightly higher than the group means for all other groups. As teacher age increases, the group means appear to decrease. The industrial arts teacher educator group mean score was much higher than the combined mean score for all industrial arts teachers. Testin 0 he theses Ten major hypotheses were presented for testing. These were tested with the data computed from the 275 returns of Michigan industrial arts teachers. Comparisons among the teacher sub-groups were made by cmupmring the medians of the several sub-groups. 'With the total sampling makian as a fixed value, all scores were placed in one of two categories- 125 those which were above this total median of 33 and those which were at or below it. The frequencies in these two categories were then used as bases for comparison. These tests are described in this section. Coppgrison of Junior High Multiple Area and Senior High Multiple Area Teacher Group Scores The null hypothesis of the first major hypothesis stated that there was no difference between the median scores on the economic state- ments selected by the group of junior high school multiple area teachers A when compared with the group of senior high multiple area teachers (Ho: run; . Mdnc). The alternate hypothesis indicated that the median score of junior high multiple area teachers would be higher than the median score of senior high multiple area teachers (H1: LflnA>FdnC). The chi-square test of these scores produced a value of .446. At the .05 level of significance with 1 degree of freedom, this value did not equal or exceed the critical chi-square value of 2.71 required for the 2-tailed test. Therefore, the null hypothesis could not be rejected. The number of teachers in these two groups is presented in Table 6 as those whose scores were above the median and those whose scores were at or below the median. 126 TABLE 6 NUMBER OF JUNIOR HIGH MULTIPLE AREA AND SENIOR HIGH MULTIPLE AREA TEACHER SCORES ABOVE OR BELOW THE COMBINED MEDIAN Grade Level Above Mdn. At or Below Mdn. Totals and Area N % N % N Jr. High.letip1e 46 47 93 (49) (51) (100) Sr. High Multiple 19 22 41 (47) (53) (100) Totals 65 69 139 s 0 Ju o ' mited Area 8 o h ' ted ea Teacher Gpoup Spores The null hypothesis for the second major hypothesis indicated that the median scores of junior high school limited area and senior high limited area teachers would be equal (Ho: MinB = MinD). The alternate lwpothesis stated that the median of junior high limited area teachers would be greater than the median of senior high limited area teachers (H1: MdnB> MinD). The chi-square test produced a value of .962, which did not exceed the critical value required for this test on these two groups of limited area teachers. Therefore, the null hypothesis could not be rejected. The group sizes with their respective frequencies distributed about the median are presented in Table 7. 127 TABLE 7 NUMBER OF JUNIOR HIGH LIMITED AREA AND SENIOR HIGH LIMITED AREA TEACHER SCORES ABOVE OR BELOW THE COMBINED MEDIAN i all Grade level Above Min. At or Below Min. ‘ Totals and Area N N N , Jr. High Limited 26 33 59 (44) (56) (100) Sr. High Limited 43 39 82 (58) (42) (100) Totals 69 72 141 Compgpison oi Jppiop High Multiple Area and Seniop High Limited Apps §pgup Scoreg The null hypothesis for the third major hypothesis stated that the median scores of junior high school multiple area teachers and senior high school limited area teachers would be equal (Ho: MdnA = Nan). The alternate hypothesis indicated that the median score of the junior high multiple area teachers would be greater than the median score of the senior high limited area teachers (H1: NHnA>>Man). The chi-square test of the group frequencies presented in Table 8 provided a value of .178. Since this value did not exceed the critical value of chi-square, the null hypothesis could not be rejected. 128 TABLE 8 NUMBER OF JUNIOR HIGH MULTIPLE AREA AND SENIOR HIGH LIMITED AREA TEACHER SCORES ABOVE OR BELOW THE COMBINED MEDIAN Grade Level Above Mdn. At or Below Nan. Totals and Area N % N % N Jr. High Multiple 46 47 93 (49) (51) (100) a Sr. High Multiple 43 39 82 .1 (58) (42) (100) *Totals 89 86 175 Compgpison of Junior High Limited Area and Senior High Multiple Area Teache; Gpoup Scores The null hypothesis for the fourth major hypothesis indicated that the median scores of junior high school limited area teachers and senior high multiple area teachers would be equal (Ho: PfinB = MdnC). The alternate hypothesis stated that the median score of junior high school limited area teachers would be less than the median score of senior high school multiple area teachers (H1: MdnBMdnC+D). The com- puted X2 value for these groups represented in Table 10 was .249, which ‘was below the required value of chi-square. therefore, not rejected in this test. TABLE 10 The null hypothesis was, NUMBER OF.ALL JUNIOR HIGH.AND.ALL SENIOR HIGH TEACHER GROUP SCORES ABOVE OR BELOW THE COMBINED MEDIAN Grade Level .Above Man. .At or Below Man. Totals N N t N All Junior High 80 152 (N7) (53) (100) All Senior High 62 61 123 (51) (N9) (100) _$ota1s 134 141 275 130 9auaar1a2n_2I;£ll.£hliinlasérea_aai. Ail 14mm Arpa Teachep Gpgpp Scopgs The null typothesis for the sixth major hypothesis indicated that the median scores of all multiple area teachers and all limited area teachers would be equal (Ho: Mink“; I! Mian). The alternate typo- thesis stated that the median score of mltiple area teachers would be greater than the median score of limited area teachers (H1: Mink“; >MinB+D). The value of X2 for these groups as represented in Table 11 was equal to .002, which was much less than the required value. Therefore, the null Impothesis was not rejected. TABLEll NUMBEROFAILMULTIPIEAREAANDALLLDETEDAREATEACHER GROUP SCORES ABOVE OR BELOJ THE COMBINED MEDIAN Teaching Area ~ Above Min. r At or Below Min. Totals N % N % N All Multiple Area 65 69 13a (48) (52) (100) All limited Area 69 141 (49) (51) (100) Totals 134 141 27 5 hjor hypothesis number seven was directed at comparing the group responses of teachers when they classified their industrial arts students according to the socio-economic level which they felt the majority of the students represented. The levels were presented on the questionnaire so that they could be categorized as upper, middle and lower socio-economic 013880 131 The null hypothesis for this problem was stated to indicate that there was no difference between the median scores on economic statements selected by (E) teachers with upper class students or (F) teachers with middle class students or (G) teachers with lower class students (Ho: NBnE = Man = Mane). The alternate hypothesis stated that these medians would not be equal (H1: NBnE # Man # MdnG). Group scores were arranged in a 2 x 3 contingency table to pro- vide the totals which appear in Table 12. The computed X2 value was 8.16, which was greater than the critical value of 4.60. Therefore, the null hypothesis was rejected in favor of the alternate hypothesis. It can be concluded from these results that the way the industrial arts teacher views the socio-economic level of students in their classes has some effect upon what the teacher considers to be important outcomes for industrial arts programs. Percentages of group frequencies reveals that teachers who judge their students as upper and middle class responded much the same on this statement, whereas the teachers with lower class students showed a much lower percentage favoring these outcomes for indus- trial arts. TABLE 12 NUMBER OF TEACHER GROUP SCORES ABOVE OR BELOW THE COMBINED MEDIAN WHEN ARRANGED BY STUDENT SOCIO-ECONOMIC LEVEL Socio-Econorric Above Mdn. At or Below Mdn. I Totals level N % N % N Upper Class Students 11 14 25 (44) (56) (100) Middle Class Students 105 90 195 (52) (48) (100) Lower Class Students 17 36 53 (32 (68) (100) Totals 133 140 273 132 Comparison of Teacher groups According to the Size of the Classes The eighth major hypothesis involved the comparison of teacher group scores when arranged according to the average size of their indus- trial arts classes. The categories of class size were ordered as those with lO-20 students, those with 21-30 students and those with over 30 T students. The null hypothesis indicated that the median scores for the ( _._‘ ‘l... ‘.' teacher groups when arranged in this pattern would be equal )- (Ho: MdnH = Man = MnJ). The alternate hypothesis stated that these scores would not be equal (H1: MinH 7‘ Man 5‘ MdnJ). A 2 x 3 contingency table was developed with the scores arranged as those which were above the median and those which were at or below the median. Totals for these groups are presented in Table 13. TABLE 13 NUMBER OF TEACHER GROUP SCORES ABOVE OR BELCW THE COMBINED MEDIAN WHEN ARRANGED BY CLASS SIZE Class Size Above Pan. At or Below Mdn. Totals N % N i N 10-20 Students 42 48 90 (46) (54) (100) 21-30 Students 80 69 149 (53) (47) (100) 31 Students or More 7 18 25 (28) (72) (100) Totals 129 135 264 133 The computed X2 value for these groups was 5.92. This value was greater than the required value of 4.60, with 2df at the .05 level of significance. The null hypothesis was, therefore, rejected and the alternate hypothesis accepted for this comparison test of teacher groups. These results suggest that industrial arts teachers with larger classes-.31 or more students-do not show as much acceptance as teachers with less than 31 students of outcomes associated with developing economic competence through industrial arts. Cogpgriggp o; Teaghep Gppups According Nu. e Yea Teac ’ e ’ence Major hypothesis number nine was directed at determining whether there was a difference in the median scores of teachers on the conomic statements when they were grouped according to the number of years they had been teaching. Five age groupingS'were formed in order to make the comparison. The null hypothesis stated that the group medians would be equal (Ho: Minx = MinL = Man = Man). The alternate hypothesis was presented as the opposite of this condition (Ho: NdnK a MdnL # 14an at MinN 76 Minp). Table 14 lists the 5 groups with the totals in the form of a 2 x 5 contingency table. Chi-square computed with these totals provided a value of 6.17. This value was less than the required value of 7.78, with 4df at the .05 level of significance. Therefore, the alternate hypothesis could not be accepted. 134 TABLE 14 NUMBER OF TEACHER GROUP SCORES ABOVE OR BELOJ THE COMBINED MEDIAN WHEN ARRANGED BY YEARS OF TEACHING EXPERIENCE Number of Years Above Min. At or Below Min. Totals N % N % N 1-3 Years 34 20 54 f f (63) (37) (100) J 4-6 Years 24 36 60 F (no) (60) (100) 7-10 Years 32 34 66 (48) (52) (100) 11-15 Years 21 22 43 (N9) (51) (100) ' 16 Years or More 21 23 44 (47 (53) (100) Totals 132 13 5 267 Cmpisgn pf the Secondam Level industrial Apps Tegphe; and the Industg‘ a1 Arts Teachep Edugipp Group Scopeg The tenth hypothesis to be tested was concerned with comparing the combined scores of all the secondary level industrial arts teachers with those of the group of industrial arts teacher educators. The null hypothesis for this test stated that there would be no difference in the median scores for these two groups (Ho: mnA'tB‘l-C-i-D = Minx). In order to compare these two groups, their scores had to be combined to provide a common median score. The new median was found to be 34. The resulting group totals were cast in a 2 x 2 contingency table. It was observed that the teacher educator group had no scores at or below the combined median of 34. Therefore, it was apparent that the group medians were not equal. This observation was further supported by the computed median score of 40.50 for the teacher educator group as compared 135 with the median of 33 for the industrial arts teachers. Therefore, the null hypothesis was rejected in favor of the alternate hypothesis of unequal medians. Non- othesized Grou Relationshi 5 Several descriptive factors appeared on the questionnaire for l which no hypotheses were formulated. Computation for the major hypotheses suggested the possibility of making several other types of group compari- sons. These non-hypothesized factors are described here with their related chi-square values. Comparison of Teacher Groups Accopging to Teacher Ages The 275 respondents were grouped according to their ages. Five age groupings were formed with the scores arranged as those above the total median and those which were at or below that median. The resulting 2 x 4 contingency table is illustrated as Table 15. The chi-square test was used to determine whether or not the medians of these groups were equal. The computed X2 provided a value of 2.20, which was less than the required value of 6.25. Therefore, it was concluded that these medians were equal. It was Observed that some variation in responses existed between the youngest age group (20-30 years old) and the second group (31-40 years old). When considering the possibility that the teacher age groupings might vary in a similar manner as the teaching experience groupings, a test of these first two age groups seemed to be quite appropriate. A 2 x 2 table was developed to test the possibility of a 136 significant difference. The computed X2 value was found to be only .863, which was much less than the necessary amount. It was obvious from this that such differences did not exist. TABLE 15 NUMBER OF TEACHER GROUP SCORES ABOVE OR BELOW THE MEDIAN'WHEN ARRANGED.ACCORDING TO TEACHER.AGE E- Teacher Age Above Man. At or Below Mdn. Totals N % N % N 3?: 20.30 Years 50 an 94 (53) (47) (100) 31.40 Years #7 54 101 (46) (54) (100) hl-SO Years 21 25 #6 (46) (54) (100) 50 Years and Over 13 20 33 (no) (60) (100) Totals 131 lh3 274 Compapison of Teacher Gpoups According to thg Ingtitution Whepe the B chelo '5 De 9 was ed The total population sampling of Michigan industrial arts teachers produced a distribution of teachers who had earned bachelor's degrees from a number of universities in the State of.Michigan. Six of these schools of higher education were represented in sufficient numbers to permit the testing of differences between the teacher groups representing the schools. Table 16 lists the six schools which were considered. A total of 210 teachers in the population sampling attended these institu- tions. The remaining 65 teachers were from other schools, which were not represented in sufficient numbers to be included in the test. 137 A 2 x 6 contingency table was used to arrange the group totals for a chi-square test. The computed value of XZ'was 10.20. This was higher than the critical value of 9.2M with 5df at the .05 level of significance. It was concluded from this test that there was a signi- ficant difference in the median scores of teacher groups which represented 6 major degree granting institutions in the State of Michigan. TABLE 16 NUMBER OF TEACHER GROUP SCORES ABOVE OR BELOW THE MEDIAN WHEN ARRANGED ACCORDING TO THE INSTITUTION GRANTING THE BACHELOR'S DEGREE i Institution Above Mdn. At or Below Man. Totals N % N 3% N Eastern Mich. Univ. 24 10 3’4 (71) (29) (100) western Mich. Univ. 2h 33 57 (#2) (58) (100) Central Mich. Univ. 17 18 35 (46) (54) (100) Northern Mich. Univ. 9 l? 26 (35) (65) (100) Michigan State Univ. 15 16 31 (48) (52) n (100) wayne State Univ. ll 16 27 (41) (59) (100) Totals 100 110 210 In order to illustrate the extent and direction of these differences, the means of the group scores were computed. These means are presented in Table h. Ranking of the means showed that the teacher group representing Eastern Michigan University had a higher mean (i.= 36.15) than any of the other five groups. The greatest difference appeared between the groups from Eastern Michigan University and that from Northern.Nfichigan University; which had a mean score of 29.96. Compgpison of Teacher Groups According to the Number of Years Teaching Experience The major hypothesis concerning years of teaching experience produced a value of chi-square which was not significant when all of the 5 levels of experience were considered together. In studying the individual group totals, it appeared that a rather large difference existed between the first group (teachers with 1-3 years of experience) and the second group (teachers with 4-6 years of experience). Therefore, a 2 x.2 contingency table was developed to test this condition. Table 17 lists the values for these 2 groups. TABLE 17 NUMBER OF TEACHER GROUP SCORES ABOVE OR BELOW THE MEDIAN FOR TEACHERS WITH l-3 YEARS AND h—6 YEARS EXPERIENCE Years Experience Above Nan. At or Below Mdn. Totals N N % N , 1-3 Years 34 20 57 (63) (37) (100) 4-6 Years 24 36 60 (no) (60) (100) Totals 58 56 11a ' Chi-square was computed and a value of 5.98 was established. ‘With ldf at the .05 level of significance, this value exceeded the critical value. It could be concluded from these results that the will- ingness of teachers to accept the behavioral outcomes for industrial arts which relate to the economic objectives of education is reduced rather drastically after the initial years of experience. 139 Item Analysis of the Behavioral Statements Teacher sub-groups were compared in their responses to each individual item on the survey instrument. This was done to determine in specific terms the kinds of things teachers favored as outcomes for industrial arts and whether or not the nature of a particular teaching situation might affect such choices to any extent. In this section each behavioral item is treated in terms of the responses made to it by the several groups of teachers and the panel of industrial arts teacher educators. Chi-square tests were made on those items where frequency of responses showed a possibility for teacher group differences. Efgects pf Gpadg Level and Apga of Teaching variables The sub-groupings of junior-senior high school, and limited area-multiple area teachers were compared for individual item responses. A 2 x h contingency table with the total number of favorable (D and P) and unfavorable (R and N) responses was used to determine whether or not significant differences existed. Chi-square values for all of the behavioral items are listed in Table 18. Seven of the b5 statements provided significant values of chi-square. These were items 16, 18, 19, 20, 28, 36, and 43. values of Xg'were considered significant at 6.25 with 3df at the .05 level of significance. lhO TABLE 18 CHI—SQUARE VALUES ON INDIVIDUAL ITEMS WHEN COMPARING TEACHER GROUPS BY GRADE LEVEL.AND AREA Item Number x? Value Item Number x2 Value 1 .36 24 1.22 2 3.23 25 2.40 3 5.86 26 1.33 E] 4 NC* 27 2.91 g». 5 NC 28 7.17 « 6 NC 29 NC 7 NC 30 4.14 8 NC 31 NC =-- 9 NC 32 2.60 I 10 NC 33 2.99 11 NC 34 .81 12 1.87 35 6,19 13 4.52 36 6.64 14 NC 37 5.04 15 NC 38 c 16 8.25 39 2.61 17 NC 40 3.99 18 11.49 41 NC 19 6.65 42 NC 20 10.00 43 9.16 21 2.95 44 NC 22 NC 45 5.92 23 1.76 *Not computed. ‘When 20% or more of the cells in the 2 x 4 table had values of less than 6, no chi-square was computed as it could not be considered valid. Those 7 items which showed significant values of chi-square are discussed individually in the following sections. Assessing Factors Whigh Give a Vocation Value.-A significant value of chi-square for item 16 showed that a difference existed between 1 the responses of h groups of teachers on this topic. This item stated that, "the student will be able to assess those factors which give a vocation value, such as the service it provides for mankind and the lhl financial returns it provides for the worker." Table 19 presents the values for the teacher group responses. TABLE 19 TEACHER GROUP RESPONSES TO THE STATEMENT ON ASSESSING FACTORS WHICH GIVE A VOCATION VALUE [ Teacher Group Favorable Responses* Unfavorable Responses** Totals N % N % N Jr. High Mult. 59 34 93 (65) (35) (100) Jr. High Lim. 36 23 59 (61) (39) (100) Sr. High Mult. 32 78 #1 (78) (22) (100) Sr. High Lim. 64 18 82 (78) (22) (100) Totals 191 8b 275 *Favorable responses were indicated by the teacher's choice of a "D" or "P" on the questionnaire. **Unfavorable responses were indicated by the teacher's choice of a "R" or "N" on the questionnaire. It was noted in the column values that both senior high teacher groups had higher percentages than the junior high teachers in favor of the statement as an outcome for industrial arts. Descpibing the Eppposes of vocational Education.-Item 18 proposed that "the student will be able to describe the purposes of post high school vocational education." Group responses to this statement as shown in Table 20 indicate that the senior high groups showed very similar per- centages in favor of this an an outcome-aboth of which were higher than the junior high groups. The X2 value of 11.49 was the highest value for any of the individual items on the questionnaire. 142 TABLE 20 TEACHER GROUP RESPONSES TO THE STATEMENT ON DESCRIBING THE PURPOSES OF VOCATIONAL EDUCATION Teacher group A Favorable Responses ’Unfavorable Responses Totals N 5 N 5 N 9 Jr. High Nblt. 69 24 93 (74) (26) (100) Jr. High limb 35 24 59 (59) (41) (100) Sr. High Mult. 33 8 41 (81) (19) (100) Sr. High Lim. 69 13 82 (84) (16) (100) Totals 206 69 275 S o Vocat on n Indust .-The senior high limited area teacher group favored item 19 above the other 3 groups. It stated that, "the student will be able to compare factors of salaries, 'working conditions and job requirements for vocations in industries." Table 21 provides the values for comparing these 4 groups on this item. TABLE 21 TEACHER GROUP RESPONSES TO THE STATEMENT ON COMPARING SELECTED FACTORS FOR VOCATIONS IN INDUSTRY Teacher Group Favorable Responses Unfavorable Responses Totals N 5 N % N Jr. High Mult. 58 35 93 ' (64) (36) (100) Jr. High Lim. 39 20 59 (66) (34) (100) Sr. High Mult. 24 17 41 (58) (42) (100) Sr. High Lim. 64 18 82 (78) (22) (100) Totals 185 90 275 143 Performing Basic Epgine Servicipg Operations.--In contrast to the other statements which provided a significant value of X2, the responses of junior high limited area teachers on item 20 were higher in the percentage favoring it than the other groups. This item stated that, "the student will be able to perform basic engine servicing operations, such as providing lubrication and fuel, and cleaning the engine." Table 22 lists the group responses to this statement. TABLE 22 TEACHER GROUP RESPONSES TO THE STATEMENT ON PERFORMING BASIC ENGINE SERVICING OPERATIONS Teacher Group Favorable Responses Unfavorable Responses Totals N 5 N 5 N Jr. High Mult. 69 24 93 (74) (26) (100) Jr. High Lilac 52 7 59 (88) (12) (100) Sr. High Mult. 33 8 41 (81) (19) (100) Sr. High Lim. 64 18 82 (78) (22) (100) Totals 218 57 275 Recogpizing the Advantages in Te§ted and Apppoved Product§.-- Both limited area teacher groups expressed greater approval than the multiple area groups for item 28. This item stated that, "the student will be able to recognize the advantages in purchasing products which have been tested and approved by federal and private research labora- tories." Table 23 illustrates the values for the 4 teacher group responses on this item. midfil 144 TABLE 23 TEACHER GROUP RESPONSES TO THE STATEMENT ON RECOGNIZING THE ADVANTAGES OF TESTED PRODUCTS Teacher Group IFavorable Responses Unfavorable Responses Totals N 5 N 1% N Jr. High Mhlt. 59 34 93 (64) (36) (100) Jr. High Lim. 48 11 59 (81) (19) (100) Sr. High.Nm1t. 28 13 41 (66) (34) (100) Sr. High Lim. 63 19 82 (77) (23) (100) Totals 198 77 , 275 Illugtpapipg the Sgurces for Basic Raw Material Usedpin Community lnég§3212§,-4Differences in teacher group responses to item 36 though they existed, did not appear to coincide with any hypothesis which might be formulated along the lines of grade level or area of teaching. This item stated that, "the student will be able to illustrate, by using examples, the sources for basic items and raw materials used in industrial operations in the community." The junior high limited area teacher group and senior high multiple area teacher group each had the same percentages favoring this outcome for industrial arts. Table 24 illustrates the totals which resulted. 'V‘Y“-_fl '1 145 TABLE 24 TEACHER GROUP RESPONSES TO THE STATEMENT ON ILLUSTRATING THE SOURCE FOR THE RAW MATERIALS OF INDUSTRY Teacher Group Favorable Responses 1 Uhfavorable Responses Totals N H N % N Jr. High Malt. 74 19 93 (80) (20) (100) Jr. High Lim. 39 20 59 (66) (34) (100) Sr. High Malt. 27 14 41 (66) (34) (100) (81) (19) (100) Totals 206 69 275 identiflying the Changes and Trends in Production Methods.-The last item on the survey to show a significant value of X2 on group comparisons was number 43. This item stated that, "the student will be able to identify the changes and trends in production methods resulting from the use of research findings." Neither junior high group showed a strong direction of preference on this item as they showed a nearly equal number of responses favoring and disfavoring the statement. The senior high school groups differed so that the senior high limited area teachers were much more in favor of the item than the senior high multiple area teachers. The latter group Showed the lowest percentage of teachers preferring the item as an outcome for industrial arts. These differences can be seen in Table 25. 146 TABLE 25 TEACHER GROUP RESPONSES TO THE STATEMENT ON IDENTIFYING THE CHANGES AND TRENDS IN PRODUCTION METHODS Teacher Group Favorable Responses Unfavorable Responses Totals N % N 3 N Jr. High Mhlt. 48 45 93 (52) (48) (100) Jr. High Lim. 29 30 59 (49) (51) (100) Sr. High.Nh1t. 13 28 41 (32) (68) (100) 1 Sr. High Lim. 49 33 82 y: (60) (40) (100) Totals 139 136 275 Compgpison 9i ipdustrial Arts Teacher and Teacher Educator Responses on Each Item An item.ana1ysis was also made to compare the responses of the industrial arts teachers as a combined group with the panel of leaders in industrial arts teacher education. The intent in this analysis was to determine if there was any particular direction to the choice preferences for these two groups. The degree of acceptance by either or both groups could be observed for each item on the survey instrument. Table 26 pre- sent the respective values for these 2 groups in terms of the percentages of those persons who made a favorable choice ("D" or "P") on the four- choice behavioral outcome scale. 147 TABLE 26 PERCENTAGES OF INDUSTRIAL ARTS TEACHERS AND TEACHER EDUCATORS FAVORING INDIVIDUAL BEHAVIORAL ITEMS Item Percentage of Percentage of Item Percentage of Percentage of Teacher Secondary Teacher Secondary Educators Teachers Educators Teachers 1 75 75 24 88 83 2 63 30 25 100 54 3 100 42 26 63 30 4 100 100 27 100 49 5 63 97 28 75 72 6 100 99 29 100 100 7 100 98 30 75 48 8 75 95 31 100 88 9 75 89 32 88 40 10 100 77 33 100 57 11 100 87 34 88 62 12 100 32 35 100 76 13 100 47 36 100 75 14 88 92 37 100 49 15 100 91 38 100 93 16 88 69 39 37 26 17 88 99 40 100 82 18 75 75 41 100 91 19 100 68 42 88 96 20 88 43 43 100 50 21 88 80 44 100 88 22 100 94 45 100 77 23 100 78 This method of comparing individual item responses revealed that the teacher educators and secondary industrial arts teachers had nearly the same percentage of responses favoring 20 of the 45 behavioral items These items were: 1. The student will be able to identify industrial employment trends in the community. 4. The student will be able to work effectively'with a group. 6. The student will.be able to make simple Sketches of objects. 7. The student will be able to measure‘with rules, gages, and meters. 14. 15. 17. 18. 21. 22. 24. 28. 29. 31. 38. 39- 41. 42. 148 The student will be able to make a report on the results of his work with clarity and simplicity. The student will be able to disassemble, clean, adjust and reassemble an article according to the manufacturer's directions. The student will be able to plan work activities to provide for the conservation of supplies in the shop or laboratory. The student will be able to work effectively and efficiently E; under supervision. The student will be able to describe the purposes of post high school vocational education. The student will be able to identify factors which con- 4 tribute to a worker's economic problems, such as a lack of ’ basic education, and the increasing demands of technology. The student will be able to work effectively and efficiently when alone. The student will be able to judge the quality of a product on the basis of how it satisfies the rules of design. The student will be able to recognize the advantages in purchasing products which have been tested and approved by federal or private research laboratories. The student will be able to demonstrate safe work habits. The student will be able to estimate volume, area, quantity, and dimensions. The student will be able to follow operating instructions when tooling-up and using machinery. The student will be able to describe the physical, emotional, and psychological effects of repetitive operations on the human being. The student will be able to interpret the information used for describing an operational procedure. The student will be able to keep personal possessions in adequate repair. The student will be able to judge his performance in work activities on the basis of his own capabilities. 149 Of these 20 items, number 39 appeared to be favored by a very small number in both groups in nearly the same percentages. This could be interpreted as a rejection of the item by both groups. Almost all of the remaining 25 behavioral items were favored by the industrial arts teacher educator group over the secondary level teacher group. For some of these items the differences in percentage of favorable responses would suggest that significant differences in belief as to what should be achieved in industrial arts exists. The items which were favored by the industrial arts teacher educators over the secondary industrial arts teachers were: 2. The student will be able to describe the requirements for adequate distribution of goods. 3. The student will be able to describe and compare the organizational structure of large and small industrial firms. 10. The student will be able to judge the value of work as it satisfies the intellectual needs of man. 12. The student will be able to define the major purposes of national labor unions. 13. The student will.be able to describe the role of management in industry. 16. The student will be able to assess those factors which give a vocation value, such as the service it provides for mankind and the financial returns it provides for the worker. 19. The student will be able to compare the factors of salaries, ‘working conditions and job requirements for vocations in indus trie S o 20. The student will be able to perform basic engine servicing operations, such as providing lubrication and fuel, and cleaning the engine. 23. The student will be able to judge the value of work as it satisfies the physical needs of man. 25. 26. 27. 30. 32. 33- 34. 35- 36c 37. 43. 45. 150 The student will be able to describe the occupational changes resulting from developments in electronics, automation, cybernetics, and atomic power. The student will be able to discuss the effects of market research on production. The student will be able to present examples of the achieve- ments of science and technology in discovering new sources for and new forms of raw materials. The student will be able to describe the affects of an imbalance in the supply and demand of goods and services. The student will be able to describe the role of labor unions in our economy. The student will be able to describe the phases of production from product design to packaging. The student will.be able to judge the value of work as it satisfies the social needs of man. The student will be able to use appropriate technical terminology to communicate with other persons while working to solve technical prdblems. The student will be able to illustrate, by using examples, the sources for basic items and raw materials used in industrial operations in the community. The student will be able to describe the work structure in local industries in terms of job activities and job rela- tionships. The student will be able to indicate his own aptitudes and abilities for work in the industrial-technical areas. The student will be able to identify the changes and trends in production methods resulting from the use of research finding 3 o The student will be able to define and compare quantity production and custom production methods used by industry. In this list of 22 statements of behavioral outcomes for industrial arts, items 2, 26, and 30 might be considered as not having the strong support of either group. These items were all concerned with rather complex economic concepts associated with the production and distribution of goods. 151 The only behavioral statements in the list of 45 which were selected by the industrial arts teachers over the teacher educators were the following: 5. The student will be able to make simple electrical repairs on household items, such as lamps, extension cords, and appliances. 8. The student will be able to select products for purchase on the basis of the comparative information he obtains, such as cost and quality of construction. 9. The student will be able to select appropriate lubricants, abrasives, and cleaning solutions used in cleaning and protecting household goods and equipment. All three of these statements referred to consumer activities having to do with either purchaSing or maintaining goods. Conclusions on the Item Analysis The nature of the secondary teacher group responses on the 7 behavioral statements, which provided a significant value of x2, did not suggest a major trend in direction. There were a number of observations to be made when the items were grouped according to the 4 major economic life-activity areas of occupational choice, work, consumer activity and making economic analyses. Three of the 7 items (no's 16, 18 and 19) expressed a concern for the process of occupational choice. In all 3 cases the senior high limited area teacher group indicated the highest percentage of approval for these statements. On 2 of these items (no's l6 and 18), both senior high groups indicated greater approval than the junior high groups. Two of the 7 items (no's 20 and 28) were related to consumer activities. For both of these items the junior high limited area teacher group indicated greatest approval. 152 The remaining 2 items (no's 36 and 43) of the 7 were associated with the process of making economic analyses of industrial activities. The senior high limited area teacher group provided the highest per- centage of approval on these items. The analysis of items involving the comparison of all secondary teacher responses with the teacher educator responses suggested 2 major Ta conclusions: (a) The teachers and teacher educators indicated about the I? same degree of approval on items which in most instances described basic work functions and consumer activities, and (b) the teacher educators 4 favored above the teachers a large group of items which represented , concern for the process of making economic analyses. Summapy The responses of the 275 Michigan industrial arts teachers and 8 prominent industrial arts teacher educators who returned questionnaires were analyzed and reported in this chapter. Measures of the mean and median for teacher group scores, and percentages of responses were used to make between-group comparisons of teacher responses. Chi-square tests of significance were used to test 10 major hypotheses about the medians of the several sub-groups of teachers. All tests were made at the .05 level of significance. Individual items on the questionnaire were also analyzed for differences in teacher sub-group responses. Scoring of the secondary industrial arts teacher returns provided a total mean of 32.70 and a median of 33 on a scoring scale where the maximum possible score was 45. Similar scoring of the industrial arts teacher educator returns resulted in a mean of 40.60 and a median of 40.50. 153 Tests of the 6 hypotheses involved the comparing of medians for teacher groups arranged according to grade level and area of teaching. No significant values for Xz'were obtained for these tests. TwoAbyatwo contingency tables were used to compare the groups of junior and senior high, multiple area and limited area teachers. A critical value of 2.71 for x2 was required for the 2-tailed. test. A significant value of x2 was obtained for the hypotheses test involving the comparison of teacher groups which were arranged according to the socio-economic level of their students. This value of X? was 8.15, which exceeded the critical value of 4.60 with 2 degrees of freedom. A conclusion from this test is that the socio-economic status of students, especially where lower class students are concerned, affects the percep- tion teachers have of what should be achieved in industrial arts classes. The direction of the teacher scores showed that teachers of the lower socio-economic students accepted fewer of the outcomes than the teachers of middle or upper class students. The comparison of medians for teacher groups arranged according to the average number of students in the industrial arts classes resulted in a value of X2 equal to 5.91. This was also a significant value. It could be concluded that the size of an industrial arts teacher's classes also affect his perception of goals that Should be sought in industrial arts. The direction of the scores in this test indicated that teachers of classes over 30 in number accepted fewer of the behavioral outcomes than the 2 groups of teachers with class sizes ranging from 10-20 and 21-30. The median test for teacher groups which were arranged by years of teaching experience provided a value of chi-square equal to 6.17. This was less than the value required for a 2 x 5 contingency table. When the 154 first 2 groups were compared, though, a value of 5.98 resulted. The direction of scores for these 2 groups alone showed that teachers ‘with less than 4 years of experience accepted the greater number of behavioral outcomes for industrial arts. The conclusion from this might be that experience in teaching alters significantly the perception the teacher has of the role of industrial arts. The analysis of the individual items on the questionnaire, as it involved the comparison of teacher groups arranged by grade level and area, provided a significant value of chi-square on 7 of the 45 items. It might be concluded from this, as well as the test of hypotheses con- cerning group scores, that the grade level (junior or senior high) and the area of teaching (multiple or limited area) do not affect in a sig- nificant way the perception of industrial arts teachers toward the kinds of outcomes on economic behavior which should be achieved in industrial arts. Tests on non-hypothesized factors included comparison of teacher age groups as well as groupings arranged by graduating institutions. No significant value of X2 was found for the age groupings. Comparison of the groups formed by the institutions which granted the teachers bachelor's degrees did provide a significant value though. A value of 10.20 for X2 indicated that the medians for the teacher groups repre- senting 6 universities in the State of Michigan were not equal. Teachers with degrees from Eastern Michigan University had the highest percentage of scores above the median. The analysis of industrial arts teacher educator responses on the individual behavioral statements, when compared with the secondary teachers, Showed that teacher educators and teachers had the same 155 percentage of favorable responses on 20 of the statements. Teacher educators had a higher percentage of favorable responses on 22 of the behavioral statements. The secondary teachers had a higher percentage of favorable responses on only three of the statements. It could easily be concluded from this analysis, the comparison of mean scores and the chi-square that the teacher educators were much more accepting of the economic behavioral statements than the secondary level teachers. Bibliogpaphy l. Siegel, Sidney. Noparametpic Statisti cs. New York: McGraw-Hill Book Company, Inc., 1956. ‘ CHAPTER VI SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS W The achievement of economic competence by the individual stands as one of the major concerns in this society. The increasing complexity of economic problems today cells for the clarification of how every facet of modern educational curricula contribute to the achievement of the objectives of economic efficiency. This study was directed at the pro- blem of clarifying the role of industrial arts in the achievement of these objectives. The proper interpretation of men's industrial activities in the industrial arts program invole not only a description of the processes of production, but should recognize sun in his relationship with industry. This relationship involves him in such economic life-activities as (a) choosing an occupation, (b) performing the work function, (0) con- ducting consumer functions, and (d) raking analyses of economic conditions. These are econoflc areas of life in which the individual must become competent. In a review of literature a nunber of authors stated that the most functional educational objectives are those which describe the kind of performnoe that is to be expected of the learner. These statements of behavior are the operational form of the broader objectives of educa- tion. The first purpose of the study was, therefore, to present an 156 157 operational definition.ofthe objectives of economic efficiency for industrial arts through a description of the kind of student behaviors to be achieved. Nerbovig emphasized that educational goals become effective to the extent that teachers perceive the goals as appropriate for their programs. The way teachers perceive goals is the final indicator of whether the goals are used to direct their programs. It was proposed that teachers perceive goals as appropriate for their programs in different ways, because of the nature of their teaching situation or their own professional status. TWo other purposes of this study were based upon this proposal. One of these two was to determine whether selected groups of high school industrial arts teachers had significantly different perceptions of behavioral statements related to the objectives of economic efficiency. The other purpose was directed at determining whether the teacher perceptions differed from those of a select panel of leaders in industrial arts teacher education. The assumptions of this study were that objectives of economic efficiency are an important concern for secondary education, including industrial arts. Also, behaviors related to the achievement of these objectives are primarily learned behaviors which can be assessed in terms of their educative value. Finally, teachers perceive a particular role for their subject area in the behaviors they believe should be manifested by'it. This study was delimited to a description of behavioral outcomes which relate to the achievement of the objectives of economic efficiency. No attempt was made to describe specific learning experiences associated with these outcomes. 158 A study of literature in economics, sociology, secondary educa- tion, guidance and industrial education provided guidelines for determining student needs associated with achieving economic competence. From these needs were derived 52 statements on learner behaviors to be achieved in industrial arts when working toward the objectives of economic efficiency. Subject area specialists representing economics, sociology, secondary education, guidance and industrial education were used as resource persons in assessing the adequacy of the statements as behaviors to be achieved in industrial arts. A list of 45 behavioral statements resulted from their evaluation. A questionnaire was developed to include the final list of 45 statements on economic behavior. This questionnaire was structured to gather industrial arts teacher responses on the appropriateness of the individual statements for use in industrial arts. Two pilot tests were run before the finished questionnaire was distributed to a sampling of secondary level industrial arts teachers. The population sampling which received the questionnaire included a total of 397’Rfichigan industrial arts teachers. This sampling was selected at random from the membership of the Rfichigan Industrial Education Society for the year 1966-67. Grouping of the teacher sampling was used to provide a means for comparing teacher responses on the questionnaire in terms of certain variables associated with the teaching situation or teacher status. These groups were arranged according to grade level, area of teaching, socio- economic level of students, class size and teaching experience. Research hypotheses were formulated to consider these grouping arrangements. Additional grouping was done to consider teacher age and the name of the 159 institution where the teacher earned the bachelor's degree. No hypotheses were developed for these last two grouping arrangements. A total of 84 percent of the teacher sampling returned the questionnaires. 'Ihese returns were coded and scored. A high score was judged as indicating greatest approval of the statements as behaviors to be achieved in industrial arts. The chi-square median test and computed percentage values on group scores were used to test ten mjor hypotheses and to make compari- sons of teacher group scores. Hypothesized differences were found to be not significant when teacher group scores were arranged according to grade level, area of teaching and years of teaching experience . Signifi- cant values of x2 were obtained at the .05 level of significance when teachers were grouped according to student socio-economic level and industrial arts class size. A study of the direction of the scores in these two grouping arrangements showed that teachers of lower socio- economic students and teachers with classes of 31 or more students had lower group scores than other teacher groups. Non-hypothesised tests of significance were made with teacher group scores arranged according to teacher age and the institution from which the teacher earned the bachelor' s degree. Significant values of X2 were not obtained for groups arranged according to teacher age. A significant value of 12 resulted from the test of groups from different institutions. Teachers who received their bachelor' s degree from Eastern Michigan University had a significantly higher group score than teachers who received degrees from five other universities in the State of Michigan. The scores of a panel of eight leaders in industrial arts teacher education were computed by means similar to that for industrial arts 160 teachers. All of these eight scores were above the combined median score for industrial arts teacher and teacher educators, and, therefore, con- sidered to be significantly higher than the scores of the industrial arts teachers. An individual item analysis compared group responses on each of the #5 behavioral statements. Teachers were grouped for this analysis r- according to grade level and area of teaching. Significant values of it Xz'were found on 7 of the #5 statements when teachers were grouped in this manner. Percentage of favorable responses on individual items : were computed for all teachers combined and compared with responses of ’ teacher educators. These two groups showed similar percentages of favorable responses on 25 of the 45 items. The teacher educators showed higher percentages of favorable responses than the secondary level teachers on 22 of the items, whereas the teachers favored only three of the items over the teacher educators. Conclusions The analysis of data from the survey on how Michigan industrial arts teachers perceive the role of industrial arts in the achievement of objectives of economic efficiency has resulted in the following conclusions: 1. Teaching at the junior high or senior high level does not affect how the teacher perceives the role of industrial arts in the achievement of the objectives of economic efficiency. 2. Teaching in a multiple area or limited area situation does not affect how the teacher perceives the role of industrial arts in the achievement of the objectives of economic efficiency. 3. 5. 7. 161 Teachers of lower socio-economic class students perceive the role of industrial arts in the achievement of objectives of economic efficiency as less important than teachers of middle or upper class students. Teachers with very large classes (averaging 31 or more) perceive the role of industrial arts in the achievement of objectives of economic efficiency as less important than teachers with medium size or small classes (less than 31 students). Teachers in the early years of their teaching careers (1-3 years) perceive the role of industrial arts in the achievement of the objectives of economic efficiency as more important than teachers who have taught for a greater number of years (more than 3 years). Teachers who received their bachelor's degree from Eastern Michigan University perceive the role of industrial arts in the achievement of the objectives of economic efficiency as more important than teachers who earned degrees from other universities in Michigan. Secondary level teachers generally perceive the role of industrial arts in the achievement of the objectives of economic efficiency as less important than leaders in industrial arts teacher education. 162 Implications and Recommendations There appears to be quite a difference in how industrial arts teachers perceive the role of their subject area in providing for the development of economic competence. The distribution of teachers scores on the survey instrument illustrates this condition. The variables used in this study did not reveal all of the reasonS'why teachers in the sample differ so much on their selection of behaviors to be achieved in industrial arts. It is very likely that variables other than grade level and area of teaching need to be considered. It should be noted that teachers who work with large numbers of students from lower socio-economic environments apparently limit the range of the goals used to guide their programs. Goal selection in this case must be based upon something other than the needs of students for developing economic competence. It also appears that teachers in the beginning years of their teaching careers are more open to the use of a broad range of economic goals for their subject area than are teachers ‘with several.years of experience. The data may also have been suggesting that teachers who are recent graduates of universities in.Nfichigan more readily accept the objectives of economic efficiency than do past graduates of these schools. A shift in philosophical orientation may be in evidence if this condition exists. The analysis of individual behavioral statements was made with the teachers grouped according to grade level and area of teaching. The fact that only 7 of the 45 statements provided significant values of X2 when group responseS‘were compared, is further evidence that these variables were not highly important. It was found, though, that senior 163 high school teachers responded more favorably than junior high school teachers to statements which referred to vocational planning. This might suggest that senior high teachers are more concerned with this aspect of the industrial arts program than are junior high teachers. Since the industrial arts teacher educators expressed greater approval of the behavioral statements than the secondary level teachers, it appears that there is quite a difference in the thinking at these two levels. The item analysis revealed that these two groups differed most on those statements involving the making of economic analyses. Since these statements generally involved complex theoretical concepts, teachers may'have felt that they were unrealistic. Or, it may have been that the teachers had less of an orientation to the ideas in these statements than to those associated with work or consumer activities. A number of implications for secondary level and teacher education programs in industrial arts appear from this analysis. Every attempt should be made in industrial arts programs to relate the concepts and learning activities associated with developing economic competence to real life situations. Subject matter that describes current occupational structures, work patterns, consumer pro- blems and economic conditions must be brought into the daily experiences of the secondary student. A large number of resources are available for the industrial arts teacher who is truly concerned with having his program represent relevant life experiences in these economic areas. Many of the existing industrial arts curriculum materials and teaching methods that direct attention to "busy" activities of limited scope can be replaced by material and methods that develop a more complete awareness of life problems. 164 Evidence in this study points to the possibility that study materials associated with economic activities like occupational planning and consumer functions should be an integral part of the industrial arts program. Too often these things have been presented as supplementary materials, and are therefore more often than not left out of the program entirely. Just as naturally, the materials associated with making economic f; analyses of industrial activities can be a regular component of industrial 5 arts subject matter. many of the concepts in this economic area are the basis for the industrial processes which are most typically studied in a, present industrial arts programs. The proper study of man's industry , should include these economic concepts. The junior high grades can.be used quite readily to introduce learning experiences for the development of behaviors to achieve eco- nomic competence. For example, broad orientation experiences that reflect the structure of the industrial organization and the nature of occupations can help to lay the grounddwork for some of the decision- making processes that must occur in the later grades. Individual and group activities can.be used to focus the learner's attention on work processes and his own ability and capacity for certain types of work. Senior high school industrial arts programs can provide for learning the more complex behaviors associated with developing economic competence. The exploratory concept is still important in these grades and should be continued, but attention must be increasingly focused on the direction of experiences. On completion of the senior year in high school, a student should be quite aware of his achievements in his efforts to become economically competent. 165 One of the points emphasized in this study was that development of behavioral goals for industrial arts to achieve economic competence involves a description of subject matter concepts closely associated ‘with economics, sociology and guidance. If the task of developing these objectives is to be completed, the industrial arts teacher must have both an awareness of the need for and the ability to work with teachers from these other subject areas. Curriculum planning that brings these related subject areas together would provide a means by which the over-arching concepts related to creating efficient economic behavior might evolve into meaningful learning experiences. A simple redesign of subject matter may'not be enough in this effort though. It may also be necessary to create quite a different teaching-learning environment. This would call for a total analysis of conditions needed for learning the concepts identified by subject area specialists. Teacher education institutions carry a share of the responsibility for directing events in secondary education. One of the implications for industrial arts teacher education that appears from the findings in this study concerns leadership for curriculum change. Much of the innovation for change and progress in education should come from the teacher education institutions. If a reemphasis in the kinds of objectives to be sought in industrial arts is to occur, a proper theoretical base must be laid in these universities and colleges. An analysis of major educational objectives will have to be conducted to derive a description of desirable student behaviors similar to those presented in the study; The teacher education programs must provide professional study experiences in the analysis of educational materials to derive objectives 166 for teaching. It would seem that if this is to be accomplished, these programs would themselves have to demonstrate how a coordinated effort can be extended to analyze subject matter and to describe educational needs of learners. Several recommendations for further study and development on the problem of the role of industrial arts in the achievement of the objec- tives of economic efficiency are presented here as: l. 3. Industrial arts teacher education programs should be developed to permit the careful analysis and study of operational or behavioral goals for the classroom teacher. Further analysis of the behavioral statements presented in this study should be made to determine the level of education at which certain goals might be achieved. Resource specialists from other subject areas should be used to assist in the process of describing and assessing goals for industrial arts. variables such as school budget factors, conditions of teaching facilities and levels of administrative support should be used in the study of how teachers perceive the role of industrial arts. Further analysis of the variables used in this study should be made on the 45 individual items. Since only 7 of the 45 items proved to reflect significant differences in percep- tions of teachers grouped according to the variables of grade level and area of teaching, other variables would likely show some effect. 167 6. Studies should be conducted on the relationship of how teachers perceive the role of their subject area and the nature of their own teaching. 7. An attempt should be made to determine whether and how teacher perceptions of their subject area role change with a change in teaching situation. The most significant outcome of this study seems to be that industrial arts teachers in Michigan differ a great deal in how they perceive the role of their subject area. This fact may indicate that there is a lack of consistent direction in industrial arts programs in the State of Michigan. Therefore, the last recommendation from this study is that a concerted effort be extended to describe a desirable direction and to provide teachers with curriculum materials which can contribute to the achievement of goals that are identified as important. APPENDICES 168 APPENDIX A PRETIMINARY INVENTGIY CHECKLIST A1 SUBJECT AREA SPECIALISTS A2 COVER lE'I'I‘ER FOR my INVENTORY cascxusr A3 PRELIIEMRY INVENTGII CHECKLIST 169 170 APPENDIX A1 SUBJECT AREA SPECIALISTS Dr. Edward Green Professor in Sociology and Head of Department College of Arts and Sciences Eastern Michigan University Dr. Charles E. Helppie Professor in Economics College of Arts and Sciences Eastern Michigan University Dr. Earl C. Kelley Visiting Professor in Education College of Education Eastern Michigan University Dr. Winton Kloosterman Professor in Guidance and Counseling College of Education Eastern Michigan University Dr. E. James Rokusek Professor in Industrial Education Department of Industrial Education Eastern Michigan University 171 APPENDIX A2 COVER LETTER FCR PRELIMINARY INVENTCRY CHECKLIST March 21, 1967 Dear Dr. : Thank you for accepting aw request for assistance with my research project. As I indicated on the telephone, nw primry interest is in working with curricula in industrial arts at the secondary education level. One part of this research project involves identifying the kinds of behaviors which students in secondary school industrial arts programs should demonstrate in relation to one particular objective in general education—the achievement of economic efficiency. As a person who has a special interest in curriculum development, I would like to ask for your expert opinion on the matter of what kinds of behaviors should be elicited through industrial arts programs which will help in the realization of this objective. The behavioral statements on the attached list are intended to reflect behavioral outcomes which are appropriate for use in general education. The concepts which are a part of these outcomes are found in several areas of education, yet they are considered to be common to industrial arts. You are being asked to study the total list, consider the items in terms of their value as behavioral statements for secondary education, and respond as directed on the introductory page to the checklist. Please make coments you feel are needed and add those behavioral statements which you see as being important. If you have questions, please feel free to call me at home (nan-.0117) or at my office (nan-6100, extension 2186). Respectfully yours , Gerald L. Jennings Department of Industrial Education 172 APPENDIX A3 STUDENT BEHAVICRAL RESPONSES TO THE OBJECTIVES OF ECOch EFFICIENCY A e et Chec s mam Broad statements of objectives for educational programs do not tell how the student is to behave once the objectives are achieved. This is evidenced in such typical objectives for industrial arts as the following: 1. To explore industry and American industrial civilization in terms of its organization, raw materials, processes, and operation, products, and occupations. 2. To increase consumer lmowledges to a point where students can buy, use , and maintain the products of industry intelligently. 3. To provide information about, and-u-in so far as possible- experiences in, the basic processes of many industries, in order that students may be more competent to choose a future vocation. 1}. To develop a certain amount of skill in a number of basic industrial processes. me items listed on the following pages describe the res- ponses which students in junior and senior high school industrial arts programs could make to learning activities directed at the achieve- ment of economically efficient behavior. In other words, if a stu- dent responds in the marmer indicated in each item, he should be more capable of responsible performance in such economic functions as occupational choice, work, consumer activities and solving basic economic problems. ' You are being asked to help in identifying possible student behaviors which reflect economic efficiency by selecting those items in this listing which seem to be appropriate concerns for industrial arts in the secondary schools. mm In order to indicate your choice of items, please 913212219. W2; in the right hand margin for the statement which best expresses your opinion. me judgmental statements and their coded symbols will be: A An amogiate behavior to be achieved in industrial arts. NA Not an appgomate behavior to be achieved in industrial arts. U Funclear behavior item. Please consider each item independently and without regard to how new times it may appear. Feel free to make any comments on the items or to add an wgch you see as Mt. 1. 2. 3. 9. 10. 13 . 173 STUDENT BEHAVIORAL RESPONSES TO THE OBJECTIVES OF ECONCHIC EFFICIENCY a Preliminary Inventory Checklist The student will be able to describe the work structure in local industries in terms of occupational title, job activities, and job relationships. A be student will be able to compare the factors of salaries , working conditions and job requirements for vocations in industries. A The student will be able to assess these factors which give a vocation value, such as the service it provides for mnlcind and the financial returns it provides for the worker. A The student will be able to indicate his own aptitudes and abilities for work in the industrial-technical areas. A The student will be able to describe and compare the organiza- tional structure of large and small industrial firms. A The student will be able to juige his performance in work activities on the basis of his own capabilities. A fine student will be able to describe the occupational changes resulting from developments in electronics, automation, cybernetics, and atomic power. A The student will be able to identify factors which cmtribute to a worker's economic problems, such as a lack of basic education, and the increasing demands of technology. A 'Ihe student will be able to identify and analyze industrial employment trends in the commfity. A 'Ihe student will be able to use the hand tools and machines common to the trade or industrial job in which he indicates an interest. A The student will be able to interpret the information used for describing an operational procedure. A be student will be able to specify the requirements for education or training after high school which is suited to emerging vocational interests. A The student will be able to describe the purposes of post high school vocational education for the worker. A ll}. 15. 16. 17. 18. 19. 20. 21. 23. 21+. 25. 26. 27. 28. 29. 30. 31. 174 The student will be able to judge the value of work as it satisfies the physical needs of man. A be student will be able to judge the value of work as it satisfies the intellectual needs of nan. A The student will be able to judge the value of work as it satisfies the social needs of man. A be student will be able to describe the physical, emotional and psychological effects of repetitive operations on the human being. ‘ The student will be able to demonstrate safe work habits. A The student will be able to work effectively with a group. A The student will be able to work effectively and efficiently under supervision. A The student will be able to work effectively and efficiently "ban ‘lonee ‘ The student will be able to demonstrate minimal competence in using the tools related to his emerging occupational interests in industry. A 'Ihe student will be able to make simple sketches of objects. A The student will be able to make simple drawings of objects. The student will be able to measure with rules, gages, micrometers and meters. A The student will be able to plan work activities to provide for the conservation of supplies in the shop or laboratory. A The student will be able to make a report on the results of his work with clarity and simplicity. A The student will be able to estinte volume , area , quantity, and dimensions. a me student will be able to use appropriate technical termi- nology to comunicate with other persons while working to solve technical problems. a he student will be able to define the amjor purposes of national labor unions. l the student will be able to describe the role of labor unions in our economy. A E E 175 32. The student will be able to describe the role of management in industry. A NA U 33. The student will be able to select products for purchase on the basis of the comparative information he obtains, such as cost and quality of construction. A NA U 31+. The student will be able to illustrate, by example, the prin- ciples of design. A NA U 35. 'flze student will be able to recognize the advantages in pur- chasing products which have been tested and approved by federal or private research laboratories. A NA U 36. The student will be able to keep personal possessions in 37. The student will be able to follow operating instructions when tooling-up and using nuchinery. A M U 38. The student will be able to select appropriate lubricants, abrasives , and cleaning solutions used in cleaning and protecting household goods and equipment. A NA U 39. The student will be able to disassemble,.clean, adjust and reassemble an article according to the manufacturer's dirOCtionSe A NA U ’40. The student will be able to make simple electrical repairs on household items, such as lamps, extension cords, and appliances. A NA U #1. The student will be able to perform basic engine servicing operations, such as providing lubrication and fuel, and cleaning the engine. A NA U #2. The student will be able to specify the sources for raw materials used in industrial operations in the commity. A NA U 1&3. Iflue student will be able to describe the changes, over the past 100 years, in methods for extracting raw materials. A Na U ’44. The student will be able to present eooamples of the achieve- ments of science and technology in discovering new sources for and new forms of raw materials. A NA U 1+5. The student will be able to describe the basic processes for mking the synthetics used by industry for the goods it produces. A NA U 46. The student will be able to describe the affects of an imbalance in the supply and demand of goods and services. A NA U 1+7. 1&8. 1+9. 50. 51. 52. 176 The student will be able to describe the requirements for adequate distribution of goods. A The student will be able to specify the advantages inherent in volume purchasing and sales by industry. A The student will be able to describe the phases of production from product design to packaging. A The student will be able to define and compare quantity production and custom production methods used by industry. A The student will be able to identify the changes and trends in production methods resulting from the use of research findings. A The student will be able to discuss the effects of mrket research on production. A APPENDIX B PILOT INSTRUMENT COVER.IETTER FOR PILOT INSTRUMENTS I AND II PERSONAL DATA SHEET FOR PILOT INSTRUMENT I INSTRUCTION SHEET FOR PILOT INSTRUMENT I BEHAVIORAL OUTCOME INVENTORY CHECKLIST FOR.PILOT INSTRUMENT I EVALUATION SHEET FOR PILOT INSTRUMENT I PERSONAL DATA SHEET FOR PILOT INSTRUMENT II INSTRUCTION SHEET FOR PILOT INSTRUMENT II BEHAVIORAL OUTCOME INVENTORY CHECKLIST FOR PILOT INSTRUMENT II EVALUATION SHEET FOR PILOT INSTRUMENT II 177 178 APPENDIX B1 COVER IETTER FOR PILOT INSTRUMENTS I AND II Dear As a teacher of industrial arts subjects, you are in a position to be of immeasurable assistance in a research project which may be able to rake a significant contribution to the improvement of industrial arts programs in the State of Michigan. The project is directed at clarifying the role of industrial arts at the secondary school level. The specific concern is to iden- tify the kinds of behaviors which students in industrial arts programs should demonstrate in relation to one particular ob jec- tive of general education—the achievement of economic efficiency. The questionnaire which accmnpanies this letter of request represents a compilation of behavioral outcomes to be considered for industrial arts programs. These outcomes des- cribe the kinds of responses which students in junior and senior high school industrial arts programs could make to learning activities directed at the achievement of economically efficient behavior. I would like to request your assistance, as one of a selected group of Inchigan industrial arts teachers, by having you indicate your judgment on this topic. The thing for you to ask is whether or not the items on this list represent the kinds of behaviors which should be adaieved in industrial arts. Your feelings about these items may vary from one to another. The degree of your acceptance for each item can be indicated in the spaces provided on the questionnaire. I would like to ask that you consider every item and make a response for “311 ones To facilitate an accurate accounting of the participants in this project, each of them is being asked to provide some personal data at the beginning of the questionnaire, such as grade level, area of teaching, professional preparation, etc. The information you provide on this sheet will be kept absQuEly confidential. Thank you for your consideration of this request and for helping in the completion of this project. Respectfully yours , Gerald L. Jennings Department of Industrial Education 179 APPENDIX 132 PERSONAL DATA SHEET FOR PILOT INSTRUMENT I Instructions: Please check or write in a response to each statement below. 1. Indicate the grade or grades in which you are presently teaching. _ 6th or below __ 10th _ 7th __ 11th _ 8th _ 12th _ 9th _ Other 2." 3. 5. 7. 9. Indicate the technical area or areas of instruction which you include in that industrial arts course which you teach most of the time. __ Automotive or power mechanics __ laterials testing _ Ceramics __ Metalworking __ Drawing _ Plastics __ Electricity or electronics _ Textiles __ Graphic arts or printing __ Woodworking __ Jewelry _ Building construction __ leather __ Other Indicate the number of teachers teaching industrial arts courses in your school. Indicate the size of your school by 1+. checking the range grouping within which your student population appears. __ 0-500 _ 1501-2000 _ 1-2 _ 7-8 __ 501-1000 __ 2001-2500 __ 3.1+ _ 9-10 __ 1001-1500 _ Over 2500 __ 5-6 __ Over 10 Indicate the range within which 6. Indicate the number of years your age appears. teaching experience in indus- __ 20-30 years _ 51-60 trial arts which you have had. __ 31-1+0 __ 61-70 _ 1-5 _ 16-20 __ 1+1-50 _ 6-10 __ 21-25 __ ll-l5 __ 26-30 Indicate your educational background (college). _ Bachelor's Degree _ Master's Degree __ 15 semester hours (23 quarter hours) or more beyond the Master' s. Indicate your major area of study in college. Bachelor's level __ Industrial Arts __ Other (Nana) Master ' s level _ Industrial arts _ Other (Name) Indicate the type of teaching certificate you presently hold. __ Secondary Permanent, State of mchigan _ Secondary Provisional, State of Michigan _ Temporary, State of mchigan _ Other (Name) 180 APPENDIX 83 INSTRUCTION SHEET FOR PILOT INSTRUMENT I Mama The statements in this inventory represent behavioral responses which students in seconiary school industrial arts programs could make to learning activities which are directed at the achievement of economi- cally efficient behavior. If a student responds in the manner indicated in each item, he should be more capable of responsible performance in such economic functions as occupational choice, work, consumer activities, and solving basic economic problems. Instructigns Please indicate the degree to which you feel each of these state- ments represents a behavior which should be achieved through secondary school industrial arts programs. To indicate the degree to which you see each item as an outcome for industrial arts, encircle the letter which is the coded symbol for the word expressing your choice of response. The symbols and their meanings are: M an outcome which should be achieved through industrial arts. Probabh an outcome which should be achieved through industrial arts. W as an outcome to be achieved through industrial arts. Never an outcome which should be achieved through industrial arts. ZG’U U Typical behavior statements illustrating the manner in which you are to mrk your responses are shown below: 1. _D P U N The student will be able to plan work activities to provide for the conservation of supplies in the shop or laboratory. 2. __D P U N The student will be able to define his responsibilities for making a choice of occupation. 3. __D P U N The student will be able to define socially useful work. In marking a response encircle QUE. letter only. Please respond to EVERY statement. Leave the short line in front of the symbols BLANK. Interpretations l.__DPUN 2.__DPUN 3.__DPUN 4.__DPUN 5.__DPUN 6.__DPUN 7.__DPUN 8.__DPUN 9.__DPUN m.__DPUN n.__DPUN R.__DPUN D.__DPUN flh__DPUN b.__DPUN 181 .ummusu BEHAVIORAL OUTCOME INVENTORY CHECKLIST FOR PILOT INSTRUMENT I of symbols: D W an outcome which should be..... P Probably an outcome which should be..... U Unlikely as an Ontcme to beseeee N Never an outcome which should be.'.... 'me student will be able to identify industrial employment trends in the connmnity. The student will be able to describe the requirements for adequate distribution of goods. The student will be able to describe and compare the organ- I izational structure of large and small industrial firms. The student will be able to work effectively with a group. The student will be able to make simple electrical repairs on household items, such as lamps, extension cords, and appliances. The student will be able to make simple sketches of objects. The student will be able to measure with rules, gages, and meters. The student will be able to select products for purchase on the basis of the comparative infm'mation he obtains, such as cost and quality of construction. The student will be able to select appropriate lubricants, abrasives , and cleaning solutions used in cleaning and protecting household goods and equipment. The student will be able to judge the value of work as it satisfies the intellectual needs of man. The student will be able to make a report on the results of his work with clarity and simplicity. The student will be able to define the major purposes of national labor unions. The student will be able to describe the role of manage- ment in industry. The stmdent will be able to disassemble, clean, adjust and reassemble an article according to the manufacturer's dirOCflonSe The student will be able to plan work activities to provide for the conservation of supplies in the shop or laboratory. 182 16. __ D P U N The student will be able to assess these factors which give a vocation value, such as the service it provides for man- kind and the financial returns it provides for the worker. 17. _ D P U N he student will be able to work effectively and efficiently under supervision. 18. __ D P U N The student will be able to describe the purposes of post high school vocational education. l9. __ D P U N he student will be able to compare the factors of salaries, working conditions and job requirements for vocations in industries. 20. __ D P U N The student will be able to perform basic engine servicing operations, such as providing lubrication and fuel, and cleaning the engine. 21. __ D P U N he student will be able to identify factors which contribute to a worker's problems, such as a lack of basic education, and the increasing demands of technology. 22. _ D P U N he student will be able to work effectively and efficiently When acme 23. __ D P U N The student will be able to judge the value of work as it satisfies the physical needs of man. 2h. __ D P U N he student will be able to judge the quality of a product on the basis of how it satisfies the rules of design. 25. _ D P U N he student will be able to describe the occupational changes resulting from developnents in electronics, automation, cybernetics, and atomic power. 26. __ D P U N The student will be able to discuss the effects of market research on production. 27. _ D P U N The student will be able to present examples of the achievements of science and technolog in discovering new sources for and new forms of raw materials. 28. __ D P U N he student will be able to recognize the advantages in purchasing products which have been tested and approved by federal or private research laboratories. 29. __ D P U N he student will be able to demonstrate safe work habits. 30. __ D P U N he student will be able to describe the affects of an imbalance in the supply and demand of goods and services. 31. __ D P U N he student will be able to estimate volume, area, quantity, and dimensions. 32. _ D P U N he student will be able to describe the role of labor unions in our economy. 33- 34. 35. 36. 37. 38. 39. l+0. 41. 42 . 43. 1&5. DPUN DPUN DPUN DPUN DPUN DPUN DPUN DPUN DPUN DPUN DPUN __DPUN 183 he student will be able to describe the phases of production from product design to packaging. he student will be able to judge the value of work as it satisfies the social needs of man. he student will be able to use appropriate technical terminology to communicate with other persons while working to solve technical problems. he student will be able to illustrate, by using examples, . the sources for basic items and raw materials used in n industrial operations in the community. t he student will be able to describe the work structure in local industries in terms of job activities and job relationships. he student will be able to follow operating instructions I when tooling-up and using machinery. he student will be able to describe the physical, emo- tional, and psychological effects of repetitive operations on the human being. he student will be able to indicate his own aptitudes and abilities for work in the industrial-technical areas. he student will be able to interpret the information used for describing an operational procedure. The student will be able to keep personal possessions in adequate repair. he student will be able to identify the changes and trends in production methods resulting from the use of research findings. he student will be able to judge his performance in work activities on the basis of his own capabilities. he student will be able to define and compare quantity production and custom production methods used by industry. 1. 3. 5. 184 APPENDIX B 5 EVALUATION SMT Fm PILOT INSTRUMENT I How long did it take you to complete this inventory? Did the introductory statements at the beginning of the questionnaire help you understand the general purpose of the inventory? (YES) (NO) Cements: Were the instructions for responding clear and adequate? (YES) (NO) Cements: In reference to Section IIuInventery Checklist: a. Did the items have meaning? (YES) (NO) Cements: b. Which items would you exclude because they were not meaningful? c. Which items were difficult to read because of wording? d. Should the inventory be: __ lengthened? __ shortened? _ used as it is? Would you have answered this inventory if you had received it in the mail without any verbal communication on the subject? (YES) (NO) If you answered "NO", why not? 18 5 APPENDIX B6 PERSONAL DATA SHEET FOR PILOT INSTRUMENT II Instructions: Please check or write in a response to each statement below. 1. 3. 9. 10. Indicate the grade or grades in which you are presently teaching. __ 6th or below 0th _7th _llth _8th _12th __9th _Other Indicate the technical area or areas of instruction which you include in M W arts course which you teach most of the time. __ Automotive or power mechanics _ Materials testing __ Ceramics __ Metalworking _ Drawing __ Plastics __ Electricity or electronics _ Textiles __ Graphic arts or printing _ Woodworking _ Jewelry _ Building construction _ leather _ Other Is the course which you teach most of the time supported by reimbursed funds from the government? _ YES _ N0 Indicate the size of your school by 5. Indicate the number of teachers checldng the range grouping within teaching industrial arts which your student population appears. courses in your school. __ 0-500 __1501-2000 _‘_ 1-2 __ 7-8 __ 501-1000 __2001-2 500 __ 34$ _ 9-10 _ 1001-1500 __Over 2500 _ 5-6 __ Over 10 Indicate the range within which 7. Indicate the number of years your age appears. teaching experience in indus- _ 20-30 years _ 51-60 trial arts which you have had. _ 3lJ+0 __ 61-70 _ 1-5 _ 16-20 __ til-50 _ 6-10 __ 21-2 5 _ ll-15 __ 26-30 Indicate your educational background (college). _ Bachelor's Degree _ Master's Dagree __ 15 semester hours (23 quarter hours) or more beyond the Master's Indicate your major area of study in college. Bachelor's level Master's level _;[ndustrial arts __ Industrial arts __Other (Name) __ Other (Name) Indicate the type of teaching certificate you presently hold. _ Secondary Permanent, State of Michigan _ Secondary Provisional, State of Michigan __ Temporary, State of Hichigan __ Other, (Name) 186 APPENDIX B7 INSTRUCTION SHEET FOR PILOT INSTRUMENT II Introduction he statements in this inventory represent behavioral responses which students in secondary school industrial arts programs could make to learning activities which are directed at the achievement of economi- cally efficient behavior. If a student responds in the manner indicated in each item, he should be more capable of responsible performance in such economic functions as occupational choice, work, consumer activities, and solving personal economic problems. hetmctiens Please indicate the degree to which you feel each of these state- ments represents a behavior which should be achieved through secondary school industrial arts programs. To indicate the degree to which you see each item as an outcome for industrial arts, encircle the letter which is the coded symbol for the word expressing your choice of response. he symbols and their meanings are: D W an outcome which should be achieved through industrial arts. P liobabh an outcome which should be achieved through industrial arts. R Rarely an outcome which should be achieved through industrial arts. N Never an outcome which should be achieved through industrial arts. Typical behavioral statements illustrating the manner in which you are to mark your responses are shown below: 1. __ D P R N The student will be able to describe the advantages inherent in volume purchasing and sales. 2. _ D P R N he student will be able to define his responsibilities for making a choice of occupation. 3. __ D P R N he student will be able to define socially useful work. PLEASE: In marking a response encircle 9111:; letter only. Respond to EVERY statement. leave the short line in front of the symbols BLANK. Symbol meanings: 1. 2. 3. it. 5. 9. 10. 13. 14. __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN m7 nmmnsg BEHAVIORAL OUTCOME INVENTORY CHECKLIST FOR PILOT INS’mUMENT II D m an outcome which should be . . . . P Wan outcome which should be . . . . Emanmtcmmcllshouldbeeeee N NW2; m ante” WhiCh Should be e a e e he student will be able to identify industrial employment trends in the community. he student will be able to describe the requirements for adequate distribution of goods. he student will be able to describe and compare the organ- izational structure of large and small industrial firms. he student will be able to work effectively with a group. he student will be able to make simple electrical repairs on household items, such as lamps, extension cords, and appliances. he student will be able to make simple sketches of objects. he student will be able to measure with rules, gages, and meters. he student will be able to select products for purchase on the basis of the comparative information he obtains, such as cost and quality of construction. he student will be able to select appropriate lubricants , abrasives, and cleaning solutions used in cleaning and protecting household goods and equipment. he student will be able to judge the value of work as it satisfies the intellectual needs of man. he student will be able to make a report on the results of his work with clarity and simplicity. he student will be able to define the major purposes of national labor unions. he student will be able to describe the role of manage- ment in industry. he student will be able to disassemble, clean, adjust and reassemble an article according to the manufacturer's directions. 15. l6. 17. 18. 19. 20. 21. 23. m. 25. 26. 27. 28. 29. 30. __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN __DPRN 188 he student will be able to plan work activities to provide for the conservation of supplies in the shop or laboratory. he student will be able to assess these factors which give a vocation value, such as the service it provides for man- kind and the financial returns it provides for the worker. he student will be able to work effectively and efficiently under supervision. he student will be able to describe the purposes of pest high school vocational education. he student will be able to compare the factors of salaries , working conditions and job requirements for vocations in industries. he student will be able to perform basic engine servicing operations, such as providing lubrication and fuel, and cleaning the engine. he student will be able to identify factors which contribute to a worker's economic problems, such as a lack of basic education, and the increasing demands of technology. he student will be able to work effectively and efficiently when alone. he student will be able to judge the value of work as it satisfies the physical needs of man. he student will be able to judge the quality of a product on the basis of how it satisfies the rules of design. he student will be able to describe the occupational changes resulting from developments in electronics, automation, cybernetics, and atomic power. he student will be able to discuss the effects of market research on production. he student will be able to present examples of the achieve- ments of science and technology in discovering new sources for and new forms of raw materials. he student will be able to recognize the advantages in purchasing products which have been tested and approved by federal or private research laboratories. he student will be able to demonstrate safe work habits . he student will be able to describe the affects of an imbalance in the supply and demand of goods and services. n.__DPRN %.__DPRN w.__DPRN 34.—Dram %.__DPRN %.__DPRN W.__DPRN %.__DPRN ”.__DPRN m.__DPRN M.__DPRN %.__DPRN %.__DPRN M.__DPRN %.__DPRN 189 he student will be able to estimate volume, area, quantity, and dimensions. he student will be able to describe the role of labor unions in our econonw. he student will be able to describe the phases of pro- duction from product design to packaging. he student will be able to judge the value of work as it satisfies the social needs of man. he student will be able to use appropriate technical terminology to conmmnicate with other persons while working to solve technical problems. he student will be able to illustrate , by using examples , the sources for basic items and raw materials used in industrial operations in the comunity. he student will be able to describe the work structure in local industries in terms of Job activities and job relationships. he student will be able to follow operating instructions when tooling-up and using machinery. he student will be able to describe the physical, emo- tional, and psychological effects of repetitive operations on the human being . he student will be able to indicate his own aptitudes and abilities for work in the industrial-technical areas. he student will be able to interpret the information used for describing an operational procedure . he student will be able to keep personal possessions in adequate repair. he student will be able to identify the changes and trends in production methods resulting from the use of research firxlings. he student will be able to judge his performance in work activities on the basis of his own capabilities. he student will be able to define and compare quantity production and custom production methods used by industry. l. 2. 3. 5. 190 APPENDIX B9 EVALUATION SHEET FOR PILOT INSTRUMENT II How long did it take you to complete this inventory? Did the introductory statements at the beginning of the questionnaire help you understand the general purpose of the inventory? (YES) (NO) Cements : Were the instructions for responding clear and adequate? (YES) (NO) Comments: In reference to Section IInInventery Checklist: a. Did the items have meaning? (YES) (NO) Cements : b. Which items would you exclude because they were not grammatically correct? c. Which items were difficult to read because word meanings were not clear? d. Should the inventory be: _ lengthened? __ shortened? _ used as it is? Would you have answered this inventory if you had received it in the mail without arm verbal communication on the subject? (ES) (NO) If you answered "NO", why not? Signafire (Upti enal f C6 APPENDIX C FINAL INSTRUMENT COVER LETTER FOR FIRST QUESTIONNAIRE MAILING QUESTIONNAIRE PERSONAL DATA SHEET QUESTIONNAIRE INVENTGIY CHECKLIST FOLLGrJ-UP PRINTED POST CARD FOILCM-UP COVER LET'IER FOR SECOND QUESTIONNAIRE MIIIM} DATA COIIECTING SCHEDULE 191 192 APPENDIX 01 COVER IET'IER FOR FIRST QUESTIONNAIRE MAILING As a teacher of industrial arts subjects, you may be able to make a significant contribution to the improvement of industrial arts programs in the State of Michigan through parti- cipation in a special research project. he project is directed at clarifying the role of industrial arts at the secondary school level. Its specific concern is for one particular objective of general educati en—the achievement of economic efficiency. he questionnaire which accompanies this letter of request includes a list of behavioral outcomes to be considered for industrial arts programs. hese outcomes describe the Icinds of responses that students in junior and senior high school industrial arts programs might make to learning activities which are directed at the achievement of economically efficient behavior. I would like to request your assistance, as one of a selected group of Michigan industrial arts teachers, by having you indicate your judgment on this topic. he thing for you to ask is whether or not the items in this list represent behaviors which should be achieved through industrial arts. Your feelings about these items may vary from one to another. he degree of your acceptance for each item can be indicated in the spaces provided on the questionnaire. To facilitate an accurate accounting of the participants in this project, each is being asked to provide some personal data at the beginning of the questionnaire, such as grade level, area of teaching and professional preparation. he information you provide on this sheet will be kept W confidential. Would you help, please, by completing both parts of the questionnaire—the personal data sheet and the inventory checklist—and returning it to me in the enclosed envelope? I thank you for your consideration of this request and for assisting in the completion of this project. Respectfully yours , Gerald L. Jennings, Assistant Professor Department of Industrial Education Eastern Michigan University 193 APPENDIX c2 QUESTIONNAIRE PERSONAL DATA SHEET Instructions: Please check or write in a response to each statement below. ® Indicate the grade or grades which @ Is that industrial arts course you are presently teaching. which you teach most of the __ 6th or below _ 10th time supported by reimbursed __ 7th __ 11th funds from the government? __*_ 8th _ 12th __ YES _ 9th _ Other _ NO @ Indicate the technical area or areas of instruction which you include in THAT INDUSTRIAL ARTS COURSE WHICH YOU TEACH MOST OF THE TIME. __ Automotive or power mechanics __ Materials testing _ Ceramics __ Metalworking _ Drawing _ Plastics _ Electricity or electronics __ Textiles _ Graphic arts or printing _ Woodworking __ Jewelry __ Building construction _ leather __ Other GD Indicate the size of your school by @ Indicate the nunber of teachers checking the range grouping within teaching industrial arts which your student population appears. courses in your school. __ 0-500 _ 1501-2000 __ 1-2 __ 7.8 _ 501-1000 __ 2001-2500 _ 3.4 _ 9-10 _ 1001-1500 _ Over 2500 __ 5-6 _ Over 10 © Indicate the socie-ecenomic position (7) Indicate the range within which of the majority of your industrial the over-all AVERAGE size of your arts students. industrial arts classes appear. _ Middle-UPPER _ Lower-MIDDIE __; 10.15 __ 26-30 __ lower-UPPER __ Upper-WER __ 16-20 __ 31-35 _ Upper-MIDDIE __ Riddle-LCMER _ 21.2 5 __ Over 35 _ fiddle-EDDIE _ Lower-LOWER Indicate the number of years Indicate the range within which your teaching experience in industrial age appears. arts which you have had. __ 20-30 __ 51-60 __ 1-3 __ ll-lS __ 31.-1+0 _ 61.70 _ 4.6 _ 16-20 _ til-50 __ 7-10 _ Over 20 ® Indicate your education background. ® Write in the name of the school __ Bachelor's Degree from which you received your _ Master's Degree Bachelor's Degree. __ 15 sem. hrs (23 qtr hrs) or more BEYOND THE HASM'S ® Indicate your major area of study in college. Bachelor's level Master' s level _ Industrial arts __ Industrial arts _ Other (Name) __ Other (Name) Q3) Indicate the type of teaching certificate you presently hold. _ Secondary Permanent , State of Michigan __ Temporary, State of Michigan __ Secondary Provisional, State of mchigan _ Other (Name) 194 APPENDIX 03 QUESTIONNAIRE INVENTORY CHECKLIST Introduction he statements in this inventory describe behavioral responses that stu- dents in secondary school industrial arts programs could make to learning activities which are directed at the achievement of economically efficient behavior. If a student responds in the manner indicated in each item, he should be more capable of responsible performance in such economic functions as occupa- tional choice, work, consumer activities, and solving personal economic problems. Instructions Please indicate the degree to which you feel each of these statements represents an outcome which should be achieved through secondary school industrial arts programs. Encirole the letter which is the coded symbol for the word expres- sing your choice of response. he symbols and their meanings are: DEFINITELY an outcome which should be achieved through industrial arts. PROBABLY an outcome which should be achieved through industrial arts. RARELI an outcome which should be achieved through industrial arts. NEVER an outcome which should be achieved through industrial arts. ZW'UU Typical behavioral statements illustrating the manner in which you are to mark your responses are shown below. Note that EACH STATEMENT should be prefaced with the words "he student". THE STUDENT . . . l. D P R N will be able to describe the advantages inherent in volume purchasing and sales. 2. D P R N will be able to define his responsibilities for making a choice of occupation. 3. D P R N will be able to define socially useful work. Please respond to EVERY statement and encircle ONE letter only for each statement. Ch ‘I‘HESTUIENT... l. D P R N will be able to identify industrial employment trends in the community. 2. D P R N will be able to describe the requirements for adequate distribution or goaae 3. D P R N will be able to describe and compare the organizational structure of large and small industrial firms. 1+. D P R N will be able to work effectively with a group. 5. D P R N will be able to make simple electrical repairs on household items, such as lamps, extension cords, and appliances. 6. D P R N will be able to make simple sketches of objects. 7. 9. 10. 15. 16 . 17. 18. 19. 20. 21. 23. 21+. 25. DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN epan DPRN DPRN 195 THE STUDENT . . . will be able to measure with rules, gages, and meters. will be able to select products for purchase on the basis of the com- parative information he obtains, such as cost and quality of construction. will be able to select appropriate lubricants, abrasives, and cleaning solutions used in cleaning and protecting household goods and equipment. will be able to judge the value of work as it satisfies the intel- lectual needs of man. will be able to make a report on the results of his work with clarity and simplicity. will be able to define the major purposes of national labor unions. will be able to describe the role of management in industry. will be able to disassemble, clean, adjust and reassemble an article according to the manufacturer's directions. will be able to plan work activities to provide for the conserva- tion of supplies in the shop or laboratory. will be able to assess these factors which give a vocation value, such as the service it provides for mankind and the financial returns it provides for the worker. will be able to work effectively and efficiently under supervision. will be able to describe the purposes of post high school vocational Oduutime will be able to compare the factors of salaries, working conditions and job requirements for vocations in industries. will be able to perform basic engine servicing operations, such as providing lubrication and fuel, and cleaning the engine. will be able to identify factors which contribute to a worker ' s economic problems, such as a lack of basic education, and the increasing demands of technology. will be able to work effectively and efficiently when alone . will be able to judge the value of work as it satisifes the physical needs or “he will be able to judge the quality of a product on the basis of how it satisfies the rules of design. will be able to describe the occupational changes resulting from developments in electronics, automtion, cybernetics, and atomic power. 26. 27. 28. 29. 30. 31. 32. 33. 31+- 35- 36. 37. 38. 39- 1+0. I+1. 1+2. 1+3. 1+5. DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN DPRN 196 THE STUDENT . . . will be able to discuss the effects of market research on production. will be able to present examples of the achievements of science and tech- nology in discovering new sources for and new forms of raw materials. will be able to recognize the advantages in purchasing products which have been tested and approved by federal or private research laboratories. will be able to demonstrate safe work habits. will be able to describe the affects of an imbalance in the supply and demand of goods and services. will be able to estimate volume, area, quantity, and dimensions. will be able to describe the role of labor unions in our economy. will be able to describe the phases of production from product design to packaging. will be able to judge the value of work as it satisfies the social needs of man. will be able to use appropriate technical terminology to communicate with other persons while working to solve technical problems. will be able to illustrate, by using examples, the sources for basic items and raw materials used in industrial operations in the community. will be able to describe the work structure in local industries in terms of job activities and job relationships. will be able to fellow operating instructions when tooling-up and using machinery. will be able to describe the physical, emotional, and psychological effects of repetitive operations on the human being. will be able to indicate his own aptitudes and abilities for work in the industrial-technical areas. will be able to interpret the information used for describing an operational procedure . will be able to keep personal possessions in adequate repair. will be able to identify the changes and trends in production methods resulting from the use of research findings. will be able to judge his performance in work activities on the basis of his own capabilities. will be able to define and compare quantity production and custom production methods used by industry. 197 APPENDIX Cl} FOLIDd-UP PRINTED POST CARD May it , 1967 Dear : About two weeks ago you received a questionnaire from me on behavioral outcomes for industrial arts. Your responses on this questionnaire will be of vital importance to the success of its related research project in secondary school industrial arts. If you have not returned this questionnaire, may I urge you to complete it, please. If you have already done so, may I express aw sincere appreciation for your assistance. Respectfully yours , Gerald L. Jennings Dept. of Industrial Education 198 APPENDIX C5 FOILCM-UP COVER IETTER FOR SECOND QUESTIONNAIRE MAILING Dear : A few weeks ago you received a questionnaire from me con- cerning outcomes for industrial arts. It was one of #00 smiled to industrial arts teachersin the State of Michigan. he type of research analysis which is to be made from the data on these questionnaires demands a careful selection of the population sampling. herefere, those who were asked to complete one were chosen because of the extent of their own professional commitment and the nature of their particular teaching situation. To date 73 percent of the original questionnaires have been returned in completed form. Since the time when you received that questionnaire I am quite certain mny things have been happening with you and your , teaching program. Very possibly it get lost in the shuffle. Maybe things have been simple too hectic for you to find the half hour needed to fill it out. I can well appreciate the possibility of these things occurring. I would like to ask, though, if you might reconsider com- pleting the questionnaire, since it is so vital to the over-all accuracy of the final research report. I feel very certain that the findings of this research project will have something of significance to contribute to industrial arts in the State of Michigan. In case you may have misplaced the original questionnaire , I am enclosing another one which is just like the first. May I ask again for your help . . . ? I might mention that the information on the personal data sheet will be kept absolutely confidential. Also, the question for you to keep in mind as you study the items in the checklist is whether or not they represent behaviors which should be achieved through industrial arts . hank you? Sincerely yours , Gerald L. Jennings Assistant Professor Department of Industrial Education l. 5. 6. 199 APPENDIX C6 DATA COLIECTII‘B SCHEDUIE April l7, l8, and 19, 1967 May 5. 1967 thy 6, 1967 thy 22, 1967 May 25. 1967 June 28, 1967 First mailing of questionnaire to 397 mchigan industrial arts teachers. Questionnaire returns received. 201+ returns equals 51% First reminder by postal card to 193 teachers. Questionnaire returns received. 290 total returns equals 72% Second mailing of questionnaire to 110 mchigan industrial arts teachers. Last questionnaire return received for; a total of 335 returns or 81! . APPENDIX D LIST OF INDUSTRIAL ARTS TEACHER EDUCATORS 200 201 APPENDIX D LIST OF INDUSTRIAL ARTS TEACHER EDUCATORS Dr. Ralph C. Bohn, Chairman Industrial Arts Department Division of Sciences and Applied Arts San Jose State College San Jose, California 95114 Dr. Paul W. DeVore, Professor Department of Industrial Arts and Technology State University College Oswego, New York Dr. Wesley Face, Professor School of Applied Science and Technology Stout State University Henomonie, Wisconsin 54751 Dr. Donald Haley, Road Industrial Education Department College of Education University of Maryland College Park, Maryland 2071+O Dr. Delmar W. Olson, Chairman Department of Industrial Arts College of Fine and Professional Arts Kent State University Kent, Ohio M240 m. Willis E. Ray, Professor College of Education The (hie State University Columbus, Ohio #3210 Dr. Robert S. Swanson, Dean Graduate School Stout State University Nenomonie, Wisconsin 5’4751 Dr. Ethan Svendsen, Professor Division of Industrial Education College of Arts and Sciences Indiana State University Terre Haute , Indiana #7809 3062 1118 1293 mn“lulu/1mmnnulflwnfin'l‘nIlmnlmfilIwm