A STUDY OF SELECTED FACTORS INHIBITING THE DEVELOPMENT OF
‘AIHILT EDUCATION IN THE STATE OF MICHIGAN, 1957-58

BY
William Purdy Treloar

AN ABSTRACT

Submitted to the School for Advanced Graduate Studies of
Michigan State University of Agriculture and
Applied Science in partial fulfillment of

the requirements for the degree of

DOCTOR OF PHILOSOPHY
Department of Teacher Education

Approved Mar Q 2&W

1960

 

William Purdy Treloar

ABSTRACT

.Thg problem. The purpose of the p'esent investigation
was to determine factors which inhibit development of adult
education programs as identified by Michigan adult education
directors. The study was designed to ascertain possible rela-
tionships of selected factors inhibiting development of adult
education to size of the community, enrollment, experience
of the director, and full or part-time directorship. Ident-
ification of the problems recognized by Michigan adult edu-
cators is basic in planning in-service and pro-service

programs of leadership training.

Procedures. The first step in the investigation was the

 

creation of a questionnaire which would reveal the concerns

of Michigan adult education directors. A survey of the litera-
ture in the field and discussions with adult educators re-
vealed problem areas which could be included in the instru-
ment. Forty-nine items related to problems of operation of
the program, finance and.facilities, and community relations
were included in the instrument. Questionnaires were mailed

to all adult education directors in the state of Michigan.

The responses of two hundred directors were tabulated to de-
termine factors identified as deterrents to achievement goals:

for adult education programs in their communities.

William Purdy Treloag

The data regarding problems of Michigan Directors of
adult education were organized according to three problem
areas. These areas were: (1) operation of the program; (2)
finance and facilities; and, (3) community relationships.

The frequency and degree of importance of the forty-nine
items revealed the recurring and significant problems as seen

by the directors.

Findings and Conclusions. Major problems of the adult

 

education firectors in Michigan were determined by identifying
those items which.were considered important or very important
by over 50 per cent of the survey group and were also reported
as constant or frequent blocks to program development in more
than 50 per cent of the communities. According to this anal-R

ysis, the eight major problems confronting directors of adult
education in Michigan were:

l.~ Identifying needs of adults.

2. Limited supply of qualified teachers.

3. Time to administer program.

h. Publicity program.

5. Support from state tax funds.

6. Time to supervise instruction.

7. Competition with community activities.

8. In-service training for teachers.

The problem of helping the teaching staff understand the

xneeds of adults was important to over one half the group.

William Purdy Treloar
3

Administrative support from the superintendent and board
of education was not a serious problem to the directors of
Michigan. The findings indicated that advisory councils ex-
ist in few communities. It appeared that counseling for
adults was seldom part of the program of adult education,
but was deemed important by two thirds of theggroup.

Part-time directors and directors who had less than five
years' experience expressed much greater concern regarding
lack of time for operation of the program than the full-time
directors. Full-time directors more frequently indicated that
helping teachers understand adult learners was a problem.
Part-time directors more frequently encountered the problem of
developing a program in a community with varied cultural
backgrounds. Full-time directors seemed to be more aware of
the importance of provision of facilities designed for adults.

The findings of this investigation implied several sug-
gestions for in-service and pre-service programs of leadership
training for adult educators. The problems identified by
Michigan directors indicated study should center upon under-
standing of adult education, knowledge of the culture and
social institutions, and understanding of the adult learning
process. The importance of in-service programs to assist di-

rectors in identifying needs of adults, in planning with comp
munity groups, and in extending liberal education for the di-
rectors was emphlized by the findings of this study regarding

the problem of Michigan directors of adult education.

A STUDY OF SELECTED FACTORS INHIBITING THE DEVELOPMENT OF
ADULT EDUCATION IN THE STATE OF MICHIGAN. 1957-58

By
William.Purdy Treloar

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

DOCTOR OF PHILOSOPHY

Department of Teacher Education

1960

ACKNOWLEDGMENTS

The writer wishes to acknowledge the cooperation
of the Michigan adult education directors who responded
to the questionnaire. Participants in adult education
seminars and graduate students in classes at Michigan
State University gave helpful suggestions in the design
of the study. Members of the Chicago Adult Education
Round Table provided additional criticism.

Sincere appreciation is extended to Dr. Walter
Johnson and Dr. Clyde Campbell, members of the com-
mittee, for their advice and encouragement. The writer
is deeply grateful to the committee chairman, Dr. Harold
J. Dillon, for his wise counsel on the project from its
inception to its completion.

To the many colleagues who contributed ideas,
offered penetrating criticism, and provided loyal
support during the years of graduate study, sincere

apprec i ation is extended .

TABLE OF‘CONTENTS

PAGE

ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . 11

LIST OF‘TABLES . . . . . . . . . . . . . . . . . . . ix
CHAPTER

I. THE NATURE AND IMPORTANCE OF‘THE PROBLEM . . e 1

Statement of the Problem . . . . . . . . . . 7

Importance of'the Study . . . . . . . . . . 11

Need fbr research in the field . . . . . . 11

Problems in development of‘adult education 12

Problems of‘adult education directors . . 13

Applications of’findings . . . . . . . . . 1h

Definitions of Terms . . . . . . . . . . . . 15

Adult education . . . . . . . . . . . . . 15

Blocks . . . . . . . . . . . . . . . . . . 16

Adult education programs . . . . . . . . . 17

Program development . . . . . . . . . . . 17

Director . . . . . . . . . . . . . . . . . 17

Adult education goals . . . . . . . . . . 17

Limitations cI'the Study . . . . . . . . . . 18

Summary and Organization.of'Remainder cI‘Thesis 19

Summary................. 19

Organization of‘remainder of‘thesis . . . 20

CHAPTER
II. REVIEW OF‘RELATED LITERATURE
Definitions and Philosophy
Definitions . . . . . .
Philosophy' .

Teaching the Adult Student

Identifying needs and interests .

Instruction of‘adults .
Surveys oI’Adult Education
National surveys . . . .
Trends . . . . . . . . .
Evaluative surveys . . .
Role oi‘the Adult Educator
Leadership . . . . . . .
Administrative tasks . .
Preparation and training
Public relations . . . .
Evaluation . . . . . . .

Finance....o...

O O O O 0

Programs

Adult Education and Community Development

Studies oI‘Problems of Adult Directors

Summary e e e e e e e e 0
III. METHOD OF INVESTIGATION . .
The Group Surveyed . . . .

Selection of‘the group .

Size and composition cf‘the group

iv

PAGE

21
23
2h
25
3o
31
38
AZ
LLB

no
#9
50
51
53
55
56
58
59
62
68
71
71
71
72

CHAPTER

Procedures Used in the Investigation .

Construction of questionnaires .

Design of‘the survey instrument

Tryout and revision of’questionnaire

Printing oI‘the questionnaire
Mailing the questionnaire

FbllOW'llp e e e e e e
Treatmnt of the Data .
Tabulation of data . .

SWEI'Yeeeeeeee

IV. PROBLEMS OF'OPERATING ADULT EDUCATION PROGRAMS

Problems Related to Administrative Support

School board . . . . .
Superintendent . . . .
Delegation of’authority

Summary.......

Problems Related to the Director's

Conflicting school duties

Time for supervision cf’instruction

Assignment

Participation in community organizations

Summary.......

Problems Related to Staff and Instruction

Teacher supply . . . . . . .

In-service training .

Evaluation problems .

0

PAGE
77
77
80
83
8h
81+
81L
81L
85
86
88
9O
91
95
97
98
98
99

102
103
103
10h
105
109
112

CHAPTER

Problems Related to Advisory Councils . .

Problems Related to Ifictors in Program
Development . . . . . . . . . . . . . .
Identification of‘adult needs . . . . .
Clerical help . . . . . . . . . . . . .
Registration procedures . . . . . . . .
Publicity . . . . . . . . . . . . . . .
Provision Ibr counselling services . .
Additional training for the director .
Summary . . . . . . . . . . . . . . . . .
Problems considered most important . .
Problems of‘secondary concern . . . . .
Relationship of operational problems to
selected Isotors . . . . . . . . . .

V. PROBLEMS RELATED TO IINANCE, FACILITIES, AND

COMMUNITY RELATIONSHIPS . . . . . . . . .
Problems Related to Finance . . . . . . .

Support from state funds . . . . . . .

Funds for salaries, equipment, and publicity

Tuition fees . . . . . . . . . . . . .
Problems Related to Facilities Ibr Adult
Education . . . . . . . . . . . . . . .
Space . . . . . . . . . . . . . . . . .
.Special facilities for adults . . . . .

Building management and services . . .

vi
PAGE
111+

11?
118
12 3
121+
121;
125
126
127
127
130

131

133
13h
131;
135
139

1H2
1112

151

vii
CHAPTER PAGE
Summary . . . . . . . . . . . . . . . . . . . 153
Problems Related to the Community . . . . . . 155
Problems related to local organizations . . 155
Problems related to cultural factors . . . 163
Summary . . . . . . . . . . . . . . . . . . . 167
VI. SUMMARY, CONCLUSIONS, AND IMPLICATIONS 10R
ADULT EDUCATION . . . . . . . . . . . . . . . 169
Summary . . . . . . . . . . . . . . . . . . . 169
Purposes of‘the study . . . . . . . . . . . 169
Design of the study . . . . . . . . . . . . 170
Conclusions . . . . . . . . . . . . . . . . . 170
Conclusions regarding the problems of
Operating adult education programs . . . 171
Conclusions regarding problems of’finance
and adult education.programs . . . . . . 173
Conclusions regarding problems related to
facilities fbr adult education . . . . . 173
\Ccnclusions regarding problems of'community
relationships with.the adult education
programs . . . . . . . . . . . . . . . 17h
Conclusions regarding relationships of
selected factors to problems identified
by adult educators . . . . . . . . . . 175
Conclusions regarding items cffimajor signi-
ficance to Michigan adult education

dir66t0r8...............176

viii
CHAPTER PAGE
Implications . . . . . . . . . . . . . . . . 178
Implications of major problems identified
by Michigan directors of‘adult education 178
Implications of‘other significant findings 187
Implications for Ibrther Research, . . . . . 190
Recommendations for Pre-service and In-service
Training of'Adult Education Directors . . 193
Pro-service graduate study . . . . . . . . 19b,
In-service programs . . . . . . . . . . . 195
APPENDIX A . . . . . . . . . . . . . . . . . . . . . 199
APPENDIX B . . . . . . . . . . . . . . . . . . . . . 201
APPENDIX C . . . . . . . . . . . . . . . . . . . . . 213
APPENDIXD.....................225
APPENDIX.E.....................214.2
APPENDIX F'. . . . . . . . . . . . . . . . . . . . . 259
APPENDIX G . . . . . . . . . . . . . . . . . . . . . 277
APPENDIXH.....................29h
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 297

TABIE
I .

II.

III.

V.

LIST 0 F TABLES

PAGE

Number and Per Cent of Michigan Adult

Education Directors Who Were Assigned

Full Time or Part Time to Adult Education

Programs in the School Year 1957-58 . . . . 73
Number of Years Directors of Adult Education

in Michigan Have Served in Their Present

Position, 1957-58 . . . . . . . . . . . . . 7h
Number and Per Cent of Michigan Adult

Education Directors According to Size of

Community in 1957-58 . . . . . . . . . . . 75
Number and Per Cent of Michigan Adult

Education Directors According to Enrollment

in Programs, 1957-58 . . . . . . . . . . . 76
Requency and Degree of Importance of Prob-

lems Related to Administrative Support of

Adult Education Programs as Indicated by

Adult Education Directors in Michigan,

1957-58 . . . . . . . . . . . . . . . . . . 93
Requency and Degree of Importance of Prob-

lems Related tc Administrative Role of the

Director Programs as Indicated by Adult

Education Directors in Michigan, 1957-58 . 100

STABLE
VII.

VIII.

IX.

X.

XI.

XII.

Frequency and Degree of'Importance of‘Prob-
lems Related to Staff and Instruction Pro-
grams as Indicated by Adult Education
Directors in Michigan, 1957-58 . . . . . .

Frequency and Degree of Importance of Prob-
lems Related to Advisory Councils as Indi-
cated by Adult Education Directors in
Michigan, 1957-53 . . . . . . . . . . . .

Frequency and Degree of Importance cf‘Prob-
lems Related to Program.Development of
Adult Education Programs as Indicated by
Adult Education Directors in Michigan,
1957-58 . . . . . . . . . . . . . . . . .

Frequency and Degree of'Importance of Prob-
lems Related to Finance of Adult Education
Programs as Indicated by Adult Education
Directors in Michigan, 1957-58 . . . . . .

Frequency and Degree of'Importance of Prob-
lems Related to Student Fees of'Adult
Education Programs as Indicated by Adult ‘
Education Directors in Michigan, 1957-58 .

Frequency and Degree of'Importance of Prob-
lems Related to Space for Adult Education
Programs as Indicated by Adult Education
Directors in Michigan, 1957-58 . . . . . .

PAGE

. 106

e 115

. 119

. 136

. 1ND

TABIE
XIII .

XIV .

XVI.

XVII.

XVIII.

xi

PAGE
Frequency and Degree of Importance of Prob-
lems Related to Facilities for Adult
Education Programs as Indicated by Adult
Education Directors in Michigan, 1957-58 . . m5

Requency and Degree of Importance of Prob-

' lems Related to. Building Management and

Service for Adult Education Programs as

Indicated by Adult Education Directors in

Michigan, 1957-58 . . . . . . . . . . . . . 152
Erequency and Degree of Importance of Prob-

lems Related to Groups md Agencies of

Adult Education Programs as Indicated by

Adult Education Directors in Michigan,

1957-58 157
E‘equency and Degree of Importance of Prob-

lems Related to Cultural Factors of Adult

Education Programs as Indicated by Adult

Education Directors in Michigan, 1957-58 . . 1614,
Degree of Importance and Ft-equency of

Problems Identified by Part-time and Full-

TimeDirectors in Michigan, 1957-58 . . . . 225
Comparison of Responses of Directors of Adult

Education in Michigan According to Years

in Position, 1957-58 . . . . . . . . . . . . 2E2

xii

TABLE PAGE
XIX. Comparison of'Responses of Directors of
Adult Education in Michigan According
to Enrollment, 1957-58 . . . . . . . . . . . 259
XX. Comparison of‘Responses of‘Directors of
Adult Education in Michigan According to
Population of the Community, 1957-58 . . . . 277
XXI. Problems Ranked as Most Serious Blocks to
the Development of‘Adult Education Programs
by Michigan Directors, 1957-53 . . . . . . . 29h

CHAPTER I
NATURE AND IMPORTANCE OF THE PROBLEM

Our age is marked by rapid change and "agonizing
re-appraisal.‘ The advent of space exploration and
competition with a divergent political system have led to
critical evaluations of the American educational system.
Interest am concern fbr educational objectives and
procedures have also resulted as we strive to grasp the
effects wrought by technological change and automation.
‘Coincident with the increased emphasis upon education
as a salient force in tin national welfare has cone the
realisation that education of adults is a vital part of
the total educational systen.

Americans in the past have tended to confine
education with formal schooling. The general view was
that education took place within a building for a
specified nunber of years in elementary school, secondary
school, or college. Thus, education often ended with the
ccmnencemnt address. Education was not conceived as a
life-long process.

In its early stages, the purpose of American
education was political and religious; as society changed,
the emphasis shifted to economic and vocational purposes.

\./

 

 

Public school adult education programs were conceived to
provide opportunities 1hr adults who were unable to take
advantage of elementary or secondary school education.
Such programs were designed to extend vocational skills
or develop citizenship. is tln role of education in
our society is being examined, the scope and character
of education for adults today is undergoing evaluation
and change.

Sociological studies and motivational research
have shown that adult learning is constantly in process
as the individual interacts with his psycho-cultural and
physical environment. Haas media are increasingly
influential sources of adult learning. Numerous business,
church, and community agencies play an important part in
both organized and informal learning experiences. In

fidditicn to these potent influences which transmit the
cultural heritage, communicate the mores of society, and
inform the adult population of frontiers of new knowledge,
organised programs of adult education in public schools
are also significant sources of adult learning.

Although it has become a somewhat nebulous toms,
M education is based upon the concept of continuous
educational experiences designed to meet the needs of
adults and a changing society. The first half of the
twentieth century brought widely divergent and amorphous

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developments in organized programs of adult education.
Public school adult education programs steadily increased
in response to demands for education beyond high school
and college which would provide help in solving new
'problems, development of new skills, opportunities for
self-realization and human association.

The rapid growth of adult education programs
reveals the significance of this extension of the
American educational system. On the basis of the 1957
current population survey, the United States Office of
Education estimted 8,270,000 persons were attending
adult education classes.1 This number is in contrast to
the enrollment figure obtained by Kemprerz in the NEA
study of 1951. He found 14,750,000 enrolled in public-
school adult education activities. Powe113 included
correspondence schools, religious institutions, library
programs, and services of other agencies in addition to

radio and television as he reported the estimated

 

1Marie D. Wann and Marthine V. Woodward,

Partioi ation in Adult Education, 0.8. Office of Educa-
tion Circular 339 (Washington, D.C.: Government Printing

Office, 1959). 37 PP-

2Homer Kempfer, Adult Education (New York: McGraw-
Hill 300k Company, 1955)! pa 7e

3John W. Powell Leamin Comes fégg (New York:
Association Press, 1956;, p. 3. —

participation in adult education from 19214. to 1955.

He found enrollments had increased from over fourteen
million in 19211. to over forty-nine million in 1955.

This rapid growth reflects the need for adult education.
It the same time, it has resulted in problems of organi-
zation and purpose.

<fo The significance of adult education is discerned
when the multiple roles of adults in society are con-
sidered. In our society the adult role includes creating
and mintaining homes, training children, deciding what
should be taught, providing goods and services through
their vocations, establishing laws, and determining
comunity and national policies.

@ Continuing education becomes imperative when the
rapid expansion of new frontiers of knowledge in a
technological society is realised. Another imperative
for adult education is derived from findings of adult
learning studies which indicate ann must continue learning
in order to unintain his ability to learn.

@ Recent recognition of the developmental tasks of
adults provides another source of imperatives fbr adult
education. Adults must achieve the tasks of progressing
in an occupation, managing a home, rearing children,
achieving citizenship, and maintaining congenial social

relatimships. Adult education, then, can become one of

V~

the means for solving individual problems in a rapidly
changing society.

It is this changing society which mrther creates
the need for programs of adult edmation. By looking at
changes projected for tomorrow, we can perhaps foresee
problems adults will nos. Technological changes in
production of power, medical advances, automation, and
continuing improvemnts in transportation and comunication
will create changes in the institutions of mmily, education,
economics, government, and religion. In smarizing the
challenges resulting from these changes, Dillon concludes:

With this situation man must live and adjust himself '
to it [change] in spite of his natural inclination

to resist. He can adjust and indications are that

he will. a successful adjustment will result in

less anxiety at least, and in the long run could very

well e the differmnce between mn's survival and
dCCthe -

In the atomic age, education is frequently charged
with this task of preparing citizens and leaders who will
be able to deal with crucial problems in such a way that
man can survive. The urgency of the problem was expressed
in the report titled The Pursuit of Excellence

There is no more searching or difficult problem

for a free people than to identily, nurture and

use wisely its own talents. Indeed, on its ability
to solve this problem rests its fate as a free

 

hHarold J. Dillon, ”There Is a Paradox," Adult
Education, 9:150-155. Spring, 1959. P. 155. -

 

...a

-7 -i-

people. In a free society an undiscovered talent,

awasted individual skill, a misapplied human
ability is a threat to that people's capacity to
survive.

To maintain a free society, there should be
educational opportunities to enable individuals to
develop their greatest potentialities and to accept the
responsibilities of freedom. The tapping of the great
reserve of creative talent which lies dormant within
millions of Americans may well spell the difference
between success or failure of our society. Hart sum-
marizes the importance ofadult education:

Hence we may as well admit that it is not the
education of children that can save the world
from destruction; it is the education of adults;
it is the adult who must be released from his
provincial mindedness, his animistic prejudices,
his narrow customs, his obsolete habits; it is
the adult who must be given the chance to become
use in a world of science, tolerance, 211mm
sympathy, and intelligent organization.

Many agencies and institutions will serve in this
process of adult education, but public schools should
increasingly assume responsibility for this essential

aspect of education. If they are to meet the challenges

 

5Rockefbller Report, The Pursuit of Excellence
(New York: Rockefeller Brothers _F_und, 13537, p.

6Joseph 1:. Hart, cited by Mary L. m (ed. )
Adult Education _i_._n Action (New York: George Grady Press,
1936), p. 1.

presented, adequate leadership must be developed in order
to insure the building of comprehensive adult education
programs. Hith the tremandous increase in enrollments,
pressures for a varied program, and the need to plan new
types of experiences, the directors of adult education
programs have been confronted with numerous problems.
Leaders for such programs need careful and thorough
preparation 1hr their demanding responsibilities. The
identification of factors which any be inhibiting the
development of programs of adult education will load to
improvement of the pro-service and in-service training
of these leaders. is programs of leadership training
are expanded and improved, adult educators will be able
to develop progrmas which will more effectively meet the
needs of adults in an increasingly complex and changing

society.
memo canon mama
The need for effective leadership of adult educa-
tion programs has been demonstrated by consideration of
needs and roles of adults and the needs ofa free society.
Present trends indicate public schools will assume more
responsibility in planning educational experiences for

adults. Directors of such programs will seek in-service

and pro-service training to assist them in guiding the

's

 

development of this increasingly significant phase of
education.

The present study was undertaken to provide infor-
mation which would lead to improvement of the pro-service
and in-service training of adult odmation directors. A
survey of problems perceived by Michigan adult education
directors as blocks to the development of their adult
education programs was undertaken to provide a further
basis for planning such leadership training. It was
proposed that analysis of the data would reveal the fre-
quency with which certain factors were deennd as obstacles
to the achievement of the directors' goals . It was
further proposed that the data would reveal the degree
of importance assigned selected factors as hindrances to
program development in the directors' local school situ-
ation. Another purpose of tin investigation was to
determine the relationship of certain aspects of the local
school system to the problems identified by the Michigan
directors.

The present study sought answers to the following
specific questions:

1. What problems related to the operation of the
adult education program will be identified by
adult directors as being frequent or important
blocks to their goals?

b.

0.

d.

To what degree are problems of securing
and supervising staff important or
frequent obstacles?

To what degree are problems of evaluation
and planning considered frequent or im-
portant obstructions to programs of

adult education in the state 0 f Michigan?
To wtmt degree are problems relating to I
other administrative authorities recog-
nized as blocks to the achievement of
adult educators' goals?

with what frequency, and to what degree,
do advisory council relationships occur
as hindrances?

what problems of professional growth and
training are identified by adult education
directors?

2. How frequently and to wlnt degree of importance

3.

are financial problems perceived as restrictions

to the developmnt of adult education programs
in Michigan?

To what degree, and with what frequency, are

problems of space, facilities, and equipment

considered limiting factors in the development

of Michigan adult edmation programs?

1i.

5.

6.

7.

8.

9.

10

As Michigan directors of adult education per-
eeive their comunities, do selected socio-
logical factors restrict progress of the pro-
grams?

Arc relationships with local community groups
and other agencies frequent or important
factors inhibiting the growth of' Michigan
programs of adult education?

Is there a relationship between the size of

the community and the types of pmblems cited
by the directors 0 f adult edu: ation?

Hill the data reveal a relationship between
enrollment in tlm adult education program and
factors identified as blocks to its development?
Is there a similarity of problems cited by '
full-time and part-time directors of adult
education programs?

What is the relationship of experience as a
director of adult education to the type of
problems identified as obstacles to program

deve lopment?

ll
IMPORTANCE OF THE STUDY

M £12, research 143 £22 gal-1. Although educa-
tional programs for adults were initiated early in tin
nineteenth century and have continued to develop through
various patterns, it was not until the second decade of
the twentieth century that adult education was recognized
as a professional field. After the Adult Education Asso-
ciation was organized in the mid-twenties, some research
was carried on by that organization. Programs of adult
education have been developed so rapidly that there has
been little time to analyze the total movement or factors
affecting it.

An examination of the research reveals a fow areas,
such as adult learning, have been investigated far more
thoroughly than others. In many cases the research has
been carried on by social scientists rather than adult
educators. Adult education is a new profession. Its
leaders are almost overwhelmed by demands of enrollments;
many are able to give only part of the ir time to adult
education. Financial support for operating the programs
has often been limited: funds for research have been even
more scarce. The paucity of research, especially regarding
public school adult education programs, emphasizes the

need for such an investigation as the one proposed.

‘0

12

Problems in development 93 M education. Many
writers and leaders in the field lmve cited problems or
obstacles to the development of adult education. Grattan
cements that the obstacles are nany and varied:

Conspicuous among the obstacles are (a) the
failure of acceptance as a rule of germral-conduct
of the idea that education should be lifelong;

(b a widespread sense of cultural inadequacy; and
(c a failure of adult educators successfully to
meet adults on their own intellectual ground.7

The obstacles to intelligent planning of educational
experiences for adults are realized when we recognize the
confusion resulting from the efforts of many agencies:

The picture of adult education in our culture
is therefore one of apparent profound confusion;
thousands of programs, thousands of agencies--
universities, libraries, government departments,
high schools, clubs, national associations, local
volunteer agencies-with no established institutional
pattern, no accepted curriculum, and no professional
body of leaders. Every agency serves part of a
purpose; tin teachers give part of their time. One
teacher, one course 3 one agency, one interest. The
resolution of this diversity is left up to the unit
on which it is built, the individual himself, ratrmr
than imposed at tin program level.

In the public schools, adult education is usually

one of the peripheral services. Cave's9 study made clear

 

7C. Hartly Grattan, In est 2; Knowledge (New
York: Association Press, 19557.13. . -

8John V. Powell, Education fbrMa urity (New York:
Hermitage House, Inc., 19H”. pp. 25-26.

9flilliam Cave, "The Implications for a Graduate
Training Program in the-Preparation of Public School Adult

‘I‘

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ttm marginality of public school adult education in Mich-
igan. This characteristic of adult education constitutes
a major barrier to the full realization of the potential
of adult education.

Problems 93 _a_d_u_1_t education directors. The review
of research10 revealed three previous investigations of
problems of adult education directors. A Cali fornia
study11 conducted in 1911-7 revealed the nature of adult
administrators' concerns. Most of these were technical
and operating difficulties. We any well ask, after ten
years, do public school adult education directors in
another state report similar problems?

The 1952 REA studyl2 of urban [public school pro-
grams included problus of superintendents as well as

directors. This study gives few suggestions applicable

 

Education Administrators Based on an Armlysis of Adminis-
trative Practices of Directors in Selected Michigan Com-
munitios," (unpublished doctoral dissertation, Michigan
State University, 1957). 255 pp.

1001'. Chapter II, p. .

llCali fornia Association of Adult Education Admin-
istrators, “Report of the Research Comittee,‘ Ernest S.
Lundeen, chairman (October, 191;? , mimeographed). Cited in
Paul Sheets, Clarence Jayne and Ralph Spence, gdult Edu__9__a-
t_i__on (New York: Dryden. Press, 1953). p. 158.

”Division ofd Adult Education Service, A stud of
_U_____rban 2? lie _8____choo1£__ tEducation Programs of Unite-d
tates Magi." ton, D.C.: National Education Association,
PP. -

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to a training program for adult education directors.
Silverman's13 investigation of topics teachers and adult
leaders suggested for a annual also indicated an emphasis
on operating problems. However, it did not identify
problems of directors of adult education.

white's studym of training interests was made in
1951..., but only one fourth of his respondents were public
school adult education directors.

These previous investigations of problems of adult
educators have been of value, but they do not present a
current picture of problems faced by a larger group of
directors of public school adult education programs. To
plan for in-service and pro-service training ofthese
directors, it will be very important to know the types of
problems they identify as being significant.

Application 33 find ir_lgs. Public school programs
of adult education will continue to grow as the nation

increasingly demands fuller development of our human

resources. The expansion of these educational oppor-

 

. 13Sidney Silverman, "A Manual fbr the Organization,
Supervision, and Administration of Informal Adult Educa-
tion Centers Sponsored by the Board of Education of the
City of New York," (unpublished doctoral dissertation,

New York University, 1958), 261} pp.

m-Thurman White, ”Some Common Interests of Adult
Education Leaders,” AdultEducation, 6:155-62, Spring, 1956.

15

tunities for adults hinges upon the selection and training
of individuals who can offer leadership in organizing
comprehensive programs of adult education. The findings
of the present study will be of significance in planning
leadership training for adult directors.

Data revealed by the present study of problems of
adult educators can be used in evaluating and improving
college and university training programs.

Professional organizations and governmental agen-
cies need information regarding the cameras of adult
directors in order to plan stimulating and worthwhile
conferences and in-scrvice programs.

~~ The findings of the survey of factors perceived by
Michigan adult education directors as inhibiting the devel-
opment of their programs will enable the adult education
movement to make a more significant contribution to the

institution of Education in our society.
DEFINITIONS OF TERMS

M education. In chapter two a review of the
literature related to definitions of adult education is
presented. Many definitions have been advanced by
theorists and leaders in the field. The problem of dis-
tinguishing adult education and adult'learning is difficult
for both the professional leader arm lay participant.

16

One of the major issues in adult education is its
definition as a process of individual growth and adjust-
ment versus the participation in community development
through cooperative problem solving.

Grattan has undo the distinction between the
process of educating adults and adult education:

All those inflmnces which have an impact on the
adult mind, and which "condition' it, may on this
distinction be called the education of adults, while
those activities which are educational byintent may
be called adult education.15 "——

Eor the purposes of the present study, adult
education will be defined as those educational experiences
organized under the auspices of the public school mr
persons who have terminated formal schooling. These

experiences include classes, lectures, forums, workshops,

discussion groups, institutes, and apprenticeship programs.

Blocks. The term 'block" is used interchangeably
with inhibiting factors. inhibiting factors or blocks
are those elemnts in the school and community which the
directors believe prevent the development of local adult
education programs. These include sociological, philo-
sophical, and administrative determinants of the educa-

tional experiences .

 

15Grattan, 2p. cit., p. 9.

0

~-—-.

r‘

“

17

Adult education programs. As defined for the
present study, the adult education program includes all
those activities planned by the public school for the

education of adults in the community.

Program development. The two-fbld process of
identifying needs of adults and dennnds of society and
planning educational experiences to meet those needs has
been expressed in this study in the phrase, "program

development . "

Director. The person who is delegated the respon-
sibility to organize and develop educational experiences
to meet the meds of adults in the community is designated

as the d irectcr.

M education gg_a_l_._s_. Six goals or objectives
for adult education were derived from a review of the
literature in the field of adult education and com idera-
tion of needs of society and individuals. (See Appendix C.)
These stated goals are identified as over-all purposes of -
planned educational experiences for adults. Respondents
were asked to consider these goals as they identified
factors which blocked the development of their pmgrams.

18
LIMITATIONS OF THE STUDY

The present study was limited to a survey of
problems of Michigan adult education directors. The
state is frequently the unit by which educational programs
are evaluated and improved. Since Michigan has had an
active Adult Education Association, and because there is
some state financial support for the development of adult
education within the state, it seemed that Michigan
affbrded an adequate sample for the present investigation.

A discussion of the limitations of the question-
naire technique is presented in Chapter III. Criteria for
effective questionnaires were used in constructing the
instrument used in the present stuck.

The investigator was further cognizant of the
limitations of questionnaires, interview schedules, etc.,
in ascertaining the actual blocks or barriers to program
development. Personality factors may limit the self-
confidence of a respondent to such a degree that he
cannot express problems he really faces. It is also
possible that momentary exigencies in the situation my
have influenced the responses. These limitations were
partially overcome by the construction of the items and
their arrangement in the instrument.

Other factors which might limit this study include

the failure to receive a significant number of returns,

 

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19

incompleted responses to the instrument, and replies which
cannot be interpreted. These fhctors were minimized in
the present investigation since 88.77 per cent of the
known directors in Michigan returned questionnaires and
the number of incomplete or unintelligible responses

were negligible.

In reporting the findings, the investigator recog-
nizes that the blocks are those expressed or verbalized
by the adult directors. Training programs for adult
leaders must begin at their level, helping them meet the
blocks they perceive in developing programs of adult

education.
SUMMARY AND ORGANIZATION OF REMAINDER 0 F THESIS

M11. Chapter I presented the problem, the
need for the sturdy, definitions of the terms used, and
limitations of the study. The problem proposed for study
was an investigation and analysis of selected factors
inhibiting the development of adult education programs as
stated by directors of adult education in the state of
Michigan. The purposes of the study include determination
of problems in organization and administration of adult
education programs, factors in the community which appear
to these directors as blocks to achievement of their

goals, and the investigation of relationships of problems

20

cited to such factors as size of community, enrollment,
and amount of time available for directing the program.

The need for the study is evidenced by the
increase in adult education programs with accompanying
demands for well-trained leaders. Prey-service programs
of study should prepare future directors to meet the
problems which are identified. In-service training based
upon actual problems confronted by the directors can con-
tribute much to the improvement of existing programs.

The present study will provide data regarding the
current problems faced by adult education directors. This
information will be helpful in planning both pro-service

and in-service programs of leadership training.

Qgggnization of remainder of thesis. A review
of the literature related to the problem will be pre-
sented in Chapter II. The design of the study, outlined
in Chapter III, will be followed by presentation of the
data in Chapters IV and V. Problems related to the
operation of the adult education program and problems
related to the conmunity will be summarized and reported
in these two chapters. Implications of the findings
will be presented in Chapter VI. The final chapter will
ltfllmarize the procedure, data, and conclusions of the

investigation.

CHAPTER II
REVIEW OF RELATED LITERATURE

The field of adult education impinges upon many
disciplines as it grows and assumes its significant role
in our society. Adult education is provided by hundreds
of agencies and institutions which differ widely in pur-
pose and support. Sociology, gerontology, psychology,
political administration, group dynamics, and educational
theory provide resources for the adult educator as he
studies the needs of adults in his community.

For the purposes of the present study, adult edu-
cation has been defined as those organized learning expe-
riences under the auspices of the public school for
persons who have terminated their formal educational
experiences in elementary or secondary school.

The following review of research and literature
was generally lhaited to public school adult programs.
However, implications of research in related disciplines
is a necessary adjunct to this review. A few examples of
such research have been cited to indicate this relationship.

Brunner1 and others have compiled a comprehensive

 

1Edmund deS. Brunner, et al., Ag Overview of Adult
Education Research (Chicago: ldfilthducaticnIssocIEtIon
01 0030: 1§5§), 361 PP.

22

overview of adult education research. In the introduction
the authors note the “rather chaotic” condition of re-
search in the field resulting from the diffusion of
agencies and subject matter and the lack of financial
support. These authors fbund many descriptive studies of
single programs and noted that most of the research was
devoted to mthods.

is the study of barriers to adequate adult pro--
grams was being planned, the literature was reviewed to
ascertain problems in developing adult education progrmas
identified by other investigators.

The present review of the literature has been
organized around five topics. These topics include
definition mid philosophy, teaching the adult sbrdent,
surveys of adult education programs, role of the adult
educator, and adult education and community development.
Specific studies ofproblems of adult education were also
reviewed.

The goals of adult educators are determined ac-
cording to their definition and philosophy of adult
education. If tlm adult educator has not clearly
developed his philosophy and communicated it to the
people, he my find this a factor deterring progress.
The purpose of the present study was to ask adult educa-
tors what actors impeded the development of their

 

23

programs in terms of a selected list of generally accepted

goals fbr adult education. These goals were derived in

part from the review of the literature.
Several aspects of research related to adult

education were reviewed to determine problems which might

influence tlm development of programs. Ibllowing a review

or writings pertaining to philosophy and goals of adult
education, research regarding the adult learner and teach-
ins methods was examined. Other possible blocks to pro-
Sran development were identified by reviewing surveys of
adult education programs. Studies related to the role
01’ the adult educator were also examined. Investigations
°°noorned with problems in working with other institutions
‘1“ agencies in the community were reviewed. Studies
which specifically identified problems of adult education
61130 tors were located and analyzed.

The chapter concludes with a summary of the re-

'10:»... of the literature and points to the need for the

pr°£ont investigation.
DEFINITIOHS AND PHIIDSOPHY

Public school programs of adult education have all
‘99 frequently developed without the careful designation
Q It purpose which such a significant enterprise deserves.
“though statements of purposes have not always been

21+

developed, tb program is shaped according to the concept
held by the director, the administration, and influential

community groups. The director determines his measure
of success and identifies his problems in terms of the

expressed or unexpressed definition and philosophy of

adult education.
A plethora of statements defining adult education

and setting forth goals for the program has appeared in
the literature. Indeed, much of the literature remains

at: the descriptive level.

Definitions. The diversity in definitions was
1101701! by Schoenfeld2 as he described the range from the
T‘dnlt education” of the coffee industry as it planned
th‘ safety campaign, 'Onc fbr the Road,” to conservation
d.P&1‘tment posters, to courses in Plato, engineering, and
h‘thking.

In a symposium,3 nine leaders defined adult educa-
t1°no Hallenbeck included three elements: it [adult
°du° ation] is purposeful and orderly, voluntary, and

m
upplementary to the main responsibilities of life.
\

 

2 I w
3 C. Schoenfeld On Defining Adult Education
W 2.33 Society, 81169-70, November 5, 1955. ’-

G 3"Hhat Is Adult Education? 1 Symposium,"
W Education, 53131-115, Springy 1955. -

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25

Sheets pointed out that adult education is not synonymous
with community action and defined adult education as

'o o . those organized and planned activities in which

man engages for the purpose of learning something.“-
‘nother respondent to the question asked in the sympo-
siuxm, “What Is Adult Education?" was B'ank, who empha-
mizod adult education as experiences to help people
gain self-confidence and to overcome resistance to
change.

Bryson's definition expresses the common view
that adult education includes '. . . all the activities
"11:11 an educational. purpose that are carried on by
p¢°Ple engaged in the ordinary business of life."5

The definition of adult education leads the
in«1111-. educator toward his goals and is basic to his

Philosophy. The philosophy or theory of adult
-du‘lation is expressed in statements of goals and lists

Qt fiharacteristics of good programs. Herein we find the

5“ 1- .mr the value judgment that a program is effective.

\

 

“me” p. 13h.

5Lyman B can dult Education (Boston: American
.BQS’II Company. 193 ). 13. 3." """""" .

o.

26

The literature is replete with such statements. Some ex-
amples are cited and a tabulation of goals stated by
several authors is included in Appendix C.

Three theories of adult education were formulated
by 80hwertman.6 The "Great Books" concept with the goal
or teaching men to think about ”great issues“ is in strong
contrast to the community approach with the goal of sec ial
motion. He suggests the growth of the individual is

emerging as a third theory.

Hany writers have based their goals of adult
.ducation upon needs of the individual; others empha-
‘120 needs of society; many asphasize both these aspects.
Am m sociologist, Hallenbeck7 points out the need for
1ntOgration in a community made up of specialists.
Adult education should be providing for integration of
p.0Ple who belong to separate work groups, families, and
13“"-01:~est association.

KempferB suggests that the objectives of education

\

% nghn B. Sougtman, ”I want Many Lodestgi'sfl
m an . ssgfis 23 E cation-for Adults 21:31- .
8-131;.‘001', 9 a ’ ,

 

Ea 7w.c. Hallenbeck, u Sociologist Looks at Adult
“nation," Adult Education, 7zl3l-h3, Spring, 1957.

8Homer Ke ‘-
mpfer, Adult Education (New York: Hcerau-
3111 Book Company, Inc., 1555), E33 pp.

0P
4‘

 

2?

(self-realization, human relationships, economic efficiency,

responsible citizenship), should also be held Ibr adult

education. He further stresses the idea that the curri-

culum should grow out of the developmental tasks of

adults. Basing adult education programs upon the seven

cardinal principles was also suggested by Henrioksen.9
The philosophy that adult education should be

baéod upon needs of adults seems to be accepted by nest

writers. Pcwelllo expressed the belief that the ”concerns“

or adults could'be a “core” for an adult curriculum.

These concerns include'democracy, family, job, enrichment

01‘ living, and self-understanding. Kempferll also bases

tin. curriculum upon developmental tasks of adults. As

11° described the national concern for adult education,
C‘J-I‘I-Verlz noted the contributions adult education should
M0- It should aid in explaining forces creating changes
111 the world, restore curiosity, self-confidence, imagina-
t1°n and creativity, provide an opportunity to experience
\ “I.

t1 90.0. Henricksen, ”You Have a Job in Adult Educa-
0n,“ gchool Executive, 76:6h-67. July, 1957.

- 1°Jchn W. Powell Learni Cones of e (New York:
“leciaticn Press, 19563,.235 pp. _ AE— . .

 

llepfer, op. cit., Chapter III.

E: lembrose Caliver, amo National Concern for Adult
annual." reprint from School Life, May, 1957.

o

1O

28

American democratic principles in action, and it should
help him understand the world situation.

Bryson13 included five functions of adult educa-
tion: remedial, to bridge gaps in early school years,
occupational training, relational education to help the
adult better understand himself and others, liberal
education 1hr achieving pleasure in the content of the
subject, and political education. Havighurstul- con-
cluded the three major mnctions of adult education were
education for personal competence, education Ibr civic
c30mpetence, and education fir joy in living. Encwles'
concept of adult education was based upon '. .. . the -
notion of liberation . . . we define our aim as helping
individuals to liberate themselves from whatever shackles
and deficiencies prevent them from fulfilling themselves."15

Bradford suggested the basic goal should be '. . e
t° develop free men with the ability to operate inde;

\
13sryeon, op. cit., Chapter III.

T1 “Robert J. Havighurst, ”Adult Education for Our
‘1‘." Lain}. Load-rah: , 7:160-63, 173, December, 1958.

(3° 15itialeolnn s. Knowles, ”Philosophical Issues That
8 I:i-Ilront agglt Educators,‘ Adult Education, 7:23h-lio,
1‘, 1 ' O -

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29

pendently in society.“16 Royall expressed the view that

the major purpose of adult education should be "continu-
one solution of essentially unpredictable problems which
arise in the open soc iety."17 Applying Kilpatrick's
philosophy to adult education, Gruensl8 emphasized’the
concepts of development of self and that education is
not preparation for life but a part of the continuous
expo rience of living.

Dening's19 sunmry of a conference listed char-
acteristics of'an adequate adult education program.
Thane curacteristics expressed goals of the conference
Participants :

An adequate adult education program:

1. Grows out of needs of all ages and socio-
economic areas.

2. Is flexible and accessible.
3. Utilizes available leadership.

\

E 16Leland Bradford, “Toward a Philosophy of Adult
dufi‘tion,‘ Ldult Education, 7:83‘939 Winters 19570

H l7ilorsnn H. Royall, Jr., "Adult Education's
‘50:- Prenise,‘ Adult Education, limit-100, Phbruary, 19514..

‘6 lawlliam Gruens, "A Preface to a Philosophy of
““11: Education,“ Progressive Education, 311419-55,
r°hn 1957c -

19Rebert C. Deming, "Characteristics of an Adequate

ifith Education Program,” Adult Education, 1:25-26, October,
950.

‘

r.

30

it. Helps adults become better adjusted within
themselves.

5. Assists individuals and groups to adapt to
a changing world, gain control over social

forces.

6. Is cooperatively planned and coordinated.

7. Utilizes adequate methods, techniques,
approaches, and facilities.

8. Has a congenial atmosphere in which each
person feels welcome and at ease.

The summary of goals of adult education revealed
substantial agreement in the literature reviewed regard-

ing purposes of adult education. (See Appendix C.)
TEACHING Tm ADULT STUDENT

The preceding review of statements of philosophy
'31. adult education indicated that most writers believe
‘dult; education should be planned in terms of adult needs
‘hd interests. Herein lies a major problem area for the
"dult: education director. what do adult students want
t° learn? To wlmt degree can they learn effectively?
what material, methods, and procedures facilitate adult
1° “fining? Examples of theory and research shed light on

t a
hifi problem area. Brunner's29 chapters on adult learn-

\
20Brunner, _e_1_:_ 51., op. cit., Chapters II, III, Iv.

I.

31

ing, motivation, and attitudes provide a comprehensive

review of research in this area.

Several studies

 

Identigigg needs and interests.
of local needs exemplify the type of research aimed at

the description of adult students in one community.

LaddZI determined the characteristics of adults in the

Gary night school classes. He found a young group,

median age of 22, whose most serious problems were re-

lated to personality developmnt. Wilkins?2 received

2500 responses from persons in Providence, Rhode Island.
811 per cent of the total population were interested,
and over one-half indicated interest in ”general educa-
tion which would enrich life." Black23 analysed the needs
find interests of people in a fiichigan industrial community

‘nd concluded a community college should be developed.

‘

2lErnest E. Ladd, I"The Characteristics of Adults
31380 Olled during 1951-1952 in the Gary, Indiana Night
( 11°01 Classes for Credit toward High School Graduation,‘
lgnpublished doctoral dissertation, Indiana University, -
5 3) . 191 pp.

Ed 22Ralph wilting, "a Study to Determine the Adult
doucmtion Needs of Providence, Rhode Island,“ (unpublished
e“-cral dissertation, Boston University, 1955). 206 pp.

231A1y1-tle Black, "The Organisation of a I Public

0
EEMity College Program in Relation to Postsecondary
ucation Interest and Needs in an Industrial Community,"

é t"alpublishnod doctoral dissertation, University of main...
‘h. 1956), 219 pp.

,0

32

Another Michigan survey was that of Evanszh who fbund
people in five communities were most interested in
homemaking, recreation, personality development, economy,
and creative arts. Among the men who responded, profes-
sional or occupational advancement ranked first as a
reason for taking courses. Senior citizens who responded
to Reynolds '25 survey listed health, housing, financial
security, preretirement counseling, and leisure time
activities as major needs. In his volume discussing

administration of adult education, De'batinaé describes

the consumer in adult education. He cites several
studies of interest in course offerings and occupational
backgrounds of adult students.

After analysis of numerous investigations of

characteristics of participants, Brunner27 concluded

2ll-Helen Evans, “A Survey of the Citizens and Civic
Leaders of Selected Michigan Comunities to Determine Need,
Interests, and Motives Related to Adult Education,“ (unpub-
11- hed doctoral dissertation, Michigan State University,
1957), 227 pp.

a5Hildred Hay Reynolds, “The Identification of the
ll’eevde of Senior Citizens and an Analysis and Critique of
391. eted Programs Designed to Meet These Needs,” (unpub-

11:13.5 doctoral dissertation, Temple University, 1957).
187 pp. ,

261mm]: 11. Debatin, Administration of Adult Edu-
W (New York: Amarican Book Co., I§§BS, Chapter. VI" 'gnd v11,

27Brunner, 33; 3A., ggcit” pp. 128-29.

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33'

each program attracts persons according to its purposes,
educational status influences participation, and socio-
economic status detemines participation. Friom the
review of research, he Ibund a larger proportion of
women, older adults, and better educated persons parti-
cipate in "liberal" areas, while more men, younger
adults, and those in semiskilled occupations attend
vocational classes.

Kempfer28 reported relative merits of methods
of identifying educational needs of adults. In the
majority of programs, individual requests from com-
munity groups were the sources for program development.
Kempfer points out trm importance of planning for a
continuous identification of adult needs.

Psychologists have explored adult interests and
Oharacteristics of older age groups. Research concom-
ling older adults is only beginning. Thorndike's29
Carly study of adult interests indicated relatively

little change in interests as people became older.

‘

 

28Homer Kempfer, Identigzing Educational Needs
¥ Adults, v.3. Office of Education'C—i‘__3§_rcular 0,—1'9'51.
1ted in Kempfer, pp. cit., pp. 63-65.

. 29Edward L. Thorndike, Adult Interests (New
YO re: The Macmillan Company, 19357", 26; pp. "" -

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A

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54v

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.

314

The more recent theory of developmental tasks proposed by
Havighurst3° suggests interests do change with age. Aris-
ing from physical and psychological growth and from the
expectations of society, these tasks include personal
development and family living, progressing in an occupa-
tion, establishing and maintaining a home, citizenship,
and leisure time. In describing social roles of the
middle-aged, Havighurst31 suggests the importance of
recognizing the shift of roles in this age group.

An example of research with implications for
adult education is that cited by Tibbitts and Donahue
regarding physiological and personality changes in
older people.

Research, clinical study, and observation re-
veal that the period beyond 50 years of age repre-
sents a definite phase of life characterized not
only by changes in the organism, in physiological

and psychological capacities, and in the indivi-
dual's social situation, but also by the persist-

30"A developmental task is a task which arises
at or about a certain period in tin life of the indi-
vidual, successful achievement ofwhich leads to his

ppiness and to success with later tasks, while failure
lasuds to unhappiness in the individual, disapproval of
the society, mid difficulty with later tasks.

Robert J. Havighurst, Human Develo ment and Educa-
Qp (New York: Longmens, Green & Co., 1935’, 135—2:

31RobertJ. Havighurst, "social non. of the
fiddle-aged Person," Notes and Essays 93 Education fbr

Ldults, 35-11h March-71.733.

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35

once of desires or needs common to people of all ages.
It is becoming recognised, also, that aging is a
period of gradual transfer from the responsibilities
of parenthood and career application to a period of
broadening interests, preservation and improvement

of the culture, assimption of community responsi-
bility, and expression of creative impulses.3l

Bz‘o zek32 found a tendency among middle-aged men toward
greater rigidity in thinking, greater tension,*and in-
creased responsiveness to emotion—creating stimulus than
thong younger men .' In his review of patterns of adult
development, Kuhlen cites research which supported the
hw-potheeie that older persons tend to be more dogmatic
‘hd that 'as a whole the group is inclined to lack
a elf-confidence and try to protect themselves."33
Re search in aging cited in a recent Veteran's Adminis-
trationm report exemplifies trn type of study which will
influence future programs; for example, studies of changes
in cellular structure of the body, and sociological needs

\

BlIhid., p. 202.

32Joseph Brozek, ‘Personality of Young and Middle-
aged Normal Men." Item Analysis of a Psychosomatic Inven-
tory,' Journal gGerontolch 7:1L10-17, July, 1952.

3‘3Raymond G. Kuhlen, "Patterns ofAdult Develop-
ment,‘I Notes and Essays 9_r_1_ Education for Adults, 12 315-25,

1955 . -

3“Veterans Administration, Research i___n_ 1
(Washington, D.C.: Government Printing Office, 19 9 ,

125 PP 0

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36

of older adults.

Tibbitts and Donahue35 also point out the marked
individual differences in rates of change of adult physio-
IOgical and psychological structure.

Studies of adult learning have been relatively

1‘ on in number, but have given important evidence for
Planning instruction. As early as 1928, Thorndike's
313116.136 justified the belief that adults couldlearn
eth‘ectively and stressed the idea that use of learning
‘bi lity prevented deterioration. Brunner37 reports a
a'b‘lmcly of intellectual ability as age declines. Among
the 600 persons in the group studied, the better educated
‘howed no decline. (Calvin's38 summary of adult learning
1~1l'1.vestigaticns between 1930 and 1955 reinforced the idea
tklat adults are capable of further learning. He concluded
the decline in adult ability to learn "does not show it-

\

35Clark Tibbitts and Wilma Donahue, "DeveIOpments
in Education for Later Maturity,” Review of Educational
ROBOtl‘Ch, 233202-17, June, 1953.

36F... L. Thorndike, at al. Adult Learnigg (New
York: The Macmillan Company, 19285, 335 pp.

37Bmar, 9-2 Ea, 22c cite, ppe 26-27e
38A. D. Calvin, et al., ”Studies in Adult learning

Since 1930,” Journal 91 Educational Research, 50:273-85,
December, 19 .

37

self too mrkedly Ibr most verbal tasks until the sixties
and even here there are vast individual differences.‘39
Large has also called attention to the reduced
epeed of performance, but noted that 'Vhenever learning
ability is measured in terms of power;ability, i.c..
without stringent time limits, the evidence is clear
that the learning ability does not change significantly
I‘l‘om age 20 to 60 years."(-|~o Hewitt and Mather“1 point

Out one of the stumbling blocks to adult education is the
- ralhcious ,idea that one is too old to learn.‘

‘

Murphy“-2 explores the concept of the calf-image

Q. an important key in adult learning:

But the most important of all the individual
differences among adult learners lie in their
concepts of themselves--what is now being called
the self-image, the picture one has of himself--
his sense of identity, where he belongs, what he
can do, what his assets and liabilities are.1¥3

39Ibid., p. 282.

lt°Irying Lorge, ”Adult Learning,' Adult Education,
23156.59, JunO, 1952e -

Moorcthy Hewitt and Kirtley F. Mather, Adult
Education a mic 1hr Democracy (New York: D. Appleton-

Century, 193 , p.

Il-ZGardner Murphy, “Individuality in the Learning
Progeizfll Notes sn__d Essays. Ln Education ibr Adults,
12: " ,-

1t3Ibid., p. 9.

Q

.\

38

Murphy continues by pointing out the fallacy of merely
cataloging what people say they want to learn. People
do not know what they went until they begin to encounter

the material and share it with a group.

Instruction 91 adults. Certainly the principles
9: learning identified by psychological research should
be applied to adult education. CassM-L summarized char-
‘lcteristics of students in adult elementary classes.
she identified factors in the learning situation which
‘1‘- different when working with adults. Essertll-5 gun...
“fix-lacs factors that characterize a learning experience.
All example of research in teaching methods was that of
(3-ttldbergll»6 who studied the use cfmction pictures in
”hanging adult attitudes toward minority groups. He
round significant changes in attitude after viewing one
I‘ilm, but no. changes as a result of seeing two others.

¥

“Angelica Cass, dult Elementary Education (New
York: Noble and Noble, 19,0hap ers I, II.

“Paul L. Essert, Creative Leadershi of Ad___u__l_.__t
Education (New York: Prentice-Ball, Inc. , 19517:“
01' Ie

“Albert Goldberg, "The Effects of Two Types of
Sound Motion Pictures on Attitudes toward Minority Groups,

uniublished doctoral dissertation, Indiana University, -
19S ). 2&1 pp-

.\

39

Bradford and Gibb”? reported theories and research
in group behavior which relate to adult education. They
note that when the leader ". . . served as a group need
eetis fier, and was accepting and supportive, there was
greater group orientation and less inter-personal anxiety
than when the leader was self--centered.“1i8 Research in
Cooicmetry and human relations also tnsdmplications for
‘Q‘ult instructional procedures. The use of role playing
a- a technique for changing attitudes was'cited by Brad-
rord and Gibb.”9 Polansky's50 study of group social
Ola-tee indicated the importance of teacher connente
“rich support students in higher status positions.
Teachers who are most aware of status of meters seem
to be best able to direct learning.
The research of Lewinsl in social climates for

learning continues to be'significant to the educator.

‘l

“Leland P. Bradford and Jack Gibb, ‘Developments
in Group Behavior in Adult Educ ation,“ Review of Educational

Research, 23:233-147, June, 1953. -
h51bid., p. 236.
I+913rad1brd and Gibb,o _ep. cit.

5“Lucy Polansky, ”Group Social Climate and the
Teacher‘s Supportiveness of Group Status Systems, Journal
of Educational Sociclc , 28 :115-23, November, 195b,.

51Kurt Lewin, I'Frontiers in Group Dynamics: II,
Channels of Group Life, Social Planning and Action Research,"

Human Relations, 1:1143-53, 1911.7.

I.|

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Zander's52 study of four adult classes showed the gap be-
tween methods described by adult instructors am methods
actually used.

The role of mass communication in the total effort
or education is still being debated. In its recent report,
tho Educational Policies Commission53 cited some of the
investigations of the effectiveness of closed circuit
t=<blevision in classroom teaching.

“111' and K1385“ found that role playing was
- rnotive in changing the opinion of male college students.
Participants who played the roles of advocates of a point
or view changed more than those wl'm read or listened to

the same expressions of opinion.

Kmpfer55 stressed the importance of the problem
‘lolving approach in adult education. He further stated

\

\
Sznvin Zander, ”Student Motives and Teaching
Hethods in Four InformaLAdult Classes,a Adult Education,
2:27-31, October, 1951. -

S3Educational Policies Commission, Mass Communi-
cation and Education (Washington: National Education
Association, 19535, 137 pp.

5“Irving L. Janis and Bert King, “The Influence of
Role Playing on Opinion Changes ," Journal-g_f_‘ Abnormal and
Social Ps cholo , h9:211-18, April, 1931;.

55Kupfer, 93. 31-13," PP. 29‘330

141

that adults must set their own purposes and thy want to
be involved in the learning activity.

Some findings from research and reports of inves-
tigators in group discussion methods were presented by
Ghosts in his chapter dealing with mthods for adult
education.56 Citing the work of these investigators,
Sheets emphasized the 'pressing med on the part of all
who participate in groups ." . . for a clearer under-
standing of the process of group thinking and discussion."57
Watson53 reviewed several investigations of the influence‘
of group discussion techniques, including tin nutrition
experiment of Lewin in which women in discussion groups
showed more change than those in lecture groups.

According to Gibb's59 summary, group methods are
not effective for all teachers. Research findings on
results of group methods versus lecture or drill nthods
have not clearly indicated one method is better than

mt mr.

 

56Paul H. Sheets, Clarence D. Jayne, and Ralph D.
Spence, Adult Education (New York: The Dryden Press, 1953),
Chapter XIV. . . -

57Ib1de, 1". 33km

58Jeanne Watson, "Science and Sweethreads,‘ in
Leader's Digest, lo. 2, Adult Education Association, 1955.

- 59.1“]: R. Gibb, 'Learning in the Adult Group,‘
Review 9; Educational Research, 29:256-61, June, 1959.

1‘

I.

k

A detailed review of sociological studies is not
within the province of this investigation. However, it
is recognized thmt the adult student is influenced by
cultural expectations, and his self-concept has been
structured by his culture. The adult education director
must be aware of the nature of society and the forces
impinging upon the individual. Such studies as those of
Gorer, Lb; American Pee 1e, Hills, _'_r_h_g_ m Collar
Yorker, thte, 1133 Organisation yen, and Riesman, 333
Lonely 9.13.919 will help the adult educator understand and
meet the needs ofthe people he serves.

One of the anjor problems of the adult educator
in achieving his goals may be in understanding adult Y
learners and in providing suitable instructional procedures

1hr tha‘e
SURVEYS OF ADUIE.‘ EDUCATIOH mm

Surveys of adult education programs have been
mainly concerned with numbers of students enrolled,
finance, course description, and evaluation. Some of the
surveys identified goals of adult education which were
helpful in determining the list fbr the survey instrument
of the present investigation. Natiozml surveys, investi-

gations of trends, and evolution studies have indicated

L.‘

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factors which may impede the progress of adult education

programs .

National surveys. Kanpfer'sbo “11wa of adult
education activities in nearly #000 communities revealed
evening schools emphasized recreational and vocational
courses. In 1951;. Olds61 reported trnt in 6000 of 17,000
school districts with an enrollment over 150 pupils
provided educational experiences for over fbur million
adults. He reported state aid was provided by nineteen
states although only a token amount was available from
this source in ten states. Needs for sufficient mnds,
publicity, and time for adult education directors were
noted by the commission summari zing Olds' report.

Provision in state laws and regulations for adult
education programs were reported by Radcliffe and Hol-
den.“2 Handatory or permissive legislation for Ameri-

canization, elementary grade classes, general education

 

6oHomer Kempfer, Adult Education Activities
(Foderal Security Agency, U.S. Office of Education,
Pamphlet No. 107. washington, D.C.: Government Printing
Office, 191+9), 21 pp. .

61Eduard B. Olds, Financing Adult Education.
(Washington, 13.0.: Adult Education Association, 1951+). 20 pp.

6ZCharles H. Radcliffe and John B. Holden, 'Adults
in the Public Schools," School Life, h0:10-13, April, 1958.

1th

and recreation was found in 32, 1+3, 36, and 27 states, re-
spectively. State aid seemed to be decreasing. Venn and
Voodward63 prepared an analysis of the October, 1957
census survey. On the basis of this survey, it was esti-
mated that 7.8 per cent of the adult population, over
eight million, attended at least three group meetings of
certain kinds of edtnational activities in the year 1956.

The public schools served 22.5 per cent of those enrolled.

Trends. Essert's review6h indicated trends in
adult education through-varied agencies. He cited his
own study which concluded that '. . . wars, depressions,
inflation, and other political mid social events pro-
duced no serious charges in the general upward trend
of numbers of adults participating, but rather resulted
in shifts in sources of control and support, and changes
in interests of participants and mes of the learning

experience . '65

 

63Marie n. wann.and'nerthine wbcduard, Partici ation
L13, Adult Education: A Statistical Anal sis of the edult
Education Data Obtained in the October I§EZTurren Popula-

ti__o__n Survey__ of t___he Bureau-g; th__g Census. U.8. Department
of Heal h, Education, and Uslfhre, Office of Education,
Circular 539 (washington, D.C.: Government Printing Office,

1959) s 37 Ppe

éuPaul L. Essert, ”Adult Education--An Overview,'
Hevi____e_w of Educational Research, 23:195-201, June, 1953. -

55;2;g., p. 195.

 

g)

I.

hS

A study by the National Education Association in
195266 showed a tendency to add uenrichment for life,”
uvocational competence,“ and ”civic responsibility“ .
offerings. Durrie67 collected articles by adult educa-
tion leaders in mrkers' education, rural education,
home and fhmily living,'and education for leisure and
health. His analysis of these articles revealed a trend
toward greater emphasis on the education of the individual
in his cultural setting, community affairs and human
relations, a shift from determining needs by random
individual requests toward discovering more basic needs,
and a need for community organization of adult activities.
One hundred eight directors verified trends listed in a
survey by Graff ani Edwards."8 Although vocational
courses continue to predominate, there was increased
liberal adult education. These trends further indicated

problems areas of adult education. A clock-hour index

 

66National Education Association, A Stud _o__i: Urban
Public gchool Adult Education Pro ams of the-fin ted We a co
(Hashing on, D.C.: The Association, 1953,7171 pp.

67Paul H. Durrie, “Emerging Patterns of Growth,“
Adult Education, 2:186-87,-September, l952. -

680rin B. Graft and Mean Edwards, 'Trends in
Public School Adult Education," Adult Education, 9:8-11,
Winter. 1959. - """"""

,'

9......

e
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O

I.

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a
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.
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li6

was developed by Kempfer69 who surveyed lull]. school programs.
He discovered the amount of education ibr adults varied
inversely with the size of the community. The average
program provided 1.8 clock hours per year for the adults

in their communities. Kempfer's70 study of one hundred
selected evening schools provided an analysis of activities

and offerings.

Evaluative surveys. Two studies cited in Brunner's71
report present factors in successful public school. pro- 8
grams. Fbctors summarized by Spence and Shanghold included:

1. Awareness by tin community of the need fbr the
continuous education of adults.

2. Leadership of the program by the schools'
chief adminis trative officer.

3. Support by the Board 0 f Education.
ll. Financial support by the state.
5. An able director of adult education.

 

6gliomer Kmpfer, ”How Much Adult Education Do 1:14.14.
school Programs Provider! Schoo_______l_ _a__nd Societ . 75:26,
January 12, 1952. --

7“Homer Hmnpfer and Grace Wright, One Hundred menigg
Schools (Rderal Security Agency, U.S. Office of Education,
Bulletin 1959. Ho. 11.. Usshington, D. C.: Governnmnt Printing
Office, 19M). .

71Brunner, 92. 3_i_t., pp. 172-73.

 

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6.

7.

8.

9.

10.

11.

12.
13.

15.

16.
17.

18.

1+7

Supervisory help from the state department of
education.

Recognition of responsibility of the local
eoamiunity to assist in developing tin program.

Readiness of tin school to work with organized
groups in the oomunity.

Broad involvement of the community in building
the program.

Increasing use of qualified citizens under
adequate staff supervision.

In-service training for all kmving responsi-
bilities in the programs.

Continuous evaluation of the program.

A wide range of offerings tailor-made to meet
the needs of the colmnunitye

Villingness to take the program to the people
where they are.

Use of a variety of appropriate in terials,
such as pamphlets, films, recordings, etc.

Adequate counselling of registrants.
Flexibility in schedule as to time of day,
length of class period, an! of unit or course,
thus adjusting so far as possible to the needs
of the participants.

Conti nuous researc h. 72

Similarly, Brunner cited Degroat's study with its findings

that infbrmal atmosphere, ‘small classes, and adequate

 

72Brunner, 22. 9___it., p. 172. R. Spence and B. Shan-
gold, Public School Adult Education in New York State,

 

any: University of ’55 Sfite om Y6???

B et.n 1391, 1952).

)48

facilities were factors in successful programs.

Richard73 described the characteristics of selected

schools in New Mexico.

1.
2.

3.

h.

5.

6.

7.

8.

The board of education accepts direct responsi-
bility fbr the adult education program.

The superintendent of schools accepts direct
responsibility for the adult education program.

A competent, well-paid director with sufficient
time allowed to direct the adult education pro-
gram is assigned the responsibility for con-
ducting the program. Although this director
may also have other responsibilities, he should
reserve an adequate part of his day fbr adult
education.

The adult education program is financed in a
business-like manner and is an integral part of
the total responsibility of the public school.

A coordinating council is accepted, organized and
used in an advisory capacity.

A philosophy that recognizes the objectives of
the program on tin local level is adopted.

Course offerings based on needs and wishes of
the area to be served are decnmd imperative.

A competent, well-qualified staff of instructors,
usually part-time, is secured and paid sufficient-
1y well in order to retain them.

Nethods and procedures of teaching tint are
applicable to the teaching of adults are used.
In-service training is carried on by the director

 

73Clarence U. Richard, Administration and So. ervision
of Public School Adult Education in Cities of 10-2 00

Population in the State of New Mexico. Publication No. 233921l.
0

co : Tficfi's CollegeT-finiversity of Nebraska, 1957

10.

11.

15.

16.

1L9

to provide the methods and procedures.

These in charge of public school adult educa-
tion programs actively cooperate with other
agencies carrying on other adult education
programs.

Ac definite, planned program 0 f publicizing
and interpreting adult education is put into
effect.

A planned program of evaluating all phases of
adult education, in order to insure the develop-
ment and continuance of a good program of adult
education, is maintained.

Adequate buildings and facilities are con-
sidered essential to a successful adult educa-
tion program and, hence, are provided.

Counseling and guidance services are recog-
nized as essential to a successful adult
education program and are therefore provided.

An adequate system c f accounting of students,
courses, and tin students' work is mintained.

Legal provision is made for the establishment
and financing 0 f adult education programs.

The investigator drew upon these characteristics

of successful programs in determining items fbr the survey

instrument to ascertain Ihctors which any inhibit adult

education program development.

ROLE OF THE ADULT EDUCATOR

Many writers have identified the adult director

as the key to the success of the program. To fully

understand his influence and motivation, research in the

field of psychology and group dynamics should be considered.

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50

Liveright emphasizes tin director's importance:

The single most important element in all inmrmal
adult education programs is the leader. He is the key
factor in determining whether the learning experience
is effective, entertaining, educative, and satisfying.
His leadership style, what he does, and how he acts
should and does vary from one program to another. The
materials, the physical surroundings, tin group mem—
bers, the program sponsor, and the particular content
or topic of concern will all have their effect. But
the leader is the key. Upon his skills and abilities
depends the extent to which the members of tie group
become involved, continue in, and benefit by the
program.7

Leadership. In describing leaders fbr adult educa-
tion, the Overstreets point out, ”The educational leader
is not one who clarifies our puzzled minds by relieving
us of responsibility . . . . He companions with us
while we ourselves explore new‘possibilities in our own
lives and in our social relationships."75

Other writers have attempted to determine traits

of leadership.. Ross and Hendry75 have presented a compre-

hensive review of this research. The Brunner report77

7“LA. Liveright, Strategies pg: Leadership Ag Con-

ducti Adult Education Programs New York: Harper and
Brothers, 9). p. 13. -

75Harry A. and Bonaro H. Overstreet, Leaders for
Adult Education (New York: American AesociatiTcn r amt
Education, 1981), 202 pp. a

76’Murray G. Ross and Charles E. Hendry, New Under-
LLIEQApgp g; Leadership (New York: Association Press, I957),

239 PP.
77Brunner, pp. 23.3.. Chip“? XI.

1‘

-W

‘1.

--

a..._..

51

includes extensive reviews of qualities needed for leader-
ship and leadership training.

Such studies emphasize the significance of the
adult director in developing programs of adult education.
The problems he perceives as blocks to the development
of the program are related to his understanding of the
leadership role.

Administrative 2335. Rem one point of view,
administrative tasks include supervision, finance, public
relations, and all the activities of the director in
developing mid managing a program. Problems arise in
carrying out his many functions. The tasks of the
director have been described by several authors. The
administrative tasks of planning course, selecting
teachers, registering) students, and keeping records were
outlined by Debatin.78 In a symposium reported in Ad_u;_t_
Education,79'the roles of the adult educator were dis-
cussed. Hoiberg emphasized tin director's role in helping

comunity members use a problem solving approach to make

 

78mb8tin, 22s Cite, Chapter II.

7"Symposium, “The Role of Adult Education in Com-
munity Development,“ Adult Education, 6:3-32, Autumn, 1955.

Q

-... -.

.1'

52

improvements, While Johnson added the concept tint he sinuld

provide leadership training for others and serve a 'switch-

board function" to put people in various agencies and pro-

fessions in touch with each other.

Snow listed twenty enablipg functions to sustain

an adult education program:

1.

2.

3.

it.
5.

6.

7.
8.

9.
10.

ll.
12.

Conferring with individuals and advisory groups
to evaluate the program, to plan modifications
or extensions of program or to outline new
activities.

Interviewing prospective instructors or group
leaders. Contacting volunteer leaders.

Briefing leaders who have undertaken assign-
ments. Working out instructional plans with
leaders and other interested persons.

Assembling study nnterials and equipment.
Producing locally prepared materials.

Arranging for use of facilities. Scheduling
activities.

Publicizing activities. Arranging fbr regis-
tration of partic ipants.

Supervising activities in progress.
Conducting in-service training for leaders.

Maintaining communications necessary for
program operation.

Conducting evaluation procedures through assess-
ing reactions 0 f participants.

Collecting and accounting for fees.
Preparing and administering budgets.

I.

53

13. Examining and purchasing supplies and equip-
ment. Keeping inventory lists.

114.. Handling payrolls.
15. Reviewing written reports and correspondence.
16. Keeping nany types 0 f records.

17. Planning cooperatively with other community
agencies.

18. Maintaining information and referral services.

19. Preparing reports.

20. Interpreting the program to the community.80

Problems may arise as the director carries out
these functions. Snow suggests three principles: (1)
Plan with.others--but take responsibility fbr planning,
(2) Work with others-~but assume the obligations of man-
agement, (3) Make the mat of facilities, equipment, and
study materials.81 It is in these areas of administration

that the director may find blocks to program developmalt.

Preparation and trainipg. Although the need for
effective leaders has been repeated in tin literature,

little research has been carried on to determine ways of

 

8°Robcrt H. snow, Communit Adult Education (New
York: G. P. Putnam's Sons, 1955), p.

811b1d., Chapter IV.

Sh

preparing such leaders. Keiapfer82 noted the value of knowl-

edge of educational administration and community organization
in addition to broad experience. Opportunities for graduate
training were mund to be rather limited in Svenson's33
study of professional preparation programs. He emphasized
the need for an interdisciplinary approach to such train-
1118. Reinholdalt suggested adult education teachers be
certified, and further urged that directors have special-
ised training in adult psychology, counselling, and com-
munity organisation.

Objectives of university training programs for
the adult director were listed by Houle85 who included
development of a sound philosophy, understanding of
psychological and social Ibundations, understanding of

 

82Kemp1br,‘gp. oit., Chapter III.

83Elwin V. Svenson, “A Study of Professional Prepa-
ration Programs fcr Leaders in Adult Education Offered by
Schools of Education," (unpublished doctoral dissertation,
university oI'Califbrnia, 195h), cited in Adult Education,
5:2h0-h6. Summer. 1955.

8LLClyde Reinhold, ”Proposed Standards fer Teachers
and Directors of Adult Education in New Jersey,‘I (unpub-
lished doctoral dissertation, Rutgers University, 1957),
223 pp-

85Gyril 0. chle, 'Professional Education for Educa-
tors of Adults,“ Notes and-Essays 9}; Education for Adults,
Number 15, 1956.

.\

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55

the agency he will serve, ability to train leaders, ability
to promote, organize, and expel-vise the program, and the
ability to work effectively with others. Houle also noted
the need fbr tin adult director to continue his own educa-
tion. Twenty years earlier, Hewitt and Mather pointed

out the same need, ”Above all, we need to keep constantly
in mind the fact that all: adult education is in a process
of growth and that there is no real adult education where
the leader's own education has stopped."86

Public relations. Another task of the adult
director is that of maintaining good relations with the
community as he promotes the program. Damcn87 found
that newspapers and printed schedules were the most used
disseminating media, while most students received infor-
mation by word ofmouth or printed schedule. Kempferea
suggested techniques fbr promotion, but also emphasized
the importance ofpersonal approaches. Debatin39 cited

 

86Hewitt and Mather, _a_g. cit., p. 186.

87'1‘honns F. Damon, The Effectiveness of Various
Practices _i_g Disseminating _Inibrmation About Finn—o s""onool
dult Education in California, Publication No. 23,171
iStanford, Gain—Stanibrd University, 1957). 96 pp.

33Kemprer, pp. cit., Chapter XIII.

89Debatin, 22. cit., Chapters XIII, XIV.

-. “a-

n...-

9‘

56

an earlier study of publicity techniques used by directors
in forty-six schools in which direct mail, newspapers,
and personal contact were most widely used techniques.

The administrator also needs to be aware of
communication as a two-way process. In its recent re-
port,90 the Educational Policies Commission emphasized
the importance of community opinion-makers and effective
internal ccmunication. This report included a comprehen-
sive list of communication research studies of interest to
the adult director who face pioblems in this area of pro-
gram development. '

Evaluation. Evaluation studies also revealed
problem of adult educators. The importance of smh
studies was emphasised in a chapter of the Brunner9l
report. Santa"2 noted that community surveys which care-
fully study a given population may provide date for evalua-
tion. Attendance studies also provide one means of evalua-

tion. Drop-out studies such as the one by Spence and

 

9°Eduoational Policies Commission, Mass Communica-
tion and Education (Washington, D.C.: National Education

9113runnor, pp. cit., Chapter XIV.

920.1). Banta, "Sources of Data for Program Evalua-
tion,’ Adult mucation, 14.3227-30, Summer, 1955.

O

‘0‘

57

Evans93 provide some inibrmaticn for evaluation. In this
investigation, the min reasons for absence were illness,
lack of time, failure to meet interests, and poor teaching.

Hensarling9ll» obtained materials from thirty-three
states and developed an instrumnt for evaluating adult
academic programs. An example of a local program evalua-
tion is that of Cheskie95 who found a need 1hr improved
public relations, better facilities, parking, and coun-
selling services.

Brunner96 cited numerous evaluations of method,
parent education, race relatiom, cancer education, and a
comunity infirmation campaign about ttm United Nations.
He mrtbr emphasised the need ibr more precise evaluative
studies. Liveright9? pointed out the necessity for viewing
evaluation as a part of day-to-day evaluation. Suggestions

for evaluating leadership are provided in his discussion.

 

93Ralph B. Spence and Louise H. Evans “Drop-outs
in Adult Education,“ pdult pdueation, 6:221-2é,-sunner, 1956.

91"Paul Hensarling, 'A Study of the Accreditation
Standards mr Adult Academic Programs in Elementary and
Secondary Education in the United States ," (unpublished doc-
toral dissertation, University of Houston, 1957). 131 pp.

9Silacuohie Oheskie, ”An Appraisal of the Adult Educa-
tion Program of the Highland Park Public Schools, Highland
Park, Michigan,“ (unpublished doctoral dissertation, Hayne
State University, 1958 ) . 5314- ’pp.

9"Brunner, pp. cit. , Chapter XIV.
97Liveright, pp. cit., Chapter x1.

' ‘

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58

As adult educators identify blocks to the achievement of

their goals, they are, in effect, evaluating their programs.

Finame. Investigations of financial problems were
included in the preceding section related to surveys.
01098 concluded that dependence upon fees tends to reduce
the participation of low inoom people. He also found
that state-aided piograms tended to enroll more people per
system. Kempfcr's99 investigation of financial patterns
showed tkmt in the tuition-type program, demand rather
than needs of the comunity, determined the curriculum.

He Ibund that an average of two per cent of school budgets
was allocated for adult education. Numerous studies of
deposits, fees, and costs of adult instruction were cited
by Kempfer.100 These studies pointed out the types of
finance problem need by adult directors.

The increasing research concerned with the role
and func tion of the adult director emprmsized the im-

portance of his role. These investigations contributed

 

98Olds, pp. cit., p. 11.

99Honer Kanpfer, ”Financing Adult Education,“
merican Sghool Board Journal, 79:19-20, December, 1951;.

l‘mepfer, Adult Education, op. cit., Chapter XIV.

p

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59

to the development of training programs in the university
and in the field.

ADM EDUCATION AND COMMUNITY DEVELOPMENT

Two views of the relation of adult education to
the community have emerged in recent years: adult education
may be one community organization, or it provides for com-
munity development. According to licClusky,1°1 competition,
duplication of leadership and support-Land imbalance of
commity interests were problems experienced by my
adult educators. He noted that such problems create the
need for coordination of community resources. In another
article, McCluskyJ-c’2 defined community development programs
as those which stress citizen participation in improvement
of their social and physical environment.

The present investigation is concerned with public
school adult education programs 3 in general, those pro-
grams were limited to evening school offerings 1hr adults.

Brianna-103 notes :

 

1°1Howard HoClusky, 'Hobilizing the Conmunity for
AdultéEducation,‘ in Sheats,-Jayne, and Spence, pp. cit.,
Fe 29 e -

1°2Howard HeClusky, '.The Role of Adult Education in
Community Development, A Symposium,a Adult Edmation, 6:2-7.
Autumn, 1955e -

“)3er, 9p. cit., p. 282.

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Rhether approached from the standpoint of community
organization or that of community development, the
problem of providing comprehensive programs of adult
education and community self-improvement must neces-
sarily involve the existi social organization of the
community, a vital par 0 which is the complex net-
work of formal organizations. Knowledge of how these
operate, what functions they perform for their members
and hr the comunity, is essential if there is to be
an effective, integrated adult education program or
.n" .ODMt’ e e e e

Organizations do not exist in isolation; there are
in every community certain activities which depend
upon cooperative effort involving two or more organiza-
tional structures. Adult educators must utilize exist-
ing channels of inter-organizational and even informal
communication. Ignorance of tie kinds of cooperation
and communication which my exist mu lead to waste,
excessive and useless formal structuring and bureau-
cracy, and even lead to antagonism and competitive
pmgrue
liederfrank and Cold-91+ sumrized literature re-
lated to the theory and principles 0 f community develop-
ment. Studies of specific community action programs
described decision-making by groups and the significance
of pacer structure in the community.’ Two examples of
research which are significant for the adult director
seeking understanding of community problems are included
here. Lewis1°5 concluded that public school adult direc-

tors in-ninety-cne cities were in general ill-equipped to

 

Winn Niederfrank and Lucy w. Cole, "Education
fbr Community Development,‘ Review 93' Educational Research,
mason-307, June, 1959. - _ "'""'""""" """""'"'

loSGcrda Lewis, 'A study of Citizen Participation in
Urban Renewal and-Its Relation to Adult Edmation,‘ (unpub-
lished doctoral dissertation, Cornell University, 1957)

M9 pp. -

61

assist in a block-by-blcck program of citizen participation.

Carstenscn'sl"6 study of the ways people perceive
the hidden web of inter-relationship within a community
suggests the importance of this power structure. He found
service clubs were rmmd more frequently as powerful in-
fluences than individuals, the PTA was somewhat powerful,
and newspaper editors and unions were perceived to have
less power.

Snow described the role of the adult director in
community projects emphasizing '. . . his most effective
role will be that of coumelor and catalytic agent rather
than director of projects.“]-07 Biddle108 also used the
concept of catalytic agentms rm discussed the training
of cemunity educators. The ”catalyst leadera gradually
involves citizens, promotes change, and develops problem-
sclving skills.

Problems in comunity organization and community

 

106Blue Allan Carstenson, "A Method for Studying
How People Perceive the Power Structure in Their Com-
munities As Tested in Five Michigan Communities,a (unpub-
lished doctoral dissertation, University of Michigan,

1956). 277 pp.
1°7snco, pp. pun p. 130.

1°8willian.w; Biddle, The Cultivation.o1'Connunipz
Leaders (New York: Harper and Brothers, 19337,_§03 pp.

r.

62

development were revealed in the studies cited by Brunner.109
The authors of this study concluded there has been a lack of
coordination of adult education in the local community.
Furthermore, they suggested that adult education councils
have tended to be short-lived. Failure to achieve more
effective coordination seemed to be derived from the
marginal status of adult education. This research brought
into sharp focus an area of difficulty directors may meet

in developing programs of adult education.

STUDIES OF PROBLEMS OF ADULT DIRECTORS

The preceding sections of the review of research
have identified problem areas in the field of adult
education. A few studies were specifically related to
the present investigation of blocks perceived by
Michigan adult educators.

Problem of amiinistrators were identified in a
California study cited by Sheets, Jayne and Spence.110
The top ten of 105 problems listed by 65 adult education
administrators included:

 

1°9Brunnor. 2p. cit., Chapter XIII.

11°Calirbrnia Association of Adult Education Admin-
istrators, “Report of the Research Committee,“ Ernest S.
Lundeen, chairman (October, 1914.7. mimeograp had), in Sheets,
Jayne and Spence, c . 33.5., p. 158.

63
l. In-service training and institute programs
.fbr teachers of adults.
2. Adequate counselling staff.
3. Adequate conference and interview space.
h. Teachers' salaries.

5. Training‘regular teachers of adult classes in
counselling techniques.

6. Registration, display, and exhibit fhcilities.
7. Student news sheet.

8. Clerical and secretarial help.

9. Filing and storage space.

10. Adequate budget fbr travel to conferences,
professional subscriptions, etc.

In the 1952 NBA study,113L directors and superin-
tendents recognized the need for training in use of
methods and aids, 65.9 per cent, understanding needs of
students, 59.7 per cent, and in understanding needs of
community, 37.6 per cent.

M'Illa investigation of public school admin-
istraters revealed that only thirty-seven per cent of

 

lllniviaion of Adult Education Service,A tad of
Urban Public School Adult Education P rams 9__f §__he y_____nt
states (washi ton, D. .: Na tional Education Association,
IgBZSs pp. 66' 70

112Richard A. Mme, “Public school Administrators
in; Adult Education,“ _A_____dult Education, 1:12-18, October,
9 0.

I.

I.

J

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g‘_

6h

the 765 cities surveyed reported the existeme of a board
of education policy on adult education. This is an ex-
ample of one of tin problems faced by the adult director
in carrying out his role.

Another type c f administrative problem was re-
flected in Ragel's113 study of Missouri programs. Lack
of funds for teachers' salaries was found to be a major
problem in securing qualified teachers. Many schools
needed better lighting and seating facilities. In many
cases the directors felt tm public did not get adequate
inibrnation about the adult program.

To develop a manual Ibr adult education centers
in new York, Silvermanlni- used a questionnaire to deter-
mine topics the teachers, principals, and leaders of adult
education thought the manual should contain. Topics re-
lated to organization inclmed lay council, role of the
director, methods of determining needs and interests of
adults, preparation of class schedules, financing, and

 

113noiand F. 3.3.1, ”Status and Opinions of Adult
Education Directors in the Public Schools of Missouri,‘
(unpublist doctoral dissertation, University of -
Missouri, .1952), 238 pp.

111hfiiozlney Silvernan, “A Hanual Ibr the Organiza-
tion, Supervision and Aduinistration of Inibrmal Adult
Education Centers Sponsored by the Board of Education of
the City of New York," (unpublished doctoral dissertation,
New York University, 1958), 261+ pp.

z.
W

4.

o.

65

the adult student council. Topics related to supervision
included selection of teaching staff, in-service training,
and psychology of adult learning. Aalinistrative' mods
comprised registration, budget, salary, supplies and
equipment, public relations and evaluation. The probleas
faced by tbse teachers and le aders were mainly related
to technical and operating procedures.

Financial problems identified by the twanty-nine
public school directors in Boyer's115 study were: no funds
for advertising, no money to experiment, inadequate salaries,
and the problem of collecting fees fairly. The greatest
difficulties encountered by these directors were: adver-
tising classes, cbtaininginstructors, and financing the
program. '

mat-115 investigation of the cannon interests
of adult education leaders was most sinilar to we plan
of the present investigation. He selected fourteen
possible areas of training interests. Training interests
were defined as '. . . those aspects of the educational

program in which-adult education leaders muld like to

 

115Harold L. Boyer, "The Administration of Funds
for Public School Adult Education,“ (un ublished doctoral
dissertation, Universityof Kansas, 195 ). 116 pp.

116Thurlan flhite, 'Somc Comon Interests of Adult
figgzation Leaders,’l Adult Education, 62155-62, Spring,

kl

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66

have additional learning in order to improve their perform-
ance in their pmgrams."117 Topics related to each area
were drawn from the investigator's experience, rankings
of adult education specialists, and conferences with adult
directors. After a panel selected the most important
topics, they were placed on cards. Leaders from MW,
public schools, proprietary schools, and personnel train-
ing, were asked to choose topics in which they would be
interested if they were in a class for adult education
leaders. Each respondent placed the cards in rank order.
Hhite's findings revealed the following problems or
'training interests":

1. Tc gain-a better understanding 0 f basic needs
of adults.

2. To gain a clearer insight into changing in-
terest of adults in family life, vocation,
religion, and leisure time.

3. To increase one 's ability to apply psycho-
logical principles to the selection of
objectives.

1;. To acquire techniqms to relate program more
closely to need and interests of adults.

5. To acquire techniques to relate program more
closely to needs and interests of the community.

6. To become more skillful in recognizing com-
munity needs and resources.

 

117nm. . p. 157.

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67
7. To develop better understanding of educational
materials fbr mature people.

8. To develop better understanding of educational
methods fbr amture people.

9. To become more familiar with procedures for
"keeping up” with new develepments.

A study of Michigan adult educators was corducted
by Cave118 one" year preceding the present investigation.
He interviewed twenty-five adult education directors and
observed tlm ir programs. He concluded that programs were
marginal in status. The directors studied seemed to be
insecure and somewhat detached from the regular staff.
Their primary role was service to the community. Public
relations appeared to be the most important operational
area.

Summarizing the developmnts in adult education,
Sheets asks I'what are roadblocks that new bar our way
to the kind or adult education that can use to the
life of every run and woman at least some of the ele-
ments required for a rich, mll, more satisfying and
more abundant adulthcedt'll" He suggests five such

 

118William Cave, "The Implications for a. Graduate
Training Program in the Preparation of Public School
Adult Education Administrators Based on an Analysis of
Administrative Practices of Directors in Selected Michi-
gan Comunities,‘ (unpublished doctoral dissertation,
Michigan State University, 1957). 255 pp.

119mata' Jayne, sponOQ, o 0 cit., p. 1‘83.

68

roadblocks: (l) inadequacy ofpresent efforts, (2‘) lack of
agreed-upon definitions and ethical commitments, (3) lack
of trained personnel, (1;) absence of coordinated community
planning, and (5) failure to evaluate results.

Although some of the research pointed out types
of problems, none of the studies reviewed were specifi-
cally "designed to ascertain problems faced by adult
education directors in developing programs. The present
study was designed to fill this gap in research related
to administration and developmnt of adult education.

SUMMARY

The preceding review of research and literature
was organized around five areas in order to determine
problem areas in public school adult education program
development. Literature related to definition and
philosophy of adult education was examined to identify
similarities of goals of adult edm ation.

A review of tin research concerning the adult
learner and his instruction revealed a wide variety of
data which remain to be implemented in adult education
programs. Findings of the numerous investigations in
the fields of psychology of learning, group dynamics,

and teaching methods suggest problems faced by the
director of adult education in identifying and meeting

4‘

69

the needs of participants in the program. This review
also provided sources to aid the director in the solution
of his pioblems.

The review of surveys of adult education programs
revealed problems related to finance, enrollment, and
course offerings. Characteristics of successful prc- +
grams were also identified.

The literature revealed myriad data and opinion
concerning the role and function of ttm adult director.
The need for new graduate an! in-service training pro-
grams was emphasized in this review.

Problems in community organization and comunity
action programs were portrayed in the review of the
literature. This area of adult education is increas-
ingly significant as we seek to solve complex social
problems.

Several studies were found which were similar
to the proposed investigation. Problems of administra-
tors were among the peripheral findings of six studies.
Hhite's survey of training interests identified needs
of adult educators. However, only one-fburth of the
group studied were public school educators. Cave 's
investigation of twenty-five Michigan adult education

programs revealed some general problems of this group.

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The present study was designed to ascertain the
significant and frequent problem which confront adult
educators in the state of Michigan. The preceding
review of literature was helpful in-detemnining selected

problem areas for investigation.

CHAPTER III

{

METHOD OF INVESTIGATION

Public school adult education programs have
developed rapidly along widely divergent patterns. This
new and unique phase of the total educational plan of a
community needs to be evaluated, but research in trm
field has been relatively limited. Recognizing the adult
education director as a key person in the development of .
such programs, the present study was undertaken to deter-
mine the pioblems confronting these directors. An analysis
of the factors inhibiting the development of programs may
provide a basis for improving the leadership and training
of directors of adult education. Chapter III describes
the group studied, procedures used in the investigation,
and tin plan for treatment of the data.

THE GROUP BURVEYED

Selection 9; t_hg m. In November, 1957, the
Michigan Department of Public Instruction received in-
fbrntion’indicating two hunired fbrty-nine public
schools were operating programs of adult education. It

was evident that these programs were established in a

72

wide range of community settings which afforded an ample
group fbr the survey proposed.

An active professional organization and state
leadership had continued to develop a high degree of inter-
est in improving adult education programs. The Michigan
Adult Education Association had worked cooperatively to
obtain a nasure of state support fbr adult education.

Considering these factors, the state of Michigan
appeared to be a good area in wrdch to carry on the
present investigation.

The names of the public school adult education
directors were obtained from records in the Michigan

State Department of Public Instruction.

§ize and composition «_i_f‘ the mp. Questionnaires

for the present investigation were mailed to the two hun-
dred forty-nine directors who had reported adult education
programs existed in tin ir schools in 1957. Of the two
hundred twenty-one responses returned, twenty-one directors
indicated there was no organized adult education pro gram
at the time. One of the factors influencing the develop-
ment of adult education programs may be the amount of

time the director nny devote to this task. As shown in
Table I, eighty-seven per cent of tie Michigan adult

education directors indicated their assignment was on a

73

part-time basis. Only nine per cent stated they were full-

time directors.

TABLE I

NUMBER.AND PER CENT OF'MICHIGAN ADULT EDUCATION
DIREDTORS wHO wERE ASSIGNED PULL TIME OR
PART TIME TO ADULT EDUCATION PROGRAMS
IN THE SCHOOL YEAR 1957-59+

W

 

 

 

 

ASSIGNMENT NUMBER PER CENT
PART TIME 17h 87.0
FULL TIME 17 8.5
NO RESPONSE 9 li.5
Total 200 100.

 

 

 

 

It is significant that slightly over half the
directors of'Michigan adult education programs have been
in.their positions less than.five years. Almost one-
third of'the group reporting had only one or two years
of experience as an adult director. Table II shows that
eighty-five per cent of‘the group studied had one to
twelve years offexperience as an adult education

director.

 

fiIt should be noted that the 200 respondents indicated in
Table I and all succeeding tables represent 88.8 per cent
of the directors in Michigan.

7’4

TABLE II

NUMBER O F YEARS DIRECTORS OF ADULT EDUCATION
IN MICHIGAN HAVE SERVED IN THEIR
PRESENT POSITION, 1957-58

 

 

 

Years in Position Number Per Cent

1 28 lino

g 3% 17°?)

g 16 “5.0
17 8.5

6 9 m5

7 6 3.0

8 6 3.0

9 5 2.5

10 13 6.5
11 3 1.5
12 ii 2.0
13 3 1.5
1% 3 1.5

l 2 1.0
16 1 .5
l7 2 1.0
19 1 .5
20 3 1.5
22 2 1.0
211. 2 1.0
No Response 11 5.5

Total 200 100.

Almost fifty per cent of tire group surveyed were
directors of programs in communities with a popula tion of
five trousand or less. According to Table III, three-
fourths of the schools reporting were'in communities
with a population under twenty thousand. It is inter-

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.4.

---
on-

-.

75

esting‘to note that only fifteen per cent of the respondents
directed programs in communities with a population of over

140,000 0

TABLE III

NUMBER AND PER CENT OPMICHIGAN ADULT EDUCATION
DIRECTORS ACCORDING To SIZE OF COMMUNITY

 

 

 

IN 1957-58

Size of Community Number Per Cent
Under 5,000 98 #7

5,001 - 10,000 29 1u.5

10,001 - 15,000 15 7.5
15,00u - 20,000 in 7
20,001 - 30,000 10 5

30,001 - No.000 9 h.5

A0,001 - 50,000 7 3.5
50,001 - 75,000 8 R
75,001 -100,000 a 2

100,001 -200,000 3 1.5
Over 200,000 2 1

lo Response 5 2.5

 

Total 200 100

 

 

-« -9

76

Table IV shows the wide range of enrollments in
Mdchigan adult education programs. Over fifty-six per
cent of the programs described had two hundred or fewer
enrolled in.the fall of'1957. Nearly one-fburth.of the
directors were responsible fbr programs with less than
fifty enrollments. A total of'fburteen per cent of’the
directors reporting had an enrollment of‘over eight

hundred.

TABLE IV

NUMBER.AND PER CENT<3F'MICHIGAN ADULT
EDUCATION DIRECTORS ACCORDING To _
ENROLLMENT IN PROGRAMS, 1957-58

 

 

 

 

Enrollment Number Per Cent
0 - 50 ab 23
51 - 100 38 19
101 - 200 29 18.5
201 - 100 15 7.5
R01 - 800 13 6.5
801 - 1,600 17 8.5
1,601 - 3,200 6 3
3,201 - 6,h00 2 l
6,h01 - 20,000 2 1
20,000 and over 1 .5
No Response 31 15.5

 

Total 200 100

 

 

 

 

M

 

up. u»-

"a.

 

.---

77

PMCEDURES USED IN THE INVESTIGATION

Construction _o_f: Questionnaires. Social scien-
tists and educators engaged in research have identified
advantages and disadvantages of the questionnaire as a
research technique. Scatesl cited several advantages
in using a well-constructed questionnaire. He noted that
exactly the same questions can be offered each person,
the respondent has time to think over the answer which
he regards as characteristic of himself, and the process
of writing keeps his mind on the subject. The limita-
tions he cited included the lack of face-to-face stimula-
tion, no opportunity to ask follow-up questions, and lack
of flexibility.

Criteria of constructing questionnaires were
derived from several authorities in educational and social
research. Scates mid Yeomansz suggested nine criteria
for a questionnaire:

1. It should be short enough so it will not be com-
pletely rejected.

 

1Dcuglas E. Scates and Alice Yeomans, ”Developing
a Depth Questionnaire to Explore Motivation and Likelihood

of Action,“ Educational and chhological Measuremnt,
12:620-31, Minter, $52.—

2Scates and Yeomans, The Effect _o__f stionnaire

Fbrm 9__n Course Re mate of EmT o e _A____:dults wash shngtcn:
American Conn 01 on E uc'a't'ion, 1250 0), pp. __Z-Ii.

 

O ' ‘
I m
' ' e
‘ . -
Jug ..-
I
.‘ ‘
l‘ . - ' J
.
.-
1» ‘ ‘ #
.
C
. . .
..
' U
.‘_ _ ‘
‘
. V .
O .
O
. . .-
‘ A
. --
-_-__ v.....-,
. I
. o
..

2.

3.

14..

5.

6.

7.

8.

9.

78

It must be of sufficient interest to have enough
"face appeal“ to encourage response.

It should obtain some depth in order to avoid
superficial replies.

It must not be too suggestive, or too unstimu-
lating.

It should elicit responses that are definite but
not mechanically fbreed.

Questions should be asked in such a way that
answers will not embarrass the respondent.

Questions should be asked in such a manner to
allay fears and suspicions concerning hidden
purposes of the questionnaire.

It must not be too narrow or restricted. Some
questions should allow fbr other ways of looking
at goals.

The responses must be valid and all data must be
related to tin purpose of the questionnaire.

Suggestions regarding the mechmics of questionnaire con-

struction were also reviewed. Hixon3 presented the fol-

lowing criteria:

High quality paper should be used.

Blue or colored ink enhances the instrument.

A printed fbrm is desirable.

The words 'form" or 'instrument" are more acceptable
than “check list" or-questionnaire."

Instructions should be brief.

do

 

3John E. Nixon, “The Mechanics of Questionnaire

Construction,” Journal a; Educatiorml Research, 117 :1181-87,

March, 1951].. -

'C

.L

.-

79

A cover letter should be included.
Self-addressed envelopes should be enclosed.

The wording of items in the questionnaire is one of
the most erucial problems. Jahoda, Deutsch, and Cook“
established evaluative questions to guide the wording used,
the form of response, and placement of items:

Is the frame of reference clear and uniform fbr all
respondents?

Is the wording slanted toward a particular kind of
answer?

Can the question best be asked in a form calling fbr
check answers, short answers, or free answers?

If a check list is used, does it cover significant
alternatives without overlapping?

Is the mnswer likely to be influenced by preceding
questions?

Does it come too early or too late from the point of
view of arousing interest, receiving attention, and
avoiding interest?
The validity of the questionnaire may be judged
by considering the questions posed by Scates and Yeomans.5
Is the question on the subject?

Is the question clear and unambiguous?

 

h'Marie Jahoda, Morton Deutsch, and Stuart Cook,
Research Methods in Social Relations, Part Two (New York:
The Dryden Pray—19515, pp. ELIE-32.

53cates and YeOmans, 22. cit., pp. LL-7.

I.

——-
a

80
Does the question get at something stable and typical
of tn situation?

Hill the question be answered by a large proportion of
the respondents?

Do the responses-show a reasonable range of variation?
Is the item sufficiently inclimive? '
The preceding criteria were used in designing the
survey instrummt for the investigation of barriers to
the development of adult education programs in Michigan.
One investigation of responses to questionnaires
suggested the per cent of responses which might be ex-
pected from a well-designed‘instrument. Shannon6 found
among 170 Masters Theses at Indiana State Teachers College
the mean per cent of returns was 71.7‘4-3 at Teachers Col-
lege, Columbia, the mean responses reported in 2011 doctoral
dissertations were 70.65 per cent; and, in fifty-nine re-
search studies reported in the Journal g_:t_’ moationajl
Research the mean per cent of responses was 80.71. when
the returns for the present study were tabulated, it was
found trmt 88.77 per cent of the, questionnaires were com-

pleted and returned.

Design f t a survey instrument. The first step

in the rosearch procedure of the present study was the

 

6.7.R. Shannon, "Percentages of Returns of Question-
naires in Reputable Educational Research,‘ Journal o_._t_‘ Educa-
_t_____ional Research, 1123138411, October, 19118.

 

I.

81

construction of the questionnaire to ascertain problems of
Michigan adult education directors in development of their
programs.

Possible problem areas were selected from four
sources. A review of the literature revealed several major
problem areas. Interviews with other directors of adult
education programs, graduate seminar discussions, and the
investigator's experience also suggested types of problems
encountered as inhibiting factors in development of pro-
grams of adult education. .These problem areas were cats-c
gorized as: operation of adult programs, finance and
facilities, and community relationships. Twentyafour
item were classified as operational problems in identi-
tying needs of adults and developing the program within
the framework of tb local school. Problems related to
finance and facilities were identified by fifteen items,
while ten of the survey statements were concerned with
community fbctors.

The investigator deemed it essential to determine
the degree of importance of the problems cited by the
directors and the frequency with which these problms
occurred. Therefore, a four-point scale for frequency
and a three-point scale for degree o f importance was
planned. The respondent could indicate the frequency with
which he met a problem by checking one of fbur responses:

O

\J

\_)

82.

never, rarely, frequently, or constantly. To indicate the
degree of importance of a given item, the director was
asked to mark one of three possible responses: not im-
portant, important, or very important. It was also
necessary to include a response titled, ”not a factor in
the program,“ as program plans were expected to vary wide-
ly among the Michigan comunities.

‘ Two *open end” questions were included to provide
for free responses’ofthe directors. One question asked
the respondent to identify the three major blocks to
development of adult education in his school. The last
question gave the director an opportunity to express
other blocks to his program which were not included in
the questionnaire.

To guide the thinking of the director responding
to the questionnaire toward the objectives he hoped to
achieve, six generally accepted goals of adult education
were listed on the instrument. These goals were derived
from an analysis of the literature. The specific ob-
Jectives were arranged in seven general categories.
Statements were arranged according to the categories of
vocation, self-understanding, human relationships, citi-
zenship, physical health, problem-solving skills, and
recreation and arts. The summary of these stated goals

is reported in Appendix C. The six goals finally

83

selected for the instrument represented a composite of

objectives for an effective adult education program.

Tryout 331d revision of questionnaire. A trial
form of the instrument was prepared and presented to
several groups of adult educators. Graduate students
in an adult education seminar analyzed the relevance and
importance of the items included. The wording of the
questions and the structure of tin instrument was
evaluated by embers of a graduate class surveying
adult education. Suggestions from these two groups were
utilized in revising the instrummt. .

A second form of the im trument was mailed to
eighteen members of the Chicago Round Table of Adult
Educators. Iourteen returned the instrument with sug-
gestions and comments. An adult education seminar al so
reviewed the revised instrument and submitted additional
ideas for improvement.

The investigator's graduate committee evaluated
the third form of the instrument. Rnrty-nine items and
two open end questions were inclu‘led in the final form.
Questions which would pmvide information regarding
the director's experience, size of the community, program
enrollment, and whether he was a full-time or part-time

director were added to the instrument.

g ,7 __L

3h

Printing _o_f_' the questionnaire. In its final form,
the instrument required eight 8 1/2 x ll-inch typewritten
pages. Accepting the criterion that the instrument should
be easily fbldediand should not overwhelm the respondent
with its length, it was decided to have the questionnaire
printed.

The final instrument consisted of a four-page,

8 1/2 x ll-inch booklet. See Appendix B.

Hailing the questionnaire. The list of names
of adult directors provided by the Michigan Department of
Public Instruction made it possible to persomlize the
cover letter and the enclosed questionnaire. In an
effort to encourage response, a self-addressed, stamped

envelope was also enclosed. (See Appendix A.)

Follow-up. Approximately four weeks after the
first mailing, a follow-up letter and a second question-

naire was sent to directors who had not responded.
TREATMENT OF THE DATA

Tim hundred twenty-one questionnaires were returned
by the directors of Michigan adult education programs. This
88.77 per cent response indicated a high degree of interest

in the survey among Michigan directors.

5.

m an‘

.o- --

.

85

Tabulation qjflgqgg. The data were tabulated through
use of IBM punch care equipment. Each of the eight pos-
sible responses for the forty-nine separate items and
the open-end questions were given a code number correspond-
ing to the limits and design of'IBM punch cards. A card
was punched flar each questionnaire returned.

The responses to each item.were obtained by
machine sorting and tabulation of all the returned ques-
tionnaires. From.these data, charts were developed show-
ing the total number cf’responses according to the range
of frequency and importance given each itma.

The data were further tabulated to reveal re-
sponses according to selected factors.

The machine counted responses according to such
factors as population of community, size of enrollment,
and experience of the adult director. Charts were then
prepared to show the number’and per cent of responses
related to these factors.

To provide a more clear and meaningful analysis,
the responses relating to the frequency of occurrence of
block: were combined. "Hever'I and "rarely“ responses
were reported together and the responses “frequently"
and 'ccnstantly' were also combined. Similarly, in re-
porting the degree of'importance, the responses'fiinpcr-

tent“ and 'very important" were combined.

t

4

86

The final question in the instrument was, “At the
present time what are the three major blocks to the de-
velopment of the adult education program in your com-
munity?“ Answers provided by the Michigan adult education
directors were tabulated according to the same categories
of pmblem areas as were used for the other items.

Additional blocks listed by the directors who
responded to the smgestion that they list other problems
not mentioned in the study were also tabulated for

analysis.
SUMMARY

Problems faced by Michigan adult education direc-
tors in developing programs were identified through use
of a questionnaire. Established criteria fbr question-
naire construction were used in developing the instrument.
Trial forms were submitted to three groups of adult
educators in an effort to construct a valid instrument.
a printed four-page booklet containing forty-nine items
related to three problem areas was mailed to 215,9 directors
of adult education in Michigan. The respondents were asked
to indicate the degree of frequency and importance of these
items as blocks to the development of their programs.

The items were related to problems of operating
the adult education programs, providing finance and

87

and facilities, and working with the community.

Two hundred twenty-one directors, representing
an 88.77 per cent return, indicated the factors which
inhibited development of programs of adult education.

These responses were tabulated for each item
according to the factors of community size, enrollment,
and experience of directors. Chapters IV and V will

present an analysis of the data.

CHAPTER IV
PROBIEMS OF OPERATING ADULT EDUCATION PROGRAMS

The investigation of factors identified by adult
directors as blocks to development of adult education pro-
grams was carried out by means of a questionnaire mailed to
211.9 directors in the state of Michigan. Eighty-eight per
cent of tin adult education directors in Michigan responded
by indicating the degree of importance and frequency of
occurrence of selected problems in program development. The
responses of the 200 directors were analyzed in order to de-
termine needs for pro-s ervice and in-service training of
leaders for adult education.

The investigation of problems identified by adult
education directors encompasses a wide range of activities
involved in establishing and maintaining an organized adult
education program. For purposes of reporting the data ob-
tained in the investigation, the problems of adult educators
have been organized into three categories. The factors in
the survey were related to three aspects of administering
an adult education program. The problenn identified by! the
directors were related to operation of the program, finance

and facilities, and problems related to the community.

89

In Chapter IV such factors as determination of‘the
director's role and responsibility, problems of identifying
needs of adults, and problems relating to staff and instruc-
tion are included. The finctional.problems involved in
registration, publicity, and maintaining ofTice services are
also reported. The director's individual professional devel-
opment are also considered an aspect of'this section. Prob-
lems related to finance and facilities which hinder develop-
ment of'adult education programs are reported in Chapter V.
Data concerning the factors within the community structure
which seem to mitigate against development of effective
adult education programs are reported in Chapter V.

The survey instrument included forty-nine selected
fhctors which.might be perceived by adult education directors
as problems in developing adult education programs. The
director was asked to indicate the degree of importance of
each factor in achieving his goals for the program. In addi-
tion, the respondent noted the frequency of occurrence of
the problem in his situation. The analysis of the data
revealed the major problems identified by the Michugan.adult
education directors. Significant problems among Michigan
administrators of'adult education were determined by the
following considerations: (1) the number reporting the
problem, (2) the frequency of the problem, (3) the degree
of tmportance ascribed to the problem, In interpreting the

90

data it is mcessary to recognize that a problan may be very
significant although it occurs infrequently. Therefore the
analysis of the data willjinclude factors which have a small
frequency of occurrence but are highly significant when they
do occur. Such factors as full-time or part-time assign-
ment of the director, experience of the director, size of
comunity, and enrollment were analyzed in relation teczthe
problems identified.

The high percentage of response to the questionnaire
makes possible tl'e analysis of tie problems of the great
majority of Michigan adult e ducation directors. The data
presented in Chapters IV and V portray problems perceived
by these administrators and suggest needs for pro-service
and in-service training.

In Chapter IV, the data regarding problems related
to the operation of the adult 6 ducation program are presented.
For purposes of reporting, the factors are grouped according
to four categories. These include administrative support
from tie board of education and superintendent, the direc-
tor's administrative role, staff md instruction, advisory

councils, and program development.
PROBLEMS RELATED TO ADMINISTRATIVE SUPPORT

Adult education pro grams which are established and
maintained in the public school must operate through the

91

administrative structure of the board of education and the
superintendent. Essential to the success of the program is
support from these two administrative units. The director
needs to feel the program is receiving more than tacit ap-
proval and support from the superintendent and board of
education. Without administrative support, there muld be
no program; if full approval is not given, it willbe dif-
ficult to meet the needs of the community.

School M. The board of education is the policy-
making body fbr the operation of the public school. It
determines changes in the curriculum and addition of special
programs to the educational system. The board also adopts
rules, regulations, and policies which determine the kind
and quality of public education in a conmunity. Since
boards of education are elected or appointed representatives
of the comunity, they are often called upon to interpret
community needs. It is recognized that views of laymen may
be limited concerning educational needs and goals and there-
fore they will need assistance from educational leaders in
developing board policies which will provide the educational
opportunity needed in the community. If the board of educa-
tion does not feel adult education is a responsibility of the
public school, the adult program will be limited or not
offered. Inadequate financial support may be the first

92

result of lack of interest in adult education on the part of
the board of education. If the school board does not recog-
nize the importance of adult education, the director may be
given only a part-time assignment for a task requiring his
full attention. Lack of support from the board of education
may be reflected in attitudes of the school administrative
staff and school faculty. For these reasons, the question-
naire item related to board policies which reflect support
of tie adult education program was an important problem.

As shown in Table V, thirty-eight per cent of the
Michigan adult educators recognized the importance of having
school board policies which reflect support of the adult
education program. Only nine per cent of the group surveyed
indicated this was not an important factor. Support through
policies of the board of education was not a factor imped-
ing program development in 142.5 per cent of schools report-
ing. Furthermore, 37.5 per cent of the directors noted
this was rarely or never a problem; however, it should be
recognized the frequency of occurrence does not minimize
the importance of the problem.

Support from the board of education fbr adult educa-
tion is essential for development of the program. Once the
board of education accepts the philosophy that the public
school should assume responsibility for continuing education
of all the people, it becomes essential to develop under-

TABLE V

93

FREQUENCY AND DEGREE OF IMPORTANCE OF PIOBLEMS RELATED
To ADMINISTRATIVE SUPPORT OFADULT EDUCATION
PROGRAMS AS INDICATED BY ADULT EDUCATION
DIRECTORS IN MICHIGAN, 1957-58

School board poli-
cies indicate meme
bers do not consider
adult education an

 

School board mem-
bers are unaware
Of’the needs of
adults in the

 

 

 

 

 

 

 

 

 

 

important part of the community.
education program.

Response Number Per Cent Number Per Cent
159 Response 5 2.5 7 1.5
Never and Barely 75 11.5 51 28.5
Frequently and

Constantly 35 17.5 66 433
Not g_jactor 8§g_ h2.5 70 35
Totals 200 100.0 200 100.0
Net Important 1?, 9.5, 22 11
Important and

Veg: Important 71 18.5 91+ 1&7
'got a Factor 85 _flh2.5, 70 35
go Response .19 9.5 1h 7
Totals 200 100.0 200 100,0

 

TABLE V CONT'D

9k

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED
To ADMINISTRATIVE SUPPORT OF ADULT EDUCATION
PROGRAMS AS INDICATED BY ADULT EDUCATION
DIRECTORS IN MICHIGAN, 1957-58

 

The superinten-
expresses
little interest

dent

in the adult

The director has
not been given
adequate author-
ity to develop

 

 

 

 

 

 

 

 

 

 

 

 

progrmn. the program.

Response Number Per Cent Number Per Cent
gngesponse 5 2.5 1L 2
Never and Rarely 81 no.5 76 #38
Frequently'and

Constantly, 18 9 20 10

Not a Reta}:- 96 IIB 100 50
Totals 200 100.0 200 100

Not Important 18 9 12. 8.5
Important and

Very Igportant 67 33.5 62 31
Not a Factor 96 14,8 1510 50
go Re_sponse 19 9,15 21 19,5__
Totals 200 100.0 200 100,0

 

 

   

k)

.4...

A.---i

1
e
s
..-
. .
.,

.....
-—.

_-_.

95

standing of the needs of adults in the community. One item
in the survey instrument was related to the factor of aware-
ness of needs of adults on the part of board members. Table V
reveals that almost 50 per cent of the directors responding
indicated that the board menbers' awareness of needs of
adults in the community was an important or very important
factor in developing the program. It is significant to note
that 33 Per cent of the Michigan directors reported this was
frequently or constantly a problem. Among the directors
reporting, 28.5 per cent indicated this factor rarely or
never impeded development of their programs.

A comparison of the responses of part-time and full-
time directors, as shown in Table XVII, Appendix D, reveals
that in responding to item six of the questionnaire, 18 per
cent of the full-time directors considered the board members'.
awareness of adult needs a frequent problem. In contrast, 7
33 per cent of the part-time directors identified this as a
frequent problem.

Sumrintendent. As the professional leader of the
school system, the superintendent is the representative of
the school to the board, is the reporter of the educational
needs of the community, and is responsible for implementing
the policies of the board of education. The superintendent

informs the board of educational trends, reports educational

96

needs, and recommends policies and procedures. In fulfilling
this role in relation to the board of education, the super-
intendent's interest in adult education is extremely impor-
tant in obtaining support from the board of education.

The superintendent also serves as the professional
leader of tin faculty. His interest in adult education is
reflected as he selects a qualified director of adult educa-
tion and provides adequate time for him to effectively develop
a program for adults in the community. The superintendent
gives guidance and counsel as the director seeks assistance
in planning an adult education program. As the superintendent
coordinates the entire school program, his interest in adult
education is essential to provide opportunities for adults
as well as elementary and secondary school students. The
superintendent plays a key role in the development of adult
education programs.

One item of tin questionnaire requested the reapond-
ents to indicate the degree of importance and frequency of
the factor of the superintendent's interest in the adult
program. One-third of the directors responding noted that
the superintendent's interest was very important to the
success of the program. As shown in Table V, approximately
11.0 per cent of the directors indicated the factor of inter-
est on the part of the superintendent was rarely or never a

problem. In considering these data, one should be cognizant

97

of the large number of small schools reporting adult educa-
tion programs. It is probable that in many of the smaller
schools the superintendent was also the adult education
director.

Forty-eight per cent of the administrators responding
indicated that the interest of the superintendent did not

constitute a factor in development of their programs.

Delegation _o__f_' authority. The development of adult
education programs depends to a great degree upon administra-
tive support from the board of education and the superinten-
dent. The importance of board policies which reflect an
awareness ofneeds of adults in the community was clearly
recognized by the directors who reSponded to the question-
naire. One evidence of administrative support is the dele-
gation of adequate authority to develop the program. The
director of adult education should feel he has not only
been given the responsibility to develop the program, but
is aware that he has been delegated authority to make deci-
sions and carry out plans. Responses to the questionnaire
item related to this problem, shown in Table V, revealed
that 38 per cent of the directors rarely or never encoun-
tered this problem. In addition, 50 per cent indicated it
was not a factor in their situation. Only ten per cent of

the directors stated it occurred frequently.

I.

98

Summary. The importance of administrative support
for adult education programs was recognized by Michigan
directors of adult education. As perceived by the direc-
tors responding, policies of boards of education did not
prevent achievement of tin ir goals. Developing awareness
of needs of adults in the community on the part of board
members was considered an important problem by one-third
of the directors. This problem occurred more frequently
anong part-time directors than among full-time directors.
One-third of the respondents indicated that the interest
of the superintendent was very important, but the data indi-
cated this was not recognized as a major problem. The data
further revealed that the majority of the directors respond-
ing felt they had been delegated authority to develop the

program.
PROBLEMS RELATED TO THE DIRECTOR'S ASSIGNMENT

To develop a program of adult education, the direc-
tor needs administrative support ard well-defined delegation
of authority. Time to carry out his assigned tasks in admin-
istering tie program may also be an important factor in
achieving his goals. It is important to recognize that of
the 200 directors responding, 171+ indicated that only part
of their assignment was related to adult education while 17

were full-time directors. To develop the educational oppor-

99

tunities for adults, the director needs time to assess needs
of people in the community, to work with community organiza-
tions, to plan offerings, and to select staff and supervise
instruction. Although the secondary school may have a small
enrollmnt, the adult program should serve the entire com-
munity. Adequate time should be provided if the director
is to effectively meet these needs. The data reveal that 80
per cent of the part-time directorsgindicated lack of time

was an'equent handicap in developing their programs.

Conflictigg school duties. Other school duties fre-
quently prevented the directors from devoting sufficient
time to the adult program. Table VI presents the data
related to this problem. Sixty-eight per cent of the sur-
vey group considered this an important or very important
problem. Conflicting school duties frequently handicapped
63 per cent of tre directors responding. Only 5 per cent
indicated it was not important. As one might expect, nearly
80 per cent of the part-time directors reported this was
frequently a problem, while it frequently handicapped only
17 per cent of the full-time directors. It is also inter-
esting to note that 68 per cent of the directors with less
than five years of experience identified this factor as a
recurring problem. In contrast, Table 18,}221mazpiendix E ,

shows that only #7 per cent of those directors who had 13

100-

TABLE VI

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED
TO ADMINISTRATIVE ROIE OF THE DIRECTOR PROGRAMS
As. INDICATED BY ADULT EDUCATION
DIRECTORS IN MICHIGAN, 1957-58

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

== —=
Other school The director
duties prevent does not have
the director sufficient time
from devoting to supervise
sufficient time instruction.
to the adult
program.
Response Number Per Cent Number Per Cent
£0 Regponse 5 2.5 g 2
Hever and Rarely g; 11.1 3); 11
Iroquently and
Constantly 126 63 109; 5g
Not a Factor -he 33 58 29
Totals 200 100.0 200 100
Net Important ;9 5 15 7.5
Important and
Very Important 1.16 68 112 56
Not a Elem M6 23 58 29
No Response 8 g l5 JJ
'1': at als 200 100 200 100 ‘0

 

‘47..

 

,_-

 

'-
.
w.-
~«-,—.
7'

.a-

TABLE VI CONT'D

101

FREQUENCY AND DEGREE OF IMPORTANCE-OF PROBLEMS RELATED
TO ADMINISTRATIVE ROLE OF THE DIRECTOR PROGRAMS

AS INDICATED BY ADULT EDUCATION
DIRECTORS IN MICHIGAN, 1957-58

The director is not given
opportunity to participate
in community organizations.

 

Per Cent

 

 

 

 

 

 

 

 

 

 

Response Number

No Regponse 8 4
Never and Rarely 70 35
Frequently and I

Constantly ~ 18 ,9
Not a Factor 10h 52
Totals 200 100
Not Important 23 11.5
Important and

Very Important 5l_g 25.5
Ngt a Factor 104A 52
No Response 22 ill
Totals 200 __100.0

 

 

-—.—

102

or more years of experience viewed other conflicting school

dut ies as a frequent problem.

Time for supervision o_f instructiog. Closely related
to the previous problem is the amount of time the director
can devote to supervision of instruction. Adult learners
require instructors who understand their skills and attitudes.
The director needs time to help instructors understand the
adult learner. To provide a high quality of instruction,
the director should be available for consultation with in-
structors and should have time to visit classes to become
familiar with the methods and materials used in teaching
the adults enrolled. As the director becomes aware of needs
for facilities aid equipment, he can help teachers procure
and use materials which will enhance learning.

The responses to the item regardint time for super-
vision of instruction, as shown in Table VI, revealed that
56 per cent of the directors viewed this as a very important
problem. To 52‘ per cent of tie respondents, the problem of
time fbr instructional supervision occurred frequently or
constantly. The data presented in Table VI clearly demon-
strate the similarity Of responses of part-time and full-
time directors. Among both groups, approximately 1+0 per
cent indicated that time for supervision was a very impor-

tant or important problem, while 53.5 Per cent of the part-

103

time directors and 11.1.1 per cent of the full-time directors
stated it was a constant or frequent obstacle to develop-

ment of the program.

Participgtion i3 community orgagizations. To carry
out his role in developing an adult education program to
meet the needs of people in the community, the director
must become familiar with individuals, groups, and relation-
ships within the community. One way he may study the com-
munity is by actually participating in some of the community
organizations. As he participates he can better understand
the hidden web of relationships and the power structure of

the o ommuni ty .

Bummagy. The development of adult education pro-
grams demands much time if the needs of adults are to be
effectively met. There were only 17 full-time directors
among tin Michigan group surveyed. Conflicting responsi-
bilities for other school duties represented a frequent and
important problem to adult education administrators. Over
one-half the part-time directors expressed the view that lack
of time to supervise instruction was a block to program devel-
opment. It is interesting to note that fewer directors felt
handicapped by lack of opportunity to participate in com-
munity organizations.

The directors were asked to indicate the three major

10).].

blocks to the development of adult education in their com-
munities. Among the problems listed as most serious blocks,
the lack of time to administer the program was ranked in
second place as shown in Table XXI, Appendix H. This prob-
lem ranked third amorg the second most serious blocks to
adult education and was in sixth place among blocks named

as third most serious.

Participation in community organizations aids the
director in understanding needs of the adults in the com-
munity. Opportunity for this phase of his role as director
was perceived as an important problem by one-fourth of the
respondents. It is significant to note that 35 per cent
stated this problem never or rarely occurred and 52 per

cent stated it was not a factor in their program.
PROBLEMS RELATED TO STAFF AND INSTRUCTION

The director of adult educ ation is reaponsible fbr
the selection of teachers, the organization of in-service
programs fbr the staff, and the evaluation of instruction.
One of the director 's major responsibilities is the develop-
ment of good working relationships with the staff. In his
role as educational leader for the program, the director
locates teachers and explains to them the function of adult
education and their work as instructors. Six items of the

questionnaire were related to this phase of the administra-

105

tor's responsibility. The data reveal several important
problems Identified by Michigan adult education directors in

working with the staff to improve instruction.

Teacher supply. The supply of teachers for adult
education programs is contingent upon the director's ability
to interest qualified persons in teaching in an adult educa-
tion program. The program can flourish only if there is a
continuous supply of instructors. The limited supply of
qualified teachers for adult education was an important
problem to 71 per cent of the Michigan adult directors.

Data in Table VII indicated that 514, per cent of those re-
sponding found teacher supply to be frequently or constantly
an inhibiting factor. As shown in Table XVII}tA%r;e%i%ix D,
over 90 per cent of the full-time directors reported the
factor of teacher supply was important or very important as
compared with 70 per cent of the part-time directors who
considered this an important problem. When the. directors
listed their most serious blocks, the limited supply of adult
education instructors was ranked seventh among those naned
most serious. The problem was found to be in second place
among those considered the second most serious block, and in
third place among the blocks considered third most serious.
These data indicated tint the problem of locating a supply
of qualified teachers is of major importance to Michigan

(2

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106

TABLE VII

FREQUENCY AND DEGREE OF IMPORTANCE OF' PROBLEMS RELATED
To STAFF AND INSTRUCTION PROGRAMS AS INDICATED .
BY ADULT EDUCATION DIRECTORS
IN MICHIGAN, 1957-58

fif—
J -

 

 

 

 

 

 

 

 

 

 

 

The supply of quali- Teachers need
fied teachers is help in under-
limited. standing needs
of adult
learners.
Response Number Per Cent Nunber Per Cent
No Response 5 2.5 7 3,5
Never and Rarely 5h 27 76 38
Iii-equently and
ConstantlJp 108 511. 82 11.1
Not a Factor 33 16.5 35 17,5
Totals 200 100,0 200 100,0
5 Not Important filth. 7 38 13
Important md
Vepy mortant 1&2 71 112 56
Not a Factor 3; 16,5 35 17.5
_l!o_ Respons e 11 5.5 15 7,5

Totals 200 100 ,0 200 100 ,0

 

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107

TABLE VII CONT'D

IREQUENCY AND DEGREE OF'IMPORTANCE OF‘PROBLEMS RELATED
To STAFF AND IETRUCTION PROGRAMS AS INDICATED _
BY ADULT EDUCATION DIRECTORS -
IN MICHIGAN, 1957-58.

 

 

In-service train- Friction among
ing fbr teachers adult educa-
is difTicult to tion staff
schedule. members creates
problems.
Response Number Per Cent Number Per Cent

 

(D
N
H

No Response

 

 

 

 

 

 

 

Never and Rarely 14 7 75 37.5
Frequently and

Constantly 99 h9.55 2 1
Not a ictor 79 39.5, 121 69,5_
th Important h, 2 35 17.5
Important and

Viz: Ilportant 102 A51 28 1&5
Not a motor 19 39.5 121 60.5
so Response 15 <_7,5, 16 8

 

Totals 200 100.0 200 100.0

 

TABLE VII CONT 'D

108

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED
TO STAFF AND INSTRUCTION PROGRAMS AS INDICATED,

BY ADULT EDUCATION DI RECTORS

IN MIC

HIGAN, 1957-58

W

Students dislike
evaluation pro-
seduces used by
the teacher.

It is difficult
to obtain stu-
dent appraisals
of tin adult
education pro-
gram.

 

 

 

 

 

 

 

 

 

 

 

 

Response Number Per Cent Number Per Cent
NLResponse 7 3,5 2 1
Never and Rarely 52 26 7h- 37 I
Requently and

Constantly 65 32.5 h 2
Est a Factor 76 38 120 60
Totals 200 100,0 200 1g
Not Important 19 9,5 53 26.5
Important mid

Ve_r_'y Important 91 1.6.5 19 9.5
Not a Factor jé )8 120 60

No Response :11; 'Z 8 LL
Totals zoo 100.0 200 100,9—

 

‘e

-

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109

a d ult educators.

In-serv ice tra inig .

c ulture requires that educational leaders constantly seek
Although this is

The changing nature of our

31-1.: directions and new ways of working.

true at all levels of the educational process, it is espe-

o ially important in adult education. Adult education is

rolatively new to our educational system and therefore re-

quires discussions and group thinking regarding its function

in the community. Many instructors in adult programs are

handicapped because they have never taught or have never

taught adults. Unless teachers are made aware of new mater-
ials and procedures and are inspired to communicate enthu-

a imam, they will not utilize their mu teaching potential.

Fbr these reasons, in-service programs are significant in
the develepment of adult education programs. The scheduling

‘l-‘Iad planning of in-service training is another important

t‘lsk of the adult education director. Ifthere are many

‘3 1 .fficulties in setting up such a program and in facili-
t:avting arrangements Ibr it, the in-service training program

may beomitted or neglected.
Several items in the questionnaire were related to

inn-service training. The directors were asked to indicate
the degree of importance and frequency ofproblems in help-

11:18 teachers understand the needs of adult learners, in
‘Oheduling in-service programs, and in dealing with inter-

I‘

110

s 1'; a. ff relationships.
Fifty-six per cent of the adult directors recognized
th e importance of the problem of helping teachers uni erstand

the needs of adult learners. In reporting the frequency

w i. th which this problem occurred, the respondents reflected

<3 ivergent views. As shown in Table VII, this was rarely or

never a problem to 38 per cent of the directors, but to 1+1
Per cent of [the respondents, it occurred frequently or con-

8 tantly.
Further examination of the data revealed a striking

contrast between responses of full-time and part-time direc-
tors to the problem of staff understanding of adult learners.
Ninety-four per cent of the full-time directors noted this
was an important or very important problem, while only 51

per cent of tin part-time directors recognized this degree

or importance. Similarly, 82 per cent of the full-time

d irectors reported this w as frequently or constantly a prob-
16 n, and 36.8 per cent of the part-time directors cited this

n‘equency of occurrence.
It is of further significance to note the trend for

61 :rectors of larger programs to be more concerned with the
I>1“v:iblem of helping teachers understand adult learners. As
Item 2

ajtlown in Table XIX in Appendix F,/in programs having an en-
hQ llment of less than 200, h8.7 per cent of the directors
l‘exwrted this an important problem. In schools with enroll-

111

1119 1112s of 201-14.00 and 11.01-600', the problem was rated important
or Very important by 60 per cent and 69.2 per cent of the
d ixectors, respectively. Eighty-eight per cent of the admin-
:3. a trators in schools enrolling 801-1600 students cited this
a s an important problem, and 81.8 per cent of the directors
0 .1? programs enrolling over 1600 students also considered it
v ery important.
One way of helping teachers understand the adult
3—6 arner is through in-service training programs. Fifty-one
pe :- cent ofthe directors identified the scheduling of in-
a ervice teacher training as a very important problem and
alumst 50 per cent indicated this problem occurred fre-
quently or constantly. It is significant to note that
nearly twice as many full-time directors reported this was
an important problem as did those who could devote only part
0 1‘ their time to adult education. Rarty-eight per cent of
the part-time directors frequently experienced this problem,
but 70.6 per cent of the full-time directors stated it was
‘3 Onstantly an inhibiting factor. Directors of programs with
em eller enrollments expressed less concern for the in-service
thaining of teachers. Forty-four per cent of the directors
or programs having under 200 students and 14.6.? per cent of
the directors of programs enrolling 201-1+00 students ex-
pt‘ eased the feeling that this was an important problem. In

oghtrast, 92.3 per cent, 70.6 per cent, and 90.9 per cent

[a

112

of the directors of programs enrolling 14.01-800, 801-1600,
and over 1600 students, respectively, reported difficulties
in scheduling in-service programs were important factors
blocking development of their programs.

In-service training includes the development of
inter-staff relationships. Good relationships help to deter-
mine morale of the staff. The data revealed friction among
adult education staff members seldom created problems. Sixty
per cent of the respondents indicated it was not a factor in
their situations and 37.5 per cent reported friction among

adult education staff members was never or rarely a problem.

_Eivaluation problems. Continuous evaluation is an
essential aspect of an effective adult education program.
In the more formal program of the elementary or secondary
school, evaluation is facilitated by closer contact with
students over a longer period of time. Since participation
in adult programs is voluntary and on a more temporary basis,
it is more difficult to determine the success of the program.
It is difficult to communicate with adult participants in
order to determine how well the program is meeting their
expectations.

The degree of success may be determined to some ex-
tent by the popularity of certain courses. The waiting list

and the enrollment figure reveal some feelings regarding the

ll}

effectiveness of the course. Word-of-mouth comments are
helpful, but these procedures do not give adequate evidence
regarding the effectiveness of the program in meeting adult
needs.

The director of adult education should view evaluation
as a continuous, integral part of the program. An indirect
value is that he must clarify his goals, obtain and analyze
evidence, and than reconsider the goals and procedures to
achieve them. Two items in the questionnaire were concerned
with evaluation. The directors were asked to indicate the
degree of importance and frequency of problems in obtaining
student appraisal of the program. Another question was
designed to reveal their views regarding student reactions
to evaluation procedures used by the instructors.

According to the data in Table VII, difficulty in
obtaining student appraisals of the program was an important
problem to 16.5 per cent of the directors reporting. It was
a frequent problem in nearly one-third of the situations.
Thirty-eight per cent of the directors indicated that the
factor of obtaining student appraisals of the total program
did not exist in their schools. This finding indicates that
such evaluation procedures were probably not used in these
schools.

Sixty per cent of those reporting gave evidence that

student dislike of evaluation procedures used by the teachers

111%

was not a factor in their schools. It is significant that
nine per cent of the group surveyed considered this an impor-
tant problem and 37 Per cent reported student dislike of

evaluation procedures was never or rarely a problem.
PROBLEMS RELATED TO ADVISORY COUNCILS

The advisory council has been considered a significant
factor in identifying needs of adults, in reducing competition
with other agencies, and in evaluating the program. As repre-
sentatives of various community groups serve on the advisory
council, the program can be better designed to meet the spe-
cific needs of adults in the community. The advisory council
is an influential means of developing the adult education
program. The adult director needs to be aware of the poten-
tial value of such a citizens group.

Recognizing the important role of the advisory coun-
cil, the investigator included four items in the question-
naire related to problems which might develop in establishing
and working with advisory councils for adult education. In
responding to each of these four items, over 70 per cent of
the directors reported problems related to advisory councils
were not factors in their programs. As shown in Table VIII,
only 11.1..5 per cent of tie directors reporting considered
school board objection to use of advisory councils as being

an important or very important problem. Only 8.5 per cent

1

TABLE VIII

115

FREQUENCY AND DEGREE OF‘IMPORTANCE OF‘PROBLEMS RELATED
TO ADVISORY COUNCILS AS INDICATED BY ADUDT -
EDUCATION DIRECTORS IN MICHIGAN .

195 7-58

The school board

T
L

objects to the

The advisory
council at-

 

 

 

 

 

 

 

 

 

use of'a lay tempts to
advisory limit the
council. administrative
role cf'the
director.
Response Number Per Cent Number Per Cent
No Response 5 2.5 6 1
Never and Rggelyp 50 25 38 19
Frequently and
Constantly 5 2.5 0 0
Not a Factor 1L9. 70 156 78
Totals 200 100.0 200 100
Not Igportant 16 8 12 6
Important and
Veg: Important 29 1h.59 17 8.5
Not a Factgr um 10 156 78
go Response 15 7,5 15 7.5

 

Totals 200 100EO 200 10020

 

 

 

 

TABLE VIII CONT'D

116

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED
TO ADVISORY COUNCILS AS INDICATED BY ADUDT
EDUCATION DIRECTORS IN MICHIGAN

1957-58

W

The lay advis-
ory_council

The advisory
council does

 

 

 

 

 

 

 

 

 

 

attempts to not represent
limit program the community.
development .

Response -Number isPer Cent Number Per Cent
No Response _ 8 g, 7 2:5
Never and Rarely_ 36 18 28 1h
Frequently and

Constantly 0 0 20 10
Not a Factor 156 78 filgfi 72.5
Totals 200 100 200 100.0
Net Important 8 h ‘5 2,5
Important and
Veg: Important 18 9 _}7_ 18.5
£9} a Fictcr 156 18 1a5_p 72.5
No Response 18 9 13 6,5

 

Totals 200 100 200 100!0

117

of the administrators felt that advisory council limitations
of the administrative role of the director were of signifi-
cance. In responding to the item concerning advisory council
limitations on program development, only nine per cent of the
directors fblt this was an important factor.

One of the questionnaire items presented the problem
of lack of community representation on the advisory council.
If the council is to effectively serve by identifying needs
of all adults in the community and by assisting with planning
and evaluating the program, it is essential tint the council
membership be drawn from the various segments of the popula-
tion. Data presented in Table VIII showed that although 72.5
per cent of the Michigan adult educators said this was not
a factor in their programs, 18.5 per cent recognized it as
an important or very important factor. Ten per cent of the
group reporting indicated they frequently or constantly en-
countered this problem in program development.

PROGRAMS RELATED TO FACTORS IN PPDGRAM DEVELOPMENT

The director of adult education is responsible for
the development of a program based upon the needs of adults
in the community. Six of the significant aspects of tie
administrative role of the director are included in this
section. The items in the questionnaire which are reported

in this category include identification of adult needs,

118

registration procedures, publicity, and continuing professional
growth of the director. Any one of these facets ofthe direc-
tor 's specific tasks could seriously impede the development

of tin program. Table IX presents the data regarding re-

sponses to these items.

Identification _o_f 5333;}; {13393. It is generally held
that adult education programs should be based upon needs of
adults invthe community. Two appraoches are identified in
the process<ofplanning such a program. The needs ofindi-
viduals as reflected by the developmental tasks and interests
of various age and soc io-economic groups must be considered.
In addition, the educational leader must be aware of the
sociological structure of the community in order that the
needs 0 f society be considered in program planning.

The respondents were asked to indicate the degree of
importance and frequency of occurrence of the problem of
identifying educational needs of adults. The process of
need identification includes both the determination of indi-
vidual needs and assessment of community problems. One of
the most important problems cited by Michigan adult educa-
tors was the identification of needs of adults. The data
presented in Table IX. show that 76 per cent of the directors
responding rated this an important or very important problem.
It is also significant tint 69 per cent of the directors

said it was frequently or constantly a block to development

TABLE II.

119

FREQUENCY AND DEGREE 0F IMPORTANCE OF PROBLEMS RELATED
To Know DEVEIOPMENT 0F ADULT EDUCATION PFOGRAMB
As INDICATED BY ADULT EDUCATION DIRECTORS IN
MICHIGAN, 1957-58

 

 

The educational
needs of adults
are difficult to

Clerical help
is insufficient.

 

 

 

 

 

 

identify.

Response Number Per Cent Number Per Cent
10 Response h. 2- 3 1,5__
Mar and Barely 30 15 77 38.5
Frequently and

Constant}; 138 69 140 20
gpt a Factor 28 11p 81 NO

 

 

 

 

 

 

Not Important 8 {.p 14.7 23,;
Important and

Very Mortant 153 73345 60 39
got a Factor 28 lit 80 no
39 Response 11__ 5,5 1L 6.5
gptals zoo loops zoo ‘ 10040

 

 

 

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TABLE IX CONT'D

120

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED
TO PmGRAM DEVELOPMENT OFADULT EDUCATION PROGRAMS -
AS INDICATED BY ADULT EDUCATION DIRECTORS IN

MICHIGAN, 1957-58

 

 

Pro cedures for
registration are
too complex.

The publicity
program does
not reach all

 

 

 

 

 

 

 

 

 

 

 

 

 

 

groups in the
community.
Response Number Per Cent Number Per Cent
Np Response :;L__ 1,5 6 3
Ngyer and Rarely: 109 5845.. 52 26
Frequently and
Constantly 10 5 10k. 52
Not a Fggtor 78 12. 38 19
Totals 200 100:0 200 100
Not Important 77 ‘3835 15 7.5
Important and
Veg: Igportant _31 1535 13h 67
Not a ictor 18 39 38 19
‘go Response 1h _7» 13 6.5
Totals 200 400.0 200 10g,p__

 

 

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TABLE II CONT 'D

121

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEM RELATED
TO PROGRAM DEVEIDPMENT OF ADULT EDUCATION PROGRAMS
AS INDICATED BY ADULT EDWATION DIRECTORS IN

MICHIGAN, 1957-58

 

Program.coverage

by local news-
paper is inade-

Counselling ser-
vices fo r adults
are not provided.

 

 

 

 

 

 

 

 

 

 

 

 

quate.

Response Number Per Cent Number Per Cent
Mesponse l 0.5 5 i
‘lpver and Rarely 89 thgv 65 3g&g__
F3333,“ in ass 58 29
Not a Ftctor 61 39:5_ 72 36
Totals 200 10030 200 10030
Not Important 28 1h 2h 12
132:1"?9‘033. 92 is es mi
Not a Factor 61 32:5 72 36
‘12 Respense 19 9.5 16 8

 

Totals 200 100 3 0 200 100

 

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122

TABLE IX CONT'D

FREQUENCY AND DEGREE or IMPORTANCE OF PROBLEMS RELATED
TO PmGRAM DEVEOPMENT 0F ADULT EDUCATION PROGRAMS
As INDICATED BY ADULT EDUCATIONDIRECTORS IN
MICHIGAN, 1957-58

 

It is difTicult fbr the
director to obtain addi-
tional training in adult

 

 

 

 

 

 

 

 

 

 

 

 

education.

Response Number Per Cent
no Response _10 ,5
Ngver and Rarelypp A3 2115
Frequently and

Constantly A58 29
Not a Fictor 89 hho5
Totals 200 100,0
Not Important 1k, 7
Important and

Very Important 78 539
gpt a Factor 89 hhlé
No Regponse - 19 9:5

 

Totals 200 100.0

 

 

   

 

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123

of their programs. As the respondents wrote their most
serious blocks to program development, identifying needs of
adults received a fourth place ranking. Among these prob-
lems listed as third most serious, identifying needs of
adults was fbund'to rank in seventh place. It appears that
Michigan directors experience serious difficulties in iden-
tifying needs of adults.

Clerical 21.2- To plan programs in terms of needs
of adults in the comunity, the adult education director
needs to charge the program in terms of changing needs.
Program flexibility is made possible through planning and
by use of capable clerical assistance. Adults participate
in educational programs on a voluntary basis and they tend
to expect efficient service. Skilled and adequate clerical
help can make it possible for the director to spend his
time in carrying out his leadership roles. The data indicate
that insufficient clerical help is never or rarely a problem
to slightly more than one-third of the adult directors re-
sponding. henty per cent of the group surveyed reported
this problem was frequently or constantly a limiting factor
to program development. It is interesting to note further
that nearly one-third of the group said the problem of cleri-
cal help was important cr very important. Fbrty percent
of the respondents indicated insufficient clerical help was

12).],
not a factor in their schools.

Registration procedures. The adult who returns to
a public school fbr continuing education can be discouraged
by long registration lines or time-consuming procedures of
enrollment. The responses presented in Table IX. show that
Michigan adult edmation pro grams are generally not handi-
capped by the complexity of registration procedures. Over
one-half the group reported this problem rarely or never
occurred, while only five per cent indicated it was a fre-
quent limiting factor. Thirty-eight per cent of the group
said it was not important, while a similar number, 39 Per

cent, reported it was not a factor in their programs.

Publicity. Communicating with the public requires
skill in use of varied media and understanding of the various
community groups. The public must receive information about
the program of adult education if it is to succeed. Not
only must they be infbrmed regarding the specific offerings;
they must also understand the purposes of the program. Two
items in the questionnaire revealed problems relating to
publicity as an aspect of program development. One problem
is that of reaching all community groups with publicity
about adult education opportunities. This problem was con-
sidered important or very important by 67 per cent of the
directors responding. It is significant to note that 52

125

per cent of the group encountered this problem frequently
or constantly, yet 27 per cent never or rarely perceived
this publicity factor as a problem impeding their progress.

Adequate newspaper coverage of the adult e ducation
program can contribute to program development. This factor
was considered important or very important by 1+6 per cent of
the respondents, yet “#05 per cent of the group very seldom
met this problem. Twenty per cent of the directors noted
that it was frequently difficult to obtain adequate program
coverage in local newspapers.

Problems involving publicity were listed by nine
Michigan directors as their most serious block to program
development; ten directors considered this their second most
serious block; and ten others listed it as tbir third most

serious problem.

Provision £13. counselling services. A wide range of
problems is presented by adults as they increasingly parti-
cipate in adult education programs. Individuals n6ed coun-
selling when they feel they cannot make adjustments alone.
Many adult education programs provide some counselling at
registration when courses are selected. However, this is a
very limited view of counselling.

Adults may need educational counselling in planning

programs leading to diplomas. They may face problems in

126

adjusting to new vocational demands created by new industries
or automation. The process of retirement creates a need for
counselling services. Problems related to naturalization,
choice of mate, family adjustment, and human relations estab-
lish further needs for counselling. Test data may be usefhl
in helping adults select new vacations or in developing new
interests. Adult education programs have not generally as-
sumed the task of providing such counselling service. A
program based upon adult needs will recognize the importance
of this service.

AOne questionnaire item was concerned with the pro-
vision of counselling services for adults. Table IX pre-
sents the responses to this item. Among the Michigan adult
directors this problem was considered important or very
important by 111;. per cent of the group.reporting. In 36 per
cent of the schools reporting, problems related to counsel-
ling services were not considered factors in the program.
The frequency with which adult directors meet this problem
is nearly equally divided. Thirty-one per cent of those
reporting rarely or never feel the lack of counselling
services, while 29 per cent of the group surveyed fre-

quently find this factor blocking program deve10pment.

Additional trainipg for the director. Continued pro-
fessional training of the director is recognized as an impor-

tant factor in the development of the adult education program.

127

The director needs to keep abreast of'new developments in
the field of‘education. Professional training may be pro-
vided through graduate courses, conferences, or association
activities. Such experiences are needed to continue devel-
opment of‘skills and understanding of'his role as adult
education leader. The responses to the item related to fur-
ther training indicated hhe5 per cent of‘the directors fbel
that difficulties in obtaining additional training are not
factors in their situations. Thirty-nine per cent of'the
respondents identified this problem as an important factor
in program development. The data in Table IX show that 21
per cent of'the Michigan adult education directors rarely
felt that this problem.deterred program.development. How-
ever, 29 per cent reported it frequently occurred in their

situation.
SUMMARY

In Chapter IV, data were presented regarding the
problems Michigan adult education directors met in operating
their programs. For purposes of'reporting, these problems
‘were categorized according to factors involving administra-
tive support, the director's assignment, stafT‘and instruc-

tion, advisory councils, and program.development.

'Problems considered most important. The investigation

128

of problems Michigan adult educators perceived as blocks to
the development of'the adult education program in their com-
munities revealed several important problems related to
operation of'the program.

Identification of‘adult needs ranked highest among the
problems cited, as 76 per cent of'the directors responding
reported this was an.important problem and 69 per cent indi-
cated it was a frequent inhibiting factor.

The limited supply of teachers was a second important
handicap in developing programs of adult education. While
71 per cent of the group regarded it an important or very
important problem, 514- per cent of the directors noted it oc-
curred frequently.

A third problem of major concern in operating the
program of adult education was that of adequate time fbr the
work. Among the Michigan directors reporting, 17h.were part-
time directors and 17 were full-time directors. 0f‘the en-
tire group, however, 68 per cent reported that conflicts
with other school duties created an important problem. Fifh
ty-six.per cent of'the survey group cited the importance of
time fbr supervision as a deterrent to program development.

Developing a publicity program which reaches all
members of the community was considered an important opera-
tional problem.by 67 per cent of'tme directors responding.

As one aspect of publicity, adequate newspaper coverage was

f.

129

rarely a problem in 1414.5 per cent of the schools, although
#6 per cent considered it important.

Another factor impeding achievement of adult educa-
tion program success is an understanding of the needs of
adults by the teaching staff. This was an important or very
important problem to 56 per cent of the respondents. How-
ever, 38 per cent of the group rarely encountered the prob-
lem, and Lil per cent reported it was frequently an inhibiting
factor.

The problem of helping the staff understand adult
learners is related to in-service training. Slightly over
one-half of the directors reported such training was an im-
portant problem and the same number noted it frequently
blocked the program.

Underlying problems of operation of the program may
be lack of administrative support. One-half-the Michigan
education directors replied that board menbers' lack of
awareness of community needs was an important factor and one-
third noted it was a frequent problem.

‘ It is interesting to note that one new problem was
identified by the directors when they wrote the three most
serious blocks to their programs. A significant number of
directors expressed the view that lack of interest on the
part of adults in adult education was a serious block. As
shown in Table XXIAI-lpendix H, sixteen directors listed this

130‘

problem as their most serious block, seven noted it was the
second most serious block, and thirteen indicated it was their

third most serious block to program development.

Problems 93 second ary concern. The present investi-
gation revealed that several factors which might operate in
an effective adult education program were of less importance
to Michigan directors or were not recognized as factors in
their situations.

Administrative support of the program through policies
of the school board was considered important by 38 per cent
of tin directors, but )42 per cent said it was not a factor
and 37 per cent no ted they rarely met this problem. At the
same time, )40 per cent of the group revealed that interest
of the superintendent in the program was rarely a problem and
1+8 per cent stated it was not a factor influencing their pro-
grams. One-half of the group responding indicated that limi-
tation of their authority was not a factor in their school
situations. This was rarely a problem to nearly 1+0 per cent
of tin group.

Student dislike of evaluation procedures used by the
teachers was reported as not a factor in 60 per cent of the
schools. In addition, 14.5 per cent of the directors viewed
student appraisal of the total program an important problem,

but 38 per cent said it was not a factor.

I.

131

In over 70 per cent of the schools reporting, prob-
lems related to advisory councils were cited as not being

factors in developing adult education.

Clerical help was seldom a problem to one-third of
the adult educators surveyed, but one-third noted insuffi-
cient clerical help would be an important problem.

Problems related to counselling fbr adults were
rarely encountered by 31 per cent of the group, yet 29 per
cent reported these problems occurred frequently. To 36 per
cent of the directors, this was not a factor.

Obtaining .firrther professional training was impor-
tant to nearly no per cent of the group reporting, but 14.14.
per cent did not perceive it as a problem factor in their
particular situation.

Relationship 9_I_‘ operational problems to selected

factors. Factors of size of enrollment, size of community,

length of the director's experience, and the partetime or
full-time assignment of the director were analyzed as the

data were presented. The data related to these factors are

reported in Apendices D, E, F, and G. These factors seemed

to make significant difference in a relatively well number
of problem areas.‘ The data revealed that partetime directors

expressed much greater concern regarding the lack of time

for operation of the program. Also, directors who had less

132

than five years' experience more frequently indicated lack

of time was a problem to them.

The problem of helping staff members understand the
needs of adult learners was considered important by 914. per
cent of the full-time directors, but this was important to
51 per cent of the part-time directors. Directors of pro-

gram having larger enrollments were also more concerned

with this problem. Full-time directors were more frequently

faced with problems of in-service training than those who

were part-time directors.
Chapter V will present the findings related to prob-
lems of finance and facilities and problems of working with

the community in developing adult education pro grams.

CHAPTER V

PROBLEMS RELATED '10 FINANCE, FACILITIES, AND
COMMUNITY RELATIONSHIPS

The facilities available for stafT‘and students and
the financial support of the program are significant fac-
tors in the development of educational opportunities for
adults. The director of these programs encounters numerous
problemm in connection with.finance and facilities. Six
items in the questionnaire sent to Michigan adult education
directors were concerned with problems related to finance
‘while nine questions were related to facilities fbr adult
learners. The concept that adult e ducation programs should
be planned according to individual and community need is
basic to the development of a well-rounded program for
adults. Relationships with community groups and under-
standing of the community are significant factors in pro-
gram.develcpment. The adult director needs to understand
the people he serves and the environment which.influences
them. Ten items in the survey instrument dealt withrprob-
lems of’organization.within the community and cultural

fac tor s .

13L;
PROBLEMS RELATED TO FINANCE

It is axiomatic that program development is con-
tingent upon adequate financial support. Financial support
for adult education may be derived from state funds, local
taxes, or tuition fees paid by students. Michigan is one of
the few states providing some state support of adult educa-
tion. The problem of support for education at every level
is a serious issue in the United States. Support for adult
education is part of the total problem of establishing a
sound financial basis for public education. Although the
question of use of funds from national or state funds is
not within the province of this study, it is significant
to note that Michigan adult educators indicated they felt
there should be increased financial support at the state
level. The financial problems of adult education directors
in Michigan were revealed to be in three categories. Prob-
lens related to support from state tax funds, funds for
salaries, equipment and publicity, and problems related to
tuition were identified by the directors responding to the

swvey .

Support from state funds. In Michigan there was
provision for-partial support of adult education activities
through state tax funds. Local taxes and tuition fees pro-

vided tte reminder of the necessary funds for the programs.

135

As shown in Table X, 63 per cent of the directors
responding identified inadequate state support as an impor-
tant problem. Fifty-nine per cent oftrm group stated this
problem occurred frequently and constantly. It is inter-
esting to note that it was rarely or never encountered by

15 per cent of the directors.

M £0}; salaries, equipment, and publicity. One
of the problems identified by the Michigan adult educators
was the limited supply of qualified teachers. The avail-
ability of funds for adequate salaries may be a contributing
factor to this problem. In order to obtain instructors,
the public school program should be able to pay salaries
which are equivalent to those of other agencies in the com-
munity which offer educational opportunities. Almost one-
half of the directors rated the problem of low salaries
paid instructors a very important or important factor in
achieving a successful adult education program. It is sig-
nificant that one-third of the respondents said problems
related to instructors' salaries were not a factor in their
schools. -

The frequency of this problem seemed to be rather
equally divided, as it is noted in Table XI that 29 per
cent of the directors surveyed never or rarely faced this

problem, yet 35 per cent of the administrators viewed it

TABLE I

136

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED

TO FINANCE OF ADULT EDUCATION PROGRAMS AS

INDICATED BY ADULT EDUCATION DIRECTORS

IN MICHIGAN, 1957-5 8

 

 

Support from

Salaries paid

 

 

 

 

 

 

 

 

 

 

 

 

state tax funds instructors are
is inadequate. too low.
Response Number Per Cent Number Per Cent
No Response 9 hg5 5 215.—
Never and Rarely 3O 15 _58 29 6
Frequently and
Constantly 118 59, 70 35
Not a Factor .43 21.5 67 33&E___
Totals 200 10940 200 100.0
Not Important 21 10.5 23* 11.5
Important and
Very Important 126 63 98 A9
Not a Factor #3 21.5 67 33.5
go Response 10 ‘52» 12 6
Totals 200 100.0 200 10Q.O

 

 

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--.- -.—...

TABLE X CONT'D

137

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED
TO FINANCE OFADULT EDUCATION PROGRAI‘B AS
INDICATED BY ADULT EDUCATION DIRECTORS

IN MICHIGAN, 1957-58 .

 

 

Funds to pro-
vide equipment

The budget does
not provide sufb

 

 

 

 

 

 

 

 

 

fbr adult ficient funds to
classes are develop effec-
insufficient. tive publicity.
Response Number Per Cent Number Per Cent
No Response h 2 6 3
Never and Rarely h} 23p5 .59 29,5
Frequently'and
Constant;l_ 87 h3.5 .21 35,5
Not a Factor 62 #31 6h 32
Totals 200 100 O 200 100 _
Not Important 20 10 12 6
Important and
Veg: Important 103_7 <_5h.5 106 53
.gct a Factor 62 _411 64 32
No Response 9 h.5 18 9

 

Totals

200 100 2 0 200 100

138

as a frequent or constantly recurring prorbzitenmi‘?

As shown in TableXVIIAppendix D,/there was a sig-
nificant difference in the response of full-time and part--
time directors to the problem of salaries. Among full-tine
directors, 70.6 per cent viewed it as an important or very
important problem, while only 11.7.7 per cent ofthe part-time
group gave it this importance. 8

Adult education programs require special equipment
to meet needs of students in advanced or specialized courses.
Special laboratory equipment, tools for shops, art materials,
and recreational equipment may be required. If mnds for
needed tools and equipment are not available, the program
will be handicapped.

Over one-half the Michigan adult education directors
reported the provision of equipment for adult classes was an
important or very important problem. Fbrty-three per cent
of the respondents indicated this problem never or rarely
occurred. It should also be noted tmt a little more than
30 per cent of the survey group said it was not a factor in
their schools.

The director of adults ducat ion needs to develop
means of maintaining direct contact with individuals and
groups in the community. Various media of communication will
be used. Newspaper coverage may be limited by space or by
editorial changes. Direct contact with the public is impor-

139

tant and depends upon material printed by the public school.
These publications should be well designed in order that
they may successfully compete with other material fbr the
attention of the public. Effective publicity requires
adequate financial support and is a key to program devel-
opment.

Funds for publicity created problem for part of
the adult educators surveyed. Over one-half the directors
identified this as an important problem. However, nearly
one-third reported this problem was not a factor in their
program development and 29 per cent noted it rarely occurred.
Further examination of data showed over one-third of the
group identified this problem as one which frequently or
constantly inhibits the program.

Tuition _fggg. Many public school adult education
programs are maintaimd by charging nominal tuition fees.
If support from other funds decreases, tuition fees will
have to be increased or ths subsidy from local funds will
need to be increased. When tuition fees are too high, the
adult education program is serving only a select group in
the community. Two items in the questionnaire pertained
to this problem area. Thirty-five per cent of the Michigan
directors of adult education rated the problem of tuition

fees important or very important. Significantly, Table XI

lhO

TABLE II

FREQUENCY AND DEGREE O F IMPORTANCE OF PROBLEMS RELATED
TO STUDENT FEES OF ADULT EDUCATION PROGRAMS
A8 INDICATED BY ADULT EDUCATION
DIRECTORS IN MICHIGAN, 1957-58

Students indicate There is an

the tuition fees inflexible

are too high. policy regu-
lating tui-

tion fees.

 

 

 

 

 

 

Response Number Per Cent Number Per Cent
NO Happense h 2: 6 3
'ggver and Rarelp_ 108 5A 59 29:5
Frequently and

Constantlp_ 26 13 25 12,5
{ggt a Factor 62 31_, 110 55
Totals _* .I_." _m 209_ h 100 “___§OO_‘_ 190M055

   

 

 

 

Not Important <52 26 25 12.5
wiiz’tfifiofifee 7e 45 5Q — 25

Not a Factor 62 #31_ 110 55_____
No Response 16 8 _15 7g5___

 

ggtals 200 100 200 100.0

 

 

-‘I

-“-

—.
I- 7 -

\

- -

‘0- _-

\

u-

- V

-—-

1111

shows that 514. per cent felt this problem never or rarely
existed in their programs and 31 per cent said it was
not a factor in their situation.

An inflexible tuition policy that limits the fee
which can be charged for a given course may be an inhibiting
factor in developing adult programs. If a board policy
limits fees, it will be difficult to develop the program
in the face of rising cost of education. In 55 per cent of
the schools replying, such inflexible tuition policies were
reported as not a factor. One-fburth of the directors
viewed this as an important problem and 29.5 per cent of
those responding reported it rarely or never was a factor
blocking development of adult education. In situations
where inflexible policies do exist, serious problems may
result.

In responding to one questionrof the survey instru-
ment, the directors listed their three most serious blocks.
As shown in Table XXI Appendix H, the need for improved
financial support was listed as the most serious block by
forty directors. Eighteen adult administrators indicated
this was their second most serious block, and eleven direc-

tors noted it was their third most serious block.

11L?
PROBLEMS RELATED I0 FACILITIES FOR ADULT EDUCATION

Closely related to adequate financial support for
the program is the provision of adequate facilities fbr
adult learners. The nature of adult education prescribes
equipment and space which will facilitate adult learning.
Fbr example, discussion groups need a comfortable, infor-
mal setting for effective development. Students bring
with them attitudes toward school which were formed in
elementary and secondary school. The interior design of
the building can help to eliminate unfavorable attitudes
toward school and facilitate interest in learning. The
survey instrument included nine possible problems related
to facilities for adult education. Responses have been
organized according to problems related to space, special

facilities for adults, and building management.

§pa_9_g. Usually adult education activities take
place in buildings used for the regular elementary and
secondary school programs. If the elementary and secondary
schools schedule so many eveningactivities that little
space remains for the adult program, it would be difficult
to expand the opportunities for adults. Evening school
activities must be planned at several times during the
week to avoid conflicts with other community programs.

The data presented in Table XII indicated this is rarely a

f.

TABLE XII

111,3

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED
TO SPACE 10R ADULT EDUCATION PROGRAMS AS INDICATED

BY ADULT EDUCATION DIRECTORS IN MICHIGAN,

 

 

1957-58
Elementary and Adequate space
secondary school for adult educa-
evening activi- tion classes is
ties result in not available.
insufficient

space fbr the
adult education

 

 

 

 

 

 

 

 

 

 

 

program.

Response Number Per Cent Number Per Cent
NO Response 5 2.5 I; 2
Never and Rgrelp 90 115 88 1411.
Requently and

Constantly 4111 1 20 10

Not a Factor 31 _iéé 88 mi
Totals ‘ zoo 100,0 200 100

Not mortant 31; £7 38 19
Important and

Very I_1_sportant j; 27.5 53 26 .5
let a Factor 31 h5e5 88 mi
_No Regponse 26 10 21' 10.5

 

Tot als 200 100 3 0 200 100 50

 

_L,_
c

,...

1141;

problem to 1+5 per cent of the Michigan directors and 11,5 per
cent of the group stated it is not a factor in their pro-
grams. However, 27 per cent of the respondents considered
this item important or a very important problem.

The responses to the general problem of providing
adequate space for adult education were similar to those
cited above. To Mr per cent of the directors, the space
problem was not a factor in their programs and 1414. per cent
indicated it rarely occurred. The response to the impor-
tance of the problem ofadequate space is also similar to
the previous item related to space. Twenty-seven per cent

considered this an important problem.

Special facilities $1; adults. The adult learner
requires special facilities for his educational program.
Furniture should be comfortable for adults], and areas for
infbrmal social gatherings and smoking are important. Li-
braries and equipment for adult classes are also necessary
to meet the needs ofmature students. Among the directors
reporting, hi; per cent felt the problem of obtaining facili-
ties designed for adult use was not a factor in their pro-
gram. Also Table XIII shows 140.5 per cent of the group
responding rated this as an important factor in achieving
their goals. It is interesting to note in Table XVII,

Item ’43
Appendix D/that 70.5 per cent of the full-time directors

TABLE XIII

1&5

FREQUENCY AND DEGREE O F IMPORTANCE OF PROBLEMS RELATED.
TO FACILITIES IOR ADULT EDUCATION PROGRAMS AS
INDICATED BY ADULT EDUCATION DIRECTORS IN

MICHIGAN, 1957-58

 

Facilities are
not designed
fbr adult use.

Facilities are
not available
for infbrmal
social "breaks."

 

 

 

 

 

 

 

 

 

Response Number Per Cent Number Per Cent
3e Response h 2 S 2.5
Never and Rarell 6O _30 6h .32
Frequently and

Constantly 48 2h NO 20
pg a Factor 88 hip 91 15.5
Totals 200 100 200 100.0
Not Ipportant 21 19s5 35 17gi__
Important and

Very Ipportmnt 81 4015_ 61 3045;_
Not a Factor 88 1414, ' 9o. ESL
No Response 10 j 13 6.5

 

Tot all 200 100 :0 200 100 :0

 

\

.__.

 

 

...

 

 

 

-

‘ e
s

o
W

-

.-
._-—
_ur

TABLE XIII CONT 'DA

1146

FREQUENCY AND DEGREE OF' IMPORTANCE OF PROBLEMS RELATED
TO FACILITIES 10R ADULT EDUCATION PROGRAMS As
INDICATED BY ADULT EDUCATION DIRECTORS IN

MICHIGAN , 195 7-58

Board policy pro-
hibits the use of
materials and

Parking space
for automo-
biles is not

 

 

 

 

 

 

 

 

 

 

 

equipment provided adequate.
for the day school.

Response Number Per Cent Number ‘ Per Cent
l0 Response 3 145 1‘5-
Never and Rarely? 88 1114. 71; 37
fiequently and

Constantly 5 2.5 2:1_ 19,;
Not a Factor 1214, 52 102 51
Tot als 200 100 . 0 O 100 ‘0
Mortant 36 18 J14. 17
Important and

Veg; Important 31 18,5; 118 211
fit a Rotor 1011 42 102 1
16 Response 23_ llé
Tot als 200 100 .0 100

 

 

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s."

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- ' ‘
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_I -.

fl---

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.

F.

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_._.
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q --.

11+?

TABEE XIII CONT'D

FREQUENCY AND DEGREE 0F IMPORTANCE OF PROBLEMS RELATED
TO FACILITIES RJR ADULT EDUCATION PROGRAMS AS
INDICATED BY ADULT EDUCATION DIRECTORS IN
MICHIGAN, 1957-58

 

 

Adequate library facilities
are not available for the
adult education program.

 

 

 

 

 

 

 

 

 

 

 

Response Number Per Cent
_No Response '1 _ié
Never and Rarelz h9 gg£§_
Frequently and

Constantllk Nb gggqg
Not a Fhotor 98#_ N9
Totals I, 200 100,0
NOt Important 16 8
Important and

Veg Important 72 3g
got a Factor 98 N9
go Respome ll; 7

 

Totals 200 100

 

n+8

report this is a frequent problem, while only 27.7 per cent
of the part-time directors report it is a frequent block.
Further analysis shows that 15.1; per cent of the part-time
directors reported this was not a factor, while only 5.9
per cent of the full-time directors perceived it as not a
factor. Similarly, 81.8 per cent of the full-time directors
considered this an important problem in contrast to the 38
per cent of the part-time directors who cited it as an im-
portant problem.

Adult 9 ducation is frequently a part of the recrea-
tion of the individual who is participating in the program.
In addition to developing skills and understandings, many
adults participate in order to meet new n'iends. These needs
indicate the importance of inib mal social experiences as
part of the schedule program. Comfortable areas where adult
students may relax, smoke, and enjoy infbrmal conversations
are important in creating a climate for learning. The
availability of nailities for infernal social ”breaks” was
not perceived as a factor in 16.5 per cent of the schools
reporting. The evidence presented in Table XIII shows no
definite trend among the directors responding. Thirty-two
per cent of the group indicated this wasrarely or never a
problem, yet 20 per cent indicated it frequently inhibited
their work. Thirty per cent of the respondents rated the

problem of space for informal social "breaks" as an impor-

.

1M9

tant factor, in contrast to 17.5 per cent who said it was
not important. The full-time directors perceived this as

a much more important problem than did the part-tin: direc-
tors. The data in Table XVII, Appendix Diiirtditzate that 53
per cent of tm full-time directors recognized it as an
important problem while only 29.3 per cent of the part-time
directors rated it important or very important.

One—half of the directors in Michigan reported that
the problem of use of day school materials and equipment
was not a factor in their program development. Forty-four
per cent stated this problem never or rarely occurred. Un-
necessary expenditures would result if it became necessary
to duplicate equipment fbr adult programs which was available
yet unused at the time adult classes were meeting. The re-
sponses in this item in the questionnaire indicate that in
Michigan there is apparently little difficulty in using
equipment assigned to the elementary or secondary school.

Adult centers should serve participants conveniently
and efficiently. In some areas lack of parking space could
be a type of problem which might hinder expansion of the
program. Amang all the directors responding to the item
regarding the problem 0 f parking space, slightly over one-
half felt it was not a factor. or the total group, 37 per
cent reported this was never or rarely a factor and only 10.5

per cent felt it was frequently a problem. An analysis of

150

the data for part-time aIggmfggl-tine directors, as shown in
Table XVII, Appendix D,/reveals a significant difference in
perception of this problem. Fifty-nine per cent of the full-
time directors reported parking Space was very important,

in contrast to the 21.8 per cent of the part-time directors
who considered it an important problem. Forty-one per cent
of the full-time directors constantly met the problem of
parking space, while only eight per cent of the part- time
directors considered it constantly a handicap.

A similar trend is seen in the analysis of the
problem of adequate library facilities. The Content of many
adult education courses requires the use of new materials.
Local libraries can facilitate or handicap the adult educa-
tion program according to the resources made available.
Nearly one-half the total group reported this was not a
factor. The number who seldom met the problem, 21.1..5 per
cent, was approximately the same as the number, 23 per cent,
who frequently identified this as a block to program devel-
opment. when the responses of part-time and full-time
directors are analyzed, a significant difference is noted.
Fifty-eight per cent of the full-time directors viewed'
adequate library facilities as an important or very impor-
tant problem, while 314.5 per cent of the part-time directors
gave it this rating. To 1+7 per cent of the full-time direc-

tors this was constantly a problem, whereas only 21.2 per

151

cent of the part-time directors identified it as a frequent

problem.

Building mnagement and services. The educational
facilities for all learners should be clean, comfortable,
and attractive. This is especially true of the setting for
the adult learner who participates on a voluntary basis.
Since the adult education program tends to be a marginal
activity of the public school, services of the custodian
may be limited for this division of education. The data in
Table XIV indicate this was not a major problem to most of
the directors in Michigan. In 119 per cent of the schools
it was not a factor and 39 per cent of the directors stated
it was never or rarely a problem. Although 211.5 .per cent of
the respondents indicated it was an important problem, only
9.5 per cent cited it as a frequent or constant inhibiting
factor.

The responses to the second item regarding the prob-
lem of custodial services were very similar to those above.
Ft'equently custodians are needed to move equipment or to
set up special equipnent. If there is inadequate or ineffi-
cient help, the program would not function effectively.
Among those reporting, 117.5 per cent indicated building man-
agement problems were not factors in the success of their

adult education programs. In contrast to the 7.5 per cent

152
TABEE XIV

FREQUENCY AND DEGREE 0F IMPORTANCE OF PROBLEMS RELATED
To BUILDING MANAGEMENT AND SERVICE FOR ADUEI ,
EDUCATION PROGRAMS AS INDICATED BY .
ADULT EDUCATION DIRECTORS
IN MICHIGAN, 1957-58

 

Custodial staff Building man-

is unavailable agement is
for service. inadequate
(opening,

cleaning and
closing build-

 

 

 

 

 

 

 

 

 

ing).

Response Number Per Cent Number Per Cent
No Response _5_ 2.5 3 l.§__
vaer and Rarell__ 18 39 ' 37 h3.5
323333;“ 13 9.5 ' 15 7.5
Not a Factor 98 #9 95 87.5
Totals 200 100.0 200 100:0
No t Important 31L 17 31 15 ,5
wiirztfiptofiznt U2 2w 5 21.5
Not a Factor 98 119 95 14.75
No Response 19 ' 9.5 19 9.5

 

Totals 200 100.0 200 100.0

153

who reported frequent problems in this area, 113.5 per cent
of the directors stated tlrny rarely or never felt these
problems were blocks to the program. Twenty-seven per cent
of the adult administrators surveyed rated this an important

problem, while 15.5 per cent rated it not important.
SUMMARY

The analysis of the data presented in Chapter V re-
vealed many of the factors related to finance and facilities
were not considered major problems by the directors of Michi-
gan. One problem identified by over 60 per cent of the re-
spondents was that of inadequate state support. Although
nearly 60 per cent of the directors found inadequate state
support a frequent problem, it was, of interest that 15 per
cent rarely encountered this problem.

Many of the problem areaswere viewed by the direc-
tors as being not a factor in their schools. One-third of
the group surveyed said low salaries were not a factor and
this number also indicated inadequacy of funds for publicity
was not a factor in their schools. Slightly over one-half
of the directors reporting indicated the students rarely
considered tuition fees too high and 31 per cent said this
was not a factor in their schools. One-half of those re-
porting indicated problems regarding library facilities were

not factors in their schools. Furthermore, areas for infor-

151+

mal social gatherings was rated not a factor in 115 per cent
of tin schools. A180, 115 per cent of the group indicated
space was not a factor inhibiting their programs. The
problem of an inflexible tuition policy was not a factor
in 55 per cent of the schools surveyed.

Tm analysis of responses of full-time and part-time
directors revealed some significant differences in impor-
tance of certain problems and the frequency of their occur-
rence. Seventy per cent of the full-time directors rated
salaries ofinstruotors an important problem as contrasted
with 1+7 per cent of the part-time directors who rated it an
important or very important factor.

As they responded to the item regarding facilities
designed for adult use, the full-time directors gave much
more importance to this problem. Eighty-two per cent of
the full-time directors considered it important, but only
38 per cent of those assigned to adult education part of
the time.

The problem of library facilities was frequently
encountered by 1;? per cent of the full-time directors of
whom 58 per cent rated the problem very important or impor-
tant. In contrast, 21 per cent of the part-time directors
reported this was a frequent problem and 31; per cent of that
group indicated it was an important problem. Custodial
services were seldom inhibiting factors to adult education

155

programs. Only nine per cent of the directors cited it as
a frequent problem, but nearly one-fourth of t1» group indi-

cated it was important.
PROBLEMS RELATED TO THE COMMUNITY

The investigation of factors which inhibit the
development of adult education programslincluded assessment
of selected factors related to the community. Through the
study, the investigator was cognizant of a philosophy of
adult education based upon needs of the individuals and
needs of the community. To serve the community, the adult
director must be aware of the sociological structure of the
community. Certain problems which Michigan directors of
adult education might encounter in developing their programs
were selected for the survey instrument. onblems related
to community groups and agencies and cultural factors which

might influence the program were included.

Problems related 32 M organizations. Adult
education programs reach a greater degree of success when
such programs work cooperatively with other organizations
within the community. The feeling that agencies are com-
peting for the time and interest of the adults in the com-
munity may be reduced by understanding the various groups

and by avoiding duplication of services.

156

Various groups may exert pressure to modify or re-
duce the span of a given adult education program. It be-
hooves the director to become familiar with these groups,
to understand their purposes, and to work with them. Ten
questionnaire items were developed to determine problems
Michigan directors meet in working with community groups.
The data presented in Table XV indicate tre degree of im-
portance and frequency of problems related to comunity
groups. One of the purposes of the present investigation
was to ascertain the degree of importance and: frequency of
problems related to these community factors.

Over one-half of the Michigan adult education direc-
tors identified pmblems of competition with local groups
as important or very important. As revealed in Table xv,
over one-half of those reporting said they frequently not
this problem. It is interesting to note that nearly 111.2
per cent of the full-time directors comidered this an im-
portant problem, while 58.14, per cent of the part-time direc-
tors reported it was very important or important. This
difference is pronounced when responses of part-time and
full-time directors are compared fbr frequency of the prob-
lem. Fifty-five per cent of the part-time directors indi-
cate such competition is frequently or constantly a problem
while only 23.5 per cent of the full-time directors feel it

is a frequent problem.

TABLE XV

157

FREQDENCY AND DEGREE OF‘IMPORTANCEtDF PROBLEMS RELATED
TO GROUPS AND AGENCIES OF ADULT EDUCATION PROGRAMS
AS INDICATED BY ADUDT EDUCATION DIRECTORS

IN MICHIGAN, 1957-58

 

 

Local clubs,
organizations,
and agencies
compo te w ith

Religious groups
express negative
attitudes toward
the program.

 

 

 

 

 

 

 

 

 

 

the adult
program.

Response Number Per Cent Number Per Cent
No Response h 2 h; 2
Never and Rarelél‘ 52 26 68 11;
Frequently and

Constantly; 10h _452; 2 1
Npt a Factor ho 20 126 ' 63
Totals 200 100 200 100
Not Igportmnt £551 17,5 31 15,5
important and ‘

Very Important 110 55; 28 in
Not a ictor hp 20 126 63
_NO:Response 315; 1,; 15; 7,5—

 

Totals 200 10020 200 100:0

 

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TABLE XV CONT 'D

158

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED

TO GROUPS AND AGENCIES OFADULT

EDUCATION PROGRAMS -

AS INDICATED BY ADULT EDUCATION DIRECTORS
IN MICHIGAN, 1957-58

W

Local govern-
ment agencies
inhibit devel-
opment o f the

It is difficult
to establish
courses that
involve business

 

 

 

 

 

 

 

 

 

 

 

program. and industry.

Response Number Per Cent Number Per Cent
No Response 11 2 9 111.5
_Never and RarelL 56 28 33 16.5
Hequently and
_gonstantly 11. 2 91p 117
Npt a Factor 136 68 611 32
Totals 200 100 200 10040
Not Important 16 8 10 5
Important and

Very Important 1; 16.5 107 5i
Not a Factor 9136 68 614, 32

No Response 15 7,5 19 9L

 

Totals 200 100:0 200 100:0

 

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TABLE XV CONT'D

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED
To GROUPS AND AGENCIES 0F ADULT EDUCATION PROGRAMS
As INDICATED BY ADULT EDUCATION DIRECTORS
IN MICHIGAN, 1957-58

 

 

 

 

 

 

 

 

 

 

 

 

Pressure groups Some local
in the community organizations
block the devel- oppose teachp
opment of‘certain ing skills in
courses. specialised
fieldSe
Response Number Per Cent Number Per Cent
No Response *5; 2.5 _5 2,5
Never and Rarely 77 2§a5 71 35,5
bequently and
Constantly 5 2,5 8 A:
Not algotor 113 56,5 116 58
Totals 200 10030 200 100,0
Not lgportant 25 12.5 2h 12
Important and
Very Important N2" 21 _37 18.5
Not a Factor 113 52,5 116 58
gm Response 20 10 237 11g5_

 

Totals 200 lOOEO 200 lOan

 

 

 

 

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160

TABLE XV CONT'D

FREQUENCY AND DEGREE OF IMPORTANCE OF PmBLEMS RELATED
TO GROUPS AND AGENCIES 0F ADULT EDUCATION PROGRAMS
AS INDICATED BY ADULT EDUCATION DIRECTORS

IN MICHIGAN, 1957-58 -

 

 

Police protection in the
school area is inadequate.

 

 

 

 

 

 

 

 

 

Response Number Per Cent
No Reaponse 2 l
Never and Rarely_ 51 25.5
fiequently and

Constanply 8 h
Not a Factor 139 62.;
Totals 200 10030
Not lgportant 37 18,5_
Important and

Vegy Igportant 17 8,5,
Not a Rotor 139 69,5
go Response 7 1.5

 

 

Totals 200 10050

 

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161

When the respondents wrote in their perceptions of
the most serious blocks to their adult education programs,
competition with other community activities was frequently
mentioned. Among the directors who reSponded to this item,
eleven indicated this competition was their most serious
block, eleven also indicated it was the second most serious
block, and ten stated that competition with other activities
in the community was the third most serious block to pro-
gram development.

Although it might be a problem in some co munities
when adult education activities are initiated, it appears
that few of the Michigan directors felt that religious
groups expressed negative attitudes toward the program. Of
the total group reporting, 63 per cent said this was not a
factor and 31+ per cent said it rarely or never occurred.

According to the responses of the directors of
Michigan adult education programs, conflicts with local
governmental agencies seldom created problems. Nearly 70
per cent of those reporting indicated this was not a factor
inhibiting their program development. Twenty-eight per cent
of the group surveyed indicated this was rarely or never a
problem and only 16 per cent rated it as an important factor.

Difficulties in establishing courses which involve
business md industry were considered important or very im-

portant by 53.5 per cent of the respondents. lbrty-seven

I”.

162

per cent of the group surveyed noted this was frequently or
constantly a problem. However, approximately one-third of
the adult educators stated this was not a factor impeding
progress of their programs.

In 58 per cent of the communities included in the
survey, there was apparently no opposition to teaching ape-
cial skills in the adult education program. Only four per
cent viewed this as an important problem and over one-third
of the directors stated it was never or rarely a block to
the program.

The data revealed that Michigan adult education
programs are seldom hindered by pressure groups which at-
tempt to block the development of certain courses. Among
those reporting, 56.5 per cent indicated this problem was
not a factor in their community. Although 21 per cent of
the directors rated this problem important or very impor-
tant, it was rarely a block to the program in 38.5 per cent
of the cases reported.

Provision for the safety and protection of people
is one of the tasks of the adult education director. In cer-
tain neighborhoods Special protection may be necessary if
adults are to participate in the evening school program.
Seventy per cent of trn total group of directors reported
that adequate police protection was not a factor in their

school neighborhood. However, nearly three times as many

l6 3.-

full-time directors, 19.5 per cent, as part-time directors,

7.h per cent, considered this an important problem.

Problems related _t_g cultural factors. The socio-
logical structure of the community is a significant factor
in the development of adult education. The director's under-
standing cf the complex and subtle relationships among the
social institutions in the community is necessary for devel-
opment of an effective adult education program. He needs
to be aware of local customs and beliefs. Such knowledge
prevents direct conflict with certain groups, but also
indicates needs for special offerings or program activities.
The director also needs to determine attitudes toward adult
education. He will need to study the community to determine
the effectiveness of the program in reaching individuals from
various ethnic, cultural, and economic groups. The adult
leader will plan educational opportunities according to his
understanding of the needs of individuals in these groups.
The survey instrument included three items which related to
this problem area. The adult directors responded to items
concerning such problems as varied cultural backgrounds of
the people, local customs and beliefs, and social class
structure. Table XVI.'presents these data from the Michigan
directors.

The majority of the Michigan directors reported that

local customs and beliefs did not influence the development

161;

TABLE XVI

FREQUENCY AND DEGREE OF IMPORTANCE OF PROBLEMS RELATED
To CULTURAL EACTORS 0F ADULT EDUCATION PROGRAMS AS
INDICATED BY ADULT EDUCATION DIRECTORS

IN MICHIGAN, 1957-58- ‘

Local customs A feeling exists
and beliefs in the community
inhibit pro- that only persons
gram develop- of a certain so-
ment. cial class par-

ticipate in the
adult program.

 

 

 

 

 

 

 

 

 

 

Response _ Numer Per Cent Number Per Cent
EL Response L 2* i 245_
lpler and Rarelyp j9 29.5 66 3}__
Hequently and

Constantly l9 9,5 23 11.5
Not a Factor A 118 59 106 53
Tot a1 s 200 100 ‘0 200 100 :0
Notfllm‘pprtant 22 11 311 11
Important and
Very Important 1111. 22 111; 22
Not a Factor ll8 59. 106 53
Np Resporme l6 8 16 8

 

Totals 200 100 200 100

 

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TABLE XVI
FREQUENCY AND DEGREE OF‘IMPO

165

CONT'D
RTANCE 0F PROBLEMS RELATED

TO CULTURAL FACTORS 0F ADULT EDUCATION PROGRAMS AS
INDICATED BY ADULT EDUCATION DIRECTORS
IN MICHIGAN. 1957-58-

 

 

A variety of cultural back-
grounds of the people makes
it difficult to develop a

program of common interest.

 

 

 

 

 

 

 

 

 

 

 

 

Response Number Per Cent
go Response 6 ,3
gear and Rarely 118 214.
Requently and

Constangy 80 11.0
Not a Factor 66 31,
Totals 200 100
Not Important 19 9:5
Important and

Ve_r_y Important 105 52.5
Not a ictor 66 33
No Repponse 10 5

 

Tot a ls 200 100 $0

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166

of adult educationsactivities. Although 59 per cent indi-
cated this was not a factor, 9.5 per cent of the group re-
vealed it was frequently a problem. This factor was rarely
or never a handicap to 29.5 per cent of the directors.

Many adult education programs were established to
provide education for the foreign-born citizen, to up-grade
vocational skill, or to provide opportunity for adults to
complete elementary or secondary education. As the general
educational level rises, the purposes of the program change.
However, if certain groups in the community hold the concept
that adult education is mainly for one class or group, it
is difficult to change this connotation. The feeling among
some persons in the community that only mmbers of certain
social classes participate in the adult program can limit
the effectiveness of the program. . However, among the direc-
tors reporting, 53 per cent reported it was not a factor in
Michigan schools. The frequency of the problem varied from
11.5 Per cent who said it occurred frequently to 33 Per cent
who stated it was never or rarely a problem.

The difficulty of planning a program of common inter-
ests in a community where there are varied cultural back-
grounds may become a block to the development of adult educa-
tion. Over one-half of the directors in Michigan identified
this as an important pmblem and 140 per cent stated they met
this problem frequently or constantly. It is significant

167

to note that the part-time directors reported this problem
occurs more frequently than did the full-time directors.
Forty-two per cent of the part-time directors encountered
this problem frequently, while only 11.8 per cent of the
full-time directors found it a frequent problem. The sig-
nificant difference is further emphasized by the data which
show that 514.1 per cent of the part-time directors considered
it an important problem, whereas 35.2 per cent of the 11111-
tine directors perceived varied cultural backgrounds as an

important inhibiting factor to their program development.
SUMMARY

Competition with local groups was an important prob-
1cm to over one-half of the directors reSponding. This fac-
tor was more frequently a problem to part-time directors
than to full-time directors. The Michigan administrators
indicated that religious groups, governmental agencies, or
pressure groups seldom inhibited program development.

The majority of the directors did not consider local
customs and beliefs or attitudes toward certain social
classes as factors preventing program development. Difficul-
ties encountered in meeting needs of persons from varied
cultural backgrounds were important inhibiting factors in
over one-half of tin schools reporting. The data show that

- ”In E

l6 8

part-time directors encountered this problem more frequent-

ly than full-time directors.

CHAPTER VI
SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR ADULT EDUCATION

As science creates technological advances, rapid
social changes result in the need for expansion of adult
education. In an effort to meet this demand for increased
knowledge and skills, public schools over the country have
established adult education programs. Since this phase of
education is designed to meet specific needs of adults, as
elementary and secondary educational programs are designed
for special age groups, adult education brings unique prob-
lems to its leaders. Identification of the problems recog-
nized by these adult educators is necessary for planning in-
service and pre-service programs which will improve the

leadership Of adult education in America.
SUMMARY

Purposes 23 the study. The purpose Of the present

 

investigation was to determine factors which inhibit devel-
opment of adult programs as identified by Michigan adult
education directors. The study was also concerned with the
possible relationship of these problems to size of community,
enrollment, experience of the director, and full-time or

part-time directorship.

170

Design 25’ 11!; 1111.910 The first step in the investi-
gation was the creation of a questionnaire which would re-
veal the concerns of Michigan adult education directors.

A survey of the literature in the field and discussions with
adult educators revealed problem areas which could be in-
cluded in the instrument. Fbrty-nine items related to prob-
lems of operation of the program, finance and facilities,
and community relations were included in the instrument.
Questionnaires were mailed to all adult education directors
in the state of Michigan. The reaponses of two hundred
directors were tabulated to determine factors identified

as deterrents to achievement goals for adult education pro-

grams in their communities.
CONCLUSIONS

The data regarding problems of Michigan directors
of adult education were organized according to three prob-
lem areas. These areas were: (1) operation of the program;
(2) finance and facilities; and, (3) community relationships.
The frequency and degree of importance of the forty-nine
items revealed the recurring and significant problems as seen
by the directors. The conclusions resulting from the inter-

pretation of the data are presented below.

171

Conclusions regarding the problems 93‘ operating
adult education programs. The data revealed some factors
were important and occurred frequently to inhibit program
development in a majority of Michigan adult programs.
Identification of adult needs was one o f the majorp roblems
cited by the directors reporting. It was fbund that 76 per
cent of the respondents reported this was an important prob-
1am and 69 per cent of the directors said it frequently in-
hibited program development. The‘limited supply of teachers
was an important handicap in program development to 71 per i/
cent of tb directors, and this problem frequently occurred
in over half of tr» schools reporting. Time for program
development and supervision of teachers was a significant
problem to the group surveyed. Only ten per cent of the
respondents were full-time directors, but 68 per cent of the
entire group reported handicaps resulting from conflicts with
other school assignments and 56 per cent cited the need for
time for supervision. Developing an effective publicity
program was fbund to be an important operational problem to
over one-half of the group.

The findings further indicated several problems were
considered important by about one-half the group, yet less
than half frequently experienced those problems. Slightly
over one-half the group indicated the problem of helping
the teaching staff understand the needs of adults was

172

important to them, but only 1+1 per cent reported it was fre-
quontly an inhibiting factor. Providing in-service training
for the staff was an important and frequent problem to one-
half of the Michigan directors. Lack of awareness of com-
munity needs by mmnbers of the board of education was con-
sidered an important problem by one-half the group reporting,
and one-third frequently felt it was an inhibiting factor.
Several factors were revealed to be of less impor-
tance to Michigan adult educators, or they were not recog-
nized as significant in their situations. Administrative
support from the superintendent and board of education was
not a serious problem to the directors responding. The
directors of Michigan adult education programs seemed to
express little concern for evaluation pro cedures. Nearly 11.0
per cent reported such procedures were not a factor in their
schools. fl would appear that adult advisory councils exist
in few communities. Over 70 per cent of the directors re-
ported this was not a factor in their programs. Sufficient
clerical help was seldom a problem. Counseling adults was
given a degree of importance by approximately two-thirds of
the directors, but among the entire survey group, one-third
rarely encountered the problem and nearly one-third said it

occurred frequently.

173

Conclusions regarding problems 9_f finance 59! 392149
education programs. Among the problems related to finance,
the data showed the problem of state financial support
seemed to be most important and occurred most frequently.

Low salaries for staff and imdequate funds fbr pub-
licity were reported as not factors in one-third of the
programs.

Apparently, tuition-fee policies or rates were not
problems to Michigan adult education directors. Unfavorable
student reaction to tuition fees rarely occurred in over one-
half the schools reporting and was not a factor in 31 per
cent of the cases. In 55 per cent of the schools, an in-

flexible tuition policy was not a factor.

Conclusions regarding problems related 2 facilities
_fpg: _a_gglj education. The data revealed that most of the
Michigan adult education educators do not encounter problems
related to space or facilities. One-half of the group re-
ported inadequacy of library facilities was not a fbctor in
their program. Space for the program or space for informal
social gatherings was not a factor in us per cent of the
schools. Similarly, in... per cent reported that obtaining
facilities especially designed fbr adults was not a factor.
Use of day-school equipment for adult education was not a

handicap, for the data showed one—half the directors reported

171+

it was not a factor and hip per cent said it seldom occurred.
Parking space was not a factor in over one-half of
the situations. Fbw adult directors felt handicapped by

building mnagmnent problems or custodial services.

Conclusions regardigg Eoblems 93 community relation-
193:2! 1133 the; _a_g_u_]_._t_ education program. Competition with
local groups was an important problem md frequently occurred
as a limiting factor to over one-half of the Michigan direc-
tors of adult education. Neither religious groups nor gov-
ernmental agencies seemed to create problems fbr Michigan
adult education programs. The problem of pressure groups
was rated not a factor by over one-half of the directors and
38 per cent reported such Iroblenn rarely existed.

Establishing courses involving business and industry
frequently presented difficulties to nearly one-half the
group and slightly over one-half the directors revealed this
was an important factor. In 58 per cent of the communities,
opposition to teaching special skills in adult programs was
not a factor and over one-third of the directors stated it
was rarely a block.

Cultural factors were seldom reported by adult educa-
tion directors to be handicaps to program development. Only
nine per cent stated local customs and beliefs were frequently

inhibiting factors. One-third of the respondents indicated

175

that social class distinctions rarely inhibited effective-
ness of the program. Problems resulting from varied cultur-
al backgrounds within the community were important to over
one-half of the Michigan directors and to per cent frequently

met t his problem.

Conclusions regarding relationships 9; selected
factors _t_o_ goblems identified by _a_g_1._11_£ educators. Analysis
of the data revealed some significant findings regarding
problems identified by adult education directors in communi-
ties of different size and in programs of varying enrollment.
Part-time and full-time directors also responded differently
to given items.

Part-time directors expressed much greater concern
regarding lack of time for operation of the program than the
full-time directors. Lack of time was a more serious prob-
lem to directors who had less than five years' experience.

Ninety-four per cent of the full-time directors in- 0/
dicated that helping teachers understand the needs of adult
learners was an important block to their programs, whereas
only one-half Of the part-tine directors identified this as
a problem of importance. Hill-time directors more frequently
encountered the problem of in-service training.

Salaries of instructors was rated an important prob-

lem by 70 per cent of the full-time directors in contrast

176

with 14.7 per cent of the part-time directors.

Eighty-two per cent of the full-time directors indi-
cated the provision of facilities designed for adults was
an important factor while only 38 per cent of the part-time
directors expressed this concern. Adequate library facili-
ties was an important and frequent problem to more full-time
adult educators than to directors assigned to adult educa-
tion on a part-time basis.

More of the part-time directors reported competition
with local groups an important inhibiting factor, and 30 per
cent more of this group reported it a frequent problem than
did the full-time directors. Similarly, the problem of
developing a program in a community with varied cultural
backgrounds was encountered with greater frequency by the
part-time directors than by those devoting tinir entire time
to adult education. In contrast with Sh. per cent of trn
part-time directors who felt the variety in cultural back-
ground was an important problem, 35 per cent of the full-

time directors ranked it as an important handicap.

Conclusions regardir_1g $22.92!; 93 n_1a_j_9_g significance
1:2 Michigan 39311; education directors. Major problems of
the adult education directors in Michigan were determined
by identifying those items which were considered important
or very important by over 50 per cent of the survey group

and were also reported as constant or frequent blocks to

177

program development in more than 50 per cent of the communi-
ties. According to this analysis, the eight major problems
confronting directors of adult education in Michigan were:

1. Identifying needs of adults.

2. Limited supply of qualified teachers.

3. Time to adninister program.

it. Publicity prOgram.

5. Support from state tax funds.

6. Time to supervise instruction.

7. Competition with community activities.

8. In-service training for teachers.

The directors wrote responses to the question, "What
are the three most serious blocks to your adult educatiOn
program?" It was fbund that the problems listed as most
serious blocks in this part of the instrument were similar
to those identified as the directors responded to the forty-
nine structured items. Need for financial support ranked
first among the most serious blocks listed by the directors.
Lack of time to administer tin program, identifying needs of
adults, limited supply of teachers, competition with other
community activities, and problems involving publicity were
listed among the seven most serious problems. An additional
problem was also considered an important handicap. The lack
of interest by adults in adult education was cited a most
serious block by a significant number of Michigan adult

178
education directors.
IMPLICATIONS

Mications 91‘ 1.112122 problems identifi_e_q 331 gig};-
ggn directors o_f_‘ .a_d_u_._1_t_ education. Eight major problems
were identified by two hundred directors of'Michigan adult
education.programs. The findings of the study revealed that
over one-half of the group responding considered those prob-
lems important or very important blocks to the developmnt
of’their educational programs fbr'adults. An analysis of
these problems presents some important implications fbr
adult education.

1. Identifying needs of adults

The problem of identifying needs of adults was
a major factor in developing programs. Basic to
adult education philosophy has been the concept that
programs should be developed according to needs of
adults in.the community. It is understandable that
determining these needs of'adults was of‘serious con-
cern to the directors.

The director of adult education needs assistance
in assessing educational needsrof'adults in his par-
ticular community. There is an imperative need fbr
more carefully designed instruments to be used in

surveying interests of adults. Such instruments

179

should ask adults what courses or activities they
would pursue instead of merely asking about their
interests.

Directors of adult education also need to develop
skill in interpreting data gathered by survey instru-
ments. The data must be interpreted in the light of
knowledge of developmental tasks and psychological
needs of adults. In a suburban community there may
be expressions of interest in courses in nnagement,
but the deeper need may be for study of philosophy
or values or for new recreational opportunities.

Needs mich may serve as the basis for program
development cannot be identified merely by asking
adults what they want. The director must be aware
of the sociological and cultural needs of his com-
munity. In addition to this base for program plan-
ning, he should consider the problems of the world,
national, and local community which present under-
lying needs for liberal adult education.

The Michigan directors also recognized the im-
portance of school board members' awareness of needs
of adults in the community in order that a'dequate
adult education opportunities be provided. Since
one-half of the group responding did not perceive
this problem, it seem possible that directors need

180

to develop greater cognizance of the importance of
infbrming boards of education and developing their
awareness of needs of adults in the community.

Some of the other problems, such as financial sup-
port and time to effectively carry out the tasks of
administering the program, could be reduced or elim-
inated if the boards of education more fully recog-
nized the needs of adult learners. The director of
adult education should be encouraged to work with
boards of education in presenting needs and making
clear the obligation of the public school to provide
adult education.

2. Limited supply of teachers

Locating qualified teachers fbr programs of adult
education was also a major problem impeding develop-
ment of adult education programs. Directors of
adult programs need to develop local resources and
to extend their understanding of ways to select and
train teachers.

The adult education director can identify per-
sons who are skilled in special fields. If he com-
municates interest in teaching and develops an aware-
ness of the contribution which could be made through
teaching, he can assist the new teacher in develop-

ing teaching skill .

181

The director of the adult education program may
utilize the resources of teachers in the secondary
and elementary school who have special interests or
knowledge. They can be encouraged by increasing
salaries and by recognizing the stimulation of con-
tact with adults.

The director can frequently locate teachers in
business and industry. To develop this resource of
staff, he needs to become acquainted with leaders.
He can indicate the contribution which they can
make to the community.

Raising the status of the teacher of adult
courses is also important. Certification of teachers
may aid in improving feelings that the adult teacher
is making an important contribution.

Requently it is the contagious enthusiasm of
the director which interests people in Joining the
teaching staff of the adult program. Problems of
in-service training are discussed in a section which
fellows.

3. Time to administer the program

The problem of time to do the work assigned is
expressed repeatedly by leaders in many fields. The
resourceful, imaginative administrator continues to

produce more ideas than he seems to have to develop.

182

This is no less true of administrators of adult edu-
cation programs. Because adult education is so fre-
quently a marginal program of the public school sys-
tem, the problem of time to administer the program
becomes increasingly significant.

The director may need to consider ways to use
his time more efficiently. Analyzing routine pro-
cedures may reveal ways to save time for the more
important aspects of his work. He should consider
ways of delegating some duties to teachers, clerical
staff, or other principals.

It is significant that over one-half of the group
responding indicated that opportunity to participate
in community organizations was not a factor in their
situations. It may be that these directors were un-
aware of the importance of participation in community
groups. It is through such participation that he
becomes familiar with needs of the community, staff
resources, and reactions of people to the program.
Again, it is apparent that the director needs to con-
ceive his role as that of a community leader.
1t. Publicity program

The problem of effectively publicizing trn adult
program was of major concern to a majority of Michi-

gan adult educators. It seems apparent that directors

183

need to develop understanding of communication as a
process as well as skill in utilizing several nndia
of communication. Communication is based upon under-
standing the groups involved in the process. This
problem implies a need for understanding the socio-
logical structure of the community.

The adult education director needs time to estab-
lish cooperative relationships with local newspapers,
radio and television stations, and he needs to develop
skill in presenting ideas to these communication
agencies.

5. Support from state tax mnds

Financial support from state tax funds was deemd
a significant problem by the directors responding to
the questionnaire. A united effbrt through profes-
sional organizations is essential to influence legis-
lative action. However, adult educators should
recognize the importance 0 f good programs in obtain-
ing financial support. Citizens who are participating
in the program realize its benefits and are more .
anxious to secure financial support for its further
development. Wider participation creates more in-
terest and enthusiasm for continuance of educational

opportunities fb r adult s .

1814,

If the local board of education recognizes tkn
obligation to provide an adult education program,
there will be more pressure brought to bear for
state support.

It would seem that the development of programs
which truly meet the needs of adults and thich serve
the majority of people in the community is one of
the best ways to secure financial support.

6. Time to supervise instruction

The directors of adult education clearly per-
ceived supervision of instruction as one'of their
administrative tasks. The problem of adequate time
to fulfillthisrole was viewed as a smjor problem.
Once again it is recognized that administrative sup-
port is necessary if the director is to be released
from other school duties in order to effectively
develop the program.

At the same time, directors need help in devel-
oping techniques for supervision. For example,
evaluation sheets completed by the students may be
used as a basis for conferences with the teachers.

There is a further need to clarify the role of
the administrator in supervision. Adult education
directors may need to develop an understanding of

supervision as a process of educational leadership.

185

7. Competition with other community agencies

Over one-half of the Michigan adult edwation
directors considered competition with other community
agencies a handicap to development of their adult
education programs. This finding points to the im-
portance of developing a philosophy of public school
education which reduces the element of competition.
The public school becomes a coordinating agency and
a center for disseminating information regarding
other adult education opportunities. It is impers-
tive that the director become familiar with the
comunity organizatiorm and create good will as he
gains understanding of these groups.

The importance of this problem points to the
significance of advisory councils fbr planning and
evaluating adult education programs. Along the Michi-
gan directors surveyed, 70 per cent indicated that
problems related to advisory councils were not fac-
tors in their situations. It seems probable that
advisory counc ils hmve not been created in most of
these Michigan communities. One way to reduce the
problem of competition among adult organizations is
the development of the advisory council.

The data also ird icated that the problem of com-

peting groups occurred more frequently among part-

186

time directors. Apparently, programs which are
snaller occupy a marginal status and there are fewer
opportunities for cooperation with other groups.
Part-time directors, especially, should be encouraged
to consider advisory councils with representatives
from various community groups.

8. Time for in-serviee training of teachers

One-half of the adult directors responding indi-
cated there was not enough time to carry out in-ser-
vice training fbr teachers. It is significant that
one-half the group did not recognize the importance
of this factor in developing programs of adult
education.

Adult directors need to develop ways of up-grad-
ing instruction in classes. Individual conferences
with teachers provide one way of evaluating pro-
cedures and suggesting materials and methods. Group
meetings for teachers are difficult to schedule, but
directors have not yet attanpted the staff confer-
ences which might be possible. The director can
supply materials and suggest evaluation procedures
which will lead to improvemmt of teaching.

It is further significant that one-half the
directors noted the problem of helping staff members

understand the needs of adult learners. One of the

18?

problems in developing programs of adult education
is the adaptation of teaching methods and materials
to adult needs and interests.

It is important to note that nearly LLO per cent
of the directors said they rarely encountered this
problem of helping the staff understand adult learn-
ers. E'om these data it would seem apparent that
these adult directors nay not be aware of t he sig-

nificance of the special needs of adult learners.

Implication 93‘ pixie}; significant findirgs. The data
revealed some significant problem areas which influence the
development of adult education were not generally perceived
by the Michigan directors. Other findings indicated prob-
lems seemed to be more significant to Part-time directors
than to full-time directors. These data suggest implications
for development of leadership training and for improvement
of existing programs in local communities.

Full-time directors expressed the view that low
salaries for instructors created problems far more frequently
than did the part-time directors. The larger programs demand
a wider range of activities and staff with varied abilities.
Thus, the full-time director probably meets the problem of
low salaries more frequently. However, the part-time direc-

tor should become more aware of the importance of salary in

188

obtaining a qualified staff.

One of the problems which was not perceived as a
handicap was that of provision of space for informal social
breaks as part of the adult school program. About one-third
of tie group responding indicated this was rarely a problem.
Nearly twice as many full-time directors recognized this as
an important factor. It would seem that many Michigan
directors of adult education were not aware of the importance
of social experiences in adult programs. This finding points
I to the need for greater understanding of adult learners and
ofthe" importance of opportunities for socialization.

The lack of concern regarding library facilities
fbr the adult program seemed to indicate mny Michigan direc-
tors were not aware of the randicap which probably existed
in achieving the goals of adult education. Perhaps the in-
structors were clinging to a single text approach; perhaps
the students were not sufficiently motivated to engage in
firther independent study. In analyzing the data, it was
found that full-time directors indicated this was a more
serious problem than did the part-time directors. Part-time
directors seem to be less aware of the importance of moti-
vating adults to use libraries to extend their learning.

If adult education is to truly serve the community, liberal
adult education must be promoted and facilitated. Directors

of adult education need to encourage use of libraries in

189

promoting liberal adult education.

Michigan adult directors expressed less concern for
counselling services for adults than might be expected. Al-
though over 14.0 per cent of the respondents indicated it was
an important problem, counselling services were apparently
not provided in 36 per cent of the schools reporting. In
our complex society, adults increasingly need help in find- \ ,
ing inner security, in relating themselves to families and /
work, and in redefining their goals. Directors of adult
education have not given adequate attention to the develop-
ment of counselling services fbr adults.

The data regarding further training for the adult
education director indicated tint nearly so per cent of the
respondents felt they were handicapped by lack of opportunity
for additional training. This finding clearly points to the
need for the development of in-service programs. The state
departmnt of public instruction, the universities, and the
pro fessional associations of adult educators need to con-
sider plans fbr coordinating in-service training. Such
Programs should be based upon the problems identified by
tbse Michigan adult education directors.

One-half the directors revealed they net difficulties 7‘
in developing courses which involve business and industry.
These data indicated the importance of establishing coopera-
tive relationships with leaders in business and industry.

190

Time my be a factor, but skill in communicating goals of
the adult education program may be the more important cause
of these difficulties. Directors of adult programs need
assistance in building good relationships with personnel
in business and industry.

The importance of evaluation of educational programs
is consistently emphasized in order that schools effectively
meet needs of students. In nearly 14.0 per cent of the adult
education programs it appeared that student evaluations were
not med. This finding suggests that greater emphasis be
placed upon evaluation as a means of improving adult educa-
tion programs. Directors in Michigan need to be encouraged
to develop means of obtaining student evaluations.

One of the significant problems to one-half the
Michigan adult educators was developing a program to meet
needs of persons from varied cultural backgrounds. Since
it was a :frequent problem to 1+0 per cent of the group re-
sponding, it is imperative that directors be given help
in understanding the sociological structure of the community.
In addition, they need assistance in creating offerings to
meet the needs of these different groups.

IMPLI CATIONS 10R FURTHER RESEARCH

As the data of the present study were tabulated,

analyzed, and interpreted, the investigator became aware of

191

needs for further research in the field of adult education
and now specific ally, in the area of develOpment of adult
leadership training programs. The summary of the major
problems of Michigan adult education directors suggested the
following proposals for further research.
1. It is readily apparent that an extension of the
present study of problems faced by Michigan adult
educators to a survey of problems perceived by direc-
tors in the United States would reveal important
trends and confirm or question the factors identi-
fied by Michigan directors. A similar survey of
problems faced by leaders of other types of adult
education programs wauld provide a valuable compari-
son of needs of public school adult education admin-
istrators and leaders developing programs in other
agencies.
2. Several of the problems identified in the present
study seemed to be related to the time the director
has to administer the program. A study of the acti-
vities carried out by directors of adult education
would reveal the methods directors use in fulfilling
their leadership role.
3. Little research has been carried on to reveal
qualifications, attitudes, or problems of instructors

in adult programs. Such questions as: How does the

192

teacher of‘adults perceive his role? What do in-
structors of adult classes know about adult learn-
ers? What motivates individuals to want to teach
adults? need to be investigated as a basis for
planning in-service training programs.

11.. The present study revealed the importance of
administrative support fbr adult education. It
would be helpful to know the attitudes of board
members and superintendents toward adult education.
How do adult directors work with boards of educa-
tion? What policies actually promote or limit pro-
gram development?

5. An action research study of'a developing pro-
gram could provide significant data for other work-
ers in the field. What.methods were used to identify
needs of adults? How was the program.planned? What
publicity procedures were used? What community prob-
lems were encountered? Analysis of’the development
of a new program would. reveal the background and
training needed by a director and would suggest ways
of’dealing with day-to-day problems.

6. The need for adult counselling was suggested by
the data in the present investigation. A study of
adult counselling programs might indicate which

adults used the service, the types of services

193

requested, and the problems involved in establishing
such a pro gram.

7. Fbllow-up studies of graduates of adult educa-
tion training programs should be planned to deter-
mine effectiveness of the college courses and other
experiences in developing leaders of adult education.
8. A study of participants in adult education pro-
grams might reveal the motivation for continuing
education. Such questions as: What socio-economic
groups are served by adult education programs? As
the general level of education rises, what new needs
are identified?

9. Another area needing exploration is that of
evaluation. How do directors evaluate their pro-
gram? What instruments can be devised to provide
evaluative data? How are evaluative criteria

deriv ed?

RECOMMENDATIONS ms FEE-SERVICE AND IN-SERVICE
TRAINING OF ADULT EDUCATION DIRECTORS

A major purpose of the study was to determine prob-
lems faced by adult educaticn directors. These recurring
problems should provide a basis for planning pro-service and
in-service educational programs for administrators of adult

education.

19L»

‘gre-serviceggaduate gtggy. Persons who express
interest in adult education usually plan.graduate study in
the field prior to or concurrently with their first experi-
ence in adult education. The problems identified by Michi-
gan directors indicated such study should center upon under-
standing of adult education, knowledge of'the culture and
social institutions, and understanding of the adult learner
and the learning process.

Emphasis upon understanding of'tme basic structure
of'our society and a comparison.of cultures would enable
the director to understand and aid in the solution of
problems which affect the adults of the community. The
director needs to have a clear understanding of the devel-
opmental tasks of adults and their relationship to the de-
sign of a comprehensive program of adult educatian. The
field of gerontology will have increased importance to the
directors of‘adult education as the percentage cf‘older
adults increases in our population. In.addition, the direc-
tor needs to understand the changing patterns of motivation
as individuals grow older.

The adult leader needs specific skill in use of
group processes, in use of'tools of'research.to study the
community, in use of'mass media. It is essential that he
become acquainted with as terials which can be used in adult

education and resources which.can provide teaching materials

195‘

for his staff.

To fulfill his role as a leader, the director must
understand present political, social, cultural, and economic
conditions which help him project needs for the coming dec-
ades. College courses can provide background information,
but in addition, his experiences should stimulate his curio-
sity and motivate the desire to continue to broaden his
knowledge and grow as an individual.

The total experience in preparing for his role as a
director of adult education should help him clarify and de-
fine a philosophy of adult education. He may turn to phil-
osophies of the past; he may examine current trends and
theories. The educator of adults designs programs to help
adults learn specific knowledge in a given community in
relation to a distinctive philosophy. Experiences, reflec-
tion, observation md study are synthesized in the process
of planning programs. The preparation fbr this task re-
quires a broad liberal education and specific knowledge of

the tools to be used.

In-servicg programs. Many directors ofadult educa-
tion begin their work without special training. This fac-
tor may account for some of the problens indicated by the
Michigan administrators. However, there is a continuous

need for study and assistance in solving these problems.

196

Workshops, conferences, and university courses are needed
to provide continuous opportunities for learning about
society, the individual learner, and the function of adult
education.

Such in-service programs must begin with the prob-
lems identified by the directors. In addition, in-service
programs should present the latest research in the field.
New techniques, such as use of educational television,
should be demonstrated.

In-service training should help the director rede-
fine the gosls of adult education and encourage evaluation
of his program. Only as he is willing to be self-critical
will he be able to improve his leadership of the program
in his community.

The director of adult education in a public school
should be a skilled engineer in planning and carrying out
his work. He must know how to select appropriate methods
and content fbr courses in the adult program. He needs to

be resourceful in obtaining staff. He can achieve success

only through developing good human relations at every level.

He needs to be skilled in analyzing and interpreting the
major social institutions in his community. This knowledge
when applied to a program will provide an opportunity for
all adults to achieve their fullest potential.

197

Only through expanded effort by colleges, universi-
ties, and professional organizations in developing pre-ser-
vice and in-service programs will there be the leadership
needed for the increasing demand for adult education in
the American culture.

In the next decade those involved in recording the
events of our time may well question the way in which adult
educators met the challenges of their time.

APPENDIXES

199
APPENDIX A

LETTERS TO MICHIGAN ADUET
EDUCATION DIRECTORS

November 19, 1957

Dear Sir:

Directors of‘Adult Education have expressed their
concern over those factors or "blocks" that retard or
inhibit the development of their programs. Many
reasons have been advanced.

The Department of Teacher Education of‘the College
of'Education is cooperating in an efTbrt to assemble,
through the use of‘the enclosed questionnaire, evidence
that will be helpful in identifying and overcoming these
"blocks." Data will be compiled and a composite report
will be made available to all directors. No individuals
or communities will be identified in the report.

While I realize the many demands upon your time,
your cooperation will be greatly appreciated. I do,
however, feel our efforts will be rewarding to all
of'us.

Sincerely,

HARDLD J. DILLON
Professor

200

APPENDIX A CONT'D

December 30, 1957

To: Directors of Adult Education

Just befbre Thanksgiving I sent you a form concern-
ing the blocks to adult education. We have already re-
ceived 130 replies to the survey. Possibly through an
oversight or misdirection on our part we have not received
your completed form. I am, therefore, enclosing another
fbr your completion and return.

The findings of the survey will be summarized and a
report mailed to you.

In order to obtain a complete picture we are anxious
to have you complete this form and return it as soon as
possible. Your cooperation will be appreciated and I fbel
our efforts will be rewarding to all of’us.

Sincerely,
Harold J. Dillon

Professor

Note: If‘you do not have a program, please return the
survey fbrm.

APPENDIX B

THE DEPARTMENT OF TEACHER EDUCATION
‘ COLLEGE OF EDUCATION
MICHIGAN STATE UNIVERSITY

 

A SURVEY OF BLOCKS TO THE ACHIEVEEENT OF
ADULT EDUCATION GOALS ‘

 

GENERAL IN IORMATION

 

 

 

School : * Communi ty
Director's Name: Full-time Part-time
Hunter of years in position Total etnrollnmnt in Adult

program, Fall-1957

Does your program receive State reimbursement for the
adult program? Yes No

 

Size of Community: (Check one)

__ 5,000 or under __20,001 to 30,000 __75,001 to 100,000
__ 5,001 to 10,000 _30,001 to 110,000 __100,001 to 200,000
__10,001 to 15,000 __LLO,001 to 50,000 __ Above 200,000
__15,001 to 20,000 _50,001 to 75,000

 

GOALS OF ADULT EDUCATION

(These goals were derived from a review of the literature
in the field of adult education)
1. Make adults aware of their responsibilities in solving
current political, social and economic problems.
2. Develop their skill in solving problems democratically
in the field of community, state, nation and world.
3. Promote physical health and safety.

LL.

5.
6.

202

Promote mental health as the individual gains self
understanding and finds further skill and satisfaction
in human relationships in the family and local and
world community groups.

Enable adults to gain increasing proficiency and satis-
faction in vocational pursuits.

Promote self-realization through creative participation
in the arts and sciences developed by man in the past
and present.

 

DIRECTIONS. CONSIDERING THE GOALS STATED ABOVE, INDICATE

THE FREQUENCY THAT ANY OFTHESE ITEMS BLOCK
YOUR PROGRAM. ALSO INDICATE THE DEGREE OF
IMPORTANCE OF EACH FACTOR. IF THE ITEM Is NOT
A FACTOR, CHECK THE APPROPRIATE SPACE.

 

1. Clerical help is insufficient.

Iii-equency of Block: Importance of Block:
__Constantly __Not important
__Fi'equently :Important
__Rarely :Very important
__Never :Is not a factor in this

program.
2. Teachers need help in understanding needs of adult
learners.

Requency of Block: Importance of Block:
_Constantly A __Not important
__ Fro quently __Imp or tant
__Rarely __Very important

Never ' _Is not a factor in this

3.

' I

program.
Support from state tax funds is inadequate.

Hequency of Block: Importance of Block:
Constantly __Not important
R'equently __Important
Barely __Very important
Never _Is not a factor in this

pmfiram e

 

C
.
n
_ . A
_
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203

A. Program coverage by local newspaper is inadequate.

Fi'equency of Block: Importance of Block:
_Constantly __Not important
__Fre quent ly _Impor tant
__Rarely :Very important
_Never :Is not a motor in this
program.

 

5. Procedures fbr registration are too complex.

 

Firequency of Block: Importance of Block:
_Ccnstantly __Not important
__ R's quently :Impcr tant
__Rarely :Very important
__Never :Is not a factor in this

Jrogram.
6. Students dislike evaluation procedures used by the
teachers.

Requency of Block: Importance of Block:
__Constantly _llot important
_Frequently :Important
__Rarely :Very important
__Never :Is not a factor in this

program,

 

7. Police protection in the school area is inadequate.

 

Hequency of Block: Importance of Block:
__Ccnstantly _Not important
_ R-e quent 1y :Impor tant
__Rarely :Very important
__Never :Is not a factor in this

program.~
8. FMction among adult education staff munbers creates
problems.

Iii-equency of Block: Importance of Block:
_Constantly __Not important
_Requently:1mportant
__ Rarely _Very important

Never :18 not a factor in this

jI‘O gram e

‘ -7

---

-.._.
c—e.’
I...
e...
. --
-0
.—
- u.

‘0 .—
o-
-H-
0-
e-
, .
-..-

-

 

 

201:.

9. Funds to provide equipment fbr adult classes are in-

sufficient.

Requency‘ of Block: Importance o f Block:
_Constant1y__Not important
_Requently Important
__ Rarely :Very important

Never :Is not a factor in this

program.

10. Counselling services for adults are not provided.

Hequency of Block: Importance of Block:
_Cons tantly A __Not important
_quuently _Important
__Rarely _Very important
__Never _Is not a factor in this

program.

 

ll. Adequate space for adult education classes is not

 

 

available.

Frequency of Block: , Importance of Block:
_Constantly _Not important
__n-equently _Important
__Rarely :Very important
__lIever _Is not a fhctor in this

- erm.
12. Ftcilities are not available for informal social 'breaks.‘
A Requency of Block: Importance of Block:
_Constantly , _th important
_Re quently :Impor tant
_Rarely :Very important
__Never :Is not a factor in this
_h program.

 

13. Students indicate tuition fees are too high.

Requency of Block: Importance o f Block:
__Ccnstantly __Not important
_ Fm quently :Impor tm t
__Rarely :Very important
Never :Is not a factor in this

program.

 

 

.0.

e
n
O
O
o

-.

205..

111.. The director is not given opportunity to participate
in community organizations.

Requency of Block: Importance of Block:
_Constmtly __Not important
__Requently :Important
__Rarely :Very important
__Never :Is not a factor in this

program.

 

15. Board policy prohibits the use of Tutorials and equip-
ment provided for the day school.

 

 

 

Requency of Block: Importance of Block:
__Constantly __Not important
__Requently:1mportant
__Rarely :Very important
__Hever _Is not a factor in this

ngram.
16. . The educational needs of adults are difficult to
identify.

Erequency of Block: Importance of Block:
_Constantly __Not important
__Frequently :Important
__Rarely ‘ :Very important
__Never :Is not a factor in this

insulin.
1?. Salaries paid instructors are too low.

Hequency of Block: Importance of Block:
_Constantly _Not important
__n'e quent 1y :Impor tant .

__Rarely :Very important
__Never :Is not a factor in this
program,
18. The advisory council does not represent the community.

Iii-equency of Block: Importance of Block:
__Constantly . __Hct important
__fiequently _Important
_Rarely :Very important
__Hever :Is not a factor in this

42130519“.

 

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206

19. Building management is inadequate (opening, cleaning,
and closing building).

Requency of Block: Importance of Block:
_Constantly __llot important
__Frequently :Important
_Rarely :Very important
_Never :Is not a factor in this

PI‘OEI‘BNe

 

20. Local clubs, organizations, and agencies compete with
the adult program.

fiequency of Block: Importance of Block:
_Constantly _Not important
_Frequently :Important
__Barely :Very important
_Never :Is not a factor in this
Jrogram.

 

21. It is difficult ibr the director to obtain additional
training in adult education.

Requency of Block: Importance of Block:
_Constantly __Not important
__Requently :Important
_Rarely :Very important
__Never :Is not a factor in this

Jrogrll.

 

22. Other school duties prevent the director from devoting
sufficient time to the adult program.

Heguency of Block: Importance of Block:
_Constantly __Not important
_fiequently :Important
__Rarely :Very important
__Never :Is not a factor in this

”05?”;

 

23. The advisory council attempts to limit tlm adminis-
trative role of the director.

Requency of Block: Importance of Block:
_Gomtantly __not important
__Frcquontlr:1nport.nt
_R'r'17:Very important
__110'01' :Is not a factor in this

Prcfirflfle

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O .
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s
o
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7 _ _ .. . _. -
4
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-—_ -------.--.o a - OOw~—-~-
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.-
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20'?

21+. School board members are unaware of the needs of
adults in the community.

Iii-o-quoncy of Block: Importance of Block:
_Constantly _Not important
__Fre quently _Important
__Rarely _Very important
__Hever _Is not a factor in this
program.

 

25. Custodial staff is unavailable for service.

Ecoquency of Block: Importance of Block:
__Constantly __Hot important
__Hequcntly _Important
__Rarely _Very important
__llever __Is not a factor in this

P125333;

 

26. Parking space fbr automobiles is inadequate.

Requency of Block: Importance of Block:
_Constantly . __Not important
__quuently “Important
__Rarcly _Very important
__Hevcr _Is not a factor in this

. Lmaram.

 

27. Religious groups express negative attitudes toward
the program.

Fhequency of Block: Importance o 1' Block:
__Oonstantly __Not important
__Frequently _Important
__Rarely _Very important
__llever __Is not a factor in this

prong.

 

28. Local governmental agencies inhibit development of
the program.

Iii-equency of Block: Importance of Block:
_Constantly __lot important
__Fl'equcntly _Important
___Rare1y _Very important
__Never _Is not a factor in this

11303 ram,

 

I

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O
g-

e
\
I

.r

—
"a.

-

s .—
o.
w

- ‘ .

M

- —-

c- o -

-- .
o
— -

208

29. The publicity program does not reach all groups in

tltm c ommunity.

Frequency of'Block:
Constantly
:Frequently
:Rarely
:Iever

A

Importance of Block:
_Not important
:Important
:Very important
:Is not a factor in this

Program.

30. It is difficult to establish courses that involve

business and industry.

fiequency of Block:
Constantly
Frequently
Rarely
Never

Importance o f Block:
_Not important
:Important
:Very important
:Is not a factor in this

program.

31. Fheilities are not designed for adult use.

Frequency of Block:
Constantly
Frequently
Rarely
Never

Importance of Block:
__Not important
:Important
:Very important

:Is not a factor in this

program e

32. The supply of qualified teachers is limited.

Reqmncy of Block:
Constantly
Requently
Rarely
Never

Importance of Block:
__Not important
:Important
:Very important
:Is not a factor in this

program.

33. The budget does not provide sufficient funds to develop

effective publicity.

Frequency of'Block:
Constantly
Frequently
Rarely
Never

Importance of Block:
__Not important
:Important
:Very important
:Is not a factor in this

rpruaram.

Q

A.“- O

 

-.
.. .. .
A \
l
a
--
l
..
.
-..-..-
7.-.‘ . -
3":
..--
e
.
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. .
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- u-u-
O
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.)
.
.....-
—
.. --
.
. o

--..

.\.

 

 

 

.-- .....-

 

 

 

. .
...

209

314-. Pressure groups in the community block the develop-
ment of certain courses.

 

Frequency of Block: Importance of Block:
_Constantly _Not important
__quuently _Important
__Rarely _Very important
__Never _Is not a fhctor in this

program;
35. In-service training for teachers is difficult to
IChOGHIOe A

fiequency of Block: Importance of Block:
_Constantly _Not important
_Frequently _Impo rtant
__Barely _Very important
__Never __Is not a factor in this

program.

36. It is difficult to obtain student appraisals of the
adult education program.

Hequency of Block: Importance of Block:
_Constantly _Not important
__Fi'equently _Important
_Rarely _Very inportant
_Never __Is not a factor in this

' program,‘

 

37. Local customs and beliefs inhibit program development.

Hequency of Block: Importance of Block:
_Constantly __Not important
__Requently _Importan t
__Rarely _Very important
__Never _Is not a factor in this

Programe

 

38. There is an inflexible policy regulating tuition fees.

Hequency of Block: Importance of Block:
_Constantly . _Not important
__R'e quently _Impo rtant
_Rarely _Very important
__Never _Is not a factor in this

Prgfiram.

O

.0

21.0

39. The school board objects to the use of a lay advisory

council.

Requency of Block: Importance of Block:
_Constantly _Not important
__E'equently :Important

Rarely :Very important
_Never :Is not a factor in this

pro g ram.

no. A feeling exists in the community that only persons of
a certain social class participate in the adult progran.

 

 

FMquency of Block: Importance of Block:
_Constantly __Not important
__Fiwquently :Important
__Rarely :Very important
_Never :Is not a factor in this

program.
11.1. The director does not have sufficient time to supervise
ins truc tion .

Hequency of Block: Importance of Block:
_Constantly __Not important
__Requently Important
_Rarely :Very important
__Never :Is not a factor in this

DPOEI‘BIIe
M. The lay advisory council attempts to limit pmgram
development.

fiequency of Block: Importance of Block:
_Constantly _Not important
_h'equontly :Important
__Rarely :Very important

Never :Is not a factor in this

31‘ 031‘” e

143. Adequate library facilities are not available fbr the
adult education program.

fiequency of Block: Importance of Block:
_Constantly _Not important
__E'equently :Impo rtant
__Rarely :Very important
__Never :18 not a factor in this

program e

 

 

.
‘
I
O
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t g ‘
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I
r
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. F
I
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. .
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I I
.
._._* ’ _
O
, f -7 ,, 7 ,7” - .. - _ - - l - , _
e .
u
. . _ _. o _
. .
D
h_ . m
A s
V , .

211

1414. School board policies indicate members do not consider
adult education an important part of tin educational

program.
Ft'equency of Block: Importance o f Block:
Constantly _Not important
__fim quently :Impo rtant
—R Rarely :Very important
:Never :Is not a factor in this

program .

13.5. The superintendent expresses little interest in the
adult program.

 

Hequency of Block: Importance of Block:
_Constantly _Not important
_&equently :Important
_ Rarely :Very important
__Never :Is not a factor in this

mam-an-

 

 

hb. Some local organizations oppose teaching skills in
specialized fields.

Hequency o f Block: Importance o f Block:
_Constantly _Not important
—Ro quent 1y _Impo rtan t
"-Rarely _Very important
__ ever _Is not a factor in this
progam.

 

#7. Elementary and seconiary school evening activities re-
sult in insufficient space for the adult education

program.
fiequency of Block: Importance of Block:
__Constantly __Not important
_ficquently :Important
__Rarely :Very important
Never :Is not a factor in this

_ Jrogram.

h.8. A variety of cultural backgrounds of the people make it
difficult to develop a program of common interest.

Requency of Block: Importance o f Block:
...COnatant 1? Not important
_Requently _Important
__Rarely :Very important
_N°'°1' _Is not a factor in this

__i P10813831.

-..-~-

.-..

O

—-..a

c —4

 

a..-

 

 

- .
-_.
---

v

e
.- -
.

--.- 0

~--‘..-- v~

-0
. . -
---
. -
,.....
os--o-— "

212.

14,9. The director has not been given adequate authority to
develop the program.

Fi‘equency of Block: Importance of Block:
_Constantly __Not important
_Frequently :Important
__Rarely :Very important
_Never :Is not a factor in this

progam. __

 

At the present time what are the three major blocks
to the development of the adult education program in your
community?

Most serious block:

Second :

Third z

 

If youhave experienced blocks not mntioned in this
study, please list them below:

 

 

 

.—

..._.. ---.

 

APPENDIX C

APPENDIX C
GOALS OF ADULT EDUCATION EXPRESSED
IN SEEECTED LITERATURE

Selection of Goals for the Survey Instrument

To prepare a list of generally accepted goals
of adult education, selected literature was analysed to
identify statements related to goals. The statements
were then organized into seven categories used as a
basis for development of the goals listed in the survey
instrument. The following charts present the reference,
the author, and the quotation which expresses a goal

of adult education.

21h

The following books were used in selecting general
goals of adult education.
Ely, Mary L. (ed.) Adult Education ig,iction. New York
Longmans, Green 5 Co., I953.

Essert, Paul L. Creative Leadership g£_Adu1t Education.
New York: FrentIco- a , nc., l§5I.

Grattan, C. Hartly. ‘23 est of Knowledge. New'York:
Association Press, 53:

Kempfer, Homer. Adult Education. New York: HcGraw-Hill
Book Company, Inc., 195;.

Sheets, Paul 3., Clarence D. Jayne, and Ralph D. Spence.
Adult Education. New'Iork: The Dryden Press, 1953.

215

GOALS OF ADULT EDUCATION RELATED TO CITIZENSHIP

 

Source Author Statement
Gratton Ely To meet the challenge of free
P. 12‘} 0110100
To insure social stability
To direct social change
To better our social order
Sheets California To make adults aware of their
p. 5 Guide civic responsibilities to one
another and to the community,
the nation and tin world.
Gratton Vincent . . . increase the power of
p. 69 people in politics
. . . tend to a better under-
standing between-the classes
of society
Kcmpfer Kempfer The obligations one assunms at
p. Ml. age twenty-one do not decline
with age, and learning is re-
quired by the changing succes-
sion of civic problems and the
evolving nature of our social,
economic, and political world.
Kempfer Kempfer cites the developmental
p. 53 task of citizenship as keeping
informed, participating in
civic affairs.
Sheets AEA Com- Adult education must arouse
p. 17 mittee on interest in the whole com-
Social munity and in seeing its
Phi lo so phy problems .
Sheets McClusky . . . central purpose of adult
p. 20 education: to lead adults intc

an understanding and enjoyment
of community and to equip them
to exercise a practical con-
trol over their common life.

Source

She ats
p. 60

Mimeo-

graphed

s ta tement

6/17/59
p e 5

Plimso-

graphed

sta tement

6/17/59
p. 6

Author

Directors of
Fund for Adult
Education

Direc tor a o f
Fund to r Adult
Educat ion

216

Statement

. . . the goal is to develop an
expanding concept of the com-
munity . . . a way of working
which ensures the greatest pos-
sible participation of each
citizen.

. . . education for responsible
freedom is a process which
should begin with birth and end
only with death e e e e

. . . we should improve and ex-
pand educational opportunities
for those who hear public re-
sponsibilities.

217

GOALS OF ADULT EDUCATION RELATED TO

RECREATION - LEISURE TIME - ARTS

 

_a_ource Author :gtetement
Essert Essential adult learning experi-
p. 17 ence . . . . Understanding,

Grattan Ely

Sheets California
De 5 GU16.

Kempfer
p- 1+2

Kemp for
p. 55

or search for truths and beauty.
To return to creative endeavor.

To provide the means for encour-

aging cultural development and

an appreciation of tin arts.

To provide for the development of
avocational interests through op-
portunities for self-expression.

Adults need to find congenial
social groups, establish satis-
factory relations with groups of
their own and different ages, and
acquire a repertory of suitable
leisure-time and recreational
Ikill'e

Cites developmental task of
leisure time and notes expanding
interests of middle age.

218

GOALS O F ADULT EDUCATION RELATED

TO HUMAN RELATIONSHIPS

 

‘§gurce Author §tatemsnt

Essert An essential adult learning ex-
p. 117 perience is ”close fbllowship.‘
Sheets California To develop a sense of'reaponsi-

p. 5 Guide bility and a knowledge ot’how to
proceed in making personal adjust-
ments to home lifb and family
relationships.

Sheets Crow . . . to satisfy the feeling of

p. 6 belonging.

Grattcn Vincent It brings (chataqua) parents into

p. l reeling sympathg'with their
children.

Kaapfbr One who cultivates the act of per-

p. h3 sonal friendship, maintains a rich
and varied social lifb, enjoys
warm family relationships, prac-
tices democracy, and has human-
itybwide sympathies possesses the
chief'ingredients of'happiness.
These relationships extend through-
out adult life and necessitate
continuous learning partly because
the passing years bring new ex-
periences.

Kenpfbr Cites developmental tasks of'se~
pp. IVY-149 looting mate, rearing children,
adjusting to aging parents.
Sheats Townsend . . . the primary purpose . . .
p. 9 is to serve as a channel whereby

adults learn to understand, live
with and tolerate each other,
bringing a new dignity and well
being to fille

gource

Sheets

Fe

51

Author
Jayne Spence

219

§ta tement

. . . tin strengthening of face-
to-nnce groups should be one of
the high-priority tasks of adult

education.

Source

Gratton
p. 11

Sheets
p. 6

Sheets
De 9

Sheets
Fe 12

Kenpfer
p e 28

She ats
p- 1h

220-

GOALS OF ADULTEDUCATION RELATED TO

PEBBLEM SOLVING SKILLS

author
Ely

Crow

Canadian
Association
of'Adult
Education

Brunner and
Yong

§tetement

To keep our minds open.
To base our judgments on facts.

. . . fitting them to do intelli-
gent, unbiased thinking so neces-
sary in attempting to solve the
ever-increasing political, social,
and economic problems which con-
front people everywhere today.

. . . to help them with knowledge
and leadership, and to provide
channels of communication between
different cultural, occupational,
and social groups so that the
solution of human problems may be
sought against the broadest back-
ground and in the interests of all.

. . . that they, through their own
initiative, may effectively iden-
tify and solve the various prob-
lems directly affecting their
welfare.

First, adult education should help
people become aware that an. in-
creasing number of their problems
can be solved through cooperative
group processes . . . . Sound,
adult education needs to help
people develop competence in work-
ing together to solve their prob-
lems of group living.

. . . the fundamental goal . . .
is to enable adults to deal intel-
ligently and peacefully with the
problems posed for individuals and
communities by the pervasive fact
of change.

221

 

gource Author igtatement
Sheets Leland Perhaps the basic problem of
p. 55 Bradford adult education is that of edu-
cating adults fbr group work
. . . the development and under-
standing of all necessary skills
in order that we may help people
find solutions to their group
problems.
Ely Newton D. An educated man is not neces-
p. 9 Baker sarily a learned man or woman

but one who by some process or
other has acquired the capacity
to hold his judgment in sus-

pense until he knows the facts.

22?.-

GOALS OF ADULT EDUCATION RELATED
TO PHYSICAL HEALTH

 

[gource Author Statement

Sheets California To promote health and physical
p. 5 Guide fitness.

Kempfer Knowledge and habits of per-
p. A2. sonal and community health

constitute another cluster of
selfhrealization objectives.

..

[.4

 

223

GOAIS OF ADULT EDUCATION RELATED

TO VOCATIONAL SKILLS

 

Source Author Statement

Essert Essential adult learning experi-
ence--"occupational achievement ."

Gretton Ely To prepare fbr new occupations. ’
To keep abreast of new knowledge.

Sheets California To make them economically more

Guide e ffi c ient .

To supplement and broaden educa-
tional backgrounds.

Sheets Crow and . . . to prepare fbr up-grading

pl 6 Cleveland those regularly employed.
. . . to assist in preparing
workers for employment in new
fields.

Kempfer “Economic efficiency“ . . . many

p. M adults find it necessary to learn
new occupations or take major re-
fresher courses once or more dur-
ing their working lives.

Kempf'er Cites developmental task of pro-

p. 50 grossing in an occupation.

Ely Charles A. It (adult education) can not solve

p. 26 Board the problem of unemployment . . .,

but it has a function to discharge
in our progressive society where
new knowledge pours from labora-
tories, workshops, and studies
with bewildering rapidity, offer-
ing new powers and opportunities
while altering historic occupations.
That function is to make continu-
ously available to allLinquisitive
adults a realistic knowledge of
what is going on in the world --
the kind of knowledge that fur-
nishes a shield and a sword in the
struggle for existence.

22h.

GOALS OF ADUIII' EDUCATION RELATED TO SELF-

UNDERSTANDING AND sme-nsvmdpmu'r '

 

_Srource Autho r Stat ement

Essert Essential adult learning experi-
ence-Jself government'--inter-
mittent solitude. P. 17.

Gratton Ely To educate the whole man

p. 7 To restore unity to life
To open a new frontier
To see the view
To enlarge our horizons

Kempfer Every person's desire to develop

p. h3 his own individuality and inde-
pendence his desire to understand
the waning of life-u-requires
lifelong learning.

Ely L.P. Jacks What we have to aim at is not the

p. 6 education of the mind alone nor
of tin body alone. It is the
education of the whole man, as
an inseparable unity of body
and mind.

Ely Dorothy . . . the true purpose of adult

p. 15 Canfield education: to break up the dumb,

Fisher submissive, defenseless crowd

into active, thinking, unsubmis-
sive individuals.

Ely ~ Win. F. The growth of new knowledge is

p. 18 Ogleson thus becoming one of the major
problems of society. How shall
it be met? The answer seems to
be adult education.

Ely A.E. Heath We get cluttered up with outworn

p. 9 ideas, old habits of thmght, dead

(but not buried) systems. And

adult education ought to be one
of the agencies by which we re-
lieve ourselves of this mental

and social refuse.

o r

APPENDIX D

225

 

 

 

 

 

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I 9. IH l4 v v I I I I I III IIII ' I I .I\ O I- I I 0 II I I I.) I I w I I v 2. I I- 0 .‘ ’ ‘I. III '1
.
\
I I I
d O Q - o . O .
.-. . I . - -- - .- If.-. . L I ..I-. ..I..II -J. I
. ,
o - O o o _ Jo
.
- . I . . - . . - . . - .. . - I . - I .

23h

 

 

 

 

 

 

 

 

 

 

 

 

 

o.ooH H o.ooH H o ooH . H o ooH H o oo, .o 00H I H Hupoa
mqm‘ H IHIOH oH mqu H m.o NH m.m H mum :H onconaom oz
mqnm H. 9% pm oIHH In méH Hm ~13 HH méo SH 33mm I 32
mfimm 0H wdm Hm flow «H I? NHH wqwm I: 0.3 mu pfipnoHHsIHMIIH o>
can pampIHOnHEH
quH m 0.: m o.m H o.m 4H a.m H o¢m IIJH unannomaH poz
OHQOH --H-IammaHg - H i.o moH 52H o. com--in:m.00H- ,-H;- o.ooHurx:H Hapoa
o o of: m o 0 41d 0 o 0 WIN J4 ended-om oz
m.nm H mama Hm ow: AI méH Hm ~13 HH NI? NHH .83.; I 22
HIS m m3: Ho 93 m +3“ Hm c o MIN .2 NHpfipaaoo
and havdofivofi
{mm m HuoH mm 1.3 w $8 .3 £3me o «.8 3 41.2% 2:. 35H
J N a N d N a. H a N a N
H m a m H m u m. n m n m
0 a D e O m. 0 o O a O o onflomuom
O J 9 J m J m J m J m J I
W m... 1. 4 4 a.
33.2% oaHpIpnam oaHpIHHE oaHpIuanI oaHpIHHé oaHpIpnamw
IwN mm mm noun

 

 

-wmlhmafi .z¢ch0Hz 2H mmoaommHQ HEHEIGAB g

Q. 9750 HH>N mamas”.

EHalamdm Hm QEHEHQH Samoa .mo gzmbdmmm g ficfiEOHH—AH ....Ho @5330

 

..‘u,

I.

. o.
O
.
O
o- .
..- .
O
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011.- I

1
- I n | -.. "l‘ v .
n lv {‘1 -.. q

l

I. I a . . I I
II
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.

cc ‘1 v r . I. O 1 . 'II\'

I
A.
I l- }'Q'
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1» . -v .-
C
I n I l.u 1 C
a
O :
.1 .-- . . -nlo...‘
I ..
I. _
'0 .-....v. -\!.I
I
. .. .. .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.QIOJOOH NH ooOOH.fiNH OuOOH NH 0.00H H 0.00H H 0.00H H H6908
a fiW H ~.m 3. o 0 Ln; 2 o o fim S :anm oz
nunmm m 022.1 :m Nu“ H m.wH Hm m.m H AWE 2m nopofl a 902
omen 3 msnm fl. H13 3 m.o~1 mma datum :4 0de 3 finance—n Hm;
can pauphomaH
mm“ .5 M15 3 o o o6 4: mid m QB 3 pfipnowlaa uploz
OMOOH NH GoOOH :MH OoOOH NH H6909
o o m.N m o o mwm m o o m d oncomnom 02
+13 m 04“ ”am mam H m.w.n hm m.m +51 dam: mp 933m a 902
:.mm w 9% do M43 1. “Am do «“8 NH fiom om Hflpfipuaoo
can thcodooofi
mflg H meN flm d.mm m H.®N m3 W.MN d «QWH m“ b.3925 can hopoz
& H a H a N a N J N J N
m. m m m n m n m. m m. n. m
0 m. 0 e O m. 0 e 0 e O a oncomnom
o J a a a a m a 9 J 9 a
u u u u u
1. a... n... a. 1. a...
33.2qu 33-99am 33-24: oaflpufimm 33-2% ofipnpnam
mm mm an 33H

 

 

 

 

34mm: .5853 E mmoSmmHn ӣ3.33 83
gaunmfi Hm EHBEQH mfiqmomm mo 32mg; 85. 33385 no Hammad

dfazoo HHBH mama;

Iu‘l lu-

c
l 0
"IO
nil.

3‘ iii. ‘ -

.I

236

  

 

 

 

 

 

oHOOH NH o.OOH st o.ooH H- -o.00H .NH zo+mmH, Hapoa
o.m H mmm .in o o q.m WH m.m H m.0H MH onnoauom oz
:.om w MHNW mo o.mH w! ado: HMim H.~4 m 1wqom, mo Hoponm a 902

 

m.mm m Him: 2. H1mm 4: Una: $1 1.3 m «How Wm 333mg mm;
and pnapnogEH

 

 

 

 

 

 

 

 

m.HH m 90 NH 0 o 3 A ow: n oANH um $38;
0.9: NH c.00H HRH Mum$3 HHLT] owmoH AMHWWOSOH H33.

0 o 0.: MI 0 o 0.: m o o mqm LW omaonuom 02
:.mm m am we 95 4 as: Q. 1: m flom mm 980% a 32
NH: M mfimn pm 0.2 NH . ~q~4dm m.m H Tm 4 3.2338

can thnosooAm

 

 

 

 

.JdMINHI m Nomm 1m: ®¢ NW! N “*0 NH 00%.: Q mom” No mQHUm CHM“ uHo>oz
N .d N .d N .d N .d N .d N
7d 9 9 9 9 9
w m. J m. J m. J m J m. J m.
o a my a w a m m w m m. u oncomuom
9 U u u U U
m. 4. 1. 1. a. q+
osprHHHm osHpnfiam osHpHHHm oeruppanH oerHHHm 053.23
on Wm an 503

 

 

3.33 .533on E mmoaommHa HEEAHR n3
EHanEE Hm amHmHazmnH 330mm mo @sz32 8? wofifiomfi mo mmmoma

_Q.Bzoo HH>x mqmda

237

 

 

 

 

 

 

 

 

 

 

 

 

 

oHooH NH QHOOH dNHx o.oOH NH o.ooH :NH odooH ‘NH o¢ooH :NH Hupoa
m.m H H5 +2 m.“ H cam 4: m..m A $5 W." Scam-om oz
N.:o HH m.ao HNH mwmm‘ m d.ww no m.~m ml ¢.mm NOH nopoum a p02
m.m~ : :.dH mm :.mm m, ndmm Nd: o.n~ x: NHHN nww, unannogaH Hmw>
can pauphomfiH
mdw, H o.m :H m.HH w m.nH mm e.NH n m.oH NH unannomam pom
oomw H -o.omw-,; H .QOOH .H ..o.ooH, :H-.o 00H . H.io moH- ..m s:;asu-::n. Hupoa
o o mdm [W o o mun, o a o ‘4.~ 1: canon-om oz
N.Ho HH wqmc HNH o.mm m :qmw mm m.mw‘ m! admm, moH nopoam . poz
m.HH m N.H m N.NH my H.NH Hm o o m.OH oH NHpaaunqoo
can hapqgvonfi
wadm 4 «WW m: dqmm W 04mm 4W H.Nd m qum ow “mafia can .832
..a N .d N .d N .d N .d N .d H
m m. H m n m u m H m u m
a. a. a. a.
mu m me» n My n W n my a m. u encounom
m. m. m. m. m. ”N
oaHpuHHpm oer-pnaN aaHpuHHsm .aH»-pnam osHp-HHnm gaHpupnumx
mm mm] Nn aopH

 

 

 

 

-mmuNmoH .5352 2H umoaomma 29-3 83
EHHeuamfi Hm HHHEHazmnH mzmflomm mo wozmoamfi 52 mofiHmomfi mo Emma

Q. 9200 HHRN mags

 

 

'0‘-

$0 I

0’.

ll . 0
..v. .

§J

238

 

Ill-rl|n||’|rl|.l|' ‘Il ‘llllla'ni 1-1,lllikllll’ll Alli: I

I! 11"] I'll. 'l‘ll'l'l‘l'l'

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

o oOH H o.ooH w Hi o.ooH H o ooH H o ooH H ixa oaH H H.poa
o o :.oH mH o o o.m mH o o m.o om. canon-omlmm
méN Q H.NN wwH H.HH N msw 3 m4? N inJm HH. 33.3 . pom
nXNH n o5 mH 04w m m£m om H.mm m HEN mat pfipgomg
on: pauphomEH
¢.m, H :ww: o m.m H o.m :H :.om m H.0H mm unannomaH p02
0 mom ‘H--louommea:-mtiagomma-nH o.o0H H o 00H H o 00H H Hupoa
o o «.4 m o o n.m J o o mqm 1m 232:8 on
mJN ma. com. WW.” No.3 N dém o: 41.3 N. twmm .3 .833 a 902
o o o o ~.Hd N w.mw no m.m H oumH NN HHpcapunoo
and handoduoam
mamm J mHNH Hm o.NH n HHNH Hm‘ Ho.mm, m, «.mn om Nwonmm nag Hopoz
.d N .d N .d N J H .d N .d N
H H H H H H H m H H H m
0 w. M. m. 0 m. 0 e w m. 0 e onnomnom
9 J J O J 9 J n J m J
m. . W w. W 4 a.
osHanHsm msHH-pnam oaHpaHHsm oaHHupAam oaHHuHHnm aaHpupnam
w: H: o: aopH

 

 

mmuNmoH..z<aHmon 2H mmoaommHn mzHauqqpm nz<
mxHaémsH Hm anHH SEE mzmqmomm .3 32332 a: mafiamomfi mo magma

Q. H.200 HH>N Egg.

 

,
. . .
I.
. t n. r o u ‘
. - H .1
.
. . v... .--.
r
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O H
. ..
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o
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o . . I
.I. .. . .-
.
o _
. a- - . . ..
0 . .-
. o :1

1.1.
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n
c.
I! 0.
O

o ‘ I I ' u
> I y u
4| III
. v i l . ‘l c
on I I D

I
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u . I. to
- H... v- Ill
0
. .. 6 II .V
a. v ..
n I
O
I.) u a I
,

.,'xll 0 ~ I .0 .Iar'“, a. . '
l .
, O
. I A- v t - 8 - s .. I .
9“- ....-.r I. 30 H.. .1. v
. . . . «
- . ¢ .34

'11-.

.ulrl

-. ‘lv‘ll'll

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

c.00H NH o.ooH :NH oHOOH NH aqooH :NH o.ooH NH o.o0H HNH Hanna
9 o m.0H aH o.m H n.0H mH o o o.m 4: onqoanom oz
H.HH N n.wm do ~.wm o w.~: :N :.o~ m o.owule noaonm . «oz
o.mm N mdmm om o.mm a o.mn co mqmm oH m.:m oe psapuogaH HMo>=
on. anauhomEH
o.m H oqw mH o.m H wwml, oH m.HH m wHM «H unannommmwmmm.
o 00H dance
0 o oom m o 0 n.N 4.. o o 4% o endow-om oz
m.H4|N «.m: Hm «.mm o w.m: :N H.mm m oqom Na noponm a 902
m. ”N J H . m in 0. mm d LWqNH on 045‘ m N. H N MW flpcau 3.30
can haaaoauohm
m.mm o m.o: HN qui N NHMw] Ho oqwm 4+ muwm H: [HHonam an. nopoz
.d N .d N .d N J N J N .d N
H m H m H m H m H m. H m
0 e 0 e O o O o O a O o canon-om
O J 9 J 9 J O J 9 J m J
m w m w w a
osHp-HH:H oaHpupnmm oaHH-HH:m oaHpupnaMI oaHpuHHpm aaHpuanam
3 H3 3 a5

 

 

-mmnNmOH .z4onon zH mmoaommHa mxHauHHpm nz<

Q. H.200 HH>K mqmde

mzHaln—rm4m Hm ASHBZHQH mamomm mo 83.02 a: moan—”momma” mo Ewan

I
_I A
. ItII I I
I
I I I o . III
.
, .
I II II! I! III-.Il-\.

. l l
I r I I ll-‘ III I 0- I
1 I l
.I _ . l. I I I.
I I I .I I L U. I .3... I
I I
I . ‘.
I I I I OI I c I . II I .IIII

l
.
I . I c 'D. I
I I. I n . I I .I I
I
I
III ‘ .l III . ‘1' II I I'.l .Ill..!l.o. I
i -
D I .I v .I I l u I I
g I,
v
I. II 0. ,II ' I I I
J I
.
. - o I .
, I. Q
“ I I
f ...! \ .l . w I
III . I I II II I I I I. (v I D II.
II I
. . I. I
IIIIb Cali ‘1 . I I t. - .Iv
/
I ... I. I II ' ..II .C. I I I . .I' .
a.
. . o - 1
'I t .b O I
a I I _. . I
fl I
. O
0 I I I , I 'r
- _. l
O I I o . Y I I
I
r O
a. I I I
,
I
I II I! II ylu I I I . V
H ,. . _ ,

240

 

H6908

 

 

 

 

 

 

 

 

 

 

 

 

o .o fim oH mdm H H.0H HH Hum H quH mm gnaw-é oz
mwmm H H mm om ~41 N 413 NN m.~m m 9% mm .HoHoHH a poz
Tmn o HAIR Hm HqH: N oflmm N: H. mm m H12” um papnomfi an;

and paupnoqEH
Ham w o.H HH H.HH H H.NH Ha H.HH m HWHH Hm UIIIImIIIIIHSHHo 5 SH
0 OOH H 0.00H H o.mmm1:,mr.oo0H H o ooH H o 00H H -.. Hapoa

o o Tm m o 0 Hum w o 0 Hum w ounofiom oz
N.mn H H.mm Hm qu: N ~13 NNI o.mfl H. oém 2V nopofl a How.
m.HH N o.m: AN o.m H mom ma oom. H OH: IHI II Nfluaapuaoo

can haunasvonm
04m H :meW on Humm m 4m: HN NJ: N 3m 3 3.53 H5 .325

J N J N J N J N J N J N

H H H H H H H m H m H H

H H H m H H o H H H H H .335

H H H H H g H
oaHHIHHa 023-23 aaHHIHHE SHHHIHHHH osHHIHHEH oaHHIHuanH

H: N: 3 33H

 

-HmINmoH .5onon 2H mmoaommHn mzHaIHHB 8H4
aHHaIamHH Hm amEHHzmaH 953% He 3%:de e: mofiamomxH Ho gown

G.Bzoo HHPX mqmda

 

II' -

II...’-

| I V l
|
I‘ I
H
\ .a’

.0 .. II‘I

III'

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1H 0.00H NH quOH :NH Hmpoe
L4
Ad m.HH N JHOH 9H ounomuom oz
H.N: H quH mm HOHOHH a Hoz
mdwm m wqmm Hm HumanomaH Hmo>
can pampnoqEH
m.HH N 04m JH pcwpnomEH uoz
0.00H H c.00H . H Hmpoe
o o N.N II: canomnom.oz
Haw: m mHm: mm nopomm a p02
m.m| H H.0H HH HHHcHHHcoo
cum thaodooAm
IGHNJI w WHQM we Iwmvham cam Ho>oz
.d M“ .d "N .d “N .d Hm :H “N .4 HM
HH HH HH HH H H HH
q a. q
09 09 09 09 O a 09 onnomnom
m J m J m J m J m J o J
4 4. 4. 1. 1. W
oEHpIHHSm osHpIpAwm osHuIHHsm oEHpIpnmm oBHpIHH:m mEHpIpnam
w: auHH

 

 

.HmINmmH .HHHHHOHE 2H mmoaommHo HZHHIHHDH n24
EHHIEE Hm HEHHEB mzmHmomH Ho 3%:de Es. HofiamomzH rHo Ewan

9.9200 HH>N mamda

 

.) I‘-

I
ll
.9 I
Q .
V ’ l t ‘
- H
c . ,
0 II . it
0
. I o I I I II
I
0
I .ILI? . . I..
O _
. I
I I.
.g D . I
V
O
p I I. n- o

APPENDIX E

2H3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HH 9H mm mm pOH HH oH mm mm pOH HH oH mm mm pOH Hapoa
m N w H m o m d H p m m H m m oncomuom oz
m e p e «N m H e oH oH m m :H mH m: napomp a p02
. , pcaauoan Hno>
o o :H :m mp o :H NH oH Ho m 0H p p mm can unannogsH
H N N p o. m H m m mm .m m n mH om unannoan aoz
HH oH mm mm pOH HH mH mm mm pOH HH mH mm mm pOH Hapoe
m o n m H H o m o d H o o H H oncomaom 02
N o p 0 mm N a 0 0H 0H m m :H mm m: hopomm a 902
hflwnapuqoo
m NH HH mm po 3 , mH o :H m: m o m o Hm gnu pHpngsaoAm
H H H p pH 3 m o :H m: m m 0 0H m: HHanam oga aopoz
N N N
0 0 0
OT C... ..AT. H “a K6 KC... KT. H mp.“ ..Arb ..AS ..AT.
“W Jr}. ““6 ”a 9 9 9 O 9 9 9 8 9
mm WM. n. n. m. .M NH n. m. n. .M Wu“ H. n. n. omnoanom
0 J8 87.899.” 0 J8 8T. 8008+... 0 as at 39 at.
u 9.... 2 u OJ 3 u OJ .6
8 9 S 9 9 «D
9 9 0
NW, N H EopH

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mm-pmoH .zOHaHmom zH mmHHH o9 wanmooo<

 

z¢meon 2H ZOHE<ODQN BADQ<JMO mmoeommHnImo mmmzommmm.mo zomHm<mzoo

HHH>N quda

 

 

2A3

NH mN mm poH HH NH mN mm poH HH NH mN mm poH Hapoa

 

N o a H N H H N H N 3 0 NH oncommom oz

 

NH pH HN No m N HH NH :m m 0H m NH N .3925 apoz

 

m H N o H m o HN : : NH NH mm «capaomeH Naop

0H3 pumphomEH

 

m NH Nm m p OH NH m: H m H p NH unannomaH poz

 

 

 

NH wmrtmw poH HH NH mN mm poH HH NH mN mm poH Hupoe
o o N o o H H H H o o o H oncomnom oz
NH NH Hm No m 9 HH OH in m CH m NH om honoam a 902.
o N o N o o H o N H H p HH NN HHpqapuaou

can thaoaooAm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

m 0 NH H: o OH NH ®H mo m m CH m.” Hm HHOfimm Una .HOPOZ
M“ n“ n“
o o.L o o.L
H are ”“6 ”ms at H Jr. Q6 ”“5 "MI 0 NH K6 K5 XI
wWflm. m.m. nmhfln.a.a. WHIW. “.m.
d as ...L 889%. d as at sBuW.“ an. NT. “can? oncomuom
o a.“ 7. o 9.4 7V 0 a.“ 7g
w w B u 8
a o n
o m N : EcpH

 

 

mm-pmNH .onaHmom 2H NNHHH ca manmooo<
zHNHmon zH 20Ha<opgm pHon«.mo mmoaoMmHnnHo mmmzommmm.mo zomHm«mzoo

n. 8200 HHHBH mug;

Zhh

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HH NH mN poH HH NH mN poH HH NH mN poH Hapoa
o N N H d H z m o N N n oncommom oz
: N p Hm m HH NH N NH pH :N pp nonoma a Noz
pcauhoqu hn0>
o o :H om N H N H N m N m. 05 pamphonEH
H N N NH m N N N N N NH unaumoan poz
HH NH mN poH HH NH mN HH NH mN poH Hapoa
o H N H o H H No 0 H H oncomuom 02
N N p Hm m HH NH N NH pH pp nonomm a #02
. thmNpucoo

m m a N: o o o o o H m can thcodaokm
N m H. mN o H. m m o 0 dm >40th 33 9932
N N N
0 O ..L O O ..L . 0 O I

Jr. X6 X5 XI Jr. X6 X5 XI JE X6 X5 KT.
"d 9 9 9 H 9 9 9 H 9 a 9
e Hla.a.e. 9WKB.B. a. GNXB. a. a.
s o a J J J 9 o a J J J a o 9 J J J oncommom
d Tue 87L n.9v.sh1 .a .NB 9““ n.Q. 8%” :u 7N8 S.L 8H8 8*”
o a J 2 o a J o a J 2
u s u s u s
S an ab
9 o e

o M‘ EopH

 

 

NmupmNH .onNHNoN zH NNNNN ca NzHNNoNo<
zNNHNon zH NNHNNNNNN NHNNNRHN NNNNNMNHNQNN NNNNNNNNNRNN.20NHN<NNNN

Q. 9200 HHHBH Ban.

2&5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HH NH mN NN pNH HH NH mN NN meIHH NH NN NN pNH Hupoa

H H N N m H N m H HH N N p N p oéomuom oz

N N NH HN NN N N HH NN HN N N p NH NN Spam a. p02
papnomfiH Hno>

N N N NH N N m N N NN p N p NH Nm N5. paapnoNaH

H H N m N N N m N NN N m N p N QSSNS 32

HH NH mN NN pNH HH H38.

N N H N N N N N N N N H N N N uncommom 02

N N NH HN NN N N HH NN HN N N p NH NN .SNNNN a 32

N N N m NN H N H m HH N N m p pull 52388
B; thNHoHHooAm

N m N NH NN N N HH HH Nm H N HH mH NN Hoax EN .352

N N N

o .L 0 "N7; 0 "N7;

H mg ”“6 WAS WAT. nd WC; “6 as VAT. “a fig ”6 “MC... VAT

New”. ”in. New??? ”£33“.

.m K IT. 99 sh. d I 9T. scout. d I. ”I ”9 a...” waaonnom

u u 2 m m 2 m w 2

u u u u a m

NH HH 0. scum—”ll.

 

 

 

Nm..pmNH 48538 NH 33% 2. $5884
ENHNNE NH 28283 5:9. .3 NNNNNNNHN NN NmNzNNNmN No zNNHNNNNNN

a. 8200 HHHBN San.

246

 

 

 

 

 

 

Hapoa

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HH NH mN NN. pNH HH NH mN NN pNH HH NH mN NN pNH
N N N H NH N m N H NH H N N H N oncomwom oz
N NH NH HN Nm p NH NH NH Nm N N NH NH pN Noaomm a poz
pamphomSH Huo>
N N N N NN N N m NH NN N N N NH NN New pNuNnoNsH
H N N N HN N N N N NH N N H NH HN NamapoNeH Noz
HH NH mN .NN: pNH mH-NH, NNN..NN pNH HH NH mN NN pNH Hmpoe
H N N N N H H N H N H N H H H oucoanom 62
N NH NH HN Nm p NH NH NH Nm N N NH NH pN NNNNNN a p62
thnmpucoo
N H N H N N N N N NH N N N N NN Nam NHNNNNNNNN
N N NH NH Nm N N N NH NN N NH NH NN Nm NHNNNN Nag Nopoz
N N N
6 mm X6 KS XI 6 mfl X6 XS II 0 mm“ X6 XS XI
H 8 9 9 "d 9 9 9 "d 9 9 9
N mam. “.m. woman. m.n. “mum.n. n. oncomuem
.a Jan “NT. and saw .a .NB 8.L NNQN 8%“ Au Tue SHL n.9u Ba”
0 9d 2 0 OJ 2 0 9d 8
u s "N s u 8
S S 8
9 e :0 I
wH NH NH aoNH

 

 

 

 

 

 

NmapmNH .zNHNHNNN zH NNNNN Na NanmNNN<
NNNHNNHN NH zNHNNNNNm NHNNN.NNVNNNNNNNHngmo NmNzNNNmN,NN zNNHN<Nzoo

c.8200 HHH>N mqmda

m

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HH NH mN NN NNH HH NH mN NN NNH HH NH mN NN NNH quoa
H N N N m N H N N N N H N H m Naomnom 62
N NH NH NN NN N N N NH NN N N m m NH NNNNNN a Noz
vaunuomEH Hug
N N N N NN N NH HH NH Nm N NH NH NN NN Naa unannoNaH
o H o o N H o N N NH 0 o N N N paupnomaH poz
HH NH mN NN NNH HH NH mN NN NNH HH NH mN NN NNH Hapoa
N N N H. N H N H N N N H N N H oacoawom oz
N NH NH NN NN N N N NH NN N N m m NH uopogm a poz
H N N N NH m N NH HH NN N _NH NH NN NN ‘NNNNNNNNNN
can hapcofiuohm
N N N N NH N m m N NN H N N N NH NHNNNN Nua.no»oz
N N N
0 mp.“ X6 XS KT. 0 mp.“ K6 K5 ..AT. 0 mp.“ 6 C...
H o e e H a e a H H u“ HT.
” W.“ N . n . fl . n W“ B . fl . fl . N mu 3 - U . 3 .
M M8 8H 99 ...-u. d an NT. I9 9.." d as IT N9 uh. omnomuom
.... O 9 J z O G J 3
au- 8 w 8 w I
9 0 O
NH H NH aoNH

 

 

Nm-NmNH .zNHaHNNN zH NNNNN Na NanmNNN<

Exam—“mug 2H ZOHadoDn—m “Spa mo mmogmmHQmo mmmzommmm mo zaHmSfiAoo

Q. .5200 HHH>N ”H.349

 

 

 

 

 

2h8

 

 

 

 

NH Had mm QM NON NAN mH mm mm JMOH HH 0H mm mm NON Nance
\H N mIrLHdWI m ‘MIIIMI 1W o e H N N N m oncomnom 02
N N NNIIINMIIMN. N N N 6N NH N NH NH NH NN aopopm N Noz

N N N NH NH] m N N NN NN N 1N N NH HN Nfifiomfi a:
wad pampuomEH
.ala1u N «Nit! Nix N H N .N. N NH H H H N NN psapgogsH poz

 

 

HH NH mN NN NNH HH NH mm; NN NNH HH NH mN NN NNH Hmm_a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

a H J H m a o N o a o o N H o oncommom 02
N 0 ma HN Nd m o m 3 OH 0 ma NH 0H m: hopomm a #02
N m N CH m w MNHpamnmcoo
N N N NN Nm N N N N HH Nam NHpcoNNoNN

H 3 o 0 cm 0 N o m mm m o 0 ma Q: hHonmm can nopcz
N . N N
0 0T. 6 K5 XI 0 m“ K6 LsyfianwfiHK6 KS KI
H art "M a . a "a 6 e HN a "a He 9 a
“muffin. “NNN.N.N.NNNN_N.N.
d we BI 89 at. d as 9T. 39 ch. d 43 ST. 99 ch. omnomuom
o a _d o N.J 7N o 9.“ pg
u s u s w s
8 s
e e 9

AN om 0H EcpH

 

 

 

NmuNNNH .zNHNHNNN zH NNNNN Na NzHNNNoN<
ZNNHNNNN.2H zNHNNNNNm Napa<gmo NNNNNNNHN.NN NmNzNNNmm,No zNNHNNNzNN

9.8200 HHH>N wands

2H9

 

 

Hanoe

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Q.Bzoo HHH>N mamda

Nm-NmNH .onNHNom zH NNNNN ca Nanmooo<
zNNHNqu zH NNHNNNNQN NHDQN;N0 mmoaommHaymo NNNzommmmgmo zomHNNNEON

 

HH NH mN NNH HH NH mN NN NoH HH NH mN NN NOH
on o n O
H m N : H N N N o N N N a N N 2
.Ho 6 O
m N N H: N HH HN NN NN N m N :N Noam p 2
no home Who
m N NH Hm H H N z N HH mH NN :N N Nwa pNMNNONpH
m
N H H HH 0 m o o o H N m quNNo SH 902
HH NH mN NNH HH NH mN Nm NNH .HH NH mN Nm NNH HNpoe
H N H H o H N H H H N H uncommom 02
N N N H: N HH HN Nm NN N m N :N Nopoam N poz
. Naugpmcoo
m N N :m o o o o N N mH NN NN Nam NHqusNon
N h 0 am N N N m H d N ma Wampum can hmpoz
N N N
o 0.L o o.L o o.L
H Jr». H6 as at H Jr». M70 "MS QT. H art ”.6 "MS NIL
9H§AB. B. a. e WK 8. B. a. e Hx.u.n: B.
s o a J J J s o a a a a s o e a a a oncognom
Au Tue 8.L 8.8 .nhw .d JNB S_L 9H8 .shw gu Nun n.T. 9.8 .shw
O 9 J a O 9 J 2 0 8 J 2
u s u s u s
8 S 8
9 G 9
:N MN NN sepH

 

 

 

 

in

250

 

 

Hapoe

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HH NH mN NN NNH HH NH mN NN NNH HH NH mN NN NNH

N N N o N H N N o OH H N N N HH omaommom 02

N NH NH N N N N NH 8 mm N HH NH ON 3 N35 a :2
£39.3me HA3»

H H N N NH H N N NH NN N N N N NN Nam NqNNNoNsH

N N N N NH N H N N ON N N N N 0N paupNoNsH poz

HH NH mN NN NoH HH NH mm NN NNH HH NH mN NN NNH ‘ Hapoe

H o N o H o o N o H H o N H H encomwom 02

N NH NH mN NN N N NH 0N mm m NH NH 0N QN gonomm N N02

0 o o H H o m m N o H o m m. NH thCNpmcoo
and hHumodvoAm

N N N NH NN m m N HH mN N N N ANH 9N NANNNN Nam Nopoz

N N N O .L

0 MW... ”70 VAC... HT. 0 ma ”“6 WAS "HT. 0 Jrr. Q6 "MS "MT.

H B. B . B - H B - B N 8. W. W” n. M . n . GOQ

“ Wfl MI “9 uh. % Wu“ NI “9 uh. 8 J6 BI 89 3+... on mom

d J B Z d J B 2 d O J ..C

O 9 J O O J O I

U 8 U S u

S S 9

a N 0N a aopH

 

 

NmuNmNH .onaHNoN 2H Nqu» Na NNHamoooN
NNNHNon zH NNHNNNDQN_NNDNN_NO NmoeommHnmNo mmmzommmm;mo zomHNNNzoo

9.8200 HHHSN mum<a

1

S

2

 

 

 

 

 

 

 

HNNNN

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HH NH mN Nm NNH HH NH mN Nm NNH HH NH mN Nm NNH

COQQ O
N m N H N H n N N m N m N H N Na N N 2

on
m N NH HH NN m N N m NH N NH NH NN NN NNNNN N Noz
cw hogs hum
m HH NH NN Nm N AN NH NN NN H m N N HN N NNN NNMNNNNWH
m}
H H H m N H N H m NH N H N N N NNNNNN NH Noz
HH NH mN Nm NNH HH NH mN Nm NNH HH NH mN Nm NNH HNNNN
N N N N m N H N N H H N N N H .NNNNNNN 02
m N NH HH Nm m N N m NH N NH NH NN NN NNNNNN N 902
’ wacmpnaoo
N NH HH NH Nm N N NH NH NN N H N H N NNN NHNNNNNNNN
N m N N NH N m m NH NN N N N NH Nm NHNNNN NNN Nopoz
N N N
o o.L Au o.L o o.L
Jr». 7A6 ..AS ..AT. Jr... X6 ..ACA ..AT. JCG 7A6 ..AS XI
H 9 9 9 H 9 9 9 ...d 9 9 9
mmun. m. n. “mum.n. n. ”man. u. n. N
d J8 ST. 89 9.". d J8 BI 89 8.”. d J8 8T. 89 8..”- endomom
0 OJ 2 O 9.4 a 0 OJ 2
u S u 8 "u S
S S S
9 9 9
on om mm EopH

 

 

NmuNmNH .zNHaHNNN zH NNNNN Ne NanmNNNN
zNNHNNHz NH NNHNNNNNN NNNNN.NNNNNNNNNNHN.NN NNNZNNNNN,NN szHNNNzNN

Q.Bzoo HHH>N mnm¢e

252

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

l’l'l'l‘llllcl III-'0‘

It'll-

.ll‘l'll'illl',

mmlfimoH NZOHBHmom zH mmdmw OB UzHQmouo<

G.Bzoo HHH>N fidmda

 

HH NH mN Nm NNH HH NH mN Nm NNH HH NH mN Nm NNH HNNNN
H m N H N H N N N N H N m N N NNNNNNNN 02
J N h NH mm m N m w NH N h o NN .4: 9090mm N 902
, N pnwpnommm,hmo>
N N NH HN Nm N NH NH NN NN N NH NH mH NN NNN NNNNNNNNH
N m H N N N H m m m N N H H NH NNNNNNNHNH 3H
HH NH NN Nm NNH HH NH mN Nm NNH HH NH NN Nm NNH HNNNN
H H N o H o H N o N H o N o H oncommom 02
N N N NH mm m N m N NH N N N NN NN NNNNNN N Noz
hwpqunnoo
m m N NH Nm m NH HH NH NN N N m NH NN NNN NHNNNNNNNN
m N N HH Nm m N N HH NN N m N N NH. NNHNNNN NNN NNNNN
W 0.L w“ HUT. W“ 0.L
na Jr). 7%6 “MC... ”MT. H Jr,» “To MACH "MT. H JCc mmé ”MS “HT.
n mu??? m mam. m. m. ”MN“??? N
d J8 ST 8008." d J8 ST. 800 8+”. d JR ST. 899;”. ondonom
0 Gd 2 0 9d 8 0 OJ 2
u S U S u S
S S S
9 9 3
mm NM. HM} EopH

z¢me0Hz 2H ZOHB<UDQH BHDD¢JRO mmoeummHQNmo mmmzommmm.mo zomHm<mZoo

 

 

253

NN Nm NNH HH NH NN Nm NNH HH NH NN Nm NNH HNNNN

 

N

oncommom 02.

H d H H N m m m N m H m

 

nononm N poz

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

N NH NH NN N N NH NH NN N NH NH HN NN
. 959.3%: Hum;
m NH HN N NH NH NH NN N N N NH NN NNN NNNNNNNNH
N N NH N N H N H N H N N NH pNNNNoan Noz
NN Nm NNH HH NH :=NN :Nm - .NNH Hm; NH ‘ NN Nm NNH HNpoa
H H H o N N m H o N H H oncomuom 02
OH NH 0: N N 0H NH N: N NH NH HN 0N nopomm N Noz
thchnnoo
N NH NH Nm N NH HH NH mN N H N N N NNN NHNNNNNNNN
H m NH Hm o _m N N N d N o :H J: NNHNNNN new hopoz
NNNNNNSNINNNNNS N3.
Q Hi m. m. m. W “X m. m” mg. w J“ m% m% MW
.m we J J J s we J J J 8 We J J J oncomaom
0 an SH 89 8...". .w an SH 89 eh. .m NH RH 800 Sh.
u 8 u H. u E
s 8 s
9 9 m
Nm1‘ Nn Nm BNNH
l. E

 

NN-NNNH .zNHNHNNN zH NNNNN Na NzHNNNNNN
3852 NH 23283 NHNNN NHN NNNNNNNHN No mmNzNNNNN mo zNNHNNNzNN

9.9200 HHH>N mgmda

25h

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HH NH mN NN NNH HH NH mN Nm NNH HH NH mN Nm NNH Hapoe
H N N N N N H N H N N N N N N .Eomuom 02
N NH NH Nm NN m HH NH HN Nm N NH mH NN NN NNNNNN a Noz
pauunomaHJag
H N N .... 0N m d d m Hm m N m w 4N van pawpnomfiH
N m N N HH H m N N NH N H H N NH pNNNNoNsH Noz
HH NH mN Nm NNH HH NH mN NN NNH HH NH mN Nm NNH ‘ HNNNN
N N N N N N N N N N H N H N N NanoNNNN 02
N NH NH NN NN m HH NH HN Nm N NH NH mN NN NNNNNN N Noz
thcwpmGoo
N N N N m H N N m NH N N m N NH Nam NHNNNNNNNN
N N N N NN H m N NH NH N N N HH Hm 32mm 2; 332
W o T. W o T. W o I
Jr». ..A/D ..AC... KT. Jr... K6 ..ACH KT J’s» K6 ..AC... KT.
H 9 9 9 "d 9 9 9 “a 9 9 0
N muffin. Nmu N. n. N. Nmun. m. n. osazm
d ma 87... 999..” d J8 ST 800 ch. d JB 9T. 89 8..”
O 9 J O 9 J a 0 9 J 3
u 8 u S u S
S 3 S
9 9 9
Nm N Mn .aopH

Nm-NmNH .ZNHNHNNN 2H NNNNN Na N2HNNNNN<

z¢onoHS zH ZOHB¢UDQH BDDQ<.MO mmoeommHQNHo mmmzommmmnmo zomHm<mzoo

9.9200 HHH>N Wanda

255

E

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HH NH mN NN NNH HH NH mN NN NNH HH NH mN NN NNH HNNNN
N N N N N N N N H N H N N N N omNNNNNN 02
N NH NH NN mN m N N HH NN N HH NH HN mm NNNONN N Noz
pcwpnomEH NM0>
N N N N N N N NH mN NN H N N m NN Nca NNNNNNNNH
H H N H m N N N H HH N N N NH mH ”NNNNoNsH Noz
HH NH mN NN NNH HH NH mN NN NNH HH NH mN NN NNH; HNNNN
H N N H N N H H N N H N N N N ouNoNNNN oz
N NH NH NN mN m N N HH NN N HH NH HN mm NNNNNN a p02
N N N N N N N {NH HN Nm N N N H NN NHNNNNNNNN
can NHpcosNohm
N m N N NH N N N N HN N N N NH NN NHNNNN Nam Nopoz
N N
0 O N
o.L o.L o o.L
H Jr. ..A/O ..ACH KT. H Jr... K6 K5 KT. Jr». K6 IS ..AT.
9 9 e 9 9 9 8 3 H G 9 9
8 NR 8. B. B. s WK 8. a. a. a WK 8. a. a. oncomnom
d 08 J J J d 09 J J J S 09 J J J
n. 7J8 N.T. SHU .th 0 7J8 8_L 8H8 .shw 3. 7J8 S.L 8H8 Hahw
U OJ 7... U 9d 7. 0 OJ 2
S 8 S 8 S
e e i
N HN a NN aNNH

Nm-NmNH .zNHNHNNN NH NNNNN NN.NzHNNNNN«
zNNHNNH: 2H NNHNNNNNN NNNN<,NN NNNNNNNHanHN NNNzNNNNN.NN zNNHNNNNNN

9.8200 HHH>N mum<9

 

 

256

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Nm-NmNH .zNHNHNNN 2H NNNNN Na NzHNmNNN<

Q. H.200 HHHBN H4848

 

NN 0N mN mm NON NN oN mm mm NON mN mm NON Nance

H H N N NH H N N NH N N N N ongoNNNN 02

m NH NH NH NN N N NH NH NN m NH NN Hm NNNNNN a Noz

pamphomEH NAN>

N N H N NH N H N N N N N pqapnomaH poz
El E

NN 0N mm mm. NON NN NN mm mm NON NN mm mm NON Nance

O O N N N O O N O N N N oncommmm 02

m NH -NH NH NN N N .NH NH NN m NH NN Hm Nopomm a poz

N H H N NH N H m HN N N N NN NHNNNNnnoN

Nam NNpcmdvohm

N N OH NN m: N ON m NH an N N N mN NHouNm New popoz

N H M” o

0 m“ K6 K5 “IL MN mfl M70 as QT. MN Jr.“ ”“6 at: "Mt

wwxm. w. a. eHK a. n.n. nWfln. n. n.

mm mm NI M9 uh. mm mm NI :9 sh. d J.8 8r... 99 sh. oncommom

o a.“ 7N o a.“ 7. o a.“

u s u s u 8

8 S 9

9 .9 0

m: dd m: EopH

ZNSHmOHE 2H ZOHB<0DQM Baa .m o mmoaommHQ mo mmmzommmm mo zomHm<mEOU

257

 

:1, N 'l I.” II!!! I I'll! I 'l'lq'tl titliill”

HH NH mN NN NNH HH NH mN NN NNH HH NH..mN NN NNH Hapoe

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

H H H H N H H N H HH N H N N HH aucoancm 02

m N NN NN NN N ON N NN m: N NN NN NN :N 933m a poz
vnwpnomSH hum;

N N NH NN Nm N N N NH NN H N m N NH 33 ESSNSH

H H N N NH N N N N NN N N N m NH naappoNsH poz

HH NH mN NN NNH HH NH mN NN NNH HH NH mN NN NNH HNNNN

H N H H N N N N N N H N N N N ouaoquom 02

N N NH HH HN N NH N NH NN N NH NH HN NN aopomm a poz

prcmpncoo

m N m NH NN N H N H NH N N N m N Nam NHNNNNNNNN

N N N N NN m N NH NH NN N N HH NH NN 393m 33 Nopoz

W O T. W O ..L W O T.

H JCL mam/O "MS “I H Jr). 7%6 as “T. H JCN H6 “"5 "HT.

w "WW. m. m. m. w W% m. m. n. m. menu“ n. n. n. oncomuom

d J8 ST 898.”. d JB ST. 800 8...“. d J8 IT 89 8h:

0 9 J a O 9 J a O 9 J a

w 8 w 8 w 8

9 Q If

m: Nd N: EopH

 

 

 

11'sllllr
'1'!

Nm-NmNH .zNHNHNNN 2H NNNNN Na N2NNNNNN< .
zNNHNNHz 2H zNHNNNNNm NNNN<_NN NNNNNmmHazmo NmNzNNmmm.No zNNHNNNZNN

 

 

 

 

 

Q. H.200 HHHBN mafia

258

 

 

 

 

HNNNN

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NN ON mm mm NON
N d m N o manomwom 02
N N NH HN Nm NONNNN a Noz
pcwupomSH Npo>
N N N NN Nm Nam pdwphomEH
N N N d o pamppomEN poz
nstn. HH NH mN NN NNH in» Hapoe
O O N O N oncommmm 02
.N N NH HN Nm Nopomm w Noz
. thchmcou
m N N d O Nam NNNuNSNNAm
N o a MN m: hNopwm Nam po>oz
M“ n“ n“
o 0.L 0 0.L O O.L
Jr». K6 KS KT JC. X6 IS ..AT. J6; X6 IS IT
H 9 8 9 H 9 9 9 "d 9 8 9
W "OWN... fl. fl. N.- % mm“ W. H. B. N W“ B. B. B. Q
d J8 SI SQ. 8+1 d JB 8.... 89 WNW. d JB ”:4. ND. “+4 09.8 mom
0 a.“ 7. o a.“ 7. o 9.4
U B u S m s
S 3
e e 9
NN gopH

 

 

Nm-NmNH .zNHNHNNN NH NNNNN Na NzHNNNNN<
zNNHNNHz 2H oneNNNNN NNNN<.NN NNNNNNNHN,NN Nmmzommmm,mo_zNNHmNmzoo

Q.Bzoo HHH>N mdmda

APPENDIX F

259

 

Hm HH NH mH mH MHH Hm HH NH mH mH mHH Hm HH NH mH mH mHH Hapoa
.z o H o m +— N o H o m d N H o H m ogomnom oz
N m m m :m e o H N m 5 NH m H m m 3 982.3 a p02

0

m
Bamako;
5.. N 3” m .3” To m.” a ma m 0 mm m m 0H 0 d on was pcaukomfiH

 

 

 

 

 

 

 

 

 

 

 

m H o H H mH o o H H : om m m m m m Hm p523
mInmmIuJmIIJmuI4wI4mwmwIImmIIImIIJmIuJmIJmmJmuIHmwII4wIImwn:m:ummnuuunuununlmummm
: o o o o m m H o o 0 j o o c j Snow-om oz
N n n m M am e o H HNIIIWJHMIIHINIJ m m Md: 932m _- poz
mHH 3 3 N 3 3 m 0H m N H m m o 4. m ijpaapanoo

can hapnozuohm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

w .n H o M om n.” .n o o o 41.7 ow o u 4.. 4 ad Naomam and .Hopoz
NW N
00 — OO OW
JISQSWSZSQ JISQSVSZSO JISQSWSZSO
899404040m 8994040404 3094040404
9 OnInImT .e OnInInIn. o OnInInIn.
3 ST. P. P. .P 9 ST. P. P. P. P a SIP. P. P. 0.
d4 aIaoooflaZa 4 9I089W93d4 eIoQoWoZ onnomuom
onou9m0u0u00nou9u0u0u0 onou9u0u0u0
mp... 40 040 40a Pa 40 40 40 40 m Pa 40 40 40 40
9 908 I B 80 '03 C B O 303 U I
6H OH an
a... a. A...
9 WW 4
,w N H aopH

I‘ll‘
[It'll

mmémaH .azafiqomzm 8. $39803 3onon
2H 5333a EH84 mo mmoaommHa mo mmmzommmm mo 2834.080

NHN Ban.

260

I'l' 'l '1'): I'll I‘llyvi. Ill!i‘1'fll”i’li.-l"’|‘ll!‘

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- NH gmm.imHumHHHm. mH mH Haves
m o N H o N m o H o H N a o s N H m onqomuom 02
Q o o N N 3 mH m J o o N: dH N N A N mm .255 . poz
H N : H H OH N H m H m NH a o 0H m m mm anNNONNHINMNMI
vac pauphomaH
1: n m m m mm o m N o w mm‘ m. m H N : NNH paupNomaH poz
.mm HH NH NH mH NHHHm HH Hapoe
H o o o o H N o o o o m4 o o o o Haula1. ouqomwmm oz
mN o e m m we mH m d o 0 4M4 NH N .Nallwalm mm Naposm a poz
H H o o o N o o H o H a 1W4 n m 4w, m on ,NHpnapuqoo
cahapnosnvohm
.o : HH m o N: :Hi 0 NH N a N0 «H o oH Nwww 44:.NHonum can Nopoz
N -r r ‘
OWISGSWSZSOWWISQSWSZSOWWIS h.
399 99 9390
“smmmmmmmm. Nammmmmmmm. Nemmmmmmmm.
d4 eIaQoWeznwtwvwwwmlwzawtw.9.9.9 a
mm.“ NNNNNN NNNNN memo No.3 0 E UNNNNNNN 35%
“my. 809 B I ”W IWBOBOMOWWJ ”W ”OnOMO
m 4 4
4‘
m .... aopH

H O

 

 

ZH ZOHHRUDQH BHDermo mmOBOWmHQ mo mMmzommmmho zomHgmzoo

’||IH|

I.“

\II

P

mmuNmmH .azngqomzm ca canmooo< z<uHmon

Q. H.200 NHK madam.

 

 

H - - . 4 4 . .- -. .. . -_ -- . - Hdvom.
N A a a a 4 m d m d H m H a N 9 H Hal ounoflom 02
N a

 

2. young a poz

 

N mH H H N N H OH 233%: H5.
and pamphomaH

 

 

H H o o N HH m m H H m NH n H m H : NH paaapoNaH .oz

 

 

 

 

,HH, NH NH wmstH.Hw.4--i-t-. -mH-mHH H ,HH- ,. Hanna
H o o H o N o o o H o H o o o o o N canon-om 0..
0H m m m m cm HN m o m N NN N o m N m S .Hopofl a no...
..H H. OH Nm N: o o o o o N H H H H H n 595238

05 hapnoavohm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

o .H .H N m N 0H 0 HH .. c an .H .H o W m mN NmHonmm 3.. .352
mm mm mm _ _—
HOISQSVSZSOHeISQSflSZSOHQISQSWSZSO
a 94040m.04 9 94040404 9 94040404
sSOnInT. In. aSOnInInIn. sSOnInInIn.
d 4T P. P. P. P d 4.... P. P. P. P J 4T.P. P. P. P n
on atoBeWeZon oTeooehquon oterfloZ annouom
mPouQ/UOHOUOmPouo/uOuOquPouozuOuOva

OJ 404040 40 GJ 40404040 OJ 404040 0
Cu 309 3 8 Cu 309 B 3 OH 303 I U

4 E 4 4

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mmuNmoH .afizflafi o9 mzHam8o< 23:.qu
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Hm HH NH NH NH NHH Hm HH NH NH mH NHH Hm HH NH NH mH NHH Hapoa
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N N N N m NN N N N N N NN HH m NH N N NN NNN9NNN3H1NMNNI.

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.m N N H N NH N N N N m NH H N N N N NH paupNonmlmmm
ma ma mad Huuoa

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. 94040404 9NNNNNNNON9NNNNN4NNO
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on oteQefteZ n ateQeflaZon OPQWWWQZ canon-om
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QIHZOO NHN “1.54m.

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2H ZOHB¢UDQH H.984 .mo mmoaommHQ .mo mmmzommmm mo zomHm<m200

NmaNmNH .azmquosz oa Nqumooo< NNNHNon

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NH N N N oH NN NH N N N N NN mH N N m N mN NNNNNN N poz
,, pamphomEH Nho>
N H N N o NN N N N N N mN N N N N m NN New NamauoNsH
N N H N N NH N H o N N NH m N N N N NN NqapnoNaH Noz
HN HH NH NH NH NHH HN HH NH NH mH NHH HN ,Hm NH NH.mH NHH Hapoa
H o o o o N N o o H H N H o o N o H ouaonwom 02
NH N N N OH NN NH N N N N NN mH N N N N mN Nopoam a Noz
H o o H o N H H N N N N N o N N N NH NHNNNNNNNN
, unchaonosaoé
NH m NH N m NN N N NH m N oN NH N NH N o _HN NHNNNN Nag Nopoz
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0N _ NN NN
HOISQSflSZSO JTSQSWSZSO JTSQSfiISZSO
9 91.0 1.0 1.01. HOG/1.01.0 1.01. 3991.0 1.0 1.0 1.
Ssontntntn.9 0n.Ln.Ln.Ln.9 Ontmtntn.
d4.LP.P.P.P SSIP.P. P.P SSIP. .P.P
on eTeQefleZd4 97.99.149.264 eTerWeZ onconaom
N NN NNuNNNuN N No NNNN NNNN N No NNNN NN NN
9U 9.0m...4 s M4 ‘SQJBOS s S SGJSOB s 8
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HN HH NH NH mH NHH HN HH NH NH NH NHH HN HH NH NH NH NHH Hupoa
N o H N o N N H H o o N N H H o o N .Naomuom oz
.mN m N 0H NH HN HH N N N m 3 m N H o 0 NH ..oponm - .32
N H N H H NN NH N NH N N Hm NN N mH NH NH mN aquwuom”w»wmwmm
H o N H. o o H NH N H o H N N paapaommmummm

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HN; HH -NH NH lmH;NHH HN ;HH.NH ANH mH NHH HN HH NH NH NH NHH Hupoa
H o H N o N N o o o o N H o o H o N oncomuom 02
mm N N 0H NH HN HH N N N m oN m N H o 0 NH Noponm . poz
. 'wavnapadoo
H o m H H NH 0 m N. N. m Fm. HN N HH m HH 00 add handofivoé
N N N o N NH N N N N m NN N. H m N N NH HNHoNaN nag N.>oz
_ N _ N H _ _
HeISQSVSZSOHeISQSWSZSOHoISQSWSZSO
9 94040404 9 94040404 9 94040404
.ufiOnInTnIn. BSOHTnTnIn. ISOHInInTW.

..LP. P. P. P d 4T P. P. P. P 4.... P. P. P. Q
on eIeooahquon eIoQonaaon 91999907. 023 com
wpouQ/UOUOUO UPO Uguouououpouguououo

e... 40 40 40 40 so; 4040 40 4030.4 40 40 4040
am. 808 8 8 am. 808 8 8 CW 308 I I

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ma H 0H SoaH

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NmuNmNH .azmzqumzm oNerHNNGNNN NNNHNNHN
E 28.28%. 334. m 0 20,833 No NNNNNNNMHN No 285328

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NONoNoHNoNoHNNHflwwo oH .Boquomoz

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NHNNNNNNNNNNNoNoNNNNNNm 32.3.92.
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S N 3 N N NN NH N N N N HN N N N N NN 989394 Nag...
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w d H c d m N a die a N o c c o o W uncommon oz
A: N N w NFNN WA N «m N 8 oN N N N N NN Noaonm apoz
m N w W i +3 0N W m N N. #0 c d N H N. o $359330
czahaunosvohm
NH N N N N E Jm N N fl N Na 2 m pH a N. WN 58% NE. .332
NW mm _ NW
HGISQSWSZSQHGISBSWSZSO HOISQSWSZSO
9 94040404 9 94040404 9 94040 404
sSOWInInIn. SLSOnInInIn. BSOnTmInIn.
d m... . P. P. P d m1... P. P. P. P d MIP. . P. P 0...vo
o 67.989.49.190 etaooeflaa 0 01980792 u ..m
uPou9u0u0u0uPo u9u0u0u0 uPou9u0u0u0
sea 4040 40 408 9.... 4040 40 40 Red 40 40 4040
OH '03 a 3 9U ‘09 ab 3 on .0. B s
1. n... 1.
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NmuNNNH .szmzqqomzm 9H. NNSNSB. 533E
2H onfiopam Spa. No NNOSNNS mo $95? no 28:33.8

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HN HH NH NH NH NHH HN HH NH NH NH NHH HN HH NH NH NH NHH Hapoe
N o H H o N N o H H 0 NH N H H H o N oncomuom 02
N N N N N NN NN N OH NH NH NN N N N H N NN young auoz
anuphogEH hno>
NH N NH N N HN N H N o o N HN N HH HH NH NN N5. NcNNaoNaH
N H H H N OH H N H o H N H H o o o N NSNSHEH poz
HN HH NH NH NH NHH HN HH NH NH NH NnHH Hn HH NH NH.... 3H H38.
N o o H o N N o o H o «W N o o H aim NEONNNN oz
N11N N N N NN NN N OH NH NH NN N N W H N NM .3»on a 32
NH N N N N NN o o o o o 0 NH N NH oIIIIflIIH HH {143.8250
on“ haunonvohm
N N N N NN N N N o H NN N N N H H NH “Honam N5 .852
eflmmmmmwwo weflmmomwwwmo waflmmmmmwwmo
SOnInInIn. sSOnInInIn. sSOnInInIn.
4IP.AP. P. P Yail.L P. P. P. P d4IP. 9.0.. P uncommom
n OIGQOWGZ 0n GIGQOWOZ 0n 991.999.?!92
Nu NNNN mm mm N NN NNNN NN NN N N0 33.33
J 1.0 1.0 1.0 1.0
m. 90 S 8 8 9 m. 90 8 S S 0 w. ‘80 3 3 B
L» NN LT NN NN 23H

NmaNNNH .azmzflomzm 8. Nanm8o< 335:.
5 202.32% ESQ ...H o 208an No mmmzommmm ...Ho 20353.8

Q. H.200 MHN mnmda

267

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HM HH NH MH mH MHH Hm HH NH MH mH MHH Hm HH NH MH mH NHH Hupoa

N o H N N N H o H N N o N o H HH oncoguom 02
NH N N N NH NN HN H N N NN NH N N N N NN aopomm a poz

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HN HH NH NH NH NHH HN HH NH Hapoe
N o o o o N H o o o o N N o H o 011w; oncomuom 02
NH N N N 0H NN HN H N 1H. N NN NH N N N4 N NNw nonomm a N02
0 o o H o H H N N N N N N Hllmll N N cart. NHNcupmcoo

38 NH "Bazooka

 

 

 

 

 

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NH N NH N N NN N N NH N N HN. N, N NH N m N: NHNNNN Nan gopaz

QISQS 32.0 a A

gqoqmqom N NNNNNNNNONQNNNNNNNNO
SOnT::LnIn.N®SON;LnInIn. sSON:LnInIn.
4.... P. P. P. P 47. P. P. P. P d 4T. P. P. P. P oncomnom
n e.L enu.ohw 9.6 .u n e.L aha 0N” e_d nu m. o.L 9A8 9N4 9.6
.Po "No/"unununvnunv u DLU u.9 u.u u.u u.u n. nu uHV unu u.u u.u
9d 40 404040 sea 40 404040893. 40 40 4040
w. 808 9 S emu... 308 3 8 Gm“. 903 8 B

NN NN NN aoNH

.a‘lli. \rlnl .. I 1 It 1" [‘1‘ 5.11.9}: l3: iiiltll‘I 0x ll ('1 ..Io‘illllal"ibli|1lill la‘! III. llilllllillniix o llllvsiliflllliIIll 3.11;: iulll

 

NN-NNNH .azmzHHomzm oa NzHaNNoo< z<NHmon
E 28.23% SP: No NNNSNNHN No NNNNONNNN mo zomHNNnHzoo

0.9200 HUN as

268

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HN HH NH NH NH NHH HN HH NH NH NH NHH HN HH NH NH NH NHH Hapoa
N H N o N N N H H N o N N o N o H N 3489.3. 3.
N N N N N NN N N N o H NN HN N N N NH NN monomm a poz
NH N NH N N NN NH N NH HH NH HN. N _ N N N 0 NH pawfiomfififiomy
N H H o H N N o N o H NH N H H N N N NuoauommHlpolz

j

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hm HH NH mH mH MHH Hm. HH NH MH mH MHH Hm. HH NH MH mH MHH H309
N o H o . o N N o o N o N N o o o o N annomuom 02
N N N N N NN N N N o H NN HN N N N NH NN 33a ‘:3.
[Nnmunapncoo
N N N H N NH N N N N N NN N N NH N N NN NHENN Ba no»...
NN NN _ NW
HMISQSWSZSOHwISQSWSZSOHOISQSWSZSO
9 011.01.01.04 9 011.01.01.01. 9 011.01.01.01.
sSOnInInIn.sSOnInInIn.sSO,nInTnIn.
d4_LD.. P. P. P d4IP. P. P. D. 7. 4.1.0.. P. P. D. Canonuom
0n Stagehezon OIOQuOfiO-CO n 9T 0995103
uPou9uOu0u0uPou9u0WOu0uPou9m.0u0u0
80d 40 40404089J 40 40 0408 9a 40 04040
Gm... 90...- a 8 am. 808 B B Gm... 808 B B
if ’p bl! Ill
NW NN NN 33H

NNrNNNH .szzqqomzm_oN.Nanmooo< NNNHmon
E 28.33% .5833 mmoeomfin mo Nmmzommmm no 283328

Q. H.200 MHN ands

 

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HN HH NH NH NH NHH HN HH NH NH NH NHH HN HH NH NH NH NHH Hmpoa
N H N N o N N o H H .o N N o H o o N 333%.. 0..
NH N N H N HN N H N H H NN NH H N N N NN gopomm N Noz

 

NH N OH OH N NN HN OH NH OH NH NN N 0H NH N N HN NcuNn°Nmmwummmu
cam 38» .HONHEH

 

H H H o N N N o o H N N N o H N N HH paaNNonH N02

1 I, lull . no, I'- I'.bll .. l.l I .I ..II.. 1‘.l'lul.l'|l|.|1

 

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HN. HH:NN NH NH NHH HN HH NH NH NH NHH HN HH NH H H HH Hapoa
N o o N o N H o o H o N N o o o o w; oncomuom oz
0H N N H N HN N H N H H NN NH .NWIIN N, N NN‘ NONNNN a Noz
NNH m d w o om. mH 0 NH m o mm o o N _N N HN HHpcmpmcoo
cam NHpcosvoé
N N 0H N N NN NH N N N N NN N H N NW N, NN NHNNNN Nag Nopoz
NeNNNNNNNNoNGNNNNNNNNONemNNNNNNNo
sSOnTnInTn. SSOnInInTn. sSOnTnTnTn.
d 4.... P. P. P. P d 4.... P. P. P. P d 4.... P. P. P. P
on eteQefleZon ateooeneaon otethueZ mmGonom
UPOu9u0u0u0uPou9u0u0u0mpou9u0u0U0
sea 40 40 40 4089i 40404040 9; 4040 4040
an 308 8 8 an 809 B 8 on 809 B B
1. 1. 1.
m. 8
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NNuNNNH .szzqqomzm oN.NszNNoo< NNNHNNHN
NH 28233 SEN m o mmoaomm Hm ... o mamzommmm m 0 283528

Q. H.200 HHN Human.

270

 

 

 

 

 

 

 

 

 

 

 

 

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HN HH NH NH NH NHH HN HH NH NH NH NHH HN HH NH NH NH NHH Hapos

N H H H o N N o N o N N N o N o H oH oncomuom 02

NH N N N N NN NH H N H N HN NH N N N N oN aopomm . N02

N N NH N N HN HH 0H NH NH N NN N N N N H NH NcNNNNNNH Nao>
unaunaphomaH

N H N N N N o o o o o N N H H N N NH qupnomaN NNN

N; :mmnismsasmiiwm;lmmsmrz.HH :H;!:H H H H H H Hapoa

N o o H o N: N o H o N N N o o o o N omqomuom 02

NH- N, N N N NN NH H N H N HN, NH N N N N 0N noNoNN a pom

m m W W m Nm NH 0 NH HH 0 m: o o H H H N manupuzoo
cam thHHoHEoAm

N N N N NN o H H H H OH NH N NH41N N NN NHoNNm can Nopoz

Nm Nm _ NW.

897.393.197.80HWYSQSWSZSOHGTSBSWSZSO

9 9401.01.01. 9 011.01.01.01. 6 011.01.01.01.

sSOnTnInTn.sSOWInInIn.sSOnInInIn.

d 4.... P. P. P. P d MI . P. P. P d. 4.... P. P. P. P omnomnom

0n GISBOflO—CO GIOQGWGZOU OIOBGWOZ

uPou9u0uOu0uPou9u0u0u0uPou9u0u0u0

8 9d 1.0 1.0 1.0 1.0 9 OJ 1.0 1.0 1.0 1.0 8 OJ 1.0 1.0 1.0 1.0

SW 908 S 8 0w 808 8 8 Gm... 808 B 8

..T NN f NH i... NN 5.:

 

NNnNNNH .azmzqqomzm as czHNNNNNN zNNHmon
NH 28933.... .58... mo 30833.3 mmmzonmmmo zonafizoo

0.9200 NHN age

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NH NH NHH HN HH NH NH NH NH NH NH NHH Hapoe
N o N o N N N o H o N N N H N o N N oncomuom 02
NN N N NH HH NN NH N N N N NN NH N N N N NN page». a .02

“289.395 HASH
N N N o 0 NH N N N N N NN N N N H N NN can pauppoNsH
N H o H N N N H N H N NH N N. H N N oH NqNNNONEH poz
HN HH NH NH NH NHH HN HH NH NH NH NHH HN HH NH NH NH NHH Hapoa
H o o o H N N o o o H N N o o o H H-- ongomuom oz
NN N N NH HH NN NH N N N N NN NH N N N N NN panama a N02
0 H H o o N N H N N N NH N o o o N oH NHNNNNNNON
can thnodoosm
N N N H N NN N N N N N NN N N N N N 0N NHoumm Nam Nm>oz
NW NW NW
H at 393.”. 3390 H 9.... SQSfi-SZ 90 H OISQSVISZ 30
9 0/ 1.01.0 1.0 1. O 91.0 1.01.0 1. O 91.0 1.0 1.0 1.
sSOnTfiTnTn.sSOnTnTnIn.BSOnInInTn.
d4... P. P. P. P d4... P. P. P. P d4.L P. P. P. P OncHomnom
0n OIOQUOhnozon Otegefileaon OIOQQnGZ
UPOu9u0u0u0uPou9u0u0u0mPou9u0u0u0
S OJ 1.0 1.0 1.0 1.0 8 OJ 1.0 1.01.0 1.0 9i 1.0 1.0 1.0 1.0
9U 30‘ 3 I OH 909 9 3 SH 903 U 3
If.“ . 4 4
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NN-NNNH .szmzqqomzm oe Nanmooo< zNNHNon
2H ZOHNNNDQN Napn<_mo mmoaomman.Ho mmmzommmm.mo zomHm<Nzoo

Q.Bzoo HHN 392...

272

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hm NH MN m: an .3 MH ma m: Am .3 NH ma ma ma." H.309

N N H o H H N N o H oH oanmmuom 02

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pcuunommH Hno>

N m 0 ea 0. OH” OH um m H .n :N was £39.39:

N o H o. H H HH N N N NH NuaNNoNsH 902

mm: Nm.NH NHH HN HH NH NH NHH HN HH H HH HNNON

N O H O H H H N O H N Guacamom oz

NN 0H HH ON HH N H N NN NH m N NN nopoNN a 902

o o o 0 ma 0 m 0 mm M o 0 fl”? Hapnmuncoo
on: hapcodoohm

N N H NH N o N N N NH N N N 0N. NNNNNN Naa Nopoz

NW NW NW

00 00 00

HwISQSVSZSOHwISQSWSZSO HMISQSWSZSO

9 94040404 9 94040404 9 94040404

sSOnInInIn. sSOnInInIn. aSOnInInIn.

d4..._ P. P. P. P H4IP. P. P. P J4TP. P. P. P oncomuom

0n GTGQuehIOZOH GIGQuOhWGZ 0n 91989.“..92

uPou9u0u0u0uPou9u0u0u0uPou9u0u0u0

8 ad 40404040 89¢ 40404040 89J40 40 4040

Gm. 903 s 9 9w. 809 3 9 am. 303 S 9

- NN luv HN .mN aopH

 

 

NN-NNNH .azm2HHomzm oe NanNooo< zNNHNon

2H ZOHB¢UDQM.BQDQ<JmO mmoeommHn.mo mmmzommmm.mo zomHm<m200

a.azoo.MHx NHNNN

273

 

 

 

 

HN HH NH NH NH NHH HN HH NH NH NH NHH HN HH NH NH NH NHH Hapoa
N H N o H NH N o N o N HH N o N H H N uncomuom 02
NH N N. N N 0N NH N N N N HN NH N N N N NN NONNNN a p02

N N S N N NN N N S N N HN NH N N N N NN NanSNsHNNNNI
can paupnoQEH

 

 

 

 

 

 

 

 

 

 

N o N N N N N H H o N S N H H H N N pNNNSNEH 92,.
H o o o H n N o o o H N N o H: .H__ H N oaomuom 02
NH N NHHN N 0N NH N N N N HN NH 0 N N N NN 33.x a .62
N N N N o NH N H m N w NH N N W N N ON #3338

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3 N NH N N 3 N N HH N N NN N N. N N H NN ”HES. New .325
NM NW NW

0 e.L nu.s H570 n. 9.LLQ:8 hw auannv
w .flmmwmmfimow 9mo awaow w 9momo won
380 1::LmIn. SSO T;:LnIn. 390 T..LnIn.
d 4.... P. P. . P d MT. P. P. P. P H 4.... P. P. P. P oncoauom
.u n 9.L 9.8 GNU sad 0 9.L 0.8 9*“ e.d .u n o.L 9.8 0+” e.c
mPou9uOuOu0uPou9uOuOuO uPou9u0uOuO

eJ 4040404080J 404040 40 89.4 4040 4040
O u S.U 8 I B a u 8.0 B 8 B .u U 8.U B B B

4 4 4

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NN N3 N4 53H

 

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zH NNHNNNDQN SEN: $953 Home mmmzommmm .3 282328

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HN HH NH mm. NH NHH HN HH NH NH NH NHH HN HH NH NH NH NHH Hapoa
N o H o H N N H N o N HH N N N o N NH oncomuom 02
N N N N N NN NH N N N N NN HN N N N N NN 982?. a N3.

pduphomEH HMo>
NH N 0H N N NN N N N N N NN H N N N H NN can NcaNnoNaH
N N N N NH N H H N N N pqapaoNaH N02

H N N N N o N
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N o o o H N H o o o H N N o o o H N oncomwom 02
N N N N N NN NH N N N N NN HN N N N N NN panama a 902
NH H N H N NN N H H H H N o H H H H .N .NHNNNNNNoo
can Napcodoohm
N N N N N ON HH N HH N N NN N N 0H N N NNJNHNNNN Nam popoz
NW NW NH_ _
o o o o o o
JTSQSVSZSO JISQSWSZSO JISBSVSZSO
8994040404 8994040404 He9M0m0404
e OnInTnTn.9 OnTnIWTn.e 0 T. TnTn.
88.... P. P.P.P SSIP.P. . P SSIP. P. P. P
d1. Stagefiuezfidq GTLQQuOan/uafl. Gtegenez Onfiomflflm
0W0 U9U0u0u0onou9u0u0u00nou9u0u0u0
H J 40 4O 40 40 u Pd 40 40 40 40 u PJ 40 40 40 40
89 803 3 3 SG 308 9 3 3m 80‘ S S
e u e u a
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2H ZOHHRUDQM ERR; ...m o EOBONmHQ R0 mmmzommmm mo zomHm¢mZoo

Ill. .ln'.’ Ill: '44"! i!‘t‘ilo trill-Ill, tl:

NNuNNNH .szzHHomzm oa NzHaNoNNN NNNHNNH:

Q.Bzoo.NHN Hands

2 75

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Q. 9200 NHN Human.

HN HH NH NH NH NHH HNNPH.
m 0 : H H NH oncodmom oz
NHN N N N N 35 a .22
N. m mu m m mm unannomEH m2»
vac unannomEH
: H o N m N. pampAoHHEH 902
a
Hm HH NH MH mH MHH Huuoe
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NH N N N N NW .8»on a .32
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can NH p.350 ohm
m 3 NH 0 m Hthmnam can .Hopoz
NN _ NNN. _ NW N
H GISQSWSZSO H OISQSWSZSO H 9T. SQSVSZSO
9 94040404 9 94040404 9 94040404
sSOnInInTn. ISOnInInIW. fiSOnInInIn.
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on OIGBGWGZO eTeooefileZon eIeQeWeZ onnouom
N N“ NNNNNN ..JW 3 NNNNNN NN N 3 N00, NN No mm
9 u 80 8 B S e u 30 B 8 B a u 80 B B B
4 4 4
3 S 3
NN 83H

 

 

 

APPENDIX G

277

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

N :N NH NN NNH N :N NH NN NNH N :N NH NN NNH H38.

0 H o N N o m H 0 HH 0 m o N N oncofiom 02

N N H N NN H H H N NN N N d N NN 83% a 902

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N NH NH NN 0N : NH 4H NH NN N NH HH N NN N5 “#8235

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. 9

H o o H N H H H o N o o o H N 028 3m 02
O a O

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m! cm ado,

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, H4 m

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m mm mm mm "mm N mm mm mm nm N mm mm mm um oncommmm

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N NN NH NN NNH N NH NN NNH N NN NH NN NNH Hanna
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o N N H N o N N NH 0 NH HH NH NN Nam NcappoNaH
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. o . o o o N o o o M o o o H o wucomnam 02
N NH N NH HN N N oH HN N N N m NN aopogm a 992
5.239330
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H HH 9 mH mm ,0 NH NH no H NH HH NH Hm ”0.55 can nopoz
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N N NH NN NNH N N NH NN NNH N NN NH NN NNH
H H H H N o H m N N o o N N N Nunomuom 02
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H NH HH NH 3 o N N N NH o N m N N N ha pawfioewH
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N NH NN NNH N NN NH NN NNH N NN NH NN NNH H38.
0 N N N o H N N NH o N N N N 334mg 02
N N N 0N N N N N HN N N N N NN .SNNNN a 0.02
_ £39.3qu hhm>
N N NH NN 0 NH N N NN H NH OH NH NN N8 pawfioNeH
o N N NH 0 N N N NH H N N N NH chNNomsH poz
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HH N m. HHpnwuNCOU
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3 £0 .o..o..o.o £0 a 1.0.0.0 mm 30 a JUNNNNN Bo
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N NN NH NN NNH N NN NH NN NNH N NN NH NN NNH Hapoa
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N NN NH NN NNH N NN NH NN NNH N NN NH NN NNH HNNNN
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u a:0 .0..0 ..o..0 a:0 H 3.0 :0:0 mm a..0 H am Mu: ..o..o 4:0
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fifwzg MN 538

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N NN NH NN NNH N N NH NN NNH N NN NH NN NNH H38
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N NH NH NH 0N N N N N NN N N o N 0N popofl a p02
0 N N N NN N NH NH NH NN N NH NH NN NN pnwfiomsH N25
0cm unwphomeH
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N NN NH NN NNH N NN NH NN N NH N NlN NH NN 8H H309
H H o H d H o o OuL J o H o 0. NM mmcommom 02
N NH NH NH 0N N N N N NN N N o W 0N .Spofl a p02
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cam thcmsooAm
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oh: V8 ET 0.... ofi. V2 2T. of. of! W? 8T. OT
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m mo 00 00 IO ® mo 00 00 TO 8 m0 00 00 IO og§$§
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Q. .580 NON Emma.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

N NN NH NN NNH N NN NH NN NNH N NN NH NN NNH Hapoa
o o N N NH H H N o N o N N N N uncommom 02
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d 00 00 00 90 d 00 00 00 90 d . 0 00 00 90
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N N N N NN N NH NH ON NN H N N N NN nonomm N 902
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Q. 8200 MN B38

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N NN NH NN NNH N NN NH NN NNH N NN NH NN NNH Hmpoe
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Ncm thsodoohm

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292

 

 

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N N H N N N H N N NH N N N N NH oncomuom 02
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N N. N N N N N N N NN N N N N NH pcapaomeH poz
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o o o H m o o o H N o o o H : oncomwom 02
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Z<0HmoHE 2H ZOHB¢oDQMHBHDQ<Nmo mmoeommHQHmO mamzommmm.mo zomHmfimZOo

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APPENDIX H

TABLE XXI

PROBLEMS RANKED AS MOST SERIOUS BLOCKS TO THE
DEVELOPMENT OF‘ADUET EDUCATION PROGRAMS

BY MICHIGAN DIRECTORS, 1957-58

291+

 

 

Items Ranked Most Serious

The need for improved Iinencial
support

The director's lack oI‘time to
administer the program

The lack of interest by adults in
adult education

Identifying needs oI'adults

Competition with other community
activities

Problemm involving publicity

The limited supply oI'adult
instructors

Frequency

no

23

16
11+

11

 

 

TABLE XXI CONT'D

295

PROBLEMS RANKED AS SECOND MOST SERIOUS BLOCKS TO
THE DEVELOPMENT OF‘ADULT EDUCATION PROGRAMS

BY MICHIGAN DIRECTORS, 1957-58

 

 

 

Items Ranked Second Most Serious Frequency
The need for improved financial

support 18
The limited supply of'adult

instructors 18
The director's lack of time to

administer the program. 15
Competition with other community

activities 11
Problems involving publicity 10
The lack oI‘interest by adults in

adult education 7
The lack oi‘administrative support 7

 

 

296

TABLE XXI CONT'D

PROBLEMS RANKED AS THIRD MOST SERIOUS BLOCKS TO
THE DEVELOPMENT OF ADULT EDUCATION PROGRAMS
BY MICHIGAN DIRECTORS, 1957-58

 

 

Items Ranked Third Most Serious Frequency

The limited supply OI‘adult
instructors 17

The lack OI‘interest by adults in

adult education 13
The need fbr improved financial

support 11
Competition with other community

activities 10
Problems involving publicity 10

The director's lack of'time to
administer tm program 8

Identifying needs of adults 7

 

 

 

 

 

BIBLIOGRAPHY
A. BOOKS

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Brunner, Edmund des, at al. An Overview 2; Adult Education
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Grattan, C. Hartley. In uest 2; Knowledge. Rew'York:
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B. PUBLICATIONS OF THE GOVERNMENT, LEARNED
SOCIETIES, AND OTHER ORGANIZATIONS

Damon, Thomas F. The Effectiveness of Various Practices
in Disseminating IETbrmation adeE PEBIIc SEhOOI"Adult
Eaucation in CaliTOrnia. PubIIcation NO. EETIVI,
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Division of Adult Education Service. ‘A'Stud of Urban
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‘EIIEIEn, 1952.

Educational Policies Commission. Mass Communication and
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'\

OK
I

'\

299

' , and Grace Wright. One Hundred Eveni Schools.
Feaeral Security Agency,_U:S. Office of Egucation,
Bulletin 19h9, No. R, Washington: Government Printing
Office, lghge

National Education Association. ‘5 Stud .2; Urban Public
School Adult Education Programs 2_ the UnItea States.
WasHIngEon, D.C.: The Association, I952.

Olds, Edward B. Financing Adult Education. Washington,
D.C.: Adult Edfication AssocIatIon, I95h.

Richard, Clarence W. Administration and Su ervision of
Public School Adul—Et ducation In URI—LIP” o - tOTSO
PopulatIon In EEe State of New-flexIco. Pfib cat on
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Idneoln, Neb., 1957.

Rockefeller Report, The Pursuit of Excellence. New York:
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Scates, Douglas E. and Alice Yeomans. The Effect of use-
tionnaire Form gg Course Reguests W Iced Ru s.
Wishington, D.C.: IierIcan ounc l on nest on, I95 .

Veterans Administration. Research.ig;A i . Washington,
D.C.: Government PrintIng OTPIce, .

Wann, Marie D. and Nhrthine Woodward. Partici ation in
Adult Education: A Statistical Anal sIs of tfig IdfiIt
Eaucation Data Obtaified‘ig‘ihg c c or %251 Current
PopulatIon Surve of £52 Bureau of tEe ensue. Rash-
Ifigton, D.C.: .S._Department of-He'aTt'h, Eaucation,
and Welfare, Office of Education, Circular No. 539,
Government Printing Office, 1959.

 

 

 

C. PERIODICALS

Adult Education. I'The Role of Adult Education in Community
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Adult Education. "What Is Adult Education? A Symposium."

Banta, C. 0. "Sources of Data for Program Evaluation,"
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'\

 

300

Bradford, Leland. ”Toward A PhilcsOphy of Adult Education,”
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Bradford, Leland P. and Jack Gibb. ”Deve10pments in Group
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Brosek, Jeseph. “Personality of Young and Middle-aged
Normal Hen. Item Analysis of a Psychosomatic Inven-
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Caliver, Ambrose. “The National Concern for Adult Educa-
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Calvin, A; D. "Studies in Adult Learning Since 1930,"
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Deming, Robert C. "Characteristics of an Adequate Adult
Edgcation Program," Adult Education, 1:25-26, October,
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Dillon, Harold J. ”There Is A Paradox," Adult Education,
9:150-155. Spring. 1959. - '

Durrie, Paul H. WEmerging Patters of Growth," Adult Educa-
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Essert, Paul L. "Adult Education--An Overview,” Review 23
Educational Research, 233195-201, June, 1953.

Gibb, Jack R. "Learning in the Adult Group,” Review‘gg
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Graff, Orin B. and.Funson Edwards. ”Trends in Public
School Adult Education,” Adult Education, 938-11,
Winter, 1959. -

Gruens, William. "A Preface to a PhilosOphy of Adult
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Hallenback, W. C. ”A Sociologist Looks at Adult Education,"
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Havighurst, Robert J. ”Adult Education for Our Time,”
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,‘

Q
r,
o O -
a Q e
H . 1. _ t
O
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t
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t I.-
t " ‘ :
° t z " ' t
O

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,O
a
r"

I
, a
n
O
O
C
O a
.
0
q
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e
M
O
K
I
Q
.
O

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Renricksen, G. C. "You Have a Job in Adult Education,"
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Houle, Cyril 0. "Professional Education for Educators of
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Janis, Irving L. and Bert King, ”The Influence of Role
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. ”How Much Adult Education be him School Programs
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Knowles, Halcolm.S. "Philosophical Issues That Confront
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19 7.

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Lewin, Kurt. ”Frontiers in Group Dynamicsxll, Channels
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Large, Irving, "Adult Learning," Adult Education, 2:156-
59, June, 1952.

 

McClusky, Reward. "The Role of Adult Education in Cone

munity Development, A Symposium," Adult Education,
6:27, Autumn, 1955.

Mumma, Richard A. ”Public School Administrators and
Adglt Education," Adult Education, 1:12-18, October,
19 O. . “

 

Murphy, Gardner. "Individuality in the Learning Process,"
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(I

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29:30 -307, June, 195;.

 

Nixon, John E. ”The mechanics of Questionnaire Construc-
tion," Journal 23 Educational Research, h7zh81-87,
March, I95H. -

Polansky, Lucy. ”Group Social Climate and the Teacher's
Supportiveness of Group Status Systems," Journal 23
Educational Sociology, 283115-23, November, I95E.

'Radcliffe, Charles H; and John B. Holden. ”Adults in the
Public Schools," School Life, h0210-13, April, 1958

Royall, Norman N., Jr. "Adult Education's‘Major Premise,"
Adult Education, h:9h-100, February, 195k.

 

Scates, Douglas E. and.Alice Yeomans Scates. ”Develcping
a Depth Questionnaire to Explore Netivation and Like-
lihood of Action,” Educational and Psychological
figasurement, 12:620-31, WInEer,'I9527

 

Schoenfeld, C. "On Defining Adult Education," School and
Society, 81:69-70, November 5, 1955. .

Schrertman John B. "I Want Many Lodestars,‘ Notes and
Essaysfgg Education for Adults, 21:31-3h, SepEemSer,

Shannon, J. R. "Percentages of Returns of Questionnaires
in Reputable Educational Research,“ Journal g£.Educa-
tional Research, h23138-h1, October,.I9E8.

 

Spence, Ralph B. and Louise H. Evans. I'th'Opouts in Adult
Education,” Adult Education, 6:221-26, Summer, 1956.

Tibbitts, Clark and Wilma Donahue, ”DevelOpments in Educa-
tion for Later Maturity,” Review.g£ Educational 33-
search, 232202-17, June, 1953.

Watson, Jeanne. ”Science and Sweethreads,” Leader's
Di est, No. 2, Adult Education Association, I955.

White, Thurman. “Some Common Interests of Adult Education
Leaders," Adult Education, 6:155-62, Spring, 1956.

 

'1

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O . .
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A A .
e 9. 9
O
I . P
PM
e
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I
I. n -

 

.\

.\

303

Zander, Alvin. ”StudenthOtives and Teaching Methods in
Four Informal Adult Classes," Adult Education, 2:27-
31, October, 1951. I

D. UNPUBLISHED MATERIALS

Black, Myrtle. "The Organization of a Public Community
College PrOgram in Relation to Postsecondary Educa-
tion Interest and Needs in an Industrial Community.”
Unpublished doctoral dissertation, University of
Michigan, Ann Arbor, Mimigan, 1956.

Carstenson, Blue Allan. "A Mbthod for Studying How People
Perceive the Power Structure in Their Communities as
Tested in Five Michigan Communities.” Unpublished doc-
toral dissertation, University of Michigan, Ann Arbor,
Michigan, 1956.

Cave, William. ”The Implications for a Graduate Training
Program in the Preparation of Public School Adult
Education Administrators Based on an Analysis of Admin-
istrative Practices of Directors in Selected Michigan
Communities.” Unpublished doctoral dissertation,
Michigan State University, East Lansing, Michigan, 1957.

Cheskie, Sophie. 'An Appraisal of the Adult Education
Program of the Highland Park Public Schoolds, Highland
Park, Michigan." Unpublished doctoral dissertation,
Wayne State University, Detroit, MMchigan, 1958.

Evans, Helen. ”A Survey of the Citizens and Civic Leaders
of Selected Michigan Communities to Determine Need,
Interests, and Motives Related to Adult Education.”
Unpublished doctoral dissertation, Michigan State
University, East Lansing, Michigan, 1957.

Goldberg, Albert. "The Effects of Two Types of Sound
Motion Pictures on Attitudes toward Minority Groups."
Unpublished doctoral dissertaion, Indiana University,
Bloomington, Indiana, 1956.

 

 

 

 

I]! I.I1l.ll| 5|.

lulllll I.
.14“, . .l

'\

30h

Hensarling, Paul. "A Study of the Accreditation Standards
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Education in the United States.” Unpublished doctoral
dissertation, University of Houston, Houston, Texas,

1957.

Ladd, Ernest E. ”The Characteristics of Adults Enrolled
During 1951-52 in the Gary, Indiana Night School
Classes for Credit toward High School Graduation.“
Unpublished doctoral dissertation, Indiana University,
Bloomington, Indiana, 1953.

Lewis, Gerda. "A Study of Citizen Participation in Urban
Renewal and.Its Relation to Adult Education." Unpub-
lished doctoral dissertation, Cornell University, 1957.

Nagel, Roland F. "Status Ild Opinions of Adult Education
Directors in the Public Schools of‘Missouri.' Unpub-
lished doctoral dissertation, University of Missouri,
Columbia, Missouri, 1952.

Reynolds, Mildred Mhy. "The Identification of the Needs
of Senior Citisens and an Analysis and Critique of
Selected Programs Designed to Meet These Needs."
Unpublished doctoral dissertation, Temple University,
Philadelphia, Pa., 1957.

Royer, Harold L. "The Administration of Funds for Public
School Adult Education." Unpublished doctoral disser-
tation, University of Kansas, Lawrence, Kansas, 195h.

Silvermmn, Sidney. "A Manual for the Organisation, Super-
vision and Administration of Informal Adult Education
Centers Sponsored by the Board of Education of the City
of New‘York." Unpublished doctoral dissertation, New
'York University, New'York, New York, 1958.

Svenson, Elwin V. “A Study of Professional Preparation
Programs for Leaders in Adult Education Offered by
Schools of Education." Unpublished doctoral disserta-
tion, University of California, Berkeley, Ca1., 195k.

Weinhold, Clyde. "Proposed Standards for Teachers and
Directors of Adult Education in New Jersey.” Unpub-
lished doctoral dissertation, Rutgers University,
Camden, New Jersey, 1957.

rm

305

Wilkins, Ralph. "A Study to Determine the Adult Education
Needs of Providence, Rhode Island.” Unpublished doc-
toral dissertation, Boston University, Boston, Mass.,

1955.

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