THE EFFECTIVENESS OF PRACTICES 0F INDIVIDUAL OBI-FARM INSTRUCTION USED BY TEACHERS 0F ADULT-FARMER COURSES IN MICHIGAN By ROLF EDWARD MOECKEL 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 EDUCATION College of Education 1960 lpprde Purposes: To study the practices of individual on-farm instruction of adult farmers to determine (1) the frequency of their use by'Michigan teachers, (2) the evaluation of the in- structional effectiveness of the practices by the teachers, (3) some new or promising practices that might be used more ‘widely in Michigan, and (A) the effectiveness of certain prom- ising practices from teachers who used them on a demonstrational basis. figthodss A survey with a checklist of 125 practices was taken among all Michigan teachers of adult-farmer courses during 1957-58. This checklist was returned by 108 teachers, or 78.2 per cent. A survey with the checklist was also made of outstanding teachers of on-farm instruction of adult farmers fron.thirteen states of the Central Region, as selected by head state supervisors of each state, with fiftyhsix replies, or 80 per cent returns. These two groups were statistically celpared to determine promising practices that were being used more frequently and evaluated to a higher degree by the out- standing teachers. Ten of these promising practices were then used on a demonstrational basis bw'Michigan teachers during 1958-59, after which they gave a detailed evaluation of the practices. {indings 59g interpretations: JMichigan teachers had an average of five and nine-tenths years of experience in teaching 3 adult-farmer courses, with an average of 56.3 individual on-farm 'visits made to adult farmers per year. The average number of ‘visits made by the outstanding teachers of the Central Region was ninetybtwo per year. Thirty-eight practices from.the check- list of 125 were used more frequently and evaluated higher by the teachers of the Central Region as compared with the Michigan teachers. The promising practices that were demonstrated by the Michigan teachers were selected as having the following ad- vantages by a majority, or more, of the teachers using them. 1. Maintain a list of potential farm.visits to be made to adult farmers. Advantage-used teacher's time economically. 2. Assist the adult farmer to conduct trial plots on the farm. Advantages-farmers responded well to its use, learned more, and adopted more farm practices. 3. Analyze with the adult farmer the instruction of a previous adult class as it is related to his own farm. Ad- vantages-farmers adopted more farm practices, responded well to its use, and learned more. 4. Analyze the adult farmer's DHIA, soil test, or other farm records. Advantages-farmers responded well to its use, adapted more farm practices, and learned more. 5. Use local production standards to assist the adult farmer to evaluate his business. Advantages-farmers responded ‘well to its use and adopted more farm practices. 6. Take colored slides or snapshots of approved prac- ‘tices being adapted by the adult farmer to show the ”before" and 'after' situation. Advantages-improvement of class instruction, farmers responded well, and learned more. 7. Survey adult farmers during class to determine their viewpoints concerning farm visits. Advantage-farmers responded well to its use by the teacher. THE EFFECTIVENESS OF PRACTICES 0F INDIVIDUAL ON—PARM.INSTRUCTIQN USED BY TEACHERS 0F ADULT-FARMER COURSES IN MHCHIGAN Thesis for the Degree of Doctor of Education Michigan State University ROLF EDWARD MCECKEL 1960 THE EFFECTIVENESS OF PRACTICES 0F INDIVIDUAL ON-FARM,INSTRUCTION USED BY TEACHERS 0F ADUDT-FARMER COURSES IN MICHIGAN By ROLF EDWARD MOECKEL 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 EDUCATION ACKNWIEDGWTS The writer wishes to express his appreciation to Dr. Harold Byraa, the Chairman of the Guidance Committee, for his assistance and advice during the study. The helpful suggestions from the other members of the Guidance Committee consisting of’Doctors Jay Artis, Lawrence Borosage, Raymond Clark, and Harold Dillon were also much appreciated. Dr. Hilliam.Baten gave valuable assistance on statistical methods used in the study. The teachers of vocational agriculture from Michigan and the Central.Region were very cooperative in providing data for the study. The assistance of the writer's family in conducting the study and preparing this report is deeply appreciated. TABLE OF CONTENTS CHAPTER . PAGE I. INTRODUCTIONOFTHEPROBLEM............. Backgroundofthestudy.............. Questionswhichwere studied........... Theproblem.................... Thetwpotheses.................. \OMQO‘HH Arationaleforthestudy............. The need for a study of on-farm instruction inadult-farmer courses. . . . . . . . . . . . . 17 gDefinitionofterms................ 18 Assumptionsofthestudy............. 20 Liaitationsofthestudy............. 21 Sumryofthechapter.............. 22 II. REVENOFLITERATURE................. {8 mmizingforflsita............... {3 Schedulingfarmvisits.............. 21. Locating problems during visits. . . . . . . . . . 30 Instructing during farm visits . . . . . . . . . . 31 Planning action during visits. . . . . . . . . . . 32 Related studies concerning on-farm instruction . . 33 Smofthechapter.............. 37 cm III. PRmEDUREOFTHESTUDY............... Collection of data on practices being used in individual on-farm instruction of adult farmers. Collection of data on promising practices. . . . Smarthechapter...oo....... IV. RESULTS OF THE STUDY OF INDIVIDUAL ON-FARM MWION PRACTICE. 0 O O O O O O O O O O O Practices used by Michigan teachers. . . . . . Practices used by outstanding teachers of the Centralfiegion............... Comparison of Michigan with the Central Region Smaryofchspter.............. V. DEMWSTRATION OFPROMISING PRACTICES . . . . . . Selection of promising practices . . . . . . . Results of the demonstration of promising pr‘cticaaeeeeeeeeeeeeeeeeee Smofchapter.............. VI. SUMMARY, CWCLUSIOH, IMPLICATIWS AID SUGGETIONS FCBFUBTHERSTUDY. . . . . . . Su-Iaryofthestudy. . . . . Conclusions of the study . . Implications of the study. . . Suggestions for further study. iv PAGE 38 38 48 55 33% 91 105 108 108 141 147 147 154 157 16!. CHAPTER BBLIM O O O O O O O O O O O O O O O I O O O O O O WEB O O O O O O O O O O O" O O 0 O O O O O O O O O A. B. C. D. E. P. G. H. I. J. I. Letter to state supervisors. . . . . . . . . . . . Letter to Michigan teachers. . . . . . . . . . . . Letter to outstanding teachers of the Central Region..................... Suggestions for performing promising practices . . Adultfarmvisitsurvey.............. Form for the evaluation of promising practices . . State schedule plans of vocational agriculture . . Teachers of adult-farmer courses in 1957-58 who replied to the checklist survey. . . . . . . . . Final summary of the checklists from Michigan teachers . . . . . . . . . . . . . . . . . . . . Final summary of the checklists from outstanding t9.6her8eeeeeeeeeeeeeeeeeeee Composite scores and percentages of the checklists of outstanding teachers in the study . . . . . . PAGE 167 176 177 178 179 180 184 185 186 187 190 192. 197 TABLE I. II. III. VI. VII. VIII. LIST OF TABLES Practices of scheduling farm visits as reported in the Central Region and Michiganstudies............... High school class schedules oijichigan departments with teachers of adult- farmer courses during 1957-58. . . . . . . . . Non-class high school schedules of Michigan departments with teachers of adult-farmer courses during 1957-58 . . . . . . . . . . . . Subjects of adult-farmer courses taught by Michigan teachers during 1957-58 . . . . . . . Tears of experience in teaching adult-farmer courses by Michigan teachers . . . . . . . . . Number of on-farm instruction visits made per year by'Michigan teachers of adult farmers . . Practices of “Organizing For Visits" which were used by Michigan teachers of adult farmers in on-farm instruction during 1957-58. Practices of"Scheduling FarmHVisits' which were used by Michigan teachers of adult farmers in on-farm.instruction during 1957-58. Practices of IPreparing Adult Student For PAGE 29 59 65 67 69 71 vii TABLE PAGE Instructiona which were used by Michigan teachers of adult farmers in on-farm instruction during 1957-58. . . . . . . . . . . 74 X. Practices of "Locating Problems During Visits" which were used by Michigan teachers of adult farmers in on-farm instruction during 1957-58. . . . . . . . . . . . . . . . . 77 II. Practices of "Instructing During Farm Visits“ which were used by Michigan teachers of adult farmers in on-farm instruction duringl957-58................. 79 III. Practices of “Planning Action During Visits" which were used by Michigan teachers of adult farmers in on-farm instruction during1957-58................. 81 XIII. Practices of ”Evaluating Farm Practices During Visits" which were used by Michigan teachers of adult farmers in on-farm instruction during1957-58................. 8" XIV. ”Evaluating Instructional Practices Used By The Teacher“ of adult farmers in on-farm instruction in Michigan during 1957-58. . . . . 86 viii TABLE PAGE XV. A summary of frequently used practices of on-farm instruction that received high valuescores................. 88 XVI. Tears of experience in teaching adult-farmer courses by outstanding teachers of the CentralRegion................ 93 XVII. Number of on-farm instruction visits made per year to adult farmers by outstanding teachers of the Central Region . . . . . . . . 94 XVIII. Practices of on—farm instruction of adult farmers that were used and evaluated to a significantly higher degree by out- standing teachers of the Central Region when compared with Michigan teachers . . . . . 97 XIX. Summary of sub-heading average composite scores and percentages of Michigan teachers and outstanding teachers of the Central Region using the practices of on-farainstruction. . . . . . . . . . . . . . 103 XX. Practices that met the requirements for being promising practices and the number of .Michigan teachers selecting each practice for demonstrational purposes . . . . . . . . . 110 TABLE PAGE XXI. Number and percentage of Michigan teachers who used and evaluated each promising practice of on-farm instruction during 1958-59.................... 111. XXII. Frequency of use of the promising practice to 'hplain The Purpose Of Farm Visits During The Adult-Farmer Classes" by Michiganteachers............... 115 XXIII. Advantages of the promising practice to ”Explain The Purposes 0f Farm Visits During The Adult-Farmer Classes" accord- ing to Michigan teachers. . . . . . . . . . . . 116 HIV. Frequency of use of the promising practice to Maintain A List Of Potential Farm Visits To Be Made To Adult Farmers" by Michigan teachers. . . . . . . . . . . . . . . . . . . . 118 XXV. Advantages of the promising practice to "Maintain A List Of Potential Farm Visits To Be Made To Adult Farmers” according to Michigan teachers. . . . . . . . . 119 XXVI. Frequency of use of the promising practice to '.Discuss Problems Of The Farm With The Adult Farmer And His Wife Together" by Michigan TABLE. XXVIII. XXII. XXXII. 1 PAGE teachers . . . . . . . . . . . . . . . . . . . 120 Advantages of the promising practice to "Discuss Problems Of The Farm With The Adult farmer And His Hire Together" according to Michigan teachers . . . . . . . . 121 Frequency of use of the promising practice to “Assist The Adult Farmer To Conduct Trial Plots On His Farm” bthichigan teachers. 124 Advantages of the promising practice to "Assist The Adult Farmer To Conduct Trial Plots On His Farm" according to Michigan teachers . . . . . . . . . . . . . . . . . . . 125 Frequency of use of the promising practice to 'Analyze,'Uith.The Adult Farmer, The In- struction Of A Previous Adult Class As It Is Related To His Own FarmF‘byJMichigan teachers. 128 Advantages of the promising practice to “Analyze, Hith The Adult Farmer, The Instruction Of A Previous Adult Class As It Is Related To His Own FarmI according to Michigan teachers . . . . . . . . 129 Frequency of use of the promising practice to 'Take The Adult Farmer To Observe A xi TABLE PAGE New Practice Of Another Farmer" by Michigan teachers . . . . . . . . . . . . . . . 130 XXXIII. Advantages of the promising practice to "Take The Adult Farmer To Observe A New Practice Of Another Farmer” according to Michigan teachers. . . . . . . . . . . . . . . . . . . . 131 XXXIV. Frequency of use of the promising practice to ”Analyze The Adult Farmer's DHIA, Soil Test, Or Other Farm Records“ by Michigan teachers. . . . . . . . . . . . . . . . . . . . 132 XXIV. Advantages of the promising practice to ”Analyse The Adult Farmer's DHIA, Soil Test, Or Other Farngecords' according to Michigan teachers. . . . . . . . . . . . . . 133 XXXVI. Frequency of use of the promising practice to 'Use Local Production Standards To Assist The Adult Farmer To Evaluate His Business" by Michigan teachers. . . . . . . . . . . . . . 135 XXXVII. Advantages of the promising practice to “Use Local Production Standards To Assist The Adult Farmer To Evaluate His Business” according to Michigan teachers. . . . . . . . . 136 XXXVIII. Frequency of use of the promising practice to TABLE XXIII. XLII. "Take Colored Slides 0r Snapshots 0f Approved Practices Being Adopted By The Adult Farmer To Show The 'Before' and 'After' Situation" by Michigan teachers . . . . Advantages of the promising practice to "Take Colored Slides 0r Snapshots 0f Approved Practices Being AdOpted By The Adult Farmer To’Show The 'Before' And 'After' Situation" according to Michigan teachers. . . . . . . . . Frequency of use of the promising practice to "Survey Adult Farmers During Class To Determine Their Viewpoints Concerning Farm'Visits' by Michigan teachers . . . . . . . Advantages of the promising practice to "Survey Adult Farmers During Class To Determine Their Viewpoints Concerning Farm Visits“ according to Michigan teachers. . . . . A summary showing the evaluation of the advantages of the promising practices of on-farm instruction for adult farmers according to Michigan teachers. . . . . . . . . xii PAGE 137 138 140 141 146 xiii LIST OF FIGURES FIGURE PAGE 1. Location of teachers of adult-farmer courses who replied to the checklist survey . . . . . . . . 64 CHAPTER I INTRODUCTION OF THE PROBLEM In this chapter the problem.will be described and the reasons for studying the problem will be discussed. In addition, a list of the terms, assumptions, and limitations of the study will be presented. Background of the Study The public school adult-farmer course consists of two major parts-classroom instruction and on-farm instruction. The classroom instruction should be based on the problems of the class members. Therefore, the teacher should be as con- cerned with on-farm instruction as he is with classroom instruction. Byram.and‘wenrich1 emphasized the importance of onpfarm.instruction when they said, Instruction on the farm is placed first because satisfactory in-school instruction in farming can be based only upon farming activities of members of the classes. Not only is it important that the initial phases of on-farm 1H’aroldM. Byram and Ralph C. Wenrich, Vocationgl ucation An_d, Practical Art; 13 1‘32 Co School. Slew York: The Macmillan Company, 1956 p. 211. instruction be given before the classroom work starts but also that on-farm instruction follows the classroom instruction. Only by on-farm visits can the teacher fully evaluate the vo- cational effectiveness of his classroom teaching. This effec- tiveness is usually referred to as the amount or degree of learning which is accomplished by the student. A deeper con- cept, however, is that learning must be carried to the “doing" stage. True learning is revealed by a change of behavior in the student. Since much of the "doing" stage of the instruction will be performed by the adult-farmer student on the farm, the teacher'mmst realize the importance of making visits to the farm. Scarborough and Cogginz, reasoned that on-farm in- struction is an excellent method of moving the student into the "doing” stage of many practices that are taught in the classroom. 'Uhile the teacher is on the farm he can assist the student to adapt knowledge, previously taught in the calssroom, to the individual farmer's problems. He can evaluate the effec- tiveness of his teaching by observing the amount and degree of learning by the student as demonstrated in a changed behavior in his farming Operations. In concluding their discussion, 2C. C. Scarborough and J. K. COggin, "More Effective Teaching Through On-the-farm Instruction", Aggicultural Educatigg Ma azine, 27: 196-7, March, 1955. Scarborough and Coggin state . . . that not only is on-the—farm instruction the key to more effective teaching, but that it is the only route to more effective teaching in vocational agriculture. The importance of on-farm instruction is stressed by Irebs3 who says that . . . instruction is not completed, but only begun in the classroom. Individual instruction en the home farm should be the teacher's most effective approach. The teacher who is not given sufficient time in his schedule, or does not use the time after it is provided by the school, to follow-up the class meetings with on-farm visits is missing an excellent opportunity to make the instruction more effective. To further emphasise the importance of cn-farm instruction for adult .farmers , Krebsl’ states that On the contrary, the on-farm instruction, where planning is specific to existing conditions, is probably the most important phase of the adult ed- ucation instructional pregram. In the final analysis, the effectiveness of the adult education program in agriculture will be detemined by the effectiveness of the on-farm instruction. This quotation should not be interpreted as a depreciation of 3mm H. tube. n»: her: mm mm (Danville, Illinois: The Interstate Printers and Publishers, Inc., 1954) p. 29. 4m. , p. 79. the value of group instruction in the classroom. It should be clear, however, that the degree of effectiveness of the classroom instruction will be determined by the quality and quantity of en-farm instruction. A similar case is very well presented by Bundy5 who said In most cases, very little can be accomplished in the meeting other than to develop an awareness and interest in a particular practice. Most farmers need considerable help in evaluating and in trying and in finally adopting practices. . . . Much of this assistance and instruction must be given on the farm. A series of meetings that familiarise adult farmers with new practices and stimulate their interest in the practices will not necessarily lead them to adept the practices in most cases. A more thorough 3 ob of teaching must be done by the teacher on the farm. Bundy says that Our purpose is to help them make application of ideas discussed in class to their individual situations. Once they have made application of the practices it is our responsibility to help them evaluate the effectiveness of the practice as it has been applied. Most practices discussed in meetings must of necessity be presented in a general manner to the students. Varied con- 5C. E. Bandy, 'ch Farmers Adopt New Practices", mm}. Men M. 33230-2. August, 1960. 6m. an. ditions of soil, finances, interests of the farmer, managerial skills, and other factors will necessitate a modification of the practices to fit the individual farm. This may not be easily done by the adult farmer, especially when more complex management practices are involved. The teacher of vocational agriculture, with an understanding of the fundamentals upon which the practices are based, can provide instruction on the farm that will facilitate a more effective adaptation of the practices to the individual situation. The teacher can also act as an impartial ebserver and help the farmer to evaluate the effectiveness of the practices. A concluding suggestion by Bundy7 is that Our effectiveness as vocational agriculture teachers will improve greatly if we will budget our time and perhaps ask the school to provide additional time for en-farm teaching. Six or eight visits per individual enrolled may be a desirable goal. On-farm instruction is stressed by the Michigan Depart- ment of Public Instructionein the following statement Time during the school day which is scheduled for a teacher to provide on-farm instruction and to work with out-of-schocl groups is as important as class- room instruction. 7m. m. ' Ha mm m Milena; mum. Publication '360)509’ Lansing, Michigan: The Department of Public Instruction, 1 , p. 12. 6 The teacher who is asked to provide on-farm instruct ion outside of regular school hours and on Saturdays during the school year is not apt to conduct a sufficient number of visits or take adequate time to give actual instruction on the farm. Kelsey and Cannong, writing concerning the Cooperative Extension Service, bring out the value of farm visits as one of the most effective teaching methods in the Extension Service, but one of the most expensive methods used. Therefore, planning is a very important prerequisite to the successful and most efficient use of farm visits. These endorsements of the importance of on-farm in- struction are examples of the high regard that agricultural educators have for on-farm instruction of adult farmers. Questions Which Vere Studied To guide the study toward meaningful ends, answers, were sought for the following major questions about on-farm instruction ef adult farmers. 1. that practices of individual on-farm instruction are being used by Michigan teachers of adult-farmer courses? 9L. D. Kelsey and C. H. Cannon, geogrative o '(Ithaca, llew Tork: Comstock Publishing Associates, 1955 , p. 372. 2. How frequently are the practices of individual on- farm instruction being used by Michigan teachers of adult-farmer courses? 3. How effective are the individual on-farm instruction practices which are being used by teachers of adult-farmer courses in Michigan, as evaluated by those teachers? 4. What are some of the more frequently used and more effective practices of individual cn-farm instruction as eval- uated by Michigan teachers of adult-farmer courses? 5. What practices of individual on-farm instruction are being used by outstanding teachers of adult-farmer courses from states of the Central Region? 6. What are some of the more frequently used and more effective practices of individual on-farm instruction as eval- uated by teachers from states of the Central Region? 7. What are some of the more effective practices of individual on—farm instruction that are being used more fre- qmntly by outstanding teachers of the Central Region than by Michigan teachers of adult farmers? 8. How many on-farm instruction visits are made by the teachers of adult-farmer courses each year? 9. What are some advantages of certain practices of individual on-farm instruction when used frequently by Michigan teachers of adult-farmer courses on a demonstrational basis? The Problem The specific problem of this study of the practices of individual en-farm instruction of adult farmers is to (1) determine the variation in the effectiveness of the practices, (2) identify some promising practices from a survey of out- standing teachers of the Central Region, and (3) have Michigan teachers demonstrate the advantages of certain promising practices. The mpotheses The following impotheses were formulated concerning this study of individual on-farm instruct ion of adult-farmer courses. 1. Practices of individual on-farm instruction being used by Michigan teachers of adult-farmer courses vary. in their effectiveness according to the evolution of those teachers. 2. There are some practices of individual on-farm instruction that are being used frequently and are considered to be, effective by some outstanding teachers of adult-farmer courses in the Central Region which are not being used or used as frequently by Michigan teachers of adult-farmer courses. 3. Michigan teachers who use or who more frequently use certain practices of individual on-farm instruction of adult farmers will identify certain advantages of these practices. A.Rationale For The Study In this section will be presented a philosophical point of view of adult education for farmers under the sponsorship of the public schools. This will provide a point of departure from which the specific problem of on-farm.instruction of adult farmers can be studied. Sagulgflggu;t_ggugation 23 provided? This question has been well presented in a statement by the Adult Education Association of Michigan in a program.announcement during the fall of 1957. Are the critical questions these days being decided by children or by adults? Are the revolutions in technology, community structure and public affairs presenting their major challenges to children or to adults? Is the average education of the average adult completed, on the average, more than twenty years ago, adequate to meet the personal, vocational, and civic situations a man meets in days like these? Does the process of growth and fulfillment of the human being as a person continue only through childhood and adolescence? A person thinking through the obvious answers to such questions should most certainly see the value and necessity of adult education for the citizens of our society. Assuming that there is a definite need in our society for adult education, let us proceed to the next question. m M mneffi from m; education? In short, can adults learn efficiently? Many would say that adults can not 10 learn efficiently. The adage that, "You can't teach an old dog new tricks," is frequently used to express. this belief in our society. However, according to Thorndikelo this belief is inaccurate. His study of adult learning brought out the follow- ing conclusions: 1. Individuals reach their greatest mental vigor at about twenty-one years of age. 2. This high level of mental vigor is maintained for a period of approximately ten years. 3. The less of mental vigor tends to go backward rather slowly. 1.. Experience is a vital factor in learning. It tends to more than offset the loss due to deterior- ation of mental vigor, making a man's best years for learning to solve the real problems of life to be from forty-five to forty-nine years of age . 5. Adults of thirty to fifty years of age can probably learn better than children, provided the adult wants to learn. According to these conclusions, the adult's experience and motivation to learn could much more than compensate for his slightly reduced mental vigor at middle age or later. It «ems that adult farmers, as a group, would certainly benefit from experience in farming and would be highly motivated, in many cases, to gain new knowledge, abilities, and skills in their vocation because of the highly complicated and competitive nature of farming. loThOrndike, s. L., m W,‘(Mew Iork, LL: The Macmillan Company, 1928). Cited from E. W. Carrie, W W m, (Now Iork, ll. 1.: McGraw-Hill Company, Incorporated, 1951. , p. 251. . ll §ppplg_ggplt,farmers pg educated by publicly suppoptpd agepcies? This is the next logical question to discuss. Because of the splendid history of several public agencies in educational programs for farm people, considerable information from studies and records could be referred to in order to show the benefits of such educational prOgrams to the public. Esra Taft Bensonll, United States Secretary of Agriculture, recently stated Take away the results of the last seventy-five years of Agricultural Research and Education in this country and you would reduce the nation to a fifth-rate power. When a person of’Mr. Benson's experience and position makes such a definite statement, it should certainly cause one to con- sider the value of agricultural education to the nation. York12 quotes Dr. Byron T. Shaw, Administrator, Agri- cultural Research Service of the United States Department of Agriculture, as saying that . . . if farmers farmed in 1950 as they did just ten years previously, in 1940, the American housewives would have to pay ten billion dollars more each year for food. - According to these two sources just mentioned, it might 1]M_i_ch_i_ga_r_i Farmer, (East Lansing: Capper-Harman-Slocum, Ino.), Volume 227, February 2, 1957, p. 29. . T. York, Jr., 'Are We Losing Another Race To The Rzpsians?', Better Craps With Plppt,§ppg, December, 1957, p. 24- 2 O 12 be stated that the technological advancement of the agricultural industry due to education, thus resulting in higher efficiency and less expensive food for the American people, has brought savings that more than offset the tax dollars spent. In addition to the direct savings to the consumer, the many related agri- cultural industries that serve the technical needs of farmers have greatly expanded and prospered. ‘Such related agricultural industries as the fertilizer, far-.machinery, chemical and feed manufacturers and distributors owe much of their business to the technical advances of farming. In a study of projected needs for farm.output, by the United States Department of Agriculture13, the conclusion was that, “Our projected needs for livestock production in 1975 may be about 45 Per cent above production in 1951-53.“ This much increase in production, while considerable farmland is being taken out of production by urban and highway expansion, will require continued deve10pment of technical and management skills by farmers. The report14 also saysthat, “The projections call for an increase in total crop production by a fourth from.l951-53 ”United States Department of Agriculture , Agricultural Research.8ervice, Farm.gg§pgtp-Past Changes egg Projected gggg_. Agricultural Information Bulletin No. 162, (Hashington D. 0.: United States Government Printing Office, August, 19565 p. 2. “1m. 13 to 1975." The report suggests that the agricultural industry should not worry about‘whether it can be done but how it can be done. The 'how' question suggests two phases. The initial phase is how to produce more food by discovering’and deveIOping new technical methods. The second and most important phase is to get farmers to adopt the new methods. Educators should accept an increasing responsibility for teaching farmers to adapt methods that agricultural scientists deve10p. A final thought concerning whether adult-farmer education should be provided by public agencies would be that farmers are decentralized. That is to say, there is no concentration of managerial direction. Millions of farm businesses, independently owned and operated, afford little Opportunity for furthering the education of the farmer except through public agencies. Public agencies, coordinated at various levels of government, should be able to provide educational programs for farmers, thereby offering Opportunities for all fame peeple to obtain agricultural training. wwwammwgcwa were in m m 91 W? Hith the above discussion as a foundation, this section will highlight some of the unique ~- characteristics of public school adult-farmer courses that make them.a vital link in the education of adult farmers. The Smith- 14 Hughes Actls, which provided for the beginning of vocational education, states in Section 10 That in order to receive the benefits of such appro- priations for the salaries of teachers, supervisors, or directors of agricultural education that such education shall be that which is under public supervision or control; that the controlling purpose of such education shall be to fit for useful employment; that such education shall be of less than college grade and be designated to meet the needs of persons over fourteen years of age who have entered upon or who are preparing to enter upon the work of the farm or of the farm home; The part of the act that states "who have entered upon . . . the work of the farm" clearly indicates that it was intended that adult farmers should be provided with vocational agri- cultural instruction. I The teacher of vocational agriculture is in a strategic position to offer agricultural education for adult farmers in the community school area. Because of his general training in many technical areas of agricultural science, he can help the farmer adjust new practices to the farm situation and still keep other parts of the farm in balance. He can understand the technical jargon of the scientist and yet translate that terminology into a layman's level of understanding. Public school adult-farmer courses can utilize the 1'5le Charles Cook, 'mdboog ’23 m yogetiona; Agziggltggg, (Danville, Illinois: The Interstate Printers and Publishers, 1947), p. 790. - v m -h.“ * A.-— . 15 facilities of the department of vocational agriculture which usually includes farm mechanics equipment and a shop, as well as visual aids, textbooks on most phases of agriculture, and other materials . Public school adult-farmer courses are usually sponsored by one of the centers of comnity life—the community school. Because of this closeness to the people and the social attraction of this comunity—centered institution, the teacher of vocational agriculture has a very natural environment in which to teach adult farmers. He knows many of the farms and farm families personally because of his contacts through the high school students and other agricultural groups . Having a wealth of knowledge about the social structure of the commity, he is able to effectively work with neighborhood leaders and groups, and understand their folkways , customs, and traditions. From a report of a national study of over 5,000 veteran students enrolled in the institutional-on-farm training prograa16 in 1951, it was stated that There is a clear mandate to leadership in public education for more complete and comprehensive programs for young and adult ' famers as a regular part of the work of public schools. 16Committee on Research in the Education of Farm Veterans, Education gf Veterans Q Farmin , American Vocational Association Research Bulletin No. 5, Washington, 5, D. 0.:‘American Vo- cational Association, Incorporated, 1952) p. 65. 16 This program.was administered through the vocational agri- cultural departments in most school districts for World War II veterans interested in establishment in farming. For the young farmers who participated in this program to express such faith in further training for farming through the public schools is certainly heartening. The final characteristic of the public school adult- farmer course and a very significant one is that of impartiality. Due to the sponsorship of the program by the local public school, a high degree of impartiality is possible. The teacher of vo- cational agriculture is responsible to the citizens of his district. He need not be subjected to pressure from public agencies above the local level or private interests around him. This sponsorship at the same time places him in a position where he can coordinate the multitude of agricultural educational resources available to the farmers of the school district. These resources may include technical literature, visual aids, speakers or technicians which may be furnished by public agencies on the county or state level, commercial firms, or farm organisations. In conclusion, adult-farmer educational programs through the public schools are one of the vital links of the agricultural educational system for farmers. 17 The Need for a Study of 0n-Farm.Instruction in Adultfrarmer Courses Individual on-farm instruction for adult farmers was selected as the area in which to conduct a study because re- search is somewhat lacking on the subject as evidenced by the literature. A summer school workshOp group of twelve teachers of ‘vocational agriculture and a class of fifteen teachers en- rolled in a course on adult-farmer education were asked to discuss what areas of adult-farmer education they would prefer to see research done on. Of the twentybseven teachers, twentyb two suggested on—farm instruction of adult farmers. There were several other valuable suggestions. Leaders in agriculturaleducation have identified on- farm instruction for adult farmers as an area which needs more careful study and deve10pment. I7 suggests several causes of a ". . . lack of Jeter balance between classroom and on-farm.instruction.' The need for a teacher to have a philosOphy about the importance of on-farm.instruction, the need for a better understanding of 17c. s. Jeter, "Using Farm Visits To Make Instruction ‘Bffective','Aggicgltural Education'Ma sine, 28: 202-3, March, 1956. 18 this phase of the vocational agricultural program by school admdnistrators, and the lack of training of prospective teachers on how to plan and conduct on-farm.instruction are some of the causes mentioned by Jeter. It seems that many of these causes of insufficient onffarm instruction could be alleviated by findings of research which would provide teachers and teacher trainers with information on the situation.and suggestions for improving it. Stevens13 suggests in an article devoted to the need for research in on-farm instruction that there are important questions for such research, and gives some excellent thoughts on how to design studies on the subject. Because of the suggestions of the above leaders and teachers as well as others, the study of individual on-farm instruction of adult farmers was undertaken. Definition of Terms The following definitions are given to clarify the mean, ing placed on some of the more frequently used terms. 18Glenn 2. Stevens, "Research In Oonarm Instruction", Agicnltural Education Magazine, 30: 16-8, July, 1957. 19 1. m m. Those who are engaged in farming, who regularly attend adult-farmer classes taught by vocational agricultural teachers, and who are usually established in the farming business. They are usually Wenty-five years of age or more and are usually married. 2. Adult-farmer 99313;. An educational program pro- viding systematic instruction which is designed to help solve some of the local agricultural problems of adult farmers in the public school district through group instruction and individual cn-farm instruction, and is conducted by the. teacher of vo- cational agricultm'e. 3. Mifldual 23:farm igstruction. This term refers to teaching and other activities that the teacher performs on the farms of the individual members of the adult-farmer class. 1.. Practicgs g; on-fg; instructig. Those instructional methods, techniques, or procedures that a teacher of vocational agriculture performs in connection with instruction on the farm.- This phrase is sometimes simply referred to as a “practice." 5. ’Lar; practicg . This phrase refers to the farm skills, jobs, or decisions that the farmer performs. They will always be listed as “farm practices" in this report to avoid being confused with the practices of on-farm instruction re- ferred to above. 6. §ffective on-farm practices. Those practices, 20 techniques, or procedures which, if properly performed by the teacher on the farm, will usually produce desirable educational results in the individual adult farmer at the doing level. 7. Qgsirable result . This term refers to the use of the practices appearing in the checklist which provided the teacher with results that he felt were desirable according to his own local objectives. Assumptions of the Study Certain assumptions were made concerning various phases of the study. Those assumptions are listed in this section. 1. Effective on-farm instruction has a positive effect on the success of an adult-farmer course. 2. The teachers of vocational agriculture who teach adult-farmer courses are interested in analyzing their present practices of on-farm instruction and improving their ability in this phase of the course. 3. The effectiveness of the individual on-farm instruction given by teachers of adult-farmer courses can be improved by these teachers adopting certain promising practices that have not been used, or by using those practices more frequently. 4. The head state supervisors of agricultural education of the Central Region are able to select outstanding teachers of adult-farmer courses in respect to the teachers' ability to perform individual on-farm instruction. 5. The effectiveness of certain promising practices of on-farm instruction of adult farmers can be determined through the evaluation of them by the teachers who have made use of these practices on a demonstrational basis. Limitations of the Study Certain limitations of what this study was to accomplish have been recognised. These were necessary because of the wide range of questions that become pertinent when educational problems of this nature are studied. The limitations are stated below. 1. The study was concerned with individual on-farm instruction only, and did not attempt to consider group in- struction on the farm. 2. The teachers from the states of the Central Region were selected for their outstanding ability in conducting individual en-farm instruction of adult farmers. Their re- sponses should not be interpreted as representative of all teachers from those states nor of the Central Region in general. 3. The survey of practices of on-farm instruction used by outstanding teachers was limited to the states of the Central Region of the United States. 1.. The information collected concerning practices of 22 individual on-farm instruction was based only on the adult- farmer courses of the teachers. Practices of on-farm instruction used with the high school, young farmer, or institutional-onpfarn training students were not included in the study. 5. Only ten of the practices that appeared to be most promising were demonstrated. There are undoubtedly several other equally effective practices that should be investigated. Summary of the Chapter One of the major responsibilities of the teacher of vo- cational agriculture who teaches an adult-farmer course is to provide on-farm.instruction. It is essential if the subject matter presented in the classroom is to be carried to the “doing" stage by the adult farmers. It should be provided prior to, during, and after a specific course is taught. During this study the practices of individual onefarm instruction of adult farmers will be identified, the extent of their use will be determined, and an evaluation of their effectiveness will be obtained. CHAPTER II REVIEW OF LWURE A search of the literature revealed a limited number of studies concerned with on-farm instruction of adult farmers. A very comprehensive study of the Institutional-On-Farm Training Program for war veterans dealt with onufarm instruction in a general way. This material will be referred to frequently. In this chapter some of the previous studies are reported under the same sub-headings that were used in the checklist of “Individual Oa-rarm Instruction For Adult Farmersa (See Appen- dix I) which was used in the present study. Several additional studies do not apply directly to the above mentioned sub- headings. Those studies will be reported in a general section later in this chapter. Organizing for Visits A study in the centreinegionl" of practices being used 19Huh-old ll.Byran ,Harry R. Kitts, and Lloyd J. Phipps, Or izin , Conduc in Evaluating Adult-Farmer Qogsgs In _hg Ogntral Re 10 , East Lansing, Michigan: Bureau of Research and Service, College of Education, Hichigan State University, 1955), p. 27. by 329 teachers of adult-farmer courses revealed that 83.8 per cent of then reported in the on-farm instruction section that they, "Take helpful materials along on all farm visits," and gave the practice a value rating of 1.31 (l 2 much value; 2 3 some value; 3 '-'- no value). Of the Michiganm teachers who participated in the Regional study, 85.7 per cent used the previously mentioned practice and valued it at 1.39. The practice to "Use class time to study the purposes of on-farl instruction" was used by 43.6 percent of the teachers of the Region21 with a valuevrating of 1.68, while 44.1 per cent of the Michigem22 teachers used this practice and valued it at 1.67. . Scheduling Farm Visits M man an 25.1211 mas “visited? In a study of 273 vocational agricultural instructors in Iowa covering 2aheir Edward nosckei,‘ ; gm 9; Practicesnsed g; Igchers Q; Adult-Farmer Classes _I_n W, unpublished Master of Arts thesis , Library, Michigan State University: East Lansing, Michigan, 1953). p. 96. 2lay-ran, at al., 22. git. 2“’alllcfaeckel, g3. git. 25 1954-55, it was concluded by laundy23 that, “They visited the adults enrolled in evening classes an average of less than one visit." turbay24 found that in a survey of fifty farmers an average of five and nine-tenths visits were made per farmer in one Ohio school during 1955-56. The writer has kept detailed records on the visits to an average of twentyatwo farmers during 1957-58 and 1958-59 and a summary of these records shows that adult farmers were visited an average of five and nine-tenths times per year. M frequently g2 adult farmers wish is; _b_e usiteg? Jenes25 round in a survey of 134 farmers in Edwards County, Illinois, that "The arithmetical average number of visits desired by the 106 farmers, excluding those who stated 'plus upon request' was 4.18.” 230. E. Bundy, "On-Farm Teaching,‘ c ura Education Magazine, 30:4, July, 1957. 2“‘wslter M. rurhey, "Ln. mlmtig g; the Program _o_f Fa}: Education in Vogtional Agriculture a_t_ Gay-ngoa Sghool,‘I unpublished Master's thesis, Library, Ohio State University: Columbus, Ohio, 1956) p. 126. 25Gerald B. James, 'Edvmrds County Community Unit District lumber One, Survey in Agricultural Education," (Division of Agricultural Education, University of Illinois: Urbana, Illinois) p. 31, (Mimeo.) . ‘ 26 Guiler ' s26 study at Canal Hinchester, Ohio, revealed that, 80 per cent of the young and adult farmers reporting believed that the visits by the teacher of vocational agriculture should be more frequent than 'every three months', 49 per cent believed that the visits should be 'every other month or more frequently.' Only 13 per cent of the farmers believed that farm.visits should be less than 'every three months.’ The Michigan veterans study by Sweany27 reports that 43 per cent of the veterans and 40 per cent of their teachers thought farmers would want onpfarm instruction monthly. Twenty-eight per cent of the veterans and 41 per cent of their teachers thought farmers would want onpfarm instruction on a bi-weekly basis. Eighteen per cent of the veterans and 11 per cent of their teachers thought farmers would want on-farm instruction on a weekly basis. 26Gilbert Samuel Guiler, 'An.Evaluation of the Ioung and Adult farmer Prograa.at Canal‘winchester, 1950-51," (unpublished Master of Arts thesis, Library, The Ohio State University: Columbus, Ohio, 1951), cited from Research Committee of the Agricultural Education Section, American Vocational Association, Suggggzugg Studies In’Agricultural EQucation,‘Vocational Division Bulletin. 2711. P. Sweany, The lgstitutiongl-gn-rern w m In Michigan with In lications 19;; Adult Educatio , Rssearch.Bulletin No. 4, (East Lansing, Michigan: Department of Vocational Education, Michigan State College, and Lansing, Michigan: State Board of Control for Vocational Education, 1953) , Fe 220 27 It was concluded in the national summary of the Veterans stmiyzs, I'Mors than one-third of the veterans favored 85 to 100 hours of on—farn instruction per year in future programs." To conclude the discussion on the frequency of on-farn instruction, adult farmers receive fewer farm visits than they say they would like or what others think they would want. A time-study29 by this writer showed that about 4.7 per cent of his professional time during the 1952-53 year was spent visiting adult farmers. The remainder of the schedule included the regular duties of a one-man department of vocational agri- culture. McNellyap, after studying agricultural agents in Minnesota, stated that, "Our time-use study shows that 42 per cent of the agricultural agents' time was so used (individual teaching) in 1948. This 42 per cent includes office cells as well as on-farn instruction." The studies that apply to this question again show a 28Soulsittee on Research in the Education of Fara Veterans, M_ of Veterang g Ia , American Vocational Association Research Bulletin No. 5, ashington 5, D. C.: American Vocational Association, 1952), p. 63. 298. E. Moeckel, 'How a Vo-Ag Teacher Uses His Time," W Eucation Magazine, 26: 182, February, 1954. 3°C L. Hominy. 1911mm Mum Ex Minimal mm (St. Paul 1, Minnesota: Agricultural Extension Service, University of Minnesota, United States Department of Agriculture, June, 1950), p. 7. 28 wide disparity between what farmers want and need, as evidenced by the Minnesota study of agricultural agents and the veteran studies, and what the teacher of vocational agriculture is able to provide in the way of on-farm instruction. ‘!h§t_arrangements should be made before the visit? According to Sweany's31 report, In order to provide the right kind of on-the-farm instruction, teacher-pupil planning is necessary to determine the specific needs of the farmers, and to determine the time to provide it on the farm. High percentages of veterans and teachers thought the farmer should know when the teacher would come to the farm. .Many of this type of arrangements can be made during the class meetings. In communities where telephones are convenient the teacher can quickly check with the farmer he plans to visit. 'Hhat other practices were studied in Egg Central Region? Several practices that the writer studied under the sub-heading of'”Scheduling Farm Visits" were also included in the Central Region survey. Table 132’ 33 will show these practices, the percent- age of teachers using the practices and the teachers' evaluations. 3:I'Sweany, 29. 91.1., p. 15 328nm. et a1" go. sit. 33Moecke1, 22. gi_t. TABLE I PRACTICES OF SCHEDULING FARM VISITS AS REPORTED II in CENTRAL REGION AND MICHIGAN STUDIES W Per Cent Of Teachers ' Value Practices Teachers Rating‘ ‘ Using Central Michigan Central Michigan Region Region Visit farmer enrollees before the first meeting of the course ’ 78.0 91.4 1.22 1.2 Give priority to farmers *' ‘ ‘ ' ’ needing most help 68.0 60.0 1.61 1.37 Provide a definite system of on-farm instruction visits during the cursor 47.6 50.0 1.42 1.60 Provide on-farn in- struction to class only when requested 44.2 37.5 1.30 . 1.4 Provide on-farm in- struction while course is in progress 38.4 80.0 1.30 1.25 Take key individuals in the conunity ’ along on farm visits 29.9 34.3 1.50 1.42 *1 =muchva1ua; 28 some value; 3 = no value 30 Locating Problems During Visits This section is concerned with what to teach on the farm, while the next sub-heading will deal with how to teach the subject. Guileral’ aided students during on-farm visits to carry out improvement practices, made suggestions on livestock improve— ment, answered farm management questions, and observed farm problems. A summary made by Moeckel35 of subjects that were discussed during on-farm visits to adult and young farmers of the Olivet, Michigan department of vocational agriculture during the 1957-58 school year is as follows: Crops—247, Soils-20, Dairy—50, Livestock—51, Farm Mechanics-15, Farm Management—43, and Mia-- cellaneous—119. A similar summary:36 of subjects that were discussed during 1958-59 on-farm instruction visits of Olivet adult and young farmers showed: Craps—188, Soils-41, Dairy—85, Livestock-54, Farm Mechanics-15, Farm Management—59, and Miscellaneous—164. 34cuiler, 92. 93,. 35R. E. Moeckel 0livg§ COMM: School m m £9; M Question, (Olivet, Michigan: Olivet Community Schools, 1957.58 , Po 40 36R. E. Moeckel, Dave; Communigy School Annual Repogt :2; V0 ati Educatiog, (Olivet, Michigan: Olivet Community Schools, 1958-59 , p. 11. 31 The Michigan veterans study”, previously referred to, revealed that 56 per cent of the veterans and 70 per cent of their teachers suggested that the teacher should "supervise records" when visiting farms, 52 per cent of the veterans and 78 per cent of their teachers said the teacher should "learn about farms" and 41 per cent of the veterans and 70 per cent of their teachers favored having the teacher give "follow-up teaching" on his visits. One conclusion of the national veterans study38, previously referred to, was that the building of individual prOgrams around farm and home planning was a promising technique. Instructing During Farm Visits Demonstrations were mentioned as a teaching practice while on farm visits, in the studies by Guiler39 and Sweanyl‘o. Sixty per cent of the veterans and 56 per cent of their teachers said that the teacher should "demonstrate jobs' while on the visits. Only 14 per cent of the veterans and 5 per cent of their ”Sweats. 212- slim p- 11»- 38Conrnittee 0n Research In The Education 0f Farm Veterans, 92° £3.03 P0 66' 39Guiler, gp. sly" “Sweany, pp. 23., p. 14. 32 teachers selected "supervised study" as a duty for the teacher to perform.while on the farm. Planning Action During Visits The Regional study41, previously referred to, revealed that 82.3 per cent of the teachers used the practice, ”Help locate breeding stock and seed,‘I and valued it at 1.50, while 73.5 per cent of theiMichigan.‘2 teachers used the practice and valued it at 1.44. Another practice under this sub-heading that was in- cluded in the Regional study43 was to "Promote demonstrations on the farms of class members." There were 62.2 per cent of the teachers of the Central Region who used the practice and they gave it a value rating of 1.37. Fiftybseven per cent of the JMichigan teachers in the Mbeckel study44 used the previously listed practice and indicated an average value rating of 1.35. The remainder of the sub—headings; Preparing Adult Students for Instruction, Evaluating Farm.Practices During Visits, and Evaluating Instructional Practices Used by the Teacher, “Byron, et a1., 92. cit.. l’zuoeckel, 92. gig. . 43Byram,et al., pp. gl§.. 44‘Moeckel, 22. gl§.. 33 were not found to have been studied previously in the research literature . Related Studies Concerning On-Farm Instruction There are several research studies that were not directly related to the phase of on-farm instruction covered by this study but , nevertheless, do have some background value. In a 1959 study of summer activities of Michigan teachers from twenty-five schools/’5, it was concluded that 12.1 hours per week or 28.4 per cent of the teacher's sunmer time is devoted to on—farm instruction. This includes on-farn instruction for high school, young-farmer, and adult-farmer . students. It was deter- mined by an estimation by the same teachers prior to the study that they had spent 43.3 per cent of their sumner time with on- farm instruction. Therefore, the teachers had estimated that they had spent 14.9 per cent more of their sumer time in on- farm instruction the previous year than their records actually revealed that they had used the following year. 45m lctiviLies 91; Vocatiogl Agicgltural M In W, Publication No. 505, (Lansing, Michigan: The Department or Public Instruction, 1960), p. 12. 34 Garner46 concluded from a study of the onefarm instruction programs of high school students in Michigan that thirteen teachers with "more effective programs of supervised farming" used the following practices to a Isignificantly'greater number" than did thirteen teachers with "less effective programs." 1. ‘Visited individual supervised farming programs when or soon after the classroom instruction was provided to insure that it would be put to use. 2. Made farm visits regularly after school. 3. Had a part of the regular school day set aside . for farm visits. 4. Made farm visits regularly on Saturdays. Even though these four conclusions were from a study which in- volved only high school students, these same statements would probably apply to adult farmers also. The teacher of adult farmers, to be effective, will want to follow up instruction, visit regularly, and have time scheduled for it. In a study reported by Horror” It was found that participation on an individual basis is positively associated with participation in groups. Renee, these types of participation are supplementary rather than competitive. “Raymond A. Garner, "Practices 0f Teachers 0f Varying Proficiency In Conducting Programs Of Supervised Farming In” Vocational Agriculture In Michigan“, (unpublished Doctor's thesis, Library, Michigan State College: East Lansing, Michigan, 1951), pe 321.3e ‘7Char1es R. Hoffer, Selecged Social Pactorg lgfecting Egg: filcipation 9; Farmers lg Aggicultural Extension'WOrk, Special Bulletin 331, East Lansing, Michigan: Michigan State College, Agricultural Experiment Station, Section of Sociology, June, 1944), p. 36. 35 Some agricultural educators may wonder if they should be too liberal with their time for individual instruction since this might lessen participation in group activities. Hoffer's study claims the two to be complimentary, however. Considerable research has been done by agricultural educators and sociologists on the "Diffusion Process.“8 This is the process by which farm.peop1e accept new ideas. The process has been separated into the stages of awareness, interest, evaluation, trial, and adaption. At the trial stage farmers need to know how, when, how much, etc.. The best teaching method for such a situation is on-farm instruction. Of course the teacher might also provide on-farm instruction at other stages of the diffusion process, but surely it must be provided for most effec- tive learning at the trial stage. Brody”, in an article about the diffusion process, puts it this way, RMany'members of our adult and young farmer classes are not going to try out practices and adapt them.unless we give them assistance on their farms.‘' “George M. Beal and Joe M. Bohlen, ID! Diffusig m, Special Report No. 18, (Ames, Iowa: Iowa State College, Agri- cultural Extension Service, March 1957), p. 2. 490. E. Bundy, "Row Farmers Adopt Row Practices", Aggi- auliulal Emilee. wanna. 33:2, August. 1960. 36 Dickerson found in a study reported by igrisearch50 that, 'Normally, farmers rely on a number of sources for their inform- ation on new ideas in farming," and that, "Generally, low-income farmers are reached more effectively through personal channels and sources.“ Both conclusions suggest the importance of ade- quate on-farm.instruction as a part of an adult-farmer course. ‘Hilson51 found that when Ohio teachers were asked what helped in maintaining attendance in adult programs they rated ”interesting meetings" as most valuable and 'farm.visits by instructor" next in value. Sweanysz reports in the Michigan veterans study that veterans rated of 'much' value the classroom instruction at 82 per cent, the on—farm.instruction at 72 per cent, and the small group instruction at 42 per cent. Their teachers rated the same methods of instruction at 79 per cent, 90 per cent, and 37 per cent, respectively. When asked where instruction should be given53, 88 per cent of the veterans and 94 per cent of Solstional Project In Agricultural Communications, Wonder there Your Message Vent”, W, (East Lansing Michigan: Michigan State University, wells Hall, October, 19565 , 2:3. 51Richard H. wilaon, ”The Program ror Adult Farmers In ‘Vocational Agriculture In Ohio“, (unpublished Master of Arts thesis, Library, The Ohio State University: Columbus, Ohio, 1951), p. 16. 5%Sweany, 22, gl§., p. 4. 531mm, p. 16. 37 their teachers said "Farm and Classroom." Only 8 per cent of the veterans and 3 per cent of their teachers said just on the farm. Only 3 per cent of both groups said just in the classroom. The Michigan Township Extension Experiment of the Co- operative Extension Service“ proved farmers to be overwhelm- ingly in favor of "Farm visits by the agent" as indicated by 56 per cent of the farmers surveyed. The [next closest methods in farmer preference were "Personal contacts" at 9 per cent and ”Circular letters and cards'I at 9 per cent. Summary of the Chapter In the review of literature, nineteen practices that were included in this study were found to have been studied previously. Most of these were found in the study of the Central Region on practices used in adult-farmer courses. Fifteen additional studies are referred to in this chapter. Other references were reviewed and are listed in the bibliograplw. In summary, a review of the literature revealed only a limited amount of research on the use of and evaluation of practices of on-farm instruction of adult-farmer students. 5[’James Nielson and Hilliam Crosswhite, a; Wig: mp mension gpgriment, Technical Bulletin 2 East Lansing, Michigan: Michigan State University, Agricultural Experiment Station, Department of Agricultural Economics, February, 1958) , p. 26. CHAPTER III mmEDURE OF THE STUDY The procedure for collecting data from the Michigan teachers of vocational agriculture concerning their practices of on-farm instruction of adult farmers is described in this chapter. The methods employed to collect similar information from a sample of outstanding teachers of vocational agriculture from thirteen states of the Central Region are also explained. This chapter includes an explanation of how the data were analysed once they were obtained. Finally, the procedures are presented which were used to formulate, conduct, and analyse the phase of the study dealing with promising practices of individual on-farm instruction of adult farmers. Collection of Data on Practices Being Used in Individual On-Farm Instruction of Adult Farmers Two groups of teachers were included in the study. They were the Michigan teachers of adult-farmer courses for 1957-58 and a selected suple of outstanding teachers of adult-farmer courses from each of the thirteen states of the Central Region. These outstanding teachers from the states of the Central Region were surveyed for three reasons. First, it was hOped that more 39 practices of individual on-farm instruction of adult farmers could be identified, especially some that Michigan teachers may not have used. In the second place, an answer to the question was sought as to whether certain practices were being used more or less frequently by the samples of teachers from the various states than by the Michigan teachers. Finally, the outstanding teachers were surveyed to determine if there would be any diver- gence in the evaluation of effectiveness of practices between the composite sample of outstanding teachers from states of the Central Region and the Michigan teachers. The following section describes in detail the procedure of this phase of the study. Formulation _o_f t_h_e_ checklist. The collection of data was accomplished through the use of a checklist of 125 practices of ”Individual On—Farm Instruction For Adult Farmers” (Appendix I). The form of the checklist was, partially patterned after the one used in a previous study of practices used in adult-farmer courses in Michigan” and in the Central Region. Several practices used in the checklist were adapted from the aforementioned form. Another source for the practices was a teacher self-revaluation form for on-farm instruction of high school students by 55Ibid. , p. 92-8. Scarborough and Coggin”. This for: contained twenty-one practices, ten of which were adaptable to this study. Phipps ' 57 text provided several ideas for practices in the checklist. A few suggestions were also obtained from Ekstroa and McClelland58. Several practices on the checklist were developed from suggestions acquired during interviews with members of the guidance committee, state supervisors from Michigan, teacher trainers from Michigan, and experienced Michigan teachers. The remainder of the practices were develOped from personal experience. The following criteria were used as guidelines while formulating the checklist of practices: 1. The practice can be clearly explained in writing. 2. The practice can be briefly'explained in a checklist. 3. The practice is efficient from the standpoint of the ratio of teacher time to student learning. 1.. The practice is known to be effective, or is Judged by the writer to be potentially effective. . . car or an . . ogg , ore ec ve 56c c s b ough d J x c in m Eff ti Teaching ThroughOn-the-farm Instruction", W W Lansing 27: 19657, lurch, 1955. 5"II-low! J. Phipps, Sggcessm Practices I; Adult m; , (Danville, Illinois: Interstate Printers and Pub- M23 lishers, Inc., 1954) p. 232—247. 586eorge r. lkstrca and John B. McClelland, m Eucagigg in Agingture, (Danville, Illinois: The Interstate Printers and Publishers, Inc. , 1952) p. 117-8 and 403—416. 41 5. The practice does not require special training to perform beyond that training which a teacher of vocational agriculture has normally received. After considerable rewarding and condensation, the practices were arranged under the following sub-headings: A. Organizing for Visits B. Scheduling Farm'Visits C. Preparing Adult Student for Instruction D. Locating Problems During Visits E. Instructing During Farm Visits F. Planning Action During Visits G. Evaluating Farm Practices During Visits H. Evaluating Instructional Practices Used by the Teacher. These sub—headings were selected and arranged on the basis of good teaching procedure. Practically no ideas were found in the literature concerning the last two sub-headings of the checklist on evaluation. After the checklist had been pre-tested it was reproduced by the off-set printing process. In order to provide some basis for evaluating the answers given by the teachers on the checklist, the number of years of experience in teaching adult farmers and the total number of on- farm instruction visits provided to adult farmers per year were requested. 42 W m We The checklist was revised several times, after which it was finally duplicated for a pre- test with six teachers. All of these teachers had taught adult or young-farmer courses at some time in their teaching career but had not taught an adult-farmer course in 1957-58. The teachers were asked to evaluate the wording, clarity of di- rections given, and the amount of time required to finish the checklist. They were also asked to suggest other practices to be added. The checklists were sent to the teachers by mail. The average time required to complete the checklist was approximately thirty-seven minutes. Three new practices were added and one practice was revised. The remainder of the changes were minor as far as the list of practices was concerned. Although only a few changes and additions were made it is recognised that the list of practices of on-farm instruction is far from being com- plete and could probably be expanded by others. mm tgaghers 3132 3939, 21319129.- Checklists were sent to the entire group of teachers of vocational agriculture who indicated to the State Office of Vocational Education at the beginning of the 1957-58 school year that they were planning to conduct an adult-farmer course. A list of one hundred forty- eight teachers from one hundred forty-six schools was prepared by the agricultural staff of the Office of Vocational Education, . 43 Department of Public Instruction, Lansing, Michigan. M393 9; outfianding tgchers 2; 12! Central 3.9.8.123- These teachers were selected by the head state supervisor from each of the states of the Central Region. Each head state super- visor was requested by letter to send the names of five teachers of adult-farmer courses whom he or his staff considered to be outstanding in the on-farm instructional phase of the adult-r farmer work. To provide assistance to the head state supervisor in selecting the names and to provide for some uniformity of the samples, the following criteria were suggested, provided the information was available : l. The number of approved farm practices adapted by the adult-farmer students is outstanding. 2. The observations made and reports received by the state staff, concerning the activities in on-farm instruction for adult-farmer students, show the teachers to be outstanding. . _ f 3. The number of visits made'to "adult students and/ or the miles traveled by the teachers are considered adequate. _ . _ _ ls. Adequate time has been provided in the teachers' school schedules in which to conduct on-farm instruction for adults. . A capy of the letter to the head state supervisors will be found in Appendix A. Replies were received from all of the states, which included Illinois, Indiana, Iowa, Kansas , Kentucky, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin. 7 y 44 mumm‘mm 1”th figgghggg. The checklists were distributed by letter on May 12, 1958. A copy of the cover letter is shown in Appendix B. This date was selected so that teachers would be finished with many seasonal activities but would not have become involved in the activities that accompany the end of the school year. The survey was also planned for this date because most of the adult courses would be finished and the fiscal year would be nearly past, yet the teachers would still be located at their re- spective schools regardless of their plans for the next school year. The checklists were given code numbers so that the in- formation could be kept confidential. A stamped, self;addressed envelcpe was also sent. There were 138 checklists sent to teachers who were eligible to participate. Nine names were eliminated because it was learned definitely that they were not teaching an adult- farmer course in 1957-58. The investigator's name was also omitted. Before the end of May, 1958, fiftyhseven replies, or 41.9 per cent of the checklists, had been returned. A follow-up letter was sent, June 9, to the teachers who had not replied. The number of returns received in June was twentybsix or 18.8 per cent. During July, seventeen replies or 12.3 per cent of the checklists were returned. A second follow-up letter was sent on July 15th. Several teachers ' 45 who had not returned the checklists by the last week in July were contacted personally during the state conference for teachers of vocational agriculture. The final replies amounted to 108 for a total of 78.2 per cent of the checklists being returned. mgtzibution a_n_d_ rem 9_f_ checklists by teachers a; fig M Ma. The checklists were sent to the selected teachers of the Central Region in a similar manner as to the teachers in Michigan. The cover letter which accompanied the checklist is shown in. Appendix C. Checklists were sent to a total of seventy outstanding teachers from the thirteen states in the Region. As was stated before, each head state supervisor, was asked to send names of five outstanding teachers. However, the supervisor from Illinois sent names of seven teachers, and, the supervisor from Michigan sent names of eight. teachers. Since all teachers were sent checklist surveys, there were more than five involved from these two states. A follow-up letter was sent to those who had not replied by July 7, 1958. A. total of fifty—six teachers replied, for 80.0 per cent of the checklists which were sent being returned. The number of teachers replying from each state was as follows: Illinois—seven, Indiana—three, Iowa—four, Kansas—three, Ken- tuckye-five, Michigan-eight, Minnesota—five, Missouri—four, Nebraska—two, North Dakota—two, Ohio—five , South Dakota—three, and Wisconsin—five. ‘ 46 W sum in mm machin- Additional information was acquired about the Michigan teachers in the study from the Office of Vocational Education of the Department of Public Instruction. The state form No. 263 entitled, “Supple- mentary Information on Departments of Vocational Agriculture ," and the final report form No. 260 entitled, "Annual Financial And Statistical Report On Agricultural Education,“ were sources for this information. The specific information included the number of teachers in the department, the state plan for schduling all-day classes, the high school schedule, the amber of adult and young-farmer classes, the adult-farmer course subjects taught, the high school and adult-farmer enroll- ments, the number of adult-farmer meetings held and the teacher's salary for the adult-farmer course. The main purpose for collect- ing this information was to determine any correlation between these factors and the information collected by the checklist survey. We and assume the sets- Th- dntt from the checklists and from the state forms mentioned above were placed on I.B.M. cards. The electronic sorterbcounter I.B.M. machine was then used to tabulate the totals of the various practices and other information. This also made possible a reasonably convenient cross-tabulation of certain items with the practices used and the teachers' evaluation of those practices. For instance, the I.B.M. cards were machine sorted and counted by various levels 47 of years of experience in teaching adult-farmer courses. It was then possible to analyse other information within these levels, such as the total number of visits made to all adult-farmer students per year according to the years of experience of the teachers. These types of data were then statistically analysed to determine differences and correlations between specific practices and information. The promising practices to be used for the second phase of this study, to be explained later, were selected by the chi square statistical method. These practices from the checklist that had been used more and evaluated higher to a significant degree by the outstanding teachers as compared with the Michigan teachers were considered to be promising practices. Correlations were calculated on the promising practices to determine an significant differences between certain factors in the study. For the purpose of a more effective presentation of the results of the data collected with the checklist, a composite score was calculated for each on-farm instruction practice. This made it possible to list the practices under each sub- heading of the checklist according to the average evaluation rate . cf the teachers. The composite scores were calculated in the following manner: a. Teachers checking 'lenr Used“ were not counted, b. Practices that teachers checked as "Use Frequently" 1.8 and evaluated as 'Effective' were counted and given a value score of four, c. Practices that teachers checked as 'Use Frequently“ and evaluated as "Partly Effective“ were counted and given a value of two, d. Practices evaluated as "Not Effective” were counted but a zero value was given them, e. Practices that teachers were Wncenain' about were not counted nor given any value score, f. Practices checked as "Use Occasionally' and evaluated as ”Effective" were given a value of three, g. Prac- tices checked as 'Use Occasionally“ and evaluated as "Partly Effective" were valued at one, and h. Practices that the teachers marked as “Discontinued Using' were not counted nor did they have a value rating. The per cent of teachers using each practice was also calculated and will be presented with the composite score. All responses were used for this percentage figure except those checked under the columns of "Never Used" and "Discontinued Using." Collection of Data on Promising Practices The purpose of this phase of the study was to determine, on a demonstrational basis, the value of certain less frequently used practices of individual on-farm instruction to Michigan teachers of adult-farmer courses . Ten practices were included in this part of the study. line of these were taken from the checklist. The tenth practice, 49 'Surveying adult farmers during class to determine their viewb points concerning farm.visits,' was not in the checklist. W 2!. the Main: maim- The practices were designated as ”promising practices" because of the signif- icant difference in their more frequent use and the higher evaluation of their effectiveness between outstanding teachers firm the states of the Central Region and the Michigan teachers. These practices were selected from the results of the checklist survey after the non-return teachers were sent the final follow-up letter in early July and had been given suffi- cient time to respond. Since this second phase of the study needed to be initiated before the coming school year, it was decided that as many contacts would be made as possible with the teachers during the summerconference of teachers of vo- cational agriculture. Therefore, just a few days before the conference the checklists of the outstanding teachers and the Michigan teachers were totaled and compared in order to select the promising practices. The chi square statistical method, with two degrees of freedom, was used to determine which practices were used to a significantly larger extent by the outstanding teachers and evaluated to be more effective, as compared with the Michigan teachers. For purposes of the statistical comparison, the number of teachers from.the two groups who had “never used“ the practice 50 were compared; the number of teachers who had used the practice either "frequently" or “occasionally" and had evaluated it as ”effective” were compared; and the remainder of the responses except “discontinued using" were combined and compared. Thirty- eight practices were significantly different when comparing the awry of the checklist survey of the Michigan teachers with the outstanding teachers of the Central Region. All of these practices had been used by a larger percentage of the outstand- ing teachers and had been evaluated at a higher level of effect- iveness by them than by the Michigan teachers. The next step was to select from this list of thirty- eight practices that showed a significant difference at the one per cent or five per cent level those which met the following requirements: 1. The practices were used ”frequently“ by fewer than three-eighths of the Michigan teachers. However, those teachers who had used the practices had evaluated them as "effective.“ 2. The practices were used by two-thirds or more of the outstanding teachers from the Central Region and were evaluated by two-thirds or more of those teachers who used the practices to be 'effective.‘ 3. The practices would not require new or unusual teach- ing skills. 4. The practices were easily defined and described. 51 5. The practices were of a relatively specific nature so the teacher could objectively recall their use and effect on the adult faraer. The first and second requirements were selected at that particular level because of the nature of this phase of the study. It was desirable to select practices which were being used and evaluated to be ”effective" by a reasonably large portion of the outstanding teachers, yet were not being used "frequently“ by a very large portion of the Michigan teachers, although it was important that those Michigan teachers who had used the practices had found them 'effective.‘ It was also believed desirable to allow the Michigan teachers a large list of promising practices froa which to choose their demonstrational practices. However, if this list was too long, then the nmber of teachers using each promising practice on a demonstrational basis and reporting on its' value might be too small. Twenty practices net the five requirements listed above . Of the eighteen that were eliminated, three practices had been used frequently by the Michigan teachers. The remainder of the practices had not been used by two-thirds of the outstanding teachers or had not been evaluated as being "effective" by two- thirda of those who used the practice, or both. All of the twenty that were selected were considered to have met the third, fourth, and fifth requirements listed above. 52 W 52; 1'32 W practices by 1113 teaghegg. A copy of twenty potentially promising practices (explained in the previous paragraph) was shown to a large number of teachers at the summer conference to determine their reaction to the practices. They were asked to indicate which practices they had not used or had used infrequently and would be interested in trying during the coming year on a demonstrational basis. During these interviews, the teachers were asked if they would be interested in trying the additional practice to I'Survey adult farmers during class to determine their viewpoints con- cerning farm visits." Fortybthree teachers, or 95.6 per cent ofthose interviewed expressed an interest in this practice. Each teacherwas encouraged to select three or four practices. After the conference the teacher selections for each practice were tabulated. ‘Hith this information about the interests of teachers, ten of the more popular practices were selected for the final list of promising practices which were used on a demonstrational basis. Selectiog g; tgacherg tg tgz;ggt,§hg prggising pgacticgg. Fortybfive teachers were interviewed during the summer conference. Fortybnine teachers who were not interviewed but who had returned the checklist survey were contacted by mail and invited to partic- ipate in this second phase of the study; A return postcard was enclosed upon which they were to make a selection of the practices 53 they would like to try on a demonstrational basis during the coming school year. Thirtybseven teachers or 75.5 per cent of them.replied. JMost of the remainder of those teachers who re- turned the checklist but who were not invited to participate in the promising practices demonstration were those who had changed departments, left vocational agriculture teaching or did not intend to conduct adult-farmer courses in 1958-59. There were ten teachers who were contacted and agreed to participate in the demonstrational study but who had not returned a checklist because they had not taught adult-farmer courses in 1957-58. gsistgce £9.29 t_c_>_ the teachers. To aid the teachers in performing these promising practices and to provide some uni- formity, a list of suggestions on how to perform the practices was sent to each teacher at the beginning of the 1958-59 school year. A cepy of this material is found in Appendix D. The practices that each teacher had selected were checked on the list. The blank columns were for the purpose of keeping records on each practice during the year so that the teacher's evaluation would be more accurate at the end of the year. Later in the fall another letter was sent to those teachers who had agreed to try some of the promising practices. There were two purposes for sending this second letter. It was to serve as a reminder to the teachers if they had forgotten or procrastinated. Theother purpose was to enclose a suggested survey fern 54 (Appendix a) which could be, with minor adaptations, duplicated for use in the adult-farmer classes to perform the promising practice of surveying adult farmers concerning viewpoints on farm visits. Elation o_f the 301:1ng practices 1): _t_hg teachezg. The forms and a letter explaining the evaluation were sent to the teachers on May 28, 1959. By this date it was though; that the teachers would have had time enough to perform most of the on-farm instruction for adult farmers that they would be able to do within the fiscal year of July 1 to June 30, 1959, except for the month of June. The forms were not sent later because some teachers who would be changing schools might not be reached at the school or would not possess the interest to reply. A cepy of the form is shown in Appendix 1". The questions asked and the advantages of the promising practices that were , suggested were standardised to simplify the reporting by teachers. If a special form had been deve10ped for each practice, it would have required extra cepies and a secOnd contact by mail for the teachers who changed or added promising practices that they dem- onstrated during the year without reporting their change of plans. It was thought that this would have reduced the number of teachers who would have returned the evaluations . A form was sent for each promising practice that the teacher 55 had selected at the beginning of the school year. The teachers were encouraged to report on other promising practices if they had changed practices earlier in the year. Eightybtwo teachers were sent the evaluation material. Sixty-nine, or 84.0 per cent, returned the evaluation forms. Replies from.nine teachers were not counted because they had no adult course or because they had not used the promising practices sufficiently to evaluate them. The promising practices were summarized and statistically analysed by Student's 't' statistic of distribution. Summary of the Chapter This chapter explains the details of the procedure of the study and could be summarised by the following points: 1. A checklist of 125 individual on-farm.instruction practices was fonmulated. 2. The checklist was sent to all Michigan teachers of adult-farmer courses for the 1957-58 school year. There were 138 teachers involved. One hundred and eight checklists were returned for a 78.2 per cent response, of which one hundred were usable. 3. The checklist was sent to seventy outstanding teachers of adult-farmer courses from thirteen Central Region states. Fiftybsix checklists were returned for an 80.0 per cent response, of which fiftyhthree were usable. 56 4. The data from.the checklists were placed on I.B.M; cards and comparisons were made between the outstanding teachers' and the Michigan teachers' practices of on-farm.instruction. 5. From.this comparison, ten promising practices were selected and tried out on a demonstrational basis during the 1958-59 school year by sixty teachers who reported their eval- uation of the promising practices. CHAPTEIV RESULTS OF THE STUDY OF INDIVIDUAL m-FARM ESTRUCTICU PRACTICES The individual on-farm instruction practices which were used by Michigan teachers of vocational agriculture in their adult-farmer courses during the 1957-58 year will be reported and summarised in the first part of this chapter. The next part will report the results of the survey of the same practices by outstanding teachers of vocational agriculture in the Central Region. The final part of this chapter will compare the prac- tices of the Michigan teachers with the practices of the teachers of the Central Region. Practices Used by Michigan Teachers In this section, the data will be presented which were obtained from the Michigan teachers through the checklist survey. The practices will be discussed under the same sub-headings as were in the checklist. A composite list of frequently used prac- tices receiving a high evaluation of effectiveness will be in- cluded. Miss assassins Michigan W is the nine:- The following information was gathered concerning the one hundred 58 departments of vocational agriculture whose teachers partici- pated in the studye The information included the number of teachers in the department, the type of schedule plan under which the school was operating for vocational reimbursement, the high school class and non-class schedule of each teacher, the enrollment of high school students of vocational agri- culture, the number of young and adult-farmer classes held, the subject of the adult-farmer courses, the adult-farmer en- rollment and the number of adult-farmer class meetings. A brief summary of each factor will follow. The number of teachers per department of vocational agriculture was as follows: one-half teacher or 1ess-—two departments, from one-half to one teacher—-eightybfour depart- ments, from one to one and one-half teachers-five departments, and over one and one-half teachers-six departments. The in, formation.was not available from three departments. A summary of the type of schedule plan under which the departments of vocational agriculture were scheduling their classes revealed that twentyafive departments were under Plan A, four were under Plan B, five were under Plan C, fortybone were under Plan D, none was under P1an.!, ten were under Plan F, one was under Plan G, and eight departments were under Plan H. This information.was not available for six departments. Appendix G describes the above mentioned plans. 59 The number and type of high school classes that the teachers taught during the school day are presented in Table II. The class and non-class parts of the teachers' schedules were tabulated separately for simplicity; The nonpclass schedules are summarised in Table III. TABLE II HIGH SCHOOL CLASS SCHEDULES OF MICHIGAN DEPARTMENTS'HITH TEACHERS 0F ADUDT-FARMER COURSES DURING 1957-58 Type and number of’ Number of Per cent of high school classes Departments Departments Vocational agriculture-2 2 2.0 Vocational agriculture-3 13 13.3 Vocational agriculture-«4 or more 34 34.7 ‘Vocational agriculture-3 or more and other subjects-l 26 26.5 Vocational agriculture-2 or less and other subjects-2 , 5 5.1 Vocational agriculture-3 and other subjects-2 ‘ 11 11.2 Vocational agriculture-2 or less and other subjects-3 4 4.1 0th.]... 3 3 e1 Total departments reporting 98 100.0 8 TABLE III ROI¥CLdSS HIGH SCHOOL SCHEDULES OF MICHIGAN DEPARTMENTS ‘HITHCTEACHERS 0F ADUDT-FARMER COURSES DURING 1957-58 Type and number of non-class Number of Per cent of activities scheduled departments departments Conference period-l 3 3.2 On-farm.instruction period-l 2 2.1 Conference period-l and on-farm instruction period-l 15 g 15.8 Conference period-l and adult or young-farmer visit period-1 41 43.1 On-ferm.instruction period- ‘and adult or youngbfermer visit period-1 8 8.4 Conference period-l, on-farm ine struction period-1, and adult or youngbfermer period 7 - 18 18.9 Conference period-l and adult or young-farmer periods-2 5 5.3 Others 3 3.2 Total departments reporting 95 100.0 A summary of enrollments of high school students of vo- cational agriculture in the departments manned by the teachers in the study showed three departments with twenty or less students, twelve with twentyaone to thirty, twentyathree with thirtybone to forty, twentybthree with forty-one to fifty, nineteen with fifty- one to sixty, eleven with sixtyaone to seventy, and seven depart- 61 ments with seventy-one or more high school students. Ninetyh eight departments reported this information. The total number of adult and youngbfarmer courses offered per department were: fiftyafive departments with one adult- fermer course, eight with two adult-farmer courses, one with three adult-farmer courses, twentybfour with one adult and one youngbfermer course, and three departments with two adult and one young-farmer course taught during 1957-58. A total of ninetyhone departments reported this information. A summary of the subjects of the adult farmer courses of the teachers in the study is presented in Table IV. TABLE IV SUBJECTS or sum-rm COURSES TAUGHI' BI MICHIGAN mamas DURING 1957-58 Subjects of Course Number of Per cent of departments departments Farm Management 4.0 43 . 9 Parm.Mechanics . 21 23.0 Crops 4 4.5 Soils 5 5.5 Dairy' 3 3e3 Others 18 19.8 Total departments reporting 91 100.0 0 62 The fraction of salary received by the teachers for teach- ing the adult-farmer courses was one-sixth or more by twentyafour teachers, and one-Seventh or less by fiftyaone teachers. Separ- ate stipends were received by eightteachers amounting to one hundred and one dollars to two hundred dollars, three received over two hundred dollars, and five received one hundred dollars or less. Ninety-one departments provided this information. The enrollment of adult and youngbfarmer students per department was ten or less in eight departments, eleven to twenty in fertybone departments, twentybone to thirty in twentyb six departments, thirtygone to forty in nine departments and fortybone or more in seven departments. There were ninetyhone departments reporting this information. The number of class meetings per adult farmer course was ten for thirty-two departments, eleven or twelve for seventeen departments, thirteen or fourteen for six departments, fifteen or sixteen for eleven departments, seventeen or eighteen for thirteen departments and nineteenor more for twelve departments. This infermation was reported by ninetybone departments. In summary, a typical department of vocational agriculture that participated in the checklist survey might be described by the median figures of the various factors just presented. This typical department would have one teacher, be under schedule Plan D, teach four high-school classes of vocational agriculture, 63 have one conference period and one adult or younghfarmer period in its high-school schedule, have an enrollment of between thirtybone and fifty high-school students, offer one adult- farmer course in farm management, with the teacher receiving one-seventh or less of his salary for teaching adult farmers, having an adult-farmer enrollment of eleven to twenty students and offering ten class meetings per adult-farmer course. Results 2; the checklist Lurm 9_f: Michigan teachers. There were 138 checklists sent to Michigan teachers of vocational agriculture who had planned to teach adult-farmer courses during 1957-58. There were 108 or 78.2 per cent of the checklists returned. Eight of these were not used because it was definitely known that the teacher had not taught a course during 1957-58 or the checklist had not been properly completed. A list of the teachers who replied to the checklist is shown in Appendix H. The location of the teachers in the state is shown in Figure l. The totals of the checklists are shown in Appendix I. The results of the survey of the practices will be presented in more detail under the eight sub-headings of the checklist later in this chapter. mews: re ammm- Themreof experience of the Michigan teachers of vocational agriculture in adult-farmer courses was of interest in this study to detect any relationship between experience and.the amount or character of the on-farm instruction given by those teachers. Table V presents the \I “Ii I/ course in r " that county. a’ Y. Figure l. legend: Bach asterisk 6!. represents a teacher of an adult-farmer Location of Teachers of Adult-Farmer Courses Who Replied to the Checklist Survey. ____J 65 TABLE V YEARS OF EXPERIENCE IN TEACHING ADULT-FARMER COURSES BI MICHIGAN TEACHERS Tears of experience in Number of Per cent of teaching adult farmers teachers teachers 1 to 2 years 25 32.9 3 to I. " 15 19.7 5 to 6 " 13 17.1 7 to 8' " 9 11.8 9 to 10 " 3 4.0 11 to 12 " 0 0 13 to M " 3 4.0 15 to 16 " 2 2.6 17 or more years 6 7.9 Total teachers reporting 76 100.0 M years of experience in teaching adult-farmer courses. There was 52.6 per cent of the teachers with less than five years of ex- perience. The average years of experience in conducting adult- farmer courses was five and nine-tenths years. The correlation of other factors with experience in teaching adult farmers will be presented in later sections of this chapter. I Mfarmer okfarm instructigp visits conducted m m 66 by M82 teachers. The total number of on—farm instruction visits made to the adult farmers during a year, as estimated by each teacher in the study, ranged from eight to three-hundred, with an average of fiftyasix and three-tenths. Table VI shows how many farm.visits the Michigan teachers conducted. The largest group of teachers, 34.6 per cent, conducted between sixteen and thirty on-farm instruction visits with adult farmers per year. Only 24.3 per cent of the teachers conducted over sixty on-farm instruction visits with adult farmers per year. There were 44.9 per cent of the teachers who had conducted fewer than thirtybone onpfarm instruction visits to adult farmers per year. The Pearson correlation statistic was used to calculate the relationship between the number of visits per year and the following factors: the years of experience in teaching adult- farmer courses, the number of teachers per department, the high school vocational agriculture enrollment, and the number of class meetings per adult-farmer course. There was no positive cor- relation between any of the factors and the number of on-farm instruction visits made to adult farmers per year. Although not tested statistically, there was a tendency for more visits to be made by teachers who were on the state P1an.D for class schedules, who had three high school vocational agricul- ture classes and no non-vocational classes, who taught both.yeung and adult-farmer courses instead of only adult farmers, and who 67 TABLE VI NUMBER OF ON-FARM INSTRUCTION VISITS MADE PER YEAR BI MICHIGAN TEACHERS 0F ADUDT FARMERS lumber of Visits Conducted Number of Per cent of Per Year Teachers Teachers H 15 or less visits 8 10.3 16 to 30 " 27 34.6 31 to 45 " 12 15.4 46 to 60 ' 12 15.4 61 to 75 " 3 3.8 76 to 90 " 3 3.8 91 to 105 " 7 9.0 106 to 120 I " 0 0 121 to 135 " 0 0 136 or over " 6 7.7 Total teachers reporting 78 100.0 taught adult-farmer courses of a non-mechanical subject, in con- trast to farm mechanics. In conclusion, an average of fifty—six and three-tenths on-farn instruction visits were made by the Michigan teachers to their adult farmers. There was an average of approximately twenty-four adult farmers per teacher. This means that the adult 68 farmers were visited on the average about two and three-tenths times per year. W for, M. In this section will be presented the data collected in the first sub-heading of the checklist. The practices are concerned with the organisation of the adult- farmer class as a group as well as the organisation of the teacher's materials before actually approaching individual adult farmers. The results from the Michigan teachers of adult-farmer courses are shown in Table VII. The practices are arranged according to their composite scores. The method of calculating the composite score is found in Chapter III. The practices are numbered to correspond with the order on the checklist. Although a certain practice may have received a low com- posite score it is possible that it may be the only known tech- nique to use in performing an essential step in on—farm in- struction, or perhaps the process of performing the technique needs to be further developed. ‘ The first three practices listed in.Table VII received high composite scores and were used by a large percentage of the teachers, which indicates that they are quite important practices. Those practices were to 'lear less formal clothing for farm visits,“ '001lect equipment to be carried in car," and ”Limit mest visits to one major purpose.” 69 TABIB VII mm or 'atouxzmo rat VISITS" times was: USED a! neuron TEACHERS or ADULT-FARMERS Ill (ll-FARM ms'mucr Ion DURING 1957-58 Practices Composite Percentage Score of Teachers Using 6. Hear less formal clothing for farm visits 3.67 93.8 4. Collect equipment (soil sampler, test kits, etc.) to he carried in th. 0” 3e25 8203 9. Limit most visits to one major purpose 3.04 81.7 3. Collect a small file of pertinent ‘ nterials to he carried in car 2.97 67.4 5. Review recorded information about adult student before visiting 2.82 69.3 7. Try to overcome the disappoint- ments of previous unsuccessful visits the same day 2.69 50.6 2. Make frequent offers in classes to give on-farm instruction 2. 59 85.6 1. hplain purposes of farm visits during adult classes 2.49 70.4 8. Try to overcome the disappoint- ments of previous unsuccessful visits with same adult 2.48 62.2 ‘mg. 2e89 73s? 70 fighgggligg £§;!;zigitg. The second sub-heading on the checklist contained twentybfive practices concerned with the arranging of visits with the adult-farmer students, timing of the visits, frequency of the visits and deciding when to visit a certain adult farmer. The average composite score of the practices and the percentage of teachers who used the practice appear in Table VIII. ‘ Several of the practices in this section received a high average composite score and had been used by a large percentage of the teachers. Some of those practices were: "Make at least one visit during summer,‘ "Avoid visiting during days of‘important farm.work,' “Have one or more periods in school schedule specified for adult-student visits," "Visit adult students as frequently as their needs require," and 'Plan.most visits shorter than an hour long.“ 2.1-om an: am 1: a»: mansion. m. section of the checklist was recognised by the teachers as containing some of the more effective practices of the checklist. 0f the sixteen practices under this sub-heading, ten received three or more on the composite score. The average composite score was 3.13 and the_percentage of teachers using the practices on the average was 89.8. Both of these averages were the highest achieved by the practices used under any of the sub-headings in the checklist. The high usage and value score of these practices 71 TABLE VIII PRACTICE OF 'SCHEDU'LING FARM VISITS" WHICH ms USED BI MICHIGAI TEACHERS 0! ADULT-FARMERS Il G-I‘ARH INSTRUCTIG DURING 1957-58 Practices Composite Percentage Score of Teachers Using 12. Make at least one visit during smer 3.47 81.6 15. Avoid visiting during days of ‘ important farm work 3.27 79.1 16. Have one or more periods in school schedule specified for adult student 71811;! 3027 was 10. Visit adult students as frequently as their needs require 3.26 89.5 23. Plan most visits shorter than an 14. Visit at a crucial time during adoption of a farm practice 3.13 84.5 13. limb farm visits between class meetings 3.01 73.4 22. Schedule visit after school hours 2. 96 92.4 5. Visit, when requested, those farmers who have not previously attended classes 2.96 85.3 19. Schedule part of every school day to visit adult students 2.95 23.3 20. Schedule visit to adult student on same trip as a high school student 2.72 81.3 8. Usually visit adult students quarterly 2.70 41.1 6. hintain a list of potential farm visits 2e69 5805 W 72 TABLE VIII CONCLUDED PRACTICE OF 'SC-ULING FARM VISITS" "RICH HERE USED BI MICHIGAN HEIRS OF ADM-FARMERS IN U-PARM INSTRUCTIG DURING 1957- 58 W Practices Composite Percentage Score of Teachers Using W a. lotify (phone, card) adult student before visit is nde 2.69 38.5 18. Schedule part of 3 or more school days per week to visit adult students 2.67 10.0 7. Usually visit adult students once ‘ M 2e61- “e5 1. Arrange visits during adult class 2.58 72.2 9. Usually visit adult students once a month 2.57 16.5 17. Schedule part of l or 2 school days per week to visit adult students 2.42 28.0 25. Arrange for next visit before 3. beam-age adult students to request visits by phone, mail, etc. 2.27 73.7 2. Arrange visits during class meetings through approved practices check list 2.19 16.8 21. Schedule visit early in the morning before school starts 2.15 13.4 4. Provide on-farm instruction to for- mer adult students, only upon request 2.13 36.6 11. Visit adult student about as fre- quently as he attends classes 1.91 12.6 Average 2.73 53.9 n.- 73 also show the importance that teachers place on the motivation step in the teaching process. These practices are summarised in Table II. Many of these practices, such as Numbers four, six, seven, eight, nine, ten, and eleven, are not easy to be ob- jectively'evaluated by the teacher himself. This kind of prac- tice is performed,more or less, at the thought level of the teacher and cannot always be numerically determined by anyone other than the teacher himself. Indeed, this type of practice may not be consciously performed by the teacher but may be performed as an established subconscious pattern of teaching. Therefore, it would be possible that the teachers might feel that these kinds of practices were being performed frequently and were effective, but if evaluated by the adult-farmer, an entirely different rating might be given. The four highest practices in the value rating were very highly regarded by practically all of the teachers. These practices were "Compliment adult student on what is well done," "Use technical terms which are adjusted to adult student's level of understanding," I'luvoid arguing with adult students," and I'Establish rapport with adult student at beginning of visit." Locating problems during xisits. The practices under this sub-heading of the checklist are the type used by teachers to 74 TABLE II PRACTICES OF 'PREPARING ADUDT STUDENT FOR INSTRUCTION" WHICH WERE USED BY MICHIGAN TEACHERS 0F ADULT FARMERS IN ON-FARM INSTRUCTION DURING 1957-58 Practices Composite Percentage Score of Teachers Using 13. Compliment adult student on what 98.0 is well done 3.80 9. Use technical terms which are adjusted to adult student's level of understanding 3.62 94.9 7. Avoid arguing with adult student 3.59 85.6 4. Establish rapport with adult student at beginning of visit 3.47 87.0 2. Arrive at the farm at espected time 3.45 78.9 8. Adjust approach to the socio- economic level of adult student 3.42 90.9 3. Call at house unless you.know where adult student is working 3.38 93.9 12. Refer to other farmers as examples of those who adopted the practice 3.01 95.8 11. Before giving instruction, deter- mine adult student's interest in problem. 3.01 92.0 10. Before giving instruction, deter- mine adult student's awareness of problem, 3.00 92.9 5. .Make specific purpose of visit “M to ‘dult atom.“ 2e% 93e9 75 TABLE 11 CONCLUDED PRACTICES 0F "PREPARING ADULT STUDENT ma HSTRUCTION" WHICH WERE USED BY MICHIGAN TEACHERS 0F ADULT FARMERS IN (RV-FARM IDBTRUCTIQI DURING 1957-58 Practices Composite Percentage Score of’Teachers Using 6. Avoid issues or beliefs that conflict with adult student's beliefs 2.74 89.7 1. Jointly determine purpose of visit with adult student beforehand 2.74 62.4 16. Promote future classes during Visita , 2e73 95e9 14¢ Inspire adult student to strive for higher goals _ 2.61 94.8 15. Leave materials or bulletins with ' .dult 2e 53 We? Awerage 3.13 89.8 locate problems of the adult farmer that can be dealt with by on- farm.instruction or classroom.instruction. The relatively low average value score of 2.35 indicates that the Michigan teachers who have used these practices found them.only mildly effective. One of the essential tenets of generally accepted phil- osOpby of teaching vocational agriculture is that the instructional progrma should be based on the specific needs of the students as 76 revealed in their supervised farming programs. If this approach is not adhered to, the instruction is likely to be too general and less meaningful to the student. The teacher may provide con- siderable technical information but may neglect more basic information that would be more beneficial to the student. For the above reasons the practices of locating problems on visits are very important. The average percentage of teachers using these practices was 69.9 which, although not high, indicates that many of the practices listed were in common use. More effective practices of locating problems of adult farmers during on-farm instruction must be identified and deveIOped before the actual instructing of the students can be most successfully performed. The com- posite scores and percentage of teachers using these practices appear in Table I. The practices receiving the highest value scores were FLocate problems while visiting adult students who attended classes previous year," and Walk farm with adult student to survey soil and crop problems." Instructing during Lara M. In this section of the checklist were compiled all of the actual practices of teaching the adult farmer while on the farm. The value scores of the practices range from 3.40 down to l. 50, with an average of 2.55, and with an average of 75.0 per cent 77 TABLE I PRACTICES 0F 'LDCATING PROBLEMS DURING VISITS"HHICH‘UERE USED BI MICHIGAN TEACHERS 0P ADULT FARMERS IN CN-FARM INSTRUCTION DURING 1957-58 Practices Composite Percentage Score of Teachers Using 3. Locate problems while visiting adult students who attended classes previous year, 2.80 84.5 7. Halk farm with adult student to survey soil and crop problems 2.79 87.6 2. Locate problems while visiting potential adult students before course starts 2.76 87.6 13. Secure soil, milk, or other samples during visits 2.71 81.3 11. Study adult student's DHIA, soil test, or other records 2.44 88.7 8. Discuss problems of farm with adult student and wife jointly' 2.39 74.0 12. Analyse adult student's DHIA, soil test, or other records _ 2.34 82.8 l4.' Keep record of subjects dis- cussed on visits to determine problems 2.32 61.5 6. Ask adult student, What part of your farm.needs most improvement7' 2.22 46.7 1. Locate adult student problems ' during high school student visits 2.14 89.4 10. Analyse adult student's farm business records 2.11 50.0 f f 78 TABLE.X CONCLUDED PRACTICES OF "LOCATING PROBLEMS DURING VISITS"NHICH'HERE USED BI.MICHIGAN TEACHERS OP ADULT FARMERS IN ON-FARMI INSTRUCTION DURING 1957-58 Practices Composite Percentage Score of Teachers Using 9. Study adult student's farm business records 2.09 60.8 4. 'Visit newcomers soon after they‘move into district 1.94 58.8 5. Ask adult student, "What part of'yeur farm.are you.proudest of?” 1.81 24.2 Average 2.35 69.9 of the teachers using the practices. Table II has a list of all practices in this section and the scores, as well as the percentage of teachers using each practice. The first five practices, all of which received a value rating of over 3.00 and a very high percentage of usage, were as follows: 'Use discumsion method of teaching during visits,“ "Refer adult student with highly technical problems to appro- priate agencies or peeple,' ”Adjust instruction to the socio- economic level of adult student," 'Use leading questions to stimulate discussion," and “Contact agencies or peeple about technical problems and then relay information to adult students." 79 TABLE II PRACTICES 0F "INSTRUCTING DURING FARM VISITS" WHECH WERE USED BI MICHIGAN TEACHERS OF ADULT FARMERS IN ON-FARM INSTRUCTION DURING 1957-58 Practices Composite Percentage Score of’Teachers Using 2. Use discussion method of teaching during visits ' 3.40 94.9 14. Refer adult student with highly technical problems to appropriate agencies or people 3.30 89.7 1. Adjust instruction to the socio- economic level of adult students 3.21 90.7 4. Use leading questions to stim- ulate discussion 3.13 98.0 15. Contact agencies or people about technical problems and then relay information to adult students 3.08 94.8 16. Promise to provide further in, formation on a question at next adult class 2.83 89.7 3. Use demonstrations to teach skills on visits 2.80 92.9 10. Observe adult student's appli- cation of a skill after it was taught 2.64 86.2 9. Use bulletins and other printed material on visits 2.51 92.7 11. Have adult student make own cal- culations during instruction on Visits 2e33 86e 5 TABLE II CONCLUDED PRACTICES OF "INSTRUCTING DURING FARM'VISITS"WHICHCHERE USED BI MICHIGAN TEACHERS OF ADULT FARMERS IN ON-FARM INSTRUCTION DURING 1957-58 r— #- :- Practices Composite Percentage Score of Teachers Using 6. Use slide films, colored slides, snapshots for instruction on farm. 2.33 24.2 13. Involve children or hired man in certain visits 2.30 76.3 8. Use specimen or models during 'visits 2.09 36.7 7. Use charts and graphs for in- struction on visits 1.74 35.1 12. Make calculations for adult student yourself during visits 1.65 66.0 5. Use the method of telling the farmer the answers to his problems - 1.50 44.8 Average 2.55 75.0 'M Some practices in the list, such as numbers six, seven and eight, were not used very extensively'by teachers during on-fanm instruc- tion. The two lowest valued practices were: "Make calculations fer adult student yourself during visits,” and "Use the method of telling the farmer the answers to his problems.” They were, nevertheless, being used by'a considerable number of teachers. 81 ‘glgnpigg,§gti2§ gaging zigi§_. The practices in this section are those which are closely related to the actual in- struction of the student, but usually are used after the teach- ing of a new method is accomplished. The phase of the teaching process where the teacher helps the student to plan to utilise the knowledge that he has learned is a very important one. The planning of action with the adult farmer is an opportunity to capitalise on and can augment the instructional progress pre- viously made. None of these practices has been given high value scores. The average score was 2.34, with an average of 61.0 per cent of the teachers using the practices. The practices are listed by their composite score rank in.Table III. TABLE XII PRACTICES OF 'PLANNING ACTION DURING VISITS"NHICHWWERE USED BI MICHIGAN TEACHERS OF ADULT FARMERS IN ON-FARM INSTRUCTION DURING 1957-58 Practices Composite Percentage Score of Teachers Using 5. Encourage adaption of new practices ‘ on small scale at beginning . 2.97 95.9 9. Assist adult student to conduct trial plots on farm 4 2.74 75.8 6.’ Use economic urge to motivate adult “ studentto try new practices 2.58 93.8 3. In decision-making questions, sug- gest two or three choices of action 2.57 92.9 :-::_.__ L__ 82 TABLE III CONCLUDED PRACTICES OF 'PLANNING ACTION DURING VISITS" WHICH HERE USED BI MICHIGAN TEACHERS 0F ADULT FARMERS IN ON-FARM INSTRUCTION DURING 1957-58 M Practices Composite Percentage Score of Teachers Using W 1. Ask questions to help adult student clarify his goals 2.55 90.4 11. Plan future action with adult and son(s) jointly' 2.43 75.3 4. Provide several cepies of farm map for adult student's use in planning 2.43 15.6 2. Assist adult student to set goals of production or management 2.36 86.2 13. Arrive at definite conclusions on key ideas discussed 2.35 72.6 12. Plan future action with entire 8. Use social prestige factor to moti- vate adult student to try new practice 2.20 32.3 14. Leave written report of conclusions reached and action planned 2.17 15.5 10. Plan future action with adult student and wife jointly 2.09 54.2 7. Use urge for security to motivate adult student to try new practice 1.91 60.0 15. Encourage adult student to take own notes during'visits 1.50 17.5 Average 2.34 61.0 83 The practice to "Encourage adoption of new practices on small scale at beginning" received the highest value score, while the lowest value practice was to “Encourage adult student to take own notes during visits." Evaluating farm pgactices during visitg. The final step in teaching, that of evaluating the teaching, is the concern of this sub—heading. The average value score of the practices in this section was 2.32, which was the lowest average earned by the practices under any sub-heading in the checklist. The per- centage of teachers using the practices, on the average, was 67.8. The results of the checklist survey for this section are shown in.Tab1e XIII. The only practice that received an average value score of over 3.00 was to "Ask questions to help adult student evaluate his farm practices." 84 TABLE XIII PRACTICES OF PEVALUATING FARM PRACTICES DURING VISITS"HHICH HERE USED BI MICHIGAN TEACHERS OF ADULT FARMERS IN ON-FARM.INSTRUCTION DURING 1957-58 Practices Composite Percentage Score of Teachers Using 2. Ask questions to help adult student evaluate his farm practices 3.05 95.5 4. Take adult student to observe new practices of other farmers 2.70 72.4 6. Analyse with adult why practice failed 2.58 85.4 13. Use local production standards to assist adult student to evaluate his Maj-DOSE 2e 52 77e6 5. Analyse with adult why practice succeeded 2.48 87.6 1. Analyse discussion of previous class in relation to adult student's own farm ‘ 2.46 85.4 16. Periodically analyse and re- state future plans of the business with entire family 2.41 33.3 3. Assist adult student to analyse new practices as they affect entire farm 2.40 82.5 11. Analyse, with adult student, a new practice adopted by a neighbor 2.34 86.6 TABLE XIII CONCLUDED 85 PRACTICE OF "EVALUATING FARM PRACTICES DURING VISITS” WHICH WERE USED BY MICHIGAN TEACHERS 0F ADULT FARMERS IN (ll-FARM INSTRUCTION DURING 1957-58 I L Practices Composite Percentage Score of Teachers Using 10. Analyse, with adult student, practices recommended in magazines and farm.papers 2.24 83.7 12. Use M.S.U. Area Farm Management Report to assist adult student to evaluate his business 2.18 61.2 7. Keep written record of new prac- tices being initiated by adult students 2.18 44.9 15. Periodically analyse and re- state future plans of the business ‘with adult student and son(s) jomtly 2e05 49e5 9. Analyse, with adult student, practices recommended by governs ment agencies 2.01 84.7 14. Periodically analyse and re- state future plans of the business with adult student and wife jointly 1.94 36.1 8. Keep record of new practices being discontinued by adult students 1.53 18.6 Average 2.32 67.8 86 W W Mai“ M n Lbs. Macho . Under this sub-heading is listed the practices that teachers use to evaluate their on-farm instruction. The average value score for this section was 2.70 and there was an average of 63.5 per cent of the teachers using these practices. Table XIV reveals the composite scores and the percentage of teachers using each practice. TABLE XIV 'EVALUAT INC INSTRUCTIONAL PRACTICES USED BI THE TEACHER” or ADULT FARMERS m ON-FARM INSTRUCTION IN MICHIGAN DURING 1957-58 Practices Composite Percentage Score of Teachers Using 1. Keep record of name, date, and mileage for farm visits to adult ltlfl’fltl 3035 %e8 5. Determine number of miles traveled ‘ per adult student visited 3.19 24.8 4. Keep record of adult students who were absent from farm when visited 2.98 43.1 2. Analyse mileage records of visits to adult students to determine how frequently visited 2.92 66.0 14. Take photographs of approved practices to show 'before" and "after" situations 2.92 43 .3 3 TABLE XIV CONCLUDED "EVALUATING INSTRUCTIONAL PRACTICES USED BI THE TEACHER" 0F ADULT FARMERS IN ON-FARM INSTRUCTION IN MICHIGAN DURING 1957—58 Practices Composite Percentage Score of Teachers Using 12. Analyse class attendance to deter~ mine whether adult students were in attendance who requested certain subjects 2.80 79.8 10. Analyse enrollments to determine the influence of visits made before courses start 2.80 63.9 6. Attempt to analyse adult student's response as instruction is given 2.72 81.5 3. Record requests from adult students to determine interest in being filitad 2e 52 3404 13. Analyse class discussion to deter- mine whether adult students taught skills on the farm are more active in 01833 2e45 52e6 9. Observe adult student's appli- cation of skill which was taught during a previous class 2.45 86.2 11. Inquire about the action sugb ' gested at the previous visit 2.37 78.1 8. Observe performance of a skill taught on a previous visit 2.31 72.6 7. Inquire how much benefit materials were that were left at a previous visit 2.00 65.3 88 Two practices received a high value rating of over 3.00. They were 'Keep record of name, date, and mileage for farm visits to adult students“ and ”Determine number of miles traveled per adult student visited. " A m 2!; 2____r‘ct1¢°8 2: _.___..°n-fam mm sass Q mums-m: 2.2:..o sea In hishisss ILL» ere Anna: 1221-23.. Those practices that have received an especially high value score from the entire checklist are presented in this emery. The practices of on-farm instruction from the checklist that 75.0 per cent or more of the Michigan teachers were using and which they evaluated as very effective, as evidenced by an average composite score of 3.00 or over, appear in Table IV. There are twenty-five practices in this category. TABLU xv A SUMMARI OF FREQUENTLY USED PRACTICES 01" m-FARM INSTRUCTICN THAT RECEIVED HIGH VALUE scans Sub-heading Practices Composite Percentage and Number Score of Teachers Using A-u4 Collect a small file of pertinent materials to be carried in car 3.25 82.3 A-6 Near less formal clothing for farm visits 3 . 67 93 . 8 TABLE XV CONTINUED A SUMMER! OF FREQUENTLI USED PRACTICES OF ON-FARM INSTRUCTION THAT RECEIVED HIGH VALUE SCORES Sub-heading Practices Composite Percentage and NUmber Score of Teachers Using Ap9 Limit most visits to one major purpose 3.04 81.7 B—lO Visit adult students as frequently as their needs require 3.26 89.5 B—12 Make at least one visit during summer 3.47 81.6 B-14 Visit at a crucial time during adoption of a farm practice 3.13 84.5 B-15 Avoid visiting during days of important farm work 3.27 79.1 B-23 Plan most visits shorter than an hour long 3.19 81.7 0-2 Arrive at the farm at expected time 3.45 78.9 0-3 Call at house unless you know where adult student is working 3.38 93.9 0-4 Establish.rapport with adult student at beginning of visit 3.47 87.0 C-7 Avoid arguing with adult fitment ‘ 3 e 59 85 e 6 0-8 Adjust approach to the socio- economic level of adult student being visited 3.42 90.9 W 90 TABLE XV CONTINUED A SUMMARY OF FREQUENTLY USED PRACTICES OF ON-FARMIINSTRUCTION THAT RECEIVED HIGH VALUE SCORES Sub-heading Practices Composite Percentage and number Score of’Teachers Using 0-9 Use technical terms which are adjusted to adult student's level of under- standing 3.62 94.9 0-10 Before giving instruction, determine adult student's awareness of problem. 3.00 92.9 0-11 Before giving instruction, determine adult student's interest in problem 3.01 92.0 0-12 Refer to other farmers as examples of those who adapted the practice 3.01 95.8 0-13 Compliment adult student on what is well done 3.80 98.0 E-l Adjust instruction to the socio—economic level of adult student 3.21 90.7 E-2 Use discussion method of teaching during visits 3.40 94.9 E-4 Use leading questions to stimulate discussion 3.13 98.0 E-14 Refer adult student with highly technical problems to apprOpriate agencies or people 3.30 89.7 91 TABLE XV CONCLUDED A SUMMARY OF FREQUENTLY USED PRACTICES OF ON-FARM INSTRUCTION THAT RECEIVED HIGH VALUE SCORES Sub-heading Practices Composite Percentage and Number Score of Teachers Using E-15 Contact agencies or peeple about technical problems and then relay inform- ation to adult students 3.08 94.8 G-2 Ask questions to help adult student evaluate his farm practices 3.05 95.5 R-l Keep record of name, date, and mileage for farm visits to adult students 3.35 96.8 Practices Used by Outstanding Teachers of the Central Region The second part of this chapter will present the results of the checklist survey of practices of on-farm.instruction of adult farmers used during 1957-58 by outstanding teachers of the thirteen states of the Central Region. Summer: 2; 323 checklist survey. Seventy outstanding teachers were sent checklists to complete and return. These teachers were selected by their head state supervisors as being outstanding in the on-farm instruction phase of the adult-farmer 92 course. Fifty-three checklists were returned and used. Three other replies were not used because the teachers had not ade- quately completed the checklists or had based their answers on courses other than their adult-farmer course. Fifty-six replies, from the seventy sent, was an 80.0 per cent return of the check- lists. The totals of the checklist survey are shown in Appendix J. Years 2; experience 2; outstanding teachers 9; thg Central ‘Rggigp. The outstanding teachers of adult-farmer instruction from the thirteen states of the Central Region were asked to reveal the years of experience in teaching adult-farmer courses. A summary of this information is shown in Table XVI. The average number of years of experience in teaching adult-farmer courses by the outstanding teachers was six and eight- tenths years. This compares with five and nine-tenths years of experience for the Michigan teachers. Nearly one more year of experience for the outstanding teachers would have allowed them time to have used more of the practices than the Michigan teachers. It would also have given them more experience with each practice, so their evaluation should be more valid. Adultfarmer m—farm instructigg Esitg W 293; M by ggtgtgpdipg,teachers g; thg,0gptral Region. The teachers of the Central Region estimated that they visited their adult farmers 93 TABLE XVI YEARS OF EXPERIENCE IN TEACHING ADULT-FARMER COURSES BY OUTSTANDING TEACHERS OF THE CENTRAL REGION Tears of experience in Number of Per cent of teaching adult farmers teachers teachers 1 to 2 years 4 11.8 3 to 4 " 3 8.8 5 to 6 " 4 11.8 7 to 8 " 11 32.4 9 to 10 " . 1 2.9 11 to 12 " 4 11.8 13 to 14 " 0 0 15 to 16 " l 2.9 17 or more " 6 17.6 Total of teachers reporting 34 100.0 a total of ninety-two times on the average per year. The range of visits per teacher was from eighteen to three-hundred fifty per year. The average number of visits conducted by Michigan teachers, recorded in a previous section of this chapter, was 56.3 per year per teacher. Table XVII shows the umber of on-farm visits made by outstanding teachers. TABLE XVII NUMBER OF ON-FARM INSTRUCTION! VISITS MADE PER YEAR TO ADULT FARMERS BY OUTSTANDING TEACHERS OF THE CENTRAL REGION Number of visits Number of Per cent of conducted per year teachers teachers 15 or less visits 2 5.6 16 to 30 " 4 11.1 31 to 45 " 8 22.2 46 to 60 " 3 8.3 61 to 75 " 2 5.6 76 to 90 " 2 5.6 91 to 105 " 7 19.4 106 to 120 " 1 2.8 121 to 135 _ " 0 0 136 or over " 7 19.4 Total of teachers reporting 36 100.0 -:___ _—i - ‘ Coggosite score; 5nd pgrcentagg g_f_ teachers o_f 1113 M Mien Mpg 1h; practiges g; the, checklis . The main purpose of collecting data on the practices of on-farm instruction from out- standing teachers of the Central Region was to use the information as a standard from which to select promising practices for demon- strational purposes which will be explained in the next chapter. 95 Therefore, no discussion will be presented at this point con- cerning the composite scores or the percentage of teachers that used each practice on the checklist. However, the results can be seen by turning to Appendix K. A’summagz of practices 9; on-farm instruction uggd in, adult-farmer courses by teachers of Egg Central gggigg,gggigg 1227-58. As a parallel to the summary of the Michigan data, there were sixtyathree practices on the checklist that were used by 75.0 per cent or more of the outstanding teachers and given an average composite score of 3.00 or more. In the Michigan checklist summary there were twentybfive practices that met the above requirements. The twentyafive practices in the Michigan list were also on the list of the sixtybthree prac- tices from the Central Region summary. in analysis of the sixtyhthree practices from.the Cen- tral Region checklist summary is made under the following sub- headings: Organizing for visits-four practices; Scheduling farm visits-nine practices; Preparing adult student for instruction-- fifteen practices; Locating problems during visits-seven practices; Instructing during farm visits-eight practices; Planning action dur- ing visits-six practices; Evaluating farm practices during visits- six practices; and Evaluating instructional practices used by the teacher-—eight practices. All of the practices under the sub- heading of "Preparing adult student for instruction" were 96 selected in the above mentioned list of sixty-three practices. Comparison of Michigan With the Central Region The last part of this chapter will present the results of the checklist survey of practices of on—farm instruction by Michigan teachers of adult-farmer courses in comparison with the practices used by outstanding teachers of the Central Region. gractices _o_f on-farm instruction which 5;: Egg mgr; fnggent]; by; outstanding teacher . A statistical comparison between the percentage of Michigan teachers using the practices and the percentage of outstanding teachers using the practices in conjunction with the evaluation given the practices by the two groups, revealed a list of thirty-eight practices that were significantly different. The procedure which was followed to select these practices is explained in Chapter III. A list of the thirty-eight practices and the total figures which were used in the chi square statistical analysis are shown in Table 17 III. is explained previously, there were one hundred teachers in the Michigan group and fifty-three in the Central Region group of teachers. Twenty-five of the practices showed a significant difference at the one per cent level. The remaining thirteen practices were significantly different at the five per cent level. TABLE XVIII MICE (1' 0-113)! INSTRUCTIG W ADM-PAWS TELT ms USED AND EVALUATED TO A SIGHIFICLNTLI 11mm DEGREE BI WINDING TEACHERS OF THE CENTRAL REGIG Hm GMARED WITH MICHIGAN TEACHHB W Sub- Significant heading Practices and lumber . , - ;‘I§ I"! If; Less If; Less fbc- If; fec- Bf; tive feo- tive fee— A *apl llxplain purposes of farm.visits during adult classes 23 28 32 9 25 13 *iB-z Arrange visits during class meetings through approved practices check list 67 3 11 30 ll '7 “3-6 Maintain a 11st of potential firm.visits 32 26 24 14 29 4 *3—26 Notify (phone, card) adult student before visit is made 54. 2O 10 19 13 13 *C-1 Jointly determine pur- pose of visit with adult student before- hand 30 29 20 6 25 15 flD—l Locate adult student problems during high school student visits 9 26 47 l 28 19 *0-4 ‘Visit newcomers soon after they move into district 34 17 32 ll 21 15 _ J TABIE XVIII common 98 PRACTICE OF (l-EARM IISTRUCT 1m 0? ADULT-FARMS THAT WERE USED AND EVALUATED TO A SIGNIFICANTLI HIGHER DEGREE BI OUTSTANDING TEACHERS OF THE CENTRAL REGION WHEN COMPARED HRH MICHIGAN TEAS- ‘ J aub- Significant Michigan Outstanding heading Practices T ac and Never Used and Never Used and labor W am an Ef- Less Ef- Less fec- Ef- fee- 3:. tive fec- tive fec- _ En tin “ll-8 Discuss problems of farm with adult student ' and wife Jointly 21 32 30 37 9 *D—9 Stdy adult student 's farm business records 31 33 27 25 17 "D-lo Analyse adult student 's farm business records (.0 18 23 24 10 "D-ll Study adult student 's DHIA, soil test, or other records 11 38 36 37 10 "D—lz Analyse adult student's DHIA, soil test, or ' ' other records 15 31 35 38 9 *3-8 Use specimen or models ' during visits 53 13 17 17 9 *E-ll Have adult student make on calculations during instruction on visits 13 31 1.0 30 13 ”1-2 Assist adult student to set goals of production or management 12 28 42 31. 12 M TABLE IV III CONTINUED MICE OP G-P‘ARM INSTRUCTICI O! ADM-FARMERS THAT HERE AND EVALUATED TO A SIGNIFICAM‘LI HIGHER. DEGREE BI WTSTANDING TEACHERS OF THE CENTRAL REGICH WHEN COMPARED WITH MICHIGAN TEACHERB Bub- Significant Michigan Outstanding heading Practices 7 s a and Used and lumber «ex .114 - ._ , m m Ef- Less Ef- Less fec- Ef- fee- If- tive fec- tive fee- "!-7 Use urge for security to motivate adult student to try new practice 31 12 1.0 10 22 16 "PL-8 Use social prestige fac- tor to motivate adult student to try new ' practice 5!. 8 21 19 14 “1-9 Assist adult student to conduct trial plots ‘ on farm 24 38 24 5 3 5 i"if-JO Plan future action with adult student and ‘ wife Jointly 38 18 27 I. 30 16 K s] ”-11 Plan future action with adult student and son(s) jointly , 22 36 27 7 35 co ' '3-12 Plan future action ' with entire family 50 36 2'7 18 19 K; MF-13 Arrive at definite con- clusions on key ideas ' discussed 22 29 31 A 30 $3 100 TABLE XVIII C(lTIHUED PRACTICE Cl m-FARM HSTRUCTIG OF ADULT-FARMERS THAT was: USED AND EVALUATED TO A SIGNIFICAM'LI HIGHER DEGREE BI WTSTANDING TEASHERS OF THE CENTRAL REGIW WHEN CQIPARED WITH MICHIGAN TEACHERS Sub- Significant Michigan Outstanding heading Practices -; rs V " and lumber tive fec- tive fec- 4112 “0-1 Analyse discussion of previous class in re- lation to adult stu- ' dent's farm 13 36 34 5 35 9 “0-3 Assist adult student to analyse new prac- tices as they affect ‘ ' entire farn 17 27 41 O 29 19 *G-l. Take adult student to observe new practices ' ' of other farmers 22 39 23 5 34- 11 "(i-5 Analyse with adult wry practice succeeded 11 32 34 4 33 10 “Cy-7 Keep written record of new practices being initiated by adult students ' 1.9 14 22 15 18 13 "0-9 Analyse , with adult student, practices recommended by ' ' government agencies 12 21 51 7 25 16 *G-ll Analyse, with adult student, a new prac- tice adapted by a . ‘ neighbor ' 9 33 42 6 29 12 0‘0... 101 TABLE XVIII CMINUED PRACTICE OF mums INSTRUCTION W ADULT-FARMERS THAT WERE USED AND EVALUATED TO A SIGNIFICANTIJ HIGHHI DEGREE BI OUTSTANDING TEACHERS OF TE CENTRAL BEGIN UHEN COMPARED WITH MICHIGAN TEACHERS -__._ -_ Sub- Significant lMichigan Outstanding heading Practices : rs - . . _ -. and lumber *6-13 Use local production standards to assist student to evaluate ’his business 22 35 29 6 33 11 **G-l4. Periodically'analyse and restate future plans of the business with adult student and wife jointly 53 10 20 14 17 18 **G-15 Periodically analyse and restate future plans of the business with adult student and son(s) jointly 4O 17 24 13 20 15 **G-16 Periodically analyse and restate future plans of the business with entire family 53 12 15 20 l6 12 *393 Record requests from adult students to determine interest . in being visited 56 12 16 19 17 10 “8-8 Observe performance of a skill taught on a previous visit 21 26 34 5 31 11 W ‘0..- 102 TABLE XVIII CWCLUDED PRACTICE OF (EU-FARM INSTRUCTIQI OF ADULT-FARMERS THAT HERE USED AND EVALUATED TO A SIGNIFICANI'LI HIGHER DEGREE BI WTSTAHDING TEACHERS 01" THE CENTRAL BEGIN WHEN COMPARED WITH MICHIGAN TEASMS Sub- Significant Michigan Outstanding heading Practices and luber tive fec- tive fee- A "H-ll Inquire about the action suggested at the previous visit 18 26 38 3 29 16 "ll-13 Analyse class discussion to determine whether adult students taught skills on the farm are more active in class 40 22 21 11 26 12 "3-14 Take photographs of approved practices to show 'before' and "after" situations 47 17 8 12 29 8 ’Represents a significant difference at the five to the one per cent level. "Represents a significant difference at or above the one per' cent 10"]. e *"This includes the checklist totals in July, 1958, from the column “Partly Effective," 'Uot Effective ," or "Effectiveness Uncertain." 103 ngmmumm- Taprovid- a condensation of the checklist survey involving the Michigan teachers and the outstanding teachers of the Central.Region is the purpose of this section. The average composite score and percentage of teachers using the practices under each sub- heading in the checklist are shown in Table XIX. TABLE XIX SUMMARY OF'SUB-HEADING AVERAGE COMPOSITE SCORES AND PERCENTAGES OF MICHIGAN TEACHERS AND OUTSTANDING TEACHERS OF THE CENTRAL REGION USING THE PRACTICES OF ONéPARM,INSTRUCTION Michigan Sub-heading of the Checklist Central Region Average; Averaggs Composite Per Composite Per Score cent Score cent Using Using A. Organising for visits 2.89 73.7 3.15 77.3 B. Scheduling farm visits 2.73 53.9 3.17 59.6 C. Preparing adult student for matmtion 3 e 13 89e 8 3 e49 91c]. D. Locating problems during ' visits 2.35 69.9 2.98 79.1 E. Instructing during farm visits 2.55 75.0 2.90 77.2 P. Planning action during visits 2.34 61.0 2.91 72.5 G. Evaluating farm practices during 7181138 2e32 67e8 2e93 7507 H. Evaluating instructional practices used by the teacher 2.70 63.5 3.12 76.2 Checklist Average 2.63 69.3 3.08 76.1 -_.. L. 104 In all sub-heading averages the outstanding teachers had higher scores and percentages of usage. This difference should have been expected because the teachers of the Central Region were selected for their outstanding performance of on-farm in- struction with adult farmers. The differences between the IMichigan teachers and the outstanding teachers of the Central Region in Table III were not significant at the five per cent level. The largest difference in composite scores between the IMichigan teachers and the teachers of the Central.Region was under the sub-heading, "Locating problems during visits," with an increase by the teachers of the Central Region over the IMichigan teachers of’sixtybthree one-hundredths of a point. The next largest difference in composite scores was under the sub-heading of "Evaluating farm practices during visits,I with an increase of sixtybone one-hundredths of’a point. These two categories of locating problems during visits and evaluating farm practices are very important phases of good teaching on the farm. In both phases the Michigan teachers who had used these practices gave them the rather low composite scores of 2.35 and 2.32, respectively; The percentage of usage of these two sub-headings of practices was 69.9 and 67.8, as compared with the average of 69.3 per cent. This indicates that the teachers were less satisfied with the effectiveness of the 105 practices in these categories than with those in the other categories, yet they used these practices as frequently as the average of all the categories in Table XIX. Summary of Chapter This chapter has presented information about Michigan departments of vocational agriculture in the study, the results of the checklist survey of Michigan teachers, and the checklist survey results of the outstanding teachers of the Central Region. The following findings are summarised. , l. The typical Michigan teacher who took part in the study was from a one-man department on Plan D, teaching four high school classes of vocational agriculture, with one con- ference and one adult or young-farmer period in the high school schedule, with a high school student enrollment of between thirtybone and ferty, teaching one adult-farmer course in farm management, who was paid one-seventh of his salary for adult- farmer work, having eleven to twenty adult farmers enrolled, and ten class meetings per adult-farmer course. . g 2. There were 138 checklists sent to Michigan teachers. One hundred and eight, or 78.2 per cent, of the checklists were returned. Eight of these were not usable. 3. The average years of experience of teaching adult- farmer courses for the Michigan teachers in the study was 106 five and nine-tenths years. 4. The average number of on-farm.visits conducted by Michigan teachers per year was 56.3, with a range of from eight to three-hundred. This would indicate that the adult-farmer is visited approximately two and three-tenths times per year. 5. Twentyafive practices from the checklist survey among Michigan teachers were used by 75.0 per cent or more of the teachers and given an average composite score of 3.00 or more, which is an indication of their effectiveness. 6. Seventy outstanding teachers from thirteen states of the Central Region were sent checklist forms. Fiftybsix, or 80.0 per cent, of the checklists were returned. Three of these were not usable. 7. The average number of years of experience in teach- ing adult-farmer courses by outstanding teachers of the Central Region was six and eight-tenths years. 8. The average number of on—farm visits conducted by outstanding teachers of the Central Region was ninetybtwo per year. 9. Sixtybthree practices from.the checklist survey from the outstanding teacher group were used by 75.0 per cent or more teachers and had a composite score of 3.00 or over for effectiveness. 10. Thirty-eight practices from the checklist were found 107 to be used more and evaluated higher by the outstanding teachers of the Central Region as compared with the Michigan teachers to a significantly higher level. CHAPTER V DEMONSTRATION OF PROMISING PRACTICES This chapter will report the second major phase of the study which.was to demonstrate the effectiveness of ten promis- ing practices of individual on-farm instruction with adult farmers,during 1958-59, by Michigan teachers. Through the approach of collecting data from teachers of adult-farmer courses from thirteen states of the Central Region who were considered outstanding in providing on-fann instruction, it was hOped to discover some promising practices that had not been used extensively in adult-farmer courses by Michigan teachers. The task was then to have these promising practices tried on a demonstrational basis by a sufficiently large group of Michigan teachers to determine their effective- ness and practicality. In the following sections the results of the demonstration of the ten promising practices will be presented and discussed. Selection of Promising Practices The thirtybeight practices that were found to be used more and evaluated higher to a statistically significant extent by the outstanding teachers of the Central Region when compared 109 with the Michigan teachers formed the basis for selection of the promising practices. A list of these thirty-eight practices was reported in Table XVIII of Chapter IV. Twenty practices were selected from this list of’thirtybeight. The selection was based on criteria explained in Chapter III. The Michigan teachers of adult-farmer courses for 1958-59 were then asked to select the practices that they would be willing to use on a demonstrational basis from the list of twenty potentially promising practices mentioned above. The results of the selection of practices from this list are re- vealed in Table XX. This table shows the number of teachers as well as the percentage of teachers who selected each practice. Only the selections of the teachers who were personally inter- viewed at the summer conference of the teachers of vocational agriculture were included in this list. From this list of twenty practices, nine were chosen for the demonstration of promising practices. These were chosen because they were the most frequently selected by the teachers, or were similar to other practices which when combined provided sufficient numbers. Those practices that were selected frequently were Numbers Apl, B-6, FL9 and Hkl4 as listed in Table XX. The different teachers selecting Numbers DblO, D-ll and D-l2 were combined because of the similarity of the practices, and were encouraged to demonstrate Number D-12. Teachers who had selected 11 0 TABLE XX PRACTICES THAT MET THE REQUIREMENTS FOR BEING CONSIDERED PROMISING PRACTICES AND THE NUMBER OF MICHIGAN TEASHERS SELECTING EACH FOR DEMONSTRATIONAL PURPOSES Sub- Number of Per cent of heading Practice Teachers Teachers and Selecting Selecting Number A91 Explain purposes of farm visits during adult classes 17 37.8 B—6 Maintain a list of potential farm visits 16 35.6 D-8 Discuss problems of farm.with adult student and wife Jointly 11 24.4 D-10 Analyse adult student's farm business records 5 11.1 D—11 Study adult student's DHIA, soil test, or other records 6 13.3 0-12 Analyse adult student's DHIA, soil test, or other records 8 17.8 E-ll Have adult student make own calculations during instruction 2 4~4 F—2 Assist adult student to set goals of production or management 7 15.6 F—9 Assist adult student to conduct trial plots on farm. 18 40.0 F-lO Plan future action with adult student and wife jointly 6 13.3 Fell Plan future action with adult student and son(s) jointly 5 11.1 TABLE XX CONCLUDED PRACTICES THAT MET THE REQUIREMENTS FOR BEING CONSIDERED PROMISING PRACTICES AND THE NUMBER OF MICHIGAN TEACHERS SELECTING EACH FOR DEMONSTRATIONAL PURPOSES Sub- Number of Per cent of heading Practice Teachers Teachers and Selecting Selecting Number PL13 Arrive at definite conclusions on key ideas discussed 5 11.1 G-l Analyse discussion of previous class in relation to adult student's own farm 8 17.8 Gn4 Take adult student to observe new practices of other farmers 16 35.6 G-5* Analyse with adult why practice succeeded 11 24.4 G—ll Analyse, with adult student, a new practice adopted by a neighbor 10 22.2 G—13 Use local production standards to assist adult student to evaluate his business 10 22.2 H-8 Observe performance of a skill taught on a previous visit 0 0 H-l3 Analyse class discussions to determine whether adult students taught skills on the farm are more active in class 8 17.8 3-14 Take photographs of approved practices to show "before" and ”after" situations 17 37.8 112 Numbers D-8, F310 and Fell were encouraged to use D—8. Numbers Fb2 and 0-13 were combined because of their similarity and the teachers were encouraged to use G-13. Numbers 6.4 and G—ll were combined and the teachers were encouraged to try 0-4. Number G—l, although not quite as popular, was selected for the demonstration because it was somewhat different from the other promising prac- tices'and is a type of on-farm instruction practice that suggests a very close relationship with the class meetings. Number G-5 was considered to be rather general and too similar to more popular practices on the list. Numbers Enll, F313, H—8 and H-13 were eliminated because they were not frequently selected and were not readily combined with other practices. The teachers who had selected Numbers E—ll, F-13, H—8 and 3913 were not given suggestions for alternate practices. Results of the Demonstration of Promising Practices The evaluation of the promising practices of on-farm instruction that were used on a demonstrational basis by Michigan teachers of adult-farmer courses during the 1958-59 school year will be presented in the following sections. A total of eighty-one teachers selected promising practices at the beginning of the year. There were sixty teachers who par- ticipated in the evaluation at the end of the 1958—59 year, in addition to six teachers who did not teach adult-farmer courses 113 as they had planned, but who replied to the inquiry. Of these teachers who selected practices at the beginning of the year and conducted adult-farmer courses, eighty per cent replied. This percentage was made up of thirtybtwo teachers who were contacted at the beginning of the year through interviews and twentybeight who selected promising practices through the contact of a letter. The teachers of each group who participated in the evaluation at the end of the year amounted to 82.2 per cent and 77.8 per cent, respectively. A total of 228 evaluations was made of the ten promising practices for an average of 22.8 teachers per practice and an average of three and eight-tenths practices per teacher. Table XXI reveals the number and percentage of teachers who evaluated each promising practice. gplain Lb; purposg _o_f fag! visits during t3: 3W glasses. The results of the demonstration and evaluation by IMichigan teachers of adult-farmer courses of this first promising practice of on-farm instruction will be explained in this section. Twentybtwo teachers, or 36.7 per cent of the teachers in the study, evaluated this practice. The evaluation form.that was sent to the teachers is shown in Appendix F. This was a standard form.that was used for all of the promising practices. The fre- quency of use to which the teachers had put this practice in the past and during the 1958-59 year is shown in Table XXII. 114 TABLE XXI NUMBER AND PERCENTAGE OF MICHIGAN TEACHERS NED USED AND EVALUATED EACH PRQMDSING PRACTICE OF ON-FARM INSTRUCTION DURING 1958-59 Promising Practices Number of Percentage of Teachers Teachers Evaluating Evaluating 1. Explain the purpose of farm visits during the adult-farmer classes 22 36.7 2. Maintain a list of potential farm visits to be made to adult farmers 24 40.0 3. Discuss problems of the farm with the adult farmer and his wife together 25 41.7 4. Assist the adult farmer to con- duct trial plots on his farm. 22 36.7 5. Analyse, with the adult farmer, the instruction of a previous adult class as it is related to his own farm. 24 40.0 6. Take the adult farmer to observe a new practice of another farmer 32 53.3 7. Analyze the adult farmer's DHIA, soil test, or other farm records 12 20.0 8. Use local production standards to assist the adult farmer to evaluate his business 18 30.0 9. Take colored slides or snapshots of approved practices being adopted by the adult farmer to show the "before" and "after" situation 19 31.7 10. Survey adult farmers during class to determine their view- points concerning farm visits 30 50.0 115 TABLE HII FREQUENCY OF USE OF THE PROMISING PRACTICE T0 l'EXPLAIN THE PURPCBE 0F FARM VISITS DURING THE ADULT-FARMEIR CLASSES" BY MICHIGAN TEACHERS Frequency of Use Previous Years 1958-59 Weekly .. .. Twice monthly - 3 Monthly 2 2 Quarterly' 2 3 Annually 11 13 Never 6 .- Total teachers reporting 21 21 All of the teachers using this promising practice indicated that they would use this practice in the future, if it was apprOpriate. - The advantages of this practice that were checked on the evaluation form are sumarized in Table XXIII. The standard deviation of proportions was used to sta» tistically summarize the response of teachers to the advantages of this practice. The Student 3t” distribution was used to show significant differences of selection from.chance or from what would be expected. None of the advantages of this practice was selected by a significant number of teachers, nor were any of the advantages selected by a majority of the teachers. 116 TABLE XXIII ADVANTAGES OF THE PROMISING PRACTICE T0 "EXPLAIN THE PURPOSES 0F FARM VISITS DURING THE ADUDT-FARMER CLASSES” ACCORDING TO MICHIGAN TEACHERS W Advantages Number of Percentage of Teachers Teachers Farmer responded well 10 45.5 -Farmer learned more 6 27.3 -Farmer adOpted more farm practices 5 22.7 -Improved class instruction 2 9.1 -Increased class attendance 3 13.6 Used teacher's time economically’ 8 36.4 -Practice performed easily 5 22.7 Total teachers reporting 22 m than would be expected by chance as measured by the Student 't' distribution at the five per cent level. The advantage of this promising practice most frequently selected by the teachers was "Farmer responded well," with ten teachers checking it for a percentage of 45.5. Five of the seven advantages that could have been selected were checked by sig- nificantly fewer teachers than would be expected if left to chance. The comments offered by the teachers were as follows: 1. "This practice eliminates the possibility of em- barrassment on the part of both instructor and student.” 117 2. "This could be over-sold-thinking that farm visi- tation has the same purpose for each farm." 3. This practice "makes following farm.visits more effective.” 4. Three teachers indicated that students understood better what the teacher was trying to accomplish. 5. "I feel welcome to visit the farms as often as I have time. There is always a need.“ 6. This practice "makes a more purposeful farm visit." Maintain a list 9; potential farm'visits to be made to adult farmers. This promising practice is easily done and aids the teacher to recall on-farm instruction visits that need to be conducted. The results of the demonstration and evaluation of this practice by Michigan teachers are presented in the following paragraphs. There were twentyafour teachers, or 40.0 per cent of the teachers responding, who used and evaluated this promising practice. The frequency with which this practice had been used in previous years as compared with 1958-59 is revealed in Table XXIV. The teachers evaluating this practice agreed unanimously that they would continue to use it in the future, when it was appropriate. The advantages of this practice, according to the teachers' evaluation, are shown in Table XXV. The advantage, 118 TABLE XXIV FREQUENCY OF USE OF THE PROMISING PRACTICE TO "MAINTAIN A LIST OF POTENTIAL FARM VISITS TO BE MADE TO ADULT FARMERSa BI MICHIGAN TEACHERS W Frequency of Use Previous Years 1958-59 Weekly Twice monthly Monthly Quarterly utbsibu Annually QWNMHW Never Total teachers reporting 23 23 "Used teacher time economically," was selected by twentyaone, or 87.5 per cent, of the teachers evaluating the practice. The other advantages listed on the evaluation form.did not apply as directly to this practice as did the advantage of teacher time, therefore, few teachers selected them as advantages. Some remarks of the teachers about the use of this practice revealed other advantages and suggestions. One teacher said, ”I found this most advantageous as a checklist for needed visits at certain times of the year." Another commented that "This can make 'visits more timely.“ "I find I am able to save many unnecessary 119 TABLE XXV ADVANTAGES OF THE PROMISING PRACTICE T0 "MAINTAIN A LIST OF POTENTIAL FARM VISITS TO BE MADE TO ADUDT FARMERS" ACCORDING TO MICHIGAN TEACHERS Advantages Number of Percentage of Teachers Teachers - Farmer responded well 3 12.5 -Farmer learned more 3 12.5 -Farmer adopted more farm practices 5 20.8 -Improved class instruction 3 12.5 -Increased class attendance 6 25.0 *Used teacher time economically 21 87.5 -Practice performed easily 7 29.2 Total teachers reporting 24 *This advantage was selected by significantly more teachers than would be expected by chance as measured by the Student 't' dis- tribution at the five per cent level. -These advantages were selected by significantly fewer teachers than would be expected by chance as measured by the Student 't' distribution at the five per cent level. trips and still get done what needs to be done.” was the remark of a teacher about this on-farm.instruction practice. One teacher was concerned because he "never could keep list correct.” Another teacher wrote, "It helps set aside time for adults.“ One said, "Here farmers are visited.“ Five teachers felt this practice provided a more organized visitation program. Disguss problems of the farm with t_g adult farmer and his gifg'together. This practice was used and evaluated by twentya five teachers, which was 41.7 per cent of those in the study. Table XXVI contains the results of frequency of use of this prac- tice in previous years and during 1958-59. Since this is a more time-consuming practice, one would not expect a teacher to use this practice very frequently. All of the teachers who evaluated this practice said that they would continue this practice in the future, if it was apprOpriate. TABLE XXVI FREQUENCY OF USE OF THE PROMISING PRACTICE TO ”DISCUSS PROBLEMS OF THE FARM WITH'THE ADULT FARMER AND HIS ‘HIFE TOGETHERI BI MICHIGAN TEACHERS Frequency of Use Previous Years 1958-59 weekly - Twice monthly' - Monthly Quarterly Annually 004510 O‘QUIN Never Total teachers reporting 21 21 121 In answer to the question of what were the advantages of this practice, the teachers' replies are summarized in Table XIVII. TABLE XXVII ADVANTAGES OF'THE PROMISING PRACTICE TO “DISCUSS PROBLEMS OF THE FARM WITH THE ADULT FARMER AND HIS WIFE‘TOGETHER“ ACCORDING TO MICHIGAN TEACHERS Advantages Number of Percentage of Teachers Teachers Farmer responded well 11 44.0 -Farmer learned more 5 20.0 Farmer adopted more farm practices 9 36.0 ~Improved class instruction 4. 16.0 -Increased class attendance 6 24.0 Used teacher's time economically 8 32.0 -Practice performed easily' 5 20.0 Total teachers reporting 25 -These advantages were selected by significantly fewer teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. The advantage which received the most checks by the teachers was that “Farmer responded well,“ from eleven, or 44.0 per cent of the teachers, who evaluated the practice. Four of the advantages were checked by so few teachers that they were considered to have 122 been selected significantly less than would have been expected by chance. None of the advantages was selected frequently enough to have been considered significantly more pOpular than would have been expected. The teachers made several comments about this practice as follows: 1. “when working with peOple you.must slowly gain their confidence first. One way to do this is to get the confidence of the wife.“ 2. “I feel this practice is very important. However, many times you are working with adult farmers in the field while the wife is in the house. If you like making night calls you could work with them together.“ 3. “This practice works well in some cases and others, not at all. You must know the personalities involved intimately and have their confidence.“ 4. “This practice provided me with better understandings of the total family's part in the success of the farmer. IMany times the wife was the one who encouraged discussion of pro- duction problems such as amount of fertiliser we are using com- pared with other people.“ 5. “The adult farmer and his wife usually talk things over anyway. There seems to be little need for conference type only in special cases.“ 123 6. “Depends on how closely'farmer and wife work in running farm. Some wives keep the accounts. Some farmers ngzg; consult their wives. Teacher must know the family well.“ 7. “I certainly would not press this practice if the farmer did not indicate he wanted his wife in on the discussion. Quite often the wife is on the scene on the farm visits and is included as a natural part of the conversation. Only a few times have I actually worked on specific problems with husband and wife together.“ 8. “Would open discussion when possible with, 'How are things going?‘ or some such remark and the wife most always would pick up from there if there were many problems.“ 9. “Farmer's wife involved more in the business.“ 10. “Greater appreciation of farm problems by each person.“ 11. “The family farm is based on family cooperation.“ 12. “It gives a better understanding of vocational agriculture to both individuals.“ 13. “A better teacher-farmer relationship develops as wife gains better understanding and more confidence.“ 14. “Wife was more cOOperative, especially young couples.“ Assist tgg adult farms; t9 conduct plgtg‘gg_htg farm. Twentybtwo teachers, or 36.7 per cent of the teachers in the study, used and evaluated this practice. The frequency with which this 124 practice was used in 1958-59 as compared with previous years is shown in Table XXVIII. TABLE XXVIII FREQUENCY OF USE OF THE PROMISING PRACTICE TO "ASSIST THE ADULT FARMER TO CONDUCT TRIAL PLOTS ON HIS FARM“ BY MICHIGAN TEACHERS Frequency of Use Previous Years 1958-59 we ekly ' - 1 Twice monthly - - Monthly‘ - - Quarterly 1 l Annually 9 14 Never 6 - Total teachers reporting 16 16 The teachers unanimously agreed that they would continue to use this practice in the future if it was appropriate in their pragrams. The advantages of this practice are shown in Table XXIX. None of the advantages were selected by enough teachers to be considered significantly more popular than would be expected by chance. However, the advantages of “Farmer responded well,“ “Farmer learned more,“ and “Farmer adopted more farm practices“ were all checked by more than half of the teachers. Three of 125 TABLE XXIX ADVANTAGES OF THE PROMDSING PRACTICE TO “ASSIST THE ADULT FARMER TO CONDUCT TRIAL PLOTS ON HIS FARM" ACCORDING TO MICHIGAN TEACI-ERS Advantages Number of Percentage Teachers of Teachers Farmer responded well 14. 63.6 Farmer learned more 4 15 68.2 Farmer adepted more farm practices 13 59.0 Improved class instruction 11 50.0 -Increased class attendance . 6 27.3 -Used teacher's time economically 4 18.2 -Practice performed easily 3 13.6 Total teachers reporting 22 WWW than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. the advantages were selected significantly less than would be anticipated by chance. Comments of the teachers about this promising practice were as follows: 1. “This practice works wonderfully, everything from crops to swine. Creates a great deal of interest in the commmmityu Plots should be publicized with signs, tours, etc.. Pictures of 126 experimental plots and regular farm crops at same time of’year provide excellent aids for winter meetings. One of the finest learning techniques at our disposal.“ 2. “We set up a corn growing contest. Only members having 50% or better attendance could participate. The size of plot-1 acre. The farmers set up rules and regulations. Fertiliser practices and plant population was largest area of instruction. It was on a voluntary basis so there were no problems and a great deal of instruction was achieved.“ 3. “I have used this and am using it on fertilization rate plots plus minimum tillage in corn. I encourage using it on from one to five acres first and let results take over from.there.“ 4. “Do not over-obligate yourself to the extent that you cannot do a good Job with the plots you put out. I plan to use plots this year for a June 'twilight' meeting.“ 5. “One of best types of activities.“ 6. “If it is a practice you want the farmers to have, make £232 it is successful, otherwise it is gggg in the future.“ 7. “All class members are not ready to conduct trial plots.“ 8. “This has some disadvantages as weather conditions and farmers' fields are not uniform. It helps too in the day school program-Ag students may attend during the summer meetings.“ 9. “The farmers must be cautioned that the results of one 127 test are only an indication, as different conditions beyond our control could have caused different results.“ 10. “I find this helps to keep me up-to-date on new practices actually used by farmers.“ 11. “Farmers like to try new things.“ Analyze, with the adult f er, tgg instruction 2; ; pzevious adtlt class 93 tt _i_s_ related to kit o_wg farm. This promising practice is a natural activity that closely relates the classroom instruction to the on-farm instruction. It was used and evaluated by'twentyhfour teachers, which was 40.0 per cent of those in the study. The frequency with which teachers had used this practice during previous years and dur- ing 1958-59 is revealed in Table XXX. The teachers were all in favor of continuing this practice with adult farmers if it was apprOpriate to future courses. A summary of the advantages that the teachers selected for this practice is presented in Table XXXI. A significant number of teachers selected the advantage of “Farmer adOpted more farm practices“ when using this practice. A majority of the teachers considered “Farmer responded well,“ and “Farmer learned more“ as advantages of this practice. There were four advantages selected by so few teachers that they were selected significantly less than expected. Several teachers made comments about this practice. One 128 TABLE 111 FREQUENCY OF USE OF THE PROMISING PRACTICE TO “ANALYZE WITH THE ADULT FARMER, THE INSTRUCTION OF A PREVIOUS ADULT CLASS AS IT IS RELATED TO HIS OWN FARM“ BY MICHIGAN TEACHERS - L.— - Frequency of Use Previous Years 1958-59 Weekly Twice monthly Monthly Quarterly NQ-O‘l-‘i-‘H mmNNU 8 8 Total teachers reporting teacher said that “Many farmers can see what is wrong with the neighbors' farms but not their own.“ “I found it was hard for a farmer to remember where he got many of the ideas he was putting into practice,“ was the remark of another teacher. Another teacher indicated that the practice, “Seemed to work best after the farmer had time to see the results of the farm practice.“ Still another teacher wrote, “This practice seemed to fit all phases of instruction. “ Take flip adult garmep t_o_ obsem 5 pp! practice 9; anotppp Eggppg. This practice was the most popular of the ten in the study. 129 TABLE XXXI ADVANTAGES OF'THE PROMISING PRACTICE TO “ANALYZE WITH THE ADULT FARMER, THE INSTRUCTION OF A PREVIOUS ADULT CLASS AS IT IS RELATED TO HIS OWN FARM“ ACCORDING TO MICHIGAN TEACHERS Advantages Number of Percentage Teachers of Teachers Farmer responded well 14 58.3 Farmer learned more 16 66.7 “Farmer adOpted more farm.practices 17 70.8 -Improved class instruction 6 25.0 -Increased class attendance 5 20.8 -Used teacher's time economically 7 29.2 -Practice performed easily 1 4.2 Total teachers reporting 24 W “Thus advantage was selected by significantly more teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. AThese advantages were selected by significantly fewer teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. There were thirtybtwo teachers, or 53.3 per cent of the teachers in the study, who used and evaluated this practice. The first question of frequency of use of this practice in previous years and during the 1958-59 year is summarized in Table XXXII. It was the unanimous decision of the teachers that they would use this practice in the future, if it were appropriate. 130 TABLE XXXII FREQUEMY OF USE OF THE PROMISING PRACTICE TO “TAKE THE ADULT FARMER‘TO OBSERVE A NEH PRACTICE OF ANOTHER FARMER“ BY MICHIGAN TEACHERS Frequency of Use Previous Years 1958-59 m Heekly — ' - Twice monthly' - - Monthly 1 7 Quarterly 9 10 Annually' 9 7 Never 5 - Total teachers reporting ‘ 24 24 The advantages of this practice as seen by the teachers who used it are shown in.Table XXXIII. “Farmer learned more“ and “Farmer adepted more farm practices“ were the advantages of this practice that were selected significantly more than would be expected, by the teachers who used the practice. A majority of the teachers considered “Farmer responded well“ as an advantage. Three advantages were selected by significantly fewer teachers ’ than would be expected if left to chance. The following valuable comments were offered by the teachers. 131 TABLE XXXIII ADVANTAGES OF THE PROMISING PRACTICE TO “TAKE THE ADULT FARMER TO OBSERVE A NEH PRACTICE OF ANOTHER FARMER“ ACCORDING TO MICHIGAN TEACHERS Advantages Number of Percentage ’ Teachers of Teachers _: .— Par-er responded well 21 65.6 “Farmer learned more 23 71.9 “Farmer adOpted more fans practices 25 78.1 Improved class instruction 11 34.4 -Increased class attendance 9 28.1 éUsed teacher's time economically 9 28.1 -Practice performed easily’ 6 18.8 Total teachers reporting 32 “Tiese advantages were selected by significantly more teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. -These advantages were selected by significantly fewer teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. 1. “Horks well in conjunction with trial plots.“ 2. “Do not take in only those farms that are really endowed with financial assistance. Take in common farmers and try to include those farms visited out of'your class members.“ 3. “The time of the trip is very important.“ 4. “Many farmers will visit neighbors but will not get at 132 basic facts, such as cost, unless you help them.“ 5. “You can accomplish more this way and let the farmer find out the experience of other farmers--some of the small details that are so important. We can teach a farmer more if we organize and let the person with experience give the facts.“ _W 8 3.11.2 shill ___fmer'8 1.3.1.13. £9.41 13.6.3» 21; Pills; 1m ppcord . Only twelve used this practice, which accounted for 20.0 per cent of the teachers in the study. The frequency with which the teachers used this practice during previous years as well as during 1958-59 is shown in Table XXXIV. TABLE XXXIV FREQUENCY OF USE OF THE PRQ'IISING PRACTICE TO “ANALYZE THE ADULT FARMER'S DHIA, SOIL TEST, 0% OTHER. FARM RECORDS“ BY MICHIGAN TEACHERS Frequency of Use Previous Years 1958-59 weekly , - .. Twice monthly - .. Monthly 2 2 Quarterly - 5 13311311! I. I. Never 5 - Total teachers reporting 11 11 133 All the teachers were interested in continuing the use of this practice in the future where it would be appropriate. Table XXXV reveals the summary of advantages that teachers felt this practice had for their adult-farmer course. Two advantages of this practice were checked by a higher percentage TABLE XXXV ADVANTAGES OF THE PROMISING PRACTICE‘TO “ANALYZE THE ADULT FANMER DHIA, SOIL TEST, OR OTHER FARM RECORDS“ ACCORDING TOIMICHIGAN TEACHERS -_‘ _._- -— I Advantages Number of Percentage Teachers of Teachers “Farmer responded well 11 91.7 Farmer learned more 9 75.0 “Farmer adOpted more farm practices 11 91.7 Improved class instruction 3 25.0 Increased class attendance 4 33.3 Used teacher's time economically 4 33.3 Practice performed easily’ 4 33.3 Total teachers reporting 12 “These advantages were selected by significantly more teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. of teachers than under any other practice. Eleven out of the twelve teachers, or 91.7 per cent of the teachers, indicated that 134 the advantages of this practice were that “Farmer responded well“ and that “Farmer adOpted more farm practices.“ The advantage, “Farmer learned more,“ although not selected by a significant number of teachers, was selected by a majority. Comments of the teachers were that, “One must be careful when working with records to see that the information is kept confidential in some cases. Few farmers will Open records if they aren't sure you are responsible enough to retain the information,“ “I analyzed eight members' dairy programs. The activity took a total of twentyafour hours of time or an average of three hours per member,“ and “Gives you something specifically to work on.“ ng’;oca; productiop standards tp assist tpg_pgp;t gppppp,tp gzpluate pt; business. Eighteen teachers, or 30.0 per cent of them, used this practice and made an evaluation of it. Table mm sumsrises the frequency with which the teachers used this practice in previous years and during 1958-59. The teachers were unanimous in their desire to continue the use of this practice in the future, if appropriate to the course. The advantages of this practice as indicated by the teachers evaluating it are revealed in Table XXXVII. The advanp tage receiving the most checks for this practice was “Farmer ‘ responded well,“ with fourteen teachers, or 77.8 per cent of’those 135 TABLE XXXVI FREQUENCY OF USE OF‘THE PROMISING PRACTICE TO “USE LOCAL PRODUCTION STANDARDS TO ASSIST THE ADULT FARMER TO EVALUATE HIS BUSINESS“ BY MICHIGAN TEACHERS Frequency of Use Previous Years 1958-59 Weekly - .. Twice monthly - - Monthly 2 3 Quarterly 3 7 Annually ll 7 Never 1 - Total teachers reporting _ 17 17 who used this practice, indicating this response. There were no consents from the teachers concerning this practice . 15kg colored page; 9; snapshots 2; M W miss—21am ammmmmmmm to “ins—_L'arte " sttuatipp. Nineteen teachers participated in the evaluation of this practice. This amounted to 31.7 per cent of the teachers in the study. Table XXIV III offers a summary of the frequency with which teachers used this practice in previous years and during 1958-59. 136 TABLE XXXVII ADVANTAGES OF THE PROMISING PRACTICE TO “USE LOCAL PRODUCTION STANDARDS‘TO ASSIST THE ADULT FARMER'TOIEVALUATE HIS BUSINESS“ ACCORDING TO MICHIGAN TEACHERS Advantages Number of Percentage Teachers of Teachers “Farmer responded well 14. 77.8 Farmer learned more 6 33.3 Farmer adOpted more farm practices 13 72.2 Improved class instruction 7 38.9 -Increased class attendance 2 11.1 -Used teacher's time economically l 5.5 -Practice performed easily 1 5.5 Total teachers reporting 18 W “This advantage was selected by significantly more teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. JThese advantages were selected by significantly fewer teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. 137 TABLE xxxv III FREQUENCY OF USE OF THE PROMISING HiACTICE TO "TAKE COLORED SLIDES on SNAPSHOTS OF APPROVE!) PRACTICES BEING ADOPTED BY THE ADULT FARMER T0 SHOJ THE 'BEFCRE' AND 'AFTER' SITUATION“ BY MICHIGAN TEACHERS Frequency of Use Previous Years 1958-59 Weekly - - Twice monthly - 1 lMonthly 1 2 Quarterly’ 4 7 Annually 8 5 Never 2 - Total teachers reporting 15 15 All the teachers agreed that they would continue using this practice in the future with their adult farmers when it was apprOpriate. The teachers indicated the advantages of this practice which are summarised in.Table XXXIX. The advantage of the prac- tice selected by a significant number of teachers was that it “Improved class instruction.“ Also, a majority of teachers selected the advantage of the practice of “Farmer responded well.“ The advantage “Used teacher's time economically was selected by significantly fewer teachers than would be expected by chance 138 TABLE XXX]! ADVANTAGES OF THE PROMISING PRACTICE TO “TAR COLORED SLIDE Gt SNAPSHOTS OF APPROVED PRACTICES BEING ADOPTED BY THE ADULT FARMER TO SHOJ THE 'BEFORE' AND 'AFTER' SITUATION“ ACCORDING TO MICHIGAN TEACHERS Advantages Number of Percentage Teachers of Teachers Farmer responded well 12 63.2 Farmer learned more 11 57 .9 Farmer adepted more farm practices 8 42.1 “Improved class instruction 14 73.7 Increased class attendance 6 31.6 -Used teacher's time economically 3 15.8 Practice performed easily 8 42.1 Total teachers reporting 19 W “This advantage was selected by significantly more teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. -This advantage was selected by significantly fewer teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. and is definitely not considered an advantage by the evaluating esp. Cements offered by the teachers were as follows: “One of the fine tools at our disposal,“ and “Requires work to de- velOp completeness of series of slides on a particular situation 139 from start to finish.“ Another teacher wrote, “One of the best methods in instruction.“ Still another said, “Tends to lengthen the number of’meetings held in the summer months-this is a year around program.“ m adult farmers during class 22 detgrmine theg ziggpoints concerning farm visits. A capy of a suggested survey form which was sent to the teachers during the 1958-59 year may be examined by turning to Appendix E. This practice was evaluated by thirty teachers or 50. per cent of those taking part in the study. The frequency of use of this practice by the teachers during previous years and during 1958-59 is shown in.Tab1e XL. All of the teachers planned to continue the use of this practice in_the future when it is appropriate for their course. The advantages of this practice that were selected by the teachers are summarized and presented in Table 1L1. None of the advantages of this practice received enough checks to be con- sidered significant advantages. However, the advantage of “Farmer responded well“ was selected by a majority of the teachers. There were four advantages that were checked by so few teachers that they were found to be selected significantly less than would be expected if left to chance. Seven comments were offered about the practice. One teacher wrote that he, “Found a healthy attitude on the part of 140 TABLE IL FREQUENCY OF USE OF'THE PROMISING PRACTICE TO “SURVEY ADUDT FARMERS DURING CLASS TO DETERMINE THEIR VIEWPOINTS CONCERNING FARM VISITS“ BY MICHIGAN TEACHERS Frequency of Use Previous Years 1958-59 Twice monthly 1 2 iMonthly‘ — - Quarterly' 2 5 Annually 10 21 Never 15 - Total teachers reporting 28 28 adult farmers concerning visits-some seek help while others consider it more in a social light.“ Another teacher's comment was that, “I felt it boosted the relationship between the farmers and myself enough to increase attendance ten per cent. A closer feeling was held between all.“ “Helps plan visits better,“ was a teacher's remark. Still another said, “Farmers become more familiar with vocational agriculture program.“ One teacher wrote, “My experience has been that adults appreciate visits when there is a need for them.“ Still another remark was made that the practice “Helped me discover my position or role.“ 141 TABLE XLI ADVANTAGES OF THE PROMISING PRACTICE TO “SURVEY ADULT FARMERS DURING CLASS TO DETERMINE THEIR VIEWPOINTS CONCERNING FARM VISITS“ ACCORDING TO MICHIGAN'TEACHERS Advantages number of Percentage Teachers of Teachers Farmer responded well 16 53.3 ~Farmer learned more 3 10.0 -Farner adapted more farm practices 4 13.3 -Improved class instruction 8 26.7 -Increased class attendance ‘ 3 10.0 Used teacher's time economically 12 40.0 Practice performed easixy 12 40.0 Total teachers reporting 30 dThese advantages were selected by significantly fewer teachers than would be expected by chance as measured by the Student “t“ distribution at the five per cent level. Summary of Chapter This chapter which has presented the data from the demon- strational study of ten promising practices of on—farm.instruction of adult farmers is summarized as follows: 1. Eightybone teachers selected promising practices at the beginning of the demonstration year, which was in 1958-59. Sixtyb 142 six teachers, or 80 per cent, including six teachers who did not teach adult farmers in 1958-59, finished the study year by sending in an evaluation of the promising practices they used. 2. .A total of 228 evaluations were received from Michi- gan teachers, for an average of 22.8 evaluations for each of the ten practices and an average of three and eight-tenths practices being evaluated per teacher. 3. None ofthe advantages of the promising practice to “Explain the purpose of farm visits during the adult-farmer classes“ was selected by a sufficient number of the teachers to be significant, or even to make a majority. A. The promising practice to “Maintain a list of potential farm visits tobe made to adult farmers“ had the significant advantage, according to the teachers, of using the teacher's time economically. 5. The promising practice to “Discuss problems of the farm with the adult farmer and his wife tOgether,“ had no advantages which were significant, nor did a majority of teachers select any one advantage. 6. The promising practice to “Assist the adult farmer to conduct trial plots on his farm,“ had three advantages that were checked by a majority of the teachers, although none was significant. Those advantages were that the farmer responded well, learned more, and adopted more farm practices. 143 7. The promising practice to “Analyze with the adult farmer the instruction of a previous adult class as it is re- lated to his own farm,“ had the significant advantage, according to the teachers, that the farmers adopted more farm practices. A majority of the teachers considered this practice as having two other advantages-—the farmer responded well and learned more. 8. The promising practice to “Take the adult farmer to observe a new practice of another farmer,“ had the significant advantages, according to the teachers, of the farmer learning more and adepting more farm.practices. In addition, a majority of the teachers attributed to this practice the advantage of farmers responding well to its use. 9. The promising practice to “Analyze the adult farmer's DHIA, soil test, or other farm.records“ had the significant advantages of the farmer reaponding well to the practice and adopting more farm practices. A majority of the teachers also indicated that farmers learned more when the teacher used this practice. 10. The promising practice to “Use local production standards to assist the adult farmer to evaluate his business“ had the significant advantage of the farmers responding well to the practice. A majority of teachers selected the advantage of this practice that farmers adOpted more farm.practices. 11. The promising practice to “Take colored slides or snapshots of approved practices being adOpted by the adult farmer to show the 'before' and 'after' situation“ had the significant advantage of improving class instruction. Two other advantages were selected by a majority of the teachers. They were that farmers responded well to its use and learned more. 12. Although none of the advantages of the promising practice to “Survey adult farmers during class to determine their viewpoints concerning farm visits“ was selected by a significant number of teachers, a majority did consider that it had the advantage that farmers responded well to its use. 13. All ten practices were unanimously accepted by the teachers who evaluated them as practices that they would con- tinue to use in the future, if the practices were apprOpriate. 14. The evaluation of the advantages of all the promising practices is presented in a composite form in Table XLII. The following points are presented under the advantages ascribed to promising practices by the teachers using them on a demon- strational basis. a. “Farmer responded well“-Promising practice Numbers 7 and 8 were considered to have this advantage to a significant degree. However, a majority of the teachers considered practice Numbers 4, 5, 6, 9, and 10 to have this advantage also. b. “Farmer learned more“-Promising practice Number 6 was 145 selected by a significant number of teachers for this advantage. A majority of the teachers considered that practice Numbers 4, 5, 7, and 9 possessed this advantage. c. “Farmer adapted more farm.practices“-Promising practices selected to a significant degree,by the teachers who used them, as having this advantage were Numbers 5, 6, and 7. Promising practice Numbers 4 and 8 were selected fbr this advan- tage by a majority of the teachers using them. d. “Improved class instruction“-The promising practice Number 9 was selected by'a significant number of teachers for this advantage. No other practice was selected by a majority of the teachers as having this advantage. e. “Increased class attendance“-None of the promising practices was selected for this advantage by a significant number nor a majority of the teachers who used them. f. “Used teacher's time economically“-Promising practice Number 2 possessed this advantage as evidenced by the fact that a significant number of teachers selected it. None of the other practices was selected by a majority of the teachers for this advantage. g. “Practice performed easily“--None of the promising practices was selected by a significant number nor a majority of the teachers as having this advantage. 6 M 423 28 he 3a.... as a. 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SEAS .1. w on 2.. mm: 5.. ma m mu m: 303223 and 98a Spaces unseen mu 2 e a mu. 3 .3 mu m. e- as. v.53 noun: 3 «a 3. .3. am 3 j 3 d T S, .2... consent pasta 3 o m a. e n e m m a eeeavoehm 33.3on eeueaaehui magma adage: on ofigoud Em and 6h Banach—mama gala .3 flag magma an. .3 $0455 mun. ho BHadDAdbm nun. wgmm gm 4 HHAH an CHAPTER.VI SUMMARY, CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS FOR FURTHER STUDY 'This chapter will consist of a brief summary of the reasons fer this study, the method of conducting this study, and the results of the data obtained. The conclusions of the study will then be presented, based on the hypotheses form- ulated at the beginning of the study. Next, the implications of this study will be presented concerning individual on-farm instruction of adult farmers. Finally, suggestions for further study in the area of on-farm instruction of adult farmers will be listed. Summary of the Study The purpose of conducting this study of individual on— farm.instruction of adult farmers in vocational agriculture was to determine the practices that were being used by teachers, the effectiveness of those practices as evaluated by teachers, and then to identify, deve10p, and evaluate some promising practices that might prove effective. The importance of the adult-farmer course in vocational agriculture has been highlighted by the following beliefs: 11.8 l. The main responsibility for management and leadership in agriculture rests on adult farmers, not farm youth. 2. Adult farmers can and must learn new farming methods and farming practices as the technology of agriculture progresses. 3. Because managerial control is decentralized in farming, public agencies are the most logical avenues through which to provide continuing education for adult farmers. 4. The public school system is strategically located, both geographically and socioIOgically, to make a major con- tribution to the education of adult farmers. 5. The teacher of vocational agriculture, because of his broad, general training in technical agriculture and re- lated fields, as well as his training as an educator, is in a position to help bridge the gap between the agricultural scientist and the adult farmer. 6. The teacher of vocational agriculture, mainly re- sponsible to the local school administration and board of education, can act as an impartial coordinator of various efforts to provide education for adult farmers of his community, whether those efforts come from the agencies of business, cOOperatives, government, industry, or individuals. Individual on-farm.instruction of adult farmers is a vital part of the adult-farmer course. The following tenets 149 are stressed in this respect. 1. Classroom.instruction, to be functional and vocational in nature, must be based on the farming problems of the students. 2. The subject matter which is taught about farming prob- lems is of much.more value when it is adapted to and applied on the farms. 6 The need for a study of the practices of providing on- farm.instruction for adult farmers might be summarised as follows: 1. Informal surveys of two groups of Michigan teachers of adult-farmer courses revealed that an area of adult-farmer education in.which a study was very necessary was in individual on-farmxinstruction. 2. In a search of the literature of various branches of agricultural education, only a limited amount of research seemed to have been devoted to on-farm instruction of adult farmers. The procedure used in this study of on-farm instruction of adult farmers is briefly described below. 1. A checklist of 125 individual on-farm instruction practices was developed and sent to all Michigan teachers who planned to offer adult-farmer courses during 1957-58. There were 138 teachers involved. One hundred and eight checklists were returned for a 78.2 per cent response. 2. The checklist was also sent to seventy outstanding teachers of on-farm instruction of adult farmers from thirteen 150 states of the Central Region. Fiftybsix checklists were returned for an 80 per cent response. 3. The data from the Michigan teachers and the outstanding teachers from.the Central Region were compared and ten promising practices were identified. Eightybone teachers selected certain promising practices from this list at the beginning of the demon- stration year, which was 1958-59. There were 228 evaluations re- ceived from the sixty who taught adult-farmer courses, for an average of three and eight-tenths practices being evaluated per teacher. A summary of the findings of the first phase of the study which was the collection of information about practices of onefarm instruction of adult farmers, and the evaluation of the effective- ness of the practices by teachers is as follows: 1. The typical Michigan teacher who took part in the study was from.a one-man department on schedule plan D, teaching four high school classes of vocational agriculture, with one conference and one adult-farmer period in the high school schedule, with a high school student enrollment of between thirtybone and fifty, teaching one adult-farmer course in farm management, who was paid one-seventh or less of his salary for adult-farmer work, having eleven to twenty adult farmers enrolled, and ten class meetings per adult-farmer course. . 2. The average experience of teaching adult-farmer courses 151 by the Michigan teachers in the study was five and nine-tenths years. 3. The average experience in teaching adult-farmer courses by outstanding teachers of the Central Region was six and eight-tenths years. 4. The average number of on-farm visits conducted by Michigan teachers per year was 56.3, with a range of from eight to three-hundred visits. This amounted to an average of two and three-tenths visits per adult student in an average sized adult-farmer class. 5. The average number of on-farm visits conducted by the outstanding teachers of the Central Region was ninetyatwo per year, with a range of from eighteen to three hundred and fifty. 6. Twentybfive practices from the checklist survey among Michigan teachers were used by 75 per cent or more of the teachers and given an average composite score of 3.00 or more, which is an indication of their effectiveness. 7. Sixtyathree practices from.the checklist survey from the outstanding teacher group were used by 75 per cent or more teachers and had a composite score of 3.00 or over. 8. Thirtyheight practices from.the checklist were feund to be used more frequently and evaluated higher by the outstanding teachers of the Central Region as compared with the Michigan 152 teachers to a significantly higher level. The results of the evaluation of the ten promising practices of individual on-farm instruction of adult farmers by'Mflchigan.teachers during the 1958-59 year are summarized as follows: Promising Practice 1. “Explain the purpose of farm visits during the adult-farmer classes.“ None of the suggested advantages was selected by enough teachers to be significant or to receive a majority. Promising Practice 2. “Maintain a list of potential farm visits to be made to adult farmers.“ The advantage selected by a significant number of teachers who used it was that the practice used the teacher's time economically. Promising Practice 3. “Discuss problems of the farm with the adult farmer and his wife together.“ None of the suggested advantages of this practice was selected by sufficient teachers to receive a majority or to be significant. Promising Practice 4., “Assist the adult farmer to con- duct trial plots on his farm.“ Three advantages of this practice were selected by a majority of the teachers using the practice. Those advantages were that the farmer responded well, learned more, and adopted more farm.practices. Promising Practice 5. “Analyze with the adult farmer the instruction of a previous adult class as it is related to his 153 own farm.“ A significant number of teachers selected the ads vantage of this practice that farmers adopted more farm practices. A majority of the teachers selected two other advantages of this practice also. Those advantages were that the farmer responded well and learned more. Promising Practice 6. “Take the adult farmer to observe a new practice of another farmer.“ According to a significant number of teachers who used this practice, it had the advantage of assisting the farmer to learn more and adopt more farm prac- tices. A majority of the teachers also selected the advantage that the farmers responded well to its use by the teachers. Promising Practice 7. “Analyze the adult farmer's DHIA, soil test, or other farm records.“ A significant number of teachers indicated that the farmer responded well to the prac- tice and adepted more farm practices. A majority of the teachers also selected the advantage of this practice that the farmer learned more. Promising Practice 8. “Use local production standards to assist the adult farmer to evaluate his business.“ Teachers who used this practice indicated in significant numbers that the advantage of this practice was that farmers responded well to its use by the teacher. A majority of the teachers selected the advantage of the practice that farmers adopted more farm prac- tices. 154 Promising Practice 9. “Take colored slides or snapshots of approved practices being adopted by the adult farmer to show the 'before' and 'after' situation.“ Improvement of class ins struction was an advantage selected by a significant number of the teachers who had used the practice. Two other advantages were selected by a majority of the teachers, which were that the farmers responded well and learned more when the teacher used this practice. Promising Practice 10. “Survey adult farmers during class to determine their viewpoints concerning farm visits.“ None of the suggested advantages was selected by a significant number of the teachers using this practice. Hewever, a majority of the teachers did attribute to this practice the advantage that farmers responded well when the teacher used it. It was the unanimous decision of all teachers who used each of the ten promising practices that they would use these practices in the future when apprOpriate to the course. Conclusions of the Study The conclusions are based on the data collected con- cerning individual on-farm instruction of adult farmers and will be arranged according to the hypotheses formulated at the beginning of the study. 155 anothesis 1. Practtces at individual on-farm instructiog mg used t1 Michian tggchers 9; adult-farmer courses m jg my; effectiveness accordttg t3 t1_1_e_ W o_f_ thosg teachers. The data collected from the Michigan teachers concerning practices of individual on-fann instruction of adult farmers revealed that there was a wide divergence in effectiveness of the various practices. Twentybfive practices from the checklist of 125 were used by 75 per cent or more of the teachers reporting and these were evaluated as highly effective. Outstanding teachers of on-farm instruction of adult farmers from the Central Region evaluated sixtyathree of the practices on the checklist as being highly effective. According to the evidence obtained from this study there does exist a wide range of effectiveness between the various practices of individual on-farm instruction of adult farmers as evaluated by the teachers. Therefore, this hypothesis was substantiated. L—Otheais g. 21.0.29. 22. 229.0. mm 2.1:. manna 23: £33 jastggctiop M _a_r_q tgttg used fgeguently 5;; m M t3 1); effective tax £933 outstanng tgghers gt adglt-fw; maesuihsmnr MMQMMMQEM _a_s_ W t: Michigan teachers gt adult-farmer courses. Based on the data from outstanding teachers of the Central Region in comparison with data collected from Michigan teachers, there were thirty-eight practices of individual on-farn instruction 156 of adult fermers that were used more frequently and given a higher evaluation to a statistically significant degree by the outstanding teachers of the Centra1.Region. Several other prac- tices had been used by only a small percentage of the Michigan teachers. However, no practices were presented that had not been used by at least a limited number of the Michigan teachers. Based on the findings of this study, it is concluded that Hypoth- esis 2 has been substantiated. Mothesis 2. Michiga_n teachers 1133 gag 9; Egg more W \_1_s_e_ certag pragtices 9g indtvidua; on-farm instmtton 9; adult {M £11 tdgntgy certag advantage _o_f thesg grac- tices. According to the evaluation of the promising practices by the Michigan teachers who used them during the 1958-59 year, all ten of the promsiing practices had certain advantages. Some practices were attributed advantages by a higher percentage of teachers than were other practices. Promising practices that were selected by a statistically significant number of teachers for certain advantages were: 2. Maintain a list of potential farm visits to be made to adult farmers. 5. Analyze, with the adult farmer, the instruction of a previous adult class as it is related to his own farm. 6. Take the adult farmer to observe a new practice of another farmer. 7. Analyze the adult farmer's DHIA, soil test, or other farm.records. 8. Use local production standards to assist the adult 157 farmer to evaluate his business. 9. Take colored slides or snapshots of approved practices being adopted by the adult farmer to show the "before" and 'after' situation. In addition, a majority of the teachers who used the practices selected the following practices as having certain advantages: 4. "Assist the adult farmer to conduct trial plots on his farm," and 10. "Survey adult farmers during class to determine their viewpoints concerning farm visits.” A majority of the teachers also selected other advantages of the promising practice Numbers five, six, seven, eight, and nine referred to above. (hly practice Numbers 1. "EXplain the purposes of farm.visits during the adult- farmer classes,” and 3. "Discuss problems of the farm with the adult farmer and his wife together," contained no advantages that were selected by a majority of teachers who used them. How- ever, each of these two practices had an advantage that was selected by'45.4 per cent and 44.4 per cent of the teachers, re- spectively. Based on the findings of this part of the study, Hypothesis 3 has been substantiated. Implications of the Study The implications of the study presented in this section are based on the data obtained from.the checklist surveys of practices of individual on-farm.instruction by Michigan teachers of adult- 158 farmer courses, by outstanding teachers of on-farm instruction of adult farmers from the Central Region, and from the demon- strational study of the promising practices by Michigan teachers during 1958-59. These implications are also founded on the beliefs held by the investigator, and upon eleven years of ex- perience in teaching twenty adult-farmer courses. Mere effective individual on-farm instruction of adult farmers may be provided if the following suggestions are con- sidered, and applied where they are apprOpriate. 1. Individual on-farm instruction of adult farmers will be more effective if it is closely integrated with instruction given in the classroom, as indicated by the results of this study. On-farm instruction is usually beneficial prior to, during, and after classroom instruction has been given on a certain subject. A more individualized analysis of classroom instructional information with a specific farmer having a spe— cific problem usually results in more efficient learning and more desirable change of behavior. 0n the other hand, it has been the feeling of the in- vestigator that the omission of the classroom instruction and the provision of instruction only on the individual basis usually leaves much to be desired. The adult farmer may not be given as thorough an explanation of the general background of the in- structional information from which he could solve similar problems 159 in the future. leither does he hear class members discuss their experiences from which he might gain further insight. During classroom instruction it seems that continual reference might be made as to how this instructional inform- ation can be applied on the farm and how the teacher can assist the students on their farms with more specific instruction. 2. Effective individual on-farm instruction of adult farmers requires that sufficient time be devoted to it. According to the data from.this study, five of the prom- ising practices were selected by a majority or more of the teachers as having the advantage of the farmers learning more or adopting more farm practices. In other words, the practices were considered effective. At the same time, these same prom- ising practices were selected by significantly fewer teachers than would be expected by chance for the advantage of using the teacher's time economically. Therefore, if the practices are educationally effective but are not considered by the teachers to utilize their time economically, the teacher is not likely to use such practices unless he is allotted scheduled time. If the teacher is expected to give this instruction outside of his regular hours of employment without remuneration, the amount of instruction is likely to be inadequate. Teachers who already have a period in their school schedule allotted for on-farm.in- struction of adult farmers may lose such time unless they rigorously follow the habit of using that time to provide effective 160 on—farm instruction to adult farmers. Although not investigated in this study, it is suggested that the school administrator provide assistance in evaluating, with the teacher, the on-farm instruction of adult farmers if it is not now being evaluated. The analysis of detailed monthly mileage reports would be helpful in such an evaluation. Such factors as the number of visits made to adult farmers, the fre— quency of these visits, and the type of instruction provided could be a basis for the evaluation. According to data collected from the Michigan teachers, the average teacher was visiting his students slightly more than twice per year. It has been the experience of the investigator that two visits would barely allow the teacher to become oriented to the farm program and the problems of the adult farmer during the various seasons, say nothing of providing instruction in skills, assisting to plan new practices and management procedures, analysing information provided in class meetings, or evaluating new farm practices that have been tried by the adult farmer. 3. Individual on-farm instruction will be more effective if the adult farmers understand the general purposes and pro- cedures used during visits. Although the promising practice resembling this implication was not selected by a majority of the teachers as possessing specific advantages, it is the feeling of the investigator that 161 a brief explanation might be given to the adult farmers at the beginning of the course, and perhaps periodically as the year progresses, concerning the purposes and procedures of individual on-farm instruction that will be followed. The teacher may wish to explain that visits are made for such purposes as getting acquainted with the farming prOgram, analyzing instructional information presented in class meetings, demonstrating skills that could not be shown in the classroom, and evaluating farm practices that were tried by the adult farmer. Such general procedures as when the teacher is available for on-farm in- struction of adult farmers, how he can be contacted, and how often he can visit individuals, could be eXplained. If this type of orientation is provided, probably the teacher's on- farm visit time will be more efficiently used, the instruction will be more effective, and the adult farmers will be more likely to use this educational service. A. The teaching of specific practices or skills should be provided during most on-farm instruction visits. Several findings of this study imply that individual on- farm instruction of adult farmers will be more effective if specific practices or skills are dealt with. Certainly there is a used fer farm visits of an exploratory nature in which the teacher becomes acquainted, establishes rapport, and discusses general problems with the adult farmer. This type of visit 162 should usually be performed at the beginning of a course, especially with a new adult-farmer student. Those teachers who make farm'visits only once a year or so are likely to be con- ducting a rather large percentage of this type of visits. After the initial exploratory visit is conducted, the teacher should usually place emphasis upon providing specific instruction while on the farm. Instruction on specific practices or skills during on- farm visits will require that the teacher make careful plans with the adult farmer before the visit, and that he adequately prepare himself for giving the instruction. He might assist the farmer to analyze farm.problems so that the need is recognized by the adult farmer for the actual teaching of a practice or skill. The investigator believes that as this approach to one farm instruction becomes established, farmers will realize its value and provide even more opportunities through which the teacher may be able to provide individual on-farm instruction in a more effective manner. 5. Teachers could possibly provide more effective indi- vidual on-farm instruction on certain subjects by involving the wife, as well as the adult farmer, during the visit. The results of the study of the promising practice of dis- cussing problems with the adult farmer and his wife together, although not having a large number of teachers selecting specific advantages, did bring numerous affirmative remarks from.the 163 teachers concerning the value of this practice. Instruction in such areas as records, management problems, and future farm plans is usually of interest to wives. Wives are frequently consulted on such subjects by the adult farmer in the teacher's absence. Therefore, unless the wives are involved in the instruction it may not be as effective as the teacher might otherwise expect. Some activities such as record keeping may actually be per— formed by wives. Providing instruction in these areas with the participation of the wife is likely to be more effective. 6. The teacher could assist the adult farmer to evaluate farm practices that he has tried or anticipates trying, thus providing more effective on-farm instruction. This statement has been substantiated by the survey. Outstanding teachers assisted adult farmers in the evaluating of farm practices during visits to a significantly higher rate than did the Michigan teachers. The learning process is not complete until the student has evaluated the new farm practice that he has studied or tried, and revised his conclusions. This is especially true in such a complex field of knowledge as that which is encountered by the adult farmer. Even before the farmer tries a new farm practice he must evaluate eXperiments of commercial and governmental agencies, experiences of farmers, and recommendations from various sources. After the adult farmer has attempted a new farm practice 164 he is again faced with the prOposition of whether he should adopt the new idea permanently, continue on a trial basis, or reject the idea as unadaptable to his program. It would seem to the investigator that the evaluation of farm.practices by the adult farmer himself must, at times, be a difficult and bewildering task. Conflicting recommendations, varied results of experiments and experiences, and a multitude of factors on his own farm must be carefully considered before a decision is justified. If the adult farmer arrives at the wrong conclusion concerning the adoption or rejection of a particular farm practice, he may either lose the advantage of the early adOption of a profitable practice or suffer loss from adopting an unprofitable practice. Likewise, if the results of a trial are misinterpreted, causing him to form the wrong cone clusion, the adult farmer is again the loser. The teacher certainly has an excellent Opportunity to give effective in- struction during this process of evaluating new practices that are being considered or that have been tried by the adult farmer. Frequently the most suitable place to provide such individualized assistance is on the farm. Suggestions for Further Study During the process of developing and conducting this study a need for other research studies in on-farm instruction of adult 165 farmers was revealed. The following is a list of suggestions for further study. 1. The checklist of practices of individual on-farm instruction of adult farmers, with some revision and validation, might be useful as a selfbevaluation form which could be used periodically by teachers of adult-farmer courses. 2. Other promising practices of individual on-farm in— struction of adult farmers could be studied on a demonstrational or experimental basis, in addition to the ten that were used in this study. 3. The Opinions and reactions of adult farmers concerning practices of individual on-farm instruction could be studied. 4. A study to determine the relationship between indi- vidual on-ferm instruction of adult farmers and their partici- pation in current and future adult-farmer courses might be of considerable interest and value. BIBLICBRAPH! 167 BIBLICXERAPH! soars “k0“. Ewan L., Illa m a! $9.21. m. Chicago 37, Illinois: The University of Chicago Press, 1953. 419 pp. *Byraa, Harold 14., and Ralph C. Henrich, W m mmmnmco 12920.1- !“ fork: The Macmillan Company, 19 . 512 pp. *Oook. Charle- Glon. mm as team Missal mam. Danville, Illinois: The Interstate Printers and Publishers, 1947. 812 pp. Doro. George P» W lamina In V W Danville , Illinois: The Interstate Printers and Publishers, 1% e 502 ppe flBistros, George P., and John B. McClelland, m In Missal Amm- Dmillo, 11111101" The Interstate Printers and Publishers, 1952. 490 pp. *Garris, 1:. 3.. mam 12mins. W'- New torn HeGraw-Hill Book Company, Incorporated, 1954. 393 pp. Good, Carter V., A. 3. Barr, and Douglas B. Scates, m M 91 W We '0' 101*! 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Also Supplement ' ' Mo. 1, 1943; Supplement No. 2, 1948; Supplement No. 3, 1950; Supplement No. 4, 1951; Supplement No. 5, 1952; Supplement ‘ Mo. 6, 1953, Supplement No. 7, 1951.; Supplement No. 8, 1955; Supplement No. 9, 1956; Supplement No. 10, 1957; Supplement H380 11, 1958; Supplement No. 12, 1959, and Supplement No. 13, 1 . mam udi snmmnmme Collegg, 1w. Lansing, Michigan: Department of‘ Public Instruction, State Board of Control for Vocational Education, and East Lansing, Michigan: Michigan State College, Depart- ment of Vocational Education, 1953. 58 pp. m: sensitize .91 129.133.19.921 mama £22m In W: Publication NO- 505- Lansing. Michigan: The Department of Public Instruction, 1960. 15 pp. “3‘01”, H. Pummflmmmn Michigan 3.5.1 h Wu at on 19.1: 5933; main. Research Bulletin No. 4. East Lansing, Michigan: Michigan State College, Department of Vocational Education, and Lansing, Michigan: Department of Public Instruction, State Board of Control For Vocational Education, May, 1953. 29 pp. .1912 3: E11211 522% W W: Mil-109”” '0. 509- Lansing, Michigan: The Department of Public Instruction, 1960. 17 pp. “United States Department of Agriculture, Agricultural Research 8‘"1°°: MMMMMWN d : Agricultural Information Bulletin Ho. 162. Hashington, D. 0.: United States Government Printing Office, August, 1956. Wilson, Meredith C., and Gladys Gallup, W W 393.1292: circular 495. Mashington, D. 0.: United States Department of Agriculture, Federal Extension Service, lmt, 1955’ m ppm 171 PERICDICAIS m, J. Edison, “Conducting On-Farm Instruction,‘ W M W: 3038: 20: July, 1957. Bellinger, Harold W., "Selling Iour Program,“ W Men flaming. 23:9, mo. 1955- *aundy. c. 1.. "On-rar- Teaching,‘ M Education my 3034.5: 13: July, 1957- *Bundy, C. E., 'How Farmers Adopted Mew Practices," W Men Beam. 33:30.2, August. 1960- Clanin, E. E., 'hequency And Pattern Of Parm Teaching Visits,‘ mindful massaging. 268203. 211...!krch. 1951.. Clark, Raymond M., 'Do Iour Farmers Adept Mew Practices ," W Wes mm. 29:6-7. July. 1956. Collins, Robert M., and Irvin T. Lathrop, 'The Importance of Oil-Pm mtmcflma' M11221 m m. 30:269-70, June, 1958. Davenport, Clarence B. , 'On—Earm Instruction,‘ W Mm mm. 30819. 21. July. 1957. Eastman, Wesley 0., 'Mere Home Visits and Parents Interviews loaded." Mimi Education Mains. 303232, 284. June. 1958. Gross, Real, and Marvin J. Taves, "Characteristics Associated With Acceptance Of Recommended Farm Practices,” M Sociology 17:321-8, 1952. Has-ends, Carsie, 'Iearning To Do Through Ioung Farmer Work ’ And Supervised Farming." 52129133221 Miss 52mm. 28:195-6, March, 1956. Harrington, Gordon M. , I'Essentials Of A Sound Educational Program ror n... In Famine." mime. main m, 30:110-112, lovember, 1957. Hudson, R. 8., 'Adult Education And Mass Comicatiens," mm Eighties. 33101-4, 1953. 172 *Jeter, C. 3., "Using Farm Visits To Make Instruction Effective ," Aggicultural Education Ma azine, 28:202-3, March, 1956. Laughry, Robert J ., "Meaningful Purposes For Farm Visits ," Agricultural Education Ma azine, 28:8, 12, July, 1955. McKay, James 12., "Make The Most 01‘ Farm Visits," Agicultural Education Ma zine, 28:4, 12, July, 1955. *Michigan Farmer, 27329, February 2, 1957. *Moeckel, R. E., "How A Vo-Ag Teacher Uses His Time ," Agricultural Education Ma zine, 26:182, February, 1951.. National Project In Agricultural Communications, "Where Do They Get Their Information?,' Aggisearch, 1:1, June, 1955. , ”Know Your PeOple," Aggisearch, 2:7, July, 1956. * , "Wonder Where Your Message Went'2," Agisearch, 2:10, October, 1956. _, "Communication . Diff‘usion‘t’,a Aggisearch, 2:11, November, 1956. Phillips, Charles H., “On-Farm Instruction,“ Agriculture; Education Ma azine, 30:281., 287, June, 1958. Phipps, Lloyd J ., "Dynamics 0f Individual On—Farm Instruction," Agricultural Education Magazine, 26:197-203, March, 1954. Raine, J. V., I'Do Home Farm Visits Bring Results? ," i tura Education Magazine, 28:5, 14, July, 1955. *Scarborough, 0. 0., and J. K. Coggin, "More Effective Teaching Through On-Farm Instruction," Agicultga; Education Magazine, 27:196-7, March, 1955. Scarborough, 0. 0., “On-Farm Instruction,“ Agricultgga; M Ma in , 30:3, 13, 21, July, 1957. *Stevens, Glenn Z. , "Research In On-Farm Instruction,‘I ic a Education Magagige, 30:16, 18, July, 1957. Taft, Jesse A., "Individual On-Farm Instruction Takes On New Aspects For These Students," Agicultural Education Ma azine, 28:10-12, July, 1955. Hiegers, Jr., G. H., "Providing On-Farm Instruction," Aggicultura; Education Ma zine, 30:274-5, 2'77, 281, June, 1958. 173 *Iork, Jr., E. T., "Are We Losing Another Race To The Russians?m mm 9222: 21th 21m £2251. December, 1957. UNPUBLISHED MATERIALS Anderson, Willard Raymond, 'Implicat ions For Adult Education In Agriculture From Responses Of Participants In The Veterans Farm Training Program In The Central Region." Unpublished Master's thesis, Library, Iowa State College, Ames, Iowa, 1952. 93 pp. Davis, Philip Barr, "Selected Factors Associated With Atten- dance At Adult Farmer Classes In Michigan.” Unpublished Doctor's dissertation, Library, Michigan State University, East Lansing, Michigan, 1959. 150 pp. Deyoe, George P., “Supervised Farming Activities Of Adult Farmers Who Were Enrolled In Classes In Selected Depart- ments or Vocational Agriculture In Illinois.“ Unpublished Non-thesis Study, Division of Agicultural Educat ion, University of Illinois, Urbana, Illinois, 1953. 19 pp. *Furbay, Walter M. , "An Evaluation Of The Programs 0f Adult Education In Vocational Agriculture At Clay-Genoa School." ‘ Unpublished Master's thesis, Library, Ohio State University, Columbus, Ohio, 1956. 126 pp. *Garner, Raynend Andrew, 'Practices Of Teachers Of Varying Proficiency In Conducting Programs Of Supervised Farming In Vocational Agriculture In Michigan." Unpublished Doctor's dissertation, Library, Michigan State College, East Lansing, Michigan, 1951. 391 pp. Garvey, William, 'Making On-The-Job Instruction More Effectivo.‘ Unpublished Non-thesis Study, Department 01‘ Vocational Education, Michigan State College, East Lansing, Michigan, 191.8. 15 pp. *Guiler, Gilbert Samuel, 'An Evaluation Of The Young And Adult Farmer Program At Canal-Winchester.‘ Unpublished Master's thesis, Library, The Ohio State University, Columbus, Ohio, 1951a 126 pp. 174 Hamilton, J. D., "Implications For Adult Education In Agriculture From Responses Of Participants In The Veterans On-Farm Train- ing Pragram In The Central Region, Part III Methods Of Instruction." Unpublished Master's thesis, Iowa State College, Ames, Iowa, 1951. Hayward, Robert L., "Research In Institutional On-Farm Training." Unpublished Non-thesis Study, Missouri Department of Education, Jefferson City, Missouri. 1952. Huffer, Clois E., "A Study Of Opinions Received From Trainers In Eastern Oklahoma Regarding Procedures And Outcomes Of Instruction Provided In The Veterans Agricultural Training Program." Unpublished Master's thesis, Library, Oklahon A and M College, Stillwater, Oklahoma, 1952. 68 pp. "James, Gerald B. , "Edwards County Community Unit District Number One Survey In Agricultural Education." Unpublished mimeographed article, Division of Agricultural Education, University of Illinois, Urbana, Illinois. Leonardson, Russel McNeal, "A Study Of Veterans Opinions Of Institutional On-Farm Training With Implications For Adult Education In Agriculture." Unpublished Master's thesis, Library, Michigan State University, East Lansing, Michigan, 1951.. 68 pp. Lintner, Julius H. , "A Stmiy Of Certain Problems Arising From The Conduct Of The Institutional On-Farm Training Program In Ohio Including A Comparison Of The Effectiveness Of The Four Different Types Of Instruction." Unpublished Master's thesis, Library, Ohio State University, Columbus, Ohio, 19480 223 PP. , "A Study Of The Effectiveness Of The Institutional (hi-Farm Training Program In Ohio With Implications For Future Programs In Adult Education." Unpublished Doctor's dissertation, Library, Ohio State University, Columbus, Ohio, 1952. 394 pp. *Moeckel, Rolf Edward, "A Study Of Practices Used By Teachers Of Adult—Farmer Classes In Michigan." Unpublished Master's thesis, Library, Michigan State College, East Lansing, Michigan, 1953. 104 pp. " , "Olivet Community School Annual Report For Vocational Education." Olivet Co-unity Schools, Olivet, Michigan, 1958a “p ppe 175 "____, "Olivet Community School Annual Report For Vocational Education. " Olivet Co-unity Schools, Olivet , Michigan, 1959. 55 pp. Pancost, Lawrence 0., "Techniques And Procedures In The In- stitutional On-Farm Training Programs In Michigan With Implications For Adult Education." Unpublished Master's thesis, Library, Michigan State College, East Lansing, Michigan, 1952. 73 pp. "Wilson, Richard H., "The Program For Adult Farmers In Vocational Agriculture In Ohio." Unpublished Master's thesis, Library, Ohio State University, Columbus, Ohio, 1951. 117 pp. "Primary bibliographical sources. APPENDICES APPENDIX A Olivet , Michigan May 6, 1958 Louis M. Sasman, Chief, Agicultural Education, 1'77 Rural Division, State Board of Vocational and Adult Education State Office Building Madison 2, Wisconsin Dear Sir: A study, is being conducted, under the direction of Dr. Harold Byram of Michigan State University, concerning on-farm instruction of adult-farmers. The study will be divided into three phases: 1. Michigan teachers of adult-farmer classes will be surveyed to determine what practices of on-farn instruction they are using and their evaluation of the practices. 2. Several Michigan teachers will be asked to select and use, on a trial basis in 1958-59, two or three of the newer and more promising practices that they have not used previously. 3. An evaluation of the newer practices will be sought from the teachers at the end of the 1958-59 school year. The adult- farmer students in the classes of these teachers will also be surveyed. Would you assist me in this study? Please select five (5) Wisconsin teachers of adult-farmer classes whom you and your staff consider to be outstanding in the on-farm instructional phase of ‘ the adult-farmer program, and send me their names and addresses. The reason for surveying five teachers from your state and several other states in the North Central Region is to provide a basis for selecting the new and promising practices which Michigan teachers will be encouraged to try. It is also hOped that your teachers will suggest other on-farm instructional practices for adult-farmers which can be added to the check list. To aid you in selecting these teachers, some of the following criteria should be considered, if the information is available: a. The number of approved farm.practices adopted by the adult-farmer students is outstanding. b. The observations made and reports received by the state staff, concerning the activities in on-farm.instruction for adult-farmer students, show the teachers to be outstanding. c. The number of visits made to adult students and/or the miles traveled by the teachers are considered adequate. d. Adequate time has been provided in the teachers' school schedules in which to conduct on-fann instruction for adults. The results of this survey from your teachers will be kept anonymous and no comparison will be made between the states involved. If you could send these names and addresses to me in the enclosed envelope, as soon as convenient, the teachers could be contacted before the sunmer vacation season begins. Your effort and cooperation are very much appreciated. Sincerely yours Rolf Moeckel Teacher of Vocational Apiculture APPENDIX B Olivet, Michigan May 12, 1958 178 Dear 9 Several Michigan teachers of adult-farmer classes have ex- pressed an interest in improving the effectiveness of farm visits with their adult students. This is the first phase of a study being made to determine what some of the more effective practices of on-farm instruction for individual adult students are. ‘Would you assist me in this study by checking the enclosed list of practices and returning it to me within a few days. I will greatly appreciate your help on this study, and believe that the results of the survey will be of value to you. It will require about 30 minutes of your time. The teachers who have checked this list so far have "never used" several of the practices, so don't feel out of place if you have not used many of them. 'Your check list will be kept anonymous, so feel free with your responses. Please read the instructions above the check list very carefully. You will find a stamped, addressed envelope en- closed. Thank you. Sincerely yours Rolf Moeckel Teacher of Vocational Agriculture To Teachers of Adult Classes in Agriculture: There is no more important part of a program of vocational agri- culture than on-farm instruction. This is particularly true in instruction of adult farmers. Yet the literature reveals very little in the form of crystallized experience and theory as to the most effective techniques for conducting on-farm instruction. It is fortunate, indeed, thathr. Moeckel has undertaken this study which endeavors to identify the more effective practices and to get them tested in typical situations. I commend this inquiry to you for your careful consideration and assistance. Yours sincerely, (Signed) H. M. Byram, Chairman Agricultural Education Service APPENDIX C Olivet, Michigan May 19, 1958 179 To Teachers of Adult Classes in Agriculture: Dear Mr. 3 A study is being conducted, under the direction of Dr. Harold Byram of Michigan State University, concerning an; farm instruction of adult-farmers. The study will be divided into three phases: 1. Michigan teachers of adult-farmer classes will be surveyed to determine what practices of on-farm instruction they are using and their evaluation of the practices. 2. Several Michigan teachers will be asked to select and use, on a trial basis in 1958-59, two or three of the newer and more promising practices that they have not used previously. 3. An evaluation of the newer practices will be sought from the teachers at the end of the 1958-59 school year. The adult-farmer students in the classes of these teachers will also be surveyed. In order to obtain a more complete list of on-farm instructional practices used for adult farmers, as well as an evaluation of them, I have asked your state supervisor and the state supervisors from the twelve other states in the North Central Region to name five of their outstanding teachers in this phase of the adult prOgram. Since you were one of those named from.your state, let me congratulate you. Would you assist me in this study by completing the check list and returning it in a few days in the enclosed envelope. This will require about 30 minutes of your time. You are especially encouraged to add practices tg.thg 11 5. Tour reply will be kept anonymous and no comparisons will be made between the states involved, so feel free with your responses. Your effort and cOOperation are very much appreciated. Thank you. Sincerely‘yours, Rolf Moeckel Teacher of Vocational Agriculture RM:pm Encl. 2 APPENDIX D S ‘33 I‘ItOI‘1EB"G FRAGT ICES a? Oil-FIRM BISTRUCTIOU so: ADULT FARIW Directions: 130 In order to determine the value of the practices, please start using those that you have selected as soon as possible during 1958-59, and use the practices where they apply as often as possible, unless they prove unsatisfactory. The columns at the right side of the page are for your convenience. You might check "frequency of use" and write in remarks in the columns on a weekly or monthly basis. The five suggestions under each practice need not be used but are only included to give you ideas. Further information can be given on some of these practices if you wish. Ma Practices and suggestions to consider when using .of usel Remarks i U ‘ . y 1- Essen the masses 2: ism use mm the T i salaries-1m siessae- ; * a. If the farmer understands that farm visits by the ’ teacher are a part of the course, the teacher will be more welcome and can be more effective. b. Explain that the teacher can make classes more ctical after getting acquainted with the farms. : c. Explain that visits are to help the student ; apply to his farm the facts learned in class. ; d. Encourage requests for visits if you desire. a. Give examples of what was done on farms of some farmers in the class. ’ f. z 80 2. wmnsimmmmmmnnumm ’ sale :9 malt. 3am - i a. Record on a clipboard, items to be observed, ’ discussed, obtained, etc. at each farm. b. The list can make the teacher's school period for farm visits more efficient. c. The list aids the teacher to prepare adequately and not forget details after arrival at the farm. d. Can provide a check list to determine what subjects farmers wish to be visited about. e. May list newcomers or non-students to be visited. :0 .vfiumw aQ“-Q.an COO - ”-I. '9' Q“ 0 v. ‘ - An... 4 ‘9‘--- 3- Riemcuss m:____oblems 9!. the fan an 1.5% 29m gage; _a_r_1d_ his. wife together. a. Guide the couple to do most of planning, with teacher acting as a resource person. b. May want to record a minimum of plans. c. Keep information about the farm confidential. d. Assist them to analyse their farm to determine the extent and nature of the problems. e. In future visits encourage them to work out their plan and assist them to evaluate their progress. } .—0 ~ - oo-IO-vo mm.“-“»~- - .-.- —....¢_.‘—.~ .- a.. o .... .-.- sin... “e ".0 0.0 --oa--I -- c- M- c" *—- f. ’Ili}. I‘ll-as. .d- u ‘\§ l a .3 . 5', .6 I! "j,’ ’bfitv‘. 0. l: ‘1 5' APPENDIX D CONTINUED Practices and suggestions to consider when using ‘4. Asglst thg adult fggmgg fig gggdtct grial plgi§_gg his fera- a. Help the farmer understand that it is a demon- stration of a practice and not an experiment. b. Types of demonstrations- (1) Crops like corn fer grain, corn silage, hay, oats or wheat, etc.. (2) Livestock tests like two groups of feeder pigs or milk cows. (3) Cultural practices like fertilizer, varieties, tillage, plant population, chemical weed killers, time of treatment, etc.. Note: It is best to limit plots to one or two types of enterprises per year. c. Assist the farmer to organize the plots so that comparison between the usual and the approved practice can be made. d. Keep careful records of amounts, dates, kinds, location in the field, and progress of plots. e. Assist farmer to measure yields as follows: (1) Corn in.42" rows use l/lOO acre or 124 ft., 40" rows use 131 ft., 38" rows use 137 ft., 36" rows use 145 ft., Could out distances in half and use 1/200 of an acre. Pick the plot, weigh the sample, and shell one pint of corn in glass jar, seal the jar and take to local elevator for moisture test. Refer to the RBU'fblder F-67 for the formula. (2) Small grains by dividing 43,560 by width of combine in feet and take 1/100 of the answer. 'Weigh samples and calculate results. (3) Corn silage-weigh 1/400 or 1/800 of an acre and figure tonage, air dry for dry matter calculation. (4) Bays-Measure out three samples at random.of 45%" square each. The total of these three sample areas equals 1/1000 acre. Note: On all plots the average of two or three tests from each plot will give much more reliable results.1 f. 5. Analyze, with.thg adult farmer, the instructigg g; _a_ pggvious adult class gg lg lg related 39 _h_l_s. 919 a O a. Aid farmer to understand that most approved practices need to be adapted to fit his farm. b. Carry on farm visits some of pertinent materials from previous classes as well as some of the helpful visual aids, if possible. c. Have class meetings well distributed over the school year so that follow-up visits can be made to interested farmers soon after the class. - d. Assist the farmer by analyzing with him.rather than by telling him.exactly what you.recommend. e. Encourage a small scale trial of a practice 0 the first year. tFreq.' 20f use '1‘- -”---~. .4 ”4 A..- . .--.- au“- . ~o— 0* « .... .“~-V.~ .- ‘9 Remarks APTIIDII.D GOITIIUID Freq. , IPractices and suggestions to consider when using -of’use. Remarks f w i .. - farmer is 91m a _new Ladies 4. J _of sad-.1? a; 3‘- em a: ., 6. [Lake tin 35.133. a. The farmer visited may be able to do c effeetiJn teaching of your student also. 9 b. It gives him proof-eyes, ears, smell, feel, and thus he learns faster. , 0. Make arrangements with the farmer to be visited. ‘ d. Select the farmer to be visited according to : his attitudes and understanding of the practice : g to be observed. : 6. Avoid arousing envy or Jealousy‘toward the farmer to be visited. f. -"e' 7. Agglyae the ggult farmer's DHIA, soil test, 2; site: £5.24 race: .. 3. Could assist the farmer to analyze one or more of the following records: (1) DVIA records for cow families, culling, calving interval, feeding practices, etc.. (2) Soil tests to explain terms, recommen- dations, possible results of recommendations. . (3; Sow testing results. ; (4 Market slips of hogs, cattle, grain, -. 1 milk, otc.. . (5; Farm management area reports from 160. i I (6 Disease reports frcm veterinarians, or state department. ' (7) The production.and practices of an entire enterprise such as dairy, corn, etc.. (8) The farm records which are reported in the income tax, such as income and expenses. (9) The entire farm business comprising a combination of the above. (10) - I n‘. o... -w.o-o-e. - _ - _ g..- .4 b. Remember that the farmer has much of this information but wants to understand the logic behind recommendations so that he can reason out the practice before adopting it. : 3 c. Recommendations made by specialists who are ' not familiar with the famm or the farmer may not » ' produce desirable results without some explan- ation or adaptation. d. After the material is analyzed, the farmer should be encouraged to form conclusions and take action. f e. Use summary of these test results in a ? night class. 3 f. ' ,..~-w~_.~ . —. .«-o-— 0-0-“ “~0v mu D caveman fieq. . Practices and suggestions to consider when using t-of use‘ Remarks ' l 481...... 8- use log]. messages clematis is assist its 55.13;; m 29 evaluate big businesg. a. Information might be collected as farm visits are made during harvest season, after income taxes are figured, etc.. b. The information might be gathered during an adult class. c. Results of demonstration plots might be used. d. County production figures might be available from the Extension Service, Soil Conservation Service, Farmers Home Administration, Agri- cultural Stabilization Committee, etc.. e. Be careful to keep most of the information 3 r from individuals confidential. u e i 1 9. take golored glides 9; gn_apsho_ts 9; gm mgticgs M M by the. adult farmer 12 flow the, “before" 59;; "after" situation. 1 a. Select a good vantage point and use for . 1} both shots. b. $ve permission to take "before" shot to . avoid embarrassing him. ' 1 c. Don't embarrass farmer by using pictures ‘ before groups unless permitted. d. Use at farm groups, R. 3. classes where applicable to subject, civic clubs, etc.. o. Display in exhibits or a display case for colored slides . f. 10- ammmmm “ism e M vigwlpgints cogcernigg £233 visitg. a. Gives the teacher direction for planning his farm visits. -: b. Informs the teacher of misunderstandings ' famers have about farm visits. ’- c. Pivorvides the teacher with proof that the farmers desire on-farm instruction. (1. Gives teacher on-farm instruction requests that can be worked on during his slack days. ; e. Could list approved practices in the survey t which had been studied to determine if they were ”I adopted or if more assistance was desired. 3 Note: A sample survey form will be sent to you later 4 tin the school year. '~ m-.. . «Qt..— -~..... “~.. . . i 'V‘ Y‘u‘lg ‘.1‘ il 'l‘ IPPENDII.E ADULE FARRIVISIT SURVEY Name_ Route No. Post Office 184 Your answers on this sheet will aid the teacher to use his farm.visit time to betttr advantage and give more assistance where desired. 1. that should be the purpose of farm visits by the teacher? (Check all that apply 5. Get acguainted with you b. Qvt acquainted with the farm Ineu‘ify farm problems d. To an new skills c. Hnlp make farm plans ”b Hui? put new ideas to use on the farm Hcgp analyze new ideas used on the farm on h. 0 hers 9..- - 2; ire you interested in having the teacher visit your farm? Yes.___,No. Remalks 3. How often would you like to be visited if the teacher has the time? Montniyj:_’Quarterly___ At your rcquest___ Other A. ‘Uhei time of day is best for visits? Early A.M. Late AJM. Early P.M. Late P.M. Other Does not matter 5. Would you like to be notified before the teacher visits? Yes.___ No. 4r intivitios you.wish to be visited on: it * Any number of activities under No. 6 that are related to instruction given or to be given in the near future, such as: fertilizing crops, feeding dairy cows, mixing concrete, planning crop rotations, etc.. 185 APEENDIX I .vmsnompom mes weapompm 30: new .merHSOHmMHc .mewmpem>vemfiv .mgoaeswomem has mnfinomom «cepewoeuaew on case: mean we xomn no mpeoeeoo .m mpozpo .Il.haflmae emeeom lama mafipompm .II haawoweoeooe weep m_se£omep new: menaceeppm mmwao emmmmnozH uoepodppmea mmmao embopdsH .II meowpowne seam open Uepoouw possum .1! one: documea possum .Il Ham: veceoemmn noenmm weofipowpd wasp mo memwpcm>©m esp enez pens. .q “I thdEem oz new pepmeQOhddm ma .oMSpsm esp ma mpeepam passe an“: weapomee mwnp em: op escapeoo Sch Hafiz .m .II.%Hdeec< al.5Heoppmza.ll flapeofi II hampeoa moaza Il_haxmmz magma wasp seaweed seesaw panes 950% e“ eowpoeee wasp wen: sch e>mn hapeeseopm Box .~ .II ue>ez II haaezee¢ II magepsmso II haneco: II hanpcom oow:B.Il_thmm3 «when» s0fl>ose cfi seaweed possum panes 950% na eoflpoemm was» com: 50% can magneswepm 30m .H com: ooapoapm mmmfimwm “559‘ mom ZOHBoDmHmZH Zthzo mo m 0H 903E 93m 30mm ho H.HOHB¢DA¢>M Plan A Plan 0 Plan D Plan E Plan I Plan G Plan H APPENDIX G STATE SCHEDULE PLANS OF VOCATIONAL AGRICULEURE 186 Two consecutive GO-minute periods of class instruction per day, 5 days per week, for 1 year; and one 60- ninute period of instruction per day, 5 days per week, for the other years. Two consecutive 60blinute periods of class instruction per day, 2 days per week, and one 60-ninute period per day, Bdays per week, for each class, each.year. Two consecutive £5—ninute periods of class instruction per day, 5 days per week, for each class, each year. Sixty ninutes of class instruction per day, 5 days per week, for each class, each year, provided that there is in Operation a program.of systematic group instruction for out-orzschcol.young farmers and/or adult far-ere for not less than a total of 50 clock hours during the your e Twentyaeight clock hours of scheduled class instruction in agriculture during each school.ncnth for each class per year. Two consecutive periods of class instruction 5 days per week for 2 years and one period of class instruction 5 days per week for the other year or years. Two consecutive class periods of instruction 5 days per week for one year and one class period of instruction 5 days per week for the other years provided that each vocational agriculture student receives at least 12 clock hours of individual on-farn.instruction per year with at least one clock hour of such supervision and instruction by the teacher during each.4 month period of the calendar year, such supervision and instruction to be given on the farm where the student is developing his farming program. Two hundred and fifty minutes net of class instruction per week for each class for each.year of the program provided that each vocational agriculture student receives at least 12 clock hours of individual on-farm.instruction per year with at least one clock hour of such supervision and in- struction by the teacher during each.4 month period of the calendar year, such supervision and instruction to be given on the far-.where the student is developing his farming programs TEACHERS OF ADULT—PAM COURSES IN 1957- 58 APPENDIX B WHO REPLIED 1'0 THE CHECKLIST SURVEY Ieachers Douglas Hitchcock *Gw Elder Maynard Christensen John J ochsa A. Rex Sieting J. P. Marseo Halter L. Bomeli Jack Sanderson *Hilliam Iant Maxwell Brown *Kenneth Robbins William Garvey Clare Dunworth Maurice U. Pritch Ellis J. May Andrew A. Wuotila Ralph Sill Keith Griffin *Janes Sutherland Halter L. Green John P. Coady F. Linton Smith Marshall Richards 4 Schools Addison Allegan Alla Almost Ashley Athens Bangor Bath Bay City Bay’City Beaverton Bellevue Blanchard Brown City Buchanan Buckley Byron Camden Caro Carson City mags. Howard H. Lahring Clyde B. Ray Lester J. Howard Robert G. LaPrad Paul C. Smith Volney Flegel William Dunavin Roy H. Wallis J act 3. Newsted Clifford Furness ' Jack R. Hobson John D. Anibal Maurice Land Burleigh Schroeder Edward Noll Ronald K. Richmond Peter W. Zaldokas Villiam P. Eick *Roy Schultheiss “Lloyd Colburn Cedar Springs Garrell A. Adler Cement City Central Lake Roy A. Miller Don Miles 187 #2212221; Centreville Charlotte Cheboygan Chesaning Climax Concord Dexter Durand East Jordan Elkton Fairgrove Gaines Galien Gaylord Goodrich Grand Ledge Grant Harbor Beach Harbor Springs Hesperia Holland HOpkins Hudson APPENDIX B CWTINUED TEACHERS OF ADULT-PARMER COURSES D! 1957-58 188 WHO REPLIED TO THE CHECKLIST SURVEY Teachers Schools Igachers Schools Clayton Preisel Imlay City Jack Kreiner Owondale John C. Greenan Ithaca Duane W. Dalgleigh Owosso Warren Parsons Jackson Melvin Simonton Peck D. E. Spotts Jonesville Marvin H. Wassenaar Pelleton Ralph M. White Kent City K. Dale McAlvey Petoskey James Pelham Kinds Howard L. Thompson Pigeon Alfred Weaver Kingsley Robert E. Jewell Pinconning Charles Mumby Kingston Clare E. Monroe Pittsford William Rountree Lake City "Carl Stuewer' Plainwell Donald Kelly Lowa11 Thomas O'Connor Posen Carl J. Hagen Lowell Lloyd L. Lober Ravenna *James W. Dittmer Ludington Glenn Welch Reading Robert C. Hatfield Marcellus Earl J. French Reese Leon Alger Mason Larry Davis Rudyard Edward R. Cole Mayville Howard H. Lytle Saginaw James Lilley Montague Carl Nelson St. Charles *LaVerne Spotts Morenci Murvale Huston St. Clair Chester Clark New LothrOp Alton Ealy Saline Lee A. Scheffler North Adams H. E. Bryant Sand Creek Charles Snyder Onekama Louis Router Sandusky Norman H. Bless Ousted Lyle Plews Saranac Oliver Juengel Otisville Douglas Claflin Sheridan Albert D. Ackley Ovid Glenn Nesman Springport APPENDIX H CONCLUDED TEACHERS 0F ADULT-FARMER COURSES IN 1957-58 ‘WHO REPLIED TO‘THE CHECKLIST SURVEY Teachers Kenneth M. Baker ‘William A. Muller Robert R. Reasner Paul Burns Ronald Stevens ‘WilburlMcMath Jack Tyrrell Schools Stanton Sunfield Tawas City Tecumseh Three Oaks Traverse City Ubly , Robert L. Colestock Unionville Lawrence Stebbins Harold Samuelson W. Conrad Search Richard B. Wight W. E. Drake Lester Bollwahn Ronald Fritch Herbert DeKleine Waldron ‘Wayland ‘Webberville Whittemore Williamston Williamston Yale Zeeland *Checklist was not included in the summary; 189 Au .L1 14.; l) qunia Lick! 13:51 3 *5 (7" 9L3 1‘3/ 01' I n Teachers - INDIVIDUAL ON—FARM INSTRUCTION FOR ADULT FARMERS Adult-Farmer Total Adult Visits Made Per Year USE OF PRACTICE you check columns EFFECTIVENESS IF USED you have checked columns b, c, d, check one of these columns to the effectiveness of on entire adult- effectiveness . c. g. NOT EFFEC- TIVENESS TIVE Check if if its' cer- PRACTICES (Please check appropriate column(s) for all practices.) A. omxzme £13 VISITS purposes of farm visits during Make frequent offers in classes to give Collects small file of pertinent 1;. Collect (soil sampler, test Review recorded information about adult to overcome the to overcome the B. SCHEDULING FARM VISITS 2. Arrange visits class 3. Encourage adult students to request Provide on-fam instruction to former when those fa more who Visit adult students as frequently as 14 Visit adult student about as frequently 13 Visit at a crucial time during adoption 3 Avoid visiting during days of important 9 16. Have one or more in school ”had-Z, 17. Schedule of l or 2 school days per 7 Schedule of 3 or more school days Schedule part of every school day to 10 0. Schedule visit to adult student on same Schedule visit early in the morning Notify (phone, card) adult student I_ It you USE OF PRACTICE EFFECTIVENESS IF USED check If you check columns If you have checked columns b, c, here, b, c, or (1, always or d, check one of these columns check check one column for according to the effectiveness of no more its' effectiveness. the practice on entire ad columns farmer program. a. b. c. d. s. f. g. h. NEVER USE USE DIS- EFFEC- PARTLY NOT EFFEC- USED FRE- OCCA- CON- TIVE EFFEC— EFFE‘JC- TIVENESS QUENTLY SION- TINUED TIVE TIVE UNCERTAIN ALLY USING Check Check Check Check Check Check Check Check if if not if used if used if used if its‘ if use if its' not cer- P R A C T I G B S used in half but pre- use gave use tain with or more in less viously gave desir— gave whether adult Ff "' tho—n" but 991. desix» able no its' use stu- occa- ha? of in able results desir— gave de- dents sions occa- 1557-2 results but in able sirable where sions in half less re- results appli- where gr: more than suits (Please check appropriate column(s) for cable appli- of half of all practices.) during cable occa- occa- m 1957-58 during sions sions j_‘ 0 1957-58 where where iteply used used C. PREPARING ADULT STUDENT m INSTRUCTION l. Jointly determine purpose of visit with o a ’ ,, o a a adult student bafnmband 7 (’2 2’“ JO 9 9" 10 4 2. Arrive at the farm at expected time. 5 1“ 58 17 2 C5 12 O O 3. Call at house unless you know where rm. 1 p, 1 z; , r adult student is working. 1 - 6 O“ *3 J D l/ 3 3 1;. Establish rapport with adult student 8 12 71 9 O (33 13 1 1 at has‘innino of vis it. 5. Make specific purpose of visit known to r. m, 2" r: 1: adult student. 1 U 6"» /i U 52 3O 2 6 6. Avoid issues or beliefs that conflict lO ‘3 it 0 ' O 2 (3 with adult student's beliefs. B 4” ’9 49 3 7. Avoid arguing with adult student. 3 13 7 5 3 l (3'7 ll 1 4 8. Adjust approach to the socio—econcmic c / ~. . 5 level of adult student being visited. 1 " 7b 12‘ O 06 l“ U ) 9. Use technical terms which are adjusted tog 86 "7 ' ' adult student‘s level of ‘ 4 I l 77 12 l 3 10. Before vin instruction determine adult q student's g1 g opt o.blem 2 6 60 )1 l 34 27 1 9 11. Before giving instruction determine adult '7 "1 :v or , student's interest in problem. 0 ' 61 2* l Jt (VI U 7 12. Refer to other farmers as examples of , those who adopted the “Km“ he 4 4 U3 2‘) U 53 30 O 4 l . Can liment adult t dent on hat 1 11 . ,- r , ~ 3 done.p s u w s we ‘3 4 91 D O 00 7 U l 114. Inspire adult student to strive for a l , o , , higher goals. 4 ) 99 32 0 JL J‘} 2. ll 15. Leave mater“! all: or bulletins with adult. 3 7 4O 48 2 42 3C 1 '7 l6. Promote future classes during visits. 2 4 00 ”’2 1 48 41 O 1+ 17. Others: 18. 19. £9. D. LOCATING PROBLEMS DURING VISITS 1. Locate adult student problems during 4 n a high school student visits. L’ L" J 2 52 l 30 49 l 4 2. Locate problans while visiting potential . I . adult students before course starts. 3 ll 50 35 1 4‘3 35 (J 2 3. Locate problems while visiting adult stu-r ' , ' :1 dents who attended classes previous year. 5 13 51 51 2 48 J5 O 1 1;. Visit newcomers soon after the ove int , . mm... 3’ ’“ °3 38 15 42 2 18 28 4 7 5. Ask adult student, "What part of your '2 o farm are you proudest of?" l 72 5 19 J U 10 3 3 6. Ask adult student, "What part of your ' Q r n 1.8m needs E W 8 4. 15 48 0 1’7 17 j o 7. Walk farm with adult student to survey M , soil and crop “mm mm 3 12 42 43 O 93 29 O 3 l 8. Discuss problems of farm with adult n ‘ student and wife jointly. 1* 24 ‘1 50 l 3 5 27 ‘ 2 7 9. Stu adult student's farm business ~ mg. 3 3: 13 46 5 91. 29 l 5 10. Analyze adult student' 5 farm business a h _ records. 4 44 14 .34 4 19 4‘) l 3 11. Study adult student's DHIA soil test or other records. ’ ’ 3 11 30 56 O 45 36 l 4 12. Analyze adult student's DHIA soil test r m or other records. ’ , 7 16 27 )0 O 37 )0 l 3 13. Secure soil, milk or other samples during / .4 r ’ visits. ’ 4. l5 32 I+v 3 )1 20 l 0 1h. Keep record of subjects discussed on visité' 34 2 4 35 3 26 29 l 3 to l l . n l l5. Others: 1 16. . 17. ! I If you USE OF PRACTICE EFFECTIVENESS IF USED check If you check columns If you have checked columns b, 0, here, b, c, or d, always or (1, check one of these columns check check one column for according to the effectiveness of no more its' effectiveness. the practice on entire adult- columns famer program. a. b. c. d. e. . g. h. NEVER USE USE DIS- EFTEC- PARTLY NOT EFFE- USED FRE- OCCA- OON- TIVE EFFEC- EFFEC- TIVENESS QUENTLY SION- TINUED TIVE TIVE UNCERTAIN ALLY USING Check Check Check Check Check Check Check Check if if not if used if used if used if its‘ if use if its' not cer- P R A C T I c E S used in half ut pre- use gave use tain with 3‘ more in less viously gave desir- gave whether adult of than but not desir— able no its' use stu- occa- half of i2 able results desir— gave de- dents sions occa- 1957-58 results but in able sirable where sions in half less re- results appli- where or more t sults (Please check appropriate column(s) for cable appli- Ff ha of all practices.) uring cable occa— occa- I 0 1957-58 during sions sions D V1 r l957-58 where where ”ei) 3 used used E. INSTRUCTING DURING FARM VISITS 1. Adjust instruction to the socio-econqnic 3 9 7O 18 O 61 23 l 3 level of adult student. 2. U e di i h ‘ , , .. r s scuss on met od of teaching during a 5 73 l5 0 G / 21 O 5 visits. 3. Use demonstrations to teach skills on 1 '7 4O 52 Q 50 2c 0 4 visits. 1 1;. Use leading questions to stimulate Q 9 73 3 O 6;; 9:7 9 P 5. Use the method of telling the farmer the / r“ i 9 5' a answers to his “mm mm 4’ 4'5 O 3 I b 9 “l ’) C 6. Use slide films, colored slides, m r 1 C or 1 on farm. 1 (4 ’7 17 1 L J l 3 7. Use charts and graphs for instruction Q 1 / 99 A ( ,- . on visits. / 6.1.. 0 ace d. y) d]. 1 j —. P r \w A s i 8. Use specimen or models during visits. 2 5k} / 37 9 14 ‘8 O 4 9. Use bulletins and other printed material / "L, r» ,v 3 ~ . on visits ’7 3 > )U 0 4-1. 30 .L 6 10. Observe adult student's application of a 6 12 42 39 1 4O 33 0 8 skill after it was taught. ll. Have adult student make own calculations I o a ~ ;~ o r I durin ng on on visits. 4 l) ’9 4") O 3) [+4 0 4 12. Make calculations for adult student your— ,. ., r , self during visits. 3 32 l5 4)} l 1'6 3 5 i U 13. Involve children or hired man in certain 0": , ~ n - . visits. 3 4.4. 2.4 90 l )0 34 O 10 111. Refer adult student with highly technical} L) ()5 22 1 {)4 l7 1 5 problems to agencies or people. 15. Contact agencies or people about techni— cal problems and then relay information to ’ " 1:5 I 2 .51 9 O , adult a+ndnn+= j J J )4 4 7 16. Promise to provide further information on C. , ,3 , o ‘ ,7 a question at next adult class. 3 " ”4'4 "4’3 l )4 2'” 0 J 1?. Others: 18. F. PLANNING ACTION DURING VISITS 1. Ask questions to help adult student 5 :2 r0 qr ' c) c» , clarify his goals. ” 9 J) l 3 ' 4“ O 5 2. Assist adult student to set goals of ' r) , » nrndnt-‘f'i an or b 1“ 57 [P4 1 j]. 4.2 l 7 3. In decision-making questions, suggest twog ‘7 4‘7 44 O 44 3 5 3 9 or three choices of action. 1;. rovide several copies of farm map for 8 q r adult student‘s use in “1 “New 4 O 7 v 1 7 i O l 5. Encourage adoption of new practices on ,- F l , small scale at heal mine 3 4 04' 27 O 34 52 O 7 6. Use economic urge to motivate adult 6 ~ A student to try new “ran“ M 3 31 4O 0 4’) 4O 1 7 7. Use urge for security to motivate adult n 2 .1 student to try new “”0““ 5 36 19 58 2 13 )1 l 10 8. Use social prestige factor to motivate hi 7 , adult student to try new “renHr-e 4 0’ 15 2O 2 10 14 l 6 9. Assist adult student to conduct trial 0 / 7. plots on farm. 1 2‘4 2’ 4‘0 O 4'0 Jj O 2 10. Plan future action with adult student 9 A r a and we jointly. 4 4~ l) 39 2 19 25 O o 11. Plan future action with adult student ( a a and son(s) jointly. 3 24' 24' 49 0 f7 21 O 5 12. Plan future action with entire family. 4 57 10 26 3 l7 l7 0 2 l3. Arrive at definite conclusions on key ;‘ ,—- g 4 ideas I“ confinfid 5 2) 18 DJ— 1 )2 2t) 0 9 11;. Leave written report of conclusions 1, q q. , , n reached and action planned. 2 ”l 2 l“ l b O U 3 15. Encourage adult student to take own notes 3 83 4 8 2 l 9 O 2 during visits. 16. Others: 1?. If you USE OF PRACTICE EFFECTIVENESS 117 1153:) check If you check columns If you have checked columns I), 6, here, b, c, or d, al ys or d, check one of these columns check c k one column for according to the effectiveness of no more its' effectiveness. the practice on entire adult- columns farmer program. a. b. c. d. e. f. g. h. USE USE DIS— EFFEC- PARILY NOT EFFEC- USED FRE— OCCA- CON— TIVE EFFEC- EFFEC- TIVENESS QUENTLY SION- TI TIVE TIVE UNCERTAIN Y USING Check Check Check Check Check Check Check Check if if not if used if used if used if its' if use if its' not cen- P R A G T I C E 8 used in half but pre- use gave use tain with or more in less viously gave desir~ gave whether adult Ff than but pg desir— able no its' use stu- occa- half of in able results desir~ gave de- dents sions occa- 'l_§§7—§8 results but in able sirable here sions n half less re- results appli- where o_r more than sults (Please check appropriate column(s) for Eagle aplleli- of half of all practices. _ u ng ca e occa— occa— 130 1957-58 during sions sions {)5fjlir 1957-58 where where LLV: J used used G. EVALUATING FAPM PRACTICES DURING VISITS l. Analyze discussion of previous class in 1 ’3 I7 1 q “-8 C A relation to adult student' a own farm. 4 3 ’ 5 4 “9 3 ’ 2. Ask questions to help adult student 9 ,— q . evaluate his farm ‘- J ‘4' )9 34‘ b 61 ‘37 O 5 3. Assist adult student to analyze new ” l 3 U A., 153 1 they affect entire farm. j 7 J7 43 K j) ’ 'L 8 1;. Take adult student to observe new ,« ,~ . , “ of other farmers. 2 2) £4 47 4 45 42 O 4 s. Analyze with adult why practice . = 3 ll 32 53 l 3 37 0 5 6. Analyse with adult why practice failed. 4 14 33 4‘9 0 44 31 l 6 7. Keep written record of new practices In :2 f o - yr a being iniansd by adult «nan»... ‘ W lo 2“ l 13 43 O 5 8. Kee record of new ractices bein dis- 1 , a P by adult “Eds“ g 3 7‘3 1+ 14 D 4 10 3 l 9. Analyze with adult student practices -, i M F h n "‘ ‘by government aaav’inine 2 l) 35 O 4 j )0 ‘3- C 10. Analyze with adult student practices A , n , maoavi'noc: and éam papers. 2 l4 3'3 4U 2 J2 A»; .5. 4. ll. Analyze, with adult student, a new 2 1 g '\r «x g , practice adopted by a neighbor. ’ fl” 3 D 4'9 l J O 4’ O 5 12. Use M. S. U. Area Farm Management Report , to assist adult student to evaluate his 2 3C ,5 3.1. 2 2O 31. 1 5 huei 13. Use local production standards to assist 23 :22 Q r tr; 7 adult student to evaluate his hum” ness J ) 41 O J ' J4 O 5 1h. Periodically analyze and re-state future fi _ plans of the business with adult student 3 3‘) 10 '15 3 10 21 O 4 and wife jointly. lS. Periodically analyze and re-state future plans of the business with adult student 5 44 13 34 4 lo 25 l 5 and son(s) jointly. 16. Periodically analyze and re-state future 5 q r . plans of the business with entire family. 4 DO 4']- 31 4 l5 1.1+ O 3 17. Others: 18. H. EVALUATING INSTRUCTIONAL PRACTICES USED_ YTHE TEACE 1. Keep record of name, date, and mileage : a r ~ 5 - i r for farm visits to adult =+ndan+c ‘4 3 “4 / 0 U1 19 4 9 2. Analyze mileage records of visits to adult“ "2 8 26 students to dnfnminp how fmmvanq-‘Iw Visited? j 3 J l 41 20 O 3 3. Record requests from adult students to - determine interest in being visited. 4‘ 63 20 13 0 14' 16 J- 2 h. Keep record of adult students who were ~ ..0 . absent from farm when visited 2 4:) 9° 14 l 30 1J- 4 7 5. Determine number of miles traveled per '4 L r p adult student visited. 3 b 19 3 D 14 6 1 3 6. Attempt to analyze adult student's , r A response as is given. 8 15 4] J1 J- 38 25 3 14 7. Inquire how much benefit materials were that were left at a previous visit. 5 33 15 4’7 0 21 27 3 ll 8. Observe performance of a skill taught , A a a on a previous visit. 5 24 31 35 4 49 35 2 3 9. Observe adult student's application of a skill which was taught during a previous 12 4O 41 1 38 3C) 1 3 class. 10. Analyze enrollments to determine the influ h , ence of visits made before courses start. 3 3 5 4O 22 O 3) 20 2 7 11. Inquire about the action suggested at the Q » previous visit. 4‘ l / 3 2 4i 2 28 3 5 3 9 12. Analyze class attendance to determine whether adult students were in attendance o r who * ’ certain Sub‘ieots l 2U 4'7 32 O 4'4 29 l 5 13. Analyze class discussions to detenuine whether adult students taught skills on the ' / a - farm are more active in class. 5 4O 26 45 O 23 17 4 5 1h. Take photographs of approved practices , to show "before" and "after" simunmq 3 D3 16 26 2 29 9 O 4 15. Others: 16. (Have you checked all the practices and evaluated fi' '74. the effectiveness of those used? Please do not omit any.) // r? A w I X f APPENDIX I ‘eac'lers 1 INDIVIDUAL ON—FAm INSTRUCTION D611 ADULT FARMERS Number of Years Experience leaching Adult-Farmer Classes Total Adult Visits Made Per Year (Approximately) -. If you USE OF PRACTICE EFFECTIVENESS IF USED check If you check columns If you have checked columns b, c, here, b, c, or d, always or d, check one of these columns check check one column for according to the effectiveness of no more its' effectiveness. the practice on entire adult- columns farmer program. a. b. c. d. e. f. g. h. NEVER USE USE DIS- EFFEC- PARTLY NOT EFFEC- USED FRE- OCCA- CON— TIVE EFFEC- EFFEC- TIVENESS QUENTLY SION- TINUED TIVE TIVE UNCERTAIN ALLY USING Check Check Check Check Check Check Check Check if if not if used if used if used if its' if use if its‘ not cer- P R A c T I C E S used in half but pre- use gave use tain with 23 more in less viously gave desir— gave whether adult of than but not desir- able no its' use stu- occa- half of in able results desir- gave de— dents sions occs- l9§7~§§ results but in able sirable where sions in half less re- results appli- where 35 more than sults (Please check appropriate column(s) for cable appli- of half of all practices.) during cable occa- occa- 1 0 1957-58 during sions sions ;: - 1957-58 where where Reply used used A. omANIZING m VISITS 1. Explain purposes of farm visits during 1 10 25 16 1 2'7 11 l 2 adult classes. 2. Make frequent offers in classes to give , - ~. in - ‘ on-fam {nitrite-14 on C 3 jO '1'? l 3/ 4‘4; L 2 3. Collect a small file of pertinent l \ A “brie"- to be carried in car. 2 12 ab 14 l 27 9 U 2 h. Collect equipment (soil sampler, test 1 6 O 1 ~ g — kits, etc.) to be carried in car. 3 *3 l 2 1i 0 2 Review recorded information about adult a i i, student before visi tinv 3 l5 l7 l4 2 4’3 9 l l 6. Hear less formal clothing for farm visits.2 1 4’7 3 0 14,5 4 l l 7. Try to overcome the disappointments of W )a — q -, \ previous ”“1 visits the same day. C ~4 is i2 1 1/ 1U 0 1 8. Tryo to overcome the disappointments of 1 a ‘ a m up n 3 previ ul visit with same adult.5 *’ 2” l“ b L 1" 2 J 9. Limit most visits to one major purpose. 5 5 34. 9' O 34. ’7 C 2 10. Others: 11. B. SCHEDULING FARM VISITS 1. Arrange visits during adult class. 3 i] i2 4;“ Ll ‘9 ‘j 0 O 2. Arrange visits during class meetings 0 21_ lL‘ 11_ l 11 7 r 1 through approved mck list. ’ ~ 3. Encourage adult students to request ,, 1 a v t _, . 1 visits by phone, mail, etc.. b 1* "1 L“ (J “a“ 15 J- 2 h. Provide on-fann instruction to fonner 3 27 1' q 0 19 c a 1 adult fitnflen+s only upon request. LH‘ ' Z / b L 5. Visit, when requested, those fanmers who q g . r Q. s ‘ have not ‘ attended classes. ’ / "1 lb 0 “'L / b l 6. Maintain a list of notnnfixfl fam “13113.4 15 29 5 O 30 4, O O 7. Usually visit adult students once a year]7 21— 123 3 U )l 3 l O 8. Usually visit adult students quarterly. 3 26 12 a l 15 2 l 0 3. Usually visit adult students once a month? P'“ 3 4 l '3‘ l O O 10. Visit adult students as frequently as q A If) A m 3,7 9 O 1 their needs require. ’ ‘Y '+' V ‘“ / 11. Visit adult student about as frequently 5 34_ 8 6 Q 8 O 2 4 as he attends classes. , 12. Make at least one visit during summer. 3 9 39 2 O 38 2 O l 1;. Make farm visits between class mooHnae 6 7 28 12 0 32 6 l 1 11;. Visit at a crucial time durl adoption , , of a fam Wharf-inn ng 3 l [+2 Z O 4.6 3 O O 15. Avoid. visiting during days of important 0 r; _ r4 farm work. 4 / 3" 8 O J 2‘ O 3 16. Have one or more periods in school sched- 9 { ule «seamen for adult student visits. 3 21 2O 1 0 22 4 l O 17. Schedule part of l or 2 school days per / week to visit adult Ihifleni’s 7 33 C 7 O 10 2 l O 18. Schedule part of 3 or more school days per / week to visit adult n+mI=n+= 7 3 5 0 5 O 8 2 0 l 19. Schedule part of every school day to - visit adult s+nasn+s 4. 4O 6 2 J— 7 l O O 20. Schedule visit to adult student on same ” e trip as a high school student. 5 D 3'4 ll 0 31 10 O 2 21. Schedule visit early in the morning before school starts. 4 29 9 10 l 13 4 l l 22. Schedule visit after school hours. 5 3 39 6 O 3 5 9 0 23. Plan most visits shorter than an hour longé 10 30 7 O 31 4, O 2 2h. Notify (phone, cani) adult student before visit is made 4 20 8 19 2 14 12 O l 25. Arrange for next visit before leaving rams. 245» 6 19 l 12 ll 2 O 26 . Others : 27. I f"? ”x If you USE OF PRACTICE EFFECTIVENESS IF USED check If you check columns If you have checked columns b, c, here, b, c, or d, always or d, check one of these columns check check one column for according to the effectiveness of no more its' effectiveness. the practice on entire adult- columns farmer program. a. b. c. d. e. . g. h. NEVER USE USE DIS- EFFEC— PARTLY NOT EFFEC- USED OCCA- CON- TIVE EFFEC- EFFm- TIVENESS QUENTLY SION- TINUED TIVE TIVE UNGERTAIN ALLY USING Check Check Check Check Check Check Check Check if if not if used if used if used if its' if use if its' not cer- P R A C '1‘ I G E S used in half but pre- use gave use tain with or more in less viously gave desir- gave whether adult 3? than but not desin- able no its' use stu- occa- half of in able results desir— gave de- dents sions occa- 1557-2 results but in able sirable where sions in half less re- results appli- where a; more than sults (Please check appropriate column(s) for cable appli- of half of all practices.) during cable occa— occa- 11 0 1957-58 during sions 31 one - 1:, 1957-58 where where “91) used used 0. PREPARING ADULT STUDENT m INSTRUCTION 1. Jointly detemine purpose of visit with 4, 9 15 25 O 25 13 0 2 adult student beforehand 2. Arrive at the farm at expected time. 0 7 4]- 5 0 42 1 1 2 3. Call at house unless you know where adult student is working. 1 3 [1’5 4' O 4’4 4' O l 1;. Establish rapport with adult student , ,2 , at haoinnimv of visit, 3 6 3 7 I O 3'3 7 O l 5. Make specific purpose of visit known to l adult student. 1 5 )7 10 O 41 4 O 2 6. Avoid issues or beliefs that conflict ~ ~ » ’1 with adult student's beliefs. 4 10 2’ 12 O 53 5 0 1 7. Avoid arguing with adult student. 3 10 3‘3 2 0 35 3 l l 8. Adjust approach to the socio-econcxnic 1) A level of adult student being visited. 2 2 44 4 O 42’ 5 0 0 9. Use technical tems which are adjusted to n / ~ '1 ’\ / r) a; adult student's level of 1 Q "'9 ’1' b ‘1’“ (’ O l 10. Before giving instruction determine adul , ,7. A , , student's opf roblem. 3 42 C‘ O )9 10 0 1. 11. Before giving instruction, determine adult ' e 1 9'.“ Q student's interest in problem. 1 2 5‘) 11' O ’11 1 ’ O 3 12. Refer to other famers as examples of e. - e e those who adopted the “”0“” l 3 94' 19 0 ”It 12 2 l 13. Cunpliment adult student on what is well 1 done. 1 l 51 o o 51 o o 0 1h. Inspire adult student to strive for / e higher goals. 1 l 40 9 O 37 ll 0 3 15. Leave ma‘l‘nfi nls or bulletins with adflt, 1 6 30 16> O 30 11 O 16. Promote future classes during visits. 2 l 39 ll 0 36 12 l 1 17. Others: 18. 19. n. D. LOCATING PROBLE‘IS DURING VISITS 1. Locate adult student problems during A high school student visits. r: 2 2'7 22 O 29 17 1 1 2 2. Locate problans while visiting potential a adult students before course starts. 2 2 30 19 O 3 5 15 l O l 3. Locate problans while visiting adult stu- / dents who attended classes previous year. 3 2 37 ll 0 3 0 ll 0 l 1;. Visit newcqners soo aft th aha” n er ey move intol 15 12 91’, 1 21 10 1 [4. 5. Ask adult student, “What part of your ,1 farm are you proudest of?" 3 )2 7 ll 0 ll 5 l l 6. Ask adult student, "What part of our r rm needs most . y 3 £5 11 14 O 13 11 O 1 7. Walk tam with adult student to survey soil and crop nmh‘l ms 1 1 37 11+ O 42 8 3 O l l 8. Discuss problems of farm with adult A ( 1 _ student and wife jointly. 1 5 17 3O 0 58 5 ’ 0 l 9. Study adult student's farm business - records. 9 ll 15 21 1 25 10 l O 10. Analyze adult student' a farm business ,/ records. 3 14 10 18 2 91+ 10 O O 11. Study adult student’s DHIA soil test ‘ ” qr A or other records. , ’ J- j J) M O 30 8 1 O 3 1 12. Analyze adult student's DHIA soil test » 1 or other records. , , l 2 31 18 l 39 8 1 O 2 1 13. Secure soil, milk, or other samples during 6 1 visits. 7 23 21 2 31. U ‘ l 4 1h. Kee record of sub ects discussed on ' ’t 1 to . ‘3 : .mmmi “31 ”l 18 16 16 2 22 a 1 1 15. Others: 16. 17. 3 ! 7 If you USE OF PRACTICE EFFECTIVENESS IF USED check If you check columns If you have checked columns b, c, here, b, c, or d, always or d, check one of these columns check check one column for according to the effectiveness of no more its' effectiveness. the practice on entire adult- columns farmer program. a. b. c. d. e. f. g. h. NEVER USE USE DIS- EFFEC- PARTLY NOT EFFE- USED FRE- OCCA- (XDN- TIVE EFFEC- EFFEC- TIVENESS QUENTLY SION- TINUED TIVE TIVE UNCERTAIN ALLY USING Check Check Check Check Check Check Check Check if if not if used if used if used if its' if use if its' not cor- P R A C T I C E S used in half but pre- use gave use tain with 93 more in less viously gave desir- gave whether adult of than but E213 desir— able no its' use stu- occa- half of i_n able results desir- gave de- dents sions occa- 1957-58 results but in able sizable where sions in half less re- results appli- where or more than sults (Please check appropriate column(s) for cable appli- 3 ha of all practices.) during cable occa- occa- 1750 1957-58 during sions sions ,' - 1957-58 where where 118017 used used E. INSTRUCTING DURING FARM VISITS 1. Adjust instruction to the socio-econanic 2 2 _/ 2 '7 O ' r .1: v level of adult student. 1 ' 3 7 ’ O 3 2. Use discussion method of teaching during o m, r visits. 1 3 4° 3 1 45 /+ U l 3. Use demonstrations to teach skills on i ,2 q _ - . visits. 1 4 2b 2 - u 2 2 9 o c 1;. Use leading questions to stimulate .4. - t l i. . l 1 43 c: U is j 0 U 5. Use the method of telling the farmer the ~ r q a l answers to his “rob 5 19 D l) / Q U 2 ‘5 6. Use slide films, colored slides, e . i: , l - fl * for instruction on farm. U 3’ 4 l) 1 -1-0 0 O J. 7. Use charts and graphs for instruction ,1, i ,1 on visits 0 3'3 (3 l ‘c, 9 1 2 8. Use specimen or models during visits. 0 25 1—L 15 ) l7 '7 U r: 9. Use bulletins and other printed material a . - q i l on visits. 1 5 2i 4» at 22 U 2 10. Observe adult student's application of a O c r; r 3 I) r skill after it was taught. A J" 'L/ \ J 3 11’ U 0 11. Have adult student make own calculations -. r3 ,. [‘1 e n i j \ during on on visits. 0 b 2" J"; O 91 4—4 U 0 12. Make calculations for adult student your-2 7:; r7 on 1 r." 9C r ” self during visits 3. W ' J“ / ~ 9 1 13. Involve children or hired man in certain p is vi S. 2 13 1 / 21 O a"; 1/ 2 0 114. Refer adult student with highly technicall ’3 o (5 .LJ. p, :4 . 0 problems to agencies or people. ’ ’ ” “ ’ / U V‘ 2 15. Contact agencies or people about techni- cal problems and then relay information to 1 r e ) ,, q adult g+11dnn+c J .2 lb U J7 l O 2 16. Promise to provide further information onl , N. N. ,\ m 1 A a question at next adult class. 4 ‘W‘ riU ‘u )7 ;‘ U 2 17. Others: 18. F. PLANNING ACTION DURING VISITS 1. Ask questions to help adult student A — «a A . , _\ clarify his goals. 4 D )‘L 15 O 30 ~10 U 0 2. Assist adult student to set goals of 9‘ J u r; p . mmdm-H an or 1 ’ 3) l-) l / 5 14 C l 3. In decision-making questions, suggest two . / or three choices of action. 1 3 3 5 1'4 O 30 10 O 3 1;. Provide several copies of farm map for 7 A 1 adult student's use in n1=min2 J2 2 15 l 11 7 (J O 5. Encourage adoption of new practices on Q 1 n C small scale at bevinnino l 2 ’8 *4 0 4O / 0 l 6. Use economic urge to motivate adult c student to try new one“ "A l 2 3‘“ 19 0 4:1- 8 O 1 7. Use urge for security to motivate adult 3 11 l O 5. , student to try new “no“ on 9 2 0 2J 1‘4 O 4 8. Use social prestige factor to motivate 9 g. a , adult student to try new "'02an M l "l 8 41 2 14 15 O 3 9. Assist adult student to conduct trial ,, A plots on farm. 0 (3 4.2 an), 3 37 7 O C 10. Plan future action with adult student 0 ~, {3 9g Q and wife jointly. 7 4‘ J ”I O ’0 13 C 3 11. Plan future action with adult student r; 1 ,5 m and son(s) jointly. l L 26 18 O U 0 O O 12. Plan future action with entire family. 1 21 O 22 C 2 l] O 1 13. Arrive at definite conclusions on key ,1 ideas .. . 4 5 21 21 2 28 13 0 1 11;. Leave written report of conclusions _ - A , A reached and action planned. 4' 36 J- 14 O 9 J O l 15. Encourage adult student to take own notes - during visits. 0 40 J 9 1 7 5 O O 16. Others: 17° If you USE or PRACTICE EFFECTIVENESS IF check If you check columns If you have checked columns b, c, here, b, c, or d, always or d, check one of these columns check check one column for according to the effectiveness of no more its' effectiveness. the practice on entire adult- columns farmer program. a. b. o. d. e. f. g. h. NEVER USE USE DIS- EFFEC- PARTLY NOT EFFEC- USED FRE- OGGA- CON- TIVE EFFEC- EFFEC- TIVENESS QUENTLI SION- TINUED TIVE TIVE UNCERTAIN ALLY USING Check Check Check Check Check Check Check Check if if not if used if used used if its' if use if its' not cerb P R A C T I C E S used in half but pre- use gave use tain with or more in lSEE viously gave deslrb gave whether adult 3? but 323 desirb able no its' use stu- occa- half of in able results desir- gave de- dents sions occa- l5 7- 8 results but in able sirable where sions n half less re- results appli- where or more han sults (Please check appropriate column(s) for cable appli— half of all practices. during cable occa- occa- ., 1957-58 during sions sions :10 1957-58 where where 118131V’ used used G. EVALUATING FARM PRACTICES DURING VISITS 1. Analyze discussion of previous class in l 7 2C 15 C' 76 i — relation to adult student's own a . J O U i 2. Ask questions to help adult student (t A evaluate his farm 1 2 3‘5 12 O 37 12 0 O 3. Assist adult student to analyze new 7 g g , they affect entire farm. 1 J- 35 15 l 1.9 1*) O 2 h. Take adult student to observe new 7 n —g g r A; l "‘ "‘ “'- of other farmers. L I i) “7 U 21 1U U l 5. Analyze with adult why practice ’ “ 4 b 29 15 1 3‘5? 10 O O 6. Analyze with adult why practice failed. 4 4 23 17 U :2“ 10 l l 7. Keep written record of new practices r s' a a a a being 1111143de by adult uhniarfie 4 1') 17 10 1 2U 1U U Q 8. Keep record of new practices being dis- ’73 P F 1 r *x , . by adult aharinni-a 4 4., 7 d J u ) L’ '2' 9. Analyze, with adult student practices 9 . op) v v- \ 4 . A A by * Aaer’it-‘ieq N 8 —"~ 1—L U 4L: lg L; 1 10. Analyze with adult student practices . 9.. or. r r _. v. w ,“ ‘in macaw-The: and £31m papers. 1 1" “C “L4 O /«‘J 17 U j 11. Analyze, with adult student, a new 3 ’2 231 l R O ,“ ‘“ practice adopted by a "eivbbnr J-/ /'L ii" 1 C 12. Use M. S. U. Area Farm Management Report to assist adult student to evaluate his ? 2;, 11 x a '- ’ r: 3 hue-Inna: '/ / ' 'h H’ ”L ; v \4 u 13. Use local production standards to assisto r” '3 A. 1,} . _ q adult student to evaluate his hmfi ness 5 "J v ” L‘ 1‘4 J—U L U 1h. Periodically analyze and re-state future plans of the business with adult student 0 in 9 .r. i, , and wife jointly. / L a; 1 _/ lo I I 15. Periodically analyze and re—state future plans of the business with adult student / ., . and songs) Jointly. 14+ L“) r. U a]. 13 C l 16. Periodically analyze and re-state futures; .3; .,w , . 1 . g plans of the business with entire family. ’ ‘w' ,;U ‘r L“ U 3 17. Others: 18. H. EVALUATING INSTRUCTIONAL PRACTICES UEDS _THE TEACHE 1. Keep record of name, date, and mileage a 1 ,p. i , for farm visits to adult .+...q..+. ”v w 2 U 2+, 2 ’3‘ 3 2. Am mlyze mileage records of visits to adult ing a I; students to how frame-n+1" visited'L 12 A“ L]? L‘ ‘3’ 10 1 2 3. Record requests from adult students to AT r. — . . determine interest in being visited. 4 <~ 1/ i1 U 1? l0 6 l h. Keep record of adult students who were A , absent from farm when visited. 1 <5 '31 5 l 1‘? 4 l 2 5. Determine number of miles traveled per n n 1, / a adult student visited. -< 47 L7 0 l 1.7 1.. 2 1 6. Attempt to analyze adult student's “ / ,, response as is given. 3 Q 55 11 U 2'7 l5 0 2 7. Inquire how much benefit materials were 3 , i that were left at a previous visit. J 12 1" 21- l 17 10 1 3 8. Observe performance of a skill taught fl , on a previous visit. 6 2‘1 lb 1 3'1 13‘ Q Q 9. Observe adult student's application of a skill which was taught during a previous 2 o 99 7,_ r X , class. 4 /2 _U k; I k 10 1 G 10. Analyze enrollments to detennine the influz 1] A,- w r . ence of visits made before courses start. + g/ it 0 ’7 E 1 1 ll. Inquire about the action suggested at the a n 3 previous visit. '5 9 1‘2 14 O 3‘0 l5 1 O 12. Analyze class attendance to determine whether adult students were in attendance ]_ 1 2 o]_ n O \n a who ‘ ’ certain subieots * J 7 4/ O 4 3 13. Analyze class discussions to determine whether adult students taught skills on the 2 1]_ De. I ' «'n - A farm are more active in class. lwé 1‘I U g' f U 4' 1h. Take photographs of approved practices n , to show "before" and ''after" nihmHnna 16 944» 15 O 31 ’7 Q ]_ 15. Others: 1'6. (Have you checked all the practices and evaluated the effectiveness of those f1 a used? Please do not omit any.) APPENDIX J 194-197 QC)HI;:():,1 7,1“; ij()J‘<.:l‘ .11 l J.‘(: :11 Lil-L, Q!" ovuplal, 3 dc, g; i -c;l -, Ill i‘izo :11.LL({_-:,x INDIVIDUAL ON-FARM INSTRUCTION FOR ADULT FAMERS Number of Years Experience Teaching Adult-Farmer Classes __ Total Adult Visits Made Per Year (Approximately) If you. USE OF PRACTICE EFFECTIVENESS IF USED check If you check columns If you have checked columns b, c, here, b, c, or d, always or d, check one of these columns check check one column for according to the effectiveness of no more its' effectiveness. the practice on entire adult— columns farmer program. a. b. c. d. e. f. g. h. NEVER USE USE DIS- EFFEC - PAR TLY N0 T EFFEC- USED FRE- OCCA- CON- TIVE EFFEC- EFFEC- TIVENESS QUENTLY SION- 'I'INUED TIVE TIVE UNCERTAIN ALLY USING Check Check Check Check Check Check Check Check if if not if used if used if used if its' if use if its' not cer- P R A G T I C E 8 used in half but pre- use gave use tain with 2; more in less viously gave desir- gave whether adult of than but M desir- able no its' use stu- occa- half of 2 able results desir- gave de- dents sions occa- 1957-58 results but in able sirable where sions in half less re- results appli- where 3- more than sults (Please check appropriate column(s) for cable appli- of haIf‘ of practices . during cable occa- occa— 1957-58 during sions sions 1957-58 where where used used A. omrzmo m VISITS .-:Io‘pi,;l‘ lid-1L Jul“ 1. Explain purposes of farm viSits during ,. 1 V,~ ”,1 1, adult classes. 4 . 3’ i“ ,-’ a . ‘j‘ 2. Make frequent offers in classes to give 3 U,» 1,; on-farm : - v4; 2.1: 2 3. Collect a small file of pertinent <1 .19 7va ) mafefia‘ls to be carried in car. ’ ' "' 1;. Collect equipment (soil sampler, test r; 3.; [1 kits, etc.) to be carried in car. ’ ' ‘/ "“J' »’ Review recorded information about adult ‘1 . 3:: u--.>.U student before vir-fi Hm, 6. Wear less formal clothing for farm visits. : .71 )b.L 7. Try to overcome the disappointments of , ,» I 1 1 1 previous “"1 visits the same day. “"91 x“~-- 8. Try to overcome the disappointments of r; 170 1,»; ,4; previou ”"1 visit with same adult. 4' ' ‘ U' 9. Limit most visits to one major purpose. ~45 a ‘, .C 10. Others: 11. : ‘3 '2: ; ‘5'- ‘-‘-‘ 1"; 0 15 I I; O,/ B. SCHEDULING FARM VISITS 1. Arrange visits during adult class. 23. PP 35:11.0 2. Arrange visits during class hemeetings . / F 1 1 . through approved che ck list. '4"+/ x 0 U 3. Encourage adult students to request ‘, ‘3: ",‘x 3 visits by phone, mail, etc.. "" "’ '/ ““ 1;. Provide on-farm instruction to former 3,",“7 4;.0 adult n+nflnn+= only upon request. 5. Visit, when requested, those farmers who ; , U _, ,1 ,1 have at“ 1" attended classes. / "’ "1“” 6, Maintain a list of notenf'inl fam visits, .3 0L2 ‘79:; 7. Usually visit adult students once a year. 3 - 54 34.; 8. Usually visit adult students quarterly. I: .413 lilac 9. Usually visit adult students once a month. 3 - 11'. 15.9 10. Visit adult students as frecfuently as >71 ,1 their needs require. " ' / 7"" U 11. Visit adult student about as frequently - 2.70 X3 o as he attends classes. W ' V 12. Make at least one visit during sunnuer. ' 3 . 8 82.0 13. Make farm visits between class meeHnn 3 ~31 65. l 11;. Visit at a crucial time during adoption 3 .73 7)? ,0 of a fam nmni‘inn 15. Avoid visiting during days of important 1 3 . 57 :31. E; farm wo . ~ 16. Have one or more periods in school sched- q. 52 /:,.; O ule mar-1' t‘i ed for adult student visits. ’ j 17. Schedule part of 1 or 2 school days per h 1,) m” .. week to visit adult s+nd=m+< 4' w Ami 18. Schedule part of 3 or more school days per :> 10 n3 9 week to visit adult «had-arm *' ‘— ° 19. Schedule part of every school day to j, 30 1,” .3 visit, adult e‘l'nrinni‘c 20. Schedule visit to adult student on same 3 .27 ($9.6 trip as a high school student. 21. Schedule visit early in the morning ,3 8‘ '26» 8 before school starts. "“ ’ /“" 23. Schedule visit after school hours. 3.45 93.8 23. Plan most visits shorter than an hour long. ' 3 .60 73.7 214. Notify (phone, card) adult student before , 1,, .. Q n». E'— 1 visit isms e. , 'v‘r’v an-L 25. Arrange for next visit before leaving ram. 2-08 50.C‘_ 26. Others: . 27. - AVLQELEL E3 [3 . 17 59.6 If you USE OF PRACTICE EFFECTIVENESS IF USED check If you check columns If you have checked columns b, c, here, b, c, or d, always or d, check one of these columns check check one column for according to the effectiveness of no more its' effectiveness. the practice on entire adult- columns farmer program. a. b. c. d. e. f. g. h. NEVER USE USE DIS— EFFEC— PARTLY NOT EFFEC- USED FRE- OCCA- GON- TIVE EFFEC- EFFEC- TIVENESS QUEN'ILY SION- TINUED TIVE TIVE UNCERTAIN ALLY USING Check Check Check Check Check Check Check Check if if not if used if used if used if its' if use if its' not ce1~ P R A C '1' I C E S used in half but pre- use gave use tain with or more in less viously gave desir— gave whether adult than but _no_t. desixu able no its‘ use stu- occa- half of in 19 results desir— gave de- dents sions occa- 1357-2 results but in able sirable where sions half less re- results appli- where _(E more than sults (Please check appropriate column(s) for cable appli- of half of all practices.) during cableg occa- occa- 1957-58 durin sions sions 1957-58 where where used used C. PREPAREG ADUL__T S_______'1UDENT FOR < . ’1 M INSTR—D-CTION .30 P PuR, Clfl 1. Jointly detemine purpose of visit with — ,7. ,j . / adult student hafnmhnnd " {-L 1+ 2. Arrive at the farm at expected time. 3 .80 eo.3 3. Call at house unless you know where C ,3: ‘, adult student is working. J ' ’ J ”‘1“ 4 1;. Establish rapport with adult student :5; C at hnfinnfing of visit. _ - .x- u . 5. Make specific purpose of visit known to r/ w 3.0 a adult student. W " '9 6. Avoid issues or beliefs that conflict ’. .1“; 7k 6 with adult student's beliefs. ' ‘ ’ ‘ 7. Avoid arguing with adult student. 2 .72 :o.0 8. Adjust approach to the socio—econanic , i level of adult student being visited. - - I1 10.1) 9. Use technical tenns which are adjusted to (‘7 i, r) adult student's level of ’ ’ “ / "~ 10. Before giving instruction, determine adult 2 .4” - 2 student's opf roblem. " ’ ' 11. Before giving instruction, detemine adult , .41 , 2 student's interest in problem; 12. Refer to other farmers as examples of op g those who adopted the “an“ M ’ ' ’ ‘ ' " \ 13. Canpliment adult student on what is well ', .b'u , . l done. 11;. Inspire adult student to strive for , a higher goals. ' "'9 "’ ' 'L 15. Leave materi 91: or buneHm with adult. 3 .17 s, , 5 16. Promote future classes during visits. , . 5.”. [1.0 17. Others: 18. Avg. LAGE 3 . 49 M , 1 19. 2_070 D. LOCATING PROBLEMS DURING VISITS 1. Locate adult student problems during / ’7‘4 05 1 high school student visits. 4 ' ' ' 2. Locate problems while visiting potential n we / adult students before course starts. J'b‘d’ 7001 3. Locate problems while visiting adult stu- o) a" U” C dents who attended classes previous year. " U / J' 1;. Visit newcomers soon after they move into 2,66, ()3 Q r“ a+w¢n+ , o w 5. Ask adult student, "What part of your / C“ E A farm are you proudest of?“ ~' J 3 ”-0 6. Ask adult student, "What part of your 2. :34 50 O farm needs mos st’ “"‘ ' ' 7. Walk fam with adult student to survey . / O me 5011 and crop nm'h‘lam 2‘ + LU. 8. Discuss problems of farm with adult «, 09 '10 ’2 5 student and wife Jointly. / ° ~ / "J 9. Study adult student's farm business V r m r, records. M /~'» r5.U 10. Analyze adult student's farm business 2 r r L. ,7 13001318 . o DU Ck: . U ll. Study adult student’s DHIA, soil test, 3_3’7 94.9 or other records. 12. Analyze adult student's DHIK, soil test, '70 G/ 9 or other records. ’ "Y H” ~ 13. Secure soil milk or other sam les durin e 4 visits , ’ w P g 3 u 0 5 t3 . O 11;. Keep record of subjects discussed on visits 0 (t , _ to . L , m ‘ “0’7 01.: 15. Others: 16. AVERAGE 2.92—f 79,1 3 17. . H Composite Scorer; And Advantages; of Oth:3‘L‘.i;rlcliz'g":j Teachers :11 ”3,16 Tbuoiy If you USE OF PRACTICE EFFECTIVENESS IF USED check If you check columns If you have checked columns b, c, here, b, c, or (1, always or d, check one of these columns check check one column for according to the effectiveness of no more its' effectiveness. the practice on entire adult- columns farmer program. a. b. c. d. e. f. g. h. NEVER USE USE DIS- EFFEC- PARTLY NOT EFFE- USED FRE- OCCA- OON- TIVE EFFEC- EFFEC- TIVENESS QUENTLY SION- TINUED TIVE TIVE UNCERTAIN ALLY USING Check Check Check Check Check Check Check Check if if not if used if used if used if its' if use if its' not cer- tain P R A C T I c E S used in half but pre- use gave use with 3' more in less viously gave desir— gave whether adult of than but not desir— able no its' use stu- occa- half of i_n able results desir- gave de- dents sions occa- 1957-58 results but in able sizable where sions in half less re- results appli- where or more lthan sults (Please check appropriate column(s) for cable appli- Ff half of all practices.) during cable occa- occa— 1957-58 during sions sions 1957-58 where where used used E. INSTRUCTING DURING FARM VISITS SCOPE PER CE‘JT 1. Adjust instruction to the socio-econanic ,. ,;_ i , level of adult student. 1 ~41; ‘10- 2. Use discussion method of teaching during :3 r": (a; 1; visits. " ' I ’ ""’ 3. Use demonstrations to teach skills on 3 .17 {gig-.3 visits. 1;. Use leading questions to stimulate , . 73 9E . l 5. Use the method of telling the farmer the ,. .4 ,- I, _ N answers to his ”mom 4'09 Hair I' 6. Use slide films, colored slides, " a / ,' 3,, l or instruction on farm. V" + '“‘ 7. Use charts and graphs for instruction 1,7 ,, m on visits. *' ' ’ 8. Use specimen or models during visits. 2'53: 49-J— 9. Use bulletins and other printed material 9 ,U (in) , on visits. ~a+/ / .4, 10. Observe adult student's application of a 2.05; 7:“; skill after it was taugh h.t ’ ' 11. Have adult student make own calculations . c‘ 0 during on visits. ~' 2.1-4,. ,- 12. Make calculations for adult student your— 1. fig; 7;. .3 self during visits. ' ’ 13. Involve children or hired man in certain '4. Cl 177‘ . 1h. Refer adult student with highly technical a, , p u, ,2 problems to moron“ n+9 agencies or people. " "U "I"; 15. Contact agencies or people about techni— » g. 3;:- ;/;/' . ‘ cal problems and then relay information to ' fi" \ adult c+nflon+c 16. Promise to provide further. information on I 2; (,1. a 1'. a question at next adult class. 17. Others: V 13 . [MIRAGE 2.90 ‘77 . g F. PLANNING ACTION DURING VISITS 1. Ask questions to help adult student clarify his goals. . 4'3"; 90.2 2. Assist adult student to set goals of . 3.19 92.3 nrndnoH on or 3. In decision-making questions, suggest two . .30 11.2 or three choices of action. h. rovide several copies of farm map for ,3 e 9 a, C ,7 adult student‘s use in “1 “Mr-0 N” #J' 5. Encourage adoption of new practices on . 9 , i p A small scale at hem‘ nnino Jug) 90.4 6. Use economic urge to motivate adult 3., q 93 ,) student to try new “we” ’ ”1 ... 7. Use urge for security to motivate adult 2. 86 7:. student to try new “mcHI-e 8. Use social prestige factor to motivate 2.38 55.5 adult student to try new fireflies * 9. Assist adult student to conduct trial 2.18 {2,3 0 plots on fem. ’ v, ° 10. Plan future action with adult student 2. 51 86.8 and wife jointly. 11. Plan future action with adult student a, 2., Q4 E; and son(s) jointly. "' , ‘- ' 12. Plan future action with entire family. 2. 5’7 59.0 . t definite conclusions on k l ,p 1 - 13 mtg-:13? a A ey 2-03 no.7 11;. Leave written report of conclusions 2. "8 26. 5 reached and action planned. a . 15. Encourage adult student to take own notes 2.42 22' 6 during visits 16. Others: 17 AVERAGE 2.91 72. 5 Ewés. If you USE OF PRACTICE EFFECTIVENESS IF USED check If you check columns If you have checked columns b, c, here, b, c, or d, always or d, check one of these columns check check one column for according to the effectiveness of no more its' effectiveness. the practice on entire adult- columns farmer program. a. b. c. d. e. f. g. h. NEVER USE USE DIS- EFFEC- PARTLY NOT EFFEC- USED FRE- OCCA- CON- TTVE EFFEC- EFFEC- TIVENESS QUENTLI SION- TINUED TIVE TIVE UNCERTAIN Y USING Check Check Check Check Check Check Check Check if if not if used if used if used if its' if use if its' not cer- P R A C T I C E S used in half but pre- use gave use tain with or more in less viously gave desir- gave whether adult 3? than but not desire able no its' use stu- occa— BEE: of __ able results desir— gave de- dents sions occa- l9 7- 8 results but in able sirable where sions in half less - results appli- where 23 more 3222 sults (Please check appropriate column(s) for cable appli— of half of all practices.) during cable occa- occa— 1957-58 uri sions sions 1957-58 where where used used c. EVALUATING mu PRACTICES DURING VISITS 00013:: PER (Eli 1. Analyze discussion of previous class in j 3 qfl‘ q relation to adult student's own fans. /'r’ "”" 2. Ask questions to help adult student 2. 24 9;). 2 evaluate his fans ’ 3. Assist adult student to analyze new q ‘3A Q63 2 they affect entire farm. “' *7 " ' h. Take adult student to observe new 6 a .r 6 ‘ father farmers. “"95 VJ" 5. Analyze with adult why practice J . 2 . :20 do. 7 6. Analyze with adult why practice failed. 3 o 7 91.0 7. Keep written record of new practices a. C, ,7 . being "initiated by adult c'h-nrinn‘f: ”'11) ‘J O 8. Keep record of new practices being dis- 0 77 “U c a by adult .+nAen+e "‘ ' 9. Analyze, with adult student, practices .;8 q “ A by * nabnn‘in: N'/ f'/ 10. Analyze, with adult student, practices ~.'?C §;;./ in farm papers. 11. Analyze, with adult student, a new a (37 [ill practice adgpted by a neighbor. ’ ‘ “" 12. Use M. S. U. Area Fem Management Report .93 33.0 to assist adult student to evaluatem hxeinnac 13. Use local production standards to assist . 26 ‘ 1 .1 adult student to evaluate his business ’ ‘ 1h. Periodically analyze and re-state future plans of the business with adult student f, o; _’(‘\3 and wife jointly. ”"’ “ ' ‘ 15. Periodically analyze and re—state future 9 plans of the business with adult student i. 59' 7; ,1 and son(s) jointly. 16. Periodically analyze and re-state future :3. 11.3 5.0 plans of the business with entire family. ’ 17. Others: 18. AJERAGE 2.9“ 73.7 H. EVALUATING INSTRUCTIONAL PRACTICES USED BY YTHE TEACE 1. Keep record of name, date, and mileage A r i” for farm visits to adult =+Men+= 3 .77" ‘ .O 2. Analyte mileage records of visits to adult 2 O 0 students to defermine how fennnan+1w visited. JO 5 1:3,, 3. Record requests from adult students to 2.g35 57f 2 determine interest in being visited. . h. Keep record of adult students who were 1 (ed er. C absent from fann when visited. d'v’O 3“' ‘ 5. De tannins number of miles traveled per q.‘ui /.; 1 adult student visited. " ’ I" 6. Attempt to analyze adult student's 5 0,) r, 0 response as ' t on is given. J' v ' 7. Inquire how much benefit materials were 4 in; 74' O that were left at a previoushvisit. "‘ ‘ 8. Observe performance of a skill taught A r f A on a previous visit. 9-0) L 0o) 9. Observe adult student's application of a e no (3 l skill which was taught during a previous ‘4 / ' class. 10. Analyze enrollments to deténmine the influ- 3 a. ,.I u once of visits made before courses start. J '42 ”~- 9 11. Inquire about the action suggested at the ;: Cz‘ r C 2 previous visit. ”""‘ ’ ' 12. Analyze class attendance to detennine . whether adult students were in attendance 3.16 Vb. who 1 ’ certain subiects l3. Analyze class discussions to detennine , whether adult students taught" skills on the 3 .19 7854 arm are more active in class. 1h. Thke photographs of approved practices a/ ,., q to show "before" and “after" ei+nn+inne 3"¢0 /0-. 15. Others: 16. AVJRAGE 3.12 76. (Have you checked all the practices and evaluated the effectiveness / ., .333 of those used? Please do not omit any.) ,r 33’ ‘ ~’r "/ 198-201 WWW 1265