BELIEFS OF OCCUPATIONAL TEACHERS 1‘ , , v- : ‘ REGARDING NEEDED LHSERHGE ‘ 4;: EDUCATION wHLcH PROVIDES FoR THEIR . 25;; - INVOLVEMENT IH THE TOTAL PROGRAM - -~ ,_ g; : 0F OCCUPATIONAL EDUCATION . Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY JEAN PEAVYHOUSE DeWITT ' 1973 ........ ABSTRACT BELIEFS OF OCCUPATIONAL TEACHERS REGARDING NEEDED INSERVICE EDUCATION WHICH PROVIDES FOR THEIR INVOLVEMENT IN THE TOTAL PROGRAM OF OCCUPATIONAL EDUCATION BY Jean Peavyhouse DeWitt Statement of the Problem. The prdblem was to survey the occu- pational teachers of the Genesee Intermediate School District, Michigan, to determine the nature and extent of their involvement in the total program of occupational education and to ascertain their recommendations for inservice teacher education in the eleven areas of program planning and development as set forth by the Policies Commission for Business and Economic Education in April, 1971.* Involvement of business/office occupations teachers and their recommendations for inservice were to be compared with that of all other occupational teachers. Based on the findings and a review of the literature, recommendations were to be made for inservice teacher education fer the office occupations teachers which would help them to increase their involvement in the total program of occupational education at the local level. Research Procedure. The descriptive survey method employing the questionnaire was used to obtain data for this study. In May, 1972, a Jean Peavyhouse DeWitt questionnaire was mailed to 404 teachers and teacher/coordinators in the twenty-one school systems of the Genesee Intermediate School District who were teaching in the occupational areas of agriculture, distributive education, health occupations education, home economics, business/office education, technical education, and trade and industrial occupations. Usable questionnaires were received from 303 or 75 per cent of these teachers. Conclusions. The following selected conclusions are among those drawn. 1. Occupational teachers generally showed very little involvement in the components of program planning and development for occupational education. 2. Business/office occupations teachers generally did not differ from other occupational teachers in their involvement in the total program of occupational education. 3. Those teachers who were more involved in occupational program planning and development also seemed to be more involved in community and other extracurricular activities. 4. A slight majority of the teachers wished to be more involved in the total program of occupational planning and development. 5. Business/office occupations teachers were like other occupational teachers who selected instructional materials as the topic they felt to be most important to them. Also, business/office occupations teaChers resembled other occuptional teachers in their priority of second and third choices fer development of a total program of career information and guidance and promotion of the total field of occupational education. Jean Peathouse DeWitt 6. Research and development for all occupational fields and occupational youth organizations were of little importance not only to business/office occupations teachers but also to all occupational teacher. 7. Teachers who were involved in the total program of occupational planning and development and those who were not involved did not differ in their judgments about topics for inservice teacher education. Recommendations. Major recommendations submitted for con- sideration in planning program of inservice education for occupational teachers of the Genesee Intermediate School District are: 1. Procedures should be set up to provide inservice education for all occupational teachers including business/office occupations teachers specifically directed to program planning and development competencies. 2. Occupational teachers have similar needs for inservice edu- cation and inservice programs should be planned fer all occupational teachers rather than fer each occupational area individually with activities of interest to specific occupational areas to be scheduled within the total plan for inservice. 3. To avoid duplication of effort, the Genesee Intermediate School District should be the agency to coordinate the inservice programs for the school districts. 4. An inservice committee of teachers representing each school district should be established to plan and direct inservice programs in cooperation with the administration of the schools in the District and the Intermediate District office. Jean Peavyhouse DeWitt S. A long range plan of three to five years for inservice edu- cation should be set up. 6. An ongoing type of evaluation system should be developed for the inservice programs. 7. A variety of types of inservice activities should be employed with topics under consideration to determine the activities to be used. 8. Consideration should be given to the desires of the teachers in scheduling inservice programs. 9. Specific days should be designated for inservice activities county-wide. 10. A reward system for teachers who participate in inservice programs which are not part of their regular teaching schedule should be set up. 11. Inservice topics should represent current desires and needs of the teachers . Consideration should be given to providing the teachers with more information on some of the components of occupational education program planning and development with which they have previously not been involved to any great extent. *Policies Commission for Business and Economic Education, "This We Believe About the Expanding Leadership and Planning Role of Business Educators in Developing a Total Vocational Program in Cooperation With Other Vocational Educators and General Educators," Business Education Forum, XXV, No. 7 (April, 1971), 8, 9. BELIEFS OF OCCUPATIONAL TEACHERS REGARDING NEEDED INSERVICE EDUCATION WHICH PROVIDES FOR THEIR INVOLVEMENT IN THE TOTAL PROGRAM OF OCCUPATIONAL EDUCATION BY ’1 'I \‘\“‘ ' Jean Peavyhouse DeWitt A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1973 f \ ' 3 ACKNOWLEDGMENTS The author expresses a debt of gratitude to Dr. Peter G. Haines for his interest and guidance, to Dr. 0. Donald Meaders for his assistance in the initial stages of the development of the study, and to the other members of the committee, Dr. Samuel Moore and Dr. George Ferns, fer their contributions. Sincere appreciation is also extended to the occupational teachers of the Genesee Intermediate School District who cooperated in the data-gathering process. ii TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . . . vii Chapter I. THE PROBLEM. . . . . . . . . . . . . . . . 1 Statement of the Problem. . . . . . . 2 Purpose . . . . . . . . . . . . . . 4 Delimitations . . . . . . . . . . . . . . 4 Limitations . . . . . . . . . . . . . . 5 Need fer the Study. . . . . . . . . . . 6 Definitions of Terms . . . . . . . . . . . . 7 Organization of the Study . . . . . . . . . . 10 II. REVIEW OF LITERATURE AND RESEARCH . . . . . . . . 12 Purposes of Inservice Education . . . . . 14 Responsibility for Inservice Teacher Education . . . 17 Planning of Inservice Education Programs=§?. . . . 19 Administrative Leadership. . . . . . . . . . 20 Teacher Participation ’1‘ . . . . . . . . . 21 The Consultant . . . . . . . . . . . 23 Inservice Committees . . . . . . . . . . . 24 Pooling Resources . . . . . . . . . . . . 24 Other Considerations . . . . . . . . . . . 25 Types of Inservice Education Programs . . . . . . 29 Working as Groups . . . . . . . . . . . . 30 The Workshop. . . . . . . . . . 33 Individualized Programs of Inservice . . . . . . 37_ Other Inservice Programs . . . . . . . . . . 39 Evaluation . . . . . . . . . . . . . . . 45 Evaluation Discussed . . . . . . . . . . . 45 Examples of Evaluation Procedures . . . . . . . 47 iii Chapter Guidelines for Inservice Planning . Summary. . . . . . III. PROCEDURES AND DESIGN. . . . . . . Population of the Study . . . . . . . Location. . . . . . . . . Educational and Cultural Opportunities. . . . Survey Procedures . . . . . Questionnaire Distribution. . . Responses . . . . . . . . . . Analysis of Data. . . . . . . . . . Background of Respondents. . . . . . . IV. ANALYSIS OF DATA AND DISCUSSION . . . . . . . Category I: Involvement of Teachers in Components of Occupational Education Program Planning and Development. . . . . . . . . . . . Discover and Analyze the Manpower Needs and Employment Status of the Nation's Work Force . Plan Programs in Cooperation With Educational Personnel in Other Areas of Vocational Education. . . . . . . . . . . . . . Participate in Providing Common Experiences for Vocational Students Through a Group of Coordinated Youth Organizations or a United Organization . . Participate in Planning Common Programs of Teacher Education; Participate in the Development of a Common Program of Administration and Supervision of Vocational Education . . . . . . . . Participate in the Assessment and Evaluation of a Total Vocational Education Program. . . . Join Other Vocational Services in Promoting Interests of the Total Field of Vocational Education. . . . . . . . . Participate With Other Vocational Fields in Educational Research and Development. . . . . Assist in Planning a Total Program of Career Information and Guidance. . . . . . . . . Cooperate With Educational Personnel in the Private Sector schools, Industry, and Nonpublic Organizations . . . . . . . . . . iv Page 50 59 61 62 63 64 65 68 70 7O 73 84 84 85 85 90 93 93 97 97 97 101 Chapter Assist in Developing Effective Instructional Media and Materials to Enhance the Total Vocational Program . . . . . . . . . . . . Desire for More Involvement in the Total Program of Occupational Education . Category II: Desires of the Teacher Concerning Inservice Teacher Education . . . . . . . . . Inservice Education Desired by All Occupational Teachers. . . . Inservice Education Desired by Business/Office Occupations Teachers. . . . . . . Inservice Education Desired by Occupational Teachers Excluding Business/Office Occupations . Desires for Inservice Education as Expressed by Teachers Involved and Teachers Not Involved in the Components of Occupational Education Program Planning and Development . . . . . . . . . Occupational Education Program Involvement as Compared With Community and Extracurricular Involvement. . . . . . . . . . Summary . . . . . . . Analysis of Manpower Needs . . . . . . . Program Planning With Other Occupational Areas. . . Youth Organizations. . . . . . . . . . . Teacher Education and Administration and Supervision of Occupational Education Programs . . . . . . Program Evaluation . . . . . Promotion of Occupational Education . . . . Research and Development . . . . . . . . . Planning a Total Occupational Education Program, K-12 . . . . . Cooperation With Nonpublic Organizations. Instructional Materials . . . . V. SIMMARY, CONCLUSIONS, AND RECOBNENDATIONS. . . Summary . . . . . . . . . . . . . . . . Statement of the Problem . . . . . . . . Research Design and Procedures . . . . . . Findings . . . . . . . . . . . . . Cmmhmnms. . . . . . . . . . . . . . Recommendations. . . . . . . . . . . . Page 103 103 107 107 110 111 114 115 116 116 117 117 117 118 118 118 118 119 119 122 122 122 123 124 127 129 Chapter BIBLIOGRAPHY . APPENDICES Appendix A. Statement by Policies Commission for Business and Economic Education . . . . . . . . . B. Questionnaire . . . . . . C. Sample Cover Letter for Questionnaire . . . D. Sample Follow-Up Tank You/Reminder Card. . . E. Sample Follow-Up Letter for Questionnaire . F. Sample Second Follow-Up Letter for Questionnaire. 6. Tables Presenting Involvement of Teachers in Components of Occupational Education Program Planning and Development for Each Occupational Area . H. Tables Presenting Details of Inservice Topics by Occupational Area of Teacher. . . . . vi Page 134 141 143 145 146 147 148 149 164 Table 10. 11. 12. 13. LIST OF TABLES Questionnaire Re5ponses . Numbers and Per Cent of Teachers and TeaCher/Coordinators in Each Occupational Area Returning Usable Questionnaires . . . . . . . . Respondents to Questionnaire by Sex . Respondents by Age and Occupational Area . . . . . Respondents by Classification of Teacher or Teacher/ Coordinator and Occupational Area . Number of Years of Teaching Experience by Occupational Area as Indicated by Respondents . . . . . . Respondents by Type of School in Which They Were Teaching and Occupational Area . . . . . Respondents by Size of school in Which They Were Teaching and Occupational Area . . . . . . Respondents Teaching in State Reimbursed Occupational Programs Categorized by Occupational Area . . . . Respondents Teaching in Laboratory Block-Time Occupational Programs by Occupational Area . . Highest Level of Schooling Completed by Respondents. How Employment Information is Obtained for Use in Occupational Education Programs. . . . . . . . Teachers Who Have Developed Behavioral Objectives for Student Perfbrmance in Preparation for Employment. vii Page 71 74 75 76 77 78 79 81 82 82 83 86 87 Table 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. Teachers Who Have Participated in Developing Behavioral Objectives Common to All Employment . Participation of Occupational Teachers in Developing New Occupational Programs . . . . . . . . Involvement of Teachers in Youth Organizations . Activities Related to Teacher Education and Administration and Supervision of Occupational Programs in Which Occupational Teachers Participated . . . . . . Teachers Involved in Evaluation of Occupational Programs at Their School. . . . . . . . . . . . . Teachers Involved in Developing Standard Instruments fer Evaluation of Occupational Programs . . . . . . . Teachers Involved in Activities to Promote the Total Program of Occupational Education. . . . . . . Teachers Participating in Research for the Total Program of Occupational Education . . . . . . . . . Teachers Involved in Planning Programs for Career Infermation and Guidance K-12 . . . . . . . . . Teachers Who Have Coordinated Programs With Other Educational Institutions. . . . . . . . . . . Teachers Who Have Coordinated Occupational Programs With Training Programs in Business or Industry . . . . . Teachers Involved in Developing Instructional Materials to Enhance the Total Program of Occupational Educatim O I I O O O O O O I O O O O O O Desires of Teachers Concerning More Involvement in the Total Program of Occupational Education. . . . . Topic Areas for Inservice Teacher Education as Ranked According to Importance by the Occupational Teachers . viii Page 89 91 92 94 95 96 98 99 100 102 104 105 106 108 Table Page 28. Topic Areas for Inservice Teacher Education as Ranked According to Importance by the Business/Office Occupations Teachers . . . . . . . . . . . . 110 29. Topic Areas for Inservice Teacher Education as Ranked According to Importance by the Occupational Teachers Excluding Business/Office Occupations Teachers . . . 112 ix CHAPTER I THE PROBLEM According to the statement by the Policies Commission for Business and Economic Education, April, 1971, in addition to other responsibilities, Business education has a major responsibility to complement other fields of occupational education in serving the needs of society. It also has a responsibility to assist general educators in developing ways to help children and youth explore the world of work. If business teachers are to become more involved in the total program of occupational education at the local level, they need to look at ways in which they could become more active in the occupational education process.2 Planning and development in occupational education contains many components including the business community, the school 1Policies Commission fer Business and Economic Education, "This We Believe About the Expanding Leadership and Planning Role of Business Educators in Developing a Total Vocational Program in Cooperation With Other Vocational Educators and General Educators," Business Education Forum, 25:8,9 (April, 1971). 2Occupational education was used in this study (see page 9) to mean the seven major vocational-technical areas identified by the U.S. Office of Education--Agricu1ture, Distributive Education, Health Occupations Education, Home Economics, Office Occupations, Technical Education, and Trade and Industrial Occupations--and included career orientation, exploration. and job preparation in these areas. 1’I F". \(11‘[.[lr1lli\l[lq\ community, postsecondary education, research, guidance, teacher education, and program evaluation. Are business teachers prepared to effectively participate in these varied areas of program planning and development? Some teachers are by the nature of their preservice and advanced educational programs and/or their experiences. Others need assistance in developing their role in these areas. Preservice programs are a means of better preparing those who are studying to become teachers. Teachers enrolled in formal graduate programs geared toward more teacher involvement in the educational process may become more knowledgeable in the areas of program planning and development. Inservice education programs designed especially for the purpose of increasing involvement of occupational teachers in the total program of occupational education is a means of making available needed expertise to all teachers in the school district. This study was concerned with inservice teacher education programs which would help prepare business/office occupations teachers and teacher/coordinators to become more involved in the total occupational program. Statement of the Problem The problem was to determine the nature and extent of the involvement of the occupational teachers of a large, county-wide district in the total program of occupational education and to O O I O I O 3 ascerta1n the1r recommendat1ons for 1nserV1ce teacher educat1on. 3By total program is meant one has the components of program planning and development including the business community, the school community, postsecondary education, research, guidance, teaCher The subject area was the Genesee Intermediate School District, . . 4 M1ch1gan. This study attempted to answer the following questions. 1. What components of occupational program planning and develop- ment were various groupings of occupational teachers involved in and what was the extent of this involvement? 2. Did the extent of the involvement of business teaChers in each program component vary from that of all other occupational teachers considered as a group? 3. If there were significant differences in the findings shown in one and two above, what factors in the respondents' background might account for this? 4. What topics did various groups of occupational teachers believe to be of priority to them if they were to continue or increase their involvement in the development of a total program? 5. Did the priority of expressed inservice needs bear any relation to the involvement of the respondent in various components of program planning and development? education, and program evaluation for career orientation, exploration, and job preparation for students K-12. 4The Genesee Intermediate District involves 21 school districts, 126,000 pupils K-12, and a county population of 444,000. It centers on the City of Flint, Michigan. Pugpose The purpose of this study was to obtain information as to the nature and extent of involvement in the total program of occupational education by the teachers of the Genesee Intermediate School District, Michigan, and to determine their recommendations for inservice teacher education. Based on the findings and review of the literature, recommendations were to be made for inservice teacher education for the office education teachers which would help to increase their involvement in the total program of occupational education at the local level. Delimitations This study was limited to the 460 teachers and teacher/ coordinators whose names appeared on the list compiled by the Genesee Intermediate school District office of those occupational teachers employed by the public schools in the District during the school year of 1971-1972. Information was sought from those occupational teachers who taught or coordinated one or more classes in career orientation, exploration, or job preparation in any of the seven major vocational- technical areas which have been identified and coded by the U.S. Office of Education--Agriculture, Distributive Education, Health Occupations Education, Home Economics, Office Occupations, Technical Education, and Trade and Industrial Occupations.S Responses were limited to occupational teachers for grades 6 through 12 and did not 5U.S. Department of Health, Education, and Welfare, Office of Education, Vocational Education and Occupations (Washington, D.C.: 0.5. Government Printing Office, 1969), p. x. include community or junior college teachers, four-year college teachers, or teachers of university courses available in Genesee County in an effort to keep the study at a manageable size for the time and resources available. Information from all teachers, administrators and other school personnel employed in Genesee County would have been desirable for a study of this nature but the size of such a study prehibited their inclusion. The survey instrument was limited to questions relating to the responsibilities of business educators in developing a total occupational program at the local level as set ferth by the Policies 0 O O C C 6 Comm1ss1on for Bus1ness and Econom1c Educat1on. Limitations Certain limitations were present in this study of which the reader should be aware. Of major importance was the fact that information obtained from the study represented the opinions of occupational teachers and teacher/coordinators only. Viewpoints from other members of the school staff such as administrators, supervisors, and other teachers were not part of this study. Another general limiting factor in this study was the methodology inherent in survey research-—the questionnaire. Although attempts were made to make the questionnaire as objective as possible, questions are still subject to interpretation by the respondent. The respondent's attitude toward his teaching environment, his past 6Policies Commission for Business and Economic Education, 22, cit. educational experiences, and his past experiences with inservice education all could affect his responses. Because of the population of the study, information obtained, conclusions, and recommendations apply only to the occupational teachers of the Genesee Intermediate School District, Michigan, and are not necessarily indicative of situations in other locations. Need for the Study The statement of the Policies Commission fer Business and Economic Education which was the basis of this study sets forth the responsibilities which the Commission believes that business educators have in developing a total vocational program in cooperation with other vocational educators and general educators.7 No information was previously available which indicated the involvement of the occupational teachers in these areas of program planning and development. This report provides a general picture of the extent of involvement of the occupational teachers in the total occupational program at the time of the survey and also the desires of the teachers as to topic areas for inservice teacher education. The results of this study will be made available to adminis- trators and occupational teachers of the school systems surveyed and can be used in planning inservice programs for the occupational teachers of the Genesee Intermediate School District. Recommendations for inservice teacher education will be made for the office occupations teachers included in the study to provide them with information whereby 71bid. they can become more involved in the total program of occupational education at the local level. Increased involvement of office occupations teachers in the total program of occupational education could and should result in upgrading of office education programs. By bringing the statements of the Policies Commission to the attention of business educators, other occupational educators, and administrators, the fellowing benefits may also be realized. 1. Through an increased awareness of their responsibilities in the total occupational education program, business educators may be motivated to become more active in working with others toward the common goal of a total occupational program. 2. The attempts that business educators are making to cooperate with other occupational educators in a total occupational program may motivate inactive vocational educators to become more involved. 3. Bringing the results of this study to the attention of the school administrators in Genesee County may result in their exerting more effort to help teachers become more active in the total educational program. Definitions of Terms For the purpose of this study the following words and phrases are defined. Policies Commission.-—The Policies Commission for Business and Economic Education is sponsored jointly by the National Business Education Association and Delta Pi Epsilon, the honorary graduate business education faternity. The Commission which is composed of educational leaders in the field of business and economics was established in 1959 to bring about a better understanding of what constitutes business and economic education and to render assistance to those who are concerned with the total education of young people. In its task of determining the purpose of business and economic edu- cation, the Commission from time to time releases statements of proposed policies regarding programs in business and economic edu- cation. The Commission is also charged with the responsibility of redefining the important role of business and economic education in the total educational program and of developing recommendations for achieving that goal.8 The Commission is a group of individuals representing a select number of teacher educators and in general are not classroom teachers. Inservice Education.--In this study inservice education referred to planned activities designed to promote professional growth of teachers for the purpose of improving educational programs. The inservice activities are sponsored by the school system employing the teacher and may involve teachers within the system or teachers from several school systems working together. Inservice activities may be for short periods of time such as one to two hours, may last for several weeks, or may involve periodic meetings over a much longer period of time. Inservice activities may be planned in conjunction with a university for college credit, may include pay, may involve 8Ibid. released time from regular duties, or may be on a non-compensated basis for the teacher. Business Education Teacher.--In this study business education teacher, office education teacher, or office occupations teacher included teachers in the areas of office programs, data processing, and general business. Occupational Education.-—Occupational education as used here referred to the seven major vocational-technical areas identified by the U.S. Office of Education--Agriculture, Distributive Education, Health Occupations Education, Home Economics, Office Occupations, Technical Education, and Trade and Industrial Occupationsg--and included career orientation, exploration, and job preparation in these areas. Occupational Teachers.--Included in the grouping of occupational teachers were teachers and coordinators who taught or coordinated at least one class in one of the seven areas designated by the U.S. Office of Education as major vocational-technical areas listed in the previous paragraph. Total Occupational Program at the Local Level.--The total occupational program referred to career orientation, exploration, and job preparation in the public schools, grades K-12, and included the components of program planning and development--the business community, 90.8. Department of Health, Education, and Welfare, Office of Education, pp, cit. 10 the school community, postsecondary education, research, guidance, teacher education, and program evaluation. Secondary Schools.--In this study secondary schools referred to schools designated by their school system as middle schools, junior and senior high schools, high schools, and secondary area vocational centers and may consist of grades 6 through 12. Local Level.--Loca1 level referred to education at less than state level and included the school, the school system, the area vocational center, and the intermediate school district. Intermediate District.--Intermediate district or intermediate school district is an administrative unit which functions between the local school districts and the state department of education. Where it functions most effectively, the intermediate district broadens and enriches the educational programs of local districts and at the same time fosters local initiative for better schools.lo Organization of the Study Chapter I contains the statement of the problem, delimitations and limitations of the study, purpose and need for the study, definitions of terms, and organization of the study. Chapter II is a review of related literature and research. 10American Association of school Administrators, school District Organization (Washington, D.C.: American Association of School Administrators, 1958), p. 66. 11 Chapter III includes the design of the study, a description of the population, procedures for gathering and analyzing the data, and the background of the respondents. Chapter IV is concerned with the involvement of the occupational teachers in the components of vocational education program planning and development and their desires about inservice teacher education. Chapter V contains a summary of the findings, the conclusions and recommendations. CHAPTER II REVIEW OF LITERATURE AND RESEARCH Inservice teacher education is generally described as any type of activity, formal or informal, which is sponsored by the school system to upgrade the performance of the teachers employed by that system. In the course of the literature review, a number of defi- nitions of inservice teacher education were noted, and the fellowing are representative. According to Cory, Inservice education is assumed to be the sponsoring or pursuance of activities which will bring new insights, growth, understanding, cooperative practices, democratic procedures, and community understanding to the members of the staff and arouse them to action to improve the curriculum, to take additional training, and to improve themselves and their work in every possible manner. Harris defines inservice education as a "planned goal-directed change process introduced through a deliberate interaction aimed at some altered future condition,"2 and Hass sees inserVice education as fi 1N. Durward Cory, "Incentives Used in Motivating Professional Growth of Teachers," The North Central Association Quarterly, 27:391 (April, 1953). 2Ben M. Harris, Wailand Bessent, and Kenneth E. McIntyre, lg: Service Education: A guide to Better Practice (Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1969), p. 19. 12 13 including all activities engaged in by the professional personnel during their service and designed to contribute to improvement on the job.3 Inservice teacher education is defined by Good as "activities on the part of employed teachers that contribute to their professional growth and qualifications."4 The National Commission on Teacher Education has stated that Inservice growth is that growth which takes place after the teacher is on the job. It is a continuation of the professional development which was begun during the pre-service period of preparation. Inservice education is a process inherent in any planned program designed to make the individual a more effective teacher. This type of education should be an integral part of any school program. For the purpose of this study, inservice education refers to planned activities designed to promote professional growth of teachers which are sponsored by the school systems employing the teachers. Teachers from more than one system may be involved and inservice activities may last fer varied periods of time. Inservice programs may involve released time, pay, university credit, or may not involve compensation for the teacher. 3G. Glen Hass, "In-Service Education Today," In-Service Edu- cation fbr Teachers, Supervisors and Administrators, The Fifty-Sixth Yearbook 5?:ifie National Society for the Study of Education, Part I (Chicago, Ill.: The University of Chicago Press, 1957), p. 13. 4Carter V. Good, ed., Dictionary of Education (New York: McGraw-Hill Book Company, 1945), p. 409. 5National Commission on TeaCher Education and Professional Standards, The Teaching Profession Grows In Service (Washington, D.C.: ‘ . National Education Assoc1at1on, 1949), p. 9. 14 Purposes of Inservice Education Inservice teacher education is a means by which the teacher can keep abreast of the changes that occur in education. According to Lee, in describing the changing role of the teacher, "Teacher education, like all education in general, is coming to be seen as a process of continuous development; to commit one's self to teaching is to obligate one's self to a lifetime of study."6 A number of purposes of inservice teacher education are noted in the literature. According to Hass, the major reason for inservice education is to promote the continuous improvement of the total professional staff of the school system. Continuous inservice edu- cation is needed to keep the profession abreast of new knowledges and to release creative abilities. And for the present, a third purpose of inservice education must be to eliminate deficiencies in the back- ground preparation of teachers and other professional workers in education.7 Richey, commenting on the changing role of inservice, states that as teachers have become better prepared in their preservice education through the years, inservice education has evolved from the original purpose of the elimination of deficiencies in teacher 6Gordon C. Lee, "The Changing Role of the Teacher," Ihg_ Chan in American school, The Sixty—Fifth Yearbook of the National Society for the Study of Education, Part 11 (Chicago, 111.: The University of Chicago Press, 1966), p. 30. 7Hass, _p_. cit. 15 preservice preparation to the professional growth of the school staff.8 Harris believes that inservice education programs are important for the following reasons: 1. Preservice preparation of professional staff members is rarely ideal. 2. Social and educational change makes current professional practices Obsolete or relatively ineffective in a very short period of time. 3. Coordination and articulation of instructional practices require changes in people. 4. Other diverse factors argue for inservice education activities such as morale which can be stimulated and maintained through inservice education.9 Moffitt adds democracy as a reason for inservice education when he states that the school has the great responsibility of providing the kind of education that will guarantee the perpetuation of democracy. It is this great responsibility of teachers that makes an inservice education program imperative. Teachers have not received before entering the teaching profession--nor could they have received--all 8Herman G. Richey, "Growth of the Modern Conception of In- Service Education," In-Service Education fgr Teachers, 8 ervisors and Administrators, The F1 ty-Sixth Yearbook of the National Society for the Study of Education, Part I (Chicago, 111.: The university of Chicago Press, 1957), p. 60. 9Harris, 22, cit., p. 3, 4. 16 the education they need to enable them to widen and deepen the principles of democracy.10 According to Jackson, the objective is not to produce teaChers who reach the peak of pedagogical wisdom on the eve of their retirement but teachers whose actions at every stage of their development are as wise as possible. These will be people whose teaching style will change with the years, not simply because their skills have become more polished, nor because they have kept in touch with what the latest research says about how to teach, but because they have changed as people, because they see their subject matter differently than they did at other points in their career, because they have grown, not necessarily up, or out, or sideways, but in all directions.11 Harris also states that the intent of inservice education is to change instructional practices or conditions by changing people.12 Likewise, Cory sees inservice training as the key to successful improvement of the educational program.13 "There is an almost universal recognition that continued good teaching and professional growth of teachers must be stimulated and 10John Clifford Moffitt, In-Service Education for Teachers (Washington, D.C.: The Center for Applied Research in Education, Inc., 1963), p. 65. 11Philip W. Jackson, "Old Dogs and New Tricks: Observations on the Continuing Education of Teachers," I rovin In-Service Edu- cation: Prgposals and Procedures for Change, ed1ted by Louis J. REBin (Boston, Mass.: Allyn andiBacon, Inc., 1971), pp, 33, 34. 12 13 Harris, pp, cit., p. 17. Cory, 22, cit., p. 390. l7 planned far beyond the initial preservice preparation," according to Sorohan and Colbert.14 Respgngrbilityfor Inservice Teacher Education One source indicates that inservice teacher education is the cooperative responsibility of the colleges which prepare teachers pre-service, the state departments of education which provide leadership for state-wide instructional improvement, various professional organi- zations whose purposes include the professional improvement of its members, and the local school districts which employ teachers and which actually provide instructional programs for children. The school district is the agency directly responsible for the quality of the instructional program. It then follows that it is the one directly concerned with, and responsible for, the professional performance of its staff. Consequently, each school district is directly responsible for providing a professional growth program.15 Cory agrees that the chief responsibility fer the inservice training program is a local one, and the responsibility for establishing 14Lawrence J. Sorohan and William P. Colbert, "A Proposed Approach to Individualized Professional Growth," Remaking the World of the Career Teacher (Washington, D.C.: National Education Association, National Commission on Teacher Education and Professional Standards, 1966), p. 187. 'lsFred Edmonds, James R. Ogletree, and Pat W. Wear, "In-Service Teacher Education: Crucial Process in Educational Change," Bulletin of the Bureau of School Service (University of Kentucky, College of Edu- catiOn, Septembér, 1966), 39:19-22. . Ill. 1 I II". III ii I t’l‘ [ I E .}l [i {ll . lllIilpi .i I}! ll Illllllll’l 1"} II 18 the program rests with the local school board of education and school administration.16 O'Hanlon and Witters see pre-service education of the teacher as almost completely the responsibility of the colleges and universities and the conduct of inservice education as primarily a task of the local school district.17 As noted in a research summary on inservice education prepared by the National Education Association, all staff members may be given the opportunity to participate at certain points and to a certain degree in many arrangements for inservice education, but final responsibility rests with the school administration, and in some cases, with the board of education.18 A study conducted by the Iowa Center for Research in School Administration under the direction of W. G. Monohan included data on ' inservice education in five upper midwest states. From this study it was realized that the important job of providing for a knowledgeable, sensitive, and well-informed instructional staff cannot be left to the caprice of teachers, nor to dependence upon admonitions, nor appeals to professional integrity. If such a staff is wanted—-and it is increasingly vital--then local school districts must have rigorously 16Cory, gp, cit., p. 390. 17James O'Hanlon and Lee A. Witters, Breakthrou hr(No.<2)-- Inservice Edugation for All Schools, a report preparedfiy the Department of Education State of Nebraska*(Lincoln: Nebraska State Department of Education, September, 1967), p. l. 18National Education Association, Inservice Education of TeachersL ResearCh Summary 1966-Sl (Washington, D.C.: National Edu- cation Association, Research Division, 1966), p. S. 19 conceived, well-defined, and systematic programs of inservice education. They do not occur by accident or by evolution; they come about through the rational administrative behavior of genuinely committed adminis- trators and realistic teachers.19 Based on his study of Michigan's Vocational—Technical Education Personnel Development Needsr_197l-1975, Ferns recommends that . . . careful systematic planning must be applied to inservice personnel development by all concerned, since it has been, without a doubt, the most neglected phase. Primary responsibility for inservice development programs should be with the employers and individuals themselves with strong support from teacher education institutions and the State office. Planning of Inservice Education Programs Two fundamental points must be kept clearly in mind in the planning, development and operation of any program of services. These points are the recipients of the service on the one hand and the agencies, organizations and institutions which provide the services on the other. To fail to give full and careful consideration to either in the development of any program is to launch it upon a wave of uncertainty and uneasiness where its effectiveness is seriously 0 O O I O O O l l1m1ted and 1ts chances for continued success are ser1ously 1mpa1red.2 19William G. Monahan, Planning and Developing Inservice Education (a report prepared by the Iowa Center for Research in School Administration, The University of Iows, 1970), p. 23. 20George W. Ferns, Michigan's Vocational-Technical Education Personnengrelppment NeedsI 1971-1975 (a report sponsored by Vocational-Technical Teacher Education Contact Person, State Supported Universities, and Vocational Education and Career Development Services, Department of Education, State of Michigan, Department of Education, November, 1971), p. 227. 21American Association of School Administrators, Inservice Education for School Administration (a report of the Comm1ss1on on 20 Based on findings of a study of inservice teacher education programs in operation in thirteen counties in California, Filep developed an inservice model for the area surveyed. This model involves establishing a "people network" of individuals responsible fer inservice programs at all levels, a communication and utilization system to unite these individuals, a means for developing, conducting, and evaluating inservice programs, and, finally, a basic plan or schedule that provides for inservice activities and their sequencing.22 Administrative Leadership Corey emphasizes the necessity for planned programs in inservice education.23 Edmonds likewise agrees that people cannot work together effectively unless their efforts are organized and channeled toward recognized goals. Someone has to assume the responsibility and exercise leadership to develop an organizational structure and to make the conditions within the structure such that efforts are coordinated and sustained. Within a local building unit this role belongs to the principal with assistance of the supervisor and superintendent.24 Inservice Education for School Administration (Washington, D.C.: American Association of School Administrators, 1963), p. 66. 22Robert Filep, Gary R. Miller, and George A. Horton, Jr., _A_ New Model for Inservice Training: A Report of a Survey of Thirteen Counties in Northern California, sponsored by the Department of Edu- cation, State of California (El Sequndo, Calif.: Institute for Educational Development, 1971), p. 53. 23Stephen M. Corey, "Introduction," In-ServicgEducation for Teachers, SupervisorsI and Administrators, The Fifty-Sixth Yearbook of the National Society for the Study of Education, Part I (Chicago, Ill.: The University of Chicago Press, 1957), p. l. 24Edmonds, 2p, cit., p. 84. 21 Lewis sees the role of the administrator as a faciliator and coordinator with certain specific tasks that he must perform. These include providing inspiration, encouraging development of good organi- zation for inservice education, facilitating the work of groups, and creating a climate for growth.25 Circumstances must prevail wherein it is relatively easy to get inservice programs underway; the approach must be simple. Requirements must not become unduly restrictive. Responsibility for planning any inservice program should be shared by those who receive the service and those who provide it.26 Teacher Participption Gilchrist states an accepted principle of learning is that one grows in insights and skill as he works on problems of genuine concern to himself. This means that those who participate in an inservice program should be involved in identifying the problems on which they are to work, have an opportunity to share in the planning, and take part in determining the degree of success of their efforts.27 25Arthur J. Lewis, "The Role of the Administrator in In-Service Education," In-Service Education for Teachers, Supervisors, and Administrators, The Fifty-Sixth Yearbook 6f the Nitional Society for the—Study of Education, Part I (Chicago, Ill.: The University of Chicago Press, 1957), p. 157. 26American Association of School Administrators, pp, cit., pp. 65-68. 27 Rdbert S. Gilchrist, Clarence Fielstra, and Anna L. Davis, "Organization of Programs of In-Service Education," In-Service Education for Teachers, Supgrvisorsr_and Administrators, The Fifhy-Sixth YearbooE—_ of the National Society for the Study of Education, Part I (Chicago, Ill.: The University of Chicago Press, 1957), p. 286. 22 The following statements emphasize the need for teacher participation in planning for inservice programs: Teachers who participate in the determination of a program will work together in putting that program into effect. Chaos and misunderstanding come when teachers have not been taken into consideration and when they have had little or no opportunity to voice their opinions.28 f/The constructive involvement of teachers in attacking real edu- " cational problems that they face is a powerful instrument of \xcontinuing education. 9 All teachers must become involved if they are to feel sufficient personal stake in the action to warrant any degree of individual effort.30 ( One learns best when he accepts the goals for learning and has \phared in establishing the goals. 31 If teachers are to learn, if they are to become interested and enthusiastic, they must be the ones to whom the task of creating and initiating the inservice training is posed.32 ‘ Unless teachers help in the identification of their prOblems and ./ plan how they will work on those problems, inservice experiences presented to teachers are likely to be the same for all and of little practical help to anyone.33 28Cory, pp. pi_t_., p. 392. 29 Ralph W. Tyler, "In-Service Education of Teachers: A Look at the Past and Future," I rovin In-Service Education: Proposals and Procedures for Changp, edited hy Louis J. Ruhin (Boston, Mass.: Allyn and Bacon, Inc., 1971), p. 13. ~g} 30Harold E. Turner, "Improved In-Service, A Challenge for Supervisors," The Clearing House, 45:119 (October, 1970). 31John Clifford Moffitt, In-Service Education fer Teachers (Washington, D. C. The Center for Appl1ed Research in Education, Inc. , 1963), p. 75. 32Rita Stafford Dunn, "Process Dynamics for Teacher Involvement in Inservice Programs," Audiovisual Instruction, 15: 92 (May, 1970). {“7s422 338. Jo Kinnick, "The Teachers and the In- Service Education ’ Program," In-Service Education for Teachers, Supervisors and Adminis- ‘ trators, The Fifty: Sixth Yearbook; of the National Society for the Study ’H pgsggucation, Part I (Chicago, Ill. The University of Chicago Press,y '. , p. 132. 23 Inservice programs should be planned with the active participation of those who are to be the benefactors. Surveys of interest should be only one approach to determining needs and interests.34 Bush makes the following statement based on his experiences in regard to planning inservice programs. After a long period of attempting to provide inservice education fer teachers, I am convinced that the teacher ought to be the one who takes the initiative, that the teacher ought to select the kind “‘¢’of help from a wide array of interesting alternatives, which he S HNR W/wishes to avail himself of, and that, in most instances, he needs I the help of an impartial outsider to enable him to make a diagnosis, and analysis of the situation. 35 i The Consultant The consultant, a person brought in from outside the insti— tutional group that is to be immediately affected by the change, may play a role in inservice teacher education planning. According to Goodlad, the consultant is a resource person knowledgeable in a particular field of study or skilled in helping people see through their problems.36 Lippit and Fox suggest that leadership from the outside can be utilized most effectively if it is involved under a continuing consultation arrangement.37 34Harris, pp, cit., p. 3. 35Robert N. Bush, "Curriculum-Proof Teachers," Ipproving In- service Education: Proposals and Procedures for Change, edited by ’ Ehuis J. Rfihin (Boston, Mass. Allyn and’Bacon, Inc., 1971), p. 57g} 36John I. Goodlad, "The Consultant and In- Service Teacher Edu- cation," In-Service Education for TeachersrASppervisors and Adminis- trators, The Fifty-Sixth Yearbook of the Nat1onals Society for the Study of Education, Part 1 (Chicago, Ill. The University of Chicago Press, 1957), p.174. 37Ronald Lippit and Rebert Fox, "Development and Maintenance of Classroom Learning," pproving Inservice Education: Proposals and 24 Inservice Committees According to Lewis, some communities have used system-wide elected committees composed of teachers, principals, and consultants to plan for an inservice education program. Other systems have used elected curriculum-planning committees fer this purpose. However, there is no single organizational blueprint which can be applied to all inservice education programs. Over-all plans for inservice involve a careful coordination of the efferts of teachers, administrators, and consultants. The various roles must be defined and agreed upon in order to have effective working relationships.38 Lippit and Fox recommend that inservice programs be managed by an inservice education team so that there may be several lines of communication between those actually engaged in problem-solving . . . . . . . . 3 act1V1t1es and those respon51ble for support1ng such act1V1t1es. Pooling Resources Zeralsky and Schester report that a group of Nassau County, New York, educators, working independently and on a local level, had become increasingly aware of needless county-wide duplication of effert in the areas of educational research and development. They felt that an organization to pool the human and financial resources of the county schools would result in economy and efficiency, produce quality educational products and reduce the so-called "time lag" between the Procedures for Chan e, edited by Louis J. Rubin (Boston, Mass.: Allyn and Bacon, Inc., 19 l), p. 149. 38Lewis, pp. cit., p. 158. 39Lippit, op. cit., p. 167. 25 development of creative programs and materials and their incorporation into daily teaching practices. A voluntary educational cooperative was designed to utilize the resources of the entire group of school districts. Since 1963 its membership has grown to forty-nine sponsoring public school districts. Inservice education for these school districts is being redefined and operated as a multipurpose endeavor designed to meet the individual needs of the teachers. Course patterns grow out of the demands, and subject matter involved in individual programs vary considerably.40 According to Prall and Cushman, there are problems on which the resources of associated systems may be pooled with resulting profit. Such efforts seem to succeed best when fbcused upon the larger community of which each system is a part.41 Other Considerations In a survey of elementary, junior high, and senior high school teachers in one school system, Kaz found that a majority of teachers tended to identify the fellowing practices as being associated with most beneficial programs. 1. Involvement in determining entry into and in planning aspects of the program. 2. Adequate resources of time, consultant services and materials. 40William A. Zeralsky and Enid L. Schester, "In-Service Edu- cation: Emerging Patterns," New York State Education, 57:6 (April, 1970). 41Charles E. Prall and C. Leslie Cushman, Teacher Education in Service (Washington, D.C.: American Council on Education, 1944), p. 385. 26 3. Program leaders who encouraged participation, cooperation, and freedom of expression. 4. Principals and supervisors who were expected to support new ideas. 5. Anticipated peer support which included a willingness to use some of the new ideas. 6. Experiences which were usable. 7. The presence of evaluation at the conclusion of the programs.42 In a survey of 1,219 teachers regarding inservice education activities in thirteen counties in Northern California, Filep feund 'that in courses that were considered a success, factors contributing to the success were participation by the participants in planning and in actual presentation of the activity, and the fact that the activity met the needs of the participants. Possible deterrents to participation in inservice activities which were rated high were: 1. Time pre-empted by other activities and responsibilities. 2. Course content unrelated to primary teaching assignment. 3. Too far to travel. 4. Not free to attend programs scheduled for weekends. 42Sidney Erwin Kaz, "An Analysis of Teacher In-Service Education in an Urban school System" (unpublished Doctor's dissertation, Columbia University, 1971). 27 5. Not interested in attending if no course credit offered. 6. Too tired to participate.43 Demands on personal energy was a major reason given by teachers for lack of participation in an inservice program designed for a junior high school, according to Schmuck.44 Plans may be made whereby teachers are released during the teaching day to participate in a regularly-scheduled, well-staffed inservice program. Some of the most often used means for releasing teachers during school hours, according to a survey perfbrmed by the Educational Research Service, are: 1. Substitute hired 2. Pupils released from school 3. Teacher with free period supervises pupils 4. Classes are combined 5. Teacher aide supervises pupils4S 43Filep, pp, cit., pp. 32-37. “Richard A. Schmuck and Philip J. Runkel, Organizational Trainin for a School Facult (Eugene, Ore.: Univers1ty 0 Oregon, Center Ear the Advanced Stu y of Educational Administration, 1970), p. 23. 45"Release of Classroom Teachers for Inservice Training," ERS Infermation Aid, No. 2, a report prepared by the Educational ReseaEEh' Service, operated jointly by the American Association of School Administrators and the Research Division of the National Education Association (Washington, D.C.: Educational Research Service, December, 1969), pp. 1, 2. 28 A major reason for teachers criticism of--or lack of response to--traditional inservice programs, according to Waynant, appears to be the emphasis placed on teachers' deficiencies. Too often adminis- trators, supervisors, and consultants have looked for what is wrong, rather than what is right, with teachers and their teaching. Frequently teachers' interests, wishes and teaching strengths have been ignored or overlooked when inservice programs are designed. Taken together, the problems make traditional inservice programs an intolerable threat to the security and professional well-being of many teachers.46 Kilpatrick feels that teachers should be rewarded for additional educational activities just as businesses commonly reward employees with salary, expense, and credit being allowed for workshops, conferences and coursework.47 Rubin states that "teacher professional growth has not been taken seriously; it lacks a systematic methodology and it has been managed with astonishing clumsiness. It is not surprising, therefore, that teachers have grown accustomed to its impotence, and that adminis- trators have come to regard it as a routine exercise in futility."48 46Louise F. Waynant, "Teachers' Strengths: Basis for Successful In-Service Experiences," Educational Leadership, 28:710 (April, 1971). 47Gordon Kilpatrick, In-Service Education With Recommendations Concerning Its Implementation in American Junior Colleges, a report prepared by the University of California (Los Angeles, Calif.: University of California, 1967), p. 15. 48Louis J. Rubin, "Teacher Growth in Perspective," Ipproving Inservice Educatiopry Proposals apo_Procedpres for Change (Boston, Mass.: Allyn and Bacon, Inc., 1971), p. 245. 29 Types of Inservice Education Programs Inservice educational programs should be diversified and developmental. They may include workshops, institutes, exchange visits to classrooms, lectures, panels, demonstrations, lesson-planning sessions, and school surveys.49 According to the American Association of School Administrators, Commission on Inservice Education for School Administration, inservice programs can be seen in four general categories: 1. 2. Participation in meetings, conferences, and workshops. Credit courses on campuses of institutions of higher education or extension centers. Consultative services. 50 Inservice publications. Lippit and Fox provide a list of specific inservice education activities for inservice education programs. 1. School building faculty members fecused on professional problems. Principal-teacher consultation. Teacher consultation with university-based resource persons. Building a temporary structure within the school system for support of a particular action research project. p. 104. 49Kinnick, pp, cit., p. 133. 50American Association of school Administrators, _p, cit., 30 5. Utilization of a curriculum materials center for retrieval of basic research, innovations, and tools. 6. Sessions for the sharing of practices. 7. Clinic sessions with teachers from other systems. 8. Internship with other projects on a released-time basis (curriculum project, university based development, research activities). 9. Sensitivity training laboratory. 10. College classes. 11. Membership on an outside team responsible fer developing change strategies for the school system. 12. Summer work sessions. 13. Preschool workshop.51 Working as Gropps According to Rubin, teachers frequently learn more efficiently as a group than as individuals. The advantages, particularly those of peer involvement and group reinforcement, are sizeable.$2 Moffitt gives the fbllowing reasons why faculty members should work as a group for growth: 1. They can more readily and more accurately identify or limit a problem of common concern. $1Lippit, pp, .c_i_1_:_., pp. 161-65. 52Rubin, pp, cit., p. 269. 10. 11. 31 They are more selective in establishing a method of searching for answers. They are able to analyze divergent points of view on any prOblem. They can objectively evaluate an ongoing program. They are able to analyze Objectively the process of their group growth. They can alter or expand their program of investigation. They can share infbrmation. They can develop group interest and understanding. They can locate personal prdblems thwarting progress. They are able to arrive at conclusions that change behavior. They can implement decisions as they are made, thereby changing individual and group behavior.53 Lewis states that because of the evidence that groups can be a real asset in helping individuals change, we are assuming that inservice education should be approached and conducted, largely, on the group basis. Specifically the group should participate in: Identifying the needs. Setting the goals. Planning ways of working. 53Moffitt, pp, cit., p. 72. 32 4. Developing materials. 5. Putting recommendations into action. 6. Evaluating results.54 A form of group activity is the laboratory approach described by Harris55 as having the basic design elements as follows: 1. The participant is actively involved in solving a problem. 2. The problem situation is simulated as realistically as possible. 3. Quantifiable data reproduced and recorded to reveal the nature of the responses of the participants. 4. Feedback on data is provided to permit each participant to contrast his reactions with those of the larger group or other groups. 5. Data are discussed and analyzed so as to lead to generalizations and implications for practice. Harris states that inservice sessions designed along these lines can be extremely useful for building a variety of understandings, overcoming certain misconceptions, and in many instances, stimulating an interest in new approaches to problems but that this approach is no panacea for all inservice education. The laboratory approach does not lend itself to development of a variety of skills and it does not seem to have any significant impact on restructuring of value systems. 54 55 Lewis, pp, cit., p. 156. Harris, pp, cit., p. 45. 33 Efficient ways to present new information by this method are difficult to provide.56 The Workshopy The name "workshop" is applied to many forms of inservice education. Mitchell performed a study in which he attempted to identify those characteristics of the workshop which distinguish it from conferences, seminars, clinics, institutes, and regular graduate courses in professional education. Data was gathered by direct visitations and consultations with representatives of sponsoring agencies of workshops, and a questionnaire was mailed to participants, leaders, and sponsors of workshops at colleges and universities all over the United States with the greater number located in the North Central area. Responses were received from more than eight hundred men and women who have attended or directed workshops. From this study certain characteristics common to all workshops are: l. The workshop method of study is not designed for or intended to replace or substitute for any courses in the curriculum pattern of teacher education. 2. Workshops are most effective when attendance is on a voluntary basis or when membership is open to professional people through application or by invitation. 3. There is a need for homogeneity in membership. By its nature the workshop screens participants on the basis of their Objectives. S6Ibid. , p. 52. 34 4. The workshop program results from the cooperative planning of the group. To be effective the workshop must be partially structured in advance. 5. Workshops have proven more effective generally when located away from the participants normal place of work. 6. Awarding marks and credit fer attendance is not in harmony with the spirit of the workshop. But if credit is allowed by an institution, the student should be graded. 7. Evaluation of outcomes is essential. 8. Workshop facilities add to the morale of the group. 9. Good and reliable source material are indispensable. 10. The workshop staff sets the standards and largely determines the achievement of goals. 11. Sources from which staff is drawn are relatively unimportant but they must possess the competencies demanded and personal characteristics desired. 12. Many factors are involved in selecting staff. The kind of workshop planned largely determines the kind of staff required. 13. The director of the workshop occupies a focal position. 14. The student-staff ratio should be low. 15. The workshop must be kept unique to keep it effective as an instrument for inservice education.S7 57James R. Mitchell, "The Wbrkshop as an In-Service Education Procedure," The North Central Association Quarterly, 28:453-457 (April, 1954). 35 Moffit states that the workshop continues to be the most popular form of inservice education. Certain characteristics that make it a valuable means of inservice include: 1. 10. 11. It emerges to meet the existing needs of the participants. It provides expert assistance (commonly from higher institutions). It is flexible and, consequently, can be adapted to many diverse groups and situations. It provides fer the pooling of information and sharing of experiences. It motivates participants to change their behavior where and when such changes may be helpful. It gives added support to a changing program by assuring approval of the group. It develops both individual and group skills in attacking new problems. It adds morale to a faculty or a school system. It strengthens working relations with others in different status assignments . It develops knowhow in utilizing democratic procedures in other situations. It redefines and refines the objectives of education. 36 12. It evaluates both the results of the effort and the process by which results are attained.58 O'Hanlon and Witters performed a study of inservice programs in Nebraska secondary schools having from ten to forty teachers and school systems in neighboring states identified as having strong inservice programs. Teachers revealed a definite preference for the local workshop or seminar conducted during the school year as the best vehicle for providing effect inservice experiences. They also were strongly in favor of the visitation to other classes within the school system or to other school systems as a helpful experience. Some support was given to group or individual projects for the improvement of instruction, the development and use of a materials centers, and attendance at special professional conferences oriented toward teachers in a particular subject field or grade level as means fer providing successful inservice opportunities. About 90 per cent of the experi- enced teachers who had taken college courses since they began teaching felt that these had been of value to them in improving their teaching.59 Dale sought to develop a program consisting of a series of self-administerable workshops to enable teachers to carry on their inservice audiovisual education in their respective school. The program consisted of an orientation meeting, a series of ten integrally- related, self-administerable workshops, each organized around a particular medium of communication, and an adjunct equipment operation 58Moffitt, pp, cit., p. 26. 59O'Hanlon, pp, cit., pp. 1-3. 37 training program. The plan called for the school principal to name a corps of eight teachers, each to lead a particular workshop and to serve as assistant leader at the workshop preceding the one which he led. A kit was prepared fer each workshop containing all basic materials required for conducting the program and a leader's guide which furnished directions for carrying out the program as outlined in the guide. Almost without exception both administrative and teaching personnel remarked that the plan of self-administration had fostered the development of a fine spirit of mutuality among teachers, a general feeling of self-confidence because a fellow teacher (the leader) demonstrated mastery of the program, and the preparation of a corps of "specialists" to serve later as consultants on the topics of their respective workshops. This study further demonstrated that it is possible to take an area of instruction, break it down into teachable units, assemble the materials for teaching the units, provide the guidance for using these instructional materials, test the results, revise the program in the light of feedback obtained from the field test and end up with a highly useful, self-administerable program.60 Individualized Programs of Inservice Morgan describes an inservice program approved by the Division of In-Service Education, Bureau of Teacher Education, Pennsylvania Department of Education, which allows college equivalency credit 6oEdgar Dale and others, The Development of a Packaged Program Designed to Enable Teachers to Carry on Their In-Service Au io-Visual Education, a report prepared by the Ohio State University, Research Foundation, sponsored by the U.S. Office of Education, No. OE-3-l6-03S (Columbus, Ohio: The Ohio State University, 1965), p. iii. 38 toward renewal of teaching certificates in Pennsylvania. Inherent in the new philosophy is the notion that the most meaningful activities are to be derived from the needs of teachers as assessed by teachers themselves. Inservice activities will be developed from locally identified needs and programs will be custom designed to meet these needs. Inservice programs can be tailored by the combination of activities selected. Packaged "mini-courses" are each uniquely designed to achieve a single thrust for professional staff development. Eventually a pharamacy of inservice education packages will be available.61 Sorohan and Colbert propose an approach to individualize the inservice education of teachers through the cooperative efforts of clinicians, leadership personnel of the public schools, and classroom teachers. The proposed program would begin with the formation of a committee of college clinicians whose contract would be shared by the college or university and the public school system. Members of the committee would work with each teacher individually to help him develop a program of professional growth. Each teacher's program should contain those features agreed upon by the teacher, clinician, and committee. All programs would be reviewed by the committee as a whole for modification, acceptance, or rejection. In the course of planning individualized programs, several teachers may need or desire similar experiences and therefore might work in a group. The activities and emphases might include any of the following: 61Don L. Morgan, "Individualization in In-Service," Pennsyl- vania School Journal, 119:267 (April, 1971). 39 1. Independent study. 2. Formal college course work. 3. Cooperative teaching and planning. 4. Travel to observe and work in new school organization patterns. 5. Group attack on mutual problems. 6. A major clinician and a group of clinicians helping to develop individual programs. 7. Automatic continued certification upon recommendation of a committee of clinicians.62 Teachers differ tremendously in their strengths and weaknesses, in their intellectual backgrounds and in their interpersonal responses. Yet teacher education efforts tend to treat them as all of a kind. Perhaps the greatest argument in favor of a new approach to the continuing education of teachers stems from this pressing need to accommodate teacher differences.63 Other Inservice Programs The solution to inservice education for a large school district, Clark County, Nevada, has been to work with the University of Nevada. A faculty member of the University is employed full time to coordinate and direct the inservice program for the entire district. Surveys are made to teachers to find out courses they want and need. 62Sorohan, _p, cit., pp. 187, 188. 63Rubin, pp, cit., p. 249. 40 Courses are scheduled two days a week or in the evenings. Instructors are drawn primarily from specialists on the school district's staff, but the university faculty also teach a number of courses.64 As reported by Baker, three four-week institutes were held for the purpose of preparing competent school personnel at the state, county, and district levels to formulate, conduct, and evaluate edu- cational experiments. Trainees were selected by the co-sponsoring institutions with primary consideration given to type of position held, and the geographic area served. Self-contained instructional sequences were used which had been developed in the Southwest Regional Laboratory so that a minimum of staff monitoring was necessary. Small group sessions for prdblem solving were held and participants were encouraged to pursue aspects of the institute in which they were particularly interested. Prior to the institutes a three-day training session was held to insure maximum effectiveness of "package delivery" and to rehearse the roles of the instructors. As a followup the regional laboratories were to establish and maintain a research monitoring service for institute participants and they were to receive the instructional materials and all other relevant research used and evaluation materials circulated within the laboratories.65 64"How to Improve Your In-Service Training," School Management, 13:6 (August, 1969). 65Robert L. Baker, Educational Innovation: Research and Eraluation Techniqoos, a report prepared by the Southwest Regional Education Laboratory fer the U.S. Office of Education, No. OEG-l-7- 070674-3531 (Inglewood, Calif.: Southwest Regional Education Laboratory, 1969), pp. 1—5. 41 The District of Columbia Teachers College organized six inservice centers located in several areas of the city to help teachers develop skill in individualizing their instruction and reaching children individually. Each center itself is a model of team teaching, each center having a staff of four professionals who bring a variety of backgrounds, skills and interests to the participants.66 The Carnegie Professional Growth Program, which spanned three summers and two school years, resulted in the development of over 140 courses and workshops for teachers, more than 110 of which have now been taught at least once., Nineteen committees of teachers, principals, and supervisors were organized covering every subject and grade level. These committees spent three summers developing courses and workshops through a rigorous process of defining instructional goals and working out the methodology required to achieve them. One or two teachers developed a given course, assisted by a principal, an instructional supervisors, and a college consultant. Perhaps the greatest achievement of the Carnegie Program was the identification of talented teachers and the development and use of their talents fer the improvement of the entire teaching staff.67 Filep developed a basic model for inservice education for thirteen counties in Northern California. His model is based on information obtained from a survey and the assistance of a task ferce 66Organizing Centers fer Inservice Education in Individualiziog. Instruction and Learning (Washington, D.C.: District of Columhia TeaEhers College, December, 1967), p. 5. 67Victor W. Doherty, "The Carnegie Professional Growth Program: An Experiment in the Inservice Education of Teachers," The Journal of Teacher Education, 18:262, 263 (Fall, 1967). 42 representing the thirteen participating counties. He suggests a time schedule for the academic year as follows: August--Meeting for self diagnosis, testing, and development and selection of a course of study. September--One day workshop, district wide. October--One day observation in another school. November--One day inter-district workshop. December-~Participation completed for fall term and post testing. January--Two day district workshop; re-assessment, self-diagnosis. February-~Assist with development of March program. March--One day intra-district workshop. April--One day observation in another school. May--Post testing; needs analyzed for September.68 Many new understandings and approaches pertaining to the relation between schools and communities have evolved during recent years. Interviews, field trips, surveys, and work-experience activities have all been utilized by schools as methods of relating their programs of instruction to community problems. The best use of each of these methods of teaching involves skills and ways of work which teachers must learn. These skills are usually so closely related to the local community that they are best learned in the local situation. Inservice education in this area is urgently necessary if teachers are to utilize community resources effectively in their teaching.69 68Filep, _p, cit., p. 72. 69Hass, op, cit., p. 29. 43 Thelen proposes that the driving force for inservice teacher training is the sense of discrepancy between community and school experiences of the teacher. The community is a midway point between the nation and the classroom and it might be a good idea fer the teacher to find out more about the city where he lives.70 The purpose of a study performed by Santos was to determine the methods, techniques, and devices used in business inservice training programs which have innovative implications for the inservice training of business teachers involved in teaching intensive block-time programs. The study involved a review of the literature, an exami- nation of the inservice training programs in five corporations, and a questionnaire completed by forty-eight respondents representing business education state supervisors, local supervisors, teacher educators, and teachers. Santos concluded that the training directors of the five corporations are actively involved in the design, develop- ment and utilization of the systems approach in preparing for current and projected inservice training programs. The systems approach consisted of l. Specifying behavioral objectives. 2. Establishing criterion test items. 3. Determining relevant learner characteristics. 4. Organizing program content. 70Herbert A. Thelen, "A Cultural Approach to In-Service Teacher Training," I rovin Inservice Education: Proposals and Propedures for Chan e, editeg By Louis J. Rubin (Boston, Mass.: Allyn and Bacon, Inc., 1971;, p. 92. 44 5. Selecting and developing media. 6. Obtaining and using feedback. Santos concluded that the systems approach is applicable to the in- service education of business teachers involved in teaching intensive block-time programs.71 Meyer reports on a pilot training project based on occupational experience for teachers of marketing and distribution. He states that with the increased demand for vocational teachers and the changing nature of jobs in today's world of work, it is important that we find effective ways to provide occupational experience that will prepare more vocational teachers and keep their occupational experience up to date. The pilot project was conducted to achieve this goal. The project covered a period of six weeks. The first week the participants were given an introduction to relevant research and theory, pretested, and given instructions fer the project. During the next feur weeks each participant received two eight-day experiences in two different firms. While there they were required to complete job analysis forms, write critical incidents of effective and ineffective behaviors, identify problems of work adjustment, derive technical competencies that should be taught, write narrative job descriptions, and study the satisfactions of workers. On Friday of each week participants met at the University in seminar groups to discuss their experiences and problems. The sixth week was devoted to posttesting, evaluating, and 71Otto Santos, Jr., "The Applicability of Innovative Business In-Service Teaching Methods, Techniques, and Devices to the In-Service Training of Business Education Teachers" (unpublished Doctor's dissertation, The Ohio State University, 1971), summary. 4S summarizing experiences and developing learning activities, teaching materials and projects that the participants could use the next fall.72 Evaluation Evaluation is usually defined as that process by which one determines how well he has achieved his objectives. In programs of inservice education before evaluation can take place there must be some definition of what purpose or goal is to be achieved or what problem is to be studied. Evaluation Discussed As noted by Herrick, if the program of inservice education has its purpose defined in terms of knowledges, activities, and attitudes desired to achieve, then the evaluation will necessitate specifying these attributes in behavioral terms and observing repeatedly to see if the behaviors.have been acquired. If, however, the goals of an inservice program are in terms of identified problems, then the evaluation process starts by defining the essential parts of a problem important fer both work and evaluation activities. In both cases, evaluation of change is dependent on the definition of the goals either as problems to be studied or knowledges, skills, or attitudes to be learned.73 72Warren G. Meyer, Pilot Training Project, Baooo_on Directed Occupotional Experience for Teacheroro Marketin and Distribution, a report prepared by the University of Minnesota, College of Education, for the U.S. Office of Education, No. OEG-3-6-061594-0680 (Minneapolis, Minn.: University of Minnesota, June 30, 1967), pp. v-x. 73Virgil E. Herrick, "The Evaluation of Change in Programs of In-Service Education," In-Service Education for Teachers, Supervisors, 46 Bush states that he does not know how effectively inservice training can be evaluated. He further states that it has been suggested that the thoughtful judgment of.teachers, as "random teacher opinions," may not be valuable, but Bush feels that we should not underestimate the honest and thoughtfully given judgment of teachers. If teachers had not voiced dissatisfaction with inservice programs, there perhaps would not be the interest in improving these programs that there is today. Surely it is desirable to make as specific as possible the objectives of the inservice training program. Anything that can be done to increase the specificity of these objectives would be desirable, from the standpoint both of fecusing effort in the training program and of attempting to measure the outcome. The job of isolating and defining the behavior that we seek to achieve seems to be the more difficult task. Devising the effective program is not difficult once the behavior has been identified.74 Jackson notes that the absence of visible evidence of success generally drives practical-minded people mad. How can we afford the luxury of investing in programs that lack tangible evidence of their efficacy? This is the kind of question that people who are interested in cost benefit analysis keep bringing up, and I think we are going to have to confront it directly. . . . We must move ahead on the basis of what seems to be the most reasonable, given out present state of ignorance. I do not see how we can insist that our inservice program rest on a firmer fbundation of fact than is available for comparable programs in other spheres of educational activity. and Administrators, The Fifty-Sixth Yearbook of the National Society for the Study of Education, Part I (Chicago, Ill.: The University of Chicago Press, 1957), p. 319. 74Bush, op, cit., p. 65. 75Jackson, _p, cit., p. 33. 47 Kinnick believes that although questionnaires, personal interviews, and other forms of appraisal of inservice activities have their advantages and their advocates, evaluation by "evidence" will probably appeal to teachers as the most reliable. As a result of the inservice experience, what improved teaching practices occur in the classroom?76 Dunn states that "One of the major criteria for evaluating inservice programs for teachers should be the degree to which the selection of focus, planning, programming, and appraising involves each of the participants."77 Examples of Evaluation Procedures At an inservice program fer secondary school counselors at the University of California, the counselors were informed at the beginning of the program that they would be evaluated, and that they would participate in deciding what evaluation methods would be used.78 Syhlman reports on a professional internship exchange program in vocational education under the direction of Eastern Washington State College which involved ten teachers selected from the various areas of vocational education who exchanged positions for six weeks with ten people from business and industry. Six major aspects made up the final evaluation with the final analysis prepared around the following areas: 77 76Kinnick, op, cit., p. 150. Dunn, op, cit., p. 92. 78Inservice Training of Secondary School Counselors: A Study of Technipues, a research project of the Counselihg Center, The Uni- versity 0 California, Rosenberg Foundation Grant (Berkley, Calif.: The University of California, 1951), p. 22. 48 1. Performance objectives. 2. Exchange business representative's experiences. 3. Exchange teacher's experience. 4. Student characteristics. 5. Instructional characteristics. 6. Contributions towards further development.79 Reed and Wright report on a four-week institute organized to give the participants instruction and practical field observations using the office occupations educational cycle developed by Dr. Bruce I. Blackstone. As an evaluation of educational change due to the institute activities, a questionnaire was mailed to participants as the first step of the follow-up to determine changes they had made in their programs as a result of the Institute. Areas of change included content, classroom methods, coordination, youth organization, student selection, placement, and follow-up.80 According to Doherty, two approaches, formal and informal, were used for evaluation of the Carnegie Professional Growth Program which 79Bill D. Syhlman, The Professional Internship_Exchange Program in Vocational Education 1970-1971, a report prepared by Eastern WaShington State College, Cheney, and Washington State Coordinating Council for Occupational Education, Olympia, for the U.S. Office of Education, VT 013 808 (Cheney, Wash.: Eastern Washington State College, 1971), p. 25. 80Jack C. Reed and Lucille E. Wright, In-Service Education of grfice Occuporions Teacher-Coordinators, a report prepared by the Department of Business and Business Education, University of Northern Iowa, for the U.S. Office of Education, OEG-3-7-070542-2968 (Cedar Falls, Iowa: University of Northern Iowa, April, 1968), p. 46. 49 involved teachers and administrators working together to set up in- service education courses in many areas of instruction. The formal evaluation was carried out by assigning five evaluation "experts" to selected committees, where they drew objectives directly from courses being developed and constructed test items to measure teacher learning and, for later use, student learning. More heartening, though more subjective, were the results of the informal evaluation. Teachers mailed structured responses evaluating each class to a director of evaluation who, after extracting the principal implications, reviewed them with the inservice class instructor.81 Meyer reports that as part of the evaluation for his project which provided four weeks of occupational experience at businesses in the community for teachers of marketing and distributive education, the cooperating employers were contacted immediately following the training period to obtain their reaction to the program and the participants and to get the employers suggestions for future similar programs. During the week prior to the work experience the participants were pretested and the week following the work experience they again took the marketing function test and completed an evaluation form at the end of the project. Six months after the training project, a member of the distributive education staff interviewed participants to determine the 81Victor W. Doherty, "The Carnegie Professional Growth Program: An Experiment in the Inservice Education of Teachers," The Journal of Teacher Education, 18:267 (Fall, 1967). 50 use they had made of the training project experience in teaching and administering their distributive education program.82 The report of the research summary on inservice education prepared by the National Education Association, 1966, sums up evaluation of the many facets of inservice education with the statement that "There is no one best method of evaluating inservice training or of granting credit for such training."83 Guidelines for Inservice Planning_ Guidelines for planning inservice teacher education programs must include a variety of considerations such as step-by-step procedures in setting up a program, needs of teachers participating in the program, incentatives for participation to make the program a success, ways of involving school staff, and format of inservice activities. The following suggestions for inservice teacher education programs set forth the different aspects to be considered. According to Kilpatrick, a program of inservice education differs little from any other program in its manner of establishment. Any well-planned program will follow these basic steps: 82Warren G. Meyer, Bigot Training Project, Based on Directed Occupational Experience for TeaCherp;of Marketin and:bistribution, a report preparedfby the University of Minnesota, College of Education, for the U.S. Office of Education, No. OEG-3-6-061594-0680 (Minneapolis, Minn.: University of Minnesota, June 30, 1967), p. ix. 83National Education Association, Inservice Education of Teachersr_Research Spmmary1966-Sl (Washington, D.C.: National Edu- cation Association, ResearCh Division, 1966), p. 16. 51 1. State objectives. 2. Plan for implementation. 3. Implement consistent with objective. 84 4. Evaluate. Bush outlines what he believes to be the five most important conditions for an effective program for inservice training as follows: 1. Sufficient time to engage in the program. 2. Conditions such that the program can be conducted with the necessary materials and supplies at hand. 3. A program that is relevant to the problem undertaken. 4. The necessary financial and other types of support required to carry it out. 5. An opportunity to use the results of the training in the regular school situation.85 Parker lists the following guidelines for planning, organizing and conducting inservice education activities and programs in schools and school systems. 1. People work as individuals and as members of groups on problems that are significant to them. 2. The same people who work on problems formulate goals and plan how they will work. 84Kilpatrick, op, cit., p. 16. 85Bush, _p, cit., p. 56. 52 3. Many opportunities are developed for people to relate themselves to each other. 4. Continuous attention is given to individual and to group problem-solving processes. 5. Atmosphere is created that is conducive to building mutual respect. 6. Multiple and rich resources are made available and are used. 7. The simplest possible means are developed to move through decisions to actions. 8. Constant encouragement is present to test and to try ideas and plans in real situations. 9. Appraisal is made an integral part of inservice activities. 10. Continuous attention is given to the interrelationship of difference groups. 11. The facts of individual differences among members of each group are accepted and utilized. 12. Activities are related to pertinent aspects of the current educational, cultural, political, and economic scene.86 Cory, based on his study of incentives, used in motivating professional growth of teachers in the North Central Association area 86J. Cecil Parker, "Guidelines for In-Service Education," In- Service Education for Teachers, Sopervisors and Administrators, The Fifty-Sixth Yearbook bfhthe National Society for the Study of Edu- cation, Part I (Chicago, Ill.: The University of Chicago Press, 1957), pp. 103-123. 53 lists the following ten elements which are considered most important in a good inservice education program fer a school system. 1. Teachers are made to feel that they are an integral part of the school administration. 2. Opportunities exist for promoting teacher improvement. 3. Curriculum planning is carried on cooperatively by teachers, administrators, and supervisors. 4. Research and experimentation by teachers and teacher groups is encouraged. S. New teachers are well oriented to their positions. 6. There is teacher-parent-community cooperation. 7. Salary practices are adequate and recognize training and experience. 8. Sufficient time is available to carry on group activities without injury to health and morale. 9. The administration is fair and open minded. 10. All activities are carried on by administrators, supervisors, and teachers working as a team toward their fulfillment.87 A research summary prepared in 1966 by the National Education Association lists the same ten elements as Cory outlines above as important in a good inservice education program.87 87Cory, _p, cit., p. 394. 88National Education Association, pp, cit., p. S. 54 In the Spring of 1968, a survey was conducted among a repre- sentative sample of the faculties of public, diocesan, and independent schools in Chester and Delaware Counties, Pennsylvania, to identify areas of need in inservice programs in general throughout the target area. As a result of the study, the following general recommendations were made for planning inservice teacher education programs. 1. Study and analyze the purposes of the inservice program. 2. Plan, implement, and evaluate for both short and long-range goals. 3. Involve staff members in all phases of the inservice program. 4. Consider curriculum and instructional problems on a unified, K-12 basis. 5. Plan specific programs to meet specific needs. 6. Plan programs as an integral part of instructional change. 7. Plan programs with other schools. 8. Provide opportunities for visitations. 9. Involve the community. 10. Provide adequate time, resources, and money for the inservice program.89 89A Study of Inservice Programs in Chester and Delogare County Schools, a report prepared'by the Service Project and Area Research Center, West Chester, Pennsylvania, for the U.S. Office of Education, No. DPSC-67-3673 (West Chester, Penn.: Service Project and Area Research Center, 1968), p. 23. 55 Brantner reports on a study of technical and industrial teachers possessing valid teaching certificates who are employed in programs operating under the Federal-State Vocational Plan of the Commonwealth of Pennsylvania as full-time teachers of secondary preparatory programs. His study was concerned with identification of the inservice education activities in which the technical and industrial teachers have participated and the opinions these teachers have concerning the inservice education activities in which they would prefer to participate. Based on the replies the following recom- mendations for inservice relevant to technical and industrial teachers in Pennsylvania were made: 1. Inservice education activities in both the professional and subject matter category should be increased. 2. Teachers should be involved in choosing, planning, and executing their inservice education activities. 3. Planners of inservice education should be cognizant of personal experiences of teachers and their effect on the program.90 Knoll and Stephens report on a study to determine the extent of the inservice training program for vocational teachers in Utah and to compare the Utah inservice training program with that of other states; to determine the effectiveness of the inservice program in Utah; to ascertain problem areas, and make recommendations for 90$. T. Brantner, Trade and TechnicalTeacher's Opinions on Inservice Education, a report prepared by the Pennsylvania State Uni- versity (University Park: The Pennsylvania State University, 1964), p. 2. 56 improvement. A questionnaire was sent to approximately 30 per cent of the vocational teachers in the State of Utah and to each district vocational director. Interviews were held with the State Specialists in distributive, vocational agriculture, home economics, trade and industrial, and business education. Inquiries were sent to the Research Coordinating Units of the other states concerning the inservice training program in operation in their respective states. Conclusions reached regarding planning of inservice programs as a result of an analysis of the data gathered in this study are summarized below. 1. A systematic method of scheduling is needed to coordinate the entire inservice program. 2. The present program should place more emphasis on doing rather than telling. 3. Financial assistance should be offered to the teachers to encourage participation. 4. Experience back in the field of work should be encouraged. 5. Modern techniques such as micro-teaching should be incorporated in the inservice education program.91 In the Fall of 1966, the Far West Laboratory for Educational Research and Development began a review of the literature in professional education and the behavioral sciences to determine what 91Peter F. Knoll and John F. Stephens, Inservice Training_for Vocational Teachers in Utah, a report prepared by the Utah Research Coordinating Unit for Vocational and Technical Education for the U.S. Office of Education, Grant No. OEG-4-7-063046-l612 (Salt Lake City, Utah: Utah Department of Education, 1968), p. l. 57 implications findings in these fields might have for the professional education of teachers inservice. As a result of this review, the following needs are suggested as a basis for decision making-leading to effective programs of inservice education. 1. Need for administrative leadership. In inservice education, as in other areas, administrators must expect to play leadership roles. Need for staff involvement. If staff are to participate wholeheartedly in inservice education programs, they must be involved in the decision-making process. Furthermore, they must be allowed to start with their own concerns. Need for simultaneous development of curriculum and inservice education. Need for evaluation and research. Inservice education has suffered from a lack of sound evaluation and research. What exists are largely descriptive reports of programs undertaken without systematic evaluation. What is needed are programs with behaviorally stated objectives for which evaluation instruments can be designed. Need for knowledge and use of resources to help. Fortunately many resources are at the command of those who would plan inservice programs. Some of these lie within the personnel, programs, and finances of local school districts. Increasingly, however, districts are cooperating with other districts, colleges and universities, Research and Development Centers, 58 Regional Laboratories fer Educational Research and Development, and other regional and national programs, which are prepared to work jointly in a wide variety of ways in planning, implementing, and evaluating inservice education.92 Ferns, based on his study Michigan's Vocational-Technical Education Personnel Development Needs, lists the following specific forms and directions which inservice instruction should take. 1. Individualized programmed instruction courses, so that individuals may proceed at their own speed with teacher education courses. 2. High intensity, drive-in weekend workshops, seminars, and meetings which would commence on Friday and continue through mid-afternoon on Saturday. 3. First-year teacher follow-up programs. 4. More extensive field service offerings (by colleges and universities). 5. Teams of teacher educators from an institution, or a consortium of universities, serving the inservice needs of area centers, community colleges, intermediate school districts, K-12 districts on a contractual basis.93 92Dorothy Westby-Gibson, Inoprvice Education--Perspectives fer Educators, a report prepared by the Far West Laboratory or Educational ResearEh and Development, Berkley, California, for the U.S. Office of Education (Berkley, Calif.: Far West Laboratory for Educational ResearCh and Development, 1967), p. 43. 93Ferns, _p, cit., p. 228. 59 Ferns further states that "the professional education element of preservice and inservice instructional programs should increase emphasis on common elements or competencies, so as to develop vocational-technical or occupational educators, rather than industrial teachers or distributive teachers, etc." Ferns refers to a study by Cotrell94 at The Ohio State University which reported that about 90 per cent of the nearly 400 teacher competencies identified were held in common by all vocational teachers with only about 10 per cent being unique to any specific occupational field.95 Summary A review of the literature and research on inservice teacher education revealed much information on descriptions of inservice programs and recommendations for planning programs. Information classified as research was confined mainly to analyses of results of surveys and interviews. In summary, the following generalizations can be made regarding inservice teacher education. 1. Inservice education is a planned program for improving instruction which takes place after the teacher is on the job. 94Calvin J. Cotrell and others, Model Curricula for Vocational andrIechnical Teacher Education: Roport No. 1, Performance Requirements for Teachers,fihal report, prepared by the Center for Research and Leadership Development in Vocational and Technical Education, The Ohio State University, sponsored by the U.S. Office of Education, No. OEG- 3-7-000158-2037 (Columbus, Ohio: The Ohio State University, December, 1971), pp. l8-20. 95Ferns, op, cit., p. 233. 60 The purpose of inservice education is to promote the pro- fessional growth of the school staff. Ultimate responsibility for inservice education lies with the employers and the individuals themselves. Two parties, the recipients of the service and the providers of the service, should be involved in planning and developing inservice programs. Consultants may be called in to assist. A variety of inservice activities suited to the goals to be achieved should be employed. Group activity, the work shop, individualized self study, formal college course work, and visitations to other schools are popular activities. Systematic planning, organizing, and conducting inservice programs with capable leadership and an atmosphere conducive to change are basic elements for a successful program. An appropriate means of evaluation should be included in the planning. Some type of reward system should be set up to help motivate the teacher to participate. CHAPTER III PROCEDURES AND DESIGN As stated in Chapter I, the purpose of this study was to determine the extent of involvement in the total program of occupational education by the teachers of the Genesee Intermediate School District, Michigan, and to obtain their recommendations for inservice teacher education which they believe would help them to become more involved. To achieve these purposes it was necessary to select a research procedure that would secure opinions of the occupational teachers as to the status of their involvement in the total program of occupational education and that would enable them to suggest topic areas for inservice education. The descriptive-survey method was chosen as the most appropriate fer this investigation. Good and Scates point out that: Description tells us what we reckon with. Further, it is becoming clear that, through noting the coincidences of certain conditions and certain apparent consequences, survey studies furnish valuable clues to cause-effect relationship. In both of these ways descriptive studies help us in learning how to accomplish desired purposes. 1Carter V. Good and Douglas E. Scates, Methods of Research (New York: Appleton-Century-Crofts, Inc., 1954), p. 256. 61 62 Borg also notes that: Although the major function of descriptive studies in education will probably always be directed to "what is," many surveys do go further than a description of the existing situation. . . . Many more recent surveys give both a description of current status and a source of ideas for change and improvement.2 Many procedures and techniques are available for gathering data needed in a descriptive survey study such as interviews, questionnaires, tests or examinations, or samples of work produced. The purpose of the study and the type of data needed determine the method to be used. This study employed the questionnaire as a means of gathering infor- mation required. Good and Scates describe the questionnaire as: . . . a form prepared and distributed to secure responses to certain questions; as a rule, these questions are factual, intended to obtain information about conditions or practices of which the respondent is presumed to have knowledge. The questionnaire has been used increasingly, however, to inquire into the opinions and attitudes of a group . . . Good and Scates further add that the questionnaire: . . . is a major instrument for data-gathering in descriptive- survey studies. . . . The questionnaire is particularly useful when one cannot readily see personally all of the people from whom he desires responses or where there is no particular reason to see the respondents personally.4 Population of the Study The twenty-one K-12 districts which make up the Genesee Intermediate School District provide a wide variety of schools. The systems vary in size from 756 students in the Genesee Township school 2Walter R. Borg, Educational Research an Introduction (New York: David McKay Company, Inc., 1963), p. 203. 3Good and Scates, op, cit., p. 606. 4Good and Scates, loc. cit. - .‘l’ .l ll.l I! l i 63 system to 44,640 students in the Flint system.5 In addition to the Flint City schools and the small town schools such as Flushing and Davison, a number of rural districts are also part of the Genesee Intermediate District including Lakeville and Goodrich. Within the one intermediate district exists a wide range of situations from which to obtain information as to involvement of occupational teachers in the total program of occupational education planning and development and also a variety of school environment and background from which to elicit recommendations for inservice teacher education. The occu- pational teachers of the Genesee Intermediate School District were, therefore, chosen as the population for this study. Location A brief description of the Genesee Intermediate District, its population, economy, and social and educational opportunities are presented so that the data may be more accurately interpreted in relation to its possible indications fer other locations. The Genesee Intermediate school District is made up of the twenty-one school systems in Genesee County with 126,630 students.6 Located in the central-eastern part of Michigan, Genesee County has a land area of 642 square miles and a population of 444,000 people, 77.3 per cent classified as urban. Flint is the largest city in the county with SGenesee Interoediate School District Statistical Information (Board of Education, Genesee Intermediate SEhool District, 1972), p. l. 61bid. 64 193,000 residents, 28 per cent of which are black.7 Fifty miles from Genesee County is the City of Detroit with one and a half million people. Genesee County is one of the major industrial centers of the country with General Motors Corporation the largest employer in the Flint area. Approximately 65,000 people (36 per cent of the total work force) are employed in the area of motor vehicles and other transpor- tation equipment.8 The average wages for factor workers in the Flint area are between $12,000 and $13,000 per year. Educational and Cultural Opportunities Although an industrial city, Flint has the advantage of a variety of educational and cultural opportunities available for its citizens. Flint was the home of General Motors pioneer and phil- antrophist Charles Steward Mott, founder of the Mott Foundation which has developed and contributed considerable financing for the community school concept. This concept provides for the use of the public schools after school hours by the community at large for adult high school and recreational classes. The Mott Foundation has cooperated with various schools in financing experimental educational projects, and large contributions have also been made by the Mott Foundation to postsecondary schools in Flint and to cultural projects for the area. 71970 Census of P ulation, Number of Inhabitants Michi an (United States Department 0 Commerce, Bureau of the Census, Population Division, July, 1971), pp. Michigan 24-19, 77. 81970 Census of Popolation, General Social and Economic Characteristics (United States Department of Commerce, Bureau of the Census, Population Division, April, 1972), pp. Michigan 24-341. 65 A number of postsecondary educational opportunities exist for the residents of Genesee County. Genesee Community College with an enrollment of approximately 9,000 students is a two-year comprehensive community college which serves the same area as the Genesee Intermediate school District. The University of Michigan, Flint, centers attention on undergraduate liberal arts and science programs and teacher preparation. In addition, a number of state universities offer extension classes in the area, and the main campuses of the two largest state universities in Michigan are located within fifty miles of Flint and Genesee County. Survey Procedures Data for this study concerning the involvement of occupational teachers in the total program of occupational education and their opinions regarding inservice needs were obtained by a questionnaire for the following reasons. 1. Answers to questions about which teachers had knowledge were sought. 2. Opinions of the teachers regarding inservice needs were desired. 3. Contacting each teacher personally was not feasible nor essential for the purpose of the study. Using the statements of the Policies Commission fer Business and Economic Education (Appendix A) as a basis for information to be obtained, a questionnaire was developed to determine the extent of involvement of all occupational teachers in the Genesee Intermediate 66 School District in the planning and development of a total vocational program at the local level. The questionnaire consisted of questions related to each of the eleven areas set forth by the Commission. According to the statement of the Policies Commission, business educators should be involved in the total program of vocational education in the following ways: 1. Discover and analyze the manpower needs and employment status of the nation's work force. Plan programs in cooperation with educational personnel concerned with agriculture, distribution, home economics, trade and industry, health, technical, and newly emerging occupations. Participate in providing common experiences for vocational students through a group of coordinated youth organizations or a united organization. Participate in planning common programs of teacher education. Participate in the development of a common program of adminis- tration and supervision of vocational education. Participate in the assessment and evaluation of a total vocational education program. Join other vocational services in promoting interests of the total field of vocational education. Participate with other vocational fields in educational research and development. 67 9. Assist in planning a total program of career information and guidance. 10. Cooperate with educational personnel in the private sector schools, industry, and non-public organizations. 11. Assist in developing effective instructional media and materials to enhance the total vocational program. The occupational teachers of the Genesee Intermediate School District were asked to give their answers to questions aimed at revealing their involvement in the total program of vocational edu- cation at the local level. In another section of the survey form a list of topics for inservice activities based on the eleven above mentioned areas were given and each respondent was asked to select those topics which he felt would benefit him most and to rank the topics in the order of importance to him. A pilot group consisting of 37 teachers was selected at random from the list of 460 occupational teachers provided by the Genesee Intermediate school District office with at least one teacher from each school district to receive the questionnaire. The pilot group was used to test the draft of the survey instrument. On April 11, 1972, the questionnaire was mailed to the teachers and teacher/coordinators in the pilot group at their school address. They were asked to complete the form, to make recommendations for improving the questions, and to make any comments they wished about the proposed study. Comments were made about the clarity of individual questions, but the main points learned from the testing procedure were: 68 1. The survey form was too long. 2. Occupational education was not defined on the form. 3. Junior high teachers did not feel the survey pertained to them. The survey form sent to the pilot group was mimeographed with space for comments by the teacher completing the form so that it consisted of seven pages. To achieve a shorter form, some questions were rephrased, some deleted after reevaluation, and smaller type was used so that the final questionnaire was printed on one sheet 8 1/2 x 14 inches using the front and back. The term occupational education was defined on the form itself as well as in the cover letter and this apparently helped to clarify the role of the junior high teacher in the study. Individual question where indicated were also rephrased for clarity. In the process of development the questionnaffe:idg‘fexiewed by t33\university \ - a professors specializing in occupational edupation and researcfle- ” ‘wfl‘m . _.. SQoestionnaire Distribution The population of this study consisted of the teachers and teacher/coordinators of occupational subjects, grades 6 through 12, employed by the public school systems in Genesee County. A list of these teachers for the school year 1971-1972 was obtained from the Genesee Intermediate school District office. A total of 460 teachers were indicated on the list as being employed by the school systems of Genesee County. However, as the study progressed it was discovered that this list contained the names of some teachers who had resigned as early as June, 1971. A more up-to-date list was not available so 69 that those who left during the school year prior to the time of the survey in May were still included on the mailing list. On May 1, 1972, the questionnaire was sent in its final form (Appendix B) along with the cover letter (Appendix C) to the population consisting of the 423 remaining occupational teachers (37 had previously received the pilot questionnaire). The form and cover letter were mailed to the teachers at the school where they were employed. One week later, May 8, a thank you/reminder card (Appendix D) was mailed to each teacher on the list. On May 17, a follow-up letter (Appendix E) and a second cepy of the questionnaire were sent to those not responding to the two previous contacts. The responses to these three mailings were 280 or 68 per cent of the 413 who presumably received the questionnaire (ten of the initial letters were returned undelivered). Many of the schools in Genesee County were in the last week of school or out for the summer by the time the questionnaires stopped coming in so that no further contact was made with the teachers at their schools. At this point 133 of the 413 had not been heard from. During July, 1972, an attempt was made to obtain the home addresses of teachers not responding to the questionnaire. The Flint Community Schools Directory was available and provided information for those employed by the City of Flint. The Flint City and urban Directories and the telephone directory were consulted for addresses of the teachers in the Genesee County school systems outside the city. The personnel office for each school system was contacted for infor- mation on those teachers who could not be located by other means. All school systems c00perated with most of them providing the home 70 addresses, and those who had a policy of not giving out addresses of their teachers agreed to forward letters to them. During the latter part of July, hand-written personalized letters (Appendix F) and another copy of the questionnaire were sent to 124 of the 133 teachers not responding. In the process of obtaining the addresses it was learned that seven of the 133 were no longer employed in Genesee County in May, 1972, and two were not teaching occupational subjects. Responses Three hundred thirty-six responses were received out of the 404 on the revised list of occupational teachers in Genesee County or 83 per cent of the 404. Of the 336 responses, two failed to list occupational area, 20 were no longer employed in the capacity of teacher or teacher/coordinator, and 11 did not wish to participate in the study. Three hundred three or 75 per cent of the 404 receiving the questionnaire were used for analyses in this study, as shown in Table 1. Analysis of Data Data obtained by questionnaire were coded and punched on cards for computer input. The first step in analyzing the data was to take a count and per cent of each item on the questionnaire by occupational area of the teacher. After this was done, twelve items that revealed involvement by a number of teachers were selected and business/office occupations teachers were compared with all other occupational teachers by chi-square analysis to determine if there was a difference in the involvement of the two groups. 71 Table l.--Questionnaire Responses. Questionnaires Mailed 423 Less: Teachers not employed in Genesee County in May, 1972 17 Teachers not teaching occupational subjects 2 Number presumed to have received questionnaire 404 Questionnaires Returned Useful 303 Not Useful 33 No Response 68 Total 404 404 The chi-square test was selected as the most appropriate way to obtain statistical comparison of the data gathered pertaining to the involvement of the respondents in the components of the total program of occupational education. The chi-square test as explained by Elzey is: . . . a statistical technique appropriate for data in the form of frequency. Using this technique the probability that the frequencies observed in a study differ from some theoretical hypothesized frequencies can be determined.9 Elzey further states that: "Chi square tests can be employed with . frequencies that are divided into any number of categories. The only requirement is that the frequencies can be independent of each other."10 In discussing the value of the chi-square test to the research worker, Borg has the following to say 9Freeman F. Elzey, A First Reader in Statistics (Belmont, Calif.: Brooks/Cole Publishing Co., Inc., 1968), p. 64. lolbid., p. 66. 72 The chi square test provides the educational research worker with a simple and useful technique for comparing results obtained in his experiment to those results that would be expected on the basis of his hypothesis.11 The last section of the questionnaire consisting of the eleven recommendations for inservice was analyzed to determine if business/ office occupations teachers differed in their request from other occupational teachers. A two-way analysis of variance model for a repeated measures design was used requiring a full balanced design so that the 99 business/office education teachers were compared with 99 randomly selected other occupational teachers. As a check a second analysis was performed using 99 of the remaining 104 from the first selection. The two-way analysis of variance fixed effects model was chosen as the statistical test best suited to determining if there was a difference in the ranked selection of topics for inservice education by business educators as compared to the topics selected by other occupational teachers. Borg defines analysis of variance as: . . . a statistical technique that makes it possible to divide the difference obtained in experimental data into parts and assign each part to its correct source. . . . In educational research the most common application of analysis of variance is to determine the significance of differences among group means.1 According to Downie and Heath, when the analysis of variance technique is used, the following assumptions should be met. 11Walter R. Borg, Educational Research an Introduction (New York: David McKay Company, Inc., 1963), p. 138. lzIbid., p. 141. 73 1. Distribution of the population is normal. 2. The variances of'the subgroups should be homogeneous. 3. The samples comprising the groups should be independent.13 In addition to being able to examine the main effects of the separate experimental variables or factors as in the one-way analysis, the two-way analysis of variance provides fOr examination of inter- action effects.14 To supplement the above analysis of the recommendations for inservice, two Kendall's Coefficients of Concordance tests were run-- one on the 99 business/office occupations teachers and one on the 204 other occupational teachers. The purpose of this test was to determine if each group agreed among themselves in the ranking of the eleven items. According to Hays, Sometimes it is desirable to know the extent to which members of a set of distinct rank orderings of things tend to be similar. This problem is usually handled by application of Kendall's statistic, the Coefficient of Concordance.ls Baokground of Respondents The first section of the questionnaire (Appendix B) was devoted to obtaining a description of the respondents in order to note 13N. M. Downie and R. W. Heath, Basic Statistical Methods (New York: Harper and Row, Publishers, 1965), p. 177. Y 14William L. Hays, Statistics (New York: Holt, Rinehart and Winston, 1963), p. 386. lsIbid., p. 656. 74 any generalizations which might exist attributable to likeness or difference in background or environment. Of the 303 teachers or teacher/coordinators who returned the questionnaire, 37 per cent were employed in the area of trade and industrial occupations, 33 per cent were in the business/office occupations area, and 20 per cent were in the field of home economics. Table 2 shows the numbers of teachers for each occupational area. Table 2.--Numbers and Per Cent of Teachers and Teacher/Coordinators in Each Occupational Area Returning Usable Questionnaires. . Number Per Cent of Occupational Area Responding Total Responding Agriculture 4 1% Distributive Education 1 l 3 Health Occupations 4 l Home Economics 61 20 Business/Office Education 99 33 Technical Education 14 5 Trade/Industrial Occupations 110 37 Total 303 100% As shown on Table 3, approximately one-third of those responding were female and two-thirds were male. The per cent for each area did not correspond to the total, however, but was dependent upon the type of occupational area examined. For instance, all distributive education teachers were male, sixty home economics 75 Table 3.--Respondents to Questionnaire by Sex. Occupational Area Male Female Total Agriculture 3 1 4 Distributive Education 11 11 Health Occupations 4 4 Home Economics 1 60 61 Business/Office Education 57 42 99 Technical Education 14 14 Trade/Industrial Occupations 106 4 110 Total 192 111 303 Per Cent of Total 63% 37% 100% teachers were female with only one male, and trade and industrial occupations shows 106 males and 4 females. Teachers responding to the questionnaire were young in age with 50 per cent of the total respondents being thirty years of age or younger. Another 25 per cent were in the age range of 31 through 40. Five per cent did not respond to this question. Table 4 shows ages of teachers according to occupational area. Ninety per cent of those responding to the questionnaire were teachers and 10 per cent were teacher/coordinators as shown in Table 5. Ten out of eleven distributive education teachers were teacher/coordinators, and in the area of home economics only two out of sixty-one were coordinators. Respondents were asked to indicate the number of years of full-time teaching they had completed, and in keeping with the young 76 Table 4.--Respondents by Age and Occupational Area. 30 or Less 31-40 41-50 51 + Number Not Occupational Area Years Years Years Years Responding Total Agriculture 2 2 4 Distributive Education 9 2 11 Health Occupations 2 2 4 Home Economics 27 9 10 10 5 61 Business/Office Education 55 21 12 8 3 99 Technical Education 7 4 2 1 14 Trade and Industrial Occupations 48 39 13 4 6 110 Total 150 75 41 23 14 303 Per Cent of Total 50% 25% 13% 7% 5% 100% 77 Table S.--Respondents by Classification of Teacher or Teacher/ Coordinator and Occupational Area. Teacher/ Occupational Area Teacher Coordinator Total Agriculture 3 l 4 Distributive Education 1 10 11 Health Occupations 3 l 4 Home Economics 59 2 61 Business/Office Education 90 9 99 Technical Education l4 l4 Trade/Industrial Occupations 103 7 110 Total 273 30 303 Per Cent of Total 90% 10% 100% age as shown on Table 4, approximately one-third of the total had taught three years or less and another one-third had taught four to nine years. Years of teaching experience by occupational area are shown on Table 6. Teachers surveyed were asked to indicate the type of school in which they were teaching. Sixty-two per cent of those responding were teaching in a high school or senior high and 29 per cent in a middle school or junior high. No agriculture, distributive education or health occupations teachers were teaching in a junior high but half of the home economics teachers were assigned to junior high schools as shown on Table 7. [ ls 1 ‘II I i 78 Table 6.--Number of Years of Teaching Experience by Occupational Area as Indicated by Respondents. 0-3 4-9 10-15 16+ No Years Years Years Years Response Total Agriculture 1 l l l 4 Distributive Education 6 5 11 Health Occupations 2 2 I 4 Home Economics 17 14 15 14 l 61 Business/Office Education 29 35 17 17 l 99 Technical Education 5 S l 2 1 l4 Trade/Industrial Occupations 36 36 21 12 5 110 Total 96 98 55 46 8 303 Per Cent of Total 32% 32% 18% ‘ 15% 3% 100% 79 Table 7.--Respondents by Type of School in Which They Were Teaching and Occupational Area. Middle High Area School or School or Vocational Junior High Senior High Center Other Total Agriculture 2 2 4 Distributive Education 11 11 Health Occupations 2 2 4 Home Economics 31 29 1 61 Business/Office Education 18 78 3 99 Technical Education 4 5 5 14 Trade/Industrial Occupations 34 61 15 110 Total 87 188 27 l 303 Per Cent of Total 29% 62% 9% 100% 80 Table 8 shows a fairly even distribution of teachers who were teaching in the four sizes of schools categorized on the questionnaire. Twenty-seven per cent of those responding were teaching in schools of less than 1,000 students and 18 per cent were teaching in schools of over 2,000 students. As shown in Table 9, one-third of the occupational teachers were teaching in programs which are partially reimbursed for cost by the State of Michigan indicating that these programs have met the criteria for occupational training as established by the State. Fifty-five per cent of the respondents were teaching in non-reimbursed programs. As shown in Table 10, 16 per cent of those responding to the survey were teaching in a laboratory block time program which had an extended time for the class, usually two to three class periods in length. Regarding highest level of schooling completed, 63 per cent of those responding to the questionnaire had a bachelor's degree, 27 per cent a master's, and 5 per cent a specialist's degree or master's plus 30 semester hours. Table 11 gives a.breakdown of schooling completed by occupational area. 81 Table 8.--Respondents by Size of School in Which They Were Teaching and by Occupational Area. Numbers of Students in schools No Response Total Less Than 1,000- 1,500- 1,000 1,499 1,999 2,000+ Agriculture 2 2 4 Distributive Education 1 3 4 3 11 Health Occupations 3 l 4 Home Economics 20 l7 13 10 l 61 Business/Office Education 28 18 33 17 3 99 Technical Education 5 5 2 2 l4 Trade/Industrial Occupations 29 30 31 20 110 Total 83 78 85 S3 4 303 Per Cent of Total 27% 26% 28% 18% 1% 100% 82 Table 9.--Respondents Teaching in State Reimbursed Occupational Programs Categorized by Occupational Area. Don't No Occupational Area No Yes Know Response Total Agriculture 4 4 Distributive Education 1 10 11 Health Occupations l 3 4 Home Economics 33 25 2 l 61 Business/Office Education 54 30 12 3 99 Technical Education 6 S 3 l4 Trade/Industrial Occupations 72 25 8 5 110 Total 167 102 25 9 303 Per Cent of Total 55% 34% 8% 3% 100% Table 10.--Respondents Teaching in Laboratory Block-Time Occupational Programs by Occupational Area. No Yes Resggnse Total Agriculture 2 2 4 Distributive Education 9 2 11 Health Occupations 2 2 4 Home Economics 58 l 2 61 Business/Office Education 84 15 99 Technical Education 7 6 l 14 Trade/Industrial Occupations 87 19 4 110 Total 249 47 7 303 Per Cent of Total 82% 16% 2% 100% 83 wooH oHH «H mm Ho e HH v Hench aH H H uncommom oz «H H H .355 an m H v H on + m.uoumnz no umHHuHuonm «mm mm o Hm m H m N oouuoa m.uoumaz wmo no m me we H m H common m.uoHogoem *H m H ouoHHou po::EEOU\AoHc=n sH N Hoaeam emHm HH H H Hooaum auH: can» mmoH HmHuumsecH HmUchuoe mmochzm moHEocoom cuHaom o>Hpsa ousuHoo a o . H woe \oeane nee: -HupmHa -Hum< meHHMMcom upon you Ho>oH uou< HmcoHuemouuo .mueoecommom an eouonBou wcHHoonom mo Ho>oH umoeuHrtt.HH oHceb CHAPTER IV ANALYSIS'OF DATA AND DISCUSSION Data obtained from occupational teachers responding to the questionnaire are presented in the fellowing two categories. 1. Involvement of the teachers in the components of occupational education program planning and development as related to eleven responsibilities of business teachers. 2. Desires of the teachers concerning inservice education. Category 1: Iovolveoont of Teachers in Components 0 Occupational Edpcation Program Planniog_ and Development The questionnaire was designed to obtain information about the involvement of occupational teachers in the eleven areas of program planning and development as set forth by the Policies Commission for Business and Economic Education. Responses to the questionnaire will be grouped under the eleven responsibilities of business educators. Tables in this section contain information for two groups: business/office occupations and all other occupational teachers. Detailed tables giving information for each occupational area are included in Appendix G, page 149. 84 85 Discover and Analyze the Manpower Needs and Employoent Status of the Nation ' 5 Work Force The most popular means for obtaining information regarding employment needs of employers was through visitations to employers in the community. Forty per cent of the teachers responding reported that they obtained employment information for their occupational programs in this manner. Twenty-three per cent used a follow-up study of graduates as one means of obtaining employment information and 18 per cent consulted advisory committees of employers. A large number, 25 per cent, did not utilize employment information in their occupational programs. Table 12 gives detailed information as to means for obtaining employment information. Plan Pro rams in Cooperation With Educational Personnel in Other Areas of Vocational Education Strategies for planning occupational programs in cooperation with teachers of other occupational areas include developing behavioral objectives common to all employment and unique to the various types of employment. To determine this, teaChers were first asked if they taught a class which provided for acquisition of skills for entry level jobs. Table 13 reveals that 51 per cent of those responding to the questionnaire believed they were preparing students for entry level jobs, 46 per cent were not, and 3 per cent did not answer the question. A much higher number of‘business/office occupations teachers (75 per cent) indicated they believed they were preparing students for jobs. When asked if they had written objectives for the various types of employment for which the students were being prepared, 30 per cent 86 wmm wm woe *mu me wNH on *wH wooH ucou Hon Hauoa on em omH me He um mm em non Hooch Hm Hm mu ow NN em oH me com meou< HmcoHuomzooo nocuo mm m me an mH mH 0H HH mo :oHpuoaem oonmo \mmocham voNHHHuD nocuo muoonoam moumseouu moooz munooom muuomom whoongEm pox oh mo HonuH ucoe Hosea mo xo>nam :oHumE mcoHu moHeoum HeuoH -onoEm mo moouuHeaou on aou< tuomcH topHmH> notonHom ouaum .umoo.m.: xhomH>o< mcHecoomox HocoHpomzuoo hocasz xhomoueu seam ou wcHoconmom muonuaoh mo Hopesz .mEmnwoao goHuoooom HocoHuomsooo cH on: you ooaHeunb mH :oHuosuomaH «coaonmEm 3o:--.~H oHnoe 87 woo *mN am *me wow awn an «Hm woe wooH ucou you Hmuoe How mm «H mmH mm on m mmH HeH mom Hooch neH on HH mHH Hm mm m mu nHH vow maon< HocoHpemsooo uonpo em me n on H? mm mu em mm coHuaosem oonmo\mmochom omcommom no» oz oncommom mo» oz oncommoz mo» oz oz oz oz woocwepomuoa xo>ham unooapm mo «moon Ho>oH swoon op mon< mayo» eH oHnenommoE shone you ucoespm Ho>oH space you wcHocommom HmcoHuomsuoo mo>Huoonno coppHna one How mo>Huoonco mHHme oeH>oum coan Honesz woo» noeHmcoo so» on couuHuz o>oc 5oz on mommoHo scoop :0» oo mcoHumoso mcHonHom op mcHoconmom muogomoh mo nocssz .pcoaonQEm you coHuouomouo cH oocmsuomuoc uncoopm you mo>Huoonco HmHoH>mcom oomoHo>oo o>m= on: whosoeobtt.mH oHnmh 88 of all occupational teachers answered yes to this question. Business/ office occupations teachers again had a higher number answering yes to this question with 41 per cent indicating they had written objectives for types of employment. Details are shown on Table 13. Regarding measurable objectives, 29 per cent of the respondents believed their objectives to be measurable in terms of student performance, as shown in Table 13. 'When business/office occupations teachers were compared with all other respondents, 42 per cent of business office occupations teachers considered their objectives measurable while 23 per cent of all other respondents had measurable objectives. Using the chi-square test for comparison, no meaningful difference was demonstrated, but the test compared the relationship for the affirmative and negative answers for the two groups (3 no and 42 yes for business and 11 no and 46 yes for other occupational teachers). However, 42 of the total of 88 who answered in the affirmative were business/office occupations teachers. As indicated in Teble 14, 38 per cent had written objectives common to all employment for thecaccupational programs in their schools, and 21 per cent had worked with teachers in other occupational areas in their school to set up these objectives. There was minimal communication between teachers outside of their school building with only 12 per cent reporting they had worked with teachers of other occupational areas in other schools to set up common objectives. Teachers were also asked if they had participated in setting up a new occupational program in their school system, their role in this activity, and whether or not they had worked with teachers from 89 *oe HNH won yum *HN HAN *vH awn ewe wooH ucou nod Hench weH mm oNH omH we mm me vHH ovH mom Hooch HoH nu om ooH on mm mm on em eon meoa< HocoHuamnooo 96:90 Be NH on we mm «N m we om mm coHuaosvm oonm0\mmoch=m uncommom mo> oz uncommon no» oz oncommom no» oz oz oz oz Hmo>Huoonco omega a: won on Hmo>Huoonno pucoaonmao xo>uom Eoumxm Hoocom use» coesoo ones» a: pom HHm on coeeoo op meou< cH mHoocom nonuo cH op Hoocom Hoax :H mo>Huoonco couuHus wcHocoamox HocOHuomsooo muons HacoHuombooo moons HocoHuoosooo o>ac Hoocom Hsoz Honesz nonuo mo muonomou nocuo mo muonomou CH maoumohm :oHuao nqu vogue: no» o>a= :uHs noxuoz so» o>mz taoo HocoHuoosooo on mcoHumona ucHonHom op mcHocoomoa muozoeoh mo nonesz .ucosonmam HH< o» coaaou mo>Huoonpc HouoH>acom mchoHo>oo :H eoueoHoHuuoo o>mm on: assessaz 038. 90 other occupational areas in setting up the program. As noted on Table 15, approximately one-third of the teachers had been involved in varying activities in setting up a new occupational program. In regard to the role of the teacher in developing a new program, 10 per cent served as consultant, 6 per cent were involved in research and planning, and 8 per cent were in charge of setting up the program. Data seems to indicate very little communication between occupational areas in planning new programs with only 17 per cent of those responding to the questionnaire indicating that they had worked with teachers from other occupational areas in this regard. Participate in Providing Common E eriences for Vocational Students ‘Ihro uh a Group of Coordinatecf Youtu Or an1zat1ons or a Un1ted Organization Youth organizations which give students an opportunity to develop leadership ability and to participate socially in various activities related to their career were sponsored by only 10 per cent of the teachers reSponding to the questionnaire. Four per cent indicated that their organization had joint meetings with other occu- pational organizations and 2 per cent had common basic objectives for all occupational organizations in their school. Responses to these items are shown in detail in Table 16. The results on this question may be misleading, however, as the number of teachers who could sponsor occupational youth organizations in a given school is limited. Also, teachers may be sponsoring many other youth organizations in the school or in the community but this question was not asked. 91 «we *nH «mm *5 *Hn wmo wooH «:00 Mom Hench HvH Hm HHH om mm wwH mom Hooch em mm mm 5H No mNH eon meou< HmeoHueooooo cacao 5v mH on m mm no mm coHuaosom oonmo\mmoonsm oncommom no» oz oncommom mo» oz oz oz xo>uzw on mou< Mademonm so: on» «memo» oops» amen on» cH aopmxm a: mcHuuom cH czo 95oz coca Hoocom no Hoocom usoz :H souuoum usmmcommom HocoHuomsooo Hocuo macho HacoHummzooo scum HocoHuemsooo son a as wcHupom :H aesz muonooou :qu xuoz sox oHo zHuoonHo oopemHoHuuom so» o>mm mcoHumooo mcHsoHHom ou mcHocommom muocomoh mo nonesz .msoumoua HocoHuomsooo 3oz uchoHo>oo cH muonomoh HocoHuomzooo mo :oHuaoHoHuhoott.mH oHnoh 92 .mH uH cusp oosoom ones umomom Hoe pump on» page om :oHumuHcowuo sumo» one Homcomm oHaoo Hoocom some up «one HeeoHumoaooo co>Hm a :H someoo oco zHco page ooopmuoocs on Home uHm wee wmm w” me an on yum wooH poou you Hmuoh SH 8H m 3 a _ 3 new mom 338 mm on n He w om onH «on mmou< HecoHpmmoooo nocpo no on m mm H HH mm mm coHumozem ouHmm0\mmoeHmsm oncommom 30:: mo» oz omcoomom mo> oz oz u.:oa oz wooooHo>oe xo>usm coop mo>Huoomco onac . op mou< :oEEoo o>mn .Hoocom Hzoz wmucooSum HmcoHummoooo pom mcHocoomom HmcoHanSUUO :H mumeo coHumNHcmmao nuaox :oHumNHcomuo cusoz a homeommtoo Honesz HocoHpmosooo one one» once «H Ho Homcomm HHHecomuom so» on mcoHpmoso mcHonHom on» on wcHoconmoz whosoooe mo poneoz a .mcoHumNHcowno sumo» cH muocomoh mo ucoeo>Ho>cHt-.oH oHnuh 93 Partici ate in Planninngommon Programs of TeaEher Education; Participate in the Development of a Common Program bf Admihistration and Supervision of Vocationaledhcation The strategies for the above two responsibilities were used as the basis for a check list of activities for teachers indicating their involvement in teacher education and administration and supervision of occupational education programs. As shown in Table 17, 20 per cent of the teachers responding had participated to some degree in planning inservice activities, 16 per cent had coordinated standards for occu- pational programs for their school system, and 13 per cent had made recommendations for improvement of teacher education as a teacher training institution. A large number of the respondents, 47 per cent, indicated they had been involved in none of these activities. Participate in the Assessment and Evaluationiof a Total Vocational Edfication Progrom Only 17 per cent of the teachers responding to the questionnaire were involved in some manner in evaluation of occupational programs. Ways in which they were involved ranged from doing the evaluating themselves to contributing their comments at evaluating time. Twenty- nine per cent indicated occupational programs were evaluated at their school while 38 per cent did not know whether or not they were evaluated. Details are shown on Table 18. Involvement of the teacher in developing a standard instrument for evaluation of occupational education programs and in evaluating the degree of student employability is shown in Table 19. Almost no involvement was shown in these areas with only 9 per cent of the 94 Sue wN me wm yoH HON wooH unou you Hooch eeH N mm mH ow mm mom Hmuoh mm m Nm NH om He VON mmou< HmcoHummoooo nocuo mm N o m 0H mH mm :oHpmosom oonmo \mmochsm mcHuomosc Eoumzm one mchcmHm Hoocom usoz Eoumxm msmnmouo smumoum pom meoumoum Hoocom ho coHpeonHuuoo coHpmosoo you announce coHueosoo Hoocom poo» zo>Hs omoch Hocomou pom Hocomou mo mEoumxm HecoHpmmoooo um Eoumonm o m «on we moumecmpm peoEo>onoeH cossoo pom mohmeempm ooH>HomcH mcH cwmmo meoH mMSoo ocoz mchoHo>oo mcHocoEEooom m mchoHo>oa mcHuocHouoou cm wchcon .o a H .p o aaHoH>Hp6< maHaoHHoa an» :H mcHuomHoHuhmm muocomoh mo muonesz Hocasz .ooumoHoHuhom muonomoh HecoHummoooo :ngz :H mamnmonm HmcoHueooooo mo conH>uomsw pom coHumuuchHae< pom :oHumooom Hocomoh op ooumHom moHuH>Hpousm Z Z 0. D Du. mQH< . . mcHocoomom HmcoHquSooo aHoocom pack up mamumono aHoocom Honesz HmcoHHHQSooo mo :oHuoon>o on» :H oo>Ho>cH ooz ou< woos up eopoaHo>o msmnwohg coHumosoo HocoHuamsooo ou< mcoHumooo mcHonHom 0:» cu mcHocommom mnonomoh mo nonesz .Hoocom uHosh no meaemoum HecoHummsooo mo coHuesHm>m :H eo>Ho>cH muonomohtt.mH oHnme 96 wNm we weH wmw wm weH wooH pcou you Hence omN HH Ne mmN m Ne mom Hooch NoH 0 HM moH v Hm voN mmou< HmcoHumosooo nocpo mm m HH em e HH mm :oHumosom oonmo\mmoeHmsm omcoomom mo» oz omcommom mo> oz oz oz «Hoonom Mao» pm zo>usm mamumonm mom zuHHHnmonmEo on mou< ucoosum mo ooumoo ecu «Hoocom «no» no msoumonm wcHocommom HmcoHummsooo mcHumaHm>o pom ucoeshumcH HmcoHpmmoooo mchmsHm>o Honesz oneocmum a mcHooHo>oo :H oo>Ho>cH so; one: you pcoesnumcH venomoum a mchoHo>oo cH oo>Ho>cH so» one: mcoHumooo wcHonHom map on mcHecommom muonoooh mo Honesz .memnmonm HmcoHuomoouo mo coHumsHm>m How mucoesupmcH onoocmpm mcHooHo>oo :H oo>Ho>cH muocooohtt.mH oHcmh 97 teachers stating that a standard instrument was used for evaluating all occupational programs while 3 per cent were involved in developing the standard instrument. Only 8 per cent indicated a standard instrument was used to determine degree of student employability while 4 per cent were involved in developing this instrument. Join Other Vocational Services in Promoting Interests of the Total Field of Vocational Education A small number of teachers were involved in promoting the total program of occupational education (Table 20). Twenty-nine per cent of the teachers had asisted in open house, 18 per cent had worked with a professional organization to promote occupational education, and 13 per cent had presented a program to promote occupational education. Participate With Other Vocational Fields in Edficational Research and Development Only 13 per cent of the teachers responding to the questionnaire indicated they had participated in research dealing with the broad spectrum of occupational education as shown in Table 21. Some of these were projects performed in conjunction with formal graduate classes. Assist in Planning a Total Program of Career Information and Guidance At the time of this study only 38 per cent of the teachers responding to the questionnaire indicated their school system had a planned program of guidance and career information for grades K-12 with only 7 per cent participating in developing this career-oriented curriculum. Details are shown in Table 22. However, some teachers 98 an wwH wm wnH me wooH «coo Hon Hauoh NN om «N o« , on non Hooch mH m« mH on we «ON maou< HecoHuemsooo noevo N mH 0 OH mN mm :oHuausom oonmo \mmoaHmam cowuooaem HecoHuamsooo mam: nonuo oposoua on coHuaoHHnsm pom coHuoosom mono: zo>u=m cH coHuaosem coHuouHcawno HmHuoumz HocoHuoe HacoHuomoooo coco mo aou< HacOHumobooo Haconmomoum noun mo oHoHaH< no anemone :H mcHocommom HocoHuomsooo oouoEoum cqu eoxnoz ca couanz ooucomohm eoumHmm< nonesz moHuH>Huu< mcHonHom ecu cH oo>Ho>cH muonomop mo honeoz .coHuuosom HoeoHuaobooo mo souuoum Hence one ouoEon ou moHuH>Hpu< :H oo>Ho>cH muonouoett.ON ochk 99 wm me wHw wOOH ucou you Hope? OH o« A«N mom Hooch «H AN mOH «ON mmou< HmcoHuoOSooo Honuo N mH «O OO :oHumosom ouHmmo\mmoch:m omcoomom oz mo» oz zo>usm NcoHumozeo op mou< HmcoHummoooo mo eauuoomm pecan one :qu mHmoO coHss whom» mcHOcoamom Hm:0Huomoooo ooucp ammo ocu mcHuso poonouo nopmomon m 2H OoummHUHunam so» o>mz honeoz coHumoso mcHonHom on» op mcHocoOmom muonomok mo pocesz .coHumooom HocoHuemoooo mo seaweed Hence one you coheomoa cH mcHummHoHpumc whosoeobtt.HN oHnuh 100 wOO wu wmm wm me wwm wNm wOOH pcou you Hench OOH NN HOH «H mu OHH ma non Hooch ONH mH Hn HH mm ON HO «ON moou< HmcoHuomsooO Hoceo OO O on m NN um mm mm coHuoooem oonmo\mmochom omcommom no» oz oncoomoz song mo» oz oz oz o . coo xo>u= z Naopmzm om NNHtx moooum on m mou< Hoonom ego pom esHsoHeeso How oocmOH one coHuthomcH OopcoHuo Hoouao on» Hoouoo new eonmonm Ooccon a wcmwmmmuom HocoHuomaooo uchcmHm CH ouooHoHpuon so» OHO o>on Eoumzm Hoocom woos moon mcoHumoso meHonHom on» on wcHocommom muogooob mo nonesz .NHtx oocooHao ecu coHuoshomcH hoouou Mom meoumono mchcoHO cH oo>Ho>cH whosooohtt.NN oHcoh 101 did indicate that their school system would be working in this area in the near future. Cooperapp With Educational Personnel in the Private Sector Schools, Industry, and Noopublic Organizations The questions concerned with responsibility ten were expanded to include c00peration with educational institutions other than that of the teacher and included public institutions as well as private. Twenty per cent of the respondents indicated that they had assisted in coordinating an occupational program with that of another educational institution as shown in Table 23. Nine per cent had worked with a high school or senior high and 8 per cent with a junior high. Only 5 per cent of the respondents had communicated with a community college with regard to coordinating programs. Only 1 per cent reported working with a private school. Chi-square test comparing business/office occupations teachers who had coordinated the learning activities of an occupational program in their school with those of another educational institution indi- cated at the .05 alpha level that business/office occupations teachers were not as involved in this activity as other occupational teachers. Comparison of the 85 who answered in the affirmative and the 12 answering in the negative for business/office occupations teachers with the 146 and 49 for all other occupational teachers showed a difference statistically. A very small number of teachers, 13 per cent, reported coordinating their educational program with a training program in 102 wH wH w« wm wn wm ww w« wON won wOOH pcou pom Hopoe « « HH «H HN ON NN HH HO HmN mom Hooch « N a NH wH wH HN a . ma o«H ecu aaoo< HmeoHumOoooo cocoa N N N m m H N NH mm mm coHuoooom oonmo \mmocham nospo Hooeom omoHHou oonHou Houcou Hoocom anm omcommom mo» oz oua>HuO goo» .anu HocoHu cmH: uoHcoO oz tusom tooo> mou< NcoHusqumcH HecoHuooSOo nonpoco zo>usm cuHs Hooeom woo» op mon< .Hoocom cH soumohm HocoHuoa wcHOcommom HocoHummsooO poo» cH gouache HocoHpoOSooo no OouocHouooo o>oc tsooo co mchocHouooo Honesz so» conz HHH: HmvcoHuopHumcH mo oak» one ouoochH :H OoumHmmo so» o>om mcoHumosa mcHonHom ocu op mcHOcommom muonoooh mo Honesz .mcoHusuHumcH HocoHpooovm Hocpo cqu mEaumouc OouocHouoou o>o= as: mponooohtt.MN oHnoe 103 business or industry (Table 24). Of the total group, 5 per cent stated they consulted with firm personnel in setting up a program while 3 per cent worked directly with business and industry in developing programs. Assist in Developiog_Effective Instructional Media and Materials to Enhance the Total Vocational _—‘ Program As shown in Table 25, only 14 per cent of the teachers were involved in developing materials to meet general employment needs of the students. Many of these indicated that this activity was related to their enrollment in a formal graduate class at a university. Desire for More Involvement in the Total Program of Occupational E ucation In response to the question, "Would you like to be more involved in the total program of occupational education, K-12, than you now are?" slightly more than one-half, 57 per cent, indicated that they would like to be more involved. An astonishingly large number, 104 or 34 per cent, said they would not like to be more involved. Twenty-seven (9 per cent) did not answer the question. Details are shown in Table 26. Time was given by 20 per cent of the teachers as the major obstacle keeping them from being more involved. Money was listed by 5 per cent, the administration of the school and school system was noted by 7 per cent, and communication and lack of information was given by 5 per cent as reasons for not being more involved in the 104 on» spH3 Oouonomooo so» o>oc mnooz ooncu omen on» :chnz coHumoso mcHsoHHou ocn on monocommom mnonooon mo nanbz wN wnH wOO wOOH neoo nod Hanon ON O« m«N mom Hmuon HmcoHuomsooO nogno « O mm mm connoooom oonmmo\mmocnmsm omeoamom no» oz oz Neonmonm mencnonu Howmam «on _ nHocu :nHz Eonmono HmcoHnonnumcH nook mcHnmcHonooo mo omomnsm one manecoOmoz < now xnanOcH no mmoch5p zoo mo unoEnnoooO mchHonn can connooseo mocesz HocoHuomouoO .xnumsocH no mmoenmsm :H msonmonm mcncnenn can: maonwonc HecoHuoOoooO Oonoenenoou o>mm on: mnonooontt.«N oHnon 105 we w«H wow wOOH ucou non Hench OH m« H«N mom Hanan HH Hm NOH «ON moon< Hoconuoobooo nonno O NH on ma :oHnoosom oonmo\mmochsm oncoOmom no» oz oz oncoesnm xo>nom one mo mooo: ncoeonOEo Honocom woos on mOHon Hoconnoo o» mon< tsooo HHo :H poms on OHooo cons: mEonmxm no .eHooE .mHoHnonos monocoomom HmcoHnomoooo Hoconnooaoo ooHo>oO OooHoc so» o>oc mnoox oonnu noon on» :Hnnnz nocssz :oHnmoso ucnonHom on» on monocoOmom mnocooon mo nonEsz .coHuoooom Hoeonuoooooo mo sonwono Honon ocn oocmeem on mHoHnouoz HoconuosnumeH mcnmoHo>oo on Oo>Ho>cH mnoeooontt.mN oHnon 106 wm wNm w«m wOOH neou noo Hones NN NNH «OH mom Hopes ON OHH mo «ON . moon< Hmconuoonooo nozvo N cm on mo connoosom oonmo\mmochom omcoOmoa mo» oz oz No>n2m on mon< None so: so» can» .Nth .coHnmoooo Hoconnoo=ooo mo sonmono Honon ocu :H oo>Ho>cH once on on oxHH 3oz oHsoz mcwwmmmmom Hmconneooooo :oHnmoso mcnonHom on» on mcHocoomom mnozooon mo nonesz .connoosom Hoconuamoooo mo aonwono Hench ocn cH ncoao>Ho>cH one: wcHenoocoo mnogooon mo monnmoott.ON oHnmn 107 total program of occupational education. A wide range of other reasons fer lack of involvement was given. Category 11;, Desires of the Teacher Concerniog_ Inservice Teacher Education In addition to determining the extent of involvement of teachers in the total program of occupational planning and development, this study had as an objective to ascertain the desires of the teachers for inservice education. From the eleven categories of involvement as set forth by the Policies Commission for Business and Economic Education, the teachers surveyed were asked to select topic areas for inservice which they felt would be most beneficial to them and to rank their choices in terms of importance. Findings are shown in three tables with rankings in per cent for l. The total occupational teachers responding to the survey. 2. Business/office occupations teachers. 3. Occupational teachers excluding business/office occupations. A detailed breakdown of each topic by occupational area of the teacher is shown in Appendix H, page 164. loservice Education Desired oy All Ocoupational Teachers Table 27 shows the topic areas for inservice education selected by all occupational teachers responding to the questionnaire. Instructional materials was chosen as a topic by the greatest number of teachers (55 per cent). Eleven per cent ranked instructional 108 .onHmccoHumosc on monocommon Honou Mo pcoo non on csonm one chnxcnmo H H N H N « N N 0H NH HH NN NHaHnooaz HoaoHooonNmeH N H H N N N « o N a o N« NaoHoaNHeaNno oHHcsocoz can: conuononooo H H H N N « o a NH NH NN NH-H sanuona Haaonoaoaooo Haoon N N N N N N N N a « N HN HoosooHo>oa oat gonaomog N N N N N N o N HH oH o« :oHoaoaom HmcoHpoOSooo mo connoEono N H N N N N « N o o N N« ooHoooHaam eanuona H N N « « N N N « o « NN :oHoonoNHEHao< on eoHooHHoHonoo N N N N N N N N N o N H« eoHoaoaom noeoaon N « e N N N N N N N N NN NeonooNHeomno spoon N N « N N N N N oH N N« NoHcoaHa eonuona N a H N N H N N N N NH «« Neooz noaooaaz HH oH o N N N N « N N H omwwxmww aon< oHoon Hoax «.mnonooon HocoHnoobooo on» NO oocnunoosH on mchnooo< ooxcmm mo :oHnoosom nocooon ooH>nomcH now Neon< onoontt.NN oHpub 109 materials as number one, 13 per cent as number two, and 10 per cent as number three in importance to them. Interest in this area is not surprising in view of the fact that teachers are involved with instructional materials in their day-to-day classwork. Development of a total occupational program, K-12, was rated as most important by 14 per cent of the teachers, second in importance by 12 per cent, and third by 9 per cent. Fifty-two per cent of the teachers selected this area for inservice indicating that a large , number recognize the importance of a planned program for occupational education K-lZ. Promotion of the entire field of occupational education was of interest to the respondents. This topic was selected by 49 per cent of the teachers responding to the questionnaire with 29 per cent ranking it in the top three. Considered of little importance was research and development which was chosen by the least number of teachers as an inservice topic with 31 per cent selecting this area. A close second to least important as a topic for inservice was youth organizations. Thirty- three per cent of the respondents chose this topic and only 9 per cent ranked it first, second, or third in importance. Inservice Education Desired by posiness O fice Occupations Teachers The desires for inservice education as selected by business/ office occupations teachers responding to the survey were essentially the same as the total group. As noted in Table 28, instructional materials was ranked as an area of inservice by the largest number of 110 .Nnocomon NcoHuoozooo oOHmmO\mmo:Hmsn Honou mo ncoo non :H csocm one mmcnxcomo H H N H H N N N N HH NH NN NHNHnoNNz HoeoHoosnoNoH N H H N H N N N N N NH Ne NaoHoaNHoNNHo oHHOomcoz can: wcHuonoooou H H H N « N « N OH NH NH HN NH-N eanmona HaeoHoaooooo Haoon H N N N N N H N N N N NN oaoaooHo>oN Nat NoNNoNoN N N H H N q 0H N N N Ne coHoNoaNN Hmconumosooo mo :oHnoEono H N H H « N « N N N «« eoHooaHN>m eonmono H N m « m m N OH N O m H« :oHuonancHso< on ooHuomHoHunoo N N N N a N N H N N N N4 eoHoooaoN noeoaon N N N N H N N N N N N NN NaoHoNNHoaNoo spoon N N N N N N N N N N He NoHeaaHN sNoNona « N N N H « N N NH NN Noooz noaooaaz HH NH N N N N N « N N H NNHHNNN Non< oHoon ucou noo HNNN . «.mnosooon NcoHnomaooo oonmo\mmoch:m ocn NO oocounomEH on wcnonouu< Ooxcom mo connoosom nonomon ooH>nomcH now moon< unmohtt.mN oHONN 111 business/office occupations teachers, 57 per cent, and 34 per cent gave it a rank of one, two, or three. Second in importance was the development of the total program of occupational education, K-12, and third was the promotion of occupational education. Of least interest to business/office education teachers was youth organizations with only 33 per cent suggesting this area for inservice study and only 6 per cent ranked it first, second, or third. The topic next to lowest in selection was research and development. Inservice Education Desired by Occupotional Teachers Excludiog Bus1ness/Office Occupations In order that a comparison could be made between business/ office occupations teachers and all other occupational teachers as to desires for inservice education, Table 29 shows the desires of all occupational teachers responding to the survey excluding business/ office occupations teachers. Suggestions for inservice were very similar to those of the business/office occupations teachers shown in Table 28. Receiving the highest number of rankings for this group was also instructional materials with 53 per cent responding and 34 per cent ranking this topic as first, second, or third in importance. Receiving second choice was development of a total occupational program, K-12, and third was promotion of occupational education which were also selected in this order by business/office occupations teachers. Ranked lowest was research and development with only 28 per cent of the group ranking this topic and 9 per cent considered it first, second, or third in importance. Next lowest were youth 112 .Nnocomou mcoHnoosooo oonmmo\mmo:Hm=n monoaHoxo Nnocooou HocoHnoosooo Houon mo ncoo noo on asocm one mmcnxcmmo H H H H N N HH «H N NN NHNHnooaz HaaoHooanoNoH N H H H N « N N N N« NeoHnoNHeomnO oHHcsncoz can: coHunnomoou N N NH NH HN NH-N ENHNoHN HacoHoNNaooo Haoon N N N H N N « N N ON ucoeooHo>oO one nonoomoa H N N N N O NH HH N« connoozom Hoconuamsooo mo :oHuoEono « H N N N N « O N O« connosHo>m Emnwonm H N N N e N N N N NN eoHoanoNHNHeo< NH aoHoNoHoHonaa H N N N N N « N N NN :oHoaoaom noeoaon N « a N N « « a N NN NeoHoNNHnaNno Nona» H N N H N N HH N Ne NcHeaaHa aaoNona H « H N H H N N NH H« Noooz nozooaaz HH NH N N N N N N H NNHHNNN Non< oHooN neoo noo Hana «.mnogoaon NooHnoooooo oonmo\mmo:Hm=m ucHosHoxm mnocomon Hoconnoonooo on» NO ooconnooaH on mcHonooo< Ooxcom m< conuoosom nocooon ooH>noNeH now moon< oHHoH--.ON oHOmn 113 organizations and participation in administration, These two topics also received the least interest from business/office occupations teachers. In order to determine if there was a statistical difference in how the eleven topic areas for inservice teacher education were ranked by business/office occupations teachers as compared with all other occupational teachers responding to the survey, a two-way analysis of variance model for repeated measures design was performed. The 99 business/office occupations teachers were compared with 99 other occupational teachers randomly selected from the 204. In order to further check the findings, the test was performed a second time comparing the 99 business/office occupations teachers with an additional 99 other occupational teachers not used in the first test. The test was not significant at the .05 alpha level indicating that the difference between the two groups was the same on all eleven measures. To supplement the above analysis, two Kendall's Coefficients of Concordance (one for the 99 business/office occupations teachers and one for the 204 other occupational teachers) tests were run to determine if the two groups agreed within each group on the ranking of the eleven topic areas for inservice. If each teacher within a group ranked the topics identically, the statistical value would be 1. Maximum disagreement within each group would give a statistical value of 0. In analyzing the business/office occupations teachers' responses, the statistical value was 0.04 and the value for all other occupational was 0.07. Therefbre, neither group of teachers agreed among themselves on the ranking of the eleven topic areas! 114 Teachers surveyed seemed to indicate that they recognize a need for inservice programs. When asked to note on the survey form if they felt no inservice education was needed in the eleven areas, only 5 (less than 2 per cent) of the 303 individuals responding to the questionnaire believed no inservice was needed. Desires for Inservice Education as Erpressed by Teachers Involved and Teachers Not Involved in the Eomponents of Occupotional EducationAProgram Planning- ahdiDevelopment An attempt was made to determine if teachers who indicated considerable involvement in the total program of occupational education expressed a desire for different topic areas for inservice as compared with those teachers who showed little or no involvement. The questionnaires were visually examined and grouped according to high involvement and low involvement. Only those questionnaires that were completed in their entirety were used in the comparison. Twenty showing high involvement and twenty showing low involvement were randomly selected from the respective groups. Ranked as the most important topics for inservice by those teachers showing a high degree of involvement in the components of program planning and development were promotion of occupational education and development of a total program of occupational education, K-lZ, with one-half of the group ranking each topic as first, second, or third in importance. These were the same two topic areas selected by all occupational teachers as a group. Receiving the highest total number of rankings was program evaluation with 80 per cent ranking 115 this topic; however, only 20 per cent were in the top three categories. Ranked lowest were research and development and participation in administration and supervision of occupational education programs. The noninvolved teachers Chose two of the top three program areas selected by the entire group. The development of a total program of occupational education was most important with one-half of this group ranking it in the first three categories of importance. This topic was also ranked by the highest number of teachers. Second and third highest were instructional materials and analysis of manpower needs. Ranked lowest was youth organizations followed by teacher education and cooperation with nonpublic organizations. Qccupotional Education Program Involvement as Compared With Ebmmunity_and Extracurricular Involvement As a matter of interest to be used in comparing involvement in extracurricular activities with involvement in the total program of occupational education, teachers surveyed were asked on the question- naire to indicate the community activities and hobbies in which they were involved. These responses were compared for the twenty involved and the twenty noninvolved teachers selected above. The activities listed by the respondents were categorized into community activities including religious activities, hobbies and travel, and miscellaneous activities such as part-time work, additional teaching assignments, graduate classes, etc. As might be expected, the twenty teachers involved in occu- pational education program planning and development also noted more 116 extracurricular activities listing 18 community activities, 27 hobbies, and 18 miscellaneous activities. Eighteen teachers in this group indicated they would like to be more involved in the total program of occupational education; two stated that they would not like to be more involved. The twenty teachers showing little or no involvement in occupational education planning and development also showed fewer extracurricular activities. Three community activities were listed, 10 hobbies, and 10 miscellaneous activities. Fifteen teachers of the twenty noninvolved group wished to be more involved in the total program of occupational education while five did not. Summary The data obtained from the questionnaires involved two cate- gories of information. Category I concerned the involvement of teachers in the eleven responsibilities of business educators for occupational program planning and development as described by the Policies Commission for Business and Economic Education. Analysis of Manpower Needs The most popular means, used by 40 per cent of the teachers, for obtaining information regarding employment needs was visitations to employers in the community. Next in importance to employer visitations were follow-up studies of graduates (23 per cent used this method) and advisory committees of employers used by 18 per cent of the respondents. Tuenty-five per cent of the respondents 117 indicated they did not utilize employment information in their occupational program. Program Planniug With Other Occupational Areas Twenty-nine per cent of the teachers had objectives measurable in terms of student performance. Forty-two per cent of business/office occupations teachers as compared with 23 per cent of all other occu- pational teachers had measurable objectives. Thirty-eight per cent of the teachers had written objectives common to all employment for occupational programs in their school, 21 per cent had worked with teachers of other occupational areas and 12 per cent had worked with teachers in other occupational areas in other schools to set up common objectives. Approximately one-third of the teachers had been involved in setting up a new occupational program and 17 per cent had worked with teachers from other occupational areas in setting up the program. Youth Organizations Only 10 per cent of the teachers responding to the questionnaire indicated they sponsored a youth organization for occupational students, 4 per cent stated that their organization held joint meetings with other occupational organizations, and 2 per cent had basic common objectives for all occupational organizations in their school. Teacher Education and Administration and78upervision of Occupational Education Programs TWenty per cent of the teachers participated to some degree in planning inservice activities, and 13 per cent made recommendations 118 for improvement of teacher education at a teacher-training institution. Sixteen per cent had coordinated standards for occupational programs for their school system. Forty-seven per cent indicated they had not been involved in these activities. Program Evaluation Seventeen per cent of the teachers responding to the question- naire were involved in some manner in evaluation of occupational programs. Three per cent helped in developing a standard instrument for evaluating occupational programs while 4 per cent were involved in developing a standard instrument for determining degree of student employability. Promotion of Occupational Education To promote occupational education 29 per cent of the respondents had assisted in open house, 18 per cent had worked with a professional organization, and 13 per cent had presented a program to promote occupational education. Research and Development Only 13 per cent of the respondents had participated in research involving fields of occupational education other than their own. Plannin a Total Occupotional Educat1on Program,_K-12 Seven per cent of the teachers responding had been involved in planning a total program of occupational education, K-12. 119 Cooperation With Nonpublic Organizations Only 1 per cent of the teachers reported coordinating an occupational program with a private school, and 13 per cent had cooperated with business or industry in coordinating an occupational education program. Twenty per cent of the respondents had assisted in coordinating an occupational program in their school with another educational institution. Business/office education teachers were not as involved as other occupational teachers in working with educational institutions other than their own. Instructional Materials Fourteen per cent of the respondents had participated in developing materials to meet general employment needs. Fifty-seven per cent of the respondents would like to be more involved in the total program of occupational education, K-lZ, while 37 per cent would not like to be more involved. Time was mentioned by 20 per cent of the teachers as a reason for their not being more involved, money by 5 per cent, school administration by 7 per cent, and lack of information and communication by 5 per cent. Category II concerned the desires of the teachers for inservice education. Business/office occupations teadhers and all other occupational teachers show no difference in their selection of tapics for inservice. The three topics ranked most often were also ranked as most important by the teachers. The three topics in order of importance were: 120 1. Development of instructional materials and system to enhance the total program of occupational education. 2. Development of a total program of career information and guidance for grades K-12. 3. Promotion of the total field of occupational education. The two topics receiving the lowest rank, business/office occupations teachers and all other occupational teachers agreeing, were educational research and development for all occupational fields and occupational youth organizations. Twenty questionnaires of involved teachers were selected for comparison with twenty questionnaires of noninvolved teachers. The involved teachers chose promotion of occupational education, develop- ment of a total program K-12, and program evaluation as the top three topics for inservice. Ranked lowest were research and development and administration and supervision of occupational education programs. Noninvolved teachers chose development of a total program of occupational education, instructional materials, and analyses of manpower needs as the top three. Youth organizations received the least interest followed by teacher education and cooperation with nonpublic organizations. The group of twenty involved teachers listed 18 community activities, 27 hobbies, and 18 miscellaneous activities. The twenty noninvolved teachers showed 3 community activities, 10 hobbies, and 10 miscellaneous activities. 121 Of the twenty involved teachers, 18 would like to be more involved in the total program of occupational education, while 15 of the twenty noninvolved would like to be more involved. CHAPTER V SUBMARY, CONCLUSIONS, AND RECOMWENDATIONS Summary The Policies Commission for Business and Economic Education in a policy statement issued April, 1971, set forth the responsibilities of business educators in developing a total occupational program in cooperation with other occupational educators and general educators (see Appendix A). The Commission listed eleven areas of program planning and development in which business educators should be involved. At the time of this study no information was available as to the activities of business teachers in these eleven areas. Statement of the Problem The problem was to survey the occupational teachers of the Genesee Intermediate School District, Michigan, to determine the nature and extent of their involvement in the total program of occupational education and to ascertain their recommendations for inservice teacher education in the eleven areas of program planning and development. Involvement of business/office occupations teaChers and their recommendations for inservice were to be compared with that of all other occupational teachers. Based on the findings and a review of 122 123 the literature, recommendations were to be made for inservice teacher education fer the office occupations teachers which would help them to increase their involvement in the total program of occupational education at the local level. Research Desigp and Procedures The population of this study consisted of the occupational teachers of the Genesee Intermediate School District, Michigan. The Genesee Intermediate District contains twenty-one K-12 school districts with 126,600 students providing a variety of types of school systems including a large inner city district, small town districts, and rural districts. The descriptive survey method employing the questionnaire was used to obtain data for this study. In May, 1972, a questionnaire was mailed to the 404 teachers and teacher/coordinators in the twenty-one school systems of the Genesee Intermediate District who were teaching in the occupational areas of agriculture, distributive education, health occupations education, home economics, business/office edu- cation, technical education, and trade and industrial occupations. Usable questionnaires were received from 303 or 75 per cent of these teachers. Opinions obtained represented those of teachers or teacher/ coordinators who were teaching one or more classes in career orien- tation, exploration, or job preparation in the occupational areas mentioned above. No information was obtained from other teachers, other members of the school staff, or administrators. This study was also limited to teachers of students grades 6 through 12. 124 Findings Regarding the involvement of the occupational teachers in the eleven areas of program planning and development, the major findings are 1 Visitations to employers was used as a means of obtaining employment data by 40 per cent of the teachers, follow-up studies of graduates by 23 per cent and advisory committees of employers by 18 per cent. One-fourth of the respondents did not utilize employment information in their occupational programs. Forty-two per cent of business/office occupations teachers reported having measurable objectives in terms of student performance for their occupational program as compared with 23 per cent of all other occupational teachers. Twenty per cent of the teachers had worked with teachers of other occupational areas and 12 per cent had worked with teachers in other occupational areas in other schools to set up common objectives for occupational programs. Only 10 per cent of the teachers responding sponsored a youth organization. Twenty per cent of the teachers had participated in planning inservice activities. Forty-seven per cent of the teachers indicated they had not been involved in any activities related to teacher education or administration of occupational programs. 10. 11. 12. 13. 125 Seventeen per cent of the respondents were involved in some manner in evaluation. Twenty-nine per cent of the respondents had participated in open house, 18 per cent had worked with a professional organization, and 13 per cent had presented a program to promote occupational education. Only 13 per cent of the respondents had participated in research and development concerned with occupational areas other than their own. Seven per cent of the teachers had been involved in planning a total program of occupational education, K-12. Twelve per cent of the business teachers were involved in working with educational institutions other than their own compared with 24 per cent of all other occupational teachers. One per cent of the teachers reported coordinating an occu- pational program with a private school, and 13 per cent had coordinated a program with business or industry. Fourteen per cent of the respondents had participated in developing material to meet general employment needs. Fifty-seven per cent of those surveyed would like to be more involved in the total program of occupational education, K-12, while 37 per cent indicated they would not like to be more involved. 126 Regarding the desires of the teachers as to topics for in- service education selected from the eleven areas of program planning and development, the major findings are: l. The three topics considered most important by the occupational were a. Development of instructional materials and systems to enhance the total program of occupational education. b. Development of a total program of career information and guidance for grades K-12. c. Promotion of the total field of occupational education. 2. The two topics for inservice receiving the lowest rank were a. Educational research and development for all occupational fields. b. Occupational youth organizations. In comparing teachers who were involved in occupational program planning and development with those who were not involved, two out of the top three topics chosen by each group were identical to those selected as most important by the total group of occupational teachers. One of the two topics ranked as least important by both the non- involved and the involved groups were also selected by the occupational teachers as a whole. Those teachers who showed high involvement in the total program of occupational education also listed more community activities, hobbies, and miscellaneous activities in which they participated as compared with those teachers who were not involved. are I 127 Conclusions Based on the data obtained in this study, the major conclusions Occupational teachers generally showed very little involvement in the components of program planning and development for occupational education as indicated by the following. a. Analysis of employment data for use in occupational programs seems to be the area in which more teachers participated although one-fourth of the respondents stated that they did not utilize employment data in their occu- pational programs. Second in involvement appears to be the area of promotion of occupational education with 20 per cent of the partici- pants assisting in open house, 18 per cent working with professional organizations, and 13 per cent presenting a program for promotional purposes. Program planning in cooperation with other occupational areas was third with one-fifth of the respondents working with other occupational areas to set up program objectives. Planning for inservice education was an activity in which 20 per cent of the respondents participated. However, 47 per cent indicated they had not participated in any activity involving teacher education or administration of occupational programs. 128 Less than 20 per cent of the respondents were involved in (1) Youth organizations (2) Program evaluation (3) Research and development for all occupational fields (4) Development of a total program of career information and guidance (5) Cooperation with nonpublic organizations (6) Development of instructional materials to enhance the total program of occupational education. Business/office occupations teachers generally did not differ from other occupational teachers in their involvement in the total program of occupational education. The only differences of note were: a. According to data obtained, a greater number of business/ office occupations teachers reported having performance objectives measurable in terms of student performance. A greater per cent of'business/office occupations teachers also considered that they were teaching skills for entry level jobs. Data obtained in the study seemed to indicate that business/office occupations teachers were not as involved in coordinating programs with other institutions as other occupational teachers. Those teachers who were more involved in occupational program planning and development also seemed to be more involved in community and other extracurricular activities. 129 4. A slight majority of the teachers wished to be more involved in the total program of occupational planning and development. 5. Business/office occupations teachers were like other occu- pational teachers who selected instructional materials as the topic they felt to be most important to them. Also, business/ office occupations teachers resembled other occupational teachers in their priority of second and third choices for development of a total program of career information and guidance and promotion of the total field of occupational education. 6. Research and development for all occupational fields and occupational youth organizations were of little importance not only to business/office occupations teachers but also to all occupational teachers. 7. Teachers who were involved in the total program of occupational planning and development and those who were not involved did not differ in their judgments about topics for inservice teacher education. Recommendations A purpose of this study was to make recommendations for inservice teacher education which would help occupational teachers increase their involvement in planning and development of occupational programs. The recommendations made here are based on data obtained from the survey and a review of the literature. Assuming the need for teacher involvement in program planning and development as set forth 130 by the Policies Commission for Business and Economic Education, these recommendations are submitted for consideration in planning programs of inservice education for occupational teachers of the Genesee Intermediate School District. 1. In view of the minimal involvement of the occupational teachers in the total program of occupational education as evidenced by this study, procedures should be set up to provide inservice education for all occupational teachers including business/ office occupations teachers specifically directed to program planning and development competencies. Occupational teachers have similar needs for inservice edu- cation, as shown by the data obtained in this study, and inservice programs should be planned for all occupational teachers rather than for each occupational area individually. Activities of interest to the specialized occupational areas and grade levels should be scheduled to take place within the total plan for inservice. To avoid duplication of programs and to provide the teacher with a broader prospective of the community at large, as noted in Chapter II, the Intermediate School District working with the administration of each of the school systems within the district should be the agency to coordinate and provide support for inservice education programs for occupational teachers. Each school participating should contribute its share of the cost. An executive (steering) committee of teachers working with the teachers they represent, the administrators of participating 7. 131 schools, and the Intermediate District should be charged with planning and directing the inservice programs. An inservice education committee composed of interested teachers representing teachers from participating schools should be formed. Each member of the committee should be responsible for communicating with the teachers he represents bringing their desires to the committee and keeping them informed of action taken. This committee should be set up so that each representative on the committee would serve for a period of more than one year, possibly three years, with terms of service to end at alternating intervals so that several members would always have been involved in the plans made the previous year. A long range plan of three to five years for inservice edu- cation should be set up. This plan should be a framework with specific details to be worked out each year so that current interests and needs as well as future needs could be met. An ongoing type of evaluation system should be developed for the inservice programs. This evaluation system should be the responsibility of the teachers making up the committee with recommendations from the administration of the participating schools and the Genesee Intermediate School District. A variety of types of inservice activities should be employed with tepics under consideration to determine the activities to be used. Activities could range from individual community projects to large group conference meetings in other cities. 10. 11. 12. 132 The design of inservice programs should vary utilizing the organization that is best suited to the topic being considered. Some activities could be on official inservice days, others may be in the evening or during the summer months possibly for university credit, others may take place in the community. Since time is an important factor for the teacher, consideration must be given to the desires of the teachers in the scheduling of programs. Specific days should be designated for inservice programs county wide as part of the regular schedule of the teachers coordinated through the Intermediate school District. A reward system for teachers who participate in inservice programs which are not part of their regular teaching schedule should be set up. Preferably increment pay for salary increases should be allowed by the school Systems for partici- pation in inservice programs which do not provide university credit. As indicated by this study, teachers have varying desires for topic areas for inservice. The topics receiving the greater interest of the teachers surveyed in this study could serve as a basis from which to select topic areas initially, and a survey should be made by the committee each year so that inservice plans would represent current desires and needs of the teachers. 133 The recommendations made here provide a basis for planning and setting up an ongoing inservice program for the occupational teachers of the Genesee Intermediate School District. This study was limited to the teachers and their opinions about their needs for inservice. Since opinions are naturally based on knowledges about the topic areas, consideration should be given to providing the teachers with more information on some of the components of occupational education planning and development with which they have previously not been involved to any great extent. Additional research in the area of inservice education for the teachers of the Genesee Intermediate School District could include opinions and recommendations of administrators, instructional staff, counselors, and other teachers. These opinions and recommendations could be brought before the occupational teachers for consideration in their planning for inservice programs. BIBLIOGRAPHY .ILIIIIID'I! uam BIBLIOGRAPHY American Association of SChool Administrators. Inservice Education for School Administration. A report of the Commission on Inservice Education for School Administration, Washington, D.C.: American Association of school Administrators, 1963. School District Organization. Washington, D.C.: American Association bf;School Administrators, 1958. Baker, Robert L. Educational Innovation: Research and Evaluation ‘Iechnioues. A report prepared by the Southwest Regional Education Laboratory for the U.S. Department of Health, Edu- cation, and Welfare, Office of Education, No. OEG-l-7- 0706674-3531. Inglewood, Calif.: Southwest Regional Education Laboratory, 1969. Borg, Walter R. Educational Research An Introduction. New York: David McKay Company, Inc., 1963. Brantner, S. T. Trade and Technical Teacopr's Opinions oo_lnservice Education. A report prepared by The Pennsylvania State Uni- versity. University Park: The Pennsylvania State University, 1964. Bush, Robert N. "Curriculum-Proof Teachers." lrproviogrlnservice Education: Proposals and Procedures for Chaugp, Edited by Louis J. Rubin. Boston, Mass.: Allyn and Bacon, Inc., 1971, pp. 37-70. Comras, Jan, and Masterman, Robert. "A Rationale for Comprehensive Inservice Programs." The Clearing House, 46:424-426, March, 1972. Corey, Stephen M. "Introduction." In-Service Education for Teachers, Supervisors and Administrators. The Fifty-Sixth Yearbook off’ the National Society for the Study of Education, Part 1. Chicago, Ill.: The University of Chicago Press, 1957. 134 135 Cory, N. Durward. "Incentives Used in Motivating Professional Growth of Teachers." The North Central Association Quarterly, 27:387-409, April, 1953. Cotrell, Calvin J., and others. Model Curricula for Vocational and Technical Teacher Education: Roport No.1, Pehfbrmance Roouirements for Teachers, Final Report. A report prepared by the Centerfifor Research and Leadership Development in Vocational and Technical Education, The Ohio State University, sponsored by the U.S. Office of Education, No. OEG-3-7-000158-2037. Columbus, Ohio: The Ohio State University, December, 1971. Dale, Edgar, and others. The Development of a Packa ed Pro ram Desigued to Enable Teachers to Carry on The1r In- Serv1ce Audio-Visual Education. A report prepared by the Ohio State University, Research Foundation, sponsored by the U. S. Office of Education, Contract No. OE 3-16-035. Columbus, Ohio: The Ohio State University, 1965. Denemark, George W., and MacDonald, James B. "Preservice and In-Service Education of Teachers." Review of Educational Research, 37:233-247, June, 1967. Doherty, Victor W. "The Carnegie Professional Growth Program: An Experiment in the Inservice Education of Teachers." The Journal of Teacher Education, 18:261-268 (Fall, 1967). Downie, N. M., and Heath, R. W. Basic Statistical Methods. New York: Harper and Row, Publishers, 1965. Dunn, Rita Stafford. "Process Dynamics for Teacher Involvement in Inservice Programs." Audiovisual Instruction, 15:92-94 (May, 1970). Ebel, Robert L., ed. Enoyclopedia of Educational Research. Fourth Edition. A Project ofgthe American Educational Research Association. Toronto, Ontario: The MacMillan Co. , 1969. Edmonds, Fred; Ogletree, James R.; and Wear, Pat W. "In-Service Teacher Education: Crucial Process in Educational Change." Bulletin of the Bureau of School Service. College of Edu- cation, University of Kentucky, Volume 39, September, 1966. Elzey, Freeman F. A First Reader in Statistics. Belmont, Calif.: Brooks/Cole Publishingl Co., Inc., 1968. Ferns, GeorgeW . Michigan' 5 Vocational- Technical Education Personnel Development Needs, 1971-1975. A report sponsored by Vocational- Technical Teacher Education Contact Person, State Supported Universities, and Vocational Education and Career Development Services, Department of Education, State of Michigan. Lansing: State of Michigan, Department of Education, November, 1971. 136 Filep, Robert, Miller, Gary R. .; and Horton, George A. ,Jr. A New Model for Inservice Training:__A Report of a Survey of Thirteen Counties in Northern California. Sponsorediby the Department of Education, State of California. El Segundo, Calif.: Institute for Educational Development, 1971. Genesee Intermediate School District Statistical Information. Board of_Education, Genesee Intermediate School District, 1971, p. 1. GilChrist, Robert S.; Fielstra, Clarence; and Davis, Anna L. "Organi- zation of Programs of In- Service Education. " In- Service Education for Teachers,:§upervisors, and Administrators. The Fifty- Sixth Yearbook of the National Societyfor the Study of Education, Part 1. Chicago, Ill. The University of Chicago Press, 1957, pp. 285-310. Good, Carter V., ed. Dictionary of Education. New York: McGraw-Hill Book Company, 1945. , and Scates, Douglas E. Methods of ResearCh. New York: Appleton-Century-Crofts, Inc., 1954. Goodlad, John I. "The Consultant and In- Service Teacher Education. " In-Service“ Education for Teachers, Supervisors, and Adminis- trators. The Fifty-Sixth Yearbook of the Nat1onal Society for the Study of Education, Part I. Chicago, Ill. The University of Chicago Press, 1957, pp. 174- 193. Harris, Ben M.; Bessent, Wailand; and McIntyre, Kenneth E. In- Service Education: A Guide to Better Practice. Englewood Cl1ffs,N .: Prentice-Hall, Inc., 1969. Hass, G. Glen. "In-Service Education Today." In-Service Education for Teachers, Sgpervisors, and Administrators. e Fi ty-S1xt Yearbook of the National Society for the Study of Education, Part 1. Chicago, Ill.: The University of Chicago Press, 1957, pp. 13-34. Hays, William L. Statistics. New York: Holt, Rinehart and Winston, 1963. Herrick, Virgil E. "The Evaluation of Change in Programs of In-Service Education." In-Service Education for Teachers, Su' rvisors, and Administrators. The Fifty-Sixth Yearbook Of;the National Society for the Study of Education, Part I. Chicago, Ill.: The University of Chicago Press, 1957, pp. 311-338. "How to Improve Your In-Service Training." School Management, 13:6 (August, 1969). fil.lm mm.” In; .A u ‘. .II‘ lull III II: ill ' i 137 Inservice Trainingof Secondary School Counselors: A Study of Techniques. A Research Project of the Counseling Center, Rosenberg Foundation Grant. Berkley, Calif.: The University of California, 1951. Jackson, Philip W. "Old Dogs and New Tricks: Observations on the Continuing Education of Teachers." Improving In-Service Education: Prpposals and Procedures for Chapggs Edited by Louis J. Rubin. Boston, Mass.: Allyn and Bacon, Inc., 1971, pp. 19-36. Kaz, Sidney Erwin. "An Analysis of Teacher In-Service Education in an Urban School System." Unpublished Doctor's dissertation, Columbia University, 1971. Kilpatrick, Gordon. In-Service Education With Recommendations Concerning_1ts Implementation in Americgp Junior Colleges. A report prepared by the University of California. Los Angeles, Calif.: University of California, 1967. Kinnick, B. Jo. "The Teadhers and the In-Service Education Program." In-Service Education fbr TeaChers, Supervisors, and Adminis- trators. The Fifty-Sixth Yearbook of the National Society for the Study of Education, Part I. Chicago, Ill.: The University of Chicago Press, 1957. Knoll, Peter F., and Stephens, John F. Inservice Training for yocational Teachers in Utah. A report prepared by the Utah Research Coordinating Unit for Vocational and Technical Education for the U.S. Office of Education, Grant No. OEG-4-7- 063046-1612. Salt Lake City, Utah: Utah Department of Edu- cation, 1968. Lee, Gordon C. "The Changing Role of the Teacher." The Chan in American School. The Sixty-Fifth Yearbook of the National Society for the Study of Education, Part II. Chicago, Ill.: The University of Chicago Press, 1966. Lewis, Arthur J. "The Role of the Administrator in In-Service Edu- cation." In-Service Education for Teachers Supervisors, and Administrators. The Fifty-Sixth Yearbook of the National Societyfor the Study of Education, Part 1. Chicago, Ill.: The University of Chicago Press, 1957. Lippit, Ronald, and Fox, Robert. "Development and Maintenance of Classroom Learning." Improving Inservice Education: Proposals and Procedures for Chapgg. Edited by Louis J. Rubin. Boston, Mass.: Allyn and Bacon, Inc., 1971, pp. 133-170. 138 Meyer, Warren G. Pilot TrainingProject, Based on Directed Occupational Experience for Teachers of Marketing_and Distribution. A report prepared by the University of Minnesota, College of Education, for the U. S. Office of Education, No. OEG- 3- 6- 061594-0680. Minneapolis, Minn.: University of Minnesota, June 30, 1967. Mitchell, James R. "The Workshop as an In— Service Education Procedure." The North Central Association Quarterly, 28: 421- 457 (April, 1954). Moffitt, John Clifford. In-Service Education for Teachers. Washington, D.C.: The Center for Applied Research in Education, Inc., 1963. Monahan, William G. Plannin and Develo in Inservice Education. A report prepared by tge Iowa Center for Research in School Administration. Iowa City: The University of Iowa, 1970. Morgan, Don L. "Individualization in In-Service." Pennsylvania School Journal, 119:265-267 (April, 1971). National Commission on Teadher Education and Professional Standards. The Teachin Profession Grows In Service. Washington, D.C.: Nat1ona1 Education Association, 1949. National Education Association. Inservice Education of Teachers. Research Summary 1966-71. Washington, D.C.: National Education Association, Research Division, 1966. 1970 Census of Population General Social and Economic Characteristics. United States Department of Commerce, Bureau ofithe Census, Population Division, April, 1972, p. Michigan 24- 341. 1970 Census of ngulation,pNumber of Inhabitants, Michigan. United States Department of*Commerce, Bureau ofithe Census, Population Division, July, 1971, pp. Michigan 24- 19, 77. O'Hanlon, James, and Witters, Lee A. Breakthro_g__(No. Z)--Inservice Education for All Schools. A report prepared by the Department 3T;Education,1 State ongebraska. Lincoln: Nebraska State Department of Education, September, 1967. Organizing Centers for Inservice Education in Individualizing_ Instruction and Leggning, Washington, D.C.: District of Columbia Teachers College, December, 1967. Parker, J. Cecil. "Guidelines for In-Service Education. " In- Service Education for Teachers, Supgrvisors, and Administrators. The Fift -Sixth Yearbook ofrthe National Societyffbr the Study of Education, Part I. Chicago, Ill. The University of Chicago Press, 1957, pp. 103-128. g" “‘I."!1 139 Policies Commission for Business and Economic Education. "This We Believe About the Expanding Leadership and Planning Role of Business Educators in Developing a Total Vocational Program in Cooperation with Other Vocational Educators and General Educators." Business Education Forum, 25:8,9 (April, 1971). Prall, Charles E., and CuShman, C. Leslie. Teacher Education In Service. Washington, D.C.: American Council on Education, 1944. Reed, Jack C., and Wright, Lucille E. In-Service Education of Office Occupations Teacher-Coordinators. A report prepared by the Department of Business and Business Education, University of Northern Iowa, fer the U.S. Office of Education, OEG-3-7- 070542-2968. Cedar Falls, Iowa: University of Northern Iowa, April, 1968. "Release of Classroom Teachers for Inservice Training." ERS Information Aid, No. 2. A report prepared by the Educational Research Service, operated jointly by the American Association of School Administrators and the Research Division of the National Education Association. Washington, D.C.: Educational Research Service, December, 1969. Richey, Herman G. "Growth of the Modern Conception of In-Service Education." In-Service Education for Teachers, Supervisors, and Administrators. The Fifty-Sixth Yearbook of the National Society for the Study of Education, Part I. Chicago, Ill.: University of Chicago Press, 1957, pp. 35-66. Rubin, Louis J. "Teacher Growth in Perspective." I rovin In-Service Education: Proposals and_Procedures for Change. 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Hflugfldfliaz APPENDICES "ilbnl >na APPENDIX A STATEMENT BY POLICIES COMMISSION FOR BUSINESS AND ECONOMIC EDUCATION APPENDIX A STATEMENT BY POLICIES CMISSION FOR BUSINESS AND economc EDUCATICN A Statement by the Policies Commission for Business and Economic Education THIS WE BELIEVE ABOUT THE EXPANDING lEADERSHIP AND PLANNING ROLE OF BUSINESS EDUCATORS IN DEVELOPING A TOTAL VOCATIONAL PROGRAM IN COOPERATION WITH OTHER VOCATIONAL EDUCATORS AND GENERAL EDUCATORS Historically business education came into existence to provide occupational and career education. Increasingly it has attempted to meet the career needs and economic understanding needs of individuals and in turn meet the needs of the nation. Business education has a major responsibility to complement other fields of occupational education in serving the needs of society. It also has a responsibility to assist general educators in developing ways to help children and youth explore the world of work. The major responsibilities are set forth in this policy statement, along with suggested strategies for meeting them. Specifically, we believe that business educators should: RESPONSIBILITY 1: Discover and analyze the manpower needs and employment status of the nation's work force. Strategies: a. Establishing local and state advisory committees b. Discovering occupational trends c. Making occupational surveys such as follow-up studies of students, job analyses, and job performance studies d. C00perating with government agencies concerned with labor and anti-poverty programs. RESPONSIBILITY 2: Plan programs in cooperation with educational personnel concerned with agriculture, distri- bution, home economics. trade and industry, health. technical, and newly emerging occupations. Strategies: a. Developing behavioral objectives common to all employment b. Developing behavioral objectives unique to the various types of employment , c. Organizing instructional patterns to facilitate the achievement of the behavioral objectives (1. Establishing program priorities. RESPONSIBILITY 3: Participate in providing common experiences for vocational students through a group of coordinated youth organizations or a united organization. Strategies: a. Developing common objectives for vocational youth organizations b. Conducting joint meetings for all vocational youth organization groups. RESPONSIBILITY 4: Participate in planning common programs of teacher education. Strategies: a. Developing a core of courses or experiences common to all prospective teachers b. Developing a core of courses or experiences unique to all prospective vocational teachers c. Coordinating rte-dads for business teacher certifica- tion. RESPONSIBILITY 5: Participate in the development of a common program of administration and supervision of vocational education. Strategies: a. Coordinating standards for program accreditation b. Developing a common systems approach for program planning and budgeting c. Planning a total program of leadership and staff development. RESPONSIBILITY 6: Participate in the assessment and evaluation of a total vocational education program. Strategies: a. Developing standard instruments for evaluating all vocational programs b. Developing standard instruments for assessing student performance. RESPONSIBILITY 7: Join other vocational services in promoting interests of the total field of vocational educa- tion. Strategies: a. Working through local, state, and national advisory councils b. Working through common professional associations. RESPONSIBILITY 8: Participate with other vocational fields in educational research and development. Strategies: a. Cosponsoring cross-disciplinary research b. Cosponsoring cross-disciplinary publications and dissemination of research findings c. Developing procedures for gaining adoption and diffusion of innovations d. Implemeniing and following up research findings. RESPONSIBILITY 9: Assist in planning a total program of career information and guidance. Strategies: a. Cosponsoring the development of a career-oriented curriculum (K-12) b. Coordinating the collection and publication of occupational information and the dissemination of it to guidance counselors and other educational per- sonnel. RESPONSIBILITY 10: Cooperate with educational per- sonnel in the private sector—schools, industry. and non- public organizations. Strategies: a. Identifying educational efforts of the private sector b. Assisting in the implementation of appropriate educa~ tional programs of all kinds c. Coordinating the ehcetienal efforts of public and private agendas. 141 142 RESPONSIBILITY ll: Assist in developing effective instructional media and materials to enhance the total vocational program. Strategies: a. Participating in the development of educational materials, media, and systems for all vocational fields b. Assisting in the collection of performance data for such materials, media, and systems. IMPLEMENTATION OF POLICIES STATEMENTS The Policies Commission for Business and Economic Education is sponsored jointly by the National Business Education Association and Delta Pi Epsilon. The Com- mission was organized in 1959 to bring about a better understanding of what constitutes business and economic education and to render assistance to those who are concerned with the total education of young peeple. In its task of determining the purposes of business and economic education. the Commission from time to time releases statements of proposed policies regarding programs in business and economic education. The Commission is also charged with the responsibility of redefining the important role of business and economic education in the total educational program and of developing recommenda- tions for achieving that goal. The effectiveness of any policy statement depends primarily upon the extent of its implementation at the local, state, and national levels. LOCAL City supervisors, heads of departments, and classroom business radius should become thoroughly conversant with the stated policy. Local business education leaders should review with the appropriate school administrators the policy statement as it applies to their program. Local advisory committees for business education should be made aware of the statement from the Policies Commission. Business educators should review the content of the policy statement with student personnel and guidance staff and should present a resume of the key points to the local board of education. STATE State association leaders in business education, including regional and district representatives, should be familiar with the content of the policy statement. State leaders of business education. including the state supervisor of busi- ness education, should "eview the policy statement with the chief state education officer and the state director of vocau'onai education. State business education leaders should also review the policy statement with the state advis0ry committee for vocational education and should assume the responsibility for presenting it to the education committee within the state legislature. NATIONAL National professional business education organizations should distribute copies of the policy statement to their membership. The national offices of the sponsoring organi- zations should distribute copies of the policy statement to key personnel in related professional groups such as American Management Association, Administrative Manage- ment Society, American Association of Collegiate Schools of Business, National Secretaries Association, United Busi- ness Schools Association, and others. APPENDIX B QUESTIONNAIRE 143 INFORMATION FORM PIeaeeproridethefollow'uiginfor-etionaboutyoureelf. Sen MO. Whatis our ' _‘rmE" reqonn'biity? ____:Cr> coorrfinaton’teechc _Nei r of the above lfNEl'l‘HERoftheabore, retrantb'ngneaoondre' unanswered in the Men‘s” H ffull- ‘ ' have M" 13217334. mam?“ W ’°" lnwhattypeofechoolareyounow ' ? —Mid¢le school or junior huh —--—Higb school or senior his mind ————Aru vocationd education center —--0thu (specify) Bowmanynudentsattendtheechool'urwhicbyouwe ——-—'o. 999 --— L500 - 1.999 —--- Lilli - L499 —-—-—-2,M - 0" Howrnnyeeniorh'gheehoolahyouraehoolm! Hemmthefolowhigqucdio-whichdedwitbyourholvuentindretotal IocalleveLTheter-rn tionaleducatiouuueedinthh lid includeecareerorientation. exploration. udjobprepcetiou PROGRAM DEVELOPMENT AND COOPERATION BETWEEN OCCUPATIONAL AREAS How is employment information regarding neat-of btained f ’ $353..“ ° ? amnmm'r“ ----- Amen-linear of employers -—--—U. S. Department of Labor reports -—--4tate c ment reports —--—Locd mo, -—-—-—-l"ollow-up ml 'ahatee of your school ——-———Vin'tationa to employers h the “unity —-—-—-0ther ( ify‘ ——-—lnforrnaq;icn not utiinod Doyouteachany ' orhcationclmeawhieh povide ecguin'tion of Ileforentry loreljoba? —-—-- o -—-— ea lfYES,do ouhavewrittenohjectivesfor atuderntsforflhevariouatypeeofeqhyfiior fife," 5533’. lfYES.doyoucouddertheaeobjectiveetobe meansrableinternrsoprerfor-ance? -———- as Do occupanonal' education pregame in our school have written objectives wln'ch are common toydl employ-cut? -—-—-No —--—No ---— or “YES, a. Haveyouworkedwitheearhereinoccupationd areaeotherthanyourownwithinyourechoolto ectuptheeecornrnonobjectivee? —No -----—Yea b. Have ouworkedwithteacheruinoccupational muzdserfianyourown‘ within yourechooleyste-toeetn o I —No -——-- ea Haveyou " direc ineetthg anew occupabonal' WWhyogyM“ qw— hthepaettln'eeye-s? —-—N If YES, what w- your role? Did ouworhwithteacherafnrnoccupahond' are. otheithanyourowninectgngqtbeproy-l . ---— o Selecttheoccupationdareawhichbeetdeeaibeethearea youteachand/or teach/coordinate. ture Distributive Education -----Health Occupations Education "”"iiwgi’i'iimé poo...- -———--— uarn we con —-—-—Technical Education -—-—-Trade and Industrial Occupations (include Industrial Arts) Doyouteechanoccupationdproyunforwhich theState putially reimbureeeyouraehoolfortheoperation? No —————Yea Don‘t know Do outeech hborntorylrloch-tirneoccu tiond atle’mttvroooueecmy utivecIa-periodsinlerig'dipwith memme students?“ Y - o -—-—— ea Whaththe higheatlevel ofechoolingyouhmcornpleted ea 0‘ “ “LT: th high school completion —-——:‘l‘-ligh echnool diploma ——:Bu scrotum ecllqe depee Master‘s degree ' -—--Specialiet‘a degree or “user‘s plus 30 acmeter hours —-——-—-Doctor’s -----0th« (weir? propamofoccupationdeducationatthe referetoeducationintheoccupatsonalareaslietedabove theecareu. Haveyouaae’ntedincoorinat'n'tbelearningactiviticaof anoccu tio education or tory ofyourwadtoolwithdsetofmanothererhrcam denim “hp-“impart; o If YES, indicate the type of 'nretitutioqa) with which helped coordinate your school program. (Check a many - —-——Lnn.grlhighlrnidde school ——-———-Area vocational cducationcentre ---Cornnunity/'unior college -—-—-—Pour~year or univern'ty —.—.—— ' m «we-«(mam Witfitthepaetdireeyeuahavcyou tedwiththe education and training depuunent ofany bun'neoor industry forthepurpoee ofeoordinatingyour‘utructiondprogran PROGRAM EVALUATION M l --—-- e um. by what means? education «ducted at our school? I Don'tyknow If YESh-e you involved in the evduation! ~—-- —-—-—— as If YES, on ' knee;- If evdua a. la a urination isntrunsern need for all ---——No Yes b. Isaetand-dinatrurnentueedforneeaaingrtudent orrnalsoe to determine the degree of employabflity? —-—- o —--—— or If a standard instrument '- need. a. Wereyouinvolvedindevelopiqdreinetrument for urinating vocationd ? -——--- 0 —-—-—-—Yes b. Wercyou involvedin ' theirntrument for «ducting the define on t employability’ ea ---— o ———-u—-— OVER IV. 144 mUCATlONAL MATERIALS limoretlranoneoecupetioudyouthorpu'lationex'ntsh yourechool,haveco-onh-eobjectiveebeendeveloped’ Withh the put three years, have you helpeddev --—--No ——--—Yea Don'tknow ' mater-ids. ' oreyste-ewhich beuaedballoecu tionalfielbtomeetperd ACTIVITIES “may No ——-—-—Yee Hemeehechanyoftheiollowflectiritieeitwhichyou have inasmuch, thmmwm ----- flamingos:I inservice teechrefieation pro'. for m orechool cyste- ..... 'natin‘uendarrbfa occupatioud ohcntion RESEARCH | foryourachoolqatem for . ---—- 10m Item-mel- W- M «Whflh'mmtmh "in “53"” ”ofoccupatronal' eéreatiou puttLeeye-awhrchded’awiththebroadqrectru- pIa :.fimh%%odqm. “Wmmm'y —--—- eoornrnen' iru eutofteacherebeetion ‘ ° ”"" . watemwu’u-m IfYES.h_whatwayorweye6dyoup-tie'qreeef ——--—ue.m; glad-bier certificationat ----- Noncoftheee Whatactivitieahave ouperfornedhthe three ole CAREER INFORMATION to promote the tothrowf ' "chalice? Doeeyourechodeyete-haveaplanned for "’ ”Md.” . atyornechooltopro-ote “Won-rdpid-eeform ______::.::‘M. educabzmfim. No ----- Yea --—-Don\kuow to P99" P“ . .. . .aeornmuna orechoolpoup lfYES,dd'yr=£:he7asr-dw the“ ---—Wnttenan eorpro-otioudnratwidon orientedc ' for'adaeK- . oceupationdedueatsoniorpuhlieation'maloed --—-No ----- Y. new ————-Worhed withaprofedond-oeiationhyour YOUTH ORGANIZATIONS fieidaodseroecupatioIHMOopro-ote Doyoupereoulyqroneoror ayouth “.05.: 9°“. 'fy Wfaoceupadoudm — ( ) ——--- o —-—-- ea "ygs'medwmmm or 0.. Pia-edeeeribeeomeoltheactiritiae-chnworhh «foo-.prueipnawinmkd’ud wmmfmww ou in oureehool. --...._ johtactivitrea Refiarjointactivitiea ..__Nootheryouthorphatioupreeent WouldyoulltebkathdeMK—khyoummf _..__- o —-——-—-- I lfYES,whndcyoueoaddwthe-dorobeteduwhiehheepyouhombe~minvdndl Pro-thefoilowiqfleaaeeeleetlbe mforheawieeteachererheetiou which feelwonldbeolmoet MbythymhmthfieWW-dmmm M main-imam mm'wawu numberhgthe-oatw ul-Igeeeond-cethport-taalye: . ”by mnAndyneofn-powerneeb-deqloy-eetneueofthendou‘eworhforee -——-—-—— MdeWwflofierWfidfidema-s ' otherhiitutione —-—---Oeeupetiondyouthorpn‘nationa nn-Pwddpadonoftheheehwinplanuhgpre'a-icrteaehwedueadon rmwdmmnmwdmdmflwdw muwtndufluadonofocoupetiondm -—-—-Pmotiouofthetotalfieldofoccupetioudebcatioa w-Wmuwmamm fmbudop-entofatotdmofmhformafioundguidmnefugndaK-fl “Wmmwhm-M.mmummw ---——Wrdmwwumummmmdmmm -—-—-—Nohaerviceteecherehcationneededh&orearen Other If ouwouldlieau-m-yofthefindh'ofthbetu rentto ou,pIeaseproride ahead-ding below. Themflheeo-pletedirtqp‘l’oshatelyydsraontha. your THANK YOU APPENDIX C SAMPLE COVER LETTER FOR QUESTIONNAIRE APPENDIX C SAMPLE COVER LETTER FOR QUESTIONNAIRE 508 Chamberlain Street, Apt. F Flushing, Michigan 48433 May 1, 1972 As a teadher in an occupational area or a co—op coordinator you are aware of the importance of being involved in the planning, developing and upgrading of the educational program.which you teach. As part of my dissertation at Michigan State University, I would like to make recommendations for inservice teacher education programs which would increase the involvement of the occupational teacher and co-op coordinator in Genesee County in the total program of occupational education. These recommendations will be based on a survey of all occupational teachers and coordinators in the County to determine how involved they are presently in the total occupational program and to get their suggestions for topics for inservice which they feel would help them to become more involved. I would greatly appreciate your furnishing the information needed on the enclosed form. If you wish, a summary of the findings of this study will be sent to you when the study is complete. Sincerely, Jean Peavyhouse DeWitt P.S. If you would like to contact me about the questionnaire, I can be readhed at the Genesee Area Skill Center, 238-0403. 145 APPENDIX D SAMPLE FOLLOW-UP THANK YOU/REMINDER CARD I Jul-Infilrflmaa. APPENDIX D SAMPLE FOLLOW-UP THANK YOU/ REMINDER CARD Thank you for taking the time to complete the questionnaire sent to you recently. Your experiences and suggestions for inservice will be very helpful in designing recommendations for better inservice teacher education programs for the teachers of Genesee County. Jean DeWitt PS. If you have not yet had an Opportunity to complete the form, I would appreciate very much receiving this information from you. 146 APPENDIX E SAMPLE FOLLOW-UP LETTER FOR QUESTIONNAIRE APPENDIX E SAMPLE FOLLOW-UP LETTER FOR QUESTIONNAIRE 508 Chamberlain Street, Apt. F Flushing, Michigan 48433 May 17, 1972 Recently a questionnaire was sent to you regarding inservice education for the teaChers of occupational sUbjects in Genesee County, grades 6 through 12. A high per cent of return is needed to make this study truly representative of teacher needs. Won't you please take a few minutes of your time to complete the fbrm. Another copy is enclosed for your convenience. If your response is not received by May 24, I would like to make an appointment to get your opinions and will be contacting you fer a convenient time. If you do not wish to provide the information requested, please return the questionnaire in the enclosed envelope to eliminate fhrther contacts. A note giving your reasons for not completing the form would be appreciated. Sincerely, Jean DeWitt 147 APPENDIX F SAMPLE SECOND FOLLOW-UP LETTER FOR QUESTIONNAIRE 1*!u cl may APPENDIX F SAMPLE SECOND FOLLOW-UP LETTER FOR QUESTIONNAIRE Dear Last May a c0py of the enclosed questionnaire was sent to you at School requesting information to be used as a basis for making recommendations for inservice teacher education fer the occupational teachers of Genesee County. I am aware that you received the questionnaire during one of the busiest times of your school year and perhaps did not have the time to devote to completing the form in the manner that you would like. Your response is definitely needed to make this study repre- sentative of all occupational teachers in Genesee County. Would you please take a few minutes now to complete and return this form. Your cooperation is greatly appreciated. Sincerely, 148 APPENDIX G TABLES PRESENTING INVOLVEMENT OF TEACHERS IN COMPONENTS OF OCCUPATIONAL EDUCATION PROGRAM PLANNING AND DEVELOPMENT FOR EACH OCCUPATIONAL AREA NmN ww you *mN me NNH on NwH wooH ucou pom Hmpoe on N ONH we Hv nm N». em mom Hmuok am A on wH NH «H o HN oHH mcoHuamsuoo HanumsncH\ovmwb v H w v H H H v vH coHpeosvm HmUHccooh mN m we wN mH mH oH HH mm COHumozvm ouHmmo\mmochsm 0H m mH v N v m m Ho moHaocoum 050: H m m N N H N v mcoHquSUUO :pHmo: H HH m m N m w HH coHumosvm o>HuanuumHn N v m N H N m w onspHsonm< voNHHHu: nonuo muoonmEm moumsvmno muooz manomom managed mnoonmEm poz ou we noan uses noan mo xo>u=m :oHme mcoHu moHvspm HmooH -onmEm mo moopuHseou op aon< nuomcH -muHmH> mauaoHHom oumum .uaeo.m.= xwomH>v< mcwvcommom HmcoHummsuoo mnemoumu comm op mnchommom muocomoe mo nonssz nonfisz .mawpmonm :oHuwoacm HanoHummsouo :H om: pom vmcwmpnb mH :oHumshomcH unoEXonEm 30:--.H:u oHnuh 149 150 woo me Nm wmv Non *mN wm NHm New NooH acou you Hench HON mm «H mmH No on m mmH HvH mom Hmpoh nu mN m mm on HN N we we oHH mcoHummsuoo HmwhpmsccH\ovaH N m N o o N N N vH coHumuavm Hmowcsooh vm Ne w 0N He mm mm «N mm :oHumoavm oonm0\mmoch3m em m N me v w n m me He moHEocoom 050: N N H N H m H e mcoHpamsuoo cuHmo: o v H o m HH HH :oHumusvm o>HuanNumHo H N H n H a q oasuH50HNN< uncommon mo» oz omcommom mo» oz omcommom mo» oz oz oz oz NoucmENomnom z . . o>usm ucovSum mo em90n Ho>oH once“ on wou< mayo» EH oHDNNSmmoE zwuco New ucovzum Ho>oH zuuco How mo>wuuonno couuHN3 any new mo>Huoowno mHHme ovH>oum sown: mcwwmmmmom HmcoHuemuouo unoz novacoo :ox oo couanz o>m: sex on mommmHo some» so» on mcoHumosd mcHonHom op mchaommom muonumoh mo Hopesz .ucoeongEm you cowpmwemoum :H cosmeuomwom ucovsum mom mo>Hpoomno HaNoH>esom vomoHo>oo o>mz on: muonuwobuu.Nnu oHnwh HI ”filmiH 151 Nov *NH *mm wNm «HN NNN NVH Nam wwv NooH ucou Hem Hench wvH mm ONH omH we mm me vHH ovH mom Hench om mH me mm oN mm HH mm on oHH mcofiumm:uoo Hmwupmsv:H\ovaH N N N e m m N v «H eoHpmosem H8253 Nv NH ow Ne wN VN m we on ma :oHumosum oofimm0\mmo:Hmsm ow m 0H NV 0 mH NN «H mN Ho moNeocoom 050: H H N H H N H N H v mcoHpmmsuoo nuHmoz m H N v N m H m m HH :oHumosvm 233238 H N N. H m H v 333022 omzozmom mo» oz uncommom no» 02 unmanned mo» 02 oz oz oz Nmo>Huoonno omen» a: new on Nmo>Hp00nno NucoeonmEo zo>ws Eoumxm Hoogom 9:0» coEEoo omega a: wow HHm o» coeeoo o m moon :H mHoosum Macao :H on Hoonum 930% :H mo>Huoonno copuns waN cwmmo m H emsoo mmouw Hmcowummzooo macaw HmcoHummsooo o>mn Hoogum unox wmnezz m H no.9 o Nospo mo muonuwop :qu voxhoz so; o>mm Nocpo mo muonowou nqu woxpo: so» o>wm :H mamuwoum cowpao taco Hmnowuambooo on m:0Humo:a ucHonHom on mcchommoa muogoeop mo nonasz .ucoeonnEm HH< op cosEou mo>Hpoonpo Haon>mnom mchoHo>oa cw woummHoHunmm o>wz on: mwocomoeuu.m-u oHnmN imH.wUu3u 152 New *NH *Nm NN Hm *No wooH ucou you Hmuob HvH Hm HHH ON mm wwH mom Hence av NN an N Hm NN oHH mcoHuagsuoo HmHuumSch\ovmuN N m e H m w «H :oHumosvm HmoHcsooN Nv mH mm m mm mo mm coHumoacm oonmo\mmoch:m cm 0 HN m mH mm Ho moHEocoum mac: n H v v mcoHummdouo nuno: m N o o m HH :oHumosvm o>Hu=nHupmHo H N H m H v ousuHsoHum< omcommom we» oz omcoamom mo» oz 02 oz Nsenmonm so: can Nmuwmz oops» amen on» :H Eoumxm Nowasm a a: mcHuuom :H :30 use» gasp Hoosom no Hoocom usoz :H Ewnwowm ch cwmmo ecoHoMMSoo Nonuo macaw HmcoHummsooo Scum HmcoHuNQSooo so: a as wcHuuom :H wwnesz m H .u o «Nogumop HHH: HNoz so» eHo szooNHw woummHoHuhma so» o>wm meoHHmosa NeHonHom on a ow mcanommoa muonoaoh mo woneaz OHMQII.VIG GHANP IIIII\.|‘ .meaumoum Hm=0Mpm @30 DO 302 M :HmoHo>oo cH €232. H33 pmmaooo mo nowunmwow 153 .mH pH saga eozoum once Humane Nee name on» Nana om :oHumNHnmeo cusox on» Noncomm wooumnovcs on pde uHm szou Hoonum some um «one HmcoHummzouo co>Hm a :H cowhom one NHco pupa New “mm NN wHN wm NoH NNw wooH anew Nod HNNON NmH NoH m we a Hm moN mom Hench em as H «N N o NoH oHH mcoHpmgsuuo HmHuumsecH\ovaN o o N H mH «H :oHumosvm HmoHcguoN Nv oN m mN H HH Nw mm :oHumonvm 00Hmmo\mmochsm mm mH H o m e Nm Ho mUHEocoom 0503 N N H m s mcoHpamsooo HNHaoz v N m H m m HH :oHpaoavm o>HpanupmHo N N n H s oaspHaoHNN< uncommom xocz mo» oz emcommom no» oz oz u.:oo oz NcomoHo>ov No>wsw coon me>HuuoNno uHmen on mon< coEEoo o>mn .Hoocum use» Nmucoesum Hacoprmsooo now wcHucommoa HacoHuemsouo sH mpmeo coHuaNHcmmuo case» :oHumNHnmuuo susoz a Noncommuou Nonesz HmcoHpmmsooo oco can» 0905 MH no noncomm NHHmcomuem :oz on mcoHumoso wcHonHom one ou mchcommom awesomeh mo Nonssz d .mcoHumNHcmmno :p:o> :H whosumok mo psoEo>Ho>cH--.muo oHnuN 154 *Nv NN NmH Nm NoH NON wooH ncou non Hanan veH N mm mH ow mm mom Hench Nm N mH N NH NN oHH mcoHnmmsooo HmHnnmsv:H\oemnN w v H N N vH :oHnmoswm HmUchooH mm N o m 0H NH mm coHnmosvm oonmo\mmoch=m oN N m N N HH Ho moHsoeoom 050: H m H H v mcoHnmmnooo anmo: N H m o m HH cowumusvm o>HuspanmHo N N N N v unapHsoHnw< mchomvsn Eonmzm van mancnaHm Hoonom nsox Eonmzm mannwona sanmonm now memnmonm Hoo:Um no No>ns :oHumonHnnoo coHumosuo nom nomonmmm coHumosvo Hoocom noon 0 m men amuse nonumon now nonomop mo mEopmNm HmGOHpmm:uoo um Emnmonm «an cwmmo «no «M500 mo mvnevqmpm ucosm>onmaH cOEEoo nom mwnmpcapm ooH>nomcH ww m H H» o 0:02 wchoHo>oo mchcoesooom m mannoHo>oo wcHuechnooo cm manacmHm nesz moHNH>Hno< mcHonHom on» cH mcHnmaHoHunmm mnonvmoe mo mnonEsz .voummHoHpnmm mnozomoh HacoHummsooo nngz :H meanwonm choHnNQSooo mo conH>nom5m new :oHnmnpchHEv< use :oHumoswm nonumoh on veanoa moHnH>Hpo<--.ouu oHnmN 155 NHN NH NH No Nam NmN NNN NooH «coo non Honon vHN mm on NH oHH Nm mm mom Honon mN sH NH 4 me on mm oHH mooHuamsooo HeHnumsccH\ovonh m w H H m m m vH coHnoosom Hoonanoon mo mH HH v Nm om mN mm conuoosom oonmmo\mmochsm mo N m w mN oH «H Ho monsocoom 050: H N v v v mcoHuomsooo :uHoo: m m H N m m HH :oHpooaom o>ananano N N N N v onspH:UHnm< omcommom mo» oz omconmom zocz mo» oz oz oz u.coo No>n=m NHoonom nsoz no memnmonm NHoonom on mon< HmcoHuomsooo mo coHnmsHo>o nsox no venosHo>o meanwonm mcHocommoz HmcoHnomoooo on» :H oo>Ho>cH 3oz on< :oHnoosoo HmsoHnozbooo on< nonesz mcoHnmoso mcHonHom can on mchconmoa mnoguwoe mo nonesz .Hoocom nHonh no msonmonm HocoHuombooo mo :oHumaHo>m :H vo>Ho>cH mnonuoohuu.N-o oHnmN 156 *Nm No NvH wa Nm wvH NooH ucou nod Hench omN HH Ne mmN w No mom Hanan N” m ON 3 N «H oHH 23:95.5 HmHnnmzo:H\ovmnn NH N NH N «H cannooavm Hooncnooe mm m HH em v HH om connoosom oonmmo\mmocnmsm cm H V cm m Ho monsocoom 05o: N H H N H H v chHpmm:uoo nnHoo: w m w m HH conumosom o>Hnaanano N H H N H H v onsuHaoHnm< uncommom no» oz uncommom mo» oz oz oz NHoonom nsox no meonmonm zowwnm «on now NNHHHnoonmEo accosnm NHoosom nsoz no men :oamo moonummsoo mo oonmov ocp manuosHo>o meonmonn Hoconnmmsooo mcnposHo>o wwnasz m H . 0 now namesnumcH vnopconm a mannoHo>oo an oo>Ho>cH so» one: mchoHo>ov an vo>Ho>cn sex one: now ucoesnnmcn vnmvcenm o mconumoso mcnonHom on» on monocommom mnonoooN mo nonasz .mamnwonm Hoconumo5ooo mo conuosHm>m now mucosnnnmcH onoecmnm mannoHo>oa :H vo>Ho>cH mnozomoNu-.w-u oHnmn 157 *1 NN NwH «w NmH NmN NooH ncou noa Hwnon NN om vN ow ow non Hench m NH m mH mm oHH mcoHoaasuuo HoHnnmso:H\oomnN N v H m N «H coHuoozom HuoHcguon N NH 0 oH mN mm conumonom oonwwo\mmo:Hmam 0 OH N N w Ho moneocoom 050: N N N n v muonuomsouo :uHoom H o m o m HH coHpoosom o>Huannann H N N N N s onapH=UHnN< conumosom Hmconuomsooo coHnooHHnbo now mzoz nocuo onoeonm on HmHnouoz conumoscm No>n=m cH coHumosom conumNncmmno HmcoHnoEonm Hmconummbooo omso: mono on mon< HocoHuNQSUoo Hmconmmowonm wo oHonnn< co eonmonm an wcHocommom Hoconuemzuoo vapoEonm zqu ooxnoz no savanna woncomonm oonmnmm< nonesz moHuH>Huo< mcnonHom can an oo>Ho>cH mnonomon wo nonesz .conumosom Hmconuombooo wo emnmonm Hence 0:» oposonm on moHuH>Huo< :H wo>Ho>aH mnonooohuu.muu oHnmN 158 Nm NmH NHw NooH ucou nod Hooch oH ow NVN mom Hench m 0H mm oHH mconuomsooo Honnumso:H\ooonn m m vH :oHuoosvm HmoHanooN N mH ow mm =0Huoosvm oonwwo\mmo=Hm:m m N Hm Ho monaocoom 050: H n v mconnNQSooo :uHoo: H m N HH connmuswm o>HuannumHa v v onauHsanu< uncommom no» oz oz Nconnoosno Nowwam oon< Hoconnoqsooo wo ennuoomm omonn opp nun: mHooo gong: mnooz conga anon on» maHnso noomonm nonoomon a CH venomHoHnnom so» o>om mcwwmmmmom Hmconnmmbooo connmoso mcnonHom on» on monocommom mnonooon wo nonssz .connooaom Hononuomsooo wo sonmonm Henon can now nonoomom :H mcnnmmnununmo mnoguooN-n.oHuu oHnuH Impliilllloh— 159 woo NN Nmm Nm NmN Nan NNm NooH pcou non Honon omH NN HoH «H mN oHH mm mom Hench Ho HH mm m Hm me Hm oHH mcoHomooouo HmnnnmavcH\oomnN oH v m m o «H connoosnm Hooncsoon co m on m NN Nm Nm mm connmosom oonwwo\mmocnmsm mm H NN N oH NN oH Ho monsoooom 08o: H m N N w mcoHumasooo :nHoo: N v H H m 0 HH conuoosom o>nn=pnnnmno m H N N v onspHsoHnN< omcommom mow oz omcommom 30:: no» oz 02 OZ HHGOQ No>n=m NEoumNm NNan on mon< Hoonom nsoz now esHsoHnnso now cocoonsm one :oHnoenowcH monocommom Hmconummsooo couconno noonmo opp noonoo now Eonmonm ooccmHm nonssz NewccoHn an oumaHoHpnom so» one o o>mn Eonmzm Hoonom nsoz moon muonnmoso mcHonHom on» on monocommom mnosooon wo nonEsz .NH-x oocoonsu one conumenowcH noonou now meanwonm mcnccon an oo>Ho>cH mnozuooNa-.HHuo oHnuN 160 NH NH NV Nm NN NO NO Nv NON NON NOOH ucou non Hmpon v o HH OH HN ON NN HH HO HmN mom Hmuon H N O v NH N HH N NN mm oHH mcoHpmmsooo Hannnm3O:H\oOmnN H H m H H H O OH NH :oHumosOm Hooncnooh N N N n m H N NH mm mm :oHnmosvm ounwO\mmo:Hmsm H v O O HH vv HO moHanoom 050: N m H v moonuomsooo :uHmom H N N m H O m HH conumosvm o>Hu=ananO H H H N H N m H v onansoHnm< nosuo Hoonom omoHHou omoHHou noncou Hoozom :mH: omcommom mo> oz ono>Hnm noo» .EEoo Hocowu HNH: noncsw oz -nsom sooo> oon< NcoHusanmcn Hmconumosco nognoco sun: Hoonom nsoz No>n3m .Hoozom an eonmona Hoconuom on oon< nsoz an Eonmonm Hmconummsooo co Ooumcwvnooo o>on :oN onnz gun: HmvcoHuapHumcn wo oak» can ouooHOcH .3000 no wannocHOnooo an Ooumnmmm so» o>mm mcoHumoDO mcnonHom can on mcnvcommom mnonomoh wo noneaz ucnvcommom Hmconuozbooo nonesz .mconusnnumcH HonoHuoosvm nonno gqu maonmonm Ooumcnvnoou o>mz on: mnogooon--.NH-O oHnun ma] 161 NN NmH Now NOOH pcou non Houon ON ON MVN mom Honon O OH HO OHH mcoHummsooo HannumsO:H\ocmnN m O OH conuoosvm Hmonccooh e O mm mm :oHnmosOm oonwo\mmo:Hm:m NH O mo HO moHEocoom mac: n H v moonummaooo nuHoo: v N HH cannmosvm o>HuspHnumHO m H v onapHaoHnm< uncommom oz mo» 02 Nsmnwonm muncnmnn nnonu can: Nownsm «on eonwonm HmcoHuosnumcH nsoz mawumcwvnoou wo omomnsm on» now won cwmmo o «Whoa annmsvcH no mmocnmsn Nam wo unmannmmow wcwchnn Ono :oHpmosco wwnssz m H gown 0 any saw: Ooumnomooo so» o>ms mnmoz conga nmmm onn annunz connmoso mcHsoHHom can on manncommom mnogooon wo noneaz . znumHHHoHHH no mmocwmnm :H maonmonm mcncnmnn nun: memnmonm HonoHnNOSooo Oopocnwnooo o>m: on: mnonomoeun.mH-O oHOmN 162 H a- NO NvH NOO NOOH ncou non HOHOH OH NO HON mom Hench m HN Ow OHH moonpomsooo HannpmoocHNoemnn H mH vH connoosvm Hmowcnoon O NH ON OO connoosvm oonwO\mmo:Hm:m m N Ov HO moHEocoum 050: H n v mconummsooo nnHoo: H H O HH coHnmosum o>HnSOHnanO v v unaquoHnw< omcoamom oz mo» oz Nncovsnm No>nsm can we mOoon ncoeonmEo Honocom woos on mOHon Hmconpmmnooo on mon< HHo an Oom: on OHsoo cons: mEonmNm no .oHOoE .mHonnonoa wcncconmoz Hoconnomzooo HocoHumosco moHo>oO OomHon so» o>mn mnmoz oonnn anon on» :H:NH3 nonesz connmoso mcnonHom opp on wcnwcommom mnonom0N wo nonesz .coHnmosum HeconuoOSUoo wo Ewnmonm Honoh on» oonmncm on mHaHnonmz HmcoHnosnumcH mcwmoHo>oo an Oo>Ho>cH mnonuoohun.¢Huo oHpmN 163 NO NNm en NOOH ncoo noO Honon NN NNH OOH mom Hench O OO Om OHH mconpogaooo HownumsO:H\ovonN H N O OH connoosum Hoowcgoon N Om Om OO nonnoosvm oonwO\mmo:Hmsm OH NN «N HO monsocoom 05o: v v mconuomsooo :uHmom H O H HH noHumosvm o>HnaanumHO m H v onspHaoHnm< uncommom oz mo» oz zo>nsm Nona 3o: now can» .NHux .cowuoosvo Hmconuomnooo on mon< wo eunuonm Hmuon on» an Oo>Ho>cH once on on oxHH so» OHsoz manvcoamom HocoHuomsooo nonesz coHnmoso mcnonHow on» on mcnvconmoz mnonoaoh wo noassz .coHnausvm HonoHHMOSUoO wo Eunwonm Hence an» :H ucoso>Ho>cH onoz Newcneocou mnosoooh wo monHmoOuu.mHuu oHnuN APPENDIX H TABLES PRESENTING DETAILS OF INSERVICE TOPICS BY OCCUPATIONAL AREA OF TEACHER .oono HmcoHnmmzooo Home wo mnonooou Hmconummsooo Np connmozvo ooH>nomcw now annoy o no ooqmunoOEH on mcnvnooom Ooxcoma NOOH NOm NN Nv NH NN NN NH NN NO NO NN NNH Hmuon wo anew non NON OOH O NH N O N m N OH OH HN ON Hanan OHH HO H m N v N N m w H O OH mconnomsooo Hownnm=O:H\oOmnn «H O H H H N N :oHuoosvm Hooncnoon 8 HN H. N N N H H. N N NH 233958 oonwwo\mmo:Hmsm HO ON N H H N N n O moHaocoum 05o: v N N mconanSooO nuHmo: HH O H H H N conumosvm o>Hu=ananO v m H onnnHaoHnm< Hanan omcmmNom HH oH m N N O N N N N H aun< HanoHpumsooo m.oonou xnoz m.:onuoz can wo manonm ncoENoHOEm Ono mvooz nozomcuz wo mHmNHmcnoN:H now owmon a mo oocmunomEH on wcwvnoooa Ooxcmmm NOOH Nvm NO NN NN Nv NN NN Nn NO NN NOH NO Hanan wo unou noO NON NOH m N HH m N OH OH ON ON ON Hauoh oHH ON N N H. N N H. N N HH N 233938 HannuNOO:H\oOonN OH OH H H H H :oHuouavm Hmochooh NN NN N N N N N N O N N N 233988 oonwwo\mmo:Hm=m HO mm H N N N v N O N moweocoom 05o: v H H H H Ncowpmmsooo anoo: HH v H H v H conuaosvm o>HunanumHO w m H onsuHsoHnm< Hmpon omcommom HH OH O m N O m e m N H o mon< HocoHuwmsooo z vH53. «.mcoHHSNHumcH nosuo can: meanmonm wo :oHuacHOnoou Ocm NOHoHN HmcoHummbuoO nonno can: :oHuonomooo :H unoEmoHo>oO cam mcncquO EmnmonO--.Nuz oHnuN Shummmhlfllnn. 166 .Oonm Hmcowuamzooo some wo mnocooop HmcoHmeaooo Np :oHumosvo ooH>noN=H now onon a ma oocmnnoOEH on Ochnooom Ooxnamm NOOH NNO NO NO NO NN NN NO NN NO NO NO Hanoh wo ucou non OOO NON OH OH HH O O O O O HH O HNnoN OHH NN O O O N O O N v O N :oHnmmsooo HmwnnmsncH\oOmnn OH O H H O H conuoosvm HaochooN NN ON N N N N H N N N N N 203N968 oonwo\mmo:Hm=O HO we N H H H H N H v v mowaoaoom 050: v v mnownmmsooo nuHmo: HH N H H H conumosvm o>HpsnwnumHO v H N H onsuHsoHnO< Hmuon omcommoa HH OH O O N O O O N H oon< Hmconnumsooo oz VENN «.mconnmNHcNOno nnso> chownmmnooo--.Onm oHOuN ILMBUqumIJu-O .monm Hmcowummsooo sumo wo mnonomop HmaoHuNQSooo Np :oHnmozvo ooH>nomcn now onon O NO oocmnnomEH op Ocnvnooom Ooxcmza 167 NOOH NOO NN NN NO NO NO NN NO NO NO NO NN HNuoN wo ucoo noO OOO OOH O N O O OH N O OH OH OH HN Hmnoe OHH OO N N N N N N H N N N N Noonpamouoo HmHnnmsucH\oOmnN OH O H H H N N H connmoswm HOoHGAUON OO OO O N O O O N O H N O N NcoHnwmaooO oonwO\mOo:Hm:O HO HO N H H O N v O N moHanoom 050: N O H Nconnmgsooo :uHao: HH O H H N H conumoscm o>HuannanO N O H onansoNnO< HH OH O O N O O O O N H , HNpoN omcommom mon< Hmcownwmaooo OZ v—flwm m.cownaoavm nozomoh now mamnmonm OchcmHO :H nogomoh onn wo conpmmwownnmmn-.vu= oHOuN 168 .Oonw HmcoHummsooo some wo mnosowou HNcoHumasooo Np cownmosvo ooH>nomcH now onou a NO oocmunomaw on OcHOnooom Ooxnmmu NOOH NNO NH NN NO NO NO NN NO NO NO NO NO HmuoN wo nzou non OOO OOH O O O OH HH N O OH HH OH NH Hmuob OHH NO N N O O O N O N O N Noonpmmoooo HOHnumzvcH\ovmnN OH O H H H O :oHnOosvm Hmowcguoh NN NN H N N N N N N OH N O N Naonpmmsuuo oonwo\mmo:Hmsm HO Ow H H H O N H H H v mowsocoom oeom N O H mcoHpamsooo :nHmo: HH O H H H H H :oHoNooum o>Hu=OHnONHO O O H onapHsoHnO< HH OH O O N O O O O N H Hanon oncoONom mon< Hmcofinmmsooo oz NOON N.:oHnmo:Om HacoHnNOSooO wo conmn>noaam Ocm :oHuanumHaHsO< wo OENnOonO wo ucoemoHo>oO on» :H nonomoe on» wo :oHumeoHunumuu.O-= oHOmH ’k‘rillmi a 169 .monm HNcoHummzooo some wo mnozowon choHuNOSooo Np coHumoavo ooH>nomcH now onou m ON oocmunoOEH on OcHOnoooN Ooxcmzm NOOH NOO NO NH NN NN NN NO NO NO NO NO NN Hanob wo ncou noO OOO ONH O O N O O O HH OH OH OH HN HONOH OHH NO N N N N H N N N N HH N 283388 HmHnuN3O:H\oOmnN OH N H H H H O coHumonum HmochooN ON ON H N H H O O O O N N 8033380 ouwwwo\mmo:Hm3O HO NO N H N H H O O O moHanoom oeoz O N H H mcoHanSooo :pHOo: HH N H N H :oHnaoOOm o>HnannanO O O H onsquoHnO< HH OH O O N O O O O N H Hmpok omcommom mon< HmcoHNNOSooo oz xcwm «.mENnOonO HmcoHummsooo wo :oHumsHO>m can ucoEmmommnomcH now oHOou a ma oocmunoOEH on OcHOnooom Ooxcmmm 170 NOOH OOO OHH OH OO HO HH o\° o\° o\° OH 2 H38. No 28 NON om Hmpoh HH mcoHnmmsooo Hmanm=O:H\ovmnN H coHumosum HmoHcguoN O NcoHnmmaooo oonwO\mNo:Hm:O O moHEocoom oao: mcoHnmmzooO suHmo: O coHumosum o>Hn=anumHO ennuHSoHnO< HOOON omcommom .HH H mon< Hmcowummbooo N.coHpNo:Om Hmconummzooo wo OHon Hmnob man wo coHnosonO--.N-: oHONH “I” .l'llzul— 171 .monm HmcoHanBooo some wo NnonoN0p choHummaouo Np :oHuOosvo moH>nON:H now onon N mm oocmpnoOEH on OcHOnoooN Ooxnmma NOOH NOO NN NO NO NN NO NN NN O NO NO NN Hanoh wo ucou non OOO OON O O O O NH N O OH NH HH O Hmpoe OHH ON N O O O O O O H O O N mcoHnmmsooO HoHnnmzvcH\ovanN OH HH H H H :oHnmozwm HmochooN NO NO H N N N O N H N N N N NcoHnmnsooO oonwo\mmoch:O HO OO H N H H N N O N H moHeocoow osoz O O H mcoHummsooo :nHNom HH N H H H H connmosvm o>HuannanO O O enuanoHnO< Hmpon omcommom HH OH O O N O O O O N H mon< choHummsooO oz xcmm «.mOHoHO HmcoHuNQSooo HHO now unoEAoHo>oO Onm Honmomom HmcoHumosvmun.Onz oHnmN 172 f u o I F F1 .hi1l_.l~‘v 9' ¢‘I n .. .Oonm HmcoHnmmaooo some wo mnogomou HOcoHpmmsouo NO :oHuOosuo ouH>n0N:H now ownon O Na oocmunoOEH op OcHOnooom Ooxcmmm NOOH NOO NH NO NH NH NN NN NO NO NO NNH NOH Hanob wo ncou non OOO OOH N H N O O N NH NH NN OO OO Hanoe OHH NO H H H H N N O OH OH NH mcoHanOooo HOHnum=O=H\oOOnN OH N N H H H N :oHumoawm HOochuoh OO OO H H H N O O O O OH OH NH NcoHnmmbooo oonwO\mmoch=O HO OO O O N HH OH moneocoom 050: O N H H mcoHumOSooo :nHNo: HH O H H H N N 533:3 333238 O N H H onzquoHnO< HmnoN omcommom HH OH O O N O O O O N H mon< HmcoHummsooo oz xcmm N.NH-x Novanu now oocasto OOO cownmenowcH noonmu wo EmnOonO Hmnoh m wo acoEOoHo>oO--.Oum oHOON .monm HOOOHNOOSooo Homo wo mnosoaon HNcoHummzooo Np :oHnaoSOo ooH>nomcH now oHOou m mm oocwnnoOEH on OaHOnoooO Ooxommm 173 NOOH OOO oHH OH OO HO HH NO OOH Om HO OO NN Hmuon No pcoo OON NN HMuOH OH mnoHnmmsooo HaanNsO=H\OONnN H :oHnmosvm Hmonngoob OH moonummsooo oonwO\NNo:Hm:O O moNEocoom oao: NcoHanSooo nuHmom N :oHuNosum o>HuannumHO H enduHSanO< Hanan oncommom oz mon< HmcoHuwmsooo «.mcoHNONHONOno oHHnsmcoz nonpo Onm .NHoogoO ouO>HnO .anmsvcH .NmmaHmsm :H Hoccomnom HanoHumosvm saw: coHnmnoOoou--.OHuz oHOON 174 .monm HmcoHnmmsooo sumo wo Nnogomou HmcoHummsooo Np coHnmosvo ooH>nomcn now oHnon O NO oonmunoOEH on OcHOnoooO Ooxnmma NOOH NOO NH NH NN NH NN NO NO NO NOH NOH NHH Hmuoh wo unou non OOO OOH O O O O N NH OH OH OO OO OO Hauoe NHH NO N N N H N N N N N NH N NeoHONNsooo HaHnumavcH\oOmnN OH OH H H N aoHumosvm HOochuoN OO NO H H O H H O N O N HH OH NcoHnmmsooO ouwwwo\mmoch:O HO NN H O N O OH O O moHEocoom osom O N H H mcoHumOOooo :nHao: HH O H H H O H connmosvm o>Hu=OHnumHO O O H onanSoHnO< Hmpon ONNONNON HH OH N N N O N O N N H oz mon< choHummsooo xcmz «.moHnmosvm Hmaonuamsooo wo emnOonO HNuoN on» oonmzcm op Naoumxw O:N NHOHnonmz HmconposnnmcH wo «nonoHo>oOun.HH-: oHONN 1 1"! 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