- . . #741... 3r. .amflq... «.33.. c... . r— . L f . 313...”)... .rk .QA. . .. 93.3.4)... . .Y 5F.“ ... u}. .« .. 21:.- .. vfimfi . u n .n a ”flu... Howl. .WU. “(u .0. '7 .n *1“ —. n. —., w—V‘yvv— [£99.06Ql I]: . 1-.. L I I!v‘.|} w—T—w—v V1 Wiprfinpi . IIV.'.0. v—V-wuvv-rv 21.): IO... U1... 1 l . u v .. . . . fin... ..L-..|..w.;..vu.HH.. . . . . r . : rn..«o..ulu.oh.ru.u¢lxl.t .Iu‘... .. . .‘ A i . 1.1. .. o, I. ‘ ‘ . . . f. . IV..'11¢-...L.. A. .. .k...£1 L .2. . n........ 1w... b......1?, ‘.0. .tn1wv OD- \o ”.1. trufflifivtiti . n2: -3!...C.\fl. .31.... Juanizrfi 7:535 1.09.. ,......V..u.n.h.§w.u.c.o!..t.w.w11. v . .. . - I . ‘3”... ‘4... rind?! . N.n......'....‘. 14.4115... Jun.... .3. 3- :l 3.: iv... . wwn-..‘ . .3315 53.1.1. I a ‘1... -..\.?4......>. .34.): 5.7.33 h! ¢.3415L1., Nfihxnfisfifi ‘ IILIIIIIIIIIIIIIIIIILILIIIIIIIILIIIIIIT This is to certify that the e. ; r-w A thesis entitled THE EFFECTIVENESS OF COMMUNICATION OF RECOMMENDATIONS FOR BUSINESS EDUCATION IN SEVENTH- DAY ADVENTIST SECONDARY SCHOOLS IN NORTH AMERICA presented by James Eberly Thomas has been accepted towards fulfillment of the requirements for Ph . D. dpgxfi. in Education WEN Major professor Date f—/.fi'7é 0-7639 1J— IN SEVEI Statement The I hierorchica America cor recommendo This w (2) secondar) Educators, al cantinentoI U, of eOCh level,- ABSTRACT THE EFFECTIVENESS OF COMMUNICATION OR RECOMMENDATIONS FOR BUSINESS EDUCATION IN SEVENTH-DAY ADVENTIST SECONDARY SCHOOLS IN NORTH AMERICA BY James Eberly Thomas Statement of the Problem The problem was to determine if there was adequate communication between hierarchical levels of the Seventh-day Adventist educational system in North America concerning business education curriculum recommendations, and if those recommendations had been implemented . This was accomplished through surveying: (1) union education directors, (2) secondary school administrators and business teachers, and (3) business teacher educators, all within the Seventh-day Adventist educational system in the continental United States. The purpose was to determine: (1) curriculum procedures at each level; (2) knowledge concerning the report entitled: Business Education Section Report, June, I962; and (3) coordination of the report with Seventh-day Adventist business teacher education programs. Based on the findings, recommenda- tions were made to the North American Division of Seventh-day Adventists and to the union education directors located within certain divisions. The de obtain the dc and letters w tors, approxi union educat administrator: Findings Selecte l. Un disseminated . were generall personnel. 2. The concerning cu mendations we 3- All emphasis on it ”great" empln 4' F04, involved ,0 a inVOlved . 5. ln James Eberly Thomas Procedures The descriptive survey method using questionnaires and letters was used to obtain the data for this study. From February through May of 1976, questionnaires and letters were mailed to the nine union education directors, 79 school administra- tors, approximately 90 business teachers, and five business teacher educators. All union education directors and teacher educators responded; 69 of 79 school administrators and 80 of 90 business teachers also responded . Finding Selected findings are: I . Union curriculum recommendations were generally formulated and disseminated at least annually through established committees. These committees were generally well represented with all levels of denominational educational personnel. 2. The Pacific Union Curriculum Committee had the final authority " concerning curriculum recommendations. In all other unions, curriculum recom- mendations were subiect to approval by a higher authority. 3. All but three administrators in all unions placed "great" or "some" emphasis on union curriculum recommendations. The highest maiority placing "great" emphasis were located within the Pacific Union. 4. Four-fifths of the business teachers within the Pacific Union were involved to a high degree, while most within the Southern Union were rarely involved. 5. In more than half of the schools which have curriculum committees, the business teachers were not included; however, none of the seven schools in the Southern 6. teacher i degree of 7. recommen Business it 8. adoption c istrators pi perceived 9. knowledge I0. ”‘9 Odoptic different ir different 2r less; howev SCl’IOle as C II, 1 with bUSine, ””lVeBities' ‘2- s. Odopted mar James Eberly Thomas Southern Union which have curriculum committees included business teachers. 6. Only within the Pacific Union was there (I) very high degree of business teacher involvement, and (2) general agreement between both groups as to that high degree of involvement. 7. Administrators within the Central Union perceived that union curriculum recommendations were considered "very frequently" in determining curriculum . Business teachers perceived that consideration to be "rare" or "never. " 8. Perceptions were different within the Southern Union regarding the adaption of all trends as perceived by administrators and business teachers. Admin- istrators perceived adoption as being the highest of all unions; business teachers perceived adoption as being the lowest of all unions. . 9. Administrators within the Pacific and Southern Unions had the most knowledge regarding the recommendations of all trends by their respective unions. IO. Concerning a comparison between stratified sections of population and the adoption of the six trends, the findings are that adoption of the trends was not different in boarding schools as compared with day schools, and only slightly different in schools with 200 or more students compared with schools with 199 or less; however, the adoption of the six trends was three times as great in fwhite schools as compared with black schools. ii. The findings confirmed that there was no coordination of the six trends with business teacher education programs in Seventh-day Adventist colleges and universities. 12. Secondary schools within the Pacific Union: (I) had proportionately adopted more of the six trends in business education than any of the other eight James Eberly Thomas unions; (2) had the highest proportionate number of administrators who place great emphasis upon union curriculum recommendations; and (3) had (a) the highest degree of business teacher involvement in school curriculum decision making, and (b) general agreement as to that high degree of involvement. In addition, the Pacific Union Curriculum Committee was the only union which had final authority over curriculum recommendations . THE EFFECTIVENESS OF COMMUNICATION OF RECOMMENDATIONS FOR BUSINESS EDUCATION IN SEVENTH-DAY ADVENTIST SECONDARY SCHOOLS IN NORTH AMERICA by James Eberly Thomas A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum I 976 to th CC on ex Un of lec bus th ACKNOWLEDGMENTS The researcher expresses deepest gratitude to Dr. Robert Poland and Dr. Peter Haines for their guidance, and to other members of the committee, Dr. Michael White, Dr. Samual Carl, and Dr. Thomas Burns for their contributions. A sincere debt of appreciation is also extended to Dr. Thomas Geraty of Andrews University for his help during the initial stages of this study, and to the union education directors, teacher educators, academy administrators, and business teachers of the North American Division who c00perated in the collection of data. ACKNC LIST Of Chapter I. TABLE OF CONTENTS Page ACKNOWLEDGMENTS ........................ ii LIST OF TABLES . .......................... vi Chapter I. THE PROBLEM ........................ I Background-"The Structure of the North American Division Educational System .............. 4 Purposes of the Study .................... 5 Need for the Study ..................... 6 Assumptions ........................ 9 Limitations of the Study .................. IO Definitions ......................... II II . REVIEW OF RELATED LITERATURE .............. I3 Communication and the Secondary School ......... 13 Organizational Communication ............ I4 Two-Way Flow of Communication ........... I5 School Level Communication .............. I6 Communications Research . ............... I8 A Definition of the Recommendations Contained in the June, I969 Report ................... 20 Typewriting . - ...................... 20 Data Processing ..................... 22 Youth Organizations .................. 22 Notehand ....................... 23 Block-Time Scheduling ................. 24 Selected Historical and Philosophical Aspects of the Seventh-Day Adventist School System and Research Within the School System ................ 25 Che; III. IV. Chapter IV. PROCEDU R ES FINDINGS Statement of Seventh-day Adventist Vocational Obiectives ................ Divine Inspiration and the Seventh-Day Adventist Educational System .................. Ellen White and Vocational Education ......... Research in Seventh-Day Adventist Education ...... Population of the Study .................. Survey Procedures ..................... Instrumentation ....................... Analysis of the Data .................... Respondents ......................... Responses From Union Education Directors Concerning (I) Union and NADCRC Curriculum; and (2) Knowledge of the June, I969 Report ................ Union Conference Curriculum Formulation ....... NADCRC Recommendations and Union Curriculum Formulation ............... Business Education Section Report, June, I969, and the Dissemination of Union Curriculum Recommendations to the Respective Secondary Schools .................. Responses from Secondary School Administrators Regarding School Level Curriculum Formulation .......... Responses from Secondary, School Business Teachers Regarding School Level Curriculum Formulation ..... A Comparison Between Union Education Directors and Secondary School Administrators Concerning Union Curriculum Recommendations .............. A Comparison Between Secondary School Administrators and Business Teachers Concerning School Curriculum Decision Making ............... Knowledge Regarding the Six Trends in Business Education as Perceived by Secondary School Administrators and Business Teachers .................... A Comparison Concerning the Adoption of the Six Trends Between Stratified Sections of the Population ...... iv Page 25 26 26 28 3 I 32 32 37 40 42 43 47 49 53 6T 76 BIBLIC APP EN Chapter Page The Practical and Beneficial Nature of the Six Trends Which Were Not Adopted, as Perceived by Administrators and Business Teachers .......... 77 Involvement of Colleges and Universities Concerning the Six Selected Trends ................ 82 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 83 Summary ........................... 83 Statement of the Problem ................. 83 Procedures ........................ 84 Findings .......................... 84 Conclusions ......................... 92 Recommendations ....................... 97 BIBLIOGRAPHY ........................... IOI APPENDICES ............................. I05 A. Business Education Section Report, June, I969 ....... I05 B. Questionnaires ........................ 120 C. Cover Letters ........................ 127 D. Responses from Teacher Educators and Mrs. Ionia Minium . . I38 E. The Population ........................ I46 5. Fre IO. II, Table IO. II. LIST OF TABLES Individuals Who Comprise the Union Conference Curriculum Committees ...... . ............. Approval of Union Policy and Curriculum Committee Recommendations by Groups Outside the Committee ..... Perceptions of Union Education Directors Regarding NADCRC Recommendations .................. The Six Trends in Business Education Adapted and Recommended by the Unions to the Respective Secondary Schools ...... Frequency With Which Curriculum Recommendations Were Received by Secondary Schools From the Unions ....... Emphasis Placed Upon Union Curriculum Recommendations by Secondary School Administrators ............. Secondary School Administrators Who Were and Were Not Committed to Adopt Union Curriculum Recommendations . . . Secondary School Administrators Who Were Encouraged to Adopt Union Conference Curriculum Recommendations by the Union Education Director ............... Union Education Directors Who Were and Were Not Active in Formulating Secondary School Curriculum as Perceived by Secondary School Administrators ............. The Effect of General Conference Accreditation Upon the Adoption of Union Conference Curriculum Recommendations by Secondary School Administrators ............. A Comparison Between Secondary School Administrators and Business Teachers Regarding Business Teacher Involvement in School Curriculum Decision Making ............ vi Page 44 46 55 Table I2. I3. I4. I5. I6. I7. I8. I9. 20. 21. 22. Adoption of the Six Trends as Perceived by Secondary School Administrators ..................... Adoption of the Six Trends as Perceived by Business Teachers . . A Comparison Between Administrators and Business Teachers Concerning the Adoption of All of the Six Trends by Union . . A Comparison Between Administrators and Business Teachers Concerning the Adoption of Each of the Six Trends ...... Secondary Schools Which Have Adapted at Least One of the Six Trends as Perceived by Administrators ........... Knowledge of Administrators of Each of the Trends Being Recommended by Their Respective Unions .......... Knowledge of Administrators of at Least One Trend and Two or More Trends Being Recommended by Their Respective Unions Trends Not Adopted but Perceived as Practical by Administrators Trends Not Adapted but Perceived as Practical by Business Teachers . . . . . ..................... Trends Not Adopted but Perceived as Beneficial to Students as Perceived by Administrators ................ Trends Not Adopted but Perceived as Beneficial to Students as Perceived by Business Teachers .............. vii Page 67 69 70 7T 73 74 75 78 79 80 8] Chapter I THE PROBLEM During the early days of the Seventh-day Adventist Church , there was little idea that education was necessary. In short, the denomination believed that the Lord was coming immediately, and no child would grow up on this earth . There was need to teach only the cardinal tenents of the faith.1 These ideas began to change, and sporadic efforts were made to establish church schools in different areas, one of the first being at Buck 's Bridge, New York in I863. It was Battle Creek College (Battle Creek, Michigan) where Seventh-day Adventist education gained its firm root during the 1860's, and from this sprang other colleges through- out the country.2 Only later, during the I890's, did the secondary schools and elementary schools emerge as a completion to what is today the largest Protestant school system in the world .3 IArthur Whitefield Spalding, Origiiand History of SDA (Washington, D.C.: Review 8. Herald Publishing Association. T962, p. 9T. 21914- 312:2- that now c SECOf'K the sta; Commit Curricul A curriculu noted to I committee geographic reSpective The r time the co Within and r Ch” I'Cl't SCl’IOI 2 One of the basic philosophies within the Seventh-day Adventist Church is that of educating its youth in denominationally sponsored schools.4 The Church now operates a school system which includes I3 colleges and universities and 79 secondary schools within the continental United States.5 An integral part of the North American Division of Seventh-day Adventists is the standing committee known as the North American Division Curriculum Revision Committee. At times this committee is also known as the North American Division Curriculum Committee and will be referred to as NADCRC in this study. A function of this committee is to study areas of education and make curriculum recommendations. Such recommendations are, in turn, to be dissemi- nated to and reviewed by the ten union conference curriculum committees. Each committee is allowed to tailor these parent body recommendations to their particular geographic area, and then disseminate the adapted recommendations to the respective secondary schools within the union .6 The most recent NADCRC report on business education was in I969. At that time the committee reviewed current literature md communicated with experts within and without the Denomination. Secondary business teachers within the church schools were also consulted. One section of that report entitled ”Current 4Philosophy and Obiectives of Seventh-day Adventist Education " , Leaflet No. 47, (Washington, D.C.: Review 8. Harold Publishing Association, I952), pp. I2, I3. 5General Conference of Seventh-day Adventists, World Report (General Cogference of Seventh-day Adventists, Washington, D.C. , I973) pp. 3T , S25, 6Jesse 0. Gibson Ed. SDA Yearbook 1975 (Washington, D.C.: Review a. Herald Publishing Association, I975), pp. 28I, 365. 4'. 11 Trl C0“ sys ft the ri Ameri in the individ recomm the resp part or ii Thi dations (c I. 3 Trends in Business Education, " outlined several trends which according to the committee ". . .cou Id and should be adopted into the S DA (Seventh-day Adventist) system of business education. "7 After being approved by the North American Division Education Department the report was disseminated to the ten union conferences which comprise the North American Division of Seventh-day Adventists.8 The recommendations contained in the Report were then reviewed and adapted for further dissemination by the individual unions during union curriculum committee meetings. The adapted recommendations were, in turn, to be disseminated to the secondary schools within the respective unions. The secondary schools then had the option of accepting in part or in total the curriculum recommendations or reiecting them. 9 This study, chaired by Mrs. Ionia Minium, reported six selected recommen- dations (also referred to as trends). I . Every academy (senior secondary school) student should have typewriting . 2. Typewriting should be taught in one year instead of two. In a condensed course, more should be taught in less time. 3. A unit of data processing should be included in office practice courses giving an introduction and concepts. 4. Business clubs such as FBLA (Future Business Leaders of America) should be instituted . 7General Conference Curriculum Revision Committee, Business Education Section Report, June, I969, (General Conference of Seventh-day Adventists, Washington, D.C., I969) p. 3. Mimeographed for internal use, unpublished. 8A Union Conference is a sub-group of the North American Division of Seventh-day Adventists. See Definitions, p. 9 for details. 9See Appendix 0-5, p. I55, for letter from Mrs. Minium. I Q 5 .- .v .533 .. VI, ' ' o "Kw-1 4v‘ ‘1 _ -.. Km I.‘ . \. w Th secondar should be are gover ence Boar endorsemr Which, :1 Procedure NADCRC “ked to si m The Secondary 1 4 5. Notehand should be taught to college-bound students. (Notehand is a copyrighted simplified shorthand system for personal use rather than employment skill). 6. Block-time scheduling should be instituted for vacation stenographic programs. IO The implementation of the recommendations is not generally mandatory at the secondary school level, (some unions do make adoption mandatory); however, it should be pointed out that all Seventh-day Adventist schools included in this study are governed by a denominational accrediting body known as the General Confer- ence Board of Regents. This accrediting body is empowered to grmt denominational endorsement, give probational endorsement, or withhold endorsement, without which, a school would cease to exist as a Church recognized institution. The procedure followed in the past has been to place schools on probation for ignoring NADCRC disseminated recommendations. Following this, the school would be asked to show cause why recommendations are not implemented, the final step being the withholding of denominational endorsement. BackgrounduThe Structure of the North American Division Educational System The I975 Seventh-day Adventist Yearbook lists 79 secondary schools within the continental United States. The denominational elementary and iunior high schools are usually grouped under a state educational secretary; however, the secondary schools are divided into ten unions.” An example is the Lake Union I022. Ell. Business Education Section Report, June, I969, p. 3. ”see Limitations, Chapter I, p. to, II. This study excluded one of the ten unions. Ir Committ conferent ill I’0 de: COmmlttee (2) to asce trators regc (’7 business . opmelmate business 6dr; l°l bUsiness DlVisiOn Ed 5 Conference of Seventh-day Adventists which includes Michigan, Illinois, Indiana, and Wisconsin. The ten unions comprise the North American Division of Seventh- day Adventists. In turn, the North American Division is one of eleven divisions which make up the General Conference of Seventh-day Adventists. The problem of this study was to determine (I) if there was adequate commu- nication between the NADCRC and the union conferences, between the union conferences and the secondary schools, between the secondary school administra- tors and business teachers, and (2) if there has been implementation of the recommendations by the secondary schools. Purposes of the Study It was assumed that the North American Division Curriculum Revision Committee has had an effect on the union conferences and in turn, the union conferences on the 79 secondary schools. The general purpose of the study was (I) to describe the procedures and attitudes of the union conference curriculum committees with regard to business education recommendations and dissemination; (2) to ascertain the attitudes and knowledge of the 79 secondary school adminis- trators regarding their school curriculum formulation and the six recommendations in business education outlined earlier; (3) to determine the involvement of the approximately 90 secondary business teachers regarding formulation of school business education curriculum, and knowledge of union curriculum recommendations for business education; and (4) to make recommendations to the North American Division Education Department and union education directors. Afu VoCOllona ( 6 The study had the following obiectives: I. To measure comparatively the impact that the NADCRC recommendations for business education have had on the nine union conference curriculum committees. To compare and cantrrnt the procedures and attitudes of the nine union conference curriculum committees toward the implementation of the NADCRC recommendations for business education. To determine quantitatively the extent to which NADCRC recommendations for business education have been adapted by the nine union conference curriculum committees to the specific areas and needs within each union. To quantitatively measure the extent to which each of the nine union conference curriculum committees have disseminated the adapted NADCRC recommendations for business education to their respective secondary schools. To compare and contrast the procedures and attitudes of the secondary school administrators toward the implemen- tation of union conference adapted recommendations for business education. . To determine quantitatively the extent to which secondary school boards have voted to implement or secondary school administrators have decided to implement the union conference curriculum committee adapted recommendations for business education . To determine the function and perceived function of the secondary school business education teachers in deter- mining curriculum within the secondary schools. To determine the extent to which Seventh -day Adventist teacher education institutions were involved in the implementation of recommendations contained in the June, I969 Report. Need tot the Stud; A fundamental reason for the Seventh-day Adventist school system is a strong vocational program . It is basically agreed among Seventh-day Adventist educators 7 that many of the schools have strayed from the original reasons given fcr establish- ment of the schools. The function of the NADCRC is to ". . .study and plan for the needs in the North American Division from kindergarten to grade twelve. Articulate, reorganize, restructure and integrate areas of school curriculum, K-I2. "‘2 With little or no formal evaluation regarding the effectiveness of the NADCRC in the area of business education, the information learned from this study will have directional impact on both the NADCRC and the individual union curriculum committees . ‘3 The Seventh-day Adventist Colleges across the country can implement appropriate teacher education prograns by analyzing business education curriculum innovations in the secondary schools; administrators' and teachers' knowledge and attitudes can be changed . Miss Nila Degner, business teacher educator at Andrews University, Berrien Springs, Michigan, supports these ideas and specifically feels that such a study would be of use in determining what competen- cies are needed by Adventist business teachers. ‘4 Mr. Delane Isad<, former business teacher educator at Atlantic Union College, South Lancaster, Massachusetts, has worked closely with the secondary ”North American Division of Seventh -day Adventists, Terms of Reference Authorifl and Responsibility of the North American Division Curriculum Committee (North American Division of Seventh-day Adventists, Washington, D.C.) unpublished-undated, p. I. ”Dr. T. S. Geraty, personal interview at Andrews University, January, I976. I‘l'Miss Nila Degner, personal interview at Andrews University, September, I975. schools and stat limited t In in Seven subseque business r all acade with voca reCOgnize of this stur tional schc The School Sys establishing White to, h bibllCQl Hm 8 schools for a number of years. He urges research into Adventist business education, ". . .research in this area is extremely and states in a letter to the researcher: limited or practically non-existent. "'5 In addition, Mr. Isad< stated that research into business education programs in Seventh-day Adventist secondary schools as they relate to NADCRC and subsequent recommendations resulting from such a study would improve the business education programs and help to change a traditional practice of orienting all academically capable students toward a college preparatory program . Those with vocational career interests would be recognized, thus alerting the schools to recognize needs other than college preparatory training. '6 A long range effect of this study would be to reemphasize vocational education within the denomina- tional school system. The writings of Mrs. Ellen White are the basis of the Seventh-day Adventist School System .17 Her books on the subiect of education are insistent on establishing strong vocational programs. The most common method used by Mrs. White for teaching this need for manual training is by examples of such training in biblical times. One such exanple is of the prophet Elisha. I5Mr. Delane Isaak, personal letter, December, I975. ”ibis!- l7See Chapter II, pp. 26, 27. Divine Inspiration and the Seventh-Day Adventist Educational _System. Res planning Other div isapafl, located tt Sevt the state c thus better theschool From those odopting b those uni0t dations to sI'Slefns ens 0t commun; There the SeVenth W MWnt ain \ 9 The son of a wealthy farmer, Elisha had td~ .2 a s. U s: '- 2 a: g c o 8, C 0 O z an O U ‘8 .C Q g ,_ u o -- u '8 E o u : k 2g s23 g s 8 8o UNIONS D m in v u.r m V) I— U Atlantic X X X X Central X X X X X X X Columbia X X X X Lake X X X X X North Pacific X X X Northern X X X X Pacific X X X X Southern X X X X X X . Southwestern X X X 45 In all nine cases the education director served on the committee.1 Four of the nine unions included state education directors, and all but the Northern and Southwestern Unions included assistants to the union education director. Only.the North Pacific Union did not include academy administrators, and only the South- western Union did not include secondary school teachers. The Central Union and the Southern Union were the only unions which included elementary teachers and college teachers on their curriculum committees. Both Central and Southern Union Offices were located near Seventh-day Adventist Colleges. The Central Union was the only union which included all groups while the Southern Union included all but state education directors. In all cases except the North Pacific Union, the union education director was the chairperson of the curriculum committee. In the North Pacific Union the assistant union education director chaired the committee. The union education directors were asked if their curriculum committee policies and recommendations were subiect to approval by anyone outside this committee. Table 2 summarizes their answers. In all cases except the Pacific Union, the curriculum committee policies and recommendations were subject to approval by an outside body or bodies. In the Southern Union the policies and recommendations were subiect to approval only when finances were involved. In the Lake Union the education director did not specifically answer the question, but indicated only that policies and recommendations were subiect to approval "depending on their nature." 'For the purpose of this discussion the individuals who handled curriculum recommendations within the Northern Union will be treated as a committee. 46 Table 2 APPROVAL OF UNION POLICY AND CURRICULUM COMMITTEE RECOMMENDATIONS BY GROUPS OUTSIDE THE COMMITTEE (X = approval needed) °° :2... Atlantic X X ' Central X Columbia X X Lake X* North Pacific X x Northern X Pacific Southern x** Southwestern X *Depending on nature of policies and recommendations 1”When finances are involved 7rL"’Karu — .. . ‘tIr: 47 The body which‘reviewed and approved union curriculum committee policies and recommendations was usually called the Union Board of Education. In six out of the eight unions in which the policies and recommendations were subject to approval, it was made by the Union Board of Education; however, in the Southern Union where approval was needed for only matters involving finances, that approval was made by the Union Executive Committee. In the Lake Union approval was also by the executive committee rather than the Union Board of Education. In three of the eight unions where outside approval was necessary, that approval was needed by more than one group. In those three cases, policy and curriculum recommendations were subject to approval by the Union Education Coun- cil in addition to the Union Board of Education. NADCRC Recommendations and Union Curriculum Formulation Union education directors were asked how often curriculum recommendations were received from the North America's Division. In all nine cases curriculum recommendations were received regularly and on an annual basis. The union educa- tion directors were also asked if the recommendations received from the North American Division were: (I) self-explanatory, (2) open to individual interpretation, and (3) concise. Table 3 summarizes answers to these questions. Only the education director of the Central Union felt that NADCRC recom- mendations were not self-explanatory. Three of nine directors failed to answer when asked if the NADCRC recommendations were open to individual interpretation, and only Columbia Union Education Director felt that the recommendations were not open to individual interpretation. Four of nine felt that the recommendations were concise; the remaining five directors failed to answer. 43 Table 3 PERCEPTIONS OF UNION EDUCATION DIRECTORS REGARDING NADCRC RECOMMENDATIONS (X = did not answer question) Are Are Recommendations Are UNIONS Recommendations Open to Individual Recommendations Self-Explanatory Interpretation Concise Atlantic Yes X X Central No Yes Yes Columbia Yes No Yes Lake Yes Yes X North Pacific Yes Yes Yes Northern Yes X X Pacific Yes X X Southern Yes Yes Yes . Southwestern Yes Yes X 49 Union education directors were asked to what degree they used NADCRC recommendations . Five of nine union curriculum committees used these recommendations "often" or "very frequently" in determining union curriculum recommendations while the remaining four unions (Central, Columbia, Northern, Pacific) used NADCRC recommendations only "occasionally." All unions except the North Pacific stated that there was no firm commitment to incorporate NADCRC recommendations into union recommendations. Union education directors were asked if they were involved in the formula- tion of NADCRC recommendations. All had input into the formulation of NADCRC recommendations. Three of the nine (Lake, North Pacific, Pacific) stated that they were members of the NADCRC; four (Atlantic, Central, Columbia, Southern) submitted suggestions to the NADCRC; and two (Northern, Southwestern) did not state how they were involved. Business Education Section Report, June , 1969, and the Dissemination of Union Curriculum Recommendations to the Respective Secondary Schools Union education directors were asked if the six trends in Business Education contained in the June, 1969 Report were adapted into union policy and recommen- ded to the respective secondary schools. Table 4 summarizes their answers. Three of nine unions adapted and recommended all six trends to their respec- ti ve secondary schools. In three cases there was knowledge of only one of the six trends being recommended, and in three cases it could not be determined if any of the six trends had been recommended. 50 Table 4 THE SIX TRENDS IN BUSINESS EDUCATION ADAPTED AND RECOMMENDED BY THE UNIONS TO THE RESPECTIVE SECONDARY SCHOOLS TRENDS C G v. .9 vs 2 g fie 2% E2 o o “t T: 8. '8 i9 2 g .E 5 § 3 ° 5;, ‘3. -§ .2 «s- n- .“ O C s. en so 3 é" %2 e5 35 BB 6 35 33 ”g 4- "O a- o '0 CD 0 _c .2 B .2 ‘6 “5 .‘c' 2 'L '2 o .E ‘- m: 0,5 ,_ w 0 8 _g 3) ‘I' “6 .5 3 .3 5 “E E 2 f, .2 : 1‘. 1: UNIONS 52 ,5 '>’. 2 .2 g a 2 8 g 8 Atlantic Yes Yes Yes Yes Yes Yes Central Yes Yes Yes Yes Yes Yes Columbia x2 x X X X X Lake X X X X X X North Pacific Yes Yes Yes Yes Yes Yes Northern X X Yes X X X Pacific X X X X X X Southern 1 Yes X X X X X Southwestern Yes X X X X X 2X = The trend was not recommended, or information concerning the matter was unavailable . 5] All unions except the Northern disseminated recommendations to their respec- tive secondary school either annually or more than once annually. In the Northern union, curriculum recommendations were disseminated less than once annually. Union education directors were asked what procedures were used to dissemi- nate curriculum recommendations to the respective secondary schools. In four (Atlantic, Central, North Pacific, Northern) this was accomplished through mail- ings. In the remaining five unions, recommendations were presented at meetings between the union education director and the combined secondary school administrators . The union education directors varied in their methods of encouraging their secondary schools to adopt union curriculum recommendations. Following are the methods used within each union. 52 Methods of Encouraging Curriculum Adoption UNION Atlantic ------ Special workshops held every second year which include administrators and business teachers. Central ------ Personal meetings with each administrator. Columbia ----- Education director available to advise administrators. Lake --------- I) Secondary school conventions. 2) Personal visits to each school. 3) Secondary school board meetings. North Pacific -- Union curriculum recommendations become official policy. Secondary schools are expected to adopt recommendations. Northern ----- Methods not defined by the union education director. Pacific ------- Special curriculum committee meetings held for secondary school administrators. Southern ------ Union recommendations are presented at secondary school board meetings for approval. Southwestern -- Secondary school curriculum persons. Methods not specifically defined. Finally, the union education directors were asked how they perceived the importance of union curriculum recommendations by secondary school administra- tors. Two of nine (Atlantic, Southwestern) thought that secondary school administrators placed only "moderate importance " upon union curriculum recommendations. The remaining seven perceived their secondary school adminis- trators as placing a "great importance " upon union curriculum recommendations. 53 Responses from Secondary School Administrators Regardijng School Level Curriculum Formulation Secondary school administrators were asked to answer a questionnaire designed to obtain the following information: (I) methods of secondary school curriculum formulation; (2) knowledge regarding the six selected trends in business education; and (3) perceptions regarding whether or not the six trends not being taught at their secondary schools would be practical at their respective schools, and beneficial to their students. This section will discuss secondary school curriculum formulation. Secondary school administrators were asked how often curriculum recommen- dations were received from their respective unions. Table 5 summarizes those answers. Sixty-five administrators responded to the question. Forty percent stated that recommendations were received "more than once annually; " forty percent answered "annually;" and twenty percent answered "less than once annually. " One adminis- trator answered ”no regular basis," and one "did not know." Fifteen of the 26 respondents who received recommendations more than once annually were located within the Pacific Union. Those who received recommenda- tions annually were evenly distributed throughout the entire population, while four of seven administrators within the Columbia Union received recommendations “less than once annually. " Administrators were asked if union curriculum recommendations were received in time to plan curriculum for the following school year. Sixty-one of 69 respondents (88 percent) answered that recommendations were received in time to plan curriculum for the following school year. Five of the 54 Table 5 FREQUENCY WITH WHICH CURRICULUM RECOMMENDATIONS WERE RECEIVED BY SECONDARY SCHOOLS FROM THE UNIONS (N = 65) UNiON OnMcirilhsmly Annually OnlceessAhlhTJZIIy Atlantic l 3 2 Central I I 3 Columbia 0 3 4 Ld~ .s— '3 § -§ '3 ‘3 m '2 O “I "I '5 U) u- ‘0 .22 .27» *5 2‘“ '3"; 5'5 5.5 °'§ U): 0,.5 2 U) U 8 U U, T H5 .8 .0 E 0 c — c .. -- a o -= o x _ é a» 4: UNIONS '5': E3 5" "‘5 "3% 3t ‘93 2: 3"Ir-"<‘2 £3 zu 38. ,2. an Atlantic 4 4 I 0 0 I 6 28% Central 3 4 I 0 0 I 5 30% Columbia 4 3 I 0 I 3 7 28% Lake 3 3 I 0 0 I 9 15% North Pacific 2 2 2 O O I 9 I3% Northern I I 0 I 0 0 2 25% Pacific I4 I0 5 0 5 5 20 33% Southern 6 4 2 I 0 I 7 33% Southwestern I I I 0 0 22 4 2I % Total of schools adopting 38 32 I4 2 6 I5 each trend Percent of adoption" 0 each trend, 55%) 46% 20% 3% 9% 22% all schools 68 Secondary school business teachers were also asked if each of the six selected trends in business education were part of the curriculum at their school. Eighty of approximately I00 business teachers responded, and Table I3 summarizes their responses. The highest adopters of the trends as perceived by business teachers were the Northern Union (58 percent) and the Central Union (42 percent). The lowest adopters were the Southern Union (8 percent) and the Lake Union (10 percent). The adoption percentage of all trends by all nine unions ranged from 8 percent to 58 percent as perceived by business teachers. Thirty-six of 80 business teachers (46 percent) stated that a unit of data processing was taught in one of their classes, and 27 of 80 business teachers (34 percent) responded that typewri ting was taught to all students. These latter two trends were the highest adopted trends by all schools as perceived by business teachers. Only I of 80 business teachers (I per- cent) stated that business clubs were in operation at their schools. 69 Table I3 ADOPTION OF THE SIX TRENDS AS PERCEIVED BY BUSINESS TEACHERS (N = 80) TRENDS 32:: .3 “pee...— :o mo cotaovo Co 2020.... 20% I0% 3I% c025 :uoorrucmpcoauo. £225??? .23 II IO 24 E:_:o_.::o of go too I 0 2 I 0 I 5 0 0 0 mm mm 9530...“: 082:3003 I I 2:095 “tableau—.06 % o.— pfloto an pea—.202 I I I I 0 I 7 0 0 W U catacoao E 413”— 8 :03 0 0 0 0 0 I 0 0 0 I win. 336 30:33 0.6 9.9:. 29.2 3 5 6 6 2 5 I 8 2 I 6 mm mcmflouoa Bap mo :5. < 3 4 03.. mo boot..." coax 3 3 3 I 4 I I 0 0 6 Wm 23 E .2932 a" 9.3x.— I 2 3 3.8me :o 0.. 2. 5 I I 0 2 4 2 0 7 W 296.. 3 9.33. I 2 '5! m m m .m , .nlu .m ,C d F. n d If: m c .m a m n 4 .gm .nmm N i .m b P e c 2... w cm n h m o r .n t. r m h .m H h h l fi 6 .44. t ohmmemmammmwnmwwm m c c m N N m % s new news 70 Table I4 compares the perceptions of administrators and business teachers regarding the adoption of all of the six trends by union. Table I4 A COMPARISON BETWEEN ADMINISTRATORS AND BUSINESS TEACHERS CONCERNING THE ADOPTION OF ALL OF THE SIX TRENDS BY UNION Percent of adoption of Percent of adoption of UNIONS all trends as perceived all trends as perceived by administrators .by business teachers (N = 69) (N = 80) Atlantic 28% 25% Central 30% 42% Columbia 28% 20% Lake I596 I096 North Pacific I3% 20% Northern 25% 58% Pacific 33% 3I% Southern 33% 8% Southwestern 2] % 8% There were discrepancies within two of the nine unions. Southern Union secondary school administrators perceived that 33 percent of all trends were adopted at their schools. This was the highest adoption perceived by all adminis- trators. Southern Union business teachers perceived that 8 percent of all trends were adopted at their schools. This was the lowest adoption perceived by all 7] business teachers. The opposite discrepancy was observed within the Northern Union; however, the percentages for the Northern Union were based on a very small population. Northern Union administrators perceived that 25 percent of all trends had been adopted, while business teachers' (perceptions were that 58 percent of the trends were adopted. Table I5 compares the perceptions of all administrators and all business teachers regarding the adoption of each of the six trends. Table 15 A COMPARISON BETWEEN ADMINISTRATORS AND BUSINESS TEACHERS CONCERNING THE ADOPTION OF EACH OF THE SIX TRENDS Percent of adoption of Percent of adoption of TRENDS each trend as perceived each trend as perceived by administrators by business teachers (N = 69) (N = 80) Typing is taught 55% 34% to all students Typing is taught in one 0 year instead of two 46% 33 A A unit of data 20% 45% processing as taught There are business clubs such as FBLA 3% 1% in operation Notehand is offered to college-bound 9% I5% students Block-time scheduling is part of the 22% I3% curriculum 72 There were differences regarding the two trends which dealt with typewriting. In both instances administrators perceived adoption to be approxi- mately 20 percent higher than did business teachers. Concerning the trend which stated that a unit of data processing was taught, the opposite discrepancy occurred . Forty-five percent of all business teachers stated that they did teach a unit in data processing, while only 20 percent of administrators concurred. The total adoption of all trends as perceived by all administrators was almost identical to that per- ceived by all business teachers (26 percent and 24 percent respectively); however, those mean scores were misleading when each of the six trends were considered separately. The data presented shows that approximately 25 percent of all trends were adopted by all schools as perceived by both administrators and business teachers. Table I6 summarizes all secondary schools by union as to the adoption of at least one of the six trends. For the purpose of the remainder of this discussion, only the perceptions of administrators were considered, since it was doubtful that business teachers had direct knowledge concerning specific curriculum recommendations received from their respective union education directors. Table I6 revealed that 78 percent of all secondary schools have adopted at least one of the six trends. There was a high degree of adoption of at least one of the six trends in all unions except the Ld