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Film ed as Xerox University Microfilms 300 North Zoob Road Ann Arbor, M ichigan 40106 74-13,946 OBERLE, Paul John, 1932AN EVALUATION OF THE CENTRAL MICHIGAN UNIVERSITY THUMB AREA TEEN RANCH TUTORIAL PROGRAM'S INFLUENCE UPON THE AFFECTIVE ATTITUDES AND VALUES OF SECONDARY STUDENT TEACHERS. [Pages 152-153, previously copyrighted material not microfilmed at request of author. Available for consultation at Michigan State University Library.] Michigan State University, Ph.D., 1973 Education, teacher training U n iv e rs ity M ic ro film s , A XEROX C o m p an y , A n n A rb o r, M ic h ig a n A N E V A L U A T I O N OF THE C E N T R A L M I C H I G A N UN I V E R S I T Y THUMB A R E A T E E N R A N C H T U T O R I A L PR OGR A M ' S INFLUENCE UPO N THE A F F E C T I V E A T T I T U D E S A N D V A L U E S OF S E C O N D A R Y S TU D E N T TEA CHE RS By Paul J o h n O b e r l e A DISSERTATION Su b m i t t e d to M i c h i g a n State Un ive rsi ty in pa rtial fu l f i l l m e n t of the re q u i r e m e n t s for the d e g r e e of DO C T O R OF PH I L O S O P H Y C o l l e g e of E d u c a t i o n 1973 ABSTRACT AN E V A L U A T I O N OF THE C E N T R A L M I C H I G A N UNIVERSITY T H U M B A R E A T E E N R A N C H TU TO R I A L PR OGRAM'S INFLUENCE UP ON THE A F F E C T I V E A T T I T U D E S A N D V A L U E S OF S ECO N D A R Y STUDENT TEACHERS By Paul J o h n Ob e r l e R e s e a r c h has indicated that there c an be a d ecrease in p r o s p e c t i v e teacher empathy d u r i n g student teaching. This d e s c r i p t i v e s tud y was in iti ate d to evaluate the C e n t r a l M i c h i g a n U n i v e r s i t y T h u m b A rea T een Ra n c h Tutorial P r o g r a m ' s in flue nce upon the interpe rso nal o r i e n t a t i o n of s e c o n d a r y student teachers. T h e M i c h i g a n Te en Ranch, Incorporated, is a foster h ome fac ility for the r e h a b i l i t a t i o n of teen-age boys who are war ds- of- t h e - c o u r t . semester, D u r i n g the si xte en- wee k the s tudent teachers re l a t e d on an individual basis w i t h d i s a d v a n t a g e d l ear ner s (Ranchers). Each we ekl y e nco u n t e r had a d i c h o t o m o u s emphasis co nce rni ng academic t u t o r i n g and social interacting. A t t e m p t i n g to m a i n t a i n the initial empathic a t t i ­ tudes held by t h e p r o s p e c t i v e t eac h e r s pr ior to student Paul J o h n O b e r l e teaching, this study e v a l u a t e d the in flu enc e of tut ori ng upon n ine tee n secondary student teachers d u r i n g the Fall semester, teria, 1972. Ut ilizing b e h a v ior al o b j e c t i v e s as c r i ­ the pr o g r a m was s u b j e c t i v e l y e v a l u a t e d by a jury of three experts and the T e e n R a n c h personnel. O b j e c t i v e data w e r e c o l l e c t e d by m e a n s of the A f f e c t i v e S ens iti vit y Sc ale and the R o k e a c h V a l u e S u r v e y . A l t h o u g h not i nvolved in the tutorial program, d a t a w e r e also c o l l e c t e d for the T h u m b Area e l e m e n t a r y students. DISCUSSION 1. T h e A f f e c t i v e S en s i t i v i t y Sca le raw scores s t i p u ­ lated that thi rteen p a r t i c i p a n t s increased, decreased, and two r e m a i n e d unchanged. T e s t reported a s i g n i f i c a n c e scores of .011. three The Sign level of the m e a n T hes e da ta in dic ate d that em pat hy was not o n l y mainta ine d, but also s i g ­ n i f i c a n t l y increased. 2. The d i f f e r e n c e in s i g n i fi can ce b e t w e e n p a r t i c i ­ pants (.011) and n o n p a r t i c i p a n t s (.07 3) m i g h t indicate that the tutorial p r o g r a m did in cre ase empathy. 3. O f the six i den tif ied v alu es Su rve y on the R o k e a c h V a l u e (A Sense of A c c o m pli shm ent , Broadminded, Forgiving, Helpful, Equality, Loving), three Paul J o h n Ob e r l e increased, same. two decreased, and one r e m a i n e d the Of the n o n p a r t i c i p a n t s 1 values, increas ed and three decreased. three values No ne of the identif ied values for either the p a r t i c i p a n t s or n o n p a r t i c i p a n t s d e m o n s t r a t e d s i g n i f i c a n t change. 4. The jury and R a n c h p e r s o n n e l agreed that over 7 0 p e r c e n t of the stu den t te achers g e n e r a l l y ap pro ved of the tutorial program, while between 8 0 and 90 p e r c e n t of the R a n c h e r s w e r e a c c e pt ing of i t . 5. The jury and the R a n c h per son nel agreed that the tutorial p r o g r a m c o n t r i b u t e d to the hum ani s t i c e d u c a t i o n of teachers, and should be c o n t i n u e d and expanded. RECOMMENDATIONS The f oll owi ng is a su mmary of r e c o m m e n d a t i o n s of the jury, T e e n R a n c h c o u n s e l o r - s o c i a l worker, and un ive r s i t y coordinator. The Jury A f t e r u na n i m o u s l y agr e e i n g that the tut orial p r o g r a m is an ass et to hu man ist ic e d u c a t i o n of teachers, they re c o m m e n d e d that there be mor e o r i e n t a t i o n for the tutors and greater sessions. f l e x i bi lit y d u r i n g the actual tutorial Pa ul J ohn O b e r l e REFLECTIONS Th e f o l l o win g i mpl ica tio ns could be d e r i v e d from the s t u d y : 1. Em p a t h y serves as a c a t a l y s t to e f f e c tiv e teaching. 2. The t e c h n i q u e of tu tor i n g ca n increas e st ude nt teacher empathy. 3. Em pathic se nsitivity c oul d be c o n s i d e r e d a p r e ­ di cto r of pot ent ial teaching effectiveness. 4. This tutorial p r o g r a m c a n be d u p l i c a t e d in any student teaching center. ACKNOWLEDGMENTS The author w i s h e s to express his sincere a p p r e ­ ci at i o n to the following: To Dr. G eor ge Myers, ta tion advisor, m a j o r p rof ess or and d i s s e r ­ for his v a l u a b l e g uid anc e and a s s i s t a n c e To Dr. C ha r l e s Blackman, Dr. Dr. A r d e n Moon, Ri cha rd F e a t h e r s t o n e , c o m m i t t e e members, and for their guidance. To all T e e n R a n c h p e r s o n n e l for their d e d i c a t i o n and cooperation. To my wife, Angela, and c o n s t a n t inspiration. for her faith, understanding T A B L E O P CON T E N T S C hap ter 1. Page THE P R O B L E M ....................................... I N T R OD UCT ION Purpose 1 .................................... ....................... Te acher E d u c a t i o n P r o g r a m M I C H I G A N T E E N RANCH, . . 1 .................. 2 INCORPORATED T EEN R A N C H T U T O R I A L P R O G R A M Historical Perspective . . . . . 1 . . 3 .................. 5 ..................... 5 Need for the P r o g r a m ......................... 8 I mpo rt a n c e of the P r o g r a m .................. 8 ..................... 11 B eha vio ral O b j e c t i v e s O b j e c t i v e o n e ............................. 11 O b j e c t i v e t w o ............................. 13 O b j e c t i v e t h r e e ......................... O b j e c t i v e f o u r ............................ Conclusion . 14 15 ......................... 15 D e f i n i t i o n of T e r m s ......................... 16 A s s u m p t i o n s .................................... 17 Limitations. ......................... 17 O V E R V I E W ....................................... 18 Chapter 2. Page R E V I E W OF T H E L I T E R A T U R E ..................... HU MAN IST IC E D U C A T I O N 19 ..................... 19 C h a r a c t e r i s t i c s of a H umanly L i t e r a t e Teacher. ..................... 22 A T T I T U D E S .................................... 26 E m p a t h y .................................... 28 V A L U E S ....................................... D e v e l o p m e n t of Interpe rso nal B ehavior 32 . I N S T R U M E N T A T I O N ............................. A f f e c t i v e S e n s i t i v i t y S c a l e .............. Construction ............................. 41 41 42 C o l l e c t i o n of d a t a ..................... 42 Revised Form A ......................... 43 ..................... 45 Se lec tio n of V a l u e s ..................... 46 R e l i a b i l i t y ............................. 47 D E S I G N ........................................... 51 R o k e a c h Va l u e Survey 3. 35 BEHAVIORAL OBJECTIVES ..................... 51 P O P U L A T I O N .................................... 52 S e l e c t i o n .................................... 52 E l e m en tar y P a r t i c i p a t i o n .................. 53 P r o c e d u r e .................................... 54 J U R Y .................... '...................... 54 F u n c t i o n and R e s p o n s i b i l i t i e s of the J u r y ....................................... 55 Chapter Page Ju ry S e l e c t i o n ........................ 55 Juror o n e ........................... Juror two 56 ......................... 56 Ju ror t h r e e ........................ 57 O B J E C T I V E D A T A ........................... 57 A f f e c t i v e S e n s i t i v i t y S c a l e ......... 58 R o k e a c h V a l u e Su r v e y ..................... Scoring an d R e c o r d i n g Results . St ati sti cal P r o c e d u r e s T UTO R I A L P E R S O N N E L . . 58 . 59 .................. 59 ......................... 59 Teen R a n c h S u p e r i n t e n d e n t ......... 60 Te en R a n c h C o u n s e l o r - S o c i a l W ork er . . 60 P a i r i n g the tutor and Ran c h e r . . . 4. 61 Teen R a n c h H o u s e P a r e n t s .............. ... 63 Un i v e r s i t y Stu d e n t T e a c h i n g Co ordinator. 63 S U M M A R Y .................................. 64 A N A L Y S I S OF F I N D I N G S .................... 65 O B J E C T I V E O N E ........................... 65 OB JEC T I V E T W O ........................... 71 OBJECTIVE THREE ............................. 78 O B J E C T I V E F O U R ........................... 80 C o n c l u s i o n ........................... 83 SUMMARY OF S U B J E C T I V E F I N D I N G S . . . J u r y .................................. v . 83 83 Chapter Page Juror o n e (School Admini str ato r) Juror two (Social Worker) . . 83 . 86 Juror three (University C o o r d i ­ nator ) ................................ 91 Te en R a n c h S t a f f ......................... 93 A d m i n i s t r a t i v e Dir ector .............. 93 ......................... 93 .............. 93 House P a r e n t s ......................... 94 S U M M A R Y ....................................... 95 Superintendent C o u n s e l o r - S o c i a l Worker 5. . . DIS CUS S I O N OF F I N D I N G S ...................... 96 S U M M A R Y ....................................... 96 D I S C U S S I O N .................................... 97 Su mma ry of J ury F i n d i n g s .............. 101 Juror o n e ............................... 101 Juror t w o ............................... 102 Juror t h r e e ............................ 103 Summary of R a n c h Personnel Findings. Di re c t o r of the R a n c h Board. R a nch S u p e r i n t e n d e n t . . . R a n c h C o u n s e l o r - S o c i a l Worker . . . . . . . . . . Teen R a n c h House P a r e n t s .............. RE COM M E N D A T I O N S . 105 105 105 106 106 107 The J u r y .................................... vi 107 Chapter Page St udent T e a c h e r s ......................... 108 .................. 108 University Coordinator TO P I C S F O R F U R T H E R R E S E A R C H .............. 110 R E F L E C T I O N S ................................ Ill APPENDICES Appendix A. B. C. D. Resume of Juror One, N a r r a t i v e E v a l u a t i o n by Juror O n e ................................ 113 Re sum e of Ju ror Two, N a r r a t i v e Eva lua t i o n by J u r o r T w o ................................ 122 Resume of Juror Three, N a r r a t i v e E v a l u ­ ation by Ju ror T h r e e ..................... 14 0 Resume of Teen R a n c h Counselor, Re por t by Counselor, Job D e s c r i p t i o n . . . 145 . E. C o u n s e l i n g A n a l y s i s I n s t r u m e n t ............... 152 F. I n s t r u m e n t a t i o n ................................. 154 G. E v a l u a tio ns by Other T e e n R a n c h Per so n n e l 171 SELECTED B I B L I O G R A P H Y . .................................... vii 174 L I S T OF TABLES Table 1. 2 . 3. 4. 5. 6. 7. Page M e a n Scores O b t a i n e d o n the A f f e c t i v e S ens !" tivity Scale (Secondary S u b j e c t s ) I I T . 66 M e a n Scores O b t a i n e d on the A f f e c t i v e S e n s i ­ t i vit y Scale (Elementary S u b j e c t s ) . I T . 67 O v er all M e a n Scores O b t a i n e d o n the A f f e c ­ tive Se n s i t i v i t y Scale (Elementary and Secondary) . . . . 68 M e d i a n R ank i n g s and C o m p o s i t e Rank Or der s for P r e - t e s t and P o s t - t e s t w i t h S i g n i f i c a n c e of C h a n g e for Se con d a r y Stu dents on the R o k e a c h V a l u e S u r v e y , In strumental . . . 72 M e d i a n R a n k i n g s and C o m p o s i t e R a n k O r d e r s for P r e - t e s t and P o s t - t e s t w i t h Sig n i f i c a n c e of Ch a n g e for S econ d a r y Students on the R o k e a c h V a l u e S u r v e y , Te rminal .............. 74 M e d i a n Ra nki ngs and C o m p o s i t e R a n k O r d e r s for P r e - t e s t and P o s t —test w i t h S i g n i f i c a n c e of C h a n g e for E l e m e n t a r y Students on the R o k e a c h V a l u e S u r v e y , Instrumental. . . . 75 M e d i a n Ra nki ngs a n d C o m p o s i t e Rank Orders for P r e - t e s t and P o s t — test w i t h S i g n i f i c a n c e of C h a n g e for E l e m e n t a r y Students o n the R o k e a c h V a l u e S u r v e y , Te rmi n a l .............. 76 viii Chapter 1 THE P R O B L E M IN TR O D U C T I O N The p h e n o m e n a of population, knowledge, science, and t ech no l o g y e xpl os i o n s in our c o n t e m p o r a r y society compels e d u c a t i o n to allot less e mphasis u pon di f f u s e bodies of c ont ent knowledge, and m ore to skills and p r o ­ cesses v ita l to this e v e r —c h a n g i n g universe. The i n s t i ­ tutions c ha r g e d w i t h the p u r v e y a n c e of tea c h e r s for this nation's schools m u s t be c o g n i z a n t of the d i c h o t o m y be tween mod es of t e a c h i n g d e d i c a t e d to the pr oce sse s of th ink ing and behaving. U n d e r g r a d u a t e subject m a t t e r c o n c e n t r a t i o n and the pr agm ati c r e a l i s m of the c l a s s r o o m m u s t not in hib it the empathic ardor of the p r e — p r o f e s s i o n a l . It is i mpe rat ive that teacher e d u c a t i o n e mph a s i z e the aff ec t i v e a tti tudes related to the a d o l e s c e n t as a p e r s o n — his o p i n i o n s and feelings. Purpose It was the pu r p o s e of this d e s c r i p t i v e study to ev aluate the C e n t r a l M i c h i g a n U n i v e r s i t y Thu mb A r e a Tee n 1 2 Ra n c h Tut ori al P r o g r a m ' s c o n t r i b u t i o n to i n t e r p ers ona lly or ien t e d p r e - s e r v i c e e d u c a t i o n for se con dar y teachers. Teacher E d u c a t i o n P r o g r a m P r o s p e c t i v e sec ond ary teachers f r o m C entral M i c h i g a n U n i v e r s i t y m u s t enroll in a m i n i m u m of tw e n t y - o n e semester hours of study in the areas of p r o f ess ion al e d u ­ cation and lab ora t o r y e x p e r i e n c e s . Upon c o m p l e t i o n of psy c h o l o g i c a l foundat ion s of ed uca t i o n and ins tru cti ona l m e d i a co u r s e s o n campus, the students of e d u c a t i o n b ecom e in vol ved in a pragm ati c at tempt to coh e r e te ach er e d u c a t i o n w i t h student tea ching during a s i x t e e n —w e e k fi e l d — o r i e n t e d pro f e s s i o n a l R e c o g n i z i n g the need for a realistic, semester. r a t h e r than co ntr ive d la bor ato ry student t eac h i n g experience, C entral M i c h i g a n U n i v e r s i t y n o w co nducts its pro f e s s i o n a l semester in thi rte en o f f - c a m p u s cen ter s i nvo l v i n g 128 co o p e r a t i n g public school districts. The Th u m b A r e a C ente r e n c o m p a s s e s e i g h t e e n rural co o p e r a t i n g schools, w i t h the focal point l oca ted at the Th umb A r e a Teen Ranch, Michigan. Incorporated, nea r Kingston, This facility is 100 m i l e s f r o m the pa ren t institution, Central M i c h i g a n University. The u n i v e r s i t y stu d e n t tea c h i n g c o o r d i n a t o r is r e s p o nsi ble for w e e k l y co urs e w ork to e l e m e n t a r y and secondary students who c om m u t e as m a n y as se venty mi les one way. A d j u n c t to p r o f e s s i o n a l provision, the 3 secondary stu d e n t of tea chin g has the o p p o r t u n i t y to interact on an academic and s o c i a l , o n e - t o - o n e a s s o c i ­ ation w i t h an e d u c a t i o n a l l y and s oci a l l y d i s a d v a n t a g e d secondary student. As Ranchers, these students are w a r d s - o f — the-court in this foster home facility. S e con d a r y stu den t teachers are aw ard ed eig ht semester hours c r e d i t for the st ude nt tea ching e x p e r i e n c e in the c o o p e r a t i n g schools, hours for m e t h o d o l o g i c a l and a m i n i m u m of t h r e e c red it theory. T h e w e e k l y enc ou n t e r be tween the s tudent teacher and the Rancher a cco unt s for an additional two sem e s t e r credits. M I C H I G A N T E E N RANCH, In 1966, profit, boys. INCORPORATED the T e e n R a n c h was i n c o r p ora ted as a n o n ­ c h a r i t a b l e o r g a n i z a t i o n for the c a r e of tee n- a g e L oca ted ne ar Kingston, Michigan, the Th u m b Area, in the c e n t e r of the fa cility is sit u a t e d o n 100 acres of rolling f arm land. The physical style homes; se ttin g is c o m p r i s e d of t h r e e r a n c h a large farm house; ing co n t a i n i n g gymnasium, and shelter facilities a n ew v o c a t i o n a l b u i l d ­ classroom, and o f f i c e space; for m a n y animal projects. The R a n c h a cc o m m o d a t e s thirty boys be tw e e n the ages of twelve and s i x t e e n who, breaking, counties. t h r o u g h n e g l e c t or law- are w a r d s - o f — th e-c our t from n ume rou s M i c h i g a n 4 A f i f t e e n —m e m b e r board o f d i r e c t o r s is r e s p o n s i b l e for funding a p p r o x i m a t e l y o n e — third of the R a n c h o p e r a t i o n through contributions, w h i l e the courts fund two — thirds. The staff con s i s t s of a s upe rintendent, w o r k e r — c o u n s e l o r , four sets of h o u s e p arents a social (one a l t e r ­ nate) , and s u p p o r t i v e pe rso nne l r e s p o n s i b l e for fund raising, clerical services, and other a d m i n i s t r a t i v e details. A t t e n t i o n is fo cused u p o n the family un it of ten Ranchers per home, w i t h su rro gat e p arents and their c h i l ­ dren as m o d e l families to emulate. Rancher s e l e c t i o n is d e p e n d e n t up on the abi lit y of the child to adapt to a n e i g h b o r i n g c o m m uni ty school s ys­ tem for a m a j o r i t y of his education. Considerable empha­ sis is p laced upon r e c r e a t i o n a l and v o c a t i o n a l e d u c a t i o n as an o n — site end eavor as well. The d u r a t i o n of R a n c h i nv o l v e m e n t is d e p e n d e n t upon family c i r c u m s t a n c e s and the d e g r e e to w h i c h the Rancher is p r e p a r e d to b eco me a p r o d u c t i v e m emb er of society. While some Ranchers are placed b a c k in the homes or foster homes, others r e m a i n w i t h the p r o g r a m to graduate f rom h i g h school. The p ro bat e courts in the state of M i c h i g a n are urging the Te en R a n c h pe rsonnel to b uil d m o r e facilities, and to accept a g rea ter number of c h i l d r e n w ho have more serious problems. 5 A n e x t e n s i o n to the pr ese nt T e e n R a n c h is b ein g co n s t r u c t e d on a n e a r b y site, enabling the R anchers from that facility to u t i l i z e the present v o c a t i o n a l building, but attend ano the r n e i g h b o r i n g school system. P r o j e c t e d plans include a Teen R a n c h for girls. TEEN R A N C H T U T O R I A L P R O G R A M The emp has is upon c o n t e n t and d e — emp hasis of the individual student p r e s c r i b e d in se con dar y p r e p a r a t i o n p r o m p t e d a sol i c i t a t i o n of techniques w h i c h w o u l d i n t r o ­ duce a h uma nis tic c o m p o n e n t to the Thumb Area p r o f e s ­ sional semester. Hi sto r i c a l P e r s p e c t i v e The d e c i s i o n was m a d e by Ce ntr al M i c h i g a n U n i ­ ve rsi ty in 1968 to in sti t u t e a st udent t eaching center in the Thumb A r e a of Michigan, pr ovi din g additional p l a c e m e n t o p p o r t u n i t i e s for students d e s i r i n g rural experience. An a d m i n i s t r a t i v e o f f i c e was e s t a b l i s h e d ini tially in the r e s i d e n c e of the un ive r s i t y stu d e n t teaching coordinator. C e n t r a l l y loc ate d in the Thumb Area, this lo cation o ff e r e d p r o x i m i t y to the Teen R a n c h fac ili ty near Kingston. T h r o u g h n e g o t i a t i o n s w i t h the T e e n R a n c h p e r s o n ­ nel, a r r a ng eme nts w e r e m a d e for c olle ge st ude nt teachers to tutor the R anc her s in academics, thus p r o v i d i n g the 6 student teachers pe rsonal a s s o c i a t i o n w i t h less t han e d u ­ ca tio n a l l y m o t i v a t e d children. The Tee n R a n c h facilit ies w ere to be ut il i z e d for c l a s s r o o m space. The era b e t w e e n the p r o g r a m ' s in cep t i o n and the pr esent has a cco unt ed for n umerous revisions, v o lun t a r y to c o m p u l s o r y stu d e n t involvement, i.e., experimen­ tation w i t h the time of day and n u m b e r of e n c o u n t e r s per week, r e l e a s e d school time for the Ranchers, emphasizing and d e - e m p h a s i z i n g the c o g n i t i v e a s p e c t of the tut o r i n g experience, increasi ng the nu m b e r of tutorial experiences, and an a t t e n u a t i o n of s e c o n d a r y st udents w h i c h has d e c r ea sed the n u m b e r of Ranchers tutored. The pr o s p e c t i v e students are i n t e r v i e w e d on campus d u r i n g the semester prior to the p rof e s s i o n a l semester. At this time they are infor med of the tutorial p r o g r a m and given the o p t i o n of a c c e p t i n g or r e j e c t i n g the Thumb A r e a Center. Historically, the d e m a n d for o p p o r ­ tunity to st udent teach in the T h u m b A r e a exceeds the ca pacity of acceptance. M u c h of the first w e e k of the pro f e s s i o n a l semester work, is spent at the Ranch for o r i e n t a t i o n to course student teaching, and tutoring. A t this time, the Teen R a n c h c o u n s e l o r assumes the r e s p o n s i b i l i t y of u n i t i n g each st udent w i t h a Ra ncher for' the d u r a t i o n of the semester. The u n i v e r s i t y c o o r d i n a t o r b e c o m e s s ubs id i a r y to this essential off ic i a l w h o intervi ews ea ch student, 7 pairs the st udent and Rancher after j u d i c i o u s c o n s i d e r ­ at ion of avo cat ion al and academic interests, a c o u n s e l o r and re sou rce person, serves as and assists in d i r e c t i n g the w e e k l y tutorial sessions. A f t e r the o r i e n t a t i o n week, the student of t e a c h ­ ing is r e l e a s e d from his c l a s s r o o m r e s p o n s i b i l i t i e s to attend a w e e k l y seminar and tut oring session. The c o m ­ b i n e d e x p e r i e n c e includes a t wo— hour class m e e t i n g and a one and o n e - h a l f ho ur i n t e ra cti on b e t w e e n s t u d e n t and Rancher. A d j u n c t to m e t h o d o l o g i c a l theory of education, the t wo- hou r e nco u n t e r serves as a v e h i c l e for e x p o s u r e to general and specific in form ati on ab o u t the foster home ch il d r e n by the instru cto r and Teen R a n c h personnel. The actual t u t o r i n g com men ces at the R a n c h i m m e ­ di a t e l y af t e r the c h i l d r e n d i s e m b a r k f r o m the school b u s . T h e st udents are e n c o u r a g e d to dev o t e the fir st f o r t y — five mi nut es to c ogn i t i v e emphases, i.e., assisting with home­ work, or ut ili z i n g an a l t e r n a t e plan of remediation. The r e m a i n i n g p eri od is d e v o t e d to c u l t i v a t i n g an a f f e c t i v e re lationship. Dr ess ed in for m a l l y and on a f i r s t - n a m e basis, e a c h student te acher reverses his a u t h o r i t y figure role. He m a k e s every eff ort to b ec o m e a friend and c o n ­ fidant w h i l e a t t e m p t i n g to elevate the Ran che r's selfconcept, teacher even at the expense of his own. is en cou r a g e d The s tudent to share his o w n a s p i r ati ons , 8 apprehensions, and d i s c o u r a g e m e n t s w i t h the Rancher, w h i l e eng aging in sports ac tiv i t i e s or "rap" sessions. Every effort is e x p e n d e d to a cqu ire i n - d e p t h p e r c e p t i o n s of the Rancher's p lig ht by being a good listener. Meed for the P r o g r a m The e d u c a t ion al psychologist, A r t h u r Combs, siders tea c h i n g to b e a h u m a n r e l a t i o n s h i p . ^ con­ If this hu man ist ic a tti t u d e is to b e instilled i n s tud ent s of teaching, entry o p p o r t u n i t i e s m i g h t be c o n c e i v e d at the pre- level w h i c h w o u l d fa cili t a t e its ac quisition. The tut o r i a l p r o g r a m is the T h u m b A r e a Cen ter 's a p p r o a c h to Combs' "clear and c o n s i s t e n t frame of r e f e r e n c e a b o u t pe opl e and their be ha v i o r to ser ve as 2 a g u i d e in d e a l i n g w i t h them." Importa nce of the P r o g r a m The tutori al ex per i e n c e is an a t t e m p t to rem ove ba rriers and foster a r a p p o r t b e t w e e n st u d e n t and Ra n c h e r based upon m utu al res p e c t and identification. The teacher au tho rit y figure s tigma is a l l e v i a t e d t h r o u g h informal dress and fir st- n a m e association. 1 A c c o r d i n g to Combs, A r t h u r W. Combs, The P r o f e s s i o n a l E d u c a t i o n of Teachers (Boston: A l l y n and Bacon, Inc.^ 1965), pZ 21. ^Ibid. 9 "the rol e r e q u i r e d of the teacher is that o f facilitator, encourager, helper, his students." assister, colleague, and friend of 3 A n e f f o r t is m a d e to en h a n c e the s e l f - c o n c e p t of the R ancher and to el ev a t e his n e g a t i v e p e r c e p t i o n s of teachers thr o u g h emp h a s i s u p o n the human i n a d eq uac ies of the p r o s p e c t i v e teacher. C o m b s c o n s i d e r s the s e l f - c o n c e p t to be an a g g r e g a t e of all p e r c e p t i o n s o f s e l f — n e g a t i v e and positive. 4 If this pre m i s e is accepted, emphasizing the i n a d e q u a c i e s of the tutor c oul d b e n e f i t b o t h Ra ncher and student t h r o u g h C o m b s ’ "self as instrument" ap p r o a c h . ^ A so lic ite d b y - p r o d u c t of the r a p p o r t b e t w e e n the pr i n c i p a l s of this p r o g r a m w o u l d be the a s s o c i a t i o n the p r e - p r o f e s s i o n a l m i g h t m a k e to the m a n y s tud e n t s in his classroom. R ath er than groups of thirty, he m i g h t c o n ­ sider his c las ses as t h i r t y i n d i v i d u a l s — e ach w i t h his o w n needs and d esi res to be met. This r e q u i r e s an e f f e c ­ tive t e a c h e r to be a w a r e of students' ceptions. M o n r o e con sid ers fee lings and p e r ­ the l a c k of s y m p a t het ic u n d e r s t a n d i n g of c h i l d r e n to be o n e of the m a j o r factors in teacher f a i l u r e . 6 ^ I b i d . , p. 16. ^ C o m b s , op. cit., 4 I b i d . , p. p. 14. 22. g Research W a l t e r S. Monroe, E n c y c l o p e d i a of E d u c ati ona l (New York: T h e M a c m i l l a n Company, 1950), pi 14 48. 10 This p e r c e p t u a l v i e w is b a s e d u pon a teacher belief s yst em of att itu des and val ues that employ empathic ab ili ty as a c a t a l y s t to e f f e c t i v e teaching. to Kagan, According this a f f e c t i v e s e n s i t i v i t y is a “per son's ability to de t e c t and d e s c r i b e the immed iat e a f f e c t i v e state of another." 7 R o k e a c h c o n t e n d s t h a t in the last fifty y ear s social scientists h a v e d e v o t e d m o r e attention to the m e a s u r e m e n t of att itudes than to the theory and m e a s u r e ­ m e n t of values. He states t hat a l t h o u g h m ore i m p o rta nt to e f f e c t i v e te ach i n g than attitudes, v a l u e s ha ve been slighted d u e to a l a c k of c o n c e p t u a l d i f f e r e n c e s bet w e e n values and attitudes, and m o r e r a p i d d e v e l o p m e n t of Q systems of m e a s u r i n g attitudes. It is d iff i c u l t to c o n c e i v e of a human p r o b l e m that w o u l d not be be tte r i ll u m i n a t e d if r e l e v a n t and r e l i a b l e value d a t a c o n c e r n i n g it w e r e available. Differences, for example, in culture, social class, occupation, sex, religion, or po lit i c s are all e q u a l l y t r a n s l a t a b l e into q u e s ti ons c o n c e r n i n g d i f f e r e n c e s in u n d e r l y i n g v a l u e s and val ue systems; di fferences, for example, in d e v i a n t versus c o o p e r a ­ tive beh avi or are also a m e n a b l e to an alysis in terms of v a l u e d ifferences; similarly, studies of c h a n g e 7 No r m a n Kagan, D avi d R. K rat hwo hl et a l ., Studies in Hu man I n t e r ac tio n (East Lansing, Mich: M i c h i g a n State U n i v e r s i t y , 1967), p. 131. Q M i l t o n Rokeach, "The M e a s u r e m e n t of V a l u e s and V a l u e Systems" (unpublished m i m e o g r a p h copy, M i c h i g a n State University, n.d.), p. 22. 11 as a result of m a t u r a t i o n , education, or therapy are all red uc i b l e to q u e s t i o n s concern ing d e v e l o p ­ m e n t and ch ang e in values and v a l u e s y s t e m s . 9 Behavioral Ob jec tiv es This study is an attempt to e valuate Ce ntr al Mi ch i g a n Uni v e r s i t y ' s T h u m b A r e a Teen R a n c h Tutoria l P r o g r a m du rin g the Spring Se mes ter of 1973, a p eri od of time b e t w e e n J a n u a r y 15 and M a y 10. Su b j e c t i v e and o b j e c t i v e d ata w ere c o l l e c t e d on n i n e t e e n s e c o nda ry participants, and whe re pertinent, co mp a r e d on a c urs o r y basis w i t h t hir t e e n e l e m e n t a r y students w h o wer e also w i t h i n the pur v i e w of the student teaching coordinator. The o b j e c t i v e d ata w e r e c o l l e c t e d by m e a n s of the Af f e c t i v e S e n s i t i v i t y Scale and the V a l u e Survey. The s ubj ec t i v e e v a l u a t i o n was con duc ted by a jury of three e xpe rts who w e r e guided by b eha vio ral objectives, w r i t t e n in c o n j u n c t i o n w i t h the r e s e a r c h d e p a r t m e n t at M i c h i g a n State University. Objective o n e . Upon c o m p l e t i o n of the full s e m e s ­ ter Thumb Area T e e n R a n c h Tu torial Program, the C entral M i c h i g a n U n i v e r s i t y stu den t te acher's e mpathic at tit ude toward the individual s tud ent tained, as evidenced by: 9 I b i d . , p . 2. (Rancher) will be m a i n ­ Ob jec t i v e data c o l l e c t e d by m e a n s of the A f f e c t i v e Sensitivity S c a l e . A subject ive ap pra isa l of the r a p p o r t b e t w e e n stu ­ d e nt teacher and Ra ncher by the jury and R a n c h p e r ­ sonnel. 1. E v i d e n c e c o l l e c t e d by fr equent visit ati on: S e v e n t y per cen t of the student teach ers will d e v e l o p r a p p o r t w i t h their a ssi g n e d Ranchers, and will m a i n t a i n this r e l a t i o n s h i p for the d u r a t i o n of the program. a. This w i l l be d e m o n s t r a t e d by the w i l l i n g n e s s of the Ran che r to involve th e tutor in his avocatio nal b. interests. T he Ra ncher w i l l con f i d e in the tutor by i m par tin g s pecific in f o r m a t i o n c o n c e r n i n g his family m i l i e u and o the r ind ic t i n g d i s ­ closures leading to his p l a c e m e n t in the foster ho me facility. c. T h e Ra ncher will d e m o n s t r a t e o v e r t d i s ­ a p p o i n t m e n t w h e n a student teacher is absent f rom the tu tor i n g session. d. Whi le c o m m u n i c a t i n g w i t h others, the R a nch er' s c o m m e n t s about the st ude nt teacher will be positive. O b j e c t i v e one will only b e a c c o m p l i s h e d if: 1. The A f f e c t i v e S e n s i t i v i t y Scale data in dic ate t h at em pat hy is maintained. 13 2. The jury and R a n c h per son nel c onc l u d e that ea rly r apport bet w e e n s tudent and R an c h e r has been es t a b l i s h e d and ma int ain ed. Less than 70 p e r c e n t a c c o m p l i s h m e n t w i l l not be acceptable. Objective t w o . Up on c o m p l e t i o n of the full semester Thumb A r e a T een R a n c h Program, the C e n t r a l M i c h i g a n U n i v e r s i t y stu den t teacher wi ll d e m o n s t r a t e a gr eat er em phasis u p o n the importan ce of the fo llo win g six c u l t u r a l v alues as ide nti f i e d by Rokeach: of A c c o m p l i s h m e n t and E q u a l i t y minded, Forgiving, values). A. Helpful, A Sense (terminal values), and Lo v i n g Broad­ (instrumental Evidence: C o n s i d e r i n g p r e — and p o s t - t e s t data, t he stu den t teacher w ill in cr e a s e in s t a t i sti cal r a n k i n g on the V a l u e Survey for four of the six values. B. The jury and Ra n c h pe rso n n e l will o b s e r v e that t oward the latter se gment of the experience, the d i a l o g u e b e t w e e n the Ra nch er and the s tud ent te ac h e r wi ll focus u pon the s tud e n t teacher's b a c k g r o u n d as a model. A s oli cited b y - p r o d u c t w o u l d be the Ra nc h e r i d e n t i f i c a t i o n w i t h the tutor w h o has d e m o n s t r a t e d a g re a t e r degree of imp ort a n c e for the aforementioned v a l u e s . Evidence: 1. The h o u s e parents wil l c o n t e n d that there are fewer o u t b r e a k s of h ost i l i t y in the home. 14 2. The Ranchers' h i g h school t eachers and a d m i n i s ­ trators will rep ort that there are fewer pr oblems a. b. in school, as e v i d e n c e d by: A r e d u c t i o n in the nu mber of times a Ra n c h e r is sent to the pr i n c i p a l ' s office. A r e d u c t i o n in the nu mbe r of times a R a n c h e r has s kip ped s c h o o l . C. O b j e c t i v e two will o n l y be a c c o m p l i s h e d if the s t a ­ ti sti cal r a n k i n g o n the V a l u e S urv ey increases for four of the six values. Objective three. Upo n c o m p l e t i o n of the full semester T h u m b A r e a T e e n R a n c h Tu torial P r o g r a m the Ce ntr al M i c h i g a n U n i v e r s i t y st u d e n t t eachers w i l l c o n ­ sider the p r o j e c t to be an integral s egment of their p r e ­ professional A. training. Evidence: The stu d e n t te ach er wil l d e m o n s t r a t e a p osi t i v e a t t i t u d e to war d his t u t o r i n g e x p e r i e n c e by: 1. Se ven ty p e r c e n t of the s tudents fav orably a c c e p t i n g the total program, as e v i d e n c e d by their r e s p o n s e s to the que rie s of the jury. 2. A c q u i r i n g i n - d e p t h k n o w l e d g e of the b a c k g r o u n d of the Ra nch er by m a k i n g numerous qu e r i e s of the Te en R a n c h p e r s o n n e l . 3. V o l u n t e e r i n g to tutor a s t u d e n t from his s t u d e n t t e a c h i n g assignment. 15 4. V o l u n t eer ing constru cti ve criticisms regarding the organiz ati on of t he pr ogram for its im pro ve­ m e n t and continuance. B. O bje cti ve three will o n l y be accomplished if 7 0 pe r­ cent of the total g roup of student teachers g e n ­ erally accept the tutorial program. O b jec ti ve f o u r . The coopera tio n of the Teen Ranch personnel is vital to the continuance of the program. Central M i c h i g a n University's Thumb A r e a T een Ra nch Tutorial Program will comple men t the functions of the Teen Ranch, A. as evidenced by: Donation of time, money, building space, and exper­ tise by the Teen R a n c h personnel to the program. 1. Ranch personnel will serve as resource people. 2. Ranch personnel will donate money for social and academic projects. 3. B. Ranch personnel will Objective offer written approval. four will be accomplished only if all of the aforemen tio ned behaviors are manifested. Conclus ion The Central Mich iga n Univer sit y Thumb Area Teen Ranch Tutorial Pro gra m can be adjudged effective only if Objectives one, three, and four have been accomplished. 16 Definition of Terms Student t e a c h e r .— a college student assigned to a guided teaching experience, assuming increased re spo nsi ­ bility for the intellectual developm ent of individuals and groups of c hildren over a sixteen-week period. R a n c h e r .— a student between twelve and sixteen years of age who is a resident of the Teen R a n c h foster home facility. A f fective sensitivity (empathy-empathic a t t i t u d e ) .— "the ability to d e t e c t and describe the immediate affective state of another, or in terms of co mmu nic ati on theory, the ability to receive and de cod e affective c o m m u n i c a t i o n . " ^ 0 M a i n t a i n e d .— R ese a r c h indicates a d ecrease in empathic attitude toward the individual during student teaching. The word "maintained" implies that empathy would not be de cre ase d more than the error of m e a s ur eme nt would allow. A Sense of Accomplishment, Forgiving, Helpful, Equality, Broadminded, L o v i n g .— identified by Ro kea ch as a l t r u ­ istic values w h i c h can only be defined by the p e r c e i v e r . ^ ■*"°Norman Kagan, David R. Krathwohl, and W. W. Farquhar, "Interpersonal Process Recall: Stimulated Recall by Vid eo- tap e Final Report" (NDEA Title VII, Grant No. OE 7-32-0410-216), East Lansing: M i c h i g a n State Uni­ versity, 1965. ■^Rokeach, op. cit. , p. 17. 17 Teen R a n c h P e r s o n n e l .— those responsible for the successful operation of the foster home facility. Assumptions Al th o u g h secondary oriented, this evaluation utilizes data from Underhill's 1968 study of elementary teacher attitudes w h i c h indicated that empathy is diminished during the student teaching experience. 12 The assumpti on was m a d e that the results of that valid study of elementary attitudes would, at the very least, apply to secondary teachers. It is further assumed that, should the evaluation of the Teen Ranch Tutorial Program prove instrumental in ma intaining empathic ability and instilling humanistic growth in the student teacher, a m ore efficacious pro­ fessional w o u l d be created. Limitations This study was limited to an evaluation of Central M i c h i g a n !s Thumb Are a Tee n Ranch Tutorial Pro g r a m and its influence upon Thumb Area students of teaching. Any inclusion of Rancher influence was o nly for purposes of evaluation of the program's effects upon student teachers. 12 Robert Glen Underhill, "The Relation of El eme n­ tary Student Teacher Empathy (Affective Sensitivity) Change to Supervising Teacher Empathy and Student Teaching Success" (unpublished Doctor's dissertation, Mi chigan State University, 1968), p. 91. 18 The limited populati on of nineteen secondary p a r ­ ticipants indicated that the study be descriptive, rather than experimental. OV ER V I E W Chapter 2 will be devoted to a review of literature which relates to this study, and a d elineation of the instrumentation utilized to gather objective data. The first section will be a review of literature pertaining to the consequence of an interpersonally oriented p re-service p rog ram for students of teaching. Section two will r eview res ear ch and de scr ibe the Affective Sensitivity Scale and the Value S u r v e y . The last segment of Chapter 2 will relate the importance of behavioral objectives to this study. Ch apter 3 will detail the design of this study, with a d i s c u s s i o n of the procedure for c ollecting o b j e c ­ tive and subjective data. At ten tio n will be dir ected to the jury system of evaluation, d epi cting the rationale, description, selection of jury, and its function. An analysis of statistical data and jury findings will be treated in C hapter 4. Chapter 5 will be a summarization of the investi­ gation w i t h conclusions drawn, for further study. and recommendations ma de Chapter 2 RE V I E W OF THE L ITE RAT URE This chapter reviews the literature pertaini ng to attitudes and v alues of humanistic education, and relates their co nsequences to teacher education. Evidence is presented supporting the tutorial procedure for m ai n t a i n i n g an empathic attitude in p r e ­ professional teachers. The instruments selected for o bje ctive m e a s u r eme nt are d esc ribed and analyzed. HUMANISTIC EDUCATION Historically, teacher education has expended a tremendous amount of time and energy focusing attention upon identifying concepts and effective teaching st rat e­ gies, but has neglected the i den tif ica tio n and r eal iza tio n of affective goals. Will considers the emphasis upon objective res ear ch to be an inhibiting element to the relatively subjective nature of affective attitudes.'*' 1 Richard Y. Will, "The Education of the Teacher as a Person," The Journal of Teacher E d u c a t i o n , 18:471-75, Winter, 1967T 19 20 Since the late 1 9 5 0 * s and early 1960's, our society has placed greater emphasis upon the value of the individual. Professional training has had to add an additional d i m e n s i o n — " p e r s o n - p r o f e s s i o n a l ." 2 Ad j u n c t to this, education mus t not only consider the pupil, teacher, and the cu rri culu m in isolation, the but must also 3 accept the cha llenge of "person— e d u c a t i o n . " Accord ing to Beniskos, pe rso n—education is in need of person teachers and person-pupils.^ The terms "humanistic" or "confluent" education have been derived from the increased co gni zan ce that learning has an affective, or emotional factor w h i c h relates dir ect ly to intellectual growth. Educators v i e w this contempo rar y a ppr oac h to learning as an attempt to counteract the increasing alien ati on to traditional ed u­ cation by c h i l d r e n . 5 Our schools have been considered ineffective and dehumanizing institutions by critics who rel egate the 2 J. M. Beniskos, "The Person-Teacher Concept," School and S o c i e t y , 96:4 06-07, November, 19 68. 3 J. M. Beniskos, "The Person-Teacher," The E d u ­ cation D i g e s t , 36:34-36, April, 1971. 4 Beniskos, "The Person-Teacher Concept," pp. 07. 5 comment), "Emotional Emphasis in Education" (editorial School and S o c i e t y , 99:78, February, 1971. 4 06- 21 three "R's" to a position of secondary importance. They cite the school dropout problem, drugs and alcohol, increased crime, and racism as evidence that schools are failing to foster individual dignity and understanding of the world. Whether the schools are responsible for these problems or not, it is their function to produce educated people who will be called upon to solve the ills g of mankind. Blume considers education to be the instrument that releases the creative potential of the individual. He states: But this isn't enough. We must also help our young to develop compassion, concern for others, faith in themselves, the ability to think critically, the ability to love, the ability to cooperate with others, the ability to maintain good health, and, above all, the ability to remain open to other people and new experiences. This is "humanistic" education.7 Blume's concept of educating people through humanistic methods might indicate that those responsible for program development in teacher preparation insti­ tutions should consider drastic revision of their cur­ ricula. This supposition is supported by Iannone who indicts pre-service education for neglecting human learning experiences for prospective teachers, ^Robert Blume, "Humanizing Teacher Education," Phi Delta Kappan, 52:411-15, March, 1971. ^Ibid. 23 child. The traditional practitioner tends to see learners as faceless groups, drens' names. at times failing to learn the c h i l ­ Numbers are no excuse for teachers' failure to individualize and humanize instruction. 13 Will considers teaching to be a deeply personal art, involving open and honest rel ationships w i t h people. Before 1950, M o n r o e maintai ned that p r e — service education of teachers should be consi ste nt with democratic ideals. He listed twelve positive traits of teachers: " (1) Cooperative, democratic attitude, and con sid era tio n for the individual, (4) Wide interests, manner, (2) Kindliness (3) Patience, (5) Personal appearance and pleasing (6) Fairness and impartiality, (7) Sense of humor, (8) Good disposition and consistent behavior, in pupils' problems, nition and praise, (10) Flexibility, (9) Interest (11) Use of re cog ­ (12) Unusual p roficiency in teaching.""^ The aforementioned traits which descr ibe a humanistic teacher, de-emp has ize cognition. 13 Peter F. Oliva, "The N e w Breed of Teacher," C o n ­ temporary E d u c a t i o n , 44:258-61, April, 1973. ‘*‘^Will, 15 Re sea rch l o c . cit. Walter S. Monroe, Encyclopedia of Educational (New York: The Ma cmi l l a n Company, 1950) , pi 1*392. 24 Beniskos claims, former of ideas, a transformer of himself, former of others. possessed by, "The true teacher is a tr ans ­ and a t r a n s ­ The good teacher must possess, subject matter." X6 not be The teacher as an authority figure transmitting m i d d l e — class values does not fit his conception of a p e r s o n - t e a c h e r . Ha machek suggests that the differe nce between good and poor teaching in the public schools and in higher education is the teacher's personal style of comm u m c a t i n g w i t h the learner. 17 This position concerning teaching in higher education appears to be supported by lannone who claims that professors m u s t also be real and empathic to the needs of the learner. 18 Hamachek c o n ­ cludes : In essence, I think the evidence is quite clear when it comes to sorting out good or effective from bad or ineffective teachers on the basis of personal characteristics. Effective teachers appear to be those who are, shall we say, "human" in the fullest sense of the word. They have a s e n s e - o f - h u m o r , are fair, empathic, more democratic than autocratic, and apparently are mo re able to relate easily and naturally Lo students on either a o n e — to—one or group b a s i s . 19 ■^Beniskos, "The Pe r s o n —Teacher Concept," pp. 406— 07. 17 Don Hamachek, "Characteristics of Good Teachers and Implications for Teacher Education," Phi Delta K a p p a n , 50:341-45, February, 1969. ^lannone, loc. cit. "^Hamachek, loc. cit. 25 In his capacity as a high school teacher, Freese considers the capable practitioner to be one who can divorce himself from course content, and can relate on a real and intimate basis w i t h the student. "He m a y appreciate knowing less w i t h a deeper knowledge, and opt to kn ow more w i t h an ever-expanding knowledge." 20 It is B l u m e 's o pin ion that effective teachers view people from wi t h i n rather than externally. concerned w i t h people than things, themselves as worthy, able, they see others and and dependable. their task as that of freeing students, trolling them. Being more They see rather than con- 21 Dixon and Morse agree that "stability in the p e r ­ ception of one's role as teacher may enhance one's chances of developing good personal relationships." Their research verified that individuals who m easured h i g h in empathic ability w ere considered by pupils to be better teachers. 22 Royer relates the humanistic existentialistic teacher. 20 teacher to the She considers it important Mathias Freese, "Is Content Enough?" H o u s e , 43:184-85, November, 1968. 21 22 Blume, Clearing loc. cit. W. Robert Dixon and William C. Morse, "The Prediction of Teaching Performance: Empathic Potential," The Journal of Teacher Education, 12:322— 29, September, 1561. 26 from the ex is tentialistic point of view that the students perceive the sincerity of the teacher, made evident through open and honest discus sio n of personal problems 23 afflicting the teacher. Carter views the m o d e r n teacher moving toward a hu man ist ic- exi ste nti al i sti c orientation. Rogers states, 24 "You mus t take the risk of coming out from behind your teacher role and becoming a person to your students." Hamachek*s 25 summation of a good teacher is: A good teacher is a good person. Simple and true. A good teacher rather likes life, is r easonably at peace w i t h himself, has a sense—o f — h u m o r , and enjoys other people. . . . Among other things, a good teacher is good because he does not seem to be d o m i ­ nated by a narcissi stic self which demands a spot­ light or a neurotic need for power or authority, or a host of anxieties and tremblings w h i c h reduce him from the ma s t e r of his class to its m e c h a n i c . 2 6 ATTITUDES If the premise is accepted that one of the o b j e c ­ tives of teacher e duc ati on is to effect a m o d i f i c a t i o n 23 Marjorie Royer, "Profile of an Existential Teacher," Contem por ary Education, 44: 106 — 11, November, 1972. 24 John E. Carter, "Trends in the Teaching of Values," Contempo rar y E d u c a t i o n , 44:295— 97, April, 1973. 25 Carl Rogers, "Forget You Are A Teacher," The Education D i g e s t , 37:17-19, November, 1971. 26 Elmer B. Jacobs, "Attitude Ch ange in Teacher Education: An Inquiry into the Role of Attitudes in Changing Teacher Behavior," The Journal of Teacher Edu ­ cation, 19:410-15, Winter, 1968. 27 in the behavior of students of teaching, to become successful teachers, ena bling them then attitudes m u s t be molded that will equip them to be of op t i m u m benefit to their students. This could foster individual gr owt h which co mplements living in a free and democratic s o c i•e4t.y . According to Jacobs, of as change, of thinking, "Learning has been conceived because of experience, feeling, and acting. in the student's way E duc ati on m a y be regarded as a s ystem of learning experiences that brings about d e s i r abl e changes in students." 28 Jacobs 1 research indicates that man y p r e — service teacher ed ucation programs are or ien ted toward a dem o c r a ­ tic po stu re d uring the initial course work, but experience a decline of interpersonal ori e n t a t i o n during the student teaching experience. 29 Wa lbe rg discovered: . . . the practice teachers became less pupilcentered and egalitarian, and more puritanical. The d eclines in atcituuinal ratings on the first two measures, Pupil -ce nte red and Egalitarian, are co nsonant w i t h the changes in se lf- con cep t— declines on P edagogical and Identified and increases o n C o n ­ trolling. These findings are additional support for the p e r s o na lit y-r ole con fli ct hypothesis. In addition, it m ay reflect di s i l l u s i o n in trying to apply in the c l a s s r o o m "Neo-Progressive," "democra­ tic" m ethods gleaned in ed ucation c o u r s e s . 30 27_, . Ibid. 30 28_, . , Ibid. 29t , . , Xbid. He rbe rt J. Walberg and others, "Effects of Tutoring and Practice Teaching on Self-Concept and 28 Empathy C o n s i der ing empathy a "psychological riddle," Allport compares empathic ability to i m i t a t i o n . 31 defines empathy as, "the imaginative tr ansposing of o n e ­ self into the thinking, feeling and acting of another and restructuring the wo rld as he does." as, Dymond "Fellow-feeling," 32 Using such terms "social awareness," "sympathy," or "insight," she suggests that empathy is "one of the underlying processes o n w h i c h our u n d e r s tan din g of others is built." 33 There is a relati ons hip between this ability and ability to unders tand oneself, "insight." mg w h i c h Dymond terms This ability involves standing off and look- at oneself from another's point of view. 34 Dymond advocates that some people are sensitive to the thinking and feeling of children, w h i l e others are Attitudes in Education Students," Federal Project Rep ort (Harvard University, Cambridge, M a s s ., 196^), p. oT 31 Gordon W. Allport, "The Historical Background of Modern Social Psychology," Han dbook of Social P s y c h o l o g y , ed. G. A. Lindzey (Cambridge^ M a s s .: Addison-Wesley, 1954), p. 23. 32 Rosalind F. Dymond, "A Scale for the M e a s u r e m e n t of Empathic Ability," The Journal of Co nsu l t i n g P s y c h o l o g y , 13:127-33, April, 1949. 33 Ibid. 34 J Ibid. 29 very slow in perceivi ng these cues. 35 She is of the opinion that these skills are acquired as a young child while in the h o m e . 36 Gage relates empathy to social perception: "When we predict h o w other persons will behave, we show how we understand them." 37 Halamandaris and Lo ug h t o n submit, "The ideal teacher m u s t be first and foremost the possessor of 'e m p a t h y - c o m p e t e n c e . 1 'E m p a t h y - c o m p e t e n c e * may be defined as the ability of a teacher to genuinely c o n ­ sider, as a first priority, the rights, achievements of the individual student, feelings and in all teaching , • .. . tf38 ac t i v i t i e s . " Ac cor d i n g to Dixon and Morse, "Empathy is the capacity of the subject ins tinctively and intuitively to 3 5 Ibid. 36 Rosalind F. Dymond, "A P r e l i mi nar y Investigation of the Relation of Insight and Empathy," The Journal of Consulting P s y c h o l o g y , 12:228-33, J u l y - A u g u s t , 194 8. 37 N. L. Gage, "Explorations in the Understanding of Others," Educational and Psychological M e a s u r e m e n t , 13:14-26, Spring, 1953. 38 P. G. Ha lamandaris and'A. John Loughton, "Empathy Competence: A Search for N ew D i r e c t i o n in C a n a d i a n Teacher Education," Educational Technology, 12:20-22, November, 1972. 30 feel as the subject does." terms, they state that, 39 Relating empathy to Fr eudian "this must be a n o n —narcissistic but libidinized feeling for the other person." summarize empathy as, 40 They "a highly interpersonal phenomenon with the subject and o bjec t bound up in a mutual „41 response." Whiting d istinguishes empathy as, role-taking, (2) insight into others' "(1) experiences, (3) skill in interpersonal p e r c e p t i v e n e s s . M his opinions, and 42 Rogers concludes that empathy involves, the l e a r n e r — his feelings, imaginative "prizing his person. is an accepta nce of the other as a person of worth, It a basic belief that the other person is fundamentally worthy. . . . This is the attit ude that causes the learner to think, 'He understands how I feell'" 43 The ability to place oneself in the role of another is salient to developing c o m m u ni cat ion between people. As soc iat ing this w i t h scholastic success, Chambers r e l a t e s : 39 D i xon and Morse, 4 °Ibid. loc. cit. 4 1 Ibid. 4 ^Gordon C. Whiting, Empathy, Mass Media, and Mo der niz ati on in Rural Brazil (Federal Project Report, Michigan State University Aid D iff usion Project, D e p a r t ­ ment of Communication, East Lansing, Michigan, 1967), p. 11 43Carl Rogers, "Forget You Are A Teacher," The Educati on D i g e s t , 37:17-19, November, 1971. 31 It would appear that empathy, as well as scholastic aptitude, is significantly related to scholastic success. Furthermore, w hen scholastic aptitude is held constant, empathy evidently is the different quality wh ich enables the student to have scholastic success in spite of low scholastic a p t i t u d e . 44 Chambers proposes that empathy would be most important in education where the tests for empathy, scholastic aptitude, and intelligence could be utilized to predict academic and vocational success. 45 Kagan and Krathwohl equate empathy w i t h the term "affective sensitivity," and describe it as "a person's ability to d e t e c t and des c r i b e the immediate affective state of another." 46 Utilizing the A f f e c t i v e Sensitivity S c a l e , U n d e r ­ hill compares elementary student teacher empathic ability with supervising teacher empathy by pre- and po st-testing student teachers and supervising teachers. The population is comprised of forty-four student teacher-supervising teacher pairs. 44F r a n k M. Chambers, "Empathy and Scholastic Success," Personnel and Guidance J o u r n a l , 36:282-84, December, 1957. 45 Ibid. 4 6N orman Kagan, David R. Krathwohl, and W. W. Farquhar, Interpersonal Process Recall: Stimulated Recall by V ideo-tape Final' Report (NDEA Title VII, Grant No. OE 7-32-0410-216, East Lansing: Mi chi gan State University, 1967), p. 31. 47 Robert Glen Underhill, "The Relation of E l e m e n ­ tary Student Teacher Empathy {Affective Sensitivity) 32 High student teachers placed w i t h hi gh supervising teachers tended to increase in empathic ability; low student teachers placed w i t h low supervis ing teachers tended to de cre ase in empathic ability; and high stu­ dent teachers placed w i t h low supervising teachers tended to d e c r e a s e in empathic ability. High student teachers placed w i t h low supervising teachers m a d e the greate st ne gative change of any group. Low stu­ dent teachers placed w i t h high supervisors tended to decrease in empathic ability, con tra ry to the hypothesized directional c h a n g e . 48 Underhill submits that, althoug h student teachers tend to decline in empathy during the student teaching experience, it would be advantageous to place the neo- phyte w ith supervising teachers of high empathic ability. 49 VALUES A c c o r d i n g to Rokeach, "A person's value system may thus be said to r e p r e s e n t a learned or ganization of rules for making choices and for resolving c o n f l i c t s — between two or more modes of behavior or between two or more end-states of e x i s t e n c e . ” 50 Supporting the controve rsy concer nin g values versus attitudes (see C hap ter 1), Rok eac h advises: Change to Supervising Tea che r Empathy and Student Teaching Success" (unpublished Doctor's dissertation, Michigan State University, 1968), p. 63. 48 50 Ibid., p. 74. . 49 I b i d ., p. 98. Mi l t o n Rokeach, Beliefs, Attitudes and Values (San Francisco: J o s s e y - B a s s , 1968) , pZ 161. 33 It is d iff icu lt to conceive of a human pro b l e m that would no t be better illuminated if relevant and reliable v a l u e data concer nin g it w e r e available. Differences, for example, in culture, social class, occupation, sex, religion, or politics are all equally translatable into questions concerni ng differences in underlying values and value systems; differences, for example, in deviant versus n o n ­ deviant b e h a v i o r , c ompetitive versus c ooperative behavior are also amenable to analysis in terms of value differences; similarly, studies of cha nge as a result of maturation, education, or therapy are all r edu cible to que stions concerning developm ent and change in values and value s y s t e m s . 51 Ro kea ch submits that everything a p erson does and all he believes can be explained in value terms. 52 Will advocates that a person's values are acquired through meaningful relationships and experiences, and it is the responsibility of teacher training institutions to provide these significant experiences. 53 G r e e ns tei n and Greenst ein consider the implications of Rokeach's research in value and attitude change to be of consequence for teacher education. Rokeach's findings, 54 B uilding upon their study attempts to ascertain the possible value changes that occur during the student teaching experience. Their popula tio n is comprised of 51 Mi lto n Rokeach, "The M e a s u re men t of Va lues and Value Systems" (unpublished m i m e o g r a p h copy, Mi chigan State University, n . d . ), p. 2. ~*^Ibid. , p. 3. ~^Will, loc. cit, 54 Jack Greenstein and Theodore Greenstein, Belief S ystem Change in Student Teachers (Mt. Pleasant, M i c h i g a n : Central M ichigan University Press, 1972), p. L 34 173 Elementary and secondary student teachers, divided among 3 student teaching centers over a 16-week, period. Four pre- and post-tests were administered. F-Scale mea sur ed Authoritarianism. by the R oke ach V alue S u r v e y . manipulative tendencies, The Ca lif orn ia V alues w ere me as u r e d The M a c h IV Scale mea sur ed while the Do gma tis m Scale d e t e r ­ mined O p e n - c l o s e d - m i n d e d n e s s . The results of the Greenst ein and G reenstein research indicated: 1. 2. 3. 4. Experimental subjects ch anged significantly on the F - S c a l e . The direction was upwards towards increased authoritarianism. Control subjects were unchanged. M a c h scores registered significant changes upwards for experimental subjects. Control means were unchanged. Neither group changed sig nificantly o n the Dog­ m a t i s m Scale. Experimental subjects changed d ownward signifi­ cantly (de-emphasized) on the following values: a sense of a c c o m p l i s h m e n t , e q u a l i t y , a m b i t i o u s , and c a p a b l e . O n e v a l u e — o b e d i e n t — changed significantly for the control s u b j e c t s . 5 5 The values identified in this study d e —emphasize personal values, suggesting that student teachers' belief system c hange is consid ere d undesirable by teacher edu­ cators. The increase in a u t h o rit ari ani sm also holds a negative connota tio n for e d u c a t i o n . ^ "It would appear that the effects if not the intent, of Central Mic h i g a n 55 Greenst ein and Greenstein, p. 2. op. cit.' (abstract), 22 " . . . that is, they have failed to recognize that teaching is pri marily conce rne d w i t h human beings interg acting wi th each other in a very human process." The teacher as answer giver or cultural transmitter is an a nac hro nis m of our time. 9 The learner is no longer coming to school to be informed; to be transformed. he is there He now receives his information through more ef ficient mass me dia d e v i c e s . E d u c a t o r s who have failed to recognize this have created illiterate" "humanly teachers.'*''*' . . . a n e w teacher who is human and real needs to be born, one who c an integrate the skills of teach­ ing into his life-style and help students grow n ot only intellectually, but also as human beings. Most important, this human teacher m ust be an adequate person who is able to facilitate the learning of others and help them to di sco ver for themselves their human potential in order that they may actualize it in our s c h o o l s . 12 Charact eri sti cs of a Humanly Literate Teacher It is possible that at times the very reason for the existence of a school is o v e r l o o k e d — the individual g Ronald V. Iannone and John J. Carline, "A H u m a n ­ istic A p p r o a c h to Teacher Education," The Journal of Teacher E d u c a t i o n , 22:429-33, Winter, 1971. ^Ibid. '*'®Beniskos, ^Iannone, "The Person Teacher," pp. loc cit. 34-36. § 36 Will stipulates, "the dev elo pme nt of the p r o s p e c ­ tive teacher as a person is an essential responsibility of any teacher education program." 61 A cco rding to Beniskos, admittan ce to teacher training programs will soon be determ ine d th r o u g h c o n — sideration of personality development. prospective teacher is admitted, 62 After the Blume postulates that, "he must be treated as a person of worth, dignity, and integrity from the very beginning of his professional program. „ 63 The two di st i n c t parts of a p r e - s er vic e program, general and professional, have been in constant c o m p e ­ tition for the student's emphasis. sional, C ons ide red p r o f e s ­ the empirical portion of the preparation, obser­ va tio n— p a r t i c i p a t i o n , and student teaching, have been recognized for their c o n t r ibu tio n to c o g n i t i o n - — neglecting their importance to the interpersonal growth of the pre-professional. A tte mpt ing to provide this development during student teaching frequently has been inhibited by supervising teachers who were not trained to be open w i t h student t e a c h e r s , and by the student t e a c h e r 1s own ^ W i l l , loc. cit. 62 pp. Beniskos, 406-07. ^Blume, "The Person-Teacher Concept," loc. cit. 37 insecurity caused by personal problems and the realities of the classroom. "Some teachers blot out the self and others to a large extent, and by simulate the desired behavior, 'playing the g a m e , 1 see themselves through stu- dent teaching w i t h a m i n i m u m of real encounter." 64 Student teaching m u s t be the facet of pr o f e s ­ sional education wh i c h subjects the student to self, others, and personal growth. "Like personal values, personal qualities are developed w h e n the individual witnesses or is involved in emotionally charged situations with meaningful others. R e commending alternative programs to promote humanistic attitudes, Jacobs espouses exposure to situ­ ations e ncountered in teaching prior to the student teach­ ing experience. He proposes vicarious experiences, as role playing, seminar-type discussions, such and t u t o r i n g . ^ Complementing their tutorial program, Iannone and Carline assigned prospective teachers to community agen­ cies, i.e., a settlement house, social service, ational camp, and ecology projects. ^Will, 66 loc. cit. a re c r e ­ It was the goal of ^~*Ibid. Elmer B. Jacobs, "Attitude Change in Teacher Education: An Inquiry into the Role of Attitudes in Changing Teacher Behavior," The Journal of Teacher Edu­ cation, 19:410-15, Winter, 1968. I I 38 that p rog ram to integrate what the student kn ew and what he was, w i t h what he was able to do to help himself as a teacher and human being. 67 Walberg and his research team considers tutoring an element w hic h makes educational theory relevant. "Tutoring has evoked a great deal of interest among educators, students w i t h i n or ou tside the profession of education, and among interested citizens. Tutoring in some respects is like the Peace Corps and Vista in that it appeals to altruistic values, especially w h e n tutoring disadvantaged c h i l d r e n . " 6 8 The purpose of their study was to compare the effects of tutoring, as opposed to student teaching, on the self-concept and attitudes of p r e - p r o f e s s i o n a l s . Coming from m ostly middle-class families, Walberg's student teaching populatio n was com prised of sixty-four college senior women enrolled for fourteen weeks. The tutoring group included seventy-seven junior women enrolled in a nine-semester hour core edu cat ion course 67 Ronald V. Iannone and Joh n J. Carline, "A Humanistic Ap pr o a c h to Teacher Education," The Journal of Teacher E d u c a t i o n , 22:429— 33, Winter, 1971". 68 Herbert J. Walberg and others, "Effects of Tutoring and Practice Teaching on Se lf-Concept and A t t i ­ tudes in Educa tio n Students," Federal Project Report (Cambridge, Mass.: Harvard University, 1967) , p. I7J. r 39 and a m e t h o d s - o f —arithmetic t wo-semester hour course. The student teachers wer e assigned full time in suburban public and parochial elementary schools. In the core course, educational foundations, tary education, the tutors were subjected to psychology of learning, and c l a s s r o o m observation. e lem en­ Their methods course required the students to tutor inner-city ch ildren in arithmetic. A battery of three pre- and post-tests was a d m i n ­ istered to b o t h the student teachers and the tutors. The first m e a s u r e was the Semantic Differential S c a l e s , consisting of twenty-six standard seven— point adjectives such as "kind" and "mean." "Myself as a Teacher" was printed at the top of the page, and the college students were asked to "Rate yourself as your students would." The second me asu re rated bi-polar phrases, "Teaches us a lot," and " D o e s n ’t teach us much." i.e., A sub­ sequent factor analysis identified seven factors on the adjective scales Expressive, ("Neat, Bright, and Narcissistic") phrase scales Stable, Good, Accessible, w i t h three factors on the ("Pedagogical, Controlling, and Identified"). The mean ratings of the group of items in each cluster were attained. The last me asu re consisted of t hir ty— five mod ifi ed items from the Minnesota Teacher Att itu de I n v e n t o r y , which proved to cluster into seven g r o u p s — "Puritanical, 40 Pupil-Centered, Irritable, Distant, Authoritarian, and Restrictive." Egalitarian, The mean rating was d e t e r ­ mined for each of the seven clusters. The means and standard deviations for both the student teacher and the tutor groups wer e calculated separately, and the statistical significance of the pre— and post— test changes of the two groups were determined with matched T-tests. The r e s e a r c h revealed: 69 Student teachers scored significantly lower on and higher on Neat Pedagogical Identified Pupil-Centered Egalitarian Expressive Narcissistic Controlling Puritanical Tutors scored significantly lower on and higher on Neat Stable Good Co ntrolling Authori tar ian Pupil-C ent ere d According to Walberg and his team, the tutors became more p upi l-centered and less controlling due to the intimacy and individualized association of that experience. This also prompted the tutors to be less authoritarian, even though they were helping children who were school behavior problems. 7 0 69Ibid. 70Ibid. INSTRUMENTATION A l t h o u g h this descrip tiv e study accentuated the subjective evaluation by the jury, object ive data were collected by means of the Af fec tiv e Sensitivity Scale and the Rokeach Value S u r v e y . Affective Sensitivity Scale Underhill reports that prior researching of empathy as it pertains to education is "inconclusive." 71 Kagan, K r a t h w o h l , and others reported, "Attempts to measure empathy have been as varied as have the attempts to define the concept, . . . " 72 In his writings, Buch- eimer was con cerned about the lack of results from numerous studies of empathy, particularly the inability to effectively measure empathic ability. 73 While r esearching human interaction in the field of guidance and counseling, Kagan, Krathwohl, and others developed the Affective Sensitivity Scale to me asure empathic ability. 71 74 Underhill, op. c i t . , p. 43. 72 Kagan, Krathwohl, I n t e r a c t i o n , p. 135. and others, Studies in Human 73 A. B u c h e i m e r , "The Development of Ideas About Empathy," Journal of Counseli ng Psychology, 10:61-70, 1963. 74 Kagan, Krathwohl, Interaction, p. 9. and others, Studies in Human 5 42 Construction. This situational test of empathic ability was co nstructed in 1963 by c ons oli dat ing v i d e o ­ tape scenes of counselor trainees. Two hidden cameras were placed in each corner of the studio, providing a split-screen image of both the client and counselor. "The attempt was not to conceal the cameras from view, but rather to prevent them from being of continuous concern to the i n d i v i d u a l ." 75 The principal v irtue of the situational a p p r o a c h was, "It avoids the semantic trap of defining 'empathy' by using a m o r e restricted and presumably more easily operationalized concept of affective sensitivity." Co lle cti on of d a t a . mood and describ abl e emotion, 76 Searching for changes in a team of two researchers and four graduate assistants rev iewed each tape. The final form consisted of forty-one scenes involving eleven different clients and counselors. and female adults and high school The clients w e r e male students, w h i l e the male and female counselors were m ostly inexperienced. 77 Further review of the tapes was co nducted by a group of u nde rgr adu ate and graduate students who were identified as either high or low empathizers by faculty members. 78 75 This group responded to a list of fifty-seven Ibid 77 I b i d ., p. 137 76 I b i d ., p. 215 78 I b i d ., p. 138 43 adjectives for each scene. Means and chi square tests were utilized to dichoto miz e the responses. a 20 percent level of significance, Finding only it was determined that this initial scale. F orm A, was not successful. 79 Revised F o r m A . Based upon items that were effective for F o r m A, F o r m B employed m ult ipl e choice items. 80 The reliability and validity of F o r m B were explored by administering it to 232 graduate students in guidance and counseling, high school counselors. u ndergraduate students, and 81 An item analysis of a total of eig h t y — nine items indicated that sev enty-three had point biserial c o r ­ relations w h i c h proved significant at or above the .05 level, using Students' t values. significant at the .01 level. formula twenty F ift y-one items were The Kuder-Richardson (K-R2 q ) was calculated to be Over an extended period of time, .74. 82 the stability of the scale scores was calculated for two groups of under­ graduate students. and .67. 83 The r_' s for the two groups were .58 One group was selected to take the pre-test and post— test over a one-week interval, while the mean for the pre-test was 52.00, and 51.88 for the post-test, 7 9I b i d ., p. 140. 8 0 Ibid., 8 2 Ibid., 8 3 Ibid. p. 175. p. 144. 8 1 l b i d . , p. 173. •t 44 the m e a n change was not c onsi der ed to be significant. When calculated on the t e s t —retest scores, r was the value of .75, indicating that F orm B seemed to be unaffected by the pra ctice effect. 84 Studies were made for concurrent, and con struct validity. predictive, F o r m B was administered to a group of gr aduate students from guidance and counseling to de termine concurre nt validity. This group was divided into three subgroups, w i t h each participant ranking the members of the subgroup o n the basis of their affective sensitivity. Averaging the rho coefficients for the three subgroups, the m e a n was determined to be significant at the .01 level. Co nve rti ng the rho values to proved a significance at the .01 level. For predictive validity, scores 85 one of the sample groups was adm inistered For m A, and F o r m B seven months later. Calculating a correlat ion coefficient, was significant at the .01 level. rho was .49; .45 86 Fo rm B was administered to tv;o sample groups at the beginning and end of a six-month period to achieve construct validity. with t Cal cul ati ng the correlated means tests, one group was significant at the .05 level, I b i d ., p . 39. 8^ I b i d p . 179. 8 5 Ibid., p. 176. 45 the other at the .025 level using o n e — tailed tests. Sig­ nificant increases in affective sensitivity were revealed by this s t u d y . 87 Co nce rne d about the scale's sensitivity to change over a ver y short du rati on of time prompted the adminis­ tration of Fo rm B to a fifty-one member group involved in a ten-day sensitivity training experience. The Affective Sensitivity Scale was determined to be significantly sensitive at the In summary, .05 level. 88 the A f f e c t i v e Sensitivity Scale indi­ cated a r e l a tio nsh ip b et w e e n scores on the scale and subjective measures of affective sensitivity. Rokeach V a l u e Survey The instrument employed to rank the values of the tutors was the Value S u r v e y , Form E. The respond ent is presented w i t h two m i m e o grap hed pages of values, page containing a list of eighteen values. each E a c h value has a corresponding brief defin iti on in parentheses. The instructions state, importance to YOU, "Arrange them in order of as guiding principles in Y O U R life" from most to least important. 8 7I b i d ., p. 180. 89 ’ 8 8 I b i d ., p. 41. 8 9Mi lton Rokeach, "The Measur eme nt of Values and Value Systems" (unpublished m i m e o g r a p h copy, Michigan State University, n.d.), p. 3. I 46 In. F o r m D, the form m o s t commonly used at this time, each value is printed b n a gummed label which can be peeled off and placed in a box numbered from one to The labels c a n be m ove d from place to place. 90 eighteen. This first page has a list of terminal values, such as Self-Respect and W i s d o m , w h i c h are considered to be end-states of existence. instrumental values, The second page contains such as Broadminded and C l e a n , which could be considered modes of conduct. 91 A great number of subjects have reported that the ranking task is a very dif ficu lt one w h i c h Ro kea ch blames upon the fact that each value is socially acceptable. The respondent only has his own internalized system of values to guide him. The value instrument d esc r i b e d here is in man y ways an ideal instrument. In a ma tte r of 10 or 20 mi nutes it yields up reasona bly reliable measures of a respondent's values; it is simple in design, easy to administer to individuals or groups, easy to understand regardless of educational level, and interesting enough to prompt many respondents to ask for an extra copy to take home to a friend or s p o u s e .9 2 Selection of v a l u e s . The list of eighteen terminal and eighteen instrumental values evolved from a list of 90 91 92 I b i d . , p. 4. Greenst ein and Greenstein, op. c i t . , p. 3. Rokeach, op. cit., p. 4. twelve terminal and twelve instrumental values. It became obvious to the researcher that twelve o n each list omitted too many important values, and m o r e than eighteen o n each list would be burdensome to the subject. The eighteen terminal values we re a distill ati on of a list of hundreds obtained from interviewing graduate psychology students, and a representative sample of 100 adults, and reviewing the literature. Many of the values were eliminated due to being m o r e or less synonymous; others were not general enough, sent end— states of existence. and some did not repre- 94 A di ff ere nt procedure was utilized in selecting the eighteen instrumental values. Five hundred fifty- five personality trait words were acquired thr oug h review of the literature. The criteria for limiting this list were deleting synonyms, tant to culture, choosing values that were impor­ status and sex, and eliminating negative or immodest terms. 95 Reliability. Undergraduate psychology students were tested and re-tested in intervals from three to seven weeks. skewed. The frequency distributions were highly The reliabilities ranged from the — ,30's to the high ,90's for the terminal values and from the .10's to the high 9 0's for the instrumental values. 94 I b i d ., p. 5. 95 I b i d ., p. 6. The terminal values had m e d i a n reliabilities of from .78 to .8 0, while the instrumental values were from .70 to .72. There we re consistently higher reliabilities for terminal than instrumental values. 96 Th e rank ordering testing pro cedure permitted reliability measures to be secured for each value. Con­ sidering terminal values the rel iabilities range from .51 for a Sense of A cco mpl ish men t to .88 for S a l v a t i o n . Reliabilities for three of the values were discove red to be in the ,70's, ten reliabilities were in the ,60's, and four in the .50's. The terminal values averaged reliabilities of approximately values were slightly lower, .65. .60. The instrumental Reliabilities ranged from .45 for Responsible to .70 for A m b i t i o u s . instrumental values were in the Nine ,60's and seven were in the 5 0 1s .^ The wid es p r e a d u tilization of the Ro keach Value Survey by psychologists, sociologists, and educators would seem to indicate that the instrument is highly respected for its accuracy of measurement. SUMMARY While r evi ewing the literature, evidence was disclosed w h i c h suggests that a system of educating 96 ,., _ I b i d ., p. 7 . 97 Rokeach, op. cit., p. 10. f 49 children based upon the pr acticality of numbers is being supplanted by a less efficient, but more democratic, child-centered style of education. The c ont emp ora ry issues of accountability and student-oriented curricula prompt teacher educators to solicit approaches for inculcating teachers who will be accountable for the education of individual children. This m o v e m e n t has been responsible for r e s e a r c h and experimentation pertaining to the acqui sit ion of specific attitudes and values of pre-s erv ice teachers. Empathy has been identified as a salutary attitude which can be acquired and ma int ain ed d uring teacher train­ ing. The tutoring of children by prospective teachers has been proposed as one technique to a tta in this objective. Values share an equal significance to education, but are more di ffi cul t to me asu re than attitudes. Ad j u n c t to subjective evaluati on by a jury of experts, objective data were collected for this study by the Af fective Sensitivity Scale and the Rokeach Val ue Survey. The Aff ec t i v e Sensitivity Scale was developed in 1963 under the auspices of a federal pr ogram to measure empathic abilities of school counselors. reliability and validity, Due to its the versatile scale has been employed to m easure the affective sensitivity of teachers and other professionals. The R oke ach Va l u e Survey is an easily administered survey w h i c h ranks thirty-six values ac cording to the pe r­ ceptions of the respondents. The terminal values w hic h are considered to be salient to this study are a Sense of Accomplishment and E q u a l i t y ; the instrumental values are B r o a d m i n d e d , F o r g i v i n g , H e l p f u l , and L o v i n g . 1 Chapter 3 DESIGN This section of the report delinea tes the de sig n of the investigation by the d e s c r ipt ion of the behavioral objectives, the p o p u l a t i o n of the study, of evaluation, the jury system the instruments used to measure change, and the personnel associated w i t h the Thumb Area Tutorial Program. BEHAVIORAL OBJECTIVES The following abridged objectives have served as criteria for evaluation of this descrip tiv e study: {See Chapter 1.) Objective One The Thumb Area Teen Ranch TuLorial Program student teacher's empathic attitude toward the individual student (Rancher) will be maintained. Objective Two The student teacher will demons tra te a greater emphasis up on the importance of the following six cultural values: A Sense of A c c o m p lis hme nt and Equality (terminal values), Broadminded, Forgiving, Helpful and Loving (instrumental v a l u e s ) . 51 if 52 O b j e c t i v e T hre e The student teachers wi ll c o n s i d e r the p r o j e c t to be an integral segment of the ir pr e - p r o f e s s i o n a l training. Ob jec tiv e Four The tutorial pr og ram w i l l c o m p l e m e n t the functions of the T een Ranch. To be adjudged effective, m i n i m u m a c c e pt anc e would be the a c c o m p l i s h m e n t of O b j e c t i v e s one, three, and four. POPULATION Selection The Thumb Ar ea S tu d e n t T e a c h i n g Ce nter has t r a ­ ditionally b een con sid ered o ne of the m o r e d e s i r a b l e locations for s tu d e n t te ach ing by C e n t r a l M i c h i g a n U n i ­ versity students. Given three c h o i c e s of locations, the students select the Thumb A r e a as a first c h o i c e for various motives, i.e., to their placement, they can l ive at home and c o m m u t e the rural setting m i g h t indicate greater e m p l o y m e n t potential, and the o n - c a m p u s reports have b een favorable about the tutorial program. The quota of st ude nts who can be acce p t e d by the u n i v e r s i t y student tea ching coo rdi nat or d i c t a t e s that o n l y a p p r o x i ­ mately t w o — thirds of the studen ts who re que st the Thumb Area Center re cei ve their first choice. f 53 Those students placed in the Thumb Area were selected by the o n —campus student teaching office through consideration of the following criteria: date of a p p l i ­ cation for student teaching; marital status; the home; health, location of and such personal problems as family finances, transportation, etc. Of the thirty-two Winter Semester, teachers assigned to the Thumb Ar ea Center, 1973 student thirty-one were full-time college seniors who were recommended by the School of Education to continue their pre-service program. Graduating in either Spring or Summer, 1973, each student held at least a C average in all university course work. One secondary student teacher had a baccalaureate degree from another university, and was completing requirements for a teaching certificate from Central Michigan University. The nineteen secondary participants ranged between twenty-one and twenty-five years of age. There were eleven male and eight female student teachers. Seven of the students had limited substitute teaching experience, wh ile the other twelve had no previous experience in the classroom, other than that provided by the pre-service program. Elementary P articipation The Thumb Area Tutorial Program included only the nineteen secondary student teachers, but objective 54 data were also collec ted for com par iso n from the thirteen elementary student teachers. Procedure Upon receipt of a list of ninete en secondary and thirteen elementary student teachers for the Winter Semester, 1973, the university student teaching c o o r d i ­ nator personally interviewed each student on campus. After discussing the student teaching center and e x p l a i n ­ ing that each secondary student would be expected to tutor Teen Ranchers, each student re-affirmed his desire to student teach in the Thumb Area. JURY The p ara mount system of evaluating this study required a jury of experts, coordinator, chosen by the university to subjectively adjudicate the value of the Central Mi chi g a n Univer sit y Thumb Area Teen Ranch Tutorial Program's c ontribution to pre-service teacher education. The student teaching coordinator arbitrarily limited the me mbe r s h i p of the jury to three impartial professionals, social work, representing educational administration, and teacher education. 55 Function and Responsibilities of the Jury The jury was c harged wit h the r esp onsibility of viewing the program from every vantage p o i n t — the student teachers, the Ranchers, the Teen Ranch personnel, and the Kingston High School faculty. By me ans of individual orientation sessions at the Ranch, meetings, w ri t t e n communications, sations, individual luncheon and telephone c o n v e r ­ the panel of experts was exhorted to m a k e at least three tutorial day visitations during the sixteenweek semester. Jurors one and two visited m ore than three times each. The visitations were impromptu. They occurred coi nc i d e n t a l l y so that no more than one juror at a time visited any one tutorial session. As a result, the jurors were unknown to each other. Time was allotted during the class m eetings and tutorial sessions for individual and group communic ati on between the jurors and student teachers and/or Ranchers. Utilizing the behavioral objectiv es w rit ten by the university coordinator as criteria, each m ember of the jury team was requested to write a narrative e v a l u ­ ation upon complet io n of the tutorial program. Jury Selection The one common denominator for selection of the three—member panel of experts was their reputation for interest in the amelio rat ion of teacher education. I 56 Juror o n e . The public school a d m i n is tra tor — this member w a s selected for his experience and proficiency in employing child-oriented teachers. official, As a Thumb Are a school this was the only juror known to the u niv ers ity co o r d i n a t o r . Ad junct to five years of teaching language arts at the junior and senior high school levels, Juror one was a school administrator for seven years. His pro­ fessional background included a Master's Degree in Secondary A dmi n i s t r a t i o n and Supervision, and d u r i n g this assignment he was involved in a doctoral pro gra m in Public School Administration. This juror served as an intermediate school principal and acting assistant sup er­ intendent for cu rri cul um improvement and personnel for the Caro Com mu n i t y Schools. (See A ppe n d i x A for complete resume.) Juror t w o . Social w o r k e r — this panel m ember was chosen to relate causal factors and potential solutions of d e p r i v ati on to the context of teacher education. The contributions of this external influence w ere sine qua non to this evaluation. Holding Masters Degrees in Educational P hilosophy and Social Work, this juror had over nine years of experience in social work, one year with public aid in Chicago, and eight years w i t h the M ichi gan D epartment of Social Services. A t the time of this writing, serving I 57 in the capacity of regional admini str ato r in the Saginaw Department of Social Services, he had casework experience in child welfare involving child neglect, and adoption, and state wards. foster care (See A p p e n d i x B for c o m ­ plete r e s u m e . ) Juror t h r e e . University Student Teaching c oor di­ nator— this higher education faculty m emb er representing another university appreciated the co nce rns related to pre-service edu cation of teachers. Four years of teaching junior high social studies and three years as junior high principal complem ent ed this member's professional experience. acquired Ph.D. Holding a recently in C u r r i c u l u m and Administration, he had two years of experi enc e at Mi chi gan State Univer sit y and Western Michigan University. (See A p p e n d i x C for c o m ­ plete r e s u m e . ) O B J E C T I V E DATA This phase of the study was initiated on the first day of the Winter Semester, 1973. The pre-testing for both the A f f e c t i v e Sensitivity Scale and the Value Survey was co nducted du rin g an orienta tio n session at the Teen Ranch prior to any involvement in student teach­ ing or tutoring. The post-tests were adminis ter ed at the Teen Ranch on the last day of the sixteen-week professional * 58 semester. The secondary and elementary student groups were pre— and post-tested on the same days, but during separate periods. All tests were conducted by the student teaching coordinator to insure uniformity of administration. Affective Sensitivity Scale'*' This scale was administered du r i n g a ninety-minute period. Both the pre-test and post-test were administered on two separate occasions, testing ni net een secondary and thirteen elementary students. The respondents studied the page of directions and the coordinator review ed the procedures w i t h them. Scenes were viewed on the v i d e o ­ tape monitor and the responses to ei ghty-nine multiple choice questions were indicated on accompanying answer sh eet s. Rokeach Value Survey 2 Nineteen secondary and thirteen elementary s t u ­ dents were tested by the survey in two separate halfhour sessions. The students and the coordinator read and reviewed the directions together. The ranking of thirty- six values was arranged on a dittoed answer sheet. Refer to pp. 41-4 5 for an extensive descrip tio n of this instrument. See A ppe ndi x F for sample copy. 2 Refer to pp. 4 5-4 8 for an extensive description of this instrument. See A p p e n d i x F for sample copy. & 59 Scoring and Recording Results All tests were hand scored and the results for each respondent were coded and recorded on punched cards for data processing. V e r i f i c a t i o n of each card was accomplished by comparing the raw data w i t h the coded information. Statistical Procedures The data obtained from the pre- and post-tests will indicate if affective sensitivity was maintained, and values were changed. (See object ive s p. In the case of both instruments, 11.) the Sign Test will be used to analyze pre- and post-test means. 3 The Sign Test determines if the ob servations changed m o r e in one direction than another. It can be expected that by chance alone half of the subjects would increase their rankings and half would decrease. The Sign Test determines the possibility of dev iat ion from the expected split of 50/50. Results of the Sign Test w h i c h indicate a significance of .10 or less will be examined. TUTORIAL PERSO NNE L The cooperation of the Teen Ranch professionals is crucial to the success of the.tutorial program. ^John W. Best, Research in Education P r e n t i c e - H a l l , Inc., 1970) , p~. 26 3. (New Jersey: 60 Their expertise regarding causal factors and solutions of deprivation translated into invaluable resources for the tutors. Teen Ranch Superintendent Ad jun ct to being responsible for the a d m i n i s ­ tration and operation of the foster home facility, the Teen Ranch Superintendent cooperates by mak ing the entire system available to the university for office and c l a s s ­ room space, and by encouraging the par ti c i p a t i o n of the Ranch staff and the a ssociation of Ran che rs w i t h tutors. He and his staff serve as resource people and confidants to the tutors. Teen Ra nch C o u n s e l o r Social Worker This Ranch staff member's services are critical to the op era t i o n of the tutorial program. This c o m b i ­ nation cou nse lor-social worker was a high school teacher for five and one-half years, four and o ne-half years of that time was devoted to working w i t h high school d r o p ­ outs. He then wo rke d w i t h delinquent, neglected, and adopted children for three years as director of a juvenile court. After acquiring a Master's De g r e e in Social Work, he devoted his talents to juvenile related problems the Mi chi gan Department of Social Services. part-time for the Teen R anc h since 1966, Working he became for § 61 full-time Director of Social Services at the Ranch in 1972. (See A ppe ndi x D for complete resume.) The res pon sibilities of the co uns elor-social worker at the Teen R a n c h entail duties w h i c h require p r o ­ fessional abilities, i.e., screening potential Ranchers, counseling Ranchers and staff, record keeping, r efe rring Ranchers for psychiatric and psychological assistance, evaluation of Rancher progress, in foster homes, activities, licensing and placement coordina tin g the school and Ranch and relating the Ran ch p rog ram to the mandates of the state social service department. (See Appendix D for complete job description.) The counselor's ext ens ive p rofessional preparation and in-depth kno wledge of the individual Ranchers serve to complement the functions of the tutorial program. Utilizing these requisites, he accepted the additional obligations involving the o r i e nt ati on of the tutors to the Ranch and the characteristics of the Ranchers by pairing the tutor w i t h the Rancher, c oun se l i n g the tutor about the tutorial relationship, and evaluat ing the influence of the tutorial re la t i o n s h i p upon the Rancher. Pairing the tutor and R a n c h e r . U til izing three techniques for judicious assignment of tutor to Rancher, the counselor— social worker gleened personal information about the student by m eans of an autobiographical data I 62 form, interviews w i t h each student and a dmi nistration of a counseling analysis instrument. The autobiographical data form (See A ppe ndi x E . ) (see A p p e n d i x E) was completed by the student teacher and reviewed by the counselor— social worker before the inception of the p r o ­ fessional semester. Just prior to an interview the student was requested to complete the counseling analysis instrument. This analysis consists of fifty items that pe rta in to various problems of life adjustment. Est ablishing a basis for determining a philosophy of life, this instru­ ment was a cursory screening device. The information from the autobio gra phi cal sketch and the analysis que stionnaire formed the basis for d i s ­ cussion during a half-hour interview. The three aforementioned screening techniques provided insight into philosophy, subject matter competence, personality, avocational values, interests, and socio-economic background of the student. The projective instrument co mbi ned w i t h the a u t o ­ biographical information and int erview assisted the counselor-social worker in predicting the effectiveness of the association between the tutor and Rancher. Pre­ vious experience has indicated that a successful tutorial relationship required a student to be less interested in his own needs fulfillment, and m o r e interested in the <1 63 needs of the Rancher. Ad junct to this, he had to be able to demonstrate a commitment to and an apprec iat ion of his affiliation w i t h the child. Combining intuitive rea son ing w i t h accumulated data, the c oun sel or— social worker teamed the student teacher w i t h the Rancher. Teen Ranch House Parents Being an integral comp onent in the success of the Teen Ranch Program, the cooperat ion of the house parents is also of paramount importance to the tutorial program. They provide household space for the actual tutoring, organize the Ranchers in terms of time and place, vide encouragement to both tutor and Rancher, pro­ tolerate the confusion imposed by the additional number of people, and serve as resource people dur ing the university classes. University Student Teaching Coordinator The student teaching coordinator is frequently viewed by the student teacher as a facilitator and a transmitter of theory. The empirical nature of student teaching and tutoring places the c l a s s r o o m supervising teacher, sonnel, the school and Ranch children, the Ranch p e r ­ and the experience itself in a more dom inant position of importance to the student teacher. Accepting this logic, the co ord ina tor plays a secondary function in the o p e r a t i o n of the tutorial 64 program. C ons ide rin g that he knows little about the individual Ranchers and a m i n i m u m about the students at the outset of the professional semester, the coordinator is relegated to ass isting wit h the o rie nta tio n to the Ranch and tutorial pr o g r a m and instilling insights into the factors related to di s a d v a n t a g e m e n t during course work. SUMMARY Utilizing behavioral objectives as criteria, this study evaluates the contribution of the Central M ich i g a n University Thumb Area Teen Ranch Tutorial P rog ram to pre-service e duc ation of teachers. Subjective and objective data were accumulated for n ine tee n secondary students and compared to the data fr om thi rteen elementary student teachers. The subjective evalua tio n was performed by three jurors r epresenting school administration, social services, and higher education. The objective data were collected by means of the Affective Sensitivity Scale and the R o k e a c h Value S u r v e y . Personnel p ert inent to the tutorial p r o g r a m were the Teen Ranch Superintendent, the house parents, and the counselor-social worker who paired the tutors wi th the Ranchers. The university coordinator performed a secondary function to the project. Chapter 4 ANALYSIS OF FINDINGS The findings of this study are reported in this chapter. Adhering to the behavioral objectives of the tutorial program, e a c h obj ective is listed w ith the sub­ jective and objective evidence presented. Evaluations of the jury of three experts and Teen Ranch personnel are presented concerning the effects of the tutorial aspect of pre-service education of Central Michigan University Thumb Area student teachers. Other data presented include the m eas ure men t of humanistic attitudes and values of the pre-professional participants. Analyses are m a d e of m e a n raw scores for the Affective Sensitivity Scale and the Rokeach Value Survey. Data are also presented for male and female elementary nonparticipants. OBJECTIVE ONE Upon completion of the full semester Thumb Area Teen Ranch Tutorial Program, the Central Michigan U n i ­ versity student teacher's eifipathic attitude toward the individual student (Rancher) will be maintained, as evidenced by: A. Objective data collected by means of the Affective Sensitivity Scale. 65 66 The A ffe ctive Sensitivity Scale purports to measure empathic attitude as defined in Chapter 1, page 16. A pre-test was administered on the first day of the sixteen-week professional semester, and the p o s t — test was completed on the last day. Raw scores indicate that thirteen subjects showed an increase in empathic attitude, and two showed no change. three showed a decrease, One subject was dropped because the instruments were not completed. This clearly in di­ cates that Ob jec tiv e one A, in terms of test data, was not only met but exceeded. Table 1 M e a n Scores Obtained on the Affective Sensitivity Scale (Secondary S u b j e c t s ) N Pr e ­ test Post­ test Mean Change Significance M. 11 27. 36 28.73 1.37 .020 F. 7 29.57 31.14 1. 57 .062 13 28 .22 29.67 1.45 .011 Level Sex Secondary Secondary Total Sample Table 1 presents the mean scores of the secondary subjects. Eighteen student teachers completed both the pre- and post-tests. females. Eleven of them were m a l e s and seven The data show a positive m e a n change for the males of 1.37 and a positive m e a n change for the females of 1.57 for an overall m e a n change of 1.45. Using the ? 67 Sign Test, to a n a l y z e t h e changes, significance level for the m a l e s females. it is noted t h a t the is .02, and .062 for the The s i g n i f i c a n c e level for the total s amp le is .011 as d e t e r m i n e d by the S i g n Te st (see Cha p t e r 3, page 59) . The d a t a c l e a r l y i n d i c a t e that a s i g n i f ica nt number of p a r t i c i p a n t s c h a n g e d in the exp ect ed direction. A l t h o u g h u n r e l a t e d to the tutorial program, objective d a t a w e r e c o l l e c t e d on the T h u m b A r e a e l e m e n ­ tary stu den t t eac h e r s for c o m p a r i s o n to the sec ondary tutors. Table 2 M e a n Scores O b t a i n e d o n the A f f e c t i v e S e n s i t i v i t y Scale (Elementary" S u b j e c t s ) Sex N Pre­ test Post­ test Mean Change Elementary M. 2 28 . 00 33. 50 5. 50 ---- Elementary F. 11 32.82 35. 91 3. 09 .113 13 32.08 35. 54 3.4b . 073 Level Total Sample Significance Table 2, a l t h o u g h n o t d i r e c t l y p e r t i n e n t to the results of this study, de t a i l s the scores of thi r t e e n elementary s t u d e n t teachers. El eve n of them w ere females who showed a m e a n c h a n g e of +3.09; showed a m e a n c h a n g e of +5.50; 3.46. two wer e m a l e s who and the ov era ll m e a n was The s i g n i f i c a n c e t e s t was i n a p p r o p r i a t e d u e to & •ft 68 the small s ample of males, level was .113. w h i l e the fe mal e s i g n i fic anc e T h e o v e r a l l s i g n i f i c a n c e was .073. T a b l e 3 p res ent s the overall m e a n s c o m b i n i n g the data o b t a i n e d f r o m th e e l e m e n t a r y and se con dar y groups. A total of 31 i n d i v i d u a l s c o n t r i b u t e d to the data. m e an c h a n g e was 2.29; the s i g n i f i c a n c e level was The .036. Ta b l e 3 O ver all M e a n Scores O b t a i n e d o n the Affective Sensitivity Scale (Elementary and Secondary) Level Overall B. N 31 Pre-test 29.84 P o s t — test M e a n C ha n g e Significance 32.13 2.29 .036 A s u b j e c t i v e app rai sal of the r a p p o r t be twe en s t u d e n t teacher and Rancher by the jury and R a n c h personnel. E v i d e n c e c o l l e c t e d by frequent visitation: 1. S eve nty p e r c e n t of the st ude nt t eachers will d e v e l o p r a p p o r t w i t h the ir a s s i g n e d Ranchers, and will m a i n t a i n this r e l a t i o n s h i p for the d u r a t i o n of the program. a. T hi s wil l be d e m o n s t r a t e d by the w i l l i n g ­ ness of the Rancher to involve the tutor in his av o c a t i o n a l interests. Juror th ree (university coordinator) was fa vorably impressed by the early r a p p o r t es t a b l i s h e d b et w e e n the tutor and R a n c h e r — p a r t i c u l a r l y w h e n the r e l a t i o n s h i p was freque ntl y b u i l t up on the sharing of a v o c a t i o n a l interests. T h e R a n c h s u p e r i n t e n d e n t o bse r v e d that the sharing of i n t e re sts was a m a n i f e s t a t i o n o f early rapport between the pairs. It was his c o n t e n t i o n that b e t w e e n 70 and 8 0 percent of the tutor-Rancher combinations had developed early rapport w h i c h lasted throughout the sixteen weeks. b. The Rancher will confide in the tutor by imparting specific information concerning his family m i l i e u and other indicting d i s c l osu res leading to his pl ace men t in the foster home facility. The afo rementioned example of evidence supporting Objective one could not be substantiated. The c o u n ­ selor-social worker d isc l o s e d that muc h of the Ranchertutor interaction con cer nin g indicting circumstances leading to Ra nch placement was n ot based upon fact. Much of this d isc uss ion was either circumvented or e x a g g e rat ed. c. The Rancher will demonst rat e overt d i s ­ appointment when a student teacher is absent from the tutoring session. The R a n c h superintendent claimed that it was not unusual that a Rancher would be di sappointed when a tutor was absent. This was supported by the house parents. d. While commun ica tin g w i t h others, the Rancher's com ments about the student teacher will be positive. Juror one de cla red that the Ranchers looked forward to the tutoring day. They appreciated the personal relationships w i t h the tutors. $ 70 Juror three r eported that ap proximately 8 0 percent of the Ranchers were generally favorable to their tutorial r ela tio nsh ips . In querying the Ranchers, the counselor-social worker dis cov ere d that sixteen we re generally satisfied, and three were displea sed with their associations with their tutors. This 84 percent approval rate was c o m p l e ­ mented by the R a n c h superin ten den t who projected that between 8 0 and 9 0 percent of the Ranchers were favorably inclined toward this program. C. O bje cti ve one will only be accomplished if: 1. 2. The Affective Sensitivity Scale data indicate that empathy is maintained. The jury and Ranch personnel conclude that early rapport between student and Rancher has been established and maintained. Less than 7 0 percent a cco mplishment will not be acceptable. The raw scores of the A f f e c t i v e Sensitivity Scale show that thirteen secondary participants increased, three decreased, and two remained unchanged. from Table 1, page 66, the significance level changes in mean scores was .011. Taken for the The data clearly in di­ cate that the a ffe ctive sensitivity was not only m a i n ­ tained, but significantly increased. W i th the exception of O b j e c t i v e one indicting disclosures by Ranchers, personnel concer nin g the jury and Ran ch seemed to agree that early rapport was 71 established and ma i n t a i n e d between tutor and Rancher. The percentage of Rancher acceptance of the tutorial program varied between 8 0 and 90 percent. The foregoing evidence indicates that Obj ect ive one was accomplished. OBJECTIVE TWO Upon c o m p le tio n of the full semester Thumb Are a Teen Ranch Program, the Central M i c h i g a n University stu­ dent teacher will d e m o nst rat e a greater emphasis upon the importance of the following six cultural values as identified by Rokeach: A Sense of A c c o m ­ plishment and Equality (terminal v a l u e s ) , Broad­ minded, Forgiving, Helpful and L o v i n g (instrumental values). Evidence: A. Co nsi der ing pre- and post-test data, the student teacher will increase his r ank ing on the Value Survey for four of the six values. The R oke ach V a l u e S u r v e y , F o r m E (Rokeach, 1 9 6 8 c ) , was used to assess v alue change in the student teachers. The pre-test was adm inistered on the first day of the sixteen-week semester, the last day. and the p ost -te st completed on Ni net een students participated, however, one did not co mplete the instrument and those data were not included. In Table 4, two instrumental values, as measu rem ent s of evaluation, Broadminded and Loving, increased in ranking as postulated. identified values. identified The other two Forgiving and Helpful, decreased. In Table 5, of the two terminal values identified as measurements of evaluation, increased in ranking, Sense of Ac com pli shm ent and Equality remained the same. Table 4 M e d i a n Ranki ngs and C o m p o s i t e R ank Ord ers for P r e - t e s t and P o s t - t e s t w i t h S i g n i f i c a n c e of C h a n g e for S e c o n d a r y St ude nts on the R o k e a c h V a l u e S u r v e y , Instrumental N=18 Va lue Pre­ test Rank Post­ test Rank Si g n i f i c a n c e Ambitious 7. 50 5 8 .17 8 . .402 B r o a d min ded 3 5. 00 3 3.83 1 .395 Capable 8.50 6 9 .00 10 .105 Cheerful 9 .00 11 11.50 15 .315 Clean 12. 50 15 15. 00 17 . 240 Courageous 14 .83 17 14. 83 16 .402 Forgiving3 9.83 12 10. 50 13 .119 He lpful3 9.00 10 9.50 11 .402 Honest 2. 50 1 5. 50 2 . 500 Imaginative 11.50 14 10. 50 12 . 500 Independent 10. 50 13 6 . 50 4 . 059 Intellectual 5.00 2 7.17 7 .315 Logical 9.00 9 8 . 50 9 .402 Lo v i n g 3 9.00 8 6.17 3 .227 Obedien t 17. 00 18 16.90 18 . 090 Polite 14 .17 16 1 1 . 00 14 .304 Re sponsible 6 .00 4 '7. 00 6 . 500 S e lf- con tro lle d 9.00 7 7 . 00 5 .119 M e a s u r e m e n t s of E v a l u a t i o n $ 73 Of the six identi fie d values, two decreased, t h r e e increased, and one r e m a i n e d the same. N one of the six changes was found to be s i g n i f i c a n t by the Sign Test. The data f r o m Tables 4 and 5 se em to i ndi cat e that unl ike the p o s i t i v e e ffect the t uto ria l p r o g r a m had on empathic a tti tudes of stu den t teachers, values, and value systems as m e a s u r e d by the R o k e a c h V a l u e Survey showed no s i g n i f i c a n t change. O b j e c t i v e two A was not accomplished. Tables 6 and 7 d etail the v a l u e d a t a obt a i n e d from the t h i r t e e n el eme n t a r y st u d e n t t eachers w ho did not p a r t i c i p a t e in the T e e n R a n c h T uto r i a l Program. Only one of the i den ti f i e d v alu es showed s i g n i fi can t change and this was in the w r o n g d i r e c t i o n anticipated. The instru men tal v a l u e of L o v i n g d e c r e a s e d in r a n k i n g from first on the p r e - t e s t to e i g h t h on the p o s t — test. Three values increased: Equality, and Forgiving. Sense of Ac c o m p l i s h m e n t , Broadminded, Helpful, and Loving we re the three values t hat decreased. The e l e m e n t a r y dat a se em to agree w i t h the data obtained f r o m the s e c o n d a r y p a r t i c i p a n t s and indicate that, g e n e r a l l y speaking, the re sul ts of the V a l u e Survey showed no si g n i f i c a n t c h a n g e in valu e ranking. B. The jury and R a n c h p e r s onn el w i l l o b s e r v e that toward the latter se gm e n t of the e x p e r i e n c e the d i a l o g u e b e t w e e n the R a n c h e r and the student teacher w i l l focus upon the stu den t teacher's b a c k g r o u n d as a model. A s oli cit ed b y - p r o d u c t Ta ble 5 M e d i a n R a n k i n g s and C o m p o s i t e Ra nk Orders for P r e - t e s t and P o s t - t e s t w i t h S i g n i f i c a n c e of C h a n g e for Second ary S tudents o n the R o k e a c h V a l u e S u r v e y , Ter min al N=18 Value Co mfo rta ble Life Pre­ test Rank Post­ test Rank Significance 1 2 . 00 14 9.00 10 . 500 Exciting Life 7.50 6 10.50 12 .304 Sense of A c c o m ­ pl ish m e n t 3 9.50 11 7.50 8 .407 World at Peace 9.50 10 12.17 14 .119 World of Beauty 14.50 17 13. 50 16 . 598 Equality9 11.50 13 11.50 13 .304 Family Securi ty 9.00 9 6.25 4 .090 Fr eedom 6 . 50 4 9. 00 9 .227 Happiness 4.17 1 2.17 1 .500 Inner Harmony 8 .50 8 5.50 3 .402 Mature Love 6 . 00 2 5. 00 2 .500 National Security 16. 25 18 16. 50 18 . 274 Pleasure 10.00 12 10. 50 11 .500 Salvation 14 . 50 16 16. 00 17 . 003 7.83 7 7.00 7 .227 Social R e c o g n i t i o n 12.83 15 13.17 15 .500 Self— Res pec t True F r i e n d s h i p 6 . 50 3 ' 6. 50 5 .304 Wisdom 7. 00 5 7. 00 6 .500 M e a s u r e m e n t s of E v a l u a t i o n Table 6 M e d i a n Ranki ngs and C o m p o s i t e Ran k Or der s for Pr e-t e s t and P o s t - t e s t w i t h Si gni fic anc e of C h a n g e for E l e m e n t a r y S tud ent s o n the R o k e a c h V a l u e S u r v e y , Instrumental N=13 Value Pre­ test R a nk Posttest Rank Significance Ambitious 6.13 3 7 . 00 7 . 613 Broadminded 8 . 00 7 8 . 00 9 .613 13. 00 15 6.33 6 .033 8 . 25 8 10.00 11 . 291 Clean 13.00 14 16.00 17 .172 Courageous 13.00 13 13 . 67 16 . 387 r-, a Forgiving 6.75 4 4 .38 2 .194 He lpf ula 8 . 00 6 6 .38 10 .363 Honest 3 .00 2 3.33 1 .377 Imaginative 11.00 11 1 1 . 00 12 . 254 Independent 9.00 9 5. 33 4 .194 Intellectual 14 .00 17 12.75 14 .274 Logical 13 .33 16 13.00 15 . 500 Lovinga 1.75 1 8 . 00 8 . 001 O b edient 16. 38 18 17.57 18 .377 Polite 1 2 . 00 12 12.75 13 .500 Responsible 8 . 00 5 . 5.00 3 .133 Self—C o n t r o l l e d 9.25 10 5.75 5 . 500 Capable Cheerful M e a s u r e m e n t s of E v a l u a t i o n Ta b l e 7 Me d i a n Rankings and C o m p o s i t e R a n k Orders for Pre-test and P ost -test w i t h Significance of Ch ang e for Elementary Students on the R o k e a c h V a l u e S u r v e y , Terminal N=13 Value Pr e­ test Rank Post­ test Rank Significance Comfortable Life 12.00 13 13.33 15 .363 Exciting Life 13.75 15 13. 00 14 .623 Sense of A c c o m ­ plishment3 12.00 12 8 . 00 10 . 291 4.38 1 9.00 12 .113 13.25 14 1 2 . 00 13 . 500 Equality3 9.00 11 7. 20 6 . 623 Family Security 6 .00 5 7. 25 7 .387 Freedom 5.75 4 5.75 3 .500 Happiness 7.00 7 6 . 00 4 .194 Inner Harmony 4.75 2 3.75 1 .500 Mature Love 5.00 3 9.00 11 . 274 National Security 16. 25 17 15. 25 18 . 090 Pleasure 14 .25 16 14.25 16 . 500 Salvation 7.25 8 7.75 8 .387 Self-Respect 8 .00 10 5. 67 2 .387 Social Recognition 16.33 18 15. 00 17 .387 6 7.00 5 .113 World at Peace World of Beauty True Friendship 6.25 a Measurements of Evaluation would be the Rancher identification w i t h the tutor who has demonstrated a greater degree of importance for the aforementioned values. Evidence: 1. The house parents will contend that there are fewer outbreaks of hostility in the home. 2. The Ranchers' high school teachers and a d m i n ­ istrators will report that there are fewer problems in school as evidenced by: a. A reduction in the number of times a Rancher is sent to the principal's office. b. A reduc tio n in the number of times a Rancher has skipped s c h o o l . According to the c oun selor-social worker, as a result of c oer cio n placed upon the R a n c h personnel by the courts, many of the court wards accepted had more severe problems w h i c h were man ife ste d in the schools and at the Ranch. As a result, school officials' records could not accurately determine school offenses and discipl ina ry action. Due to the emphasis that the jury placed upon evaluation of the pr og r a m from the va ntage point of the tutors and the l a c k of tangible evidence of Rancher identification w i t h the tutor, neither the jury nor the Ranch personnel m a d e observations regarding Ob jective two B. C. O bje ctive two will only be acc omplished if the statistical ranking on the V a l u e Survey increases for four of the six values. Of the six val ues identifi ed as measures of evaluation by the V a l u e S u r v e y , only three of the six increased in ranking and these increases were not 78 significant. In addition, the jury and Ranch per so n n e l were unable to det er m i n e that t her e wer e fewer problems in school, and that R anchers ide nti fie d w i t h the tutors. This data would in dicate t h a t O b j e c t i v e two was not accomplished. O B J E C T I V E THR EE Upon c o m p l e t i o n of the ful l- s e m e s t e r Thumb A r e a Teen Ranch Tut orial Program, the C e n t r a l M i c h i g a n U n i ­ versity student teachers will c o n s i d e r the p ro j e c t to be an integral segment of their p r e - p r o f e s s i o n a l training. Evidence: A. The st udent teacher will d e m o n s t r a t e a p o s i t i v e a t titude toward his tut ori ng e x p e r i e n c e by: 1. Se ven ty per c e n t of the students favorably a c c e p t i n g the total program, as e v i d e n c e d by their res po n s e s to the q uer ies of t he jury. The first juror (school administ rat or) sixteen st udent te achers g e n e r a l l y found that favored the p r o g r a m and three o p p o s e d it, for an 84 pe rcent a c c e p t a n c e level. The findings of juror two (social worker) indi­ cated that 71 p e r c e n t of the s tudent te ach ers d e v e l o p e d early r a p p o r t w i t h their a s s i g n e d Ranchers, this r e l a t i o n s h i p for the semester. that, acc ord ing to this juror, and m a i n t a i n e d One m i g h t s u r m i s e the students gen er a l l y approved of the tutorial program. The e v a l ua tio n of juror t hree nator) (university c o o r d i ­ re por ted a 79 p erc ent a c c e p t a n c e by st udent teachers. 79 2. A c q u i r i n g in— d e p t h k n o w l e d g e of the ba ckg rou nd o f the Ra nch er by m a k i n g nu me r o u s qu eri es of the Teen R a n c h personnel. To i nsure obj ectivity, the student teacher was given little inf orm atio n about the R ancher du rin g the first m o n t h of the semester. Thereafter, the ma ny queries by tutors about their a s s i g n e d Ran chers w e r e met during per sonal c o u n s e l i n g sessions, vidual m e e t i n g s w i t h the house parents, g r o u p and i n d i ­ and general sessions w i t h the c o u n s e l o r — social wo r k e r and s u p e r i n ­ tendent. St a t e and Ranch r e g u l a t i o n s p roh ibi tin g the devulging of i n-depth b a c k g r o u n d in f o r m a t i o n about the Ranchers c r e a t e d some c o n s t e r n a t i o n o n the p art of the student teachers. 3. V o l u n t e e r i n g to tutor a student from his st ude nt t eaching assignment. It was d isc ov e r e d that all of the s tud ent teachers tutored c h i l d r e n from their Due to external pressures school administrators, student teaching assignments. imposed by s u p e r vis ing teachers, a nd the u n i v e r s i t y coordinator, it was imp oss i b l e to d e t e r m i n e w h i c h students ac tually volunteered to per f o r m this task. 4. V o l u n t e e r i n g c o n s t r u c t i v e criti cis ms r e g a r d ­ ing the o r g a n i z a t i o n of the p r o g r a m for its i m p r o v e m e n t and continuance. The m a n y c o n s t r u c t i v e c r i t i c i s m s r ela t e d to the jury by the students will b e d i s c u s s e d later in this chapter. 80 The findings of the jury i ndi cated tha t over 70 percent of the s tude nt teachers w e r e g e n e r a l l y a c c e p t ­ ing of the tu torial program. A l t h o u g h unable to o b j e c ­ tively d e t e r m i n e the n umb er of students who v o l u n t e e r e d to tutor a c hil d from his student teaching assignment, their m any queries about the b a c k g r o u n d s of the Ran che rs and their c o n s t r u c t i v e c r i t i c i s m s tend to further in di­ cate that O b j e c t i v e three has b e e n accomplished. O B J E C T I V E F OUR The c o o p e r a t i o n of the Teen R a n c h p ers onn el is vital to the c o n t i n u a n c e of the program. C e ntral M i c h i g a n Uni ver sit y's T h u m b Ar ea Teen Ranch Tutor ial P r o g r a m will c o m p l e m e n t the fu nct ion s of the T een Ranch, as evidenced by: A. D o n a t i o n of time, money, bui lding space and ex per tis e by the T een R a n c h p e r s o n n e l to the program. 1. R a n c h per son nel will serve as r e s o u r c e people. 2. R anch p e r s o n n e l will d ona te m o n e y for social and academic projects. 3. R a n c h per sonn el wi ll offer w r i t t e n approval. The R a n c h p ers o n n e l w e r e e x t r eme ly c o o p e r a t i v e concerning all aspects of the tutorial program. to pr ovi din g space for the actual tutoring, Adjunct space was also p r o v i d e d for u n r e l a t e d u n i v e r s i t y c o u r s e work. Office and storage space was pr ovi ded for the u n i v e r s i t y coordinator in add it i o n to pa ved parking f a c i l i t i e s and complete access to the en tir e f aci l i t y du rin g the social interaction. A l t h o u g h c o s t l y in terms of b u i l d i n g expense and utilities, t hese f aci li t i e s w e r e ava ila ble to the univer sit y on a gratis basis. 81 The p r o g r a m w a s further su pported by R a n c h m oni es for occasi ona l luncheons and r e f r e sh men ts for the tutors, supplies and m a t e r i a l s for academ ic tutoring, expenses for social and party functions inv olv ing tutors and Ranchers. R a n c h pe rso n n e l c o n t r i b u t e d c o n s i d e r a b l e time and expertise to the tutorial program. All had been u tilized as resource p e o p l e d u r i n g the u n i v ers ity classes. Th e functions of the c o u n s e l o r — social worker, al though secondary to his total resp ons ibilities, demanding in terms of time and effort. His e x p e r t i s e involving the p a i r i n g of tutor and Rancher, ad min ist rat ion of the tutorial were weekly experiences a n d serving as a r e s o u r c e p e r s o n d u r i n g class sessions pr ove d to be an i nva lu a b l e a s s e t to the program. The d i r e c t o r of the Teen Ra n c h Board, intendent, the c o u n s e l o r - s o c i a l worker, house p are nts Ranch) pr o g r a m the s u p e r ­ and o n e set of (the other h o u s e parents are n e w to the submitted a w r i t t e n e v a l u ati on of the tutorial (see A p p e n d i x G ) . The pro fes sio nal staff un animously c o n c u r r e d that the tutorial p r o g r a m c o m ­ plemented the f unc tions of the Teen Ranch, and they recommended that it be c o n t i n u e d and e x p a n d e d to o ther foster home agencies. The d i r e c t o r of the R a n c h board stated, "I trust that these p a s t five y e a r s are just the beginning. It is 82 our desire to introduce the p rog ram to other facilities, both in and out of Michigan. According to the counselor-social worker, In evaluating the total program and the results, I feel we m u s t look at not only the educational achievements that have been gained by the boys involved, but also the social contacts and the rehabilitation that has been achieved in this area. By and large, we m u s t say that the association w i t h young people entering the tea ching profess ion is a very positi ve thing for our boys in our program. I feel that this too is a very valuable contact for the student teacher, in that it gives him an o p p o r ­ tunity to see on a one-to-one basis wha t he may be involved in on a thirty— to-one basis in a classroom. That is, each student coming into the c las s r o o m is coming with individual needs. I feel w i t h someone who has an interest and a desire to teach, there are certainly the personal satisfactions that can be gained t hrough this type of a relation shi p and mu ch insight achieved through the associa tio n with boys in this type of a group s e t t i n g . 2 The Ranch superintendent and houseparents were equally as complimentary. B. 3 Objective four will be accomplished only if all of the af orementioned behaviors are manifested. The testimony di scu sse d earlier concern ing the Ranch cooperation w i t h the tutorial pr ogr am in terms of time, money, building space, and expertise is ample evidence that Objective four has been accomplished. 1 Ap pendix G, p. 3 Appendix G, 171. pp. 17 2-73. 2 App endix D r p. 147. Conclusion The C e n t r a l M i c h i g a n U n i v e r s i t y T h u m b A r e a Tutorial P r o g r a m c a n be a d j u d g e d e f f e c t i v e o nly if O b j e c t i v e s one, three, and four h ave b een accomplished. The s ubj ec t i v e and o b j e c t i v e d a t a p e r t a i n i n g to this r ep o r t cl e a r l y i ndi cat e that O b j e c t i v e s one, and four h ave b een a ccomplished, was not. three, w h i l e O b j e c t i v e two A c c o r d i n g to the be hav i o r a l objectives, this study can be d e c l a r e d effective. SU MMA RY OF S U B J E C T I V E F I N D I N G S A l t h o u g h the jury and the R a n c h p e r s o n n e l ut ili zed the behavioral o b j e c t i v e s as criteria, they w e r e adm oni she d to evalu ate eve ry as p e c t of the program, even b eyo nd the purview of the objectives. Jur^ This segment of the c hap ter will s u m m a r i z e the e val uat ion of e a c h juror. Ju ror o n e (School A d m i n i s t r a t o r ) . The first juror focused his e v a l u a t i o n upon four areas of concern: student teachers, Ranchers, house parents, and o u t s i d e resource people. The stu den t teacher q u e r i e s c o n c e r n e d the following: 1. The s t u d e n t tea che r's p e r c e p t i o n of the tutorial e x p e r i e n c e and its ac ademic Rancher; inf lue nce upo n the P's 84 2. The social r e l a t i o n s h i p between the student and the Rancher; 3. The student teacher's personal and professional percept ion of the Rancher; 4. The student teacher's percept ion of the tutorial program's relation shi p to his professional training. Due to time limitations, were interviewed. sixteen of the nineteen Regarding que sti on one, ten students stated that their Ranchers w e r e academically benefiting from the tutoring. Six student teachers could not discern scholastic improvement. The social r e l a ti ons hip was more favorably accepted. Fi f t e e n tutors cl aim ed that rapport was established w it h their Ranchers, while one was not able to relate. It was found that the unstructured social segment of the tutorial associa tio n was better received by the Ranchers. Questions three and four were related. Juror one determined that m o s t student res ponses indicated that tutoring was responsible for p rov idi ng a better un d e r ­ standing of the di sad van tag ed learner w h i c h was beneficial during their actual student teaching. The one dissenting student agreed that he would have benefited if his Rancher had been more rec eptive to the tutorial experience. 85 During a subsequent, visit to the Ranch, Juror one ascertained that sixteen students were accepting of the program and three w ere opposed, implying a general acceptance of 84 percent. While interviewing eight Ranchers, it was d e t e r ­ mined that al th o u g h the academic tutoring was helpful, they favored the social relationships. Comparing the tutors w i t h their h igh school teachers, the Ranchers claimed that the student teachers who were m ore dogmatic did not re spe ct them as individuals. It was also d i s ­ covered that the sex of the tutors had no effect upon the results of the relationships, and that m o s t of the Ranchers actually looked forward to the arrival of the t uto rs. The house parents were unanimous in their approval and favored a co ntinuance of the program. Six interested people, the Teen Ranch, also had an o pportunity to react to the tutorial program. School teachers, not d ire ctl y involved w i t h The principal and two Kingston High a former Kingston board of education member, a mother of one of the tutors, and a former student teacher tutor agreed that the program was a valuable asset to the students and Ranchers. This juror, representing school administration, discovered an awareness of children as individuals w h i c h permeated the student teacher interviews. It was his c onte n t i o n that the tutorial r e l a t i o n s h i p s w ere res p o n s i b l e for that a war eness in the tutors. A c c o r d i n g to Juror one, . .., on e of the students summed up her ex per i e n c e in the tutorial p r o g r a m in a ma n n e r o nly an aware p a r t i c i p a n t could h ave done. She felt that her tu toring e x p e r i e n c e gav e her a ch a n c e to d e v e l o p an individ ual relationship, w h i c h in turn aided her in d e v e l o p i n g a c o l l e c t i v e e x p e r i e n c e in her student teaching. The two e x p e r i enc es su p p l e m e n t e d each other and b r o u g h t the two into a m o r e rea listic perspective.4 As a hiring official, J uro r o n e found the tutorial pr ogram to be pra cti cal and e d u c a t i o n a l l y sound, and he recommended its continuance. Juror two (Social W o r k e r ) . It is the c o n t e n t i o n of this juror that the c l a s s r o o m teacher m u s t be able to empathize w i t h children, o b s e r v e their c har act eri sti cs, and d i a g n o s e their p r o b l e m s — thus the teacher per for ms functions of a social worker. Juror two a s k e d the tutors the fol lowing qu estions during an initial interview: 1. How did you feel about taking par t in the tutorial p r o g r a m w h e n yo u f irst heard about it? 2. How do you feel a b o u t the pro g r a m n ow have be gun seeing y our boy? 4 A p p e n d i x A, p. 121. that y o u 87 3. Tell m e abo ut y our boy and some of the activities y o u e n g a g e in w i t h him. 4. Do y o u feel the tut orial p r o g r a m is going to c o n ­ tr ibute to your teacher educatio n? How?^ The r e s p o n s e s that Ju ror two r e c e i v e d for qu es t i o n one indicated that half of the r e s p o n d e n t s re acted favorably, and half w e r e ei t h e r n eut ral or wer e negative. He co ncl ude d that m a n y of the students formula ted o pin i o n s as a r es u l t of o n-c amp us discussion. A n s w e r s to the second q u e s t i o n s ugg est ed tha t the student o p i n i o n s had not c h a n g e d sig n i f i c a n t l y even after limited e n c o u n t e r w i t h the program. Re spo n s e s to q u e s t i o n t h r e e proved that tutors who had early rap p o r t w i t h their Ran chers w e r e u n a n i m o u s l y positive abo ut the experience. G r e a t e s t r a p p o r t was de m o n s t r a t e d b e t w e e n tutor and Rancher w h e n their interests w e r e c o m p a t i b l e and they had similar views about the p u r p o s e of the program. The sex of the tutors was a c r i t e r i o n that had no e f f e c t upon the tutorial relationship. The final q u e s t i o n of the initial i n t e r v i e w found that ten of the fou rte en r e s p o n d e n t s w e r e u n d e c i d e d about what benefi ts they m i g h t d e r i v e - f r o m the tutorial experience. 5 A p p e n d i x B, p. 127. 88 The fol low ing q u e s t i o n s w e r e asked by J uro r two toward the end of the semester: 1. Do you feel d i f f e r e n t l y abo ut the tutorial ex per ien ce now than y o u did w h e n you first talked to me? 2. In w h a t ways? What n e w e x p e r ien ces hav e y ou had w i t h y o u r boy since y o u first talked to me? 3. Do you feel the tutorial p r o g r a m has a d d e d to your te acher education? 4. In your opinion, In w h a t way? how could the tutorial p r o g r a m at the T e e n R a n c h be improved?^ A cco r d i n g to J u r o r two, . . . , of the f o u r t e e n tutors I interviewed, ten became more fav ora bly di spo sed toward the p r o g r a m during the co urse of the tutorial experience, two changed their a tti tud es l ittle at all, and two became som ewhat m o r e n e g a t i v e toward the program. These figures are imp res s i v e to me, and indicate that the p r o g r a m c e r t a i n l y had a p o s i t i v e in fluence on a c o n s i d e r a b l e number of tutors. Human beings being v a r i a b l e and u n p r e d i c t a b l e as they are, a 71 percent success rate is nothing to be a sha med of Qu es t i o n two elici ted this response, my Rancher gives m e a hard time sometimes, feeling frustrated, "Even t h o u g h and leaves m e he seems to be le ar n i n g and growing g as a human being, so I think the p r o g r a m is successful." ^Appendix B, p. 127. 8 Ibid. 7 A p p e n d i x B, p. 133. 89 C o n c e r n i n g q u e s t i o n three, el e v e n tutors c o n ­ sidered the exp eri e n c e to be an asset to their p r e - s e r v i c e education, w h i l e three d isagreed. These same three s t u ­ dents c o n s i s t e n t l y vie wed the p r o g r a m negatively. Ju r o r two c at e g o r i z e d the po sit ive re spo n s e s to qu est ion three as: 1. The e x p e r i e n c e has h e l p e d m e to in di v i d u a l i z e better. 2. The e x p e r i e n c e has he lpe d m e to u n d e r s t a n d social pr obl e m s and identify them. 3. T h e ex p e r i e n c e has m a d e m e a m o r e t ole r a n t person. 9 Q u e s t i o n four elicited the follo win g c o n s t r u c t i v e criticisms from the tutors: 1. O n e and one -half hours per w e e k is in s u f f i c i e n t time to d e v e l o p a good r e l a t i o n s h i p w i t h a Rancher. 2. C h a n g i n g tutors e a c h semester leaves the Ran che rs c o n f u s e d and det r a c t s fro m the p r o g r a m e f f e c t i v e ­ ness . 3. The R anc her s are o f t e n too tired after d e r i v e b e n e f i t f r o m tutoring. 9 A p p e n d i x B, p. 13 5. school to 4. T h e m a t c h i n g of Ran che r and tutor should be don e m o r e on the basis of c o m m o n interests. 5. F o r t y — five m i n u t e s of t uto r i n g and f o r t y — five m i n u t e s of s o c i a l i z i n g is too artificial. The p r o g r a m should be le ft to the individual needs of the Rancher, and be w o r k e d o u t b e t w e e n Rancher and tutor. 6. O r i e n t a t i o n for tutors at the b e g i n n i n g of the p r o g r a m c o u l d be improved, so th at the tutors w o u l d be m o r e awa re of the pur p o s e of the p r o g r a m and wh at is ex pected of them."^ Ju r o r two was of the o p i n i o n that c r i t i c i s m s o n e through three, a l t h o u g h valid, could no t have been improved c o n s i d e r i n g the r e a l i t i e s of tem. the se mester sys ­ He felt that c r i t i c i s m four r e g a r d i n g the m a t c h i n g of Rancher and tutor was a p r o b l e m th at could never be completely resolved. It was his o p i n i o n that the matches w ere exc ell ent to adequate. J u r o r two seemed to a g r e e w i t h c r i t i c i s m s and six. five He c o n s i d e r e d the d i v i s i o n of the actual tutorial s e s s i o n to be too inf lex i b l e and p r o p o s e d that greater emp has is be pl aced up on tutor o rientation, enabling the tutors to better u n d e r s t a n d the o b j e c t i v e s of the experience. ^ A p p e n d i x B, p. 137. 91 While sum mar izi ng his evaluation, Juror two expressed c o n c e r n ab o u t the three s tudents who were c o n s i ste ntl y negative. He s eri ous ly q u e s t i o n e d the potential tea chi ng abi l i t y of at least two of the three. Juror two d e e m e d the Teen R a n c h Tutorial P r o g r a m to have a g r e a t d eal of m e r i t and r e c o m m e n d e d its c o n ­ tinuance. Juror Three (University C o o r d i n a t o r ) . This juror found the R a n c h staff to be supportive of the tutorial program. 1. Th e i r o b s e r v a t i o n s included: The tu tors w e r e f a v o r a b l e m o d e l s w i t h w h i c h to identify. 2. This i d e n t i f i c a t i o n had a po si t i v e effect upon the r e l a t i o n s h i p b etw een the Ran che r and the high school teachers. 3. Imp rov ing study habits, mental 4. tut oring had b e e n i n s t r u ­ in e l e v a t i n g school grades. P r o s p e c t i v e teachers had the o p p o r t u n i t y to p e r ­ ceive st udents as individuals. il Juror three was c o n c e r n e d that the R a n c h staff placed gr eater emphas is upon the cognitive, the affective, advan tag es of the program. ^"Appendix C, p. 14 3. r ather than 92 U til i z i n g the d e s c r i p t i v e terms "neat" and "all r i g h t , " the R anc h e r s e xhi bit ed a ppr oxi mat ely an 8 0 pe rcent a c c e p t a n c e of their tutors. This juror stated that 79 per c e n t of the s tudent teachers w e r e g e n e r a l l y p osi tiv e about their tutorial experience. He li ste d the f o l l o w i n g c o n s t r u c t i v e c r i t i c i s m s in qu estion form: Why are student r eco rds not a vai lab le to us? Would it be p oss i b l e to o b s e r v e the students in their school env ironments? How wi ll w e k n o w if any of this p r o g r a m has been successful? How ca n it be a r r a n g e d so that we have m o r e time w i t h the boys? Is t her e a m o r e e f f i c i e n t w a y of ar ran g i n g the tutorial ex p e r i e n c e oth er than having the academic wo rk for the first half of the session, and the so c i a l i z i n g the second half?12 The n e g a t i v e students r e p o r t e d to this juror that their inter est s did not pa rallel those of the Rancher, therefore, they wer e una b l e to est abl ish rapport. Ju ror thr ee su mma riz ed w i t h this statement, an observer, me. "As it was c e r t a i n l y a learning e x p e r i e n c e for I bel i e v e tha t the t utorial p r o g r a m does help to emphasize the a f f e c t i v e e d u c a t i o n of teachers, certainly be continued. 12 and should 13 A p p e n d i x C, p. 143. 13 A p p e n d i x C, p. 144. 93 Teen Ranch Staff The abr idg ed e val ua t i o n of each Ranch staff member follows in this s egment of the chapter. Administrative Director. of Directors, R e p r e s e n t i n g the Board this staff mem ber p r o p o s e d that the tutorial relationships had been in str ume nta l of the Ranchers, in the r e h a b i l i t a t i o n and should be continued. Superintendent. The fol low ing six items d e m o n ­ strate this staff m e m b e r ' s ap pr o v a l of the tutorial program: 1. T h e r e has be en i m p r o v eme nt in the Ranchers' re la t i o n s h i p s w i t h their h i g h school teachers. 2. The Ra nch ers have d e v e l o p e d better study habits. 3. The tutors and h ous e par ent s c o o p e ra tiv ely as s i s t the Ranchers. 4. The tutors help the R a n c h e r s r e g a i n trust in people. 5. A f avo rab le r e l a t i o n s h i p exists in a p p r o x i m a t e l y 8 0 or 6. 90 p er c e n t of the pairs. M a n y of the friendships c o n t i n u e long after c o m p l e t i o n of the program. C o u n s e l o r — Social W o r k e r . W h i l e e v a l u a t i n g the student teachers d u r i n g the initial L screening process, 94 the c o u n s e l o r — social wor ker p r e d i c t e d that two and possibly three st udents w o u l d have d i f f i c u l t y e s t a b l i s h ­ ing ra ppo rt w i t h their Ranchers. It wa s a p p a r e n t to this staff m e m b e r that t h o s e pr o s p e c t i v e te achers were interested only in fu lfi l l i n g a c o u r s e requirement, could not be c o m m i t t e d to the needs of a Rancher. prediction was found to be valid when, experience, and This at the end of the the c o u n s e l o r d e t e r m i n e d that the same three students had b een in e f f e c t i v e tutors who had re acted negatively to the program. The c o u n s e l o r ' s a s s e s s m e n t of the total p r o g r a m emphasized the m e r i t of the tutorial r e l a t i o n s h i p in the re hab ili tat ion of the Ranchers. Th e e x p e r i e n c e also permitted the s t u d e n t teacher the o p p o r t u n i t y to equate the problems and needs of one i ndividual to the needs fulfillment o f m a n y students. It was c o n c l u d e d by this p r o f e ssio nal that 84 per cen t of the R a n c h e r s w e r e a c c e p t i n g of the program. House P a r e n t s . program, G e n e r a l l y a p p r o vin g the tutorial the house parents cla i m e d that it had been important for the Ranch ers to ob s e r v e t e a c h e r s less formal atmosphere. in a They further b e l i e v e d that the student teacher w o u l d be a m o r e ef fec t i v e c l a s s r o o m teacher due to his tu tor i n g experience. SUMMARY U t i l i z i n g four behavi ora l o b j e c t i v e s as c r i t e r i a for evaluating this study, s ubj ect ive and o b j e c t i v e data from the s tudy have found that three of the four o b j e c ­ tives have be en accomplished, th ere for e the tutorial program may be d ecl a r e d effective. The res ult s of the A f f e c t i v e S e n s i t i v i t y Scale indicated that student teacher e m p a t h y was not o nly maintained, but increased. The Rok e a c h V a l u e Survey results wer e less successful, r e v e a l i n g no s i g n i f i c a n t increase in value ranking. The ev alu ati ons of the jury of experts and the Ranch staff wer e u n a n i m o u s l y positive. Ch a p t e r 5 D I S C U S S I O N OF FIN D I N G S A f t e r s u m m a r i z i n g the study, will discuss this final c h a p t e r the re sults of the i n v e s t i g a t i o n and m a k e re c o m m end ati ons for the future. SUMMARY This d e s c r i p t i v e study was d e s i g n e d to e val u a t e the Central M i c h i g a n U n i v e r s i t y Thumb A r e a Te en R a n c h Tutorial P rog ram 's e f f e c t u p o n the h uma nis tic a tti tudes and values of p r o s p e c t i v e s e c o n d a r y teachers. The M i c h i g a n Teen Ranch, Incorporated, is a foster home ag e n c y for the r e h a b i l i t a t i o n of te en - a g e boys who are w a r d s - o f - t h e - c o u r t . Michigan, this fac ility p rov ide d c l a s s r o o m space, fessional resources, teachers to relate, advantaged learner semester. Lo cat ed near Kingston, pro­ and the o p p o r t u n i t y for student o n an ind ivi dua l basis, w i t h a d i s ­ (Rancher) d uri ng a s i x t e e n —w e e k This w e e k l y e x p e r i e n c e had a d i c h o t o m o u s emphasis co nce r n i n g aca dem ic t u t o r i n g and social interacting. 96 97 As su m i n g that the p r e - p r o f e s s i o n a l s eco nda ry teacher has an emp athic at ti t u d e toward c h i l d r e n w h i c h is freque ntl y n e g a t i v e l y a ffe cted as a res ult of the realities of s tu d e n t teaching, the tutorial p r o g r a m was d esi g n e d to m a i n t a i n this original a f f e c t i v e posture. Ex clu din g the effects upo n the Rancher, study ev al uat ed the tutorial pro gr a m ' s this in flu enc e upo n ninetee n s eco nda ry s t u d e n t teachers d u r i n g the Fall semester, 1972. criteria, a jury of thr ee experts s u b j e c t i v e l y a sse sse d the program. U t i l i z i n g behavioral o b j e c t i v e s as This was c o m p l e m e n t e d by e v a l u a t i o n s from Teen R a n c h p e r s o n n e l . O b j e c t i v e dat a w e r e c o l l e c t e d by m e a n s of the A f fec tiv e Sen si tiv ity S cal e and the R o k e a c h V a l u e S u r v e y . The student teaching c o o r d i n a t o r a d m i n i s t e r e d bo th the pre- and post-tests. T h u m b Area e l e m e n t a r y student teachers, not involved in the tu to r i a l program, although w e r e also tested. These data w e r e pr ese nte d as well as the r e s u l t s of the secondary participants. DISCUSSION B ehavioral o b j e c t i v e s w e r e u t i l i z e d as c r i t e r i a for adjudication, however, the s u b j e cti ve ev a l u a t i o n s by the jury and the R a n c h per son nel we re not lim ite d only to those objectives. The i n v e s t i g a t i o n r e v e a l e d the following: O b j e c t i v e One The Thu mb Are a Te en R a n c h Tu torial P r o g r a m student teacher's empathi c att itude toward the individual student (Rancher) will be m a i n t a i n e d . ! 1. Th e A f f e c t i v e Se n s i t i v i t y Scale r aw scores d e m o n s t r a t e d that t h i r t e e n p art i c i p a n t s increased, unchanged. three decreased, and two r ema ine d U t i l i z i n g the Sign Test for analysis, the s i g n i f i c a n c e level of the m e a n scores was .011. Th ese data i ndi cat e that af fec t i v e s e n ­ sitivity was not o n l y maintai ned , but inc reased significantly. 2. The jury and the R a n c h personnel generally, agreed that, there was ea rly ra p p o r t e s t a b l i s h e d and m a i n t a i n e d b e t w e e n tutor and Rancher. They seemed to a g r e e that there was b e t w e e n 8 0 and 90 per c e n t tutor a c c e p t a n c e by Rancher. 3. The d i f f e r e n c e in si gn i f i c a n c e b et w e e n p a r t i c i ­ pants and n o n p a r t i c i p a n t s m i g h t indicate that the tutorial p r o g r a m do es in cr e a s e a f f e c t i v e s e n ­ sitivity . ^See Ch a p t e r 1 for the c o m p l e t e objective. 99 The results of the A f f e c t i v e S e n s i t i v i t y Scale and the reports of the jury and R a n c h p ers o n n e l ind ica te that O b j e c t i v e one was accomplished. O b j e c t i v e Two The st ude nt teacher will d e m o n s t r a t e a greater emphasis u pon the importa nce of the fol low ing six cultural values: A Sense of A c c o m p l i s h m e n t and Equalit y (terminal v a l u e s ) , Broadminded, Forgiving, Helpful and L ovi ng (instrumental v a l u e s ) . 2 1. Of the six i d e n tif ied v alues of the participants, three increased, the same. two decreased, and one r ema i n e d The Sign T e s t found n o n e of the six ch ang es in these values to be significant. 2. Of the n o n p a r t i c i p a n t s 1 values, three values increased and three decreased. O n l y one of the va l u e changes showed an increase in significance, and this was not in the d i r e c t i o n anticipated. W i t h the p a r t i c i p a n t and n o n p a r t i c i p a n t data seeming to agree, the v alu es m e a s u r e d by the R o k e a c h Value S urvey d e m o n s t r a t e d no s i g n i fic ant change. It was co ncluded t hat O b j e c t i v e two was not accomplished. Ob jec tiv e Three The student teachers wi ll con sid er the p r o j e c t to be ^ an integral segment of the p r e - p r o f e s s i o n a l training. 2 3 See Chapter 1 for the c o m p l e t e objective. See C h a p t e r 1 for the c o m p l e t e objective. 1. Juror one stated that 84 p e r c e n t of the student teachers g e n e r a l l y acc e p t e d the program. Juror two r e p o r t e d a 71 pe r c e n t acceptance, w h i l e Juror three found a 7 9 p e r c e n t approval rate. The jury of three experts s eemed to agree that over 7 0 pe rce nt of the student tea chers g ene ral ly accepted the total p r o g r a m as an integral c o m p o n e n t in their e d u c a t i o n as t e a c h e r s — thus ind ica t i n g that Objective three has b een accomplished. O b j e c t i v e Four The tutorial p r o g r a m will c o m p l e m e n t the functions of the Tee n R a n c h . 4 1. The R a n c h per son nel has c o n t r i b u t e d money, c l a s s r o o m space, time, and e x p e r t i s e to the o p e r a t i o n of the tutorial program. 2. There has be en un ani mou s w r i t t e n ap pr o v a l of the p r o g r a m by the d ire c t o r of the R a n c h board, superintendent, the the c o u n s e l o r - s o c i a l worker, and the house parents. The c o o p e r a t i o n of the R a n c h personn el and their written testimony w o u l d i ndicate that O b j e c t i v e four was accomplished. 4 S ee C h a p te r 1 f o r t h e c o m p le te o b j e c t i v e 101 Conclusion The Central M i c h i g a n U n i v e r s i t y T hum b A r e a Tutorial Pr og r a m ca n be ad jud g e d e f f e c t i v e o n l y if O b j e c t i v e s one, three and four h ave bee n accomplished. C o n s i d e r i n g the beh avi o r a l o b j e c t i v e criteria, this subjec tiv e and o b j e c t i v e d ata would Objectives one, three, indicat e that and four h a v e been a ccomplished; and O b j e c t i v e two was not. This c l e a r l y is an i n d i c a t i o n that the tutorial p r o g r a m was successful. Summary of Ju ry F indings Juror o ne (School A d m i n i s t r a t o r ) . The fo llo w i n g are findings of juror one: 1. A m a j o r i t y of st ude nt t e a c h e r s c o n s i d e r e d the t u toring to be a c a d e m i c a l l y b ene fi c i a l to the Ranchers. 2. The social i nt e r a c t i o n s e g m e n t of the tutorial session wa s con sid e r e d to be mo re b e n e f i c i a l by the tutor and the Rancher. 3. The sex of the tutor had no ef fec t u pon the r e sults of the tutorial relationships. 4. Ei g h t y - f o u r p e r c e n t of the stu den t teachers accepte d the program. 5. Most of the s tudent te ac h e r s r e a l i z e d that the pr o g r a m c o n t r i b u t e d to their p er c e p t i o n s of c h i l d r e n as individuals. 102 6. The R a n c h e r s were re cep tiv e to the program. 7. Ra nch er h o u s e parents, teachers, a principal, a p a r e n t o f a tutor, h i g h school an e x - s c h o o l board m e m b e r , and an ex— tutor wer e very a c c e p t i n g of the program. 8. The tutorial p r o g r a m was p r a c t i c a l and e d u ­ c a t i o n a l l y sound. 9. The tutorial p r o g r a m was r e s p o n s i b l e for e n c o u r a g ­ ing a w a r e n e s s of student s as individuals. 10. The p r o g r a m should be c o n t i n u e d and expanded. Juror two (Social W o r k e r ) . The f o l l o w i n g are findings of juror two: 1. Many s t u d e n t teachers for mul a t e d o p i n i o n s about the tu torial p r o g r a m as a re s u l t of o n - c a m p u s reputation. 2. Tho se s tudents who w e r e a c c e p t i n g of the p r o g r a m e s t a b lis hed and m a i n t a i n e d early rap p o r t w i t h their Rancher. 3. G r e a t e s t r ap p o r t was e v i d e n t w h e n the student and the R anc her shared interests. 4. The sex of the tutors had no eff ect up on the tutorial relationship. 103 5. S e v e n t y - o n e p e r c e n t of the tutors w e r e g e n e r a l l y a c c e p t i n g of the program. a. Three students c o n s i s t e n t l y v i e w e d the p r o ­ gr am negatively. b. J u r o r two q u e s t i o n e d the t e a c h i n g p o t e n t i a l of those three students. 6. T h e fact that e a c h tut orial ses s i o n is d i v i d e d into two s e g m e n t s — f o r t y - f i v e m i n u t e s of aca dem ic t u to r i n g and f o r t y - f i v e m i n u t e s of social a c t i n g — is too inflexible. h a v e m o r e con tro l over inter­ The t u t o r s should the e x p e n d i t u r e of time a l l o t t e d to e a c h segment. 7. G r e a t e r e m p h a s i s should be placed u p o n initial o r i e n t a t i o n of the tutors. 8. T he tutorial p r o g r a m had c o n t r i b u t e d success­ fully to the h u m a n i s t i c e d u c a t i o n of teachers, and should be continued. Ju r o r t h r e e (University C o o r d i n a t o r ) . The f o l l o w ­ ing are findings of juror three: 1. Tutors w e r e fa vorable role m o d e l s w i t h w h i c h to identify. a. This i d e n t i f i c a t i o n was b e n e f i c i a l to the r e l a t i o n s h i p b e t w e e n the hi gh school tea c h e r and the Rancher. Tu tor ing helped e l e v a t e Ra nch er school grades. St udent t eachers p e r c e i v e d students as i n d i v i d u a l s — thus e m p h a s i z i n g the a f f e c t i v e e d u c a t i o n o f teachers. The R a n c h staff a p p e a r e d to p l a c e m o r e e mphasis u p on the cognitive, r a t h e r t han the a f f e c t i v e a d va nt a g e s of the tutoring. A p p r o x i m a t e l y 8 0 per c e n t of the Rancher s ac ce p t e d the program. S e v e n t y - n i n e p e r c e n t of the s t u d e n t teachers g e ne r a l l y a c c e p t e d the program. a. The n e g a t i v e students c o m p l a i n e d that their i n te res ts did not p a r a l l e l the int ere sts of the Ranchers. St ud e n t c r i t i c i s m s were: a. Tutors should see the Ranchers' records, h. T utors should o b s e r v e the R anc h e r s in school. c. Tu tor s should have m o r e t i m e w i t h the Ranchers. d. The a r r a n g e m e n t to a c a d e m i c a l l y tutor d u r i n g the f irs t half of e a c h session, and to 105 s o c i a l i z e d uri ng the second half should be revised, w i t h g rea ter emphas is upon social interaction. 8. The p r o g r a m should be continued. Summary of R a n c h Pe rso nne l Findings Di rector of the Ranch B o a r d . Board of Directors, R e p r e s e n t i n g the this m e m b e r of the R a n c h personnel viewed the tutorial p r o g r a m as an a s s e t w h i c h should be continued and e x p a n d e d to other r e h a b i l i t a t i o n agencies. Ranch Superintendent. This a d m i n i s t r a t o r has contributed the fo llo win g evaluation: 1. M o s t of the Ranchers' h i g h school 2. r e l a t i o n s h i p s w i t h their teachers had improved. T her e had been e v i d e n c e th at some Ranchers improved their study habits. 3. Most house parents considered the tu toria l p r o g r a m to be an asset. 4. The tutors had helped r e - e s t a b l i s h the Ranchers' trust in people. 5. Ma ny tutori al r e l a t i o n s h i p s c o n t i n u e d long after the c o m p l e t i o n of the program. 6. Between 8 0 and 90 pe rcent of erally a c c e p t e d the program. the Ranche rs gen­ Ranch C o u n s e l o r - S o c i a l W o r k e r . The fol lowing findings are r e p o r t e d by this R a n c h e m p l o y e e w h o is extremely important to the functions of the tutorial program: 1. During the screening process, two and possibly three student teachers we re p r e d i c t e d to be in eff ect ive tutors. 2. The tutori al r e l a t i o n s h i p had b e n e f i t e d the Ra nchers a c a d e m i c a l l y and socially. 3. This r e l a t i o n s h i p e nab led the p r o s p e c t i v e teacher to pl ace g re a t e r im por t a n c e u pon the individual student, 4. rather t h a n up on sub j e c t matter. E igh ty- fou r p e r c e n t of the R anc h e r s we re g e n e r a l l y a c c e p t i n g of the program. Teen Ra n c h House P a r e n t s . The f o l l o w i n g are p e r ­ ceptions of the tutorial p r o g r a m by one set of parents who had the l ong est tenure at the Ranch: 1. The R anc h e r s lea rne d to v i e w te achers fr om a mo re hu man ist ic perspective. 2. The tutorial rel a t i o n s h i p s are u s u a l l y very personal 3. in nature. H a l f - t i m e aca demic and hal f- t i m e social ac tion du r i n g a tutorial Ra nchers academically. inter­ se ssion has a ided the ? 107 4. The r e l a t i o n s h i p he lpe d the tutor to be m o r e empathi c to the needs of the individual child. It c a n be d i s c e r n e d from the a f o r e m e n t i o n e d s u b ­ jective d a t a that the t uto r i a l p r o g r a m has been u n a n i ­ mously san cti o n e d by b o t h the jury and the R a n c h p e r ­ sonnel . RECOMMENDATIONS The succeeding sec t i o n of this study considers the s u m m a r i z a t i o n of r e c o m m e n d a t i o n s of the jury, teachers, student and un ive rsi ty coordinator. The Jury The fol lowing can be c o n s i d e r e d a r e v i e w of jury recommendations: 1. The tutors should be pro vid ed m o r e f l e x i bil ity du r i n g the actual 2. tutorial session. There should be g rea ter o r i e n t a t i o n of tutors to the o b j e c t i v e s of the tutorial program. 3. The a f f e c t i v e r e l a t i o n s h i p b e t w e e n the tutor and the Rancher should take pr e c e d e n c e over the c o g n i t i v e association. 4. The tutorial p r o g r a m should be continued. 108 Student Teachers The tutors proposed the following recommendations: 1. The weekly one and o n e — half hour tutorial is insufficient. session The amount of time per session should be increased. 2. Due to Rancher fatigue after school, a d iff erent time should be found for tutoring sessions. 3. The matching of tutor to Rancher should be done on the basis of avocational interests. 4. The academic tutoring time per session should be jointly arranged between the tutor and Rancher. 5. There should be an improvement of o ri e n t a t i o n of tutors to the objectives and procedur es of the tutorial program. 6 . Tutors should be allowed to see the R a n c h e r s 1 records. 7. Tutors should observe the Ranchers in school. University Coordinator Adjunct to the extended experience of adm i n i s ­ tering the tutorial program, the following recomme nda tio ns are a result of the findings of this study: 1. The Thumb Area Teen R anch Tutorial P r o g r a m should be continued. Its value to interpersonal e d u c a t i o n of teachers, this study, as c l e a r l y m a n i f e s t e d by would tend to suggest that the tutorial c o n c e p t sh ould be ex pa n d e d to other Ce ntr al M i c h i g a n U n i v e r s i t y student t e a c h i n g centers, as well as oth er teacher training institutions. The c o u n s e l o r - s o c i a l w o r k e r process of scr eening p r o s p e c t i v e t utors is a p r o g r a m asset w h i c h m u s t be continued. The three students, i d e n ti fie d by this process as h avin g d i f f i c u l t y e s t a b l i s h i n g cl o s e r e l a t i o n s h i p s w i t h children, A f f e c t i v e S e n s i tivi ty r aw scores, ac c e p t the tutorial program. had lower and c oul d not Up on c o m p l e t i o n of their st ude nt te aching experience, two of the three students r e c e i v e d l o w —a v e r a g e student t e a c h i n g e v a l u ati ons teachers, from their s u p e r vi sin g wh i l e the third st ude nt r e c e i v e d a poor evaluation. The T h u m b Area tutors fl e x i b i l i t y should be a ll o w e d m o r e in d e t e r m i n i n g the time and scope of e a c h ac ad e m i c segment of the tutoring session. a. D ue to the man y de man ds of the p rof e s s i o n a l semester, tuto rin g should c o n t i n u e to be do ne d u r i n g a o n e and o n e - h a l f hour w e e k l y se ss i o n at the end of the Ranchers' school day. 110 4. There m u s t be a g reater emp h a s i s u p o n o r i e n t a t i o n of the tutors to the ration ale , objectives, procedu res of the tu to r i a l program. to p r o m o t e o b j e c t i v e r e s p o n s e s and In an a t t e m p t to the subjective and o b j e c t i v e e v a l u a t i o n of this study, the tutors w e r e not in fo r m e d of the r a t i o n a l e and ob jec tiv es of the tut or i a l e x p e r i e n c e until all of the d ata were c o m p i l e d on the last day of the semester. Some stu den t m o r a l e proble ms c o u l d be at tri b u t e d to this fact, c r e a t i n g m o r e negative re act ion s to the jury. 5. There m u s t be greater em ph a s e s r e g a r d i n g causal factors of d eprivation, m a n i f e s t a t i o n s of the d i s a d v a n t a g e d learners, and d i d a c t i c m e t h o d o l o g y prior to and d u r i n g stu d e n t teaching. TO P I C S F O R F U R T H E R R E S E A R C H The a c h i e v e m e n t s of the T e e n R a n c h Tut orial Pro­ gram m a i n t a i n i n g and even i n c r e a s i n g e mpathic attitudes of secondary teachers c o u l d p r o m p t the fo llowing research: 1. The m e r i t of the tut o r i a l con c e p t d u r i n g preand p o s t — student teaching; 2. The c o n s e q u e n c e of the tutorial c o n c e p t for el eme n t a r y teachers; 3. The a cad e m i c and social impact that the tutorial p r o g r a m had upon the Ranchers; Ill 4. The sustained effects of the tutorial pr ogr am upon the pre-professional; 5. The ability to predict teaching success by m e a s u r i n g the empathic attitudes of the p r o s p e c ­ tive teacher; 6. The abi lity to instill empathy in the less than empathic student of teaching; 7. The i den tification and m e a s u r e m e n t of values determi ned important to effective teaching. R EFLECTIONS The Teen R a n c h Tutorial P rogram was an attempt to cohere tutoring and student teaching. This "making a good thing better" que st has been adj udged effecti ve by this evaluation. The following implications could be d eri ved from the study: 1. Empathy serves as a catalyst to effective teaching. 2. The technique of tutoring can increase student teacher empathy. Tutoring m i g h t also increase empathy at various stages of teacher development. An underlying su pposition suggests that empathy might be instilled in a less than empathic teacher candidate. 112 3. Empathic sensitivity could be con sid ere d a p re­ dictor of potential teaching effectiveness. 4. This tutorial p r o g r a m can be duplica ted in any student teaching center. Children from d i s ­ advantaged m ilie us w i t h learning deficiencies can be selected from schools, agencies, social service correctional institutions, and foster homes. 5. A l t h o u g h this study showed no significant change in identified student teacher values, it does not indicate that prospective teacher values cannot be identified and measured. APPENDICES APPENDIX A R E S U M E OF J U R O R ONE N A R R A T I V E EVA LUA T I O N BY J U R O R ONE APPENDIX A Resume Don K an i c k i — I n t e r med iate School P rin cipal and D i r e c t o r of Personnel Born and ra ise d in Bay City, Michigan. Five years t eac h i n g e x p e r i e n c e in Bay C i t y La ngu a g e Art s in junior and s enior h i g h school. Master's Degree in S econ dar y A d m i n i s t r a t i o n and Supervision. Seven y ear s of a d m i n i s t r a t i v e e x p e r i e n c e — Intermed iat e school principal and a cti ng a s s i s t a n t s u p e r i n t e n d e n t for c u r r i c u l u m im p r o v e m e n t and personnel — C aro C o m m u n i t y Schools. Enrolled in a d oct o r a l p r o g r a m in school administration. 113 114 A SCHOOL A D M I N I S T R A T O R ' S E V A L U A T I O N OF THE C EN T R A L M I C H I G A N U N I V E R S I T Y T H U M B A R E A T EEN R A N C H T U T O R I A L PRO GRA M AN D ITS E F F E C T UP ON S TUD ENT T EAC H E R S The C e n t r a l M i c h i g a n U n i v e r s i t y Thumb Ar ea Teen Ranch Tutorial P r o g r a m and its e f f e c t upon the neo phy te teacher and his p r e - p r o f e s s i o n a l tr aining was the focus of this a d m i n i s t r a t o r ' s study of the program. to nar row my investigation, In order I focused pri ma r i l y on Objective O n e w h i c h a t t e m p t e d to d i s c e r n the student teacher's empathic a t t i t u d e toward the Ra ncher he was tutoring and O b j e c t i v e Three w h i c h ca lle d for student teachers to co nsi der this e x p e r i e n c e to be an integral segment of their p r e — p r o f e s s i o n a l training. The jury sel ected to w o r k o n this pr o j e c t m e t on February 14, 1973, At this meeting, the study, at the Tee n R a n c h V o c a t i o n a l Building. an o r i e n t a t i o n i ncluded the p u r p o s e of the p h i l o s o p h y of T e e n R a n c h and the g u i d e ­ lines the jury w e r e to fo llo w in o r d e r to com p l e t e this study. Su bse q u e n t visi ts wer e m a d e to the T e e n R a n c h in order to i n t e r v i e w stu den t teachers, parents. Du r i n g this time, Ranchers, and house d i s c u s s i o n s we re held w i t h persons from the K i n g s t o n community. Included was an 115 administrator f r o m t he h i g h s c h o o l , r e c e n t m e m b e r of th e B o a r d o f some teachers, an d a Education. Individual c o n f e r e n c e s wer e held w i t h sixteen (16) student teachers who w ere i nvolved in the tutorial p r o g r a m during the Spring te rm of 1973. Four areas w ere included in these int erv iew s and a t t e m p t e d to focus on the o b j e c ­ tives under study. The first area a t t e m p t e d student teacher's r e a c t i o n to the tutorial its academic inf lue nce upon the Rancher. to get the e x p e r i e n c e and The second area attempted to el i c i t a r e s p o n s e dea l i n g w i t h the social re lationship of stu den t teacher and Rancher. The third area at tempted to find how the st ude nt te ach er saw the Rancher in a p r o f e ssi ona l and personal perspective. finally, And the last area a t t e m p t e d to find how the s tudent teacher saw the t utorial p r o g r a m in r e l a t i o n s h i p to his current tea ching e x p e r i e n c e and u l t i m a t e l y his p r o f e s ­ sional life. The first area led to a v ar i e t y of responses, ten (10) but student tea chers d e f i n i t e l y felt that their Ranchers w ere showing m o r e of an in te r e s t in school and were bring ing study m a t e r i a l s to eac h tu toring session. Six (6) student teachers could the a c a d e m i c w o r k of the t u t o r i a l program, a b i l i t y of t h e i r a g r a d e or their but students two b e h i n d no t d i s c e r n a n y c h a n g e Ranchers. stressed T h e y di d n o t b l a m e th e p o o r as e x e m p l i f i e d in m o s t areas of in academic by t h e i r b e i n g study. 116 A m o r e unanimous response was received when the social aspect of the tutorial program was discussed. Fifteen (15) of the student teachers felt that a true rapport was established between the parties involved. Only one student teacher felt that he could not relate to his Rancher in the tutorial situation. The student teachers who responded in a positive manner felt that the social re lationship was the most important p art of the tutorial relationship. that once the structured portion and the un structured po rtion (academic) (social) began, They felt was completed the Rancher reacted in a m u c h m o r e spontaneous and individualistic manner. The Rancher beg an to relate on a more personal level when he was allowed to decide w h a t they would do after the academic w o r k was completed. Most student teachers felt that their Ranchers actually looked forward to the various alternatives w h i c h the social time offered. This was also the time w h e n personal thoughts were shared and the rel ati ons hip became m u c h more meaningful. It did not appear to mat ter whether the student teacher was m a l e or female to the Rancher. What appeared to matter to the Rancher most was whether the student teacher could make the Rancher feel that he actually cared about him as a person. Some student teachers related that the Ranchers had a game they played w i t h some authenticity. They 117 would c o m p l a i n v e r b a l l y that "Today m u s t be Thursday, because the teache rs are here!" But for m a n y this was a facade w h i c h they had d e v e l o p e d and u sed to keep the s t u ­ dent teachers fr om a ssuming too much. It app ear ed that the R ancher used d e f e n s e m e c h a n i s m s like this to protect themselves in their relationships. When the s tudent teachers w e r e asked about the learning e x p e rie nce they g ained by the tutorial p r o g r a m in a p r o f ess ion al and per sonal manner, t hey a g a i n were almost u n a n i m o u s in their p o s i t i v e replies. The single dissenter felt that he could have ga ine d p o s i t i v e l y if he would have had a m o r e r e c e p t i v e student. M o s t r e s p ons es centered ar oun d ga ining a new u n d e r s t a n d i n g of students of this type. The student te achers felt that they would be faced w i t h st udents of v ar y i n g beh av i o r s and that they were going to have to p r o f e s s i o n a l l y deal w i t h them. It was felt that e ven t h o u g h this was a l i m i t e d e x p e r i e n c e due to ti me and numbers, the st udent tea c h e r s still g ain ed from those relationships. M a n y st u d e n t te achers spoke of h ow they found similar st udents in their c lasses as they m e t in the tutorial p r o g r a m and h o w their tutorial e x p e r i e n c e helped them to deal m o r e e f f e c t i v e l y w i t h those students. They felt as th o u g h their eyes wer e opened to these students as individuals, and that it w o u l d not hav e b een p oss i b l e without their tutorial experience. 118 A total g r o u p se s s i o n w i t h all n i n e t e e n student teachers du rin g a s ubse que nt v i s i t to the R a n c h found that s ixt een students wer e g e n e r a l l y in favor three w ere opp ose d to the p r o g r a m (84%) and (16%). When the Ra nc h e r s w e r e intervi ewe d ab out the stu­ dent teachers and the tutorial program, their r eplies were similar to those of the student teachers. eight (8) Ra nc h e r s I interviewed, Of the they felt that the structured p o r t i o n was helpful b e c a u s e they did re ceive help wit h their school work, but they app ear ed to enjoy the c o m r a de shi p of their student teachers to a greater degree. They w e r e b l u n t about school not bei ng their favorite pastime, bu t a nec ess ary evil. cussed their failings T hey also d i s ­ in the school setting and the pattern o f fa ilu re w h i c h be gan at a r e l a t i v e l y ea r l y age. They also w o u l d c o m p a r e student teachers w i t h their current ones. In this comparison, ob servations w e r e made. some intere sti ng It ap pe a r e d that the Ran che rs liked student te achers who would help th em in a personal manner as long as they did not b eco me dogmatic. The dogmatic st udent tea chers w e r e not r e s p e c t e d by the Ranchers b ec a u s e they felt that the st udent teachers did not care for them as persons, but s imply as students. M o s t of the Ra nchers di scu s s e d w h a t they w o u l d do wi th their completed. student teachers o n c e th e tutoring period was T hey loo ked at this in a similar m a n n e r as 119 the student teachers did. This was a time of sharing on a personal basis and was l ook ed forward to in a very evident m a n n e r . Since house parents play a ve ry i m p o r t a n t role in the success of the T een Ranch, house parents. I spoke w i t h two sets of They w ere un ani mou s in their support of the tutorial program. They spoke of the a p p a r e n t l i m i ­ tations of a o n c e —a -we ek r e l a t i o n s h i p and the fact that not all r e l a t i o n s h i p s w e r e ideally matched. a broader perspective, But taking they felt the student teachers and Ranchers w e r e involved in an e x p e r i e n c e w h i c h was positive for b o t h parties. They ag ree d that they were in favor of a c o n t i n u a n c e of the program. I nterested parties out s i d e of the T een R a n c h we re also used as r e s o u r c e people. Six (6) p ersons were interviewed w ho had a k n o w l e d g e of the p r o g r a m and its objectives. T h o s e persons also agreed that this was a positive p r o g r a m w h i c h had a m a r k e d effect u pon the Ranchers. They felt that the p r o g r a m was a m e a n s of having the R anchers m e e t teachers in a d i f f e r e n t setting on a d iff ere nt level w h i c h was n e c e s s a r y for boys of their backgrounds. This was esp eci a l l y v o i c e d by the school peo ple f r o m the K ing sto n H i g h School. As a school a d m i n i s t r a t o r v ita lly con ce r n e d w i t h the pre -pr o f e s s i o n a l training of student teachers, I found the Tutorial P r o g r a m b oth p rac t i c a l and e d u c a t i o n a l l y 120 sound. Its o b j e c t i v e s pro vided a b asi s u p o n w h i c h sound judgments m a y be m a d e c o n c e r n i n g its e f f e c t i v e n e s s upon the attitudes and e xp e c t a t i o n s of the student teachers. I was e s p e c i a l l y co nce r n e d w i t h the student teachers' rea cti on s to a r e q u i r e d a c t i v i t y w h i c h placed the r e s p o n s i b i l i t y of success or fai lur e for the r e l a t i o n ­ ship upon the student teachers. midable, This c h a l l e n g e wa s f o r ­ b u t one w h i c h a m a j o r i t y of st u d e n t teachers found stimulating. The y e s p e c i a l l y found a cor r e l a t i o n between their student teaching e x p e r i e n c e and the tutorial program. A n e w awa ren ess of students as in di­ viduals wh o had d i f f e r e n t needs was the m a i n p o i n t w h i c h kept eme rging in the interviews. I felt t hat a war eness came from wor k i n g w i t h students who w e r e not part of the usual collecti ve student tea chi ng experience. The student te achers also found a supportive means in their e x p e r ien ces by bei ng able to share experiences in the academic class at the T e e n Ranch. They felt that th.is was a real asset to be able to d i s ­ cuss not o n l y their d a i l y student te aching experiences, but also their successes and failures in the tutorial situation. After studying the Tutoria l P r o g r a m for its effects upon the attitu des of student teachers, I found a new awareness of students as i ndividuals v e r y e n c o u r a g ­ ing. This awareness seemed to p e r m e a t e the interviews 121 as the student teachers used names to discuss in their student t eaching and tutorial students experie nce s instead of the usual im per s o n a l ge neralizations. Finally, on e of the students s umm ed up her e x p e r ­ ience in the Tu torial P r o g r a m in a m a n n e r o nly an aware participant c oul d have done. She felt that her tutoring experience gave her a c h a n c e to d e v e l o p an individual relationship w h i c h in turn aided her in d e v e l o p i n g a collective e x p e r i e n c e in her s tudent teaching. The two experiences sup p l e m e n t e d ea ch other and b r o u g h t the two into a m o r e rea listic perspective. In her analogy, I believe she spoke for the success of the Tutorial P r o g r a m and the o bje ct i v e s upon w h i c h it is based. I would hope that this type of stu den t te aching p r o g r a m is c o n t i n u e d and expanded in the future. AP P E N D I X B RE S U M E O F J U R O R TWO N A R R A T I V E E V A L U A T I O N BY J U R O R TWO APPENDIX B PROFESSIONAL BACKGROUND D a v i d L. Fein Ju ne 3, 1973 D a v i d L. Fein, age 32, has w o r k e d for the M i c h i g a n Department of Social Ser vice s for ne a r l y ei g h t years. Prior to that time he w o r k e d for over a yea r for the Cook Cou nty D e p a r t m e n t of Pu blic Aid in Chicago. Mr. F ein has: ex perience, social wo rk administ rat or, Social S erv i c e s programs, b o t h as a c a s e w o r k e r and in a number of D e p a r t m e n t of but his special i nte r e s t and the b u l k of his e x p e r i e n c e over the past five ye ars has been in c hild welfare. He has w o r k e d in the state foster care and a d o p t i o n p r o g r a m and the child n e g l e c t program, and his m o s t r e c e n t c a s e w o r k e x p e r i e n c e has involv ed ser ­ vices to d e l i n q u e n t state wards. During the past year Mr. Fein has s erved as a r egional a d m i n i s t r a t o r out of the D e p a r t m e n t of Social Ser vices reg i o n a l o f f i c e Saginaw, and his d uti es sultative services services, in have inv ol v e d tra ining and c o n ­ to local c oun ty d e p a r t m e n t s of social as well as a good deal of public r e l a t i o n s and communi ty o r g a n i z a t i o n w o r k in the areas of c h i l d and adult welfare. Mr. F ein has M a s t e r s Deg ree s in E d u c a t i o n a l P h i l ­ os oph y and Social W o r k f r o m W a y n e State University, 122 and 123 is a member of the Na tional A s s o c i a t i o n of Social Workers. On e of his pri mar y a cademic and p r o f e ssi ona l interests is in the area w h e r e the p r o f e s s i o n s of social w o r k and e duc ation converge, b o t h in the formal in other so cio -cu ltu ral contexts. school sy s t e m and He is c o n c e r n e d with the issues and p rob l e m s of the social w o r k e r as teacher, the c l a s s r o o m teacher as social worker, and the social worker and c l a s s r o o m teacher as two c o m p o n e n t s of the total e d u c a t i o n a l - t h e r a p e u t i c Mr. team. F e i n c u r r e n t l y lives and two children. in Bay Cit y w i t h his w i f e * 124 E V A L U A T I O N OP THE TE EN RA NCH T U T O R I A L PRO G R A M David L. Fein J u n e 3, 1973 W h e n I f i r s t d i s c u s s e d eva lua tin g the T een R a n c h Tutorial P r o g r a m w i t h Paul Oberle, he r e q u e s t e d that I do a sub jec t i v e ana lys is of the e ffe cts of the tutorial experience on tea che r trainees. It should be clear at the out set that w h a t follows is exa ctl y t h a t — a sub jec tiv e evaluation of the T een R a n c h Program. I en ter ed into the ex per ime nt w i t h m y own biases and presupp osi tio ns, and these have u n d o u b t e d l y c o l o r e d b o t h the nature of the questions I asked and the i n t e r p r e t a t i o n of the answers I gathered. In vi ew of the above, and e s p e c i a l l y since e a c h evaluator was e n c o u r a g e d to p u r s u e the a s s i g n m e n t in his own way, I would a n t i c i p a t e t h a t the findings and c o n ­ clusions drawn w o u l d differ m a r k e d l y fr om ev alu ato r to evaluator. In my opinion, this should not m e a s u r a b l y de tra ct f rom the a u t h o r i t y g i v e n to the fi ndi ngs selves, them­ as it has never been s u g g e s t e d to me that the findings I g a t h e r e d wo uld a very controlled, (or should) be g ain ed t h r o u g h r i g o r o u s l y scientific process. I feel there is d e f i n i t e l y a place in social r e s e a r c h for this less controlled, m o r e impress ion ist ic, type of evaluation, and I w o u l d hope that the c o n c l u s i o n s d r a w n from s uch a ! 125 method of study as this m i g h t be m o r e interesting, and even m o r e ge ner a t i v e of future re se a r c h questions, than are c o n c l u sio ns d r a w n f r o m m o r e m e t h o d o l o g i c a l l y precise (but c o n t e n t — less) statements. Wi th these initial o b s e r va tio ns in mind, I wou ld like to d e v e l o p this e v a l u a t i o n by, first, d e s c r i b i n g the bias I feel I bro ugh t to the study; second, o u t l i n i n g the procedure I used in g a t h e r i n g m y information; relating my findings tially cod i f i e d form; third, in some sort of org ani zed and p a r ­ and fourth, dr aw i n g some limited conclusions fro m those findings. I w o u l d b egi n by m a k i n g it absolu tel y clear that I a m a "true believing" disposition, social w orker by p r o f e s s i o n and and one who tends to see the need for social wo rk in ne a r l y every arena of human activity. It follows logically from this s u p p o s i t i o n that I do not feel an individual can li ke ly b e an e f f e c t i v e c l a s s r o o m teacher until he or she has d e v e l o p e d at least a mi n i m a l amount of the good social w o r k e r ' s a b i l i t y to empathize, diagnose, pathology. and (within limits) observe, treat s oci al— p syc hol ogi cal Some e d u c a t o r s m a y well d isa g r e e w i t h me, at least in r e l a t i o n to the tre atm ent component, c l a i m i n g that a teacher's time m u s t of n e c e s s i t y be taken up w i t h other matters. If pr e s s e d to the wall, I m i g h t back off somewhat on the su bject of tr eat men t and say that there are times when a teacher can leave t rea tme nt (in the I 126 social work, sense) to the school social worker. But this still does not re lie ve the c l a s s r o o m te acher of the prior responsibility to be able to empathize, observe, and diagnose. In any case, as a social worker I tend to expect teachers in the c l a s s r o o m to share all of m y social work values as s e l f - e v i d e n t l y true. I try to deal w i t h this bias, but to the e x t e n t that I d i d n ' t e f f e c t i v e l y handle it in this study, I m a y have u n d e r e s t i m a t e d the rate of growth t oward s u c h a v a l u e pos iti on on the part of the subjects of this study. Perhaps m a n y of t hem w e n t into the Tu torial Pro g r a m w i t h fewer social w o r k v alues than I like to think is possible, and th ere for e wer e ev en mor e positively ef fected by the e x p e r ien ce than I found them to b e . In r e l a t i o n to the m e t h o d of follow, study I cho se to I tried to ke ep it as simple as po ssi ble and follow the same p r o c e d u r e s w i t h e ach student I i n t e r ­ viewed. I m e t i n d i v i d u a l l y w i t h eig ht of Paul Ob er l e ' s student t utors o n M a r c h 22, 1973, more on M a r c h 22, 1973. and intervie wed In these initial six interviews I was talking to t he tutors at the beg inn ing stage of their tutorial experience. No tutor I int erv iew ed the fir st time had se en his or her Rancher m o r e than twice. of the tutors w e r e m a l e and six female. Eight I e x p l a i n e d the fact that I was d oin g an independ ent ev alu a t i o n of the 127 tutorial p r o g r a m at Tee n Ranch, and wou ld kee p all remarks c o n f i d e n t i a l in r e l a t i o n to individual r e s p o n ­ dents. I r e q u e s t e d e a c h tutor to g i v e m e his name so I could m a t c h his re spo n s e s at the be gin nin g of the experience w i t h w h a t he had to say at the end. Only one r e s p o n d e n t hesita ted in pr ovi din g her name, and when I re pea ted m y ex p l a n a t i o n of the s itu ati on she agreed to pro vid e it. During this initial i n t e r v i e w w i t h e a c h tutor I asked o p e n - e n d e d que sti ons in the hope of ge tti ng the individuals to express themselv es as t h o r oug hly as they wanted. The basic questions, and asked each respondent, 1. 2. which I developed myself were: How did y o u feel a b o u t t a k i n g pa rt in the tutorial p r o g r a m w h e n yo u first h eard ab o u t How do y o u feel about the p r o g r a m n ow have b e g u n seeing your boy? it? that yo u 3. Tell m e a b o u t you r boy and some of the a c t i v i t i e s you e nga ge in w i t h him. 4. Do y o u feel the tu tor ial p r o g r a m is g o i n g to c o n ­ t r ibute to your teacher educat ion ? How? I r e — i n t e r view ed e a c h of these f o u r t e e n r e s p o n ­ dents (out of a total class of seventeen) of the tu torial e x p e r i e n c e on April toward the end 26, 1973, and at this time I asked the fol low ing questions: 1. Do y o u feel d i f f e r e n t l y about the tutorial e x p e r i e n c e n o w than y o u d id wh en you first talked to me? In w h a t ways? 128 2. Wh at n e w e x p e r i e n c e s have yo u had w i t h your boy since you first talked to me? 3. Do you feel the tutorial yo ur teacher educatio n? 4. In your at Teen p rog ram has added to In what way? opinion, h o w c oul d the t utorial p r o g r a m R a n c h be improved? In r esp o n s e to the initial q u e s t i o n in interview, "How did y o u feel about taking part the first in the tutorial p r o g r a m w h e n y o u first heard a b o u t i t ? " , seven * students ind ica ted they had p osi tiv e pr ogr am at first, fe eli ngs about the two said they had n e g a t i v e feelings, and five re l a t e d t h a t they had b e e n e s s e n t i a l l y neutral about the p r o g r a m to b e g i n with. note that the two "negatives" It is i n t e r e s t i n g to first he ard a b o u t the p r o ­ gram from friends who had n e g a t i v e personal e x p e r i enc es wi th the program, w h i l e four of the "positives" had heard about the p r o g r a m fro m a c q u a i n t a n c e s who had positive pe rsonal e x p e r i e n c e s w i t h it. It appears that the tutorial p r o g r a m is d i s c u s s e d among the st udents at CMU, and th at this d i s c u s s i o n on campus does color the attitudes of some new tutors. W h e n I use the wor ds "positive," "negative," or "neutral" in this context, I w a n t to m a k e it clear I am re ferring to an o v e r a l l m o o d or a tti tud e of the tutor, as I o b s e r v e d and i nt e r p r e t e d it. Obviously, v e r y few human at titudes are tot a l l y neg a t i v e or positive, so what I at tem pte d to a s c e r t a x n was t h e 1p r e v a i l i n g or o v e r r i d i n g a t t i t u d e — the one that seemed to color or influence all others. I placed su bjects in the n eu t r a l c ategory either w h e n they had no strong fee ling a bout the p r o g r a m on e way or the other, or w h e n the in ten sit y of their positive and n e g a t i v e feelings seemed to be a b o u t equal, thereby b a l a n c i n g one another. 129 The second q u e s t i o n a s k e d in the initial view was, "How do y ou feel a b o u t the p r o g r a m n ow that you have b een question, seeing you r boy?" In re sp o n s e to this sev en of the tutors r e s p o n d e d in w ays that I co nsi der ed e s s e n t i a l l y positive, three r e s p o n d e d n e g a ­ tively and four t o o k a ne utr al position. enough, i nte r­ Interestingly there appears to be lit tle r e l a t i o n s h i p b etween the s t u d e n t s ' feelings bef ore c o m i n g into the program and how he felt after in most cases. "getting his feet w e t , " at least Two of the tutors who an swe red pos iti v e l y to q u e s t i o n nu m b e r o n e w ere a l s o two. "positive" on q u e s t i o n Two who were n e g a t i v e o n q u e s t i o n one wer e also negative on two. two ch ang ed Two c h a n g e d f r o m pos i t i v e to negative, from n e g a t i v e to positive, negative to neutral, two we nt f r o m neutral stayed neutral. wi th c han ges one changed from o n e c h a n g e d from p o s i t i v e to neutral, to positive, T h e r e app ear s in all directio ns, and two w h o w e r e neutral to be no p a t t e r n here, and this is curious in vi ew of the fact th at o nly two int erv i e w s between tutor and Rancher c o u l d r e s u l t in su ch changes of tutors. attitudes in the att i t u d e The i m p l i c a t i o n w o u l d c e r t a i n l y be that the the tutors had toward the tutorial pro gra m before a c t u a l l y t aking par t in it w ere not held v e r y strongly. Q u e s t i o n th ree d u r i n g the initial i n t e r v i e w was, "Tell m e a b o u t your boy and some of the ac t i v i t i e s you ! 130 engage in w i t h h i m . " just re lat ed above, As m i g h t be e xpe cte d f r o m w h a t I there was a c los er r e l a t i o n s h i p between an swers to this q u e s t i o n and q u e s t i o n #2 than between answers to que sti ons #1 and #2. That is, p r e ­ tutorial a t t i t u d e s w e r e n ' t as im por tan t in d e t e r m i n i n g early r e a c tio ns to tut oring as w e r e actual e arl y e x p e r ­ iences b et w e e n the t utors and Ra nch ers d u r i n g initial contacts. Those tutors who got along wel l w i t h their boys ri g h t from the start w e r e almost u n a n i m o u s l y p o s i ­ tive toward the program, w h i l e those tutors w h o w e r e experiencing d i f f i c u l t i e s w i t h their b oys w ere rather negative toward the program. Tutors, w h o s e r e l a t i o n s h i p w i t h their boys w e r e still a mor phou s and in flux, tended to be neutral and r e s e r v e d jud ge m e n t r e g a r d i n g the program. It is al so interesting to note that there was a tremendous v a r i a t i o n in the types of a c t i v i t i e s tutors and Ran chers eng a g e d in and saw as a p p r o p r i a t e for the occasion, and t he imp or t a n t c o n s i d e r a t i o n was w h e t h e r tutor and Rancher w ere c o m p a t i b l e in the way they v ie w e d the p urp ose of the experience. saw the actual academic were equally vital. (and Ranchers) t utoring as b ein g the primary o b j e c t i v e of the experience, nent as m o s t important, Some t utors some saw the social c o m p o ­ w h i l e ot h e r s felt the two facets W h e r e tutor and r a n c h e r tended to vi ew the p r o g r a m the same way, m o r e initial r a p p o r t was established. The r a p p o r t was even greater b e t w e e n those 131 tutors and Ran chers w h o not o nly agreed in general about the pu rpo se of the tutorial patible in interest. experience, but w h o w e r e c o m ­ W h e r e tutor and Ran che r b oth liked sports, or auto mechanic s, or reading, for example, and were able to e n g a g e in these activities t oge the r from the beginning, it appeared to me that v e r y strong rap p o r t was quickly established. A n d it d i d not seem to m a k e a differe nce w het h e r the tutor was m a l e or female. the female tutors liked basketball, interest in auto mechanics, One of and ano the r had an and it a ppeared that these two girls got a lon g w i t h their Ranchers as wel l or better than the m a l e tutors did. The final q u e s t i o n asked d u r i n g the initial interview w ith e ach tutor was, "Do you feel the tutorial p r ogr am is going to c o n t r i b u t e to your t eacher education? How?" In res pon se to this question, o n l y two tutors initially r e s p o n d e d "yes," w h i l e two r e s p o n d e n t s said "no" and ten w e r e unsure. The two who said "yes" felt the tutorial exp eri e n c e w o u l d help them to individ ual ize students better and be able to v i e w lea rning in the c o n ­ text of social problems. negative ly The two tutors who a nsw ere d (the same two who wer e n e g a t i v e toward the overall p r o g r a m in r esp ons e to q u e s t i o n #2) , i n t e r e s t i n g l y enough, also felt the p r o g r a m wo uld enable th em to indi­ vidualize better, but d i d not see this as being p a r t i c u ­ larly beneficial or hel pfu l in a c l a s s r o o m setting wi th a large group. The fact that ten out of the fou rte en tutors interviewed we re initially und eci ded about what, if any, b ene fit they would d eri ve from the T een R a n c h experience, was surpri sin g to me. As stated earlier, because of my social w o r k orientation, I c a n easily assume c e r t a i n attitudes are s e l f - e vid ent when, in fact, they are not. W i t h the ab ove i n f o r m a t i o n alr ead y gathered, I conducted my final i nte rvi ew w i t h eac h of the fou rte en tutors on April 26, 1973. These i nterviews w ere sh orter and in them I a tte mpt ed to o b s e r v e ch ang es in att itude from w hat X had alr e a d y seen. was, The first q u e s t i o n asked "Do you feel d i f f e r e n t l y abo ut the tutorial e x p e r ­ ience now than you did w h e n you first talked to me? what ways?" At this point e l e v e n tutors In (.the seven who had had initial p o s i t i v e att itu des plus four who w e r e o r igi na lly undecided) e xpr essed e ss e n t i a l l y p osi tiv e attitudes toward the ex per ien ce as a whole. three tutors The ot her (the two who wer e o r i g i n a l l y n ega tiv e plus one who had been neutral at first) ex pre sse d e s s e n t i a l l y negative attitudes toward the program. Not one tutor took a " fence-sitting" p osi t i o n at this point. seven ori g i n a l "positive" "positives," in attitude, one was a little less Of the two ori ginal Of the five seemed to be even mor e wh ile o n e was about the same and "positive," t h o u g h still "positive "negatives," o ne was a bout as 133 "negative" as lie had be en d u r i n g the first interview, and one was less "negative." W h a t this m e a n s is, of the fourteen tutors I interviewed, ten b e c a m e m o r e favora bly disposed toward the p r o g r a m d ur i n g the c o u r s e of the tutorial experience, at all, two ch ang ed their a t t i t u d e little and two be cam e somewhat m o r e ne gative toward the program. These figures are impressive to me, and indi­ cate that the p r o g r a m c e r t a i n l y had a p osi tiv e influence on a co ns ide rab le number of tutors. Hum an beings being as varia ble and u n p r e d i c t a b l e as they are, a 71 pe rcent success rate is not hing to be ashamed of. The second q u e s t i o n asked d u r i n g the final i n t e r ­ view was, "What n e w exp eri enc es have you had w i t h your boy since you first talked to me?" variety of responses was given. Here again, Some tutors w e r e still having problems relat ing to their Ranchers, one or two were ac tually ge tting along worse than at first, large m a j o r i t y seemed to be m a k i n g progress. importantly, their ove ral l attitudes didn't appear to be as c l o s e l y tied needs as they were at first. a wide but the Mor e toward the p r o g r a m to their own emotional While d u r i n g the initial interview the p r e v a i l i n g attitude seemed to be "My Rancher likes me and isn't g iving me any trouble, so I like the program," during this final int er v i e w m o s t of the tutors seemed to be saying, "Even tho ugh my Ra nch er gives me a hard time sometimes, and leaves me feeling frustrated, 134 he seems to be learning and g r o w i n g as a human being, I think the p r o g r a m is successful." important attitudinal change, so This is a terribly and for m a n y tutors, ma rks a crucial step in their m a t u r a t i o n and d e v e l o p m e n t as human beings and as professionals. beginning understanding, fundamental It also in dicates a on m a n y of their parts, social work attitude, i.e. of a as social workers we don't vie w the success of a therapeutic r e l a t i o n s h i p wi th a client in terms of h o w good the r e l a t i o n s h i p ma kes us feel, but rather in terms of w h a t type of p o s i t i v e changes occur in the cl i e n t as a p r o d u c t of the r e l a t i o n ­ ship. Well over half progress (nine) of the tutors seemed to make in this regard. The third q u e s t i o n d uri ng the final was, "Do you feel the tutorial p r o g r a m has a d d e d to your teacher education? question, three interview In w h a t way?" In r e s p o n s e to this e lev en tutors a nsw e r e d affirmatively, (the same th ree w h o s e o v e r a l l attitudes the program wer e negative) and toward a n s w e r e d negatively. Remember that in res pon se to this same q u e s t i o n asked at the beginning of the tutorial e xperience, ten tutors had been too unsure to answer e ither p osi ti v e l y or negatively, and of these ten, negatively. nine no w a n s w e r e d a f f i r m a t i v e l y and one A g a i n there was no f e n c e -s itt ing at this point in time, and ag ain we see a m o v e toward a m o r e po sit ive p o s i t i o n o n the par t of a great m a j o r i t y of 135 tutors. The answers g i v e n to this q u e s t i o n by those tutors who an swered a f f i r m a t i v e l y can be grouped into the following categories, based on the frequ enc y of response: 1. The e x p e r i e n c e has helped m e to indivi dua liz e better. 2. The e x p e r i e n c e has h elped m e to u n d e r s t a n d social p r o b l e m s and i dentify them. 3. The e x p e r i e n c e has h elp ed m e to u n d e r s t a n d the poverty c l a s s . 4. The e x p e rie nce has m a d e m e a m o r e tol era nt person. In summary, then, I have fo und that the Tee n Ranch Tutorial P r o g r a m w h i c h I e v a l u a t e d du r i n g F e b r u a r y April, 1973, has: (a) m a d e a f a v o r a b l e i m p r e s s i o n on over 7 0 pe r c e n t of the tutors, l a r g e l y i nde pen den t of the attitudes they ca me to the p r o g r a m with; (b) re su l t e d in at least the be gin ning d e v e l o p m e n t of a professional, "client-centered," (rather than "self-centered") on the part of n ine of the f o u r t e e n tutors; and at tit u d e (c) resulted in the great m a j o r i t y of the tutors feeling that the e x p e r i e n c e had a d d e d to their p r o f e s sio nal e d u ­ cation in a v e r y c o n c r e t e way. This set of ob ser vat ion s leads m e to c o n c l u d e that the T e e n R a n c h Tut orial P r o g r a m certainly has a great deal of m e r i t and should d e f i ­ nitely be continued. The f a c t that three tutors took a c o n s i s t e n t l y ne gat ive stance t oward the p r o g r a m c annot be discounted, but n eit her should it be bu i l t up out of 136 proportion. Two of these t h r e e neg ati ve tutors c a m e into the pr ogr am alr ead y ver y pr eju d i c e d toward it, and it seemed that no thi ng they heard or s a w w o u l d c a u s e them to change their m i n d s very much. Frankly, these two students exhibited a r i g i d i t y and a l ack of ability to empathize w h i c h m a k e s m e s e r i o u s l y q u e s t i o n their future developm ent as teachers. T h e other indivi dua l c ame into the tutorial p r o g r a m open-minded, but a p p e a r e d to be a rather immat ure and so mewh at ins e c u r e individual, and became q ui c k l y o v e r w h e l m e d by a m a n i p u l a t i v e and extremely d i f f i c u l t Rancher. course, will occur, These situations, and are often unavoidable. social wo rk educat or would be less than truthful of Any if he did not admit to the s i g n i f i c a n t n umb er of students who cannot handle their field experiences, graduate fro m our and (too often) schools of social w o r k la ck i n g the qualities that are re qu i r e d of a good social worker. Na turally this h a p p e n s in the field of e d u c a t i o n also, and such o c c u r r e n c e s should not c a u s e us to u n d e r — ev alu ate the e x c e l l e n t job being d o n e in the T u t o r i a l P r o g r a m at Teen Ranch. I wo u l d li ke to c o n c l u d e w i t h a brief c o n s i d e r ­ ation of some of the r esp o n s e s given by the tutors to m y final q u e s t i o n d u r i n g the last- interview: opinion, “In your how co uld the tu torial p r o g r a m at Tee n R a n c h be improved?" I a s k e d this question, and go into it here, b ecause I strongly be lie ve that no p r o g r a m of this type, regardless of how we ll it operates, can fail to be improved t h r o u g h per i o d i c s e l f - e v a l u a t i o n and selfcriticism. In r e s p o n s e to this question, the tutors spoke of a number of areas they thought could be improved. Some of the m o s t co mmon co m p l a i n t s (even among those wh o were very po si t i v e about the program) 1. were: O ne and one - h a l f hours per w e e k is ins uff ici ent time to d e v e l o p a good r e l a t i o n s h i p w i t h a Rancher. 2. C h a n g i n g tutors e a c h semester leaves the Ranchers c o n f u s e d and de tr a c t s from p r o g r a m effectiveness. 3. T he Ran c h e r s are o fte n too tired after school to d e r i v e b e n e f i t f r o m tutoring. 4. Th e m a t c h i n g of Ran c h e r and tutor should be done m o r e o n the basis of c o m m o n interests. 5. F o r t y - f i v e m i n u t e s of tut o r i n g and f ort y-f ive m i n u t e s of s o c i a l izin g is too artificial. The p r o g r a m should be left to the individual needs of the Rancher, a nd be w o r k e d out b e t w e e n Ra ncher and tutor. 6 . O r i e n t a t i o n for tutors at the beginning of the p r o g r a m c o u l d be improved, so the tutors w o u l d be m o r e a w a r e of the p u r p o s e of the p r o g r a m and w h a t is exp e c t e d of them. C o m p l a i n t s one, two, and three, un dou bte dly some j u s t i f i c a t i o n for them, t h o u g h there is p r o b a b l y c an n o t be handled m u c h better tha n they are being ha n d l e d c u r ­ rently. system, W e m u s t l ive w i t h the re a l i t y of the semester and even m o s t of the tutors a d m i t they do not kn ow how they w o u l d find m o r e time in their busy schedules for their Ranchers. Along these same lines, 138 holding the tut o r i n g sessions i mm e d i a t e l y after school is pr obably the only practical time to do so, in spite of the fact that some R anchers h ave "had it" with schoolwork by that time of the day. I feel c r i t i c i s m #4, re gar d i n g m a t c h i n g of Rancher and tutor, is one that c a n never be p e r f e c t l y r e s o l v e d , b ecause m a t c h i n g is always a p r o b l e m in these situations. M y o b s e r v a t i o n was that m o s t of the m a t c h e s I studied w ere exc el l e n t to adequate, turned out to be less than successful. whi le a small few It seems that matching o n the basis of co m m o n i nte rests and hobbies often w ork s out well, pursued. Again, and X w o u l d t h i n k it should be I r e c o g n i z e the limits to w h a t c a n be done, b eca use of the intan gib les and i mponderables interpersonal "chemistry." Let me b r i e f l y r e l a t e to cr i t i c i s m s by saying in I feel they go together. five and six Some tutors r ema i n e d unsure of the goals and o b j e c t i v e s of the pro gra m t h r o u g h out their tutorial experience. Was the o b j e c t i v e to upgrade the Rancher s a c a d e m i c a l l y t h r o u g h tutoring, to increase their or sel f - e s t e e m by p r o v i d i n g t h e m w i t h a supportive social experience, or both? Is the 4 5 m i n u t e 45 m i n u t e time p eriod separation r e a l l y flexible en o u g h to cover every s i t u a t i o n w i t h eve ry Ra ncher? How can the pro s p e c t i v e tutors, d u r i n g o r i e n t a t i o n to the p r o g r a m be pr ov i d e d w i t h a set of general gui del i n e s or s tan dards 139 by wh i c h to judge their effecti ven ess and th ere by decrease their anxiety? X ask these questions, not to d e t r a c t from the success of an alre ady fine program, but to aid those involved in its op erat ion to m a k e it an even more meaningful e x p e r i e n c e for teacher trainees. APPENDIX C R E S U M E OF J U R O R THR EE N A R R A T I V E E V A L U A T I O N BY J U R O R TH REE APPENDIX C W I L L I A M J. NE LSO N 4 37 8 Ok emos Road Okeraos, M i c h i g a n 488 64 Telephone: (517) 34 9— 4 94 6 EDUCATIO NAL BACKGROUND: 1971 - 1973 M i c h i g a n State University, East Lansing, Michigan Degree: Ph.D. Major: Curriculum Cognate: Administration 1967 - 1969 N o r t h e r n Illinois University, Dekalb, Illinois Degree: M.S. in E d u c a t i o n Major: Administration Minor: History 1960 - 1964 Indiana U niversity, Bloomington, Indiana Degree: B.S. in E d u c a t i o n Major: Social Studies Minor: Physical Ed uca tio n 1956 - 1960 Riley H i g h School, S o u t h Bend, Indiana EMPLOYMENT E X P E R I E N C E S : January, 1973 - June, September, 1971 - June, September, 197 2 - January, April, 1972 - June, C o o r d i n a t o r of S t u d e n t Teaching W e s t e r n M i c h i g a n Uni ­ versity 1973 C o n s u l t a n t w i t h A S C D and M A S C D w o r k s h o p s as w ell as va rious school d i s t r i c t s w i t h i n Mic h i g a n 197 3 197 3 Instructor, I n t e r - I n s t i ­ t u tional W o r k s h o p E d u ­ c a t i o n 881/884, M i c h i g a n State U n i v e r s i t y A s s i s t a n t Instructor, Ed uca t i o n 88 2: Seminar in Education, P ers ona l C o n s i d e r a t i o n s of T e a c h ­ ing, M i c h i g a n Sta te U n i ­ versity 1972 140 141 September, 1971 - June, 1972 G r a d u a t e A ssistant, Small G r o u p F a c i l i t a t o r Te ach er Education, M i c h i g a n State University September, 1968 — June, 1971 J uni or Hi gh School P rin cipal Grant, M i c h i g a n September, 1964 - June, 1968 Junior H i g h Social Studies T e ach er and Ba ske tba ll Coach 142 T E EN R A N C H E V A L U A T I O N Du ring m y vi s i t s to the T e e n R a n c h I have had the e xperience of c o m m u n i c a t i n g w i t h the counselor, parents, the Ranchers, and the tutors. the house In a d d i t i o n to talking i n d i v i d u a l l y w i t h the R a n c h staff, Ranchers, tutors, and I had the o p p o r t u n i t y to b e c o m e involved in a total group i n t e r a c t i o n of s t u d e n t teachers. T h e R a n c h staff was v e r y p o s i t i v e abo ut th e tutorial program. Their c omm e n t s included: cation of the R anc her w i t h the tutor, in the h i g h school, identifi­ positive carryover better study habits, better grades, and the v a l u e of p r o s p e c t i v e teachers c o n s i d e r i n g the importance of t h e individual. their evaluations, T h o u g h I was i m p r e s s e d by I felt that they placed m o r e e mph a s i s upon the c o g n i t i v e a spe cts o f the tutorial p r o g r a m than on a f f e c t i v e learning. A p p r o x i m a t e l y 8 0 per c e n t of t h e Rancher s to w h o m I spoke said that their tutors w e r e "neat" or "all r i g h t . " Most of my v i s i t a t i o n time was d e v o t e d to a l l o w i n g the student tea c h e r s to express their fee lings and c o n ­ cerns a b o u t their tutorial experiences. This involved listening and p r o b i n g the stu d e n t t eachers into o b j e c ­ tive and ca ndi d reactions. T h e y seemed eager to cooperate. S u m m a r i z a t i o n of their statem ent s is d i f f i c u l t because e a c h e x p e r i e n c e and s i t u a t i o n was unique. Judging from the students' comments, it ap pe a r e d that 143 general ly f ift een students the program, (79%) w e r e f a v o r a b l e toward and t h r e e and p o s s i b l y four w e r e out spo ken ly against it. In terms of c o n s t r u c t i v e criticisms, the student teachers r aised the following p e n e t r a t i n g questions: Why are s t u d e n t r eco rds no t a v a i l a b l e to us? Would it be p o s s i b l e to o b s e r v e the stu dents in their school e nvi r o n m e n t s ? How will w e k n o w if any of this p ro g r a m has been successful? How can I bet ter deal w i t h the boys aca dem ica lly ? How can it be a rra n g e d so that we have m o r e time w i t h the boys? Is there a m o r e e f f i c i e n t way o f ar ran g i n g the tutorial e x p e r i e n c e o t h e r than having the academic w o r k du r i n g the first half of the session, and the sociali zin g d u r i n g the second half? While some of the students seemed f r u s t r a t e d by their e x p e r i e n c e s in the tutorial program, m o s t seemed pleased to h ave had the c h a l l e n g e of m e e t i n g and w o r k i n g wi th the b o y s . Th ere ap pe a r e d to be c o n c u r r e n c e that the ex per i e n c e had been w o r t h w h i l e in their p r e p a r a t i o n for the tea c h i n g profession. It seems th at those students who w e r e negati ve about the p r o g r a m did not e njo y a rap por t w i t h their Ranchers. Their c o m p l a i n t s w e r e that the p r o g r a m w as t e d their time b e c a u s e they had li t t l e in c o m m o n w i t h the Ranchers. Since they did not share interest, impossible to e s t a b l i s h a rapport. it was As an observer, ience for me. it was c ert ain ly a l earning exper I be lie ve that the tutorial p r o g r a m does help to emp has ize the aff ec t i v e e duc ati on of teachers, and it should c e r t a i n l y be continued. Dr. Wi l l i a m Ne l s o n APPENDIX D R E S U M E O P TEE N R A N C H C O U N S E L O R RE P O R T BY C O U N S E L O R JOB D ES C R I P T I O N APPENDIX D RESUME R a l p h S a m u e l s e n — Te en R a n c h C o u n s e l o r - S o c i a l Worker B o r n and r a i s e d in Brooklyn, G r a d u a t e of B r y o n College, N e w York. Dayton, Tennessee. Ta u g h t h i g h school for one y e a r in Dayton, Taught public half years. Tennessee. school in M i c h i g a n for three a nd o n e - Set up a p r o g r a m for w o r k i n g w i t h pot ent ial drop-outs. D i r e c t o r of J u v e n i l e C o u r t for three years. State D e p a r t m e n t of Social S erv i c e s - C o u n t y C h i l ­ dr e n ' s D i v i s i o n — o n e and one -ha lf years. M a s t e r ' s D e g r e e in Social W o r k — 1970 W a y n e State University. D e p a r t m e n t of Social S ervices - C o n s u l t a n t in a nine co u n t y area. P a r t - t i m e a s s i s t a n c e at Te en R a n c h in 196 6. F u l l - t i m e D i r e c t o r of Social Ser v i c e s at Tee n Ranch, 1972. 145 146 Co uns elo r-S oci al Worker The procedures used in screening the student teachers for placement w i t h boys at the Ra nch included the use of three tools. Specifically, they w e r e the interview, a personal information q u e s t i o n n a i r e completed by each student teacher, and a c ounseling analysis w h i c h is a projective type of mea s u r e m e n t instrument. Each student teacher's personal information f o r m was evaluated prior to the interview and was ava ilable at the time of the interview. The counseling analysis q u e s t i o n ­ naire was also used d u r i n g the interview. This analysis contains fifty items w h i c h touch on various pr oblems of life adjustment. It is an instrument that has p o s s i b i l i ­ ties as a rou gh- scr een ing device, a structure for an autobiography or a philosop hy of life. These three items were then calculated and a summary of each individual student teacher was m a d e by me. Since X am personally involved w i t h the cou nse lin g of all the boys at the Ranch, I then c omp are d the boys w i t h student teachers and ev alu ate d e a c h individual possibil ity prior to ma k i n g a final decision. When all w e r e considered, then the final assignment was made and the student teacher was informed and given a little background information about the boy he or she was to have for the semester 147 period. In tr o d u c t i o n s w ere c a r r i e d o u t b e t w e e n the s t ude nt te acher and the Ra n c h e r on an individual basis. As a r e s u l t of the ins tru men ts u sed in scr eening the p r o s p e c t i v e tutors, there w e r e two or p o s s i b l y three w h o m I felt w o u l d n o t e s t a b l i s h the r a p p o r t and be c o m e i n v o l v e d in the t y p e of r e l a t i o n s h i p n e c e s s a r y to m a k e this type of p r o g r a m succeed. the instruments, It was q u i t e e vi d e n t f rom that these th ree w e r e n o t int ere ste d in m a k i n g t h e type of c ommitment, nor w e r e they r e a l l y c o n c e r n e d w i t h the ne ed of t he youngs ter , c o n c e r n e d w i t h the need to fulfill m e e t i n g the c o u r s e re quirements. but w e r e m o r e an o b l i g a t i o n of O n e of the three had a b s o l u t e l y no u n d e r s t a n d i n g of the n eeds of y o u n g pe opl e and was m o r e w r a p p e d up in his o w n p ers o n a l ne e d s and s e l f - s a t i s f y i n g experiences. In e v a l u a t i n g t h e total program, I feel th at w e m u s t lo ok at not o n l y the e d u c a t i o n a l a c h i e v e m e n t s tha t h a v e b e e n g a i n e d b y the boys involved, but also, the social c o n t a c t s and the r e h a b i l i t a t i o n th at has b e e n ach i e v e d in this area. By and large, w e m u s t say that the a s s o c i a t i o n w i t h y o u n g p e o p l e e n t e r i n g the tea chi ng p r o f e s s i o n is a v e r y p o s i t i v e thi ng for our boys in our program. I feel that this is also a v e r y v a l u a b l e c o n ­ ta ct for the stu d e n t teacher b e c a u s e it gives h i m an o p p o r t u n i t y to see on a o n e - t o - o n e ba sis w h a t he m a y be in v o l v e d in o n a t h i r t y - t o - o n e b asi s in a classroom. 148 Th at is, e a c h st ude nt c oming into the c l a s s r o o m is c o m i n g w i t h i ndividual needs. c e r t a i n l y per sonal I feel th at t h e r e are sat i s f a c t i o n s to be ga i n e d t hr o u g h this type of a r e l a t i o n s h i p and m u c h insight to be a c h i e v e d t h r o u g h the a s s o c i a t i o n w i t h boys in this type of setting. One of the b e h a v i o r a l obje ct i v e s in volved indicting d i s c l o s u r e s by the R anc her s to the s tud ent teachers. The st u d e n t teachers soon lea rne d that the Ran c h e r s wou ld o f t e n s t r e t c h the t r u t h or be non committal. Their self- c o n c e p t s w o u l d n o t p e r m i t them to relate family problems or ski rmi she s w i t h the law. All in all, I have found that 84 p erc ent o f the R a n c h e r s are ve ry a c c e p t i n g of the t uto r i a l program. In my individual c o n t a c t w i t h the student teachers, s i x t e e n se e m e d to f a v o r a b l y r e a c t to the program, three wer e unfavorable. and 14 9 Re s p o n sib ili tie s, Qualific ati ons , and D u t i e s of the D i r e c t o r of Social Ser vices at Teen R a n c h He should be a m a n who has a Gr ad u a t e Deg ree in Social Work. T h r o u g h t r a i n i n g and e x p e r i e n c e he s hould have ga ine d an u n d e r s t a n d i n g of his role. He w o u l d be able to as s i s t par ent s and c h i l d r e n a l o n g w i t h the A d m i n i s ­ tr ati ve Staff in m a t t e r s of personal and social adjustment. He should ha ve a k n o w l e d g e of other c o m m u n i t y sources; such as, law, or d i n a n c e s r e l a t e d to child w e l f a r e (both c o u n t y and s t a t e ) . He should h ave the skill to r eco gni ze his o w n l im i t a t i o n s as well as the clients, and to utilize su ch medical, psychiatric, psy chological, religi ous , and ed u c a t i o n a l ser vices as may be needed. P r o v i s i o n will be m a d e for further I nse rvic e T rai nin g at p r o f e s s i o n a l c o n ­ fe ren c e s and u se of c u r r e n t p r o f e s s i o n a l literature. He is r e s p o n s i b l e to the S u p e r i n t e n d e n t for all cas e w o r k and the c a s e w o r k e r s under hi m that m a y be secured. He will be r es p o n s i b l e for all intake, records; example, b r i n g i n g t h e m up to d a t e and p r e s e n t i n g t h e m to the staff at the r eg u l a r staff meetin gs, ne w incoming w o r k - u p s on clients, and for u p - d a t i n g all re c o r d s and s e e i n g to it that all files are k ept up to date. He will be r e s p o n s i b l e for the q u a r t e r l y re por ts due to the St ate D e p a r t m e n t of Social Services. He will be r e s p o n s i b l e for the planning, projecti on , and goals of incomin g cl i e n t s and th e u p - d a t i n g of goals as the c l i e n t p r o g r e s s e s t h r o u g h the program. L i s t e d b e l o w are areas of R e s p o n s i b i l i t y 1 - Intake and R e l e a s e . He will be r e s p o n s i b l e for the pa per work; due at intake and r e l e a s e time. 2 - School - T e a c h e r R e l a t i o n s h i p s . He wil l be r e s p o n s i b l e for school te ach er cl i e n t r e l a t i o n ­ ships at the local school system; s upp l y i n g the teacher of eac h c l i e n t w i t h just e n o u g h i n f o r ­ m a t i o n and b a c k g r o u n d so that the t e a c h e r - c l i e n t r e l a t i o n s h i p will be up-graded. 3 - Special E d u c a t i o n P r o g r a m . He will be r e s p o n s i b l e to k e e p a b r e a s t of any special e d u c a t i o n programs w i t h i n the local school system. 4 — C o u n s e l i n g . He shall be r e s p o n s i b l e for all c o u n s e l i n g at the R a n c h - four d i f f e r e n t types of c o u n s e l i n g are considered: A. C o u n s e l o r - House P a r e n t r e l a t i o n s h i p s B. C o u n s e l o r - Boy r e l a t i o n s h i p s C. C o u n s e l o r - Boy - Hou se P a r e n t R e l a t i o n s h i p s D. C o u n s e l o r - All the boys and ho u s e p arents in a g i v e n h o m e group setting. 150 5 - V o c a t i o n a l and O c c u p a t i o n a l P r o j e c t i o n . He will be r e s p o n s i b l e to in dic a t e to the r est of the staff voc ati o n a l p r o j e c t i o n and o c c u p a t i o n a l d e s i r e s of a n indiv idu al c l i e n t u p o n intake and in dicate any changes in v o c a t i o n or o ccu p a t i o n a l pr o j e c t i n g as a c l i e n t moves o n into the program. 6 - Central Michigan University Tutoring Relationship. The r e l a t i o n s h i p e s t a b li she d b e t w e e n the tutor and the cl i e n t and any c o u n s e l i n g that ne eds to be do ne in r e l a t i o n s h i p to special tutoring. It sh ould be no ted here, however, that the r e s p o n s i ­ bi lit y of the tutor or tutors or any vocat ion al or o t h e r i n s t r u ctor s falls in the a rea of the Superintendent. Therefore, t hat t uto r i n g p r o g r a m should be m a d e a v a i l a b l e to the D i r e c t o r o f Social Se rvices as a tool in the o n - g o i n g pr ogr ess of t he client. 7 — C a m p i n g . R e s p o n s i b l e for p r o j e c t i n g c amping ex per ien ces for a cl ien t and f o l l o w up in e v a l u ­ ation of such c a m p i n g experiences. 8 - F u t u r e C a r e e r . R e s p o n s i b l e for pr oj e c t s that the boys m a y be in a p r o j e c t of b e c o m i n g a mechanic. It w o u l d be the D i r e c t o r of Social Services r e s p o n s i b i l i t y to p r o j e c t the boy into a pos s i b l e job situation; either in the c o m m u n i t y or the R a n c h or in the are a of the boys home. 9 - S .D .S .S . He shall be r e s p o n s i b l e w i t h the S u p e r — in ten den t to m a i n t a i n a r e l a t i o n s h i p w i t h the State Social S ervices D e p a r t m e n t and any new pr ograms that m a y be f o r t h c o m i n g to the a d v a n t a g e or a l t e r a t i o n of the R a n c h program. 10 - F o s t e r P l a c e m e n t . Any foster p l a c e m e n t that is done, it will be his r e s p o n s i b i l i t y to li cense foster homes and to fol low up o n foster homes w i t h p are n t a l c o u n s e l i n g along w i t h cli ent counseling. 11 — C o u n t y C o u r t w a r d s and State W a r d s . R e l a t i o n s h i p w i t h the co unt y co u r t s and the State Social Se rvices D e p a r t m e n t shall be his r esp ons ibi lit y. 12 - P are n t a l Counseling. It is his r e s p o n s i b i l i t y to e s t a b l i s h a family c o u n s e l i n g p r o g r a m for cli ent s and their families w h i l e at the Ranch. The best re sul ts m i g h t be o b t a i n e d here by e n c o u r a g i n g the f a mil y to c o m e to the R a n c h at least o n c e a month. 13 - R e c o r d s . All files shall be kept up to da te and in li ne w i t h lic ens ing req uirements. 14 - C o m m u n i t y R e l a t i o n s h i p s . C o m m u n i t y r e l a t i o n s h i p s will also be a c o n s i d e r a t i o n of his. Although the A d m i n i s t r a t o r and S u p e r i n t e n d e n t share the m a i n role here, it will still be the m a i n r e s p o n ­ s i bility of the individ ual D ire c t o r here to take a s s i g n m e n t s and r e l a t e to p eople w i t h i n the community. 151 15 - Y o u t h Gu ida nce L i f e l i n e M e n . It will be his r e s p o n s i b i l i t y to m a i n t a i n a r e l a t i o n s h i p w i t h L i f e l i n e m e n w h o are r e c o m m e n d i n g cli e n t s to Teen Ranch. It will be his r e s p o n s i b i l i t y to keep up the d etail pap er w o r k w i t h the L i f e l i n e m e n and see to it t h a t he pro jects h ims elf into a c l ie n t ' s life. In conclusion, he should be r e s p o n s i b l e for admission, i n clu din g screening, c a s e study, history, records, t r a n s ­ scripts, evaluation, pr og r e s s reports, and r e c o m m e n d a t i o n s o n cases. He will c a r r y a full cas e load, m a k e referra ls to p s y c h i a t r i c and p s y c h o l o g i c a l help w h e n n ecessary. He will be r e s p o n s i b l e for legal aids in re ga r d s to custody. He will be r e s p o n s i b l e for care, supervision, and m a i n ­ tenance. A l s o for r e c o m m e n d a t i o n s for foster homes and summer camps. APPENDIX C O U N S E L I N G ANA L Y S I S INSTRUMENT PLEASE NOTE: Pages 152-153, "The Counseling Analysis", copyright 1971 by George Galbreath, not micro­ filmed at request of author. Available for consultation at Michigan State University Library. UNIVERSITY MICROFILMS APPENDIX F INSTRUMENTATION APPENDIX F AFFECTIVE SENSITIVITY SCALE Instructions You will be viewing short scenes of actual counseling sessions. You are to identify what feelings the clients have toward themselves and toward the counselors they are working with. Although in any one scene a client may exhibit a variety of feelings, for the purpose of this instrument you are to concentrate on identifying his last feelings in the scene. On the following pages are multiple choice items consisting of three responses each. Most scenes have two items, but a few have one or three items. After you view each scene, you are to read the items and ask yourself the following question: If the client were to view this same scene, and if he were completely open and honest with him­ self, (i.e., if he could identify his real feelings) which of these three responses would he use to describe his feelings? After you decide which response accurately describes what the client is actually feeling whether about himself or the counselor he is with, indicate your choice on the answer sheet. Here is a sample item: CLIENT I Scene 1 Item 1 1. This exploring of my feelings is good. It makes me feel good. 2. I feel very sad and unhappy. 3* I'm groping and confusedj I can't bring it all together.____________________________ After you had viewed Scene 1 for CLIENT I, you would read these three state­ ments (Item l) and would then decide which one best states what the client would say about his own feelings after viewing the same scene. For example, if you decide numbertwo best states what the client is feeling, you would then find the number1 on your answer sheet and darkenin the space for number two• ____ 1% !==== 2 * = » 3 k :::: $ :::: Ve will only make use of the first three ansi er spaces following each item 154 155 on your answer sheet* Remember you are to concentrate on the latter part of each scene in deter­ mining the most accurate description of the client's feelings* After you viextf the appropriate scenes, you iill have thirty seconds to ansver each of the first twelve items* for each of the remaining items, you will be allowed twenty seconds* Ca UTION: The item numbers on your answer sheet go across the page, not dcvn the page as you would usually expecti a F;-ECTIVL SENSITIVITY SCALE REVISED FORIi^d* CLIENT I Scene 1 Item 1 1* I feel sorry for my husband and the relationship we have* 2. I don't really understand x:hat I feel. Yet, I do feel guilty about creating pain in others which returns to me, 3. £ feel pleased at seeing a pos: ible relationship between my feelings of anger and pain. Item 2 He (counselor) doesn't have to like me* I just v:ant him to agree with me and tell me I'm right. 2. I'm trying to please you. Do you like me? 3* He's really understanding me now. CLIENT I Scene 2 Item 3 Ti I~feel calm and collected, I just want to think for a while* 2* Yes, Lhat is when I get angry* I see it all clearly now, 3. I feel anxious and stimulated. Item h 1* I'll pretend I'm agreeing with him (counselor), but I don't see the connection at all. 2. I like what he's doing. I don't feel as uncomfortable now. 3. ^ wish he would stop pushing me in this direction. 156 CLILNT II Scene 1 Item 5 TI r*m pleased, happy; I feel good all over! 2, It was brought right back, that amazes me, but it hits quite bad too. It hurtBl 3* I'm not bothered by this, I can handle it. I'm confident. Item 6 Tl He's (counselor) caught me: careful, I'm not sure I want that, 2, I lkke him. H e 's trying to make the situation a little lighter and made me feel better about it, 3, I don't feel he understands. He's sarcastic, I don't like that. CLIENT II Scene 2 Item 7 Tl T”feel a little uneasy ancl self-conscious, but not much, 2, This scares me, I feel frightened! 3, I feel flirtatious, I like this! Item 8 1, I feel a little bit embarasied, but that's all right as long as I can keep my composure, 2, I have a feeling of sadness, 3, I feel flustered and embarassed. Item 9 He's asking for some touchy material, but that's all right. It's about time he knew, 2, He's being very frank and open! I'm not sure I want that, 3, I want him to leave me alone— I want out of here, I don't like this. 157 CLIENT II Scene 3 Item 10 1* I'm getting so much attention. I really enjoy this. It makes me feel good. 2. I'm scared by what I ’m feeling. I feci embarrassed and threatened. 3. I have the feeling that what 1 wanted was wrong, and I'm a little ashamed of myself. Item 11 1. This is good. W e fre really moving into my feelings. 2. He's too perceptive; he's looking right through me. 3. He's getting a little sticky; I'm not sure I like that. CLIENT III Scene 1 Item 12 1. I feel protective and defensive of wh.-.t people may think about my family. 2. All this seems so pointlessi I'm puzzled and bored* 3. lie're having a nice conversation. Some of these things really make me think. Item 13 1. This guy (counselor) embarrasses me with the questions he asks. 2. The questions he asks really make me think, I'm not sure I like that. 3. I can't follow this guy's line of thought. Wuat's he trying to do? CLIEiiiT IV Scene 1 Item 1U 1. I'm concerned about uy physical condition. I'm worried about it* 2. I want pity. I want her to think "oh, you poor boy" . 3* I feel good— nothing's bothering me, but I enjoy talking Item 15 1^ She's too^young to be counseling, and she's a girl. I'm not sure I like this. 2. She likes me; I know she does. 3. I'd like her to think I'm great. 158 CLIENT IV Scene 2 Item 16 !• I'm a little annoyed with my family's ambitions for me. 2. That's a hell of a lot to ask£ It makes me madI 3* I feel sorry for nyself , and I want others to feel the same. Item 17 XI She (counselor) really understands mej She's with me now* 2. I don't feel much either way towards the counselor; she's not important to me • 3* I wonder if she appreciates the pressure that's put on me? CLIENT IV Scene 3 Item 18 1. This whole thing just makes me feel sad and unhappy. 2. It kind of angers me that they don't appreciate ijie* i:hen I feel I did my best. I wish I could tell them off. 3* No matter how well I do, I'm always criticized. It doesn't bother me too much though, because I know that I did my best* Item 19 1. I can tell that she understands what I'm saying* She's really with me. 2. I wish I could get out of here; I don't like her* 3* Understand what I'm sa/ing; I want her to know how I feel* 159 CLIENT IV Scene h Item 20 1. I really Kant to be successful, and somehow I know that I can be* 2. That makes me feel kind of sad, unhappy* I don't want to believe that it's true--I want to be good. 3* I don't know what I feel here* It's all very confusing* Item 21 1* I feel neutral towards her- here* I'm not oaying any attention to her* 2* °lease feel sorry for me and try to help me* I wish she would praise me. 3. I like talking to her* She can be trusted even to the point of telling her how I really feel about myself. CLIENT V Scene 1 Item 22 1* I feel rejected and empty inside. Am I unloveable? 2. I feel a little lonely. I want my boy friend to pay a little more attention to me, 3* I really don't feel much here; I'm just kind of talking to fill up space. Item 23 1* Please eay it isn't fair, Mr, Counselor, 2, He really understands me* I can tell him anything* 3, I'm not sure I care what he says. It's kind of unimportant to me what he feels about me at this time. 160 CLIENT V Scene 2 Item_2ii 1. 2. 3. I'm afraid of marriage--insecure; it might not work out, and I'd be lost. I really can give him all the affection he needs, I feel I'm a worthwhile person to be desired* He wouldn't dare step out on me. I'm really not too worried; it'd all work oxtt in the end even if we have to go to a marriage counselor. Item 25 1. I don't I'm not 2* He's so 3* Can you care if he (counselor) can help me or not. sure I rant M s help. sympathetic. That makes me feel good. help me? CLIENT V Scene 3 Item 26 1* I feel I have some need to be liked, but it's not real strong. 2. I'm not loveable; I don't really like myself. 3. I'm a good person; I'm loveable. Down deep I know I am. Item 27 1. I feel dejected, kind of insecure. I likeableI 2. iiy main concern is that it’s hard for criticism. I usually think of myself 3. I feel a little sad about all this; I want people to like me. want to be me to take as perfect. do kind of Item 28 1. He thinks well of me; I know he does, I can tell. 2. I want the counselor to really like me, but I'm not sure he does. 3. I like it when he asks questions like that. They make me really think about deeper things. CLIENT V Scene 1* Item 29 1, I wouldn't want to be treated like he treats mother, but I don't mind him (stepfather) too much, 2. I feel very little emotion about anything at this point, 3# I hate him (stepfather)! Item 30 1, Boy, I'm hap^y that he (counselor) agrees with me. He sympathizes with me, I feel coupletely accepted, 2, I'm embarrassed to tell the counselor how strong my feelings really are, 3, I'm not sure he'll be able to help me much after all. I'll Just have to work this out by myself. CLIENT V Scene £ Item 31 1, I'm kind of feeling sorry for myself, but I'm not realJy too worried, 2, I want to move out of the house as soon as possible, I feel I would be better off on my own, 3, y own parents don't want me; I feel cut off and hurt. Item 32 1, I don't feel he's (counselor) helpful at all, and if he can't help me and see my side, I'm not going to like him either, 2, He's got me in a spot, but I feel I can still get him tosee me as a good girl who is persecuted, 3, I wish the counselor were my father. He's listening; he understands how I feel. CLIENT VI Scene 1 Item 33 1, Disapprove! She'd kill me! 2, I feel Jovial; this is real interesting, 3, I'm not sure how she vould feel but the whole idea of her finding out excites me. Item 3h 1, He (counselor) understands me completely. He certainly is relaxed and comfortable, 2, I really don't care i-jhat he feels about me, I Just want someone to talk to— anyone will do, 3* I was wondering how he xrould feel about me and what I'm saying. CLIENT VI Scene 2 162 Item 35 1. I think my brother Is O.K. We have fun together. 2. I don't know vhat I'm saying here. I'm a little mixed up and confused* 3* I'm saying something that's Important to me* I like Doug. CLIENT VI Scene 3 Item 36 nils is very confusing for me. I'm not sure I understand \ hat is going on. 2. This is how I really feel, I'm kind of starting to be myself* 3» I'm Just talking to be talking here; this really doesn't mean much to me. Item 37 1* I guess he's (counselor) all right, but I'm still not sure he understands me. 2. Let's get going. I'm impatientJ I want to move to more important matters. 3* I feel comfortable T.'ith him. He understands me. CLU.IJT VI Scene Item 39 1. I love my brother, but not romantically. 1 e just have a good brother-sister relationship. 2. I don't know about feeling this way about Doug; it feels so good, but it concerns me«coo. 3. I feel better about ny relationship \:ith Doug now. It helps to ;,et it out in the open. .Jaw I feel it's all right. 163 CLIENT VI Scene Item 39 1. I'm not feeling much of anything here. I'm just kind of talking to be talking. 2. I ’m mad at everyone at this point and don't know which way to turn; I guess I'm mad at myself too. 3* Nov/ I ’m talking about things that are real. I'm not on stage anymore. She is a louse I -item UO 1. He (counselor) fet.ls she's a bad person too. I can tell; he agrees v:ith me. 2. Don't you agree with me? I want to know what you think* 3. He thinks this all sounds petty. He doesn't understand. CLIENT VII Scene 1 Item Ul 1. I felt angry with my mother, but this made me feel guilty. I needed to make an excuse for her. 2. I'm really not angry with mother. It's not her fault. 3* I'm In a very passive mood. I'm just relaxing and talking about things that interest me* Item hZ 1. This counselor is all right. I feel I can confide in him. 2* I feel uncomfortable. I'm not sure what this counselor wants me to do. 3« I feel he wants me to talk about myself, but I don't care. I'm going to talk abou^ what I want to talk about. 164 CLIUJT VII Scene 2 Item b3 lZ t'm very sensitive; I'm vtry easily hurt. 2. I'm somewhat sensitive and easily hurt, but not deeply so. 3. I'm not sensitive or easily hurt at all. I just like to make people think I am. Item lUi 1. That makes me mad, I can do it— I know I can, but things just keep getting in iny v.ay. 2. It's really all his fault, if he just wouldn't have been such a joker. 3* This makes me feel guilty; I need to blame someone else instead of blaming rryself. Item 1* I'm neutral towards the counselor. I don't care what he feels about me. 2. I'm afraid he doesn't like me and what I'm saying about iryself. I don't want to be harsh with me. 3- He's easy to talk to. He understands what I'm like, and he still likes me. I can confide in him. CLILNT VIII Scene 1 Item ij6 1. Say, this is all right. I like this. 2. I'm not feeling anything deeply. I know what I needI 3* It's embarrassing and difficult. I feel a little annoyed. ' Item h7 1. 1 feel I can rely on this guy, so I'll let him talk and I'll just answer his questions* 2. I wonder what you think about t* is— please respond. Give me some helpI 3. The counselor is a good guy. I like his questions; they make it easier for me. CLIENT VIII Scene Item b8 TZ I "feel very unhappy about what I may eventually have to do, 2, I don’t know i.hat I feel; I ’m confused about what I feel. 3* I ’m damned uncomfortable; it’s so confusing. I feel kind of ’blah’ about it all* Item h9 1. H e ’s (counselor) mis.ing the point. He bugs me. 2. I can’t really tell about this guy. I don’t know how I feel about him. 3* He seems like a good guy. He asks nice questions. I like him. CLIENT IX Scene 1 Item 50 1. I ’m not sure how I feel about this counselor. I don’t feel one way or the other about him. 2. I like the counselor very much— he makes me feel good. 3. He understands me pretty well and is trying to help, I guess I kind of like him. CLIENT IX Scene 2 Item 51 1. Goody, goody people don’t really know any better, so I can’t be too disgusted with them, but it does make me angry* 2* I don’t really mind people feeling superior to me. It just makes me a little angry. 3* It tears me up inside when people think they're better than I aru I want people to bs the same as me* Item 52 1* I'm every bit as good as they are, I really feel I am* I know I am. 2. I kind of wished they liked me, but I can live without being a member of their group. 3* Those smart kids make me feel stupid. Item 53 1. I feel sorry for theqi; they just don't realize what they’re doing to people like me. 2. I feel I'm not as good as they are, and it really hurts when people act that way, 3. It makes me a little angry. I ’m every bit as good as they are. 166 CLIENT IX Scene 3 It em 5k 1* I ±‘eel a little insignificant, and this makes me a little unhappy. 2. I'm a nobody. I ’m always left out. 3. i'm unhappy Kith school. That's what is really bothering me. I-gm ^5 1. “i.e (counselor) doesn't cuite understand, but I don't care. It doesn't matter. 2. I don't feel one way or the other towards tnis counselor, we're just having a nice talk. 3. Vie (counselor) is really listening to me, and I fee.1 he understands what I ’m feeling. CLIENT X Scene 1 Item 56 TZ I'm feeling scared, concerned. Is this for me? 2. I just feel uncertain about what to talk about. If I once get started, I ’ll be all right. 3. I feel very deeply depressed* Item 57 1. He (counselor) seems to be listening— can he understand hew I feel? 2. He's really with me. I can tell he understands me. 3. He doesn’t keep things moving enough. I don't like that. CLIENT X Scene 2 Item 5Q 1. I ’d like to think I could make it, but I'm not sure. I feel Inadequate. 2. I just have an I-don't-care feeling; that's my real attitude towards all of this. 3. I'm confused here. I really don’t have any definite feelings. Item 59 1. I want to Impress the counselor. I want him to believe I can do it# 2. He believes me; he tllinks I can do it; I can tell. 3* I really don't care what the counselor thinks. It's not important to me. 167 CLIENT X Scene 3 Item 60 1. 1’hat's the use of looking ahead? I'm scared to think about it* 2. I can accept iry situation* deally, things aren't so bad* Things may bother me a little* but really not much* 3* I enjoy Just living for today. Item 6l 1* He's (counselor) all right* He really understands me. 2* Nobody can really understand this. I don't think he will be any different. 3* I don't care vhat he thinks or feels; he's not important to me anyway. CLIENT X Scene lj Item 62 1. I feel somewhat unhappy* I don't like to feel this way* 2. There's something about me; I just don't fit in, and that makes me feel real inadequate. 3* In some instances, I'm unsure of myself. I'm afraid I'll do the wrong thing, but I can handle this just by avoiding these situations. CLIENT XI Scene 1 Item 63 1. I'm unhappy about all this, but I'm afraid to make a change. 2. It's not that I don't like school, It's just that I want to do the things I like most* 3* I'm not the student type. School bores me, but It embarrasses me when I say it. Item 6h 1. The counselor is a nice guy. I like him, and I think he likes me. 2. I wonder what the counselor thinks of me. He'll probably think less of me for saying this. 3. I don't care vihat he thinks of me. It.doesn't really matter to me. 168 CLIENT XI Scene 2 Item 6% 1. I've found some new dimensions. I like to feel that I oan have some excitement, but this kind of scares me too. 2. This doesn't really mean much. I'm not feeling much of anything. 3. This makes me feel very guilty; I'm veiy ashamed. Item 66 1. I suppose he'll (counselor) tell me that's wrong, too. I'm not sure he understands me very well. 2. He's O.K.; he's listening to what I have to say. He really understands me and my feelings. 3. I don’t care what he thinks or feels; it's not important, I don't have any feelings towards the counselor. !6 9 VALUE SURVEY FORME Below Is a list of 18 values arranged in alphabetical order. Your task is to arrange them in order of their importance to YOU, as guiding principles in YOUR life. Study the list carefully. Then place a_l next to the value which is most important to you, place a 2 next to the value which is second most important to you, etc. The value which is least important, relative to the others, should be ranked 18. Work slowly and think carefully. If you change your mind, feel free to change your answers. The end result should truly show how you really feel. A COMFORTABLE LIFE (a prosperous life) AN EXCITING LIFE (a stimulating, active life) A SENSE OF ACCOMPLISHMENT _____ A WORLD AT PEACE (free of war and conflict) A WORLD OF BEAUTY (beauty of nature and the arts) EQUALITY (brotherhood, equal opportunity for all) FAMILY SECURITY (taking care of loved ones) FREEDOM (independence, free choice) HAPPINESS (contentedness) _____ INNER HARMONY (freedom from inner conflict) MATURE LOVE (sexual and spiritual intimacy) NATIONAL SECURITY (protection from attack) PLEASURE (an enjoyable, leisurely life) SALVATION (saved, eternal life) SELF-RESPECT (self-esteem ) SOCIAL RECOGNITION (respect, admiration) TRUE FRIENDSHIP (close companionship) WISDOM (a mature understanding of life) 170 Below is a list of another 18 values. Rank th ese In order of Importance in the same way you ranked the fir st lis t on the preceding page. AMBITIOUS (hard-working* aspiring) BROADMINDED (open-minded) CAPABLE (competent* effective) CHEERFUL (lighthearted, joyful) CLEAN (neat, titty) COURAGEOUS (standing up fo r your b eliefs) FORGIVING (willing to pardon others) HELPFUL (working fo r the w elfare of others) HONEST (sin cere, truthful) IMAGINATIVE (daring, creative) INDEPENDENT (self-relia n t, self-su fficien t) INTELLECTUAL (Intelligent, reflective) LOGICAL (consistent, rational) LOVING (affectionate, tender) OBEDIENT (dutiful, respectful) POLITE (courteous, w ell-m annered) RESPONSIBLE (dependable, reliable) SELF-CONTROLLED (restrained, self-d isciplined) APPENDIX G EV A L U A T I O N S BY O T H E R T EEN R A N C H P E R S O N N E L APPENDIX G To Whom It Hay Concern: R e : Paul Oberle A little over five years ago, Paul Oberle stopped in our office with an idea or dream that seemed to have consider­ able merit. The plan was arranged to involve Central Mich­ igan University student teachers, placed under his super­ vision, with boys placed at Teen Ranch as court wards. The thirty Ranchex’s in the program last year had an average I.Q. level of 75-80* This type youngster has a high poten­ tial for classroom disturbance. Paul is constantly introducing new teaching methods which enhance the one-to-one tutorial relationship. As a result, the initial dream has now progressed to the point where a marked improvement can be seen in each individual Rancher. The Board of Directors and I feel that the Central Michigan University program, under the capable direction of Mr. Oberle, is a most unusual addition to the Ranchers' schedule. We deeply appreciate his interest and his community involvement, and we look forward to a very positive semester this fall. It is our hope that these past five years were oust the begin­ ning. We desire to introduce the program to other facilities both in and out of Michigan. It is a privilege to work with a man who never stops his study and endeavors in his field, and whose philosophy reflects, "How can I enact my responsibilities more effectively?" Sincerely, Ray Clendenan Administrative Director July 27, 1973 171 172 As directed to Mr, Paul Oberle: In evaluating the Central Michigan University student teacher tutorial program, in relationship to the Teen Ranch, I would highly recommend a program such as this in a like facility. Six items pertaining to the program that I would like to elaborate on are: 1- Most of the Ranchers' relationships with the faculty at the Kingston School have improved. 2- In some cases, the Ranchers have developed positive study patterns since it is mandatory that studies be brought home from school while the program is is force. This pattern carried over to other times. 3- In most instances, the houae parents have been veryaccepting of the Central Michigan University Tutorial Program. It has helped them in areas where they found themselves to be inadequate. Many times the house parents have been able to learn something about the Rancher and school, or the Rancher and his home, through the student teachers, because the Rancher is sometimes more open with his student teacher than he is with the house parents. 4- Often the Rancher is afraid to trust anyone because so many people in his past have let him down. We find the student teacher has helped to rebuild this trust in people. As a bonus from this, our foster home relation­ ship has grown. 3- Because Ulie relationship between the student and the Rancher -»r built around mutual interests, a favorable relationship was developed in about seventy to eighty percent of the pairs. 6- We find that many of the Ranchers and the student teachers maintain their friendships long after the pro­ gram is over. Occasionally, the student teachers have taken the Ranchers home for week-end visits. Hubert Howell Teen Ranch Superintendent 173 To W h o m It May Concern: We, as h o use parents, feel that overall the t u t o r i a l p r o g r a m has b e e n v e r y b e n e f i c i a l to the boys. T h e y have been able to see t e a c h e r s aside f r o m the class r o o m setting. They ha v e come to k n o w the tu t o r s as t h e i r friends w h o r e a l l y want to h e l p them. Some of the R a n c h e r s were t a k e n out f o r a d a y b y the t u t o r s to bowl o r swim or to do some o t h e r a c t i v i t y w h i c h t h e y liked. M a n y r e c e i v e d b i r t h d a y and C h r i s t m a s presents. One v e r y p o s i ­ tive aspect of the p r o g r a m was that the t u t o r w a s n ' t shared, but could give u n d i v i d e d a t t e n t i o n to one b o y who real l y n e e d e d it. We f e e l that m o r e was a c c o m p l i s h e d a c a d e m i c a l l y this last y e a r b e cause t h e tutors w e r e i n v o l v e d f o r a full semester. Also, this past year, the boys a n d t h e i r t u t o r s w e r e e n c o u r a g e d to spend h a l f of t h e i r t i m e t o g e t h e r studying, and the o t h e r h a l f for recreation. If the R a n c h e r s d i d n ' t have s t u d y i n g to do, t h e n the t u t o r s s u b s t i t u t e d a st u d y p l a n w h i c h w o u l d he l p the R a n c h e r s in t h e i r a r e a s of need. We felt that this w a s a real asset to the p r o g r a m this p a s t year. We f e e l that t h i s p r o g r a m h a s b e e n an asset to the tuto r s also. T here are m a n y c h i l d r e n in classr o o m s who are s i m i l a r to ours, and if b y this experience, the student teachers have l e a r n e d to u n d e r s t a n d this type of student, then t h e y w i l l have g r e a t l y b e n e f i t e d t h e m s e l v e s as teachers, as well as the students w h o m t h e y w i n teach* Mr. and Mrs. Don P o t t e r T e e n R a n c h House P a r e n t s SE LE C T E D B I B L I O G R A P H Y SE LEC TED B I B L IOG RAP HY Allport, Go rdo n W. "The Histori cal B a c k g r o u n d of Mo d e r n Social Ps ych olo gy. " H a n d b o o k of Social P s y ­ ch olo gy , ed. G. A. L i n d z e y . C a m b r i d g e , M a s s .: A d d i s o n - W e s l e y , 1954. Beniskos, J. M. "The Pers on Teacher," The E d u c a t i o n D i g e s t , XX XVI (April, 1971), 34:^3tT: "Person Teacher Concep t," School and Society, XCVI (November, 1968), 406-07. Best, Joh n W. R e s e a r c h in E d u c a t i o n . P r e n t i c e - H a l l , I n c ., 1970. 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"A P r e l i m i n a r y I n v e s t i g a t i o n of the Re l a t i o n of Insight and Empathy," The J o u r n a l of C o n s u l t i n g Psychology, XII (July—A u g u s t , 1948) , 2 28-33. 174 175 Dymond, Rosal ind F. "Scale for the M e a s u r e m e n t of Empathic A b i l i t y , " The Jo urn al of C o n s u l t i n g P s y c h o l o g y , XI II (April, 1949), 127-33. Editorial Comment. "Emotional E mph a s i s in E ducation," School and S o c i e t y , X C I X (February, 1971), 78. Freese, Mathias. "Is C o n t e n t Enough?" XLIII (November, 1968), 184-85. Frymier, Gage, C l e a r i n g House, J a c k R. "Teaching the Y o u n g to Love," The Educ a t i o n D i g e s t , X X X V (February, 197 0), 9-12. N. L. "Explo rat ion s in the U n d e r s t a n d i n g of Others," E d u c a t i o n a l and P s y c h o l o g i c a l M e a s u r e ­ ment, X I I I (Spring, 1953) , 14-2£>. Greenstein, Jack, and T h e o d o r e Greenstein. Belief S y s t e m C h a n g e in S tu d e n t T e a c h e r s . Mt. Pleasant, Michigan: Ce n t r a l M i c h i g a n U n i v e r s i t y Press, 1972 . H a l a m a n d a r i s , P. G . , and A. J o h n Loughton. "Empathy C o m ­ petence: A S e a r c h for N e w D i r e c t i o n in C a n a d i a n T e ach er Educat ion ," E d u c a t i o n a l T e c h n o l o g y , XII (November, 197 2), 20-52. Hamachek, Don. "Charac ter ist ics of Good T e a c h e r s and Implica tio ns for Teacher E d u c ati on, " Phi D e l t a K a p p a n , L (February, 1969), 341-45. Iannone, Ronald V . , and J o h n J. Carline. "A Hu man ist ic A p p r o a c h to Teacher E d u c at ion ," The Jou r n a l of Teacher E d u c a t i o n , XXII (Winter, 1971), 459-33. Jacobs, El mer B. "Attitude C h a n g e in Te ach er Education: An Inquiry into the R o l e of A t t i t u d e s in C h a n g i n g Te ach er B e h a v i o r ," The Journal of T ea c h e r E d u ­ c a t i o n , X I X (Winter^ I960) , 410-15'. Kagan, Norman, and Dav id R. K rat hwohl and others. Studies in Human I n t e r a c t i o n . East Lansing, M i c h i g a n : M i c h i g a n State University, 19 67. "Interpe rso nal Pro cess Recall: Stimulated Recall by V i d e o - t a p e F i n a l Rep ort," N D E A Ti tle V I I Grant No. OE 7-32-0410-216, East Lansing, Mich.: M i c h i g a n State University, 1965. Monroe, W alter S. New York: E n c y c l o p e d i a of E d u c a t i o n a l R e s e a r c h . T he M a c m i l l a n C o ., 19 50. 176 Oliva, Peter F. "The New Breed of Teacher," Contem por ary E d u c a t i o n , X L I V (April, 1973), 258-61’: Rogers, Carl. "Forget You Are A Teacher," The Education D i g e s t , XXXVII (November, 1971), 17^19^ Rokeach, Milton. Beliefs, Attitudes and Values. Francisco: Jossey-Bass, 1968. San _________ - "The M e a s u r e m e n t of Values and Value Systems." Unpublished m i m e o g r a p h copy, M ich i g a n State U n i ­ versity, undated. Royer, Marjorie. "Profile of an Existential Teacher," Contemp ora ry Education, XLIV (November, 1972), 106 - 1 1 . Underhill, Rogert Glen. "The Relati on of Elementary Student Teacher Empathy (Affective Sensitivity) Change to Supervising Teacher Empathy and Student Teaching Success." Unpubli she d Doctor's d i s s e r ­ tation, M i c h i g a n State University, 1968. Walberg, Herbert J . , and others. "Effects of Tutoring and Practice Teaching on Self-C onc ept and A t t i ­ tudes in Education Students," F ederal Project R e p o r t , Cambridge, M a s s . : Harvard University, 1967. Whiting, Gordon C. "Empathy, Mass Media, and M o d e r n i ­ zation in Rural Brazil," Federal Pr oje ct R e p o r t , East Lansing, M i c h . : M i c h i g a n State University Aid Di ffusion Project, Dep art men t of C o m m u n i ­ cation, 1967. Will, Richard Y. "The E ducation of the Teacher as a Person," T he Journal of Teacher Education, XVIII (Winter, 1967), 471-/5.