Showing papers in "Adult Education Quarterly in 1969"
TL;DR: In this article, the authors determine whether knowledge of instructional objectives in an adult education program assists the participants to attain these objectives, randomly arranged groups of conference attendees were given three treatments: immediately prior to the conference, group A was provided with the instructional objectives, group B with a general orientation to the program; and group C with a pretest (in order to determine whether there was a change in the behavior under consideration during the conference).
Abstract: To determine whether knowledge of instructional objectives in an adult education program assists the participants to attain these objectives, randomly arranged groups of conference attendees were given three treatments: immediately prior to the conference, group A was provided with the instructional objectives in be havioral form; group B with a general orientation to the program; and group C with a pretest (in order to determine whether there was a change in the behavior under consideration during the conference). Upon the conclusion of the conference, all groups were given a posttest. The hypothesis that the group that was given behaviorally stated objectives would do significantly better on the criterion test than group B was upheld at the .05 signifi cance level. Additional hypotheses are suggested concerning ways in which adult educators may usefully employ behavioral objec tives in program planning and administration.
17 citations
TL;DR: This paper found that those adults with strong feelings of power lessness will fail to learn control-relevant information and will be more motivated to listen to and read content which may increase their competence in a current situation.
Abstract: Adults bring attitudes with them into the learning situation that markedly affect their ability to learn or their motivation. Recent research indicates that those adults with strong feelings of power lessness will fail to learn control-relevant information. Adults will be more motivated to listen to and to read content which may increase their competence in a current situation. If a strong need conflicts with information given, the information will not be learned. If sufficient rationalizations have been built to defend certain behavior, educational programs to change the behavior will be ineffective. As an adult assumes a new role, he goes through stages of vacillation between the old role and the new, overlearn ing behavior appropriate to the new role and integration of the new role into other roles. The adult's attitude toward role-relevant learning will depend upon his current stage of role mastery.
11 citations
TL;DR: In this article, the authors report changes in individual percep tion, openness, acceptance of others, extreme emotionalized tendencies, group understandings and skills, and self-confidence in interaction.
Abstract: Improvement of the quality of interpersonal behavior is an in creasing responsibility of adult educators, but the objectives and outcomes of traditional planned approaches to change in this dimension may not be adequate. Systems for immediate and direct feedback on behavior apparently are instrumental in accomplishing interpersonal change objectives. Certain programed materials and human relations laboratory training provide for immediate feedback on "live" behavior as a crucial element in behavioral improvement, but the statement of change objectives and assess ment of outcomes remain critical problems. Research on these ap proaches is discussed. Changes are reported in individual percep tion, openness, acceptance of others, extreme emotionalized tendencies, group understandings and skills, and self-confidence in interaction. The categories of changes and additional summary observations may be useful in planning for interpersonal change experiences.
7 citations
TL;DR: In this article, the effect of internal-external control on retention of control-relevant versus non-control-relevant information and the differences among internal and external prison inmates in their participation in occupational education programs were investigated.
Abstract: The objectives were to determine the effect of internal-external control on retention of control-relevant versus noncontrol-relevant- information and to investigate differences among internal and external prison inmates in their participation in occupational edu cation programs. Results of a 2x3 factorially designed experiment supported the thesis that internal subjects retain more information than external subjects. However, that this difference depends on the perceived relevancy of such information to control was not supported by the data. A greater proportion of internal inmates participated in occupational education programs than did external inmates. It was concluded that a person can be described as possessing a generalized expectancy of control or lack of control over his environment, and that this characteristic can affect his willingness to learn information or engage in activities that could reasonably be expected to increase his chances of control over his environment, such as preparation for e...
6 citations
TL;DR: In this paper, the author assesses 1. the purposes of a university, 2. the nature of adult education, 3. roles and qualities of the faculty, and 4. the conditions for educa cational experiences as they apply to the learners.
Abstract: In the first part of this position paper the author assesses 1. the purposes of a university, 2. the nature of adult education, 3. the roles and qualities of the faculty, and 4. the conditions for educa cational experiences as they apply to the learners. The writer asserts that all four components must be considered carefully be fore developing new adult education doctoral programs. From the conclusions and definitions of the first section, the author deduces the specific attributes of adult education and denotes three phases of a proposal doctoral program in adult education.
6 citations
TL;DR: This paper found that people with broad and diverse leisure activities are more likely to participate in adult education, contrary to a prevailing view that adult education competes with other leisure pursuits for the interest and attention of a potential audience.
Abstract: Participation in adult education is positively associated with certain leisure styles. One style is membership and participation in formal organizations (with the notable exception of labor union membership). A second is minimal engagement in a wide variety of diverse leisure activities. A third is frequent participation in cultural events, in social relations outside the immediate family or neighborhood or work situation, and in sports. Frequent par ticipation in one's immediate surroundings, in restricted friendship circles, and passive engagement in sports and the mass media, tend to be negatively associated with adult education participation. Essentially, people with broad and diverse leisure activities are more likely to participate in adult education. This finding con flicts with a prevailing view that adult education competes with other leisure pursuits for the interest and attention of a potential audience. On the contrary, one obstacle to participation in adult education is adherence to a relativ...
4 citations
TL;DR: In this article, the authors draw the distinction between adult education as a field of study and adult education (ED) as a profession, from the interrelationships between the two facets, a model is developed for classifying the various roles in the profession.
Abstract: This article attempts to clarify and stimulate discussion on some of the issues involved in the development of adult education and in the role of graduate programs in contributing to that develop ment. It is suggested that there is at present some confusion regarding the objectives of graduate study, and that this may be partially attributed to a failure to delineate the professional roles for which students are being prepared. As a basis for such a delineation the authors draw the distinction between adult edu cation as a field of study and adult education as a profession. From the interrelationships between the two facets, a model is developed for classifying the various roles in the profession. Identifying the specific competencies required for each role and determining the educational experiences which will develop these competencies are seen as the next steps prerequisite to the development of both the field of study and the profession.
4 citations
TL;DR: The authors traces the events within each country which led to the reversal of the traditional programs and purposes of labor education and shows that by 1965 the tradi tional characteristics of the programs in the two nations had be come almost totally reversed.
Abstract: Labor education programs in Great Britain and the United States have differed over time with respect to administration, finance, purpose, and content. However, the essential nature and scope of the programs in each country remained constant until recently. British labor education was traditionally concerned with the worker as an individual member of society and was administered by in dependent, working class organizations, while American labor education was primarily the responsibility of the unions and was concerned with the worker as a union member. By 1965 the tradi tional characteristics of the programs in the two nations had be come almost totally reversed. The present study traces the events within each country which led to the reversal of the traditional programs and purposes of labor education.
3 citations
TL;DR: The fifty-city project Rearing Children of Good Will, sponsored by the National Conference of Christians and Jews and known in Milwaukee as Project Understanding, seeks to change parental attitudes and value systems believed to generate prejudice in children as mentioned in this paper.
Abstract: The fifty-city project Rearing Children of Good Will, sponsored by the National Conference of Christians and Jews and known in Milwaukee as Project Understanding, seeks to change parental attitudes and value systems believed to generate prejudice in children. Project Understanding's instructional methods include lectures, question-and-answer periods, small discussion groups, and a field trip. Although overall findings indicated no major trends or directions and random results were subject to interpretation, results do concur with other research indicating that education, income, age, and religion influence the probability of attitudinal change. This knowledge and evidence concerning methodological successes will influence future project planning, but many more answers to the problem of attitudinal change and appropriate methodologies are needed.
3 citations
TL;DR: The most conspicuous failing of this little book-and perhaps the best reason for reading it-is that it is not a sociological analysis of working class life, as Jackson freely admits a working class approach to the problem of describing the qualities, both personal and social, good and bad as mentioned in this paper.
Abstract: The most conspicuous failing of this little book-and perhaps the best reason for reading it-is that it is not a sociological analysis of working class life. It is, as Jackson freely admits a working class approach to the problem of describing the qualities, both personal and social, good and bad, of English working class life. This task is important, the author asserts, not only because the working class is
1 citations
TL;DR: In this article, a historical analysis of the American Institute of Sacred Literature (AIGL) is presented, which traces changes within the Institute's administration which may have stifled or encouraged growth.
Abstract: This study is a historical analysis of an adult education institu tion, the American Institute of Sacred Literature. An attempt is made to determine those factors which led to the establishment, growth, development, decline and death of the Institute. The writer also examines the nature and extent of the Institute's at tachment to other agencies (i.e., through finances, personnel, clien tele, programs, and facilities) and traces changes within the Institute's administration which may have stifled or encouraged growth. A series of questions provide a guiding framework for data collection using much primary source material along with interviews. Examination of the data revealed that the Institute evolved in five phases: Establishment and Innovation, Reorganiza tion and Adaptation, University Inclusion and Stability, Inflexi bility and Decline, and Retrenchment and Dissolution. Information is provided on one of the earliest correspondence schools in the United States, the career of William Rainey Harper, and...
TL;DR: In this paper, the authors present a survey of the relationship between neighbors and neighbors in the context of neighborhood planning, arguing that the neighborhood is a socially defined relationship ranging from highly formalized and institutionalized rules and obligations to highly variable, voluntary exchanges, which increases in times of mutual crisis and in situations of increased interdependency.
Abstract: in this highly controversial field. It only hopes to open the way for reducing the gap between analytic social science and practical planning.&dquo; Within this self-imposed constraint, Suzanne Keller first surveys &dquo;Neighbors and Neighboring&dquo; and then &dquo;The Neighborhood.&dquo; Neighboring, she finds, &dquo;is a socially defined relationship ranging from highly formalized and institutionalized rules and obligations to highly variable, voluntary exchanges,&dquo; which increases in times of mutual crisis and in situations of increased interdependency, declines as a means of social control when other controls arise, and can &dquo;be a highly variable and unpredictable phenomenon&dquo; when it takes place in an open societal system. The neighborhood, Keller points out, has both physical and social components of which physical planners tend to view only the former and sociologists tend to see only the latter. These &dquo;two prominent conceptions of neighborhoods ... [have] the following, sometimes incompatible, dimensions&dquo;: 1. a physically delimited area ( e. g., the Chicago schools’ &dquo;natural areas&dquo;); 2. an area with facilities used by both residents and outsiders; 3. &dquo;an area representing certain values both for the residents and for the larger community; and 4. a ’cluster of forces’ which give an area a special atmosphere,&dquo; such as the aura of a skid row. The
TL;DR: In addition, the Industrial Revolution created a new social class, the industrial workers, whose leaders looked to adult education as a substitute for an inadequate system of public education for the young as discussed by the authors.
Abstract: Systematic adult education in German was generated by social. political, and economic forces in the first half of the nineteenth century. First was the "Enlightenment" view of adult education as a means of self-help, the conviction that "knowledge is power." Ancillary to this was the emergence of science as a powerful force for technological, economic, and social change. In addition, the Industrial Revolution created a new social class, the industrial workers, whose leaders looked to adult education as a substitute for an inadequate system of public education for the young. These factors gave rise to a movement in adult education that became perceptible in the 1820's, seemed to disappear again under govern ment suppression of the 1850's, only to reemerge more dynamic than ever in the 1860's.
TL;DR: In this paper, the authors discuss the role of local political considerations and the scarcity of trained professionals in making the departmental regulation on qualifications ineffective, and they make no mention of academic distinction, which would indeed hardly be consonant with flatulent, repetitive prescriptions.
Abstract: of communism. There is no mention of academic distinction, which would indeed hardly be consonant with such flatulent, repetitive prescriptions. University and other qualifications are theoretically prescribed for the holding of posts at various levels in the system; but then Kulich tells us, &dquo;local political considerations and the scarcity of trained professionals have made the departmental regulation on qualifications ineffective.&dquo; In West Bohemia, not one of the district inspectors had university training. In Central Bohemia, 60 per cent of the staff did not
TL;DR: The Institute for Harper became a pioneer in correspondence study and in the inductive method of teaching languages as mentioned in this paper, yet Beck offers no evidence that anyone ever drew upon the Institute's experience in these fields.
Abstract: whether there was any decline in phase four. We are left with phases three and four as a single phase of university inclusion and stability. Beck’s phases, then, can be reduced to the following. Establishment; attempted reorganizations meant to solve financial problems, followed by university inclusion which solved those problems; retrenchment and dissolution. These phases thoroughly confuse the personal, financial and educational elements in the Institute’s development. They do not touch the source of organizational energy and direction in this small institution, which is to be found in the personal element-better expresed as the commitment of the few individuals involved in it. Only the final category of retrenchment and dissolution is based upon a recognition of this principal factor. Beyond the failure of Beck’s model-building attempt, there is much of the absurd in his interpretations, of which the following assertions are but a sample. The Institute was a pioneer in correspondence study and in the inductive method of teaching languages. A pioneer is one who prepares the way for others, yet Beck offers no evidence that anyone ever drew upon the Institute’s experience in these fields. The Institute for Harper became a vehicle by which new ideas and experimentation
TL;DR: In this article, the authors pointed out that 55% of the national work force is now employed in providing services rather than producing goods, and noted that of the 17,000,000 job increase since 1947, these have all virtually occurred in the expanding service sector of the economy, not in the declining goods sector.
Abstract: economy where 55 per cent of the national work force is now employed in providing services rather than producing goods. Much is made of the fact that there is now relatively little unemployment, yet in that conjunction it is not noted that of the 17,000,000 job increase since 1947, these have all virtually occurred in the expanding service sector of the economy, not in the declining goods sector. In speaking of the changing skill mix within individual industry, the authors say, &dquo;to project such changes requires detailed study, industry by industry, and is beyond the scope of this study.&dquo;