Adult Basic Education: a Resource Document and Workshopreport

DOCUMENT RESUME ED 028 333 AC 003 766 By-Palmer. Robert; And Others Leadership Skills in Adult Basic Education: A Resource Document and WorkshopReport. Florida State Univ., Tallahassee. Dept. of Adult Education. Pub Date 69 Note-110p.; Based on the Southeastern Institute for Teacher Trainers in Adult Basic Education(Tallahassee. Florida, July 8-26, 1968). EDRS Price MF-S0.50 HC-S5.60 Descriptors-*Adult Basic Education, Bibliographies, Community Relations, Community Resources,Consumer Education,DiagnosticTeaching,FamilyLifeEducation, GroupInstruction, Handwriting,Individualized Instruction,In:. tructional Materials, Learning Motivation, Motivation, Parent Child Relationship,Personal Growth, Program Evaluation, Recruitment, *Teacher Education, *Teacher Role Selected institute addresses, group reports, and other material usefulfor teaching or administering public programs in adult basic education(ABE) are included in this report. Address topics include: AdultBasic Education; The Role of the ABE Teacher; Group Methods for Teaching in ABE; Training Teachers for TeachingWriting Skills in Adult Basic Education; and The Diagnostic Approach to TeachingAdults. Croup reportsincludediscussionof:development ofselfconceptthrough prevocational training; individualized instruction; family life; parent child relationships; and consumer education; ABE for the community with em_phasis on public relations; motivation; recruitment; and using community resources. The appendixes contain an institute evaluation, questionnaires, bibliography, sources of instructionalmaterial, and institute participants. (pt) HIPKILLS 2 IN ADULTBASICEDUCATION U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

A RESOURCEDOCUMENT ANDWORKSHOP REPORT

BASED ON THESOUTHEASTERN INSTITUTEFOR TEACHER TRAINERSIN ADULT BASICEDUCATION, `42 OF ADULT EDUCATION,FLORIDA ADEPARTMENT,t STATE UNIVERSITY,TALLAHASSEE, FLORIDA

'Qo JULY8-26, 1968.

Published, Winter 1969 LEADERSHIP SKILLS IN ADULT BASIC EDUCATION

Prepared by

Robert Palmer and Andrew Hendrickson

With the assistanceof

Robert Park and Richard Cawley

Resource Documentand WOrkshop Report

Based on the SoutheasternInstitute for TeacherTraining in Adult Basic Education,Department of AdultEducation, Florida State University,Tallahassee, Florida, July 8-261 1968.

Published Winter, 1969 Department of AdultEducation Florida State University Tallahassee, Florida32306 TABLE OF CONTENTS Page

I. Foreward 1

II. Roster of Institute Staff 2

III. Addresses

Adult Basic Education: No Retreat from Tomorrow, Dr. Edward J.Brice 5

The Role of the ABE Teacher,(Teacher-Trainer) in Community Relations, Dr. Sam E. Hand 10

Group Methods for Teachingin ABE. Dr. William L. Carpenter 15 Training Teachers for Teaching Writing Skillsin Adult Basic Education, Mr. Ernest M.Roberts . . . . 22

The Diagnostic Approach to Teaching Adults, Dr. Edwin H. Smith 25

IV. Group Reports

Group x 33

Group II 41

Group III 50

Group IV 59

Group V 69

Group VI 79

Group VIL 85

V. Appendix

Institute Evaluation 93

Bibliography 98 List of Publishers 100

Roster of Participants . 102

Roster of Members of Work Groups 107 FOREWARD

It was a pleasure for theDepartment of Adult Education to offer its hospitalityand its facilities in hosting the fourth annual SoutheasternInstitute on Adult Basic Education which is reportedherein. It is a commentary on the interest anecommitment of the leaders of the six Southeastern states that someseventy of them should, on relatively shortnotice, have left their homes and foregone or shortened theirvacation periods to attend this Institute. This report is presented for thedual purpose ofreinforcing the experiences of thosewho attended the Institute and toprovide some useful concepts, techniques, and resourcesboth for those who attended and those who desiredassistance but were not able to be present. Not everything that occurredat the Institute is reported. Rather, a judicious selectionhas been made of the addresses, group reports, and othermaterial made available to Institute members. The criterion forselection was usefulness forthose teaching in oradministering public programs of adult basiceducation. Attention is called to the fact that as afollow-up of this training project, consultantservices are available to ABE program directors in thesix Southeastern states. Other staff members mayoccasionally be available, but Mr. Robert Palmer has beenadded to the Adult Education staff at Florida State University asConsultant in Adult Basic Education, and his serviceswill be available on call. We hope you will availyourselves of his services.

George F. Aker Chairman Department of Adult Education

1 INSTITUTE STAFF

Program Development

Dr. George F. Aker, ABE InstituteDirector, and Head, Department of Adult Education,Florida State University Dr. Irwin Jahns, Professor of AdultEducation, Florida State University Dr. Charles O. Jones, AssistantDirector, Office of Continuing Education, Florida StateUniversity

Dr. Sam E. Hand, Director, Officeof Continuing Educa- tion, Florida State University

Keynote Speakers Dr. Edward J. Brice, Assistant tothe Secretary of Education, Department of Health,Education, and Welfare, Washington, D.C. Mr. Robert A. Luke, ExecutiveSecretary, National Association for Public School AdultEducation, Washington, D.C.

Resource Specialists Dr. Roger Axford, Professor ofAdult Education, Northern Illinois University, DeKalb, Illinois

Dr. Robert D. Boyd, Professorof Education, Universityof Wisconsin, Madison, Wisconsin

Dr. William L. Carpenter,Head, Department of Extension Information, North Carolina StateUniversity, Raleigh, North Carolina Mrs, Elinor Elfner, ExecutiveAdministrator, Project Know-How, Florida State University

Dr. Roy J. Ingham, Professorof Adult Education, Florida State University

2 3

Resource Specialists (Cont'd)

Mr. Chalmers Murray, Coordinator, General Adult Education, Broward County, Ft. Lauderdale, Florida

Mr. William Quinly, Director of Educational Media Center, Florida State University

Mr. Ernest Roberts, Teacher-Trainer for Adult Basic Educa- tion, Broward County, Ft. Lauderdale, Florida

Dr. Wayne L. Schroeder, Professor of Adult Education, Florida State University

Dr. Edwin H. Smith, Director, Fundamental Education Center, Florida State University Dr. Gregg Phifer, Professor of Speech, Florida State University Mr. Joseph H. Wheatley, Director, Adult Basic Education, Codhoma Opportunities, Inc., Clarksdale, Mississippi

Dr. Cecil Yarbrough, Regional Program Officer, Adult Education Programs, USOE, Atlanta, Georgia

Staff Trainers and Grout) Leaders

I. Mr. Robert E. Palmer, Consultant for Staff Training, and State Supervisor, Adult and Veteran Education, Florida State Department of Education

Mr. J. Frank Bagwell, Supervisor of AdultEducation, State Department of Education, Columbia, South Carolina

Mr. Charles L. Bates, Supervisor of Instruction,Adult Education, Tennessee State Department of Education, Cleveland, Tennessee

Mrs. Ernestine Boclair, Director, Adult BasicEducation, Mid-State Opportunities, Inc., Charleston, Mississippi

Mrs. Bonnie Lee Hensley, Associate Supervisor, AdultBasic Education, Natchez, Mississippi

Mr. Charles W. Holt, Supervisor of Instruction,Adult Educa- tion, Tennessee State Department of Education, Lawrenceburg, Tennessee

Mr. Irnest Newman, State Consultant,Adult Basic Education,

State Department of Education, Montgomery, Alabama .

Mr. Gerald Hanberry, Deputy Director, SouthCArolina Commi- ssion for Farm Workers, Charleston, South Carolina. 4

Institute Coordinators

For Materials, Equipment, andLibrary Resources

Mrs. Mildred Higgins, ResearchAssistant in Adult Educa- tion, Florida State University

Mr. Richard Metcalf, ResearchAssistant in Adult Basic Education, Florida State University Mr. Husain Qazilbash, ResearchAssistant in Adult Education Florida State University

Lo.istics and Sulies and Information

Mrs. Sara Gerrell, Secretary,Department of Adult Educa- tion, Florida State University

Mrs. Mary McCoy, StaffAssociate, Department of Adult Education, Florida State University

Institutional Research

Dr. Wayne L. Schroeder(Director) Observers (Research Assistants)

Mr. Millard Blakey, mr.Harold Rose, Mr. Brent Halverson, Mr. Robert W. Long, Mt.Warren Mauk Mr. Robert Snyder ADULT BASIC EDUCATION: NO RETREATFROM TOMORROW by Dr. Edward J.Brice Department of Health,Education,and Welfare Washington, D. C.

being invited to share a I deeply appreciatethe honor of place on your fine program. Recently, I had asimilar opportunity to address a groupof Adult BasicEducation administrators and supervisorsfrom a six-Statesregion, at the University of Wyoming,Laramie, Wyoming. It is good to be We live in a timeof grave danger,and alsc in a time here. to of great hope. Whoever offers uscomplacency blinds us the danger and denies usthe hope. Let me begin thisevening with a simple hypothesis: Every society getsthe kind of youth and adults it deserves. People make theworld in which they grow up. Adults make the worldin which youth grow up. Yet they des- This is a simpleproposition -- simple words. cribe a terrifyingcharacteristic of ourpresent society.

A government or anation should be judged asJustice Brandeis used to say, not byits wealth or itsproductivity, but by the kind of women or menit makes. And in JusticeBrandeis own words, "If we are to beguided by the lightof reason, we must let our minds be bold."Or as Alexis deToqueville said in his remarkable essay on thedefense of freedom,"I fear boldness much less than mediocrityof desire." shall lose As Americans, sometimesusceptible to greatness, we our heritage if we ceaseto cultivate ourcontinuity with the past, spiritually as well asintellectually, but inrelation to Adult Basic Education, Ihave been saying thatadult educators must learn to dream again. Because it was outof the dreams of such men and women as Will LouGray, Ray LymanWilbur, William S. Gray, Frank Laubach,Ambrose Caliver,Alain Locke, Lyman Bryson, Frederick Keppel,and many others thatthe present adult basic education program wasbuilt. These men and women were not afraid todream dreams. For fifty yearstheir strength and genius nourished an ideauntil 1961; the time hadbecome right for us to translate theidea into reality. We built upon the dreams and many of us heretonight have pride in making some contribution tothe achievement of thatdream: Sam Hand, the articulate spokesman forthe cause; George Aker,the quiet scholar and thinker; WayneSchroeder, the profoundtheoretician, and many others made theircontribution. My own life has been enriched and stimulated byhaving known them in a great cause. For generations to come, menwho will not even knowtheir names, will be helped and served becausethey lived at a time of great peril, and also of greatchallenge and oppdrtunity.

And now we come to another age;when America seems to beburst- ing with problems and issues. We must eliminatecrime from our streets. We must have gun controllaws. We must secure civil

5 6 rights for all our citizens. We must end poverty,ignorance, and disease. Our economy must grow inall parts of the country. Automation and technology must create newjobs, not more job- less. Old age must be walcomed withserenity, and lived in dignity. We must provide wholesomeleisure activity and recreation. We must conserve ournational resources -- human and physical. We must create new living spacein our inner cities. We must bring all ethnic groupsinto the warm emorace of belonging -- of being Americans. How could such a brilliant, sometimes beautiful people, allow all of theseproblems to accumulate?Where was our vaunted vision, our senseof ad- venture, our planning for the future? It is so easy to denounce the sins of the past. But, it is also futile to do so. Com- plaint and denunciation alone are never satisfactory;positive advocacy and action are needed to attain ourgoals. Besides, our problems today aro not somuch reflections of pastfailures as they are indications of theneeds of progress. Let us not call them problems; let us call them challenges. Tonight, we have come to talk about one of the important waysin which we are attempting to meet some ofthe challenges.

Adult Basic Education. One million adults served,$100 million spent; one-half million persons currentlyenrolled -- this is the record of this program after a little morethan three and one-half years of operation.

Credit for the achievements during this criticalperiod in the history of the country must go to Frosident Johnsonwho set the goals and direction of effort; to the Congress,which en- acted the new legislation; and the able, firstsmall staff of HEW; State and local administrators ofadult basic education who launched the monumental program and madeit work.

It is the everlasting credit of all theseindividuals that each one of the huge assignments wascarried through without organizational breakdown; without mishandling of funds;and without default in meeting the objectives set by Congress.

Congressman Roman C. Pucinski of Illinoishas said: "The student in an adult basic education class cannot bedescribed by statistics alone. Adulthood must be equated with the obligations an individual is carrying -- not by the years hehas lived. If a person is self-supporting, or the headof a family, he is an adult whether he is 18 or 59. The student may be a school drop-out in Kentucky, an unskilled workerin Chicago, an immigrant in California, aworking mother in Brooklyn, a non-wofking father in Mississippl. He may be poor as in Appalachia, where the physical environment cannot supporthim, or he may be poor as in the urbanghetto where society cannot support him. Because of his social and economiccircumstances, he cannot lead the iull and productivelife he desires. Educa- tion alone can help him to achieve hisgoals." 7

Although much has been accomplished overthe last three years, much remains to be done, both with respectto the Adult Basic Education Program and the General AdultEducation Program.

All over the country, the list ofpeople who want and need Adult Basic Education classes continues to grow,but the list far out-numbers the classroom space and the teachers which the available funds can provide.

There is a shortage of teachters and a shortageof well-trained personnel at the Federal, State, and local levels. Very often teaahers in Adult Basic Education are "moonlighters,"holding one teaching or skilled job byday, and instructing adults at night. Few are trained specifically to teachadults, and few are really acquainted withthe materials and methods especially suited for adults. At the Federal level, there has beentoo great a turnover in personnel, and in someinstances, startling slowness in filling job vacancies.

Congress recognized these shortages,particularly that of an inadequate supply of well-qualified teachers for theAdult Basic Education Program and made provisions for aunique program to combat these problemsin the Adult Education Act of 1966.

In the summer of 1966, the U. S.Office of Education sponsored the first nationwide program to train AdultBasic Education teachers. Nine colleges and universities all over thecountry held four-week intensive instruction for 982 teachers. In 1967, the total increased to twenty institutes, notonly for teachers, but also for State and local adult basiceducation administrators as well.

Although there has been some criticism of theseinstitutes, by and large, they have served a useful function. The institute participants learned of the developments in the use ofinnova- tive teaching techniques such as individualized learning, team teaching, and tutorial procedures for use with adults. Be- sides this technical competence, the institutes stressed an understanding of the students' background and problems. In one institute, teachers pretending to beilliterate adults, went out to the streets to get a job.

Hopefully, from these workshops, teachers and administrators learned of the technical advances and the personal attitudes that can make them effective teachers of adults. It was hoped that when they returned to their States, they would pass this information on to many more adult educators in local teachertraining w,orkshops. The end result of this "ripple effect" will be classes of illitsrate adults who can learn more in less time. Some mentionshould be made of theSpecial Experimental and Demonstration Projectsunder the Adult BasicEducation Program. A major purposeof the special projectshas been to contribute to the Adult BasicEducation Program through thedevelopment of leadership and thedemonstration and use of innovatinr teaching techniques,media, materials, andadministration. The projects serve as the vehiclesof creativity and experimentation, where the latestAdult Basic Education concepts, curriculum, and methodology canbe developed and refined. In Fiscal Year 1967, there was anallocation of one and one-half million dollars for specialprojects. Ten such projects were funded during that fiscal year.

Two NationalAdvisory Committees in the fieldof adult education have been establishedin the Federal government: (1) The National Advisory Committee onAdult Basic Education; and (2) The National AdvisoryCommittee on Continuing Educationand Community Extension. While both of these committees havebeen statutorially provided, it is myview that the two committees' responsibilities tend to overlap andprovide opportunities for duplication of effort.

The adult education problems weface today cannot be contained in the framework of existinglegislation for Adult Basic Educa- tion. This was not the intent of the programin the first place. When the program was originallyplanned, it was viewed as a facet--an aspect--of amuch larger and comprehensive program. Adult Education is much broaderthan what most people concerned with adult basic education aretalking about and planning for. We should not lese sight ofthis fact. Eventu- ally, we must go far beyond adultbasic education if the educational needs of adults are met in oursociety.

Secondly, we cannot build the necessary programsin a vacuum. In pursuing the goal of an adulteducation program for a learning society, we have to join forces withorganizations, agencies, groups, and the individualcitizen in every corner of the land; persons who have committedthemselves to the same effort -- administrators, teachers, social workers, business menwho serve on schoolboards, housewives who continue theireducation, doctors, ministers, scientists, and a great manyothers. We are, in a sense, in leaguewith them for the future. We must serve them well; we mustmaintain open lines of communication with them; and conduct our programs in such a waythat we will strengthen the cause of mutual understandingand freedom.

Tonight, as I stand here before this audienceof beautiful people, in this great State made famous by Poncede Leon, we face a particularly critical moment in ourhistory. We have reached the point where we can translate intoreality, the dream of freedom from hunger and want for all of us, aswell as opportunity for each todevelop his own the dream of equal do potential as a person. Yet, we have nottaken the steps to proportion of our so. We are at thepoint where a sizable population, those whorepresent theestablishment, are free and are not awareof the extent towhich from hunger and want, realization others have beenshut out fromparticipation in the of the dream. all This dream still runsdeep in America. It is shared by those who are still pooras well asthose ethnic groups, by expression who have "madeit."The mass mediaholdsits material of us. Yet, the way wethink and talk constantly before all live. about this dreamis no longersuitable to the world we has been the imageof opportunity; thecity The "frontier" is where more and has been theimage of failure. But, the city America lives. Without a dream ofthe glory of the more of city as the placeof city, and without avision of a literate opportunity, we cannotsurvive. "conspiracy of impotence"that To overcome, wemust break the Only if we learn todream again -- 'to engulfs many of us. truly say:: There can imagine the impossible --then we can be no retreatfrom tomorrow! THE ROLE OF THE ABE TEACHER (TEACHER-TRAINER) IN COMMUNITY RELATIONS by Dr. Sam E. Hand, Director Department of Continuing Education Florida State University

It would seem appropriate that you ask yourself certain questions about Adult Basic Education here at the outset of this three- weeks institute, because the perception you have of Adult Basic Education when you return home -- what it is, and what it should do for people -- will influence greatly both the program itself and your effectiveness as a leader.

First. How do you perceive of Adult Basic Education? Is it a program designed to teach undereducated adults the three R's that is, the basic skills of communications and computation -- or do you perceiveit to be a program with broader implications? In other words, do you see Adult Basic Education as a program to stamp out illiteracy, or do you see it as a first step toward the broader objective of eradicating ignorance?

Tied in with this first question is a second which you should ask yourself. How do you perceive the role of the teacher in adult basic education?Is the job of the ABE teacher that of providing a certain number of hours of academic instruction in reading, writing and arithmetic each week to his students, or is it his job to try. and broaden the total life experience of each of his adult students? Third, what type of student do you expect to have in Adult Basic Education? Is he going to be the kind of person who comes readily and voluntarily, or is he more likely to be the kind we must seek out and work long and hard to get to come? Is he to be the kind of person whose earlier experiences in school were pleasant and rewarding, or must we also attempt to involve those whose earlier school experiences were unpleasant and frustrating?

I think you will agree that these questions are rather fundamental to our purpose here. Each of them has relevance to, or implications for, the type of Adult Basic Education program you will attempt to provide when you return home. And the question of whether or not you must involve the total community with you in your program depends on whether you take the long or the short view of what adult basic education is or should oe.

If you take the more limited view that adult basic education consists only of basic instruction in reading, writing and computation, and that the students you will have in ABE do not need, or that it is not within the scope of Adult Basic Educa- tion to provide, instruction and help in connection with the problem of these students in earning a living, managing a home,

10 11 participating in community affairs, andunderstanding what is go4Ag on in the world about them -- ifthis is your view then your job, and that of the ABEteacher whose efforts you will be directing, is relatively simple. This kind of job can be done right in the public schoolclassroom. YOU and your teachers can do this yourself; you alreadyhave the competence and the "know-how" to teach the basic academicskills. You won't need any help from other community agencies ororganizations. But, if you take the broader view ofthe role of Adult Basic Education -- as I am sure all of you do -- andlook upon 'this program as an opportunity and a meansfor developing the whole person, for raising the aspirationlevels of illiterate and undereducated adults to the point where they may cometo see themselves in potentially productive andcontributing roles, if you view ABE as a device for reversing the pattern of consistent failure which has characterizedthe life experience of so many of theseindividuals in the past, and approach it as an opportunity to broaden the experience,increase vocational and citizen-participation skills, improvefamily living, and give a new lease on life to every ABE student, then you and each of your teachers will needoutside help. You cannot do this kind of job alone. There are too many di- mensions of the task that fall outside the areas ofprofessional competency of most teachers -- and, indeed,outside the function of the school. The specialized services and the facilitiesof a large number of othercommunity agencies will be needed.And the special services of each of these agencies canmake their greatest impact upon the individual when they areprovided in a planned, cooperative manner with thoseof the other agenices involved. The ABE teacher can and should become the catalystthrough which the varied resources of community agencies arebrought to bear on the needs of ABE students. This is not an easy taski especially if it is to be accomplished in a systematic, cooperative, and effective manner. And the ABE teacher at this point may well ask whyit falls his or her lot to take this task on as his. To this, I would reply that we as teachers of adults have a professional responsibility to help our students to achieve their highest level of productivity and personal fulfillment; that havinghelped students establish a base upon which to build -- i.e.,having taught them the basic academic Skills -- wehave assumed some responsibility for helping them find the opportunitiesand the means for building -- forrelating their basic educational experience to real life situations and opportunities. 12

job of enlisting thecooperation and assistance So, while the students is not of other communityservice agencies for our ABE an easy oneto accomplish, anyless effort on our partwill simply increase thepossibility of anotherfailure for this failure-prone population.And this is a risk wecannot afford to take. This may well be thelast opportunity we aseducators will ever have to get theseparticular adult students onthe road to success in life. If we do take the broaderview -- and really believe thatAdult Basic Educationis concerned with the development ofthe "Whole" person, it seemsto me that we have no choice butto develop activewbrking relationships with any and allagencies and organizationsin the community that have a serviceto offer; that haveinformation that may solve a problem orbroaden the outlook of ourstudents; or that can in any waycontribute to thedevelopmental process necessary toenable our students toreach a higher levelof economic and socialproductivity. What are some f thecommunity agencies we aretalking about?

I would want tohiwe a close workingrelationship with the Emploment Service, becausethis agency has employmentcounsel- lors who can determinethe kinds of jobs forwhich our students are best suitedand help them secureemployment in thesejobs. They can also provide awealth of informationabout job requirements and the kinds oftraining they require.

I would want towork closely with theVocational Rehabilitation Service because this agencyprovides special helpfor individuals who have some physicalimpairment or handicap. They provide free medical examinationsand vocationalevaluations by means of whichsuitable kinds of jobs canbe identified in which these handicapped persons canperform successfully. Vocational Education is another agencyI would want to work closely with, because they canprovide the vocationalskill training necessary to make our ABEstudents employable in better jobs. The Public Health Servicehas much to offer. They can provide expert health counsellingfor the entire familiesof our ABE students. Also immunizations, and other measuresessential to the maintenance of goodhealth. They can assist greatlywith classroom work relating togood family health practicesand planned parenthood.

I would want towork closely with PublicWelfare because this agency can do so manythings for our ABE studentsand their families. They can provide financialsupport for subsistence purposes while thefather or mother goes.to school. They can bring surplus commodities intothe home, and even provide 13

"work-Experience and Training"opportunities for unemployed parents. This agency also represents perhapsthe best single resource in thecommunity for helping us identify adultswho need Adult Basic Education.

The local Home Demonstration Agent, orExtension Home Economist as they are nowcalled, can assist the ABE teacher byhelping with expert instruction in homemaking,cooking, sewing, good buying practices, home budgeting, andfinancial management.

We should work intimatelywith Children's Services because they can provide casework andphysical restoration services for the children of ABE student's family. They can provide day-care services for children while the parent goes toschool. They can supplement and enrich ourinstruction program in areas relating to home and famiW living, child-parentrelationships, and so forth. These are just some of the publicagencies found in most communities. There are others, and there are alsocertain private, non-profit agencies in most communitiesthat have valuable services to offer. I have in mind such agencies as:

Legal Aid Societies, that canprovide legal services a constant need of the poor. Churches, Civic Groups, and Public ServiceOrganizations (such as Red Cross and SalvationArmy)

These organizations can provide emergencyfinancial support, recreational programs, transportation, and manyother kinds of needed assistance for adults with limited resourceswho are trying to attend uchool. can provide volunteers to help as teacher aides, special tutors,and contact persons. Often times these organizations can provide a mostconvenient and suitable meeting place for an ABE class.

Community Action Agencies should not beoverlooked as potential resources to help our students. Under the (0E0) funded programs of Community Action Agencies many essential services notother- wise provided by other agencies can be made available. For example, if child-care services are needed to enable ABE students to attend school, and such services are notavailable otherwise, the CAA can provide them. It can also provide tutoring services for ABE students, recreation programs, home management aides, and many other kinds of help. 14

How do you asteacher-trainers go about helping yourteachers utilize the services ofother community agenciesin the improvement and enrichmentof your ABE program? First of all, you yourselfmust get to know thekey people in each of the variouscommunity agencies, and becomethoroughly acquainted with what theyhave to offer -- whatthey can and cannot do. You will have toconvince each agency that ABE shares with it a common concern --that of helping people, particularly the less educated,less employable, andless productive people to becomebetter educated, moreemployable and more self-sufficientand productive. You will need to identify and point out forthem the kinds ofneeds their agencies can serve for ABEstudents which arebeyond the capabili- ties of ABE teachers in theclassroom.

You will need tobring your teachers togetherand arrange for these key representatives ofcommunity agenciesindividually and perhaps collectively toexplain and discuss howthey can best provide theirrespective services to ABEstudents, and have your teachersexplain and explore withthese agency representatives how the teacher'sclassroom instructional program and the teacher'srelationships with individualABE students may enhance theefforts of these variouscommunity agencies in the accomplishment oftheir (the agencies')objectives in their work with ABE students andtheir families. Finally, you will need constantlyto encourage yourteachers to call upon, involve, andutilize these otheragencies in their work. You will need to guide yourteacher's efforts in this respect. You will need to besuggestive as to waysand means of working with these agencies,and often serve asthe liaison between the teacher and the agency.

You and your teachers mayat times becomediscouraged, and perhaps even irritated, because youwill encounter a certain amount of indifference orapathy on the part ofcertain agencies. But this must not deter yourefforts -- Adult Basic Education -- to be truly successfulin the broad sense -- just has to be a total communityeffort. Only by your efforts. can we make it so. I am sure you agreewith me that we cannot let it fail. We must make it work. GROUP METHODSFOR TEACHING IN ABE by Dr. Williath L.Carpenter, AssociateProfessor Department ofAdult Education North CarolinaState University

These are excitingtimes for anybodyconcerned with the methodology of teaching. Throughout the country newapproaches are being made toeducational methodologyand new pieces of equipment are coming into usealmost daily. However, we can have all the fancy gadgetsand know all of themethods, but methodology is the productof the creative mindof the teacher. By this, I meanthat methodology must bedifferent for adult and education. It must be different ineach ABE classroom, in many instances, it must betailored to the individualstudent. Therefore, the methodologythat will be mosteffective is the product of the teacher usinghis own creativemind to adapt software and hardware to theparticular teachingsituation at hand. Communication is an integral partof the teaching process. In fact, it might bven be argued thatteaching is primarily communication--communication betweenteacher and studentand communication between student andstudent. Therefore, we will use terms such asmethodology and communicationsomewhat inter- changeably in this report.

Another term often used iseducational process. Good methodology or process will notmake up for poor content,and poor content cannot do the jobwithout proper methodology. There are some who considercontent and process ormethodology highly related and interrelated.'" This presentation is designed toacquaint you with some 30 or more educational methods,techniques, and devices. To use the diffusion process developed bysociologists as a model consisting of five stages--awareness,interest, evaluation, trial, adoption--I will attempt to get youthrough the first two steps of the diffusion process. If you have not heardof or are not aware of aparticular activity Ishall mention, then your becoming aware ofit here today hascarried you through the awareness stage. I hope you willbe interested in manyof the activities I will mentionwhich will thereby take you through the interest stage. Hopefully, after you returnto your homes, you will give amental evaluation ofthe various methods and techniques and then youwill actually try them out.

1Russ A. Mahan andStephan R. Bollman. "Education or Information Giving?" Journal of CooeprativeExtension. Volume VI, Summer 1968, Number 2, page101.

15 16

If they work for you thenof course you will adoptthem and proceed on through thisdiffusion and adoption process.

Before taking a look atspecific methods and techniquesperhaps it will be helpful toconsider some approaches tothe study of educational methodology. In each approach we cancategorize various activities which shouldbe helpful in our studyof methodology, and decisions ontheir value to us in our own individual programs.

One such approachis by definition. A generally accepted definition of methodology isthat the "method"is the relationship or link betweeninstitution or agencyconducting the educational program and thestudent or participantinvolved in relation- the program. "Technique" is usuallythought of as the ship established by theindividual agent or teacherand the way in which he arrangesthe relationshipsof learners and resources toassist the learnersin the learningsituatich. "Device" is often used tolabel the audio-visualand othe gadgetry or hardware beingused quite extensivelyin the classroom and other settings. the study of educationalmethodology is A second approach to forms of by the form ofcommunication used. There are three communication or ways inwhich we cancommunicate: oral, written or visual. Oral refers to thespoken word and can be used alone or inconjunction with thewritten and visual in conjunction forms. The written form canbe used alone or with the other two. Likewise, the visualform can stand alone and if we think aboutit for a minute, we cancome up with many instances where we dealonly with the visualform of communication (mad signs, stoplights, militarysignals, etc.). However, the visualform of communicationis usually used in conjunction with the oral orwritten form andoften as a supplement to the oral orwritten forms. Most methods and techniques can be placedinto one of thesecommunication forms.

Educational methodology canbe categorizedin terms of audience person-to-person, group,and mass. The person- groupings: is considered as a to-person arrangement,called the dyad, special group in small groupsresearch anddiscussion but is separated out here as aspecial form. This is simply an arrangement of two peoplecommunicating either inclose personal contact or by longdistance, such astelephone or letter. or selected The second audiencegrouping is known as group audience while the thirdis known as the massor unselected here. It audience. The selection aspectis very important means that when wa aredealing with massmedia we have, in addition to a largeaudience, an unselectedaudience and we In the have no control overwho can receive our message. 17 group activity aswe have definedit here we are dealingwith a selectedaudience--either people who haveelected to participate in our activity orwho have been selected todo so.

We can categorizeeducational methodology in termsof the communications process made upof five distinct steps: sender, message, channel,treatment, receiver. The sender is the source of the message and thesender selects a channelwhich will reach the intended receiver. Treatment refers tothe way the message is handled. Quite often in this system,the channel would be equated to the method definedearlier as the link betweenagen- with cy andstudent and treatment wouldbe fairly consistent the technique as definedearlier. Other approaches to thestudy of methodology orsystems of categorizing educationalmethodology could bebased on objec- limitations. To illustrateboth of tives and structural two these points, let's usethe lecture andthe discussionithe techniques most often debatedand compared ineducational re- for presenting search. The lecture is certainlymost effective point of view, or inpresenting the mostinformation a single is to present in a specific amountof time. But if the intent all viewpoints, obtainmaximum participation, orchange attivis is superior. However, the sizeof the tudes, the discussion be group, physicalfacilities, andleadership available can the factor determiningwhich techniquewill be used. categories in We will useseveral of theseapproaches or our discussionhere today. newspapersoradio andtelevision in almost Mass media includes magazines are often all instances; however,publications and placed in the mass mediacategory. The distinction between periodically or with a the two is that themagazine is issued set frequency whereas weusually think of thepublication as being a separate work or onein a series butwithout a set frequency for publication. Circular lettersand other forms of direct mail are usuallysent to a rathernarrowly defined and selected audience but they cansometimes be thought of as mass media methods.

There are severalmethods for reachinglarge groups of people, although sometimes usefulin working withsmall groups as well.

The conference is ameeting of peoplewho are usually members of a close knit groupwho consult togetherin a formal fashion on problems towhich they give mostserious consideration. The convention is anassembly of peoplefrom local groups who are members of aparent organization,either district, state, or national. 18

training meeting forindividuals who are The institute is a of sessions interested in a specificfield. It may be a series lasting one day orless or for severaldays.

The seminar is a groupof persons engagedir specialized recognized authority inthe subjectbeing study led by a of sessions. studied. /t may be a singlesession or a series training on some Short courses areperiods of intensive usually more simpleand less concentrated specific subject, containing than that which istaken for collegecredit, but more depththan the singlemeeting. The workshop is a groupof people sharing acommoninterest individual pro- or problemmeeting together toimprove their problem, or toextend theirknowlelge of ficiency, to solve a and discusion. a subjectthrough intensivestudy, research, in There are severaltechniques or systemsof structuring both large or small groups. of four to eightpersonswith a special The panel is a group on knowledge of thesubject holding anorderly conversation an assignedtopic in full viewof the audience. with half of The colloquy is amodified versionof the panel representing theaudience and halfserving as the participants equally divided resource persons orexperts. Time is about between the two groups. has a chance The forum is apublic assemblagewhere everyone to voice hisviews. speeches given bytwo to A symposium is aseries of prepared five experts on as manyaspects of aproblem as there are speakers. one or more resource The interview is apresentation in which interviewers. persons respondto questioningby one or more through selected We can also getaudience participation representatives from theaudience or a sampleof the listening audience. reaction team is ateam of membersof the audi- The audience They ence whoreact to a speaker orother resource person. seek immediateclarification of may interruptthe speaker to in points that are notclear, and otherwiseassist the speaker meeting the needs of aspecific audience. and questions or sum- A listening_teamlistens, takes notes, marizes at the closeof a presentation. The team is often 19 thought of as therepresentatives of the audienceand is created to provideinteraction between speakerand audience.

The guestion aerialis an organized follow-upsession to a formal presentation inwhich members of theaudience direct questions to the programparticipants.

There are a numberof techniques usuallyplaced in the small group or classroomcategory although sizeof audience is not particularlyrelevant in all cases. Brainstorming is a techniquewhere creative thinkingtakes precedence over thepractical. The idea is to get outbefore the group all ideaspossible, with nothought to how practical the ideas might be. The participants areurged to be as "freewheeling" and uninhibited aspossible. The buzz session is atechnique for involving everymember of a largeaudience directly in thediscussion process. The audience is divided into small groups(5 to 7 members) for a limited time (5 to 7 minutes)for discussion towhich each member contributes hisideas.

In role playing somemembers act out areal-life situation in front of the group. There is no script, noset dialogue, and they make up their parts asthey go along. The group then discusses the implications of theperformance to the situation or problem underconsideration. The skit is a short, rehearseddramatic presentation involving two or more persons. It usually is acted from aprepared script and dramatizes an incidentwhich illustrates a problem or situation. The case study is a detailedaccount of an event or aseries of related events that may bepresented to an audienceorally, in written form, on film, or in acombination of these forms.

A committee is a small groupof persons selected toperform a task that cannotbe done efficiently by anentire group or organization, or by one person. This group is also known by other names, such as subcommittee,executive committee, task group, etc. A lecture or speech is acarefully prepared oral presentation of a subject by a qualified expert. It is usually rather formal and is used to present factualmaterial in a direct and logical manner or to present onepoint of view on a con- troversial subject. 20

The discussion group is a groupof persons meeting together to discuss informally and deliberate on atopic of mutual concern, particularly effective inidentifying, exploring and seeking solutions for problems and developingplans of action and changing attitudes. The demonstration is apresentation that shows how to perform an act or to use aprocedure. It is often followed by the learner carrying out the activity,under the guidance of the instructor. It is basically a visualpresentation, accompanied by oral discussion. A field trip or tour is acarefully arranged event inwhich a group visits anobject or place of interest forfirst-hand observation and study. The trip can range from ashort visit to a single location to onelasting several days andcovering several states. There are a number ofaudio-visual aids and devices that can be quite useful in theclassroom. Several are developed through the photographic processsuch as photographs, films. slides and film strips. Films have the advantageof motion but do not contain theflexibility of use that is foundwith the single photograph, theslides, or film strip. Drawings are used verymuch like the singlephotograph and can be more or less effectivethan the photographdepending on the amount and kind of detail to be shown.

The flip chart derives its namefrom the system in whichit is used. It is a series of charts onrather flexible paper mounted on an easel or chartstand. As a chart is used,it is simply flipped up over the top.of the stand and thenhangs back of the stand. The flannelboard derives its namefrom the flannelmaterial used on the board. Objects to be placed onthe board have pieces of sand paper or speciallyprepared adhesive materials which will stick to the flannel. Plywood, cardboard or other materials are used for the backing onthe board.

The magnet board is magnetizedin one direction whileobjects to be placed on the board aremagnetized in the opposite direction so that the objects aremagnetically attracted to the board. The chalkboard is what we used toknow as the blackboard until the manufacturers startedpainting them green; still quite useful, particularly with thewide variety of colored chalks now on the market. 21

the darling of theaudio- The overheadprojector is currently Manufacturers haverealized the potentialof visual area. inexpensive models are now this market andlightweight and being placed ineach classroom in manyhigh schools and light shines throughthe colleges. Transparencies are used, transparencies, and is thenreflected onto a screen. projector The opaqueprojector is differentfrom the overhead materials are usedinstead of transparencies. in that opaque sort of The advantageof the opaqueprojector is that any material can beinserted into themachine reasonably thin the without specialpreparation. Disadvantages are that equipment is heavy andbulky and the roommust be almost completely darkened. which There are a numberof recording andplayback devices can be used veryeffectively in manyclassroom situations. Examples are ordinarytape recordersand the newer but more expensive video taperecorders.

There are a numberof miscellaneouscommunications methods world and havefound that are highly usedin the commercial in selectededucational situations. These quite effective use cards, and bill- include exhibits, posters,hand bills, car boards. should mention In our range ofeducational methodology, we educational television,and tele- programmed instruction, in two fashions. lectures. The tele-lecture canbe visualized project on a screenslides that coincide It is possible to lecturer, and a newin- with the remarks beingmade by the "blackboard by wire,"enables the novation sometimes called presented on a screen lecturer to controlmaterials that are at the receivingend. let me call yourattention If I have stimulated'your interest, to the publication youhave received(Twenty-Four Group Methods and Techniquesin AdultEducation). methodology is In closing, Iwould like toreemphasize that in the educationalprocess, butit is not a very important developed by the substitut,2 for content. Also, it must be individual teacher tofit his specificteaching situation. In other words,good methodologyis the product of the creative mind of the teacherput to use. TRAINING TEACHERS FOR TEACHINGWRITING SKILLS IN ADULT BASIC EDUCATION by Ernest M. Roberts, ABE TeacherTrainer Broward County, Florida

There's an old saying that "associationbrings on assimila- tion." While looking at you, I cannot help butthink of your possible association with Adult Basic Educationand its students. Jestfully, I am trying to decide if youhave assimilated some of the psychological and sociologicalcharacteristics of the undereducated adult.How Do You Rate?

1. Are you extremely sensitive? 2. Is your motivation stifled? 3. Do you doubt your ownability to learn? 4. Are you non-verbal? 5. Are your concepts of right and wrongdifferent? 6. Are you impatient--do you wantimmediate results? 7. Are you easily discouraged? 8. Are you difficult to involve? 9. Are you ashamed to admit you cannotwrite? Hopefully, each of you answered "NO" toeach of the 9 questions. Why?Because to be an effective trainerof Adult Basic Educa- tion Teachers, you must possess an abundanceof the characteristics I mentioned--IN REVERSE: For an extra touch, let's mix in a GENEROUS supply of creativity. Hopefully, your end product will bedevoted, versatile, competent, creative teachers of ABE students,helping them to meet the challenges of living inthis changing world. How can handwriting help the ABEstudent meet the challenges of living in a modern world?Why should handwriting skills be included in the ABE curriculum? "Handwriting in ABE is, in many ways, the most concreteof the basic skills; it can be physically measured andanalyzed; it can be preserved and compared over a period oftime."

To my knowledge, there has been no research concernsand in- vestigations regarding teaching writing skills to the ABE student; therefore my comments and activities here today are based on a personal investigation, experimentation, and knowledge of the subject as a result of years of elementary classroom teaching experience--part-time adult basiceducation teftching experience--and as a full-time Adult Basic Education Teacher-Trainer-Curriculum Specialist.

22 ,

Let us pause for a moment and set aside one of our ABE students. Let's picture him between the age of five and seven years. We would agree that his large muscles are better developed than the small ones and that hand-eye coordinations are not complete. At six, he is often uncoordinated in motor development, but by age seven, much of the functional growth of the brain is completed. The nerves have acquired the needed protection and the higher centers have begunto develop some control over the accessory muscles. Therefore, from about age 8 on, the fine muscles can be utilized advantageously. Now he is an adult in one of our ABE classes. He has not used his neuro-muscular coordination for learning a technical skill in 30years. What now?How do we tackle the job to be done?We must remember that handwriting is a skill which involves complex abilities in neuro-muscular coordination. These must be consciously developed through guided sequential stages of growth and patterns of practice in definite planned lessons. Before we examine these patterns of practice, let's examine some common misconceptions concerning the teaching of handwriting. E. A. Enstrom, a widely recognized authority on handwriting, considers three common misconceptions concerning the teaching of handwriting. The first misconception is that handwriting can be learned incidentally. The fallacy here, of course, is that no sensori-motor skill that involves bringing changes into behavior and fixing these changes into habits, can be learned in an incidental manner alone. Regular practice sessions are an absolute requirement. Many repetitions are necessary in the establishment of habits.

The second misconception is that handwriting will teach itself. In education, very little teaches itself and this goes double for the motor skills. The third misconception is that teachers need no preparation for the teaching of handwriting. No teacher can teach successfully that which he neither understands nor can demonstrate.

The aforementioned three misconceptions have led me to the conclusion that three basic requirements need to be met in order to remedy the handwriting situation in ABE today.

1. Each teacher must be able to demonstrate and must understand clearly how to teach handwriting. 2. Handwriting should be taught for a short period each class session. 3. Each teacher must follow through and insist that learned skills be used in all applied situations.

Be reminded, the fundamental principles of good writing are the same regardless as to whether it is in the elementary school classroom or whether it is in the ABE Classroom, but generally, the handwriting period is used for remedial purposes; that is, 24 diagnosing and correctinghandwriting defects that havebeen revealed in student's work. Students are helped to become more proficientin identifying generaland specific inaccura- cies of letter forms,slant, size spacing, and quality of alignment of writing.

Again, may we be remindedhere; much of whatis done and what handwriting practice isbased upon little,if is advocated in to any, carefulresearch. Therefore, the implication appears be that one should notbe reluctant toquestion and to try out original ideas. There is no right or wronghand- new and for writing program. The important thingis to have a system the staff agrees uponand carries teaching handwriting that alone in his out. If the administrator orteacher trainer is concern about theimportance of handwriting, verylittle change is likely to takeplace.

At this point, let usconsider one of theLearning Principles for our knowledge ofLearning Theory andAdult Education and apply it to the firststatement I made to youtoday. achievement is The sense ofsatisfaction whichresults from which has the greatesttransfer the type of reinforcement concrete, it is value to other lifesituations--Handwriting is evidence of achievementthat the student canmeasure and analyze, that he can preserveand compare. that good teachingin handwriting canhelp give Do you agree What's your answer? your teachersthat "holdingpower?" It's up Is handwritingimportant in AdultBasic Education? to you to make it so. THE DIAGNOSTIC APPROACH TO TEACHING ADULTS by Dr. Edwin H. Smith Associate Professor, Elementary Education Florida State Univetsity

The old dictum "take the student where he is and leadhim as far as he can go at his own rate of learning" is as valid today as it was fifty years ago. It is probable that if the schools had adhered to this principle, most of our functional illiter- ates who attended these schools during childhood would now be literate

TAKE THE STUDENT WHERE HE IS Research on teaching reading has uncovered some guidelines that are basic for optimal learning of the basic skills. The first of these is determine the student's instructional level. This means that in reading, writing, arithmetic, andspelling there is a level where the instruction is most effective. In reading, this level is generally the readability point where the student can read fairly smoothly well over 90 per cent of the running words and comprehend what he has read. He should not be reading extremely slowly and he should not exhibit undue tension at this level. In arithmetic, facility in counting must precede instruction in addition. Instruction in addition must precede instruction in subtraction, and so on. In spelling basic phonemic competency should precede syllabication. Syllabication knowledge should precede varient endings and so on. In addition, the most commonly needed words in writing should precede thelsast frequently needed words. In writing, due in part to its relationship to reading, manuscript should precede cursive. Simple syntax should precede more complex syntax.

The second guideline is determine the student's inde endent level. In reading,this is the readability level where .he rarely encounters a new word, where he reads smoothly, and where he has no difficulty with comprehending what he has read. In arithmetic,it is the point where the errors that he makes result from carelessness rather than from lack of knowledge. In spelling,the independent level is generally one grade level below the instructional level.

The third guideline is to determine the frustrational level. This is the level where the student becomes frustrated and is unable to learn effectively. In reading, it is generally one to two levels above the instructional lrvel and is characterized by the missing of many words, tension, slow reading, and lack of comprehension. In arithmetic, ies characterized by failure on many problems and insecurity in theAme of the specific mathematical skill. In spelling, it's characterized by rapid forgetting of the spellings taught and by avoidance of those words in writing. 25 26

These guidelines must oe followed for effective teaching. The use of text000ks, packaged programs programmed instruction, and other teaching technology implies that the student is going to learn from such materials the skills and concepts indicated by the curriculum and that a large part of the teacher's function is to place in the hands of students the proper materials, to manipulate the materials as he sees signs of boredom or frustration, and to act as a motivator and helper when the student has difficulties. To carry out this function, constant informal diagnosis must be carried on. Those things that a teacher can best teach should be taught by the teacher. Other things should be taught through educational technology during which time the teacher acts more as a diagnostician than he does as a teacher.

LEAD HIM AS FAR AS HE CAN GO

It sounds fine to say, "lead him as far as he can go." But how do you determine how far a person can go in learning? And since people of the same general overall ability differ widely in special abilities, how doyou account for such differences? Both questions can be readily answered when the concern is the typical middle class student. Intelligence tests and other tests of scholastic aptitude give good indications of the general level of achievementto be expected for a given individual. The test results will indicate bothpre- sent learning potential and probable future learning potential. One such test for middle class reading potential isto read passages of varying readability levels to the student.The top level where he fails to comprehend isone level above his probable reading potential.

If our functionally illiterate adultscame from the middle class the task of teaching and testing them wouldbe easy. But the vast majority of themare culturally deprived and have been outside the main stream of society most of their lives. Their innate learning ability hasbeen repressed, their language learning has been both less and differentfrom that of the middle class. Many do not hear all of the phonemes used in standard English. They have not been taught the various thinking skills and they often lackthe words needed to think out certain problems. At the time of this writing, therewas no instrument that would accurately reveal thedisadvantaged personb probable learning potential. He learns the language patterns as he learns to read,and his potential for learning increases as his language facilityincreases.

If the above is correct, wheredoes that leave the teacher? How can he know how far hecan lead the student?Here is where skill in informally estimatingthe learning potential of the student is called for. How rapidly does he learn when placed on an instructionallevel? How well does he handle 27 personal problems?How able is he to change his waysof thinking? How much change has he made since heentered the class?These and other questions will enable the teacherto make a good estimate of the present and futurelearning potential of his student.

AT HIS OWN RATE OF LEARNING If you were to take a class of adults and askthem to make as many X's as they can inthirty seconds, you would find some who made a great many more X's than others. If you had the same class do almost any other task within the ability rangeof the class members and if you timed the task closely, youwould find a similar range of differences in speed. If you gave the class members a list of words to memorize, again youwould find a wide range in rate of learning.And you would find that members' ranks in ability to do the two tasksdiffered from task to task. Because of differences in learning rates,differences in levels of achievement, and differences in learning styleseffective teaching is best done by putting each student inthe type of material that is best paced to his rate oflearning in that particulararea and that is best designed tofit his learning style. The ultimate criteria for "goodness offit" is how well he learns from the material. Short trial periods with varied instructional materialare vital for properplacement. No two students should ordinarily beworking with the same book, pamphlet, or other instructional materials and beworking on the same page at the same time. That is not to say that several students should not have the same materials butthat since they have different learning rates it would be most unusual to find them at the same place at the sametime. This of course holds true for skills development anddoes not necessarily hold txue when concepts are beingdeveloped and when human feedback is a vital ingredient in thelearning process.

WHERE IS HE? Sometimes it is helpful to think of the stages that anadult goes through as he moves up the literacyladder, for if you have a rough idea of his stage of literacy growth, thefinding of his levels of achievement can be hastened. For classification purposes. four stages maybe used. These are the introductory stage, the elementary stage,the intermediate stage, and the developmental stage. The adult who has attained functional literacy has passed through thefirst three of these stages. He has attained a junior high school reading level, his writing is legible, he can do arithmetic through decimals, and his spelling and composition are at the junior high school level. In addition, he has learned the 28

important facts and concepts taughtin the general knowledge area of adult basiceducation.

IS HE AT STAGE ONE? The first stage of literacytraining is the introductory stage. This stage is somewhat similar to thefirst three grades of school in terms of the reading, writing,arithmetic, and spelling skills that are taught. But the content, materials, and student problems are quite different. While much of what children learn in the first threegrades is aimed at the future, most of what the adults learnis aimed at the present. With children, much of the reward is delayed orabstract. With the adult, the learning is immediately usefuland should be immediately satisfying. Emphasis is on the concrete. Application of the learnings is done in real lifesituations. If the student is unable to read on a fourthgrade level, he is at the introductory stage in reading. If he is unable to do multiplication, he is at the introductory stage in arithmetic. It is possible for a student to be at theintroductory stage in one area and above that stage in other areas.

IS HE AT STAGE TWO? The second stage of literacy training is the elementarystage. At this stage, the adult can read at a fourth gradelevel or better. He has mastered most of the decoding skills andis able to use reading as a primary learning tool. In arithmetic: he is ready for division, he can use the dictionary to check his spelling. His handwriting is well controlled and his composition is varied in syntax and patterns of organization. While literal meaning is stressed at the introductory stage, increased emphasis is now being placed on interpretive reading and great emphasis is placed on work-type reading and on arithmetic problems. In spelling, the student has learned to spell the most frequently used words in writing and he now needs to learn the special words needed for meeting his special communication needs. In terms of reading, writing, arithmetic, and spelling this stage is comparable to grades four, five, and six.

IS HE AT STAGE THREE? The third stage of literacy training is the intermediate stage. At this stage, the student can read many things that are written for the general adult puolic. Emphasis is placed on critical reading, depth of meaning, competence in occupational arias, speed and flexibility of reading and expanding reading, and expanding reading interests. In arithmetic stress is placed on meeting specific occupational needs, using mathematics as a work tool, and using mathematics as a thinking tool. 29

Writing skills are extended and spelling is taught when specific needs are exposed. At this stage, as in the earlier stages, the program dealing with the general knowledge area of adult basic education is continued. This stage may be regarded as the transition stage from materials designed for teaching adults the basic skills to materials written for the general literate public.

IS HE AT STAGE FOUR? The fourth stage of litel±zy training is the developmental stage. When the student has reached this point, he should be ready for an adult high school program, correspondence program, or special G.E.D. program. His reading, writing, spelling, and arithmetic skills are on the high school level and he has learned the concepts and facts that form the core of adult basic education. The main objective of literacy programs should be to take the students up to the developmental stage if possible.

THE TESTING PHASE

How shall we determine at what stage a student is and then at what level of that stage has he reached?One way, of course, is to give the students standardized reading, arithmetic, and spelling tests. But a test designed for students at the introductory stage may not have enough range to also test those on the elementary and intermediate stages. Then too, to give a complete illiterate a standardized silent reading test may result in introducing him to literacy education on his frustration level. The same would hold true for an arithmetic or spelling test. Somehow, an estimation must be made of where the student is probably operating in the basic skills before selecting a standardized test which will be helpful in determining the specific level of achievement and which will be helpful in locating causes of the student's difficulties.

One suggestion is to use a short locator test. This enables the examiner to briefly and informally find the stage where the student is functioning in reading, spelling, and arithmetic. On the basis of this test, the standardized reading, writing, and arithmetic tests may be selected.

WHAT DO WE WANT TO FIND 01 '1

The diagnostic approach demands that we find students' instructional levels in the basic skills. It also demands that we gather information about the student's attitudes, vision, hearing, background, interests, and perceptual abilities. How foolish it is to attempt to teach reading to a person with blurred vision. And many literacy education students need glasses. How can you teach phonemics or phonics to a student who cannot hear certain sounds or who must be taught to hear 30

certain phonemes that he has not beenpreviously exposed to? How can you expect progressfrom a student who is so flooded with anxiety that he cannot concentrate?Checks of these things should be built into the diagnostic program.

HOW DO WE FIND IT OUT? No literacy education student should be introductedto literacy education through formalstandardized testing. Initial placement should be on the basis of informal tests given by the teacher or counsellor during an interview situation. What testing and how much testing should take place at one time will depend on the student. Since the diagnostic apl- proach to teaching calls for continuous informal and formal test, the diagnosis of student difficulties continues as long as he is in the program. Each student has a folder where information on him and his progress is kept. His record of classwork is also kept in the folder and serves as one source of diagnostic information. Classroom progress can be kept on simple forms whereon the materials used, the pages or cards completed, and special problems are noted. It may also be kept in a diary of classwork.

READING DIAGNOSIS For those with a reading level of the first grade or better a test such as the Individual Reading Skills Surveshould be administered. This will reveal the student's readability level and indicate specific difficulties which the student is encountering. It is on the basis of these difficulties and other special problems that instructional methods and materials should be selected. Since it includes tests of auditory discrimination and other skills, reading difficulties are pinpointed. In addition to such tests as the Informal Read- ing Skills Inventory., a silent reading test appropriate for adults should be used. The ABES, the ABLE, and the TABE are examples of silent reading tests devised for literacy education. After gathering the information from the two types of tests, the teacher will then make the decision as to the proper levels and kinds of materials to use with the students. As the student works in the selected materials further diagnostic information will be accumulated.

SPELLING DIAGNOSIS

A good spelling test is of great diagnostic value. It will reveal the level of the student's spelling ability, indicate specific difficulties that he may have, and offer clues to orientation, perception, and decoding problems in reading. Among the standardized spelling tests appropriate for adults are the ABES, ABLE, and TABE. These tests will indicate spelling grade level, but they are not strong diagnostic 31

instruments and should be supplemented by an informal spelling inventory. After the teacher has gained facility in using the informal spelling inventory, he should devise hisown spelling inventory and continue to modify itas he gains more insight into the type of encoding (spelling) problemsencount- ered by his students.

ARITHMETIC DIAGNOSIS

The same achievement tests suggested for spelling (KELE and TABE) may be used as a check on arithmetic level. But these in themselves are not sufficient for diagnosticpurposes. Eventually each teacher should 'ouild hisown informal arithmetic inventory. However, since this demands much insight into the special problems of the literacy education student, it is recommended that the informal arithmetic inventory mentioned above be used and modified untila personal informal arithmetic inventory can pe devised.

OTHER SKILLS DIAGNOSIS

Listening, writing, and study skillsare all included in the diagnostic approach. Instruments for aiding the teacher appraise these skills are available. Thesa instruments should be modified as the teachersees fit, and how formally and completely he uses them should dependupon the particular student's problems. Often he may want to use just part ofan instrument and want tou-se it in a way that the student is not aware that he is being tested. In some cases the informal tests may be used as part of the instruction.

THE AIM OF DIAGNOSIS IS PRESCRIPTION

Since most of the skills instruction is carriedout through such educational technology as textbooks, workbooks,programmed instruction, audio-visual programs, and teaching kits,one objective of diagnosis is to find the appropriatematerials for teaching a particular student. In reading, for example, programmed reading for adults works quite well withsome adults, but is rejected by others. The same holds true for most materials. Further, even within a type of material the approach differs with some likingone type of workbook approach while others reject it. The ultimate aim of diagnosis is to fit students and materials, and since undergood instruction the student keeps changing, the prescriptionthat fits him one day, may not fit him the next day. On the basis of informal and formal testing the teacher will writebrief prescriptions listing the names of the materialsto be used by the student and the pages, cards, etc. to be covered. A prescription ir reading might be: Reading Development Kit A, Booklets Health 201, Law 202, and Work 205. Reader's Digest Adult Series, Send for Red, article 1, ProgrammedReading for Adults, Book 32

continue The next day'sprescription might be to 4 pp. 9-14. add some newmaterials, or it in the samematerials, it might might delete somematerials. of the diagnosisis prescriptionin terms of While the aim that the instruc- instructional materials this does not mean to be usedsolely for teachingthe basic tional materials are shonld be As much aspossible, thematerials chosen skills. interests, teachconcepts selected to correctattitudes, develop and provide usefulinformation.

HOW MUCH DIAGNOSIS? function of teaching. Think of diagnosis asbeing an on-going until you have acomplete diagnosis on astudent Do not wait Remember that before beginninghis instructionalprogram. phase is actualtry-outs in thematerial the most important whose to see if itreally fits thestudent. One student Degins with just aninformal readingin- skills instruction given ventory may bythe end of thefirst week have been of the basicskills, an interestand inventories in all check, and a study attitude inventory, avision and hearing Another student mayjust have beengiven skills inventory. be the basic skills. The difference may placement tests in the student, due to the needsof the student,the attitude of or theorganizational problemsof the teacher. given unless theteacher has No tests orinventories should be plan as to howhe will use theresults. some ideas or some instructional program. Diagnosis should notinterfere with the make a contributionshould be Diagnosis that will not testing is not to The objective ofinventorying and omitted. prescribe instruc- make a case historybut to helpthe teacher tion.

4k,41J&E,A6D,4-,',2217,i4VA-1,1-,thv, THE DEVELOPMENT OF SELF-CONCEPT THROUGH PRE-VOCATIONAL TRAINING Group I

The development of self-conceptis a continuing processthrough- out life. Every individual with whom weinteract contributes something to our self image. We tend to view ourselves as others do and to value ourselves asothers do. Self-concept is a total appraisal of one's appearance,background and origins, abilities, and resources,attitudes and feelings which culminate as a dynamic force indirecting behavior.

The organization of perceptionsis of vital importance as a determinant of behavior. Experiences may be denied,distorted or modified. The learner is at the center ofexperience, but he does not symbolize and organize everyexperience in a beneficial way. If he feels they are inconsistentwith his self structure, he may deny them. If he feels there is nodirect relationship to his self-concept, he maydistort the experiences. In other words, it is theindividual's self-concept which determines the kind and qualityof experiences perceived, and the kind and quality ofpersonality he develops.

The basic condition for effectivelearning is a self that is so constituted and soself-understood that even changes or a re-organization of self can be facedwith equanimity--without fear or flight. Many people have noted,with concern, the tendency for modern man to become"outer-directed," to conform, to lose his autonomy. The purpose of adulteducation is to make of every individual a continuing,"inner--directed," self-operating learner.

We are concerned here with thebuilding of a better concept for those who belong to the "battered-ego"syndrome group. We are analyzing the individual whoneeds help, how he became that way and what needs tobe done to improve his status. Since we are dealing with adult learners, weshall have to deal with un-learning, and re-learningwhich is much more difficult than original learning.

We shall be examining particularly thosepre-vocational skills of reading, communications--oral and written--andarithmetic. There is a need to extend the individual'spre-vocational needs to include citizenship, health-habits, consumereducation, safety, and the development of his culturalenvironment.

We believe that one's self-esteem may beenhanced and his degree of inadequacy reduced by his attaining someof the fundamental or basic needs of literacy and employability.

33 34

disadvantaged adultshave rarely beensuccessful in Because learn, and have low ex- life, they feelinadequate, unable to pectations of existence. Their life historyof failure to achieve the Americanvalues of success,efficiency, practical- work, equality andfreedom are alwayspresent. ity, dignity of most Unlike persons ofthe middle andhigh class society, feel as if they arenothing to disadvantaged individuals understand the indi- anyone, not eventhemselves. In order to vidual that we are todevelop, the individualin need of a individual good self-concept, wemust firstunderstand how this above, however, wemust understandthe conditions sees himself; he under which thisindividual developedinto what he thinks of this paper, we areattacking the is. For the purposes worlds sociological, environmental,political and economical and exploring theirinfluence uponindividuals. result of theinfinite.- "The individual becomeswhat he is as a ly complex interactionof heredity andenvironment, 144.th developmentalsignificance."- At neither assuming greater potential birth, each individualis inherentlyendowed with a of physical, social,emotional and intellectualdevelopment, and quality ofpotential is unknown. Within but the quantity envir- this frame work,potential developsin accordance with onmental opportunity. Adults within a communityof low educationalattainment have great difficulty inmeeting the socialcultural needs of adaptability to changing modern society. They have limited participation.As he interactswith their requirements for he is members of the society,he discovers arole with which comfortable or uncomfortable. confronted with more Lower income adultsin a society are difficult life situationspeculiar to theirsocietal structure; these situations include morecrowded livingconditions, higher and more dependenceupon publicassistance. rate of unemployment Thwoughout life, these They are, in mild terms, veryinsecure. individuals experience a very narrowrange ofsituations and They seldom participatein any activitywhich take demands. the role of them from their daily duties. They seldom take leader, nor fill any positioncalling forspecialized function- provide them with ing. As ABE teachers, we mustbe able to which makespossible their necessary the kind of education virtue adjustments in society. We should stressthe value and of high attainment.

In working with an ABEparticipant, one must becognizant of The his previous economic backgroundexperiences and values. student's culture has influencedhis education,rearing, values income is and desires. "It has been shownthat one's level of

1. for Teachers andAdminis- .George Aker,Proceedings, Institute trators of Adult TesicEducation, FloridaState University, Department of Adult andcontinuing Education,1965, pp 81. 35 directly correlatedwith his level ofeducation--the less educated having thelessincome."2

"In America, researchshows us that economicdeprivation is associated with somefamily types and theinternal functioning of the two-parentnuclearfamily."3 Unfortunately, poor people live in the same areasand behavior is translatedinto values. This can be seen incourtship, marriage, marital values, child-rearing,and female dominance andresponsibility. It is through thesefactors that self-conceptis conceived and grows into maturity. Not all of these"images" are negative, but for the mostpart, they are on a verylow aspiration level. Our participants canbe catagorized intofour groups of the economically poor in oursociety: (1) The "unstable" group represents what we know asthe hard-core family. They have economic insecurity andfamily instability. Because of the cycle of poverty over manygenerations, we find thisthe most difficult group to aid. They are in a positionwhere it is not only impossible todevelop economic skills,but also impossible to relate to othersin a manner whichprovides family stability. (2) Our second group isknown as "copers" and have economicinsecurity and familystability. These people show familyrelationships but lackability to gain skills for economic securityand have few skills. Equitable employment is a majordifficulty and quitefrequently these persons areoccupationally functional at aborderline level. They have an educationaldeficiency and find ithard to learn skills and maintain orimprove them. Economic assistance is necessary overextended periods oftime during training and retraining. (3) The "strained" type, ourthird group, has economic patterns, butunstable families. Occupational skills and satisfaction arerelatively high, butinadequate family relationships frequently causeabsenteeism, and occasional erratic job performance. We find high ratesof delinquency and family delinquency andfamily disorganization. Social service and assistance incommunication and living are necessary, butlittle or no economicaid is necessary to help these people overcomefamilial instability. (4) Our last group is classified byhaving economic securityand family stability. They are considered tobe the easiest students to work with and havelittle need for welfareassistance. Values and aspirations formiddle class success arepresent and this stimulates theirchildren to upwardmobility. In this situation, economic securitymeans that thereis an occupation which permits thenecessities of life with very few luxuries.

2.Lola M. Ireland, Low IncomeLife Styles, U. S. Dept. of Health, Education and Welfare,1967, pp 15. 3Frontiers in Adult BasicEducation, Office ofContinuing Education, Florida StateUniversity, 1966, pp 22-23. 36 problem for people in The lack of stableincome is a serious poverty, but it isnot thecontributing factor. Financial assistance under manyimpoverished conditionsis a necessity, it cannot breakthe inte-generationalcycle but, by itself, to aid and of poverty. Many institutionshave been set up Prior to the1930's, poverty was a assist the poor today. private non- privateaffair. Most organizedhelp came from agencies. Only recently, has ourgovern- profit social welfare local lev- ment intervenedmassively at thefederal, state and els. into the area ofaid and pre-voca- Previously, while looking problems of low tional education, manypeople felt that the income situations could not beanswered strictly byfinancial heard aid. No solutions werefound. Negative views were constantly, but more and morethe need became oneof political needs of prominence. Political candidates beganto see the disadvantaged people and usedthis as a mainpoint in their It took quite abit of explanationand influence platforms. socially and cul- to make people realizewhat a problem the turally deprived people werepresenting to society.

Money, of course, wasneeded; yet, this wasnot the complete evident that answer. After all, it was knownand is still different consequences to thelevel of one'sreal income depends largely upon thecircumstances in whichthey are earned. The manner in which moneyis earned and thesocial situation determine thepotential social of the earner interact to in poverty economic power of the earner. Increasing the income not situations only increases theirdisbursement of money, their buying power. support to Welfare agencies have a longhistory of financial low income groups. These familieswelcome thisassistance, haphazardly on alcohol,drugs, knick- but many spend this money in knack foods and they are oftenvictimized by exploiters consumer buying and byhousing personnelfrom whom they rent. Families increase rapidly because morechildren often mean more money from theservice. These people,in the main, live for today, have little thoughtfor tomorrow,and take many short cuts which inevitably endin tragedy. During the early 1900's, a few coursesin vocationaleducation Some were offered throughprivately endowedtrade schools. public schools offered thistraining, and moreand more, the demand for vocational education wasneeded at thepublic's expense. Such organizations asthe AmericanFederations of Labor, The National Associationof Manufacturersand the Douglas Committee have contributedto the elevationof un- level, we skilled or semi-ski.Lled labor. At the legislative find action through the PollarBill, The SmithHughes Act, The George Reed Act and theGeorge-Barden Act. These federal 37

appropriated funds toenable people to be and state acts jobs. These trained in agriculture,mechanics and vocational directed to the poor asis evidenced in oursociety were not exactly what these Some illiterate personsnever knew today. media communication. acts offered becauseof little or no mass labor, odd jobs,and hand-outs werestill a Thus, day to day people could stoo major source of income. Besides, few if any work and go toschool because offinancial obligations. They The deprived havelimited alternativesin employment. to the lowunskilled andsemi-skilled occupa- are restricted relation- tional choices. It has been proventhat a direct ship exists between anadult's educationallevel of attainment, and consequently,his earnings. Unemployment his occupation, disturbing high of3.8%; in the United Statescontinues at a "blocked fromemployment by barriers these are men and women lack of rooted in poverty--lackof health, lackof education, training and lack ofmotivation."4 first of all We must helpmake thesedisadvantaged individuals through skillsrelated to the worldof to become employable characteristics of a work and to developthe employable People in America arerapidly realizing successful employee. whose that there aremillions of men and womenin our country knowledge is so meagerthat they arebadly handicapped as workers, heads of familiesand as citizens. In 1962, it was dramatically outlined that ourtechnology isoutpacing our hand our socialattitudes on the human skills on the one market without other. Too many people areentering the labor sufficient training toland jobs. In the 1968"Manpower Report" of thePresident, it wasrelated that 2,975,000 persons, sixteen yearsof age and older wereunemployed. "why" an individualis what he is can Only after discovering lies we attack theissue and find the cure. The answer indeed of the adult. We must look tothe root in the re-education to lead-forth of the word "education,"which literally means something which ispotentially present. In or to bring out individual, a order to be a sensitive,outgoing, contributing have a healthyimage of himself. If this person must first of image is not developedin childhood bythe normal process parents, teacherswho praise and peerswho exposure to loving adult educa- encourage, it isthen left up tothe educators in tion to instill in eachstudent the ideaof self worth, self importance and a sense ofthe self as anindispensible individual. There are many approachesto this problemin pre-vocational practical point education. We must attackit from a purely from basic of view. We must organizethe entire program

4 Manpower Developmentand Training Program,Educationally De- ficient Adults: Their Educationaland Training Needs, U. S. Printing Office, Washington,1965. -r",,,

38 reading to the highermaths, to give eachindividual the opportunity to developthe all important senseof "1 AM." is an essentialvalue in this changing Social identification development of the society. "It is our beliefthat the full individual into apurposeful, self-respecting,self-controlled limit of his capacity responsible person,free to grow to the is the mostimportantvalue."5 The essential values are stated as thoserelating to theimportance of the person: loyalty to man becausehe is a man,intelligence, wisdom, for the dignity a sense ofjustice and freedomand appreciation of work.

Our changing societyis increasinglybecoming dominated by technology, science,increased knowledge andtheir control. Therefore, it is quite necessarythat ABE participants are taught a socialphilosophy. We must educate a newtype of man who will bementally, emotionally andsocially capable of living in the new age,able to fill a culturaland ethical way of life. We will also striveto develop a senseof whole- someness, theability to see lifesteadily and whole, to grow in outlooks andinsights, attitudes andappreciations and means ofcontrol both personal andsocial.

Some socialmis-understandings ofindividuals, which cause dismissals from jobs and theinability to secure jobs are insubordination, generalun-reliability, absenteeism,laziness, trouble-making, drinking,violation of rules, carelessness, fighting, misconduct,dishonesty, loafing orsleeping, and dissatisfaction. The objective of the ABEclass and/or teacher is to help studentsto develop attitudestoward ac- quiring such qualities asgood manners, reliability,regular attendance, energy, friendliness,temperance, alertness, interest, and all the many otherqualities needed for adjust- ment to life.

We realize that allstudents who enter classdo not have inner drive for nor the desire for success,social approval, or mastery of skills. We also know thatinterest in finer qualities of culture and experiences varyin intensity with individuals. Therefore, methods ofsecuring interest must vary as much as theabilities of the individuals. The problem cannot be overcome byattempting to secure theinterest of a group, but rather byattempting to secure theinterest of each individual. Individual instruction must bethe objective of the instructor. Materials should be selectedwith respect to the students' pastexperiences and abilities sothat some degree of success will come inhelping him meet new experiences.

5Walter L. Stone,"Accent on SocialPhilosophy," Adult Leadership, Educational Press Associationof America, June 1968, pp 89. 39

An importantconsideration of the adultoccupational and technical training problemis the recruitment and encourage- ment of poorlymotivated adults to enterand complete training as aprerecuisite to productiveemployment. Because of poor motivationand a weak self-conceptit is of primary importance that the ABE programshelp the students exploretheir own needs values, attitudes andprejudices and encourage themto investi- gate the work world andinternalize occupationalinformation relevant to his needs.

The ABE program isdesigned witha generaleducational core consisting of the language arts,number skills, occupational information and humanrelations. General education offered by ABE personnel who aresensitive to the needs andaspira- tions of the ABE student mightwell constitute the catalyst needed to start men and womento a life-long road ofself improvement. This catalystic influence maywell promote the student to see himself, to becomeinterested in himself. Once he has been motivated, oncehe cares about himselfand sees his ownpotential then employabilitytraining will be welcomed by him. He will indeed wantjob oriented social training such as neatness, regularity,ordinary courtesy, sanitary habits and other aspectsconsidered a part of the job environment. This will help the studentcommunicate and compete in modern society as aresponsible citizen; programs such as our ABE classes willbridge the gap between their present lives and their potentialvocational and social competency.

We cannot overlook theimportance of the physical andmental health of our participants; poorhealth, disease and the rising accident rates are majorproblems in the United States. Adult Basic Education sharesthe responsibility in alleviat- these problems and plays a mostimportant role. A close working relationship should bedeveloped between the public health services and the basic education programs. Every possibility should be explored for helping ABEstudents to improve their health habits. The ABE student should be shownrepeatedly how health and safety are affected bythe choices a person makes and the habits he forms.

It is highly possible that thetraditional isolation of vocational and technical education is oneof the major causes of the refusal of persons from culturallydeprived groups to pursue training in aspecialized field. Therefore, it is most important that individualized instruction isgiven to explore the students' evaluation of, reaction to, orsolution to a problem. Students are led to form opinions andattitudes through exploration of motives.

In order to assist students indeveloping attitudes of harmony with the demands of vocational and technicaljobs, ABE personnel must present the students with:

1. A broad general survey of occupations in order to broaden outlook on vocational life. 4 0

2. Qualities of characterand mental attitudes essential for success in thework-a-day world. It is important to teach the studentto strive for consciousdevelop- ment of thosequalities of character andmodes of conduct that make foradjustment in the world. choice and 3. A sound basis forintelligent vocational assistance in the formulationof their plans.

4. An accurate unbiased sourceof information about occupations and training in the propermethods of investi- gations. in the 5. A desire to serveand fill a helpful place world of work, thus developinghis respect for and appreciation of all sociallyuseful work. local 6. A study of occupationsof importance in his community.

We have attempted inthis paper to do threethings: First, we have, hopefully,exposed the reader tothe idea of "self- concept;" we have made evidentthe fact that there islittle difference, "between lear4ngand labor, betweenmaking a life and making a living."uSecondly, we haveoutlined the environmental, political andsocial factors that make a man what he isand detarmines hisfunctioning role in society. Thirdly, we have superficiallyoutlined the duties of an ABE teacher and an ABE administratorin helping each student develop a positive self-concept. We have set forththe idea that the re-education of anadult must touch uponthe basic need of each of us toidentify with society in acontributory sense; a feelingof self worth must growwith the accomplishment of any skill.

6 Arthur B. Mays, Princi les and Practices ofVocational Education, McGraw-Hill Book Co., New York,1948, pp 91. A MODEL ADULTBASIC EDUCATIONCLASSROOM USING INDIVIDUALIZEDINSTRUCTION Group II

Introduction Basic educationinvolves four majorfactors: the teacher, the pupil, theinstructional materials, andthe techniques or the methods of teaching.

The primary objectiveof every educator concernedwith basic education is educating theundereducated. For the purposesof this study, we will submitthe following definitionof education. Education, in the finalanalysis, is motivating andstim- ulating individual students sothat they will have adesire to learn. Education will change the behavioralpattern of growing persons. It is the teacher intowhose hands we entrust the awesome responsibility of inspiring, leading,guiding, directing, counseling, and helping the studentto learn. Not only does the teacher share and impartempirical knowledge to the student, the teacher must activate thelatent talent, experiences,and secret goals for selfactualization by the student. A teacher must be sensitive to the needsof the individual, the community, the nation, and the world. What, when, why, and how astudent will "become" depends upon ahighly trained master teacher.

The adult student is a distinctindividual often in search of identity of himself and desirous ofidentifying with the main stream of society. He is capable of learningand wants to learn. His personality often reflects thepsychological, sociological, and philosophical needs ofthe individual. Often insecure, reticent, lacking in motivation,but physically aggre- sive, alienated, rejected,exploited, and deprived, the ABE student recognizes and realizes hisinadequacies. Perhaps he knows that his last best hopefor minimal success in life is Adult Basic Education. Since every person has unique needsand interests, it is logical to conclude thatindividualized instruction will help the ABE student toachieve the maximum self-realization consistent with the welfare of the group. Fortunately, in this modern day of technology, we canemploy techniques of instruction to humanize andindividualize learning to a degree never before achieved in thehistory of our world. Through the use of proper grouping, programmedinstruction, audio-visual and other hardware material, and the enormous amount of software instructional material availabletoday individualized instruction is no longer a dream. It can become a reality. The purpose of this study is to explore thepossibil- ities of individualizing instruction in a model ABE class.

41 42

Organizing the Class

Now that we havethe students that aremotivated enough to attend the first organizedclass meeting, we asteachers must find the instructionallevels of the students asquickly as possible. Organization within a model ABEclass for individualinstruction must be geared or relatedto the student's individualneeds. The curriculum content mustbe meaningful in thatit is related to the deep and significantinterests, needs, and goalsof the learner. An Interest Inventory as adeterminate in organizing a class may be used to meetthese individual needs and can beobtained in two primary ways: The Written Inventorx can beobtained from a typed form listing possible reasons or needs that the individual maypoint out as reasons for entering school. The form should contain space for the participant to indicate any specificneed not mentioned in the inventory. An Oral Inventory obtained under theright conditions is a way of gaining information relative toorganizing the class. Indi- vidual or group discussion can give the teacher agood idea of the student's needs. Be sure to give the student ampletime to list his reasons for returning to school. Some reasons for returning to school are listed below:

1. To be able to fill out anapplication form and get a better job.

2. To gain and keep the respect ofone's children and family.

3. To be able to read the paper that onesigns.

4. To gain a higher standing in thecommunity.

5. To be able to vote intelligently.

6. To be able to read newspapers, magazines andstories.

7. To be able to help one's children in more ways.

8. To be able to write a letter.

9. To be able to read street signs and road maps. 43

10. To be a bet.ter self-respected citizen in the community.J.

Grouping is very essential in organizing an ABE class for individualized instruction. While the needs of the students can all be closely related, thereis usually a difference in the rate of comprehension and the ability to move at a more rapid pace. Teachers will agree that it is better to allow all the students to remain together until everyone has a sense of belonging to the group. In a short time the slower students will see the need to divide into smaller groups so that they may successfully work at their own rate of speed.

The following are five ways to group students in a class for instruction:

1. Self Placement. Many students know the last grade attended in school and will select this grade to continue their studies. Other students will select a particular class because of friendshipwith other individuals.

2. Teacher Placement. Teachers may group the entire class in small numbers for individualized instruction. When grouping, consideration should be given to standardized test results that test I.Q. and grade placement.

3. Pedagogical Grouping. This grouping is the result of having an accumulative permanent record folder on each student uhen he enters class. This information in his folder is related to his progress in the school as well as his aptitudes andattitudes.

4. Counseling. Many adults may be counseled prior to attending adult classes and may already have many goals clearly in mind. The counselor may, by tests and personal interview, have a very definite level for grouping each student.

5. Informal Reading Inventory. An informal reading inventory can be given to any adult student very quickly to determine his reading level and frus:ration level. This inventory can be given orally or silently. When ten percent of the running words in a numbered graded paragraph are missed, the student is reading on his frustration level. The informal reading inventory will give the teacher an insight as to where the student is reading and can be used effectively for early student placement.

I.Mary C. Wallace,Literacy Instructor's Handbook, Follett Publishing Co., Chicago, 1965. 44 obtained by using all The best resultsin grouping will be the availableinformation. Organizing the Curriculum responsibility ofcurriculum builders andteachers "The first matter of the basic education programis to select subject which is important koradults to learn andwhich can be taught in the availabletime. To accomplishthis, inquiries should be made of adultstudents to determine whatthey would like to learn or which needsthey can be lead torecognize."2

The curriculum as it isplanned by teacher andpupil seeks to take into account the interests,motives, and individual differences of all the adults. It seeks to promotegood mental health, emphasize democraticprocedures, develop individual and group abilities, meetthe real need and interest of the adults and broaden the contactsof the adults with the world aroundthem.3

To meet the needs of theuneducated adult the basicadult educational program must break away fromthe traditional subject matter curriculum established in theelementary schools, high schools and universities. Organized programs should 'ae specifically directed at the needs and interestsof the adult. Because of such varied differences ofeach adult, it is necessary for the program to be flexible. To provide flexibility teacher-pupil planning must be activated. Teacher-pupil planning gives the teacher the advantage of formulating plans to meet the adult's needs and interests through the following objectives:

I. General objectives

A. To gain greater competence as parents, workers, members of civic groups, and citizens.

B. To acquire a richer and more general cultural education.

C. To improve occupational efficiency through vocational training.

D. To get instruction in non-vocational interests for a more interesting use of leisure time.

3Frontiers in Adult Basic Education, Southeastern Region IV Institute for Teacher-Trainers in Adult Basic Education, Tallahassee, Florida, 1966, p. 68.

3Edgar J.-Boone and Emily H. Quinn Curriculum Development in Adult Basic Education, Follett Pub. Co., Chicago, 1967, p. 226. 45

E. To learn English as a second language.

F. To master the skills of communication through literacy education.

G. To remedy deficiencies in education that might result from previous training.

H. To develop attitudes and habits of acceptable behavior for better living skills and occupational pursuits.

II. Skill objectives

Teacher-pupil planning indicates the skills neededto develop the learning experiences of the adult. In addition, the teacher must guide the activitiesof the adult far beyond the objectives which the adultmay set for himself.

These five skill objectivesare not the only ones, but they seek to implement the general objectives.

A. Reading B. Mathematics C. Language Arts D. Social Studies E. General Science

III. Behavioral Objectives

To learn is to have behavioral change. "These changes may involve increased knowledge and understanding,changed attitudes, and the acquisition of intellectualor action- oriented skills. The statement of the objective describes what the learner is to be like-- the pattern of behavior (performance); he should be able to demonstratewithin the specific contentarea when he has successfully completed a learning experience."4 A. Cognitive

1. Awareness (I am aware that . .

2. Underatanding (I understand . . 3. Application (By doing that of whichI am aware...) B. Affective

1. Value (I like or dislike. .

.4Malcolm Knowles, Handbook of Adult Education inthe United States, Adult Education Associationof the United States of America, Washington,D. C., 1960, p. 5. 46

2. Attitudes (I feel . .) 3. Interest (I am concerned. . .)

C. Psychomotor

1. Skill (I can or cannot . .)

Implementation of Goals

What are the conditionswhich facilitate adult learning? Do different educational objectivesrequire different methods? From explorations of manyeducators in ABE have comeconvinc- ing evidence that the adultlearner differs from the child learner in many respects. All of this has importantimplica- tions for ABE methodology. The program planner wants to create aneffective learning experience for adults. This is the current thinking and pra,ztices in the field of adult educationmethodology. "To accomplish his purpose, he has available ashis ingredients the learner, the teacher, time,facilities, andmatarials."5

When the Teacher realizes that thereis no one answer to the problem of adult education methods andtechniques, he becomes concerned with the quality of the ideas,the effectiveness of the communication and the activeparticipation of the learning groups. There are many ever expandingmethods of individualized instruction on unity andintegrity to help the learner bring ideas into focus. "In the effort to translate new knowledge and better theory intoimproved practice the following methods are commonly used toimplement theobjectives."6 Audio-visual materials and otherinstructional aids are used in basic adult education to helpcommunicate information and ideas, to stimulate desirableattitudes and applications, to convert potential skillsinto real ones. To do this, they must be educationally andtechnically sound, sufficiently vivid to interest adults and intimatelyrelated in content to the life of the community. Teaching ABE classes demands the useof a wide variety of instructional materials, includingsuch a traditional classroom item as the chalkboard. A good textbook isnext in value to the chalk board. It represents one ofthe best teaching aids. The bulletin boardis another teaching aid that can be particularlyeffective in ABE programs. Flash- cards prepared by the teacherprovide learning excercises

5NAPSAE, When you areTeaching Adults, Washington, D.C,. 1965, p. 83. 6Knowles, Handbook of AdultEducation in the United States, op. cit., p. 83. .0111.""

to visualizeindividual instructionin reading, arithmetic, and handwriting. Reading flashcards maybe used to provide familiarity with new wordseither before they appearin the text or else as they areintroduced. A flashcard may carry on one side aword taken from thetext and a picture to illustrate it, and on the reverseside the word withoutthe picture the picture. By associatingthe new word with the adult participant canrecognize the word qtlickly. Flashcards can beconstructed from tagborad,cardboard, or similar materials. Reading charts, based onthe adult participant'sexperiences, make valuable beginningthemes in oral andwritten communication, and may provide avariety of reading necessaryfor ;1. by progress in readingcomprehension. Such charts, prepared the teacher and utilizingthe vocabulary andspeech pattern of the individual, can beeffective means of groupinstruc- of the class tion. They should be developedin the presence and with classparticipation. Some of the morecommonly used forms of writtencommunication that makefor effective charts are the informalnote, friendlyletter, business letter, bank deposit slips,application blanks,addressed envelopes, telegrams, andpostal money orders.

Flip charts and posters areuseful tc visualizesocial, civic, such as local, state,and national and economic lessons, displayed on government. These are moreeasily handled when front of the room.Always keep thesecharts an easel in enrich for future use. Maps and picturesshould be used to specific lessons, but theyshould never remain ondisplay beyond their usefulness. realia, are the mosteffecitve in teach- The real objects, or as child- ing adults, who are notinterested in make-believe arithmetic, though the ren are. For example,in teaching undereducated adult maynot be able towrite numerals or about money symbols,he usually haspractical knowledge counting and handling money. To teach them moreeffectively and rapidly the teachershould use real moneyif possible. American Book Educational DevelopmentLaboratories and the Company are developing aprogram forbasic adult education. is a communicationskills program The heart of the program in reading, which provides sequential,integrated instruction listening, observingand thinking skills writing, speaking, techniques are self- which underlie theseacts. Most of the instructional and providefor immediatefeedback. in Some hardwareitems thati-re important teaching aids programs of adultinstruction are: overhead projectors along with transparencies,tape recorders,filmstrip projector, video-taperecorders, xeroxcopiers, record players, and television. 48

Methods The following methods may peused in the implementation of our goals in ABE:

1. Brainstorming 10. Lecture or speech 2. Buzz sessions 11. Listening team 3. Case study 12. Panel 4. Colloquy 13. Role playing 5. Committee 14. Skit 6. Demonstrations 15. Drill 7. Discussion group 16. Programmed instruction 8. Field trip or tour 17. Recitals 9. Forum 18. Pageants

Evaluation A program without evaluation has no way of determining the outcome of plans and objectives established by teacher-pupil planning.

To be effective the ABE Program must be evaluated. Actually, evaluation begins in the formative stages of a curriculum and extends throughout its development and implementation, therefore it is important to check carefully whether the plans for learning experiences actually function to guide the ABE instructor in producing the outcomes desired. For all these reasons, continual evaluation is imperative throughout the curriculum development process, with primary focus on the degree to which the objectives of the ABE curriculum are being attained.

There are essentially three aspects of evaluation with respect to ABE objectives:

1. Evaluation must appraise the behavior of the student, since the goal of the ABE curriculum is to change his behavior.

2. Evaluation must be made at initial and succeeding stages to identify changes. A program cannot be evaluated by assessing the student only at the end of the program. Without knowing where he was, at the beginning, it is impossible to determine the scope or degree of change in his behavior.

3. Appraisals made during or at the end of a program are not a sufficient basis for an educational evaluation because some of the desired objectives may be attained only temporarily. Responses can be learned, then rapidly forgotten. To have some estimate of the per- manence of the learning requires another point of 49

the instructionhas been evaluationsometime after completed.7 honestly evaluate aprogram is toknow The only way youcan extent to weretrying to doand assess the what it is that you Evaluation shouldalways oe which you haveachieved thisend. original intent was. Thus effective on theoasis of what our planning process evaluation beginsat thebeginning ofothe when educationalends areidentified.° evaluation are Jennie-Clyde Hollis,"Testing and According to Basically, teachingis important parts of ateacher's art. changing oehavior --helping people todo, concerned with and moreskillfully think, feel and saythings differently for a teacher tojudge his than before. It is important things so thatsuccessful practiros success inteaching these changel. unsuccessfulpractices can oe can oemaintained and judging the success- is meant oyevaluation -- This is all that not students fulness of teaching oydetermining whether or have learned." 4) commercial Teacher-made tests caneffectively supplement to rememberthat instructions material. It is important instruc- should be very clearand appropriatein regard to tional class level. tested periodicallywith standardized Students should be with specific course tests. The best selectionshould oe made objectives in mind. "... adultsshould oe and curricular Non-verbal signs are tested individuallyinstead of in mass. By carefullywatching theadult student extremely important. resignation, etc., for lip movements,signs of nervousness, the test maylearn more aboutthe the person administering test."1° adult than he doesfrom the resultsof the evaluation of the program,we deemit necessary In the final This the ABE studentshould participate. and pertinent that the following: can oeeffectively carried outby observing learned? 1. How well andeffectively have you 2. What have youlearned? and interests beenmet? 3. Have your needs to you?Which 4. Which method I used wasmost appealing was not? interests have notbeen met, what can 5. If your needs and interests? I do as a teacherto improve yourneeds and Adult BasicEducation, 7Boone, CurriculumDevelopment in op. cit., p.30. 8 Educational Conceptsfor Reaching Handbook of Contemporary Workers, and EnrichingAdult Migrantand Seasonal Farm Bulletin, 1968. to Adult Basic 93ennie-Clyde Hollis, Curriculum Guide Education, 1966, p.167. for Public 10Adult Basic Education, TheNational Association 1966. School AdultEducation,Washington, D.C., FAMILY LIFE, PARENT-CHILD RELATIONSHIPS, AND CONSUMER EDUCATION IN ABE

The primary objective of this studyis to research materials of recognized authorities in adult education,and to pool knowledge gained, individually, throughactual teaching and observing ABE students in order to reach a groupdecision concerning the effect of ABE on family life,parent-child relationships, and consumer buying.

In contrast to the manysponsoring organizations that engage in adult education and have another primary purpose,the ABE program is specifically designedfor and has as its sole purpose the education of theilliterate and semi-illiterate adult.

The Family Nations are only as great as the communitieswithin them. Communities are only as fine as the familiesof which they are composed. Families are only as good as theirindividual members. The American culture has patternedthe normal family as a one-husband-one-wiferelationship with their children, but there are many variants. Adult Basic Education program planning takes into account thesevariations. The family is the nucleus of society for from it comesthe organization and establishment of all societal groups. Depending upon the size of the family, one learns and acquiresmost of the skills necessaty for basic living. Because of lack ofopportunity, or motivation, or deprivedconditions beyond one's control, many persons lack thebasic skills of societal living. Help- ing persons to overcome these deficienciesis to help them reveal their strengths instead oftheir weaknesses.

It is essential that the ABE progri,a beconcerned and direct its focus toward meeting the challenge ofthose who can enrich their lives and thus no longer remainalienated from the main stream of society. The disadvantaged are those whohave less education than what would make themeffectively perform as parents and citizens.

As we help the individual adult, wealso help his family. When he learns to communicate, do computations,acquire other skills and perform on an acceptable socialstandard, it increases his esteem in the eyesof his family. Being able to communicate with one's family is ofitself a kind of education that every adult needs.

Horace Mann is credited with the statement,"Education, if it is to mean anything, must teach us tolive." A major

50 51

goal is to strengthen the individual, the family, and the community through experiences that tend to make the individual and each group to which he belongs, a functioning part ofthe American heritage that "all men are created equal." An adult who lacks the basic skills of communication and computation in a society like ours is generally found to be lacking in other skills of functional living. Therefore, the immediate task of ABE is to help the uneducated attain sufficient skill in speaking, listening, reading, writing, and arithmetic in order to be trained or retrained for a profit- able occupation--one that pays enough for him and his family to live above poverty. It is designed to help persons with their immediate problems. It attempts to do what the elementary and secondary schools failed to do, that is, to provide a sound foundation on which to build vocations and careers.

ABE promotes family unity in that it aids the husband in securing employment that will provide adequately for his family's needs. Broom and Selzneck state that when a man fails to adequately provide for his family,he loses status.

In the traditional patriarchal view of the family, the husband is expected to support his wife, and she, inturn, is expected to honor him. A degree of subordination to the authority of a husband is basedupon his supporting his wife. Unemployment or underemployment tendsto undermine this authority.

It seems e rare coincidenceto find an economically successful person who is also completely lacking in the fundamental skint of communication, computation,and basic living.

Broom and Selzneck statethat not only is the husband's, pres-' tige enhanced in hisfamily by economicsuccess, but in society as a whole. The underlying goals behind the idea. of ABE is to improve one'seconomic status.

Rapid change in theworld around us is-bringing with it .some deeply disturbingchanges in family living. Disruptions are: uncertain employment,greater mobility of people, changes in male and femalerole patterns, accelerated maturity of -.he young, the shift fromrural to the urban way of life without adequate communityservices, training or planning, human . . miseryand injustice.1These concerns are reflected in family situationsand profoundly affect behavior. In many cases, more education isthe solution to problems caused by change, andABE is the helping agent.

1 Adult BasicEducation for Personal and Famili_pmgloRment. Silver Springs,Maryland: National university Extension Association, 1968,pp. 71-88. 52

One of the continuing problemsin our society is the low socio-economic family grouping of a mother andher children. Families headed by women are especiallylikely to have an income below the poverty line. About ten percent of the children living in the United States areliving with only one parent, usually themother. The mother in these one- parent families generally has littleeducation and only mar- ginal employment skills. She has great difficulty infinding jobs and, of course, is faced with criticalproblems of child care if she should go towork.

In some urban centersfederally sponsored day-care centers have been set up to take care of pre-school agechildren. But in most areas there are none,and the mother's employment opportunities are'limited, or the children must beleft unattended. Manpower or retraining programs upto now have offered little to the woman with little or noformal education. Rehabilitation programs have seldomprovided for child care while the mother is being trained.

In a rural southerncommunity approximately thirty-five per cent of the families areone-Rarent families, with themother as the head of thehousehold.zChildren number from two to nine, with an age range of six monthsto sixteen years of age. The mother may work as adomestic, earning $15 to $18 per week, receiving asmall welfare check andfood stamps as a supplement. Since this is a one-parentfamily, the smaller children are cared for by an olderbrother or sister while the mother is on the job. As a result, thisoften brings about neglect and undesirablefamily relationships.

The ABE program is recruitingsuch people with the hope of training them for better employment,and with the intent to educate the whole person. These kinds of familieshave never known anything but deprivation. There is little money to beautifythe home, to buy books, orto expand one's horizons beyond the neighborhood. The know-how, the skilland education are also lacking which wouldmake it possible for such parents to help their childrenrealize their potential to become healthy productive adults.The ABE class offers the parents a new opportunity.

Dr. George Aker of FloridaState University headed anevalua- tion study of migrant farmworkers'in a southern rural community recently. Among the areasresearched were Family and Community Living Concepts. This evaluation could beused

2L. Shoemaker, Parent andFamily Life Education. Washington, D.C. U.S. Government PrintingOffice, 1965,(U.S. Department of Health, Education and Welfare,Children's Bureau), Chapter I. 53 to measure behaviorchanges in the one-parentclasses. Items evaluated were:

1. Improved social skillsand personal appearance.

2. Learning how to budgetincome for home and family living.

3. Improved understanding ofhealth problems and safety in the home.

4. Acquired skill in selection,alteration, care an repair of clothing.

5. Learned concepts andskills needed to plan wholesome meals.

6. Became familiar withfamily planning.

7. Developed understanding ofneed for satisfctory parent-child relationships in thefamily.3

Information on mother-childfamilies as a groupshows how few of the benefits of ourexisting social prorams are likely to trickle down tothem. Since most ofthe mothers in these families areseparated, divorced, or have nevermarried the father of theirchildren, social security benefitsto their children of retired,deceased or disabled workers are not available. If it be true that thechildren of t e poor today are themselvesdestined to be theimpoverished parents of tomorrow, then somesocial intervention is needed to break thecycle, to i terrupt the circuits of hunger andhopele sness that link generation to generation. For the commonbenefit of all, we must assurethe security andwell-being of all our children at the sametime the naon's0. most precious and mostperishable resource.-2

A current conception of amajor objective in ABE is to assist adults to understand themselves ad others so that they can function adequately as family members in today's world. Students need help to achievethe ability toanalyze the meaning of family responsibility (a secure home,mutual respect, standards of behaviorfr growingchildren, education for children, and further education for adults).

3 Leonard Broom and Philip Selznick, Sociology. New York: Harper and Row, Publishers,p. 362. 4Frank Lanning and Many Wesley, Basic Education for the Disadvantaged Adult. Boston: Houghton, Mifflin Company, 1966, pp. 160-168. 54

A handbook published by the Florida State Dczpartment of Education lists teaching objectives for culturally deprived adults as follows:

1. To develop an understanding of the needs of individual family members.

2. To develop the ability to plan with family for cooperation.

3. To develop the ability to assist family members with practices which contribute to improvedrelationships.5

All of the methods of teaching used in any other kind of adult education are used in education for home and family living. Lectures, especially illustrated lectures, demonstrations and study trips are used, particularly as information-giving methods for groups. Group demonstrations and discussions are used for developing motivations and understanding. Slides, flannel board presentations, and other visual aids are commonly used to make the teaching vivid and interesting.

Some specific techniques for achieving objectives in improved family living are:

1. Have community leaders discuss with the class the responsibilities that individual members of families have for each other in improving family living.

Have class discussions concerning varied family situations and how to solve them, or, at least, work out some kind of agreement (compromise).

3. Try to get student involved in some family project garden, home improvement, etc., and discuss the projects during class.

4. Show films on family responsibility, education and care ofchildren.6

In summary, the following topics are considered when developing a curriculum: impact of changes, the changing role of the family, and the future of the family as a social insti- tution. The ABE students represent many different family

5 Malcolm Knowles (ed.) Handbook of Adult Education in the United States. Chicago, Illinois: National Association of Adult Education, 1960, pp. 480-486.

6Education and the Disadvanta ed American. Educational Policies Commission, National Education Absociation, Washington D.C., 1962, pp. 1-31. 55

families patterns: two-person families,one-parent families, of children,families of more than one with large numbers should generation, and newlymarried families. These groups be able to share9xperiences and gainmuch insight into family relations.'

The educative processwith its goal ofimparting knowledge through a variety ofmethods and from a widenumber of disciplines that may have apositive impact on thephysical, emotional, social, andeconomic life of thefamily has been attuned to the specialneeds of thesocio-economic group involved in ABE.

Parent-Child Relationships

Ideally, the familyprovides for the physicaland emotional well-being of children andraises them to levels ofunder- standing, expectation andaspiration which supportsthe school's efforts to promoteintellectual growth. Rarely does the culturally deprivedparent fulfill thisideal. The importance of parent educationcannot be overstressed. Recent national figures suggest thatthe breadwinners'education is an even strongerfactor than family incomein predicting which children will drop out ofschool. Better educated and more self-confident parents can betterstimulate the intellectual development of their chlldren.

The ABE program ischallenged in the realityof parent-child education. In tests made onchildren in low income groups, both achievement andintellectual variablescorrelated positively with socio-economiclevel. If it were possibleto enroll the poorly educated,low-income parents in ABE sothat, if the parent were a manhe could obtain a betterjob, or if it were a woman she couldbecome a knowledgeablemother, the ignorance-poverty cycle might bebroken. Skills in food preparation and the knowledgethat the unborn childis affected by food deficiencies andis increasingly affectedby them after birth, would surelylead to healthier progeny. Poorly-educated, low-income peopledo not know that their culturally deprived children aregoing to have a large deficit in their perceptual ability. Crayons, 6halk, pencils,and little games at an early agecould, in many cases, prevent this. If the mothers could beenrolled in ABE they could oe taught the necessity of enrollingtheir pre-school children in Head Start. This program is beingbroadened to a twelve month term. Evaluation has shown thatpositive behavioral changes take place among childrenin this program who now have a much better chance to succeed.

7 Adult Basic Education forp_frATIolLang_amily_12232212Emtnt, sm. cit., p. 87. 56

Dr. WallaceKennedy recommends (as along-range solution to the problem ofintellectual deficiency) thefollowing: A Federally financed,large-scale, all day nurseryschool program which takes careof the children during thetime that the parents are working from8:00 to 5:00, which affordsthem a reasonablybalanced diet for at least two meals aday, and which gives them the kindof intellectual stimulation which is the birthright ofmiddle-class children. Day care centers modeled on this plan L:e nowin operation in numerous places. A new sense of identification with thegeneral American culture would foster in many disadvantaged parents a more mature sense of responsibility for thewall being of their children and the society.

Consumer Buying Many of the problems confronted by low-incomefamilies are related to earning and spending. Since their problem hinges around information and understanding, "they are often the target of deceptive schemes and exploitivepractices."8 Too little has been done among low-income consumers who must have education on the prudent use of their smaller resources. Until recently, very few consvmer education materials and techniques have been adapted to meet the needs of the economically disadvantaged. Often they are victims of their own lack of foresight and judgement. This is primarily caused by their lack of knowledge in financial management.

Not only do "the poor pay more" but available evidence indicates that low income shoppers do not try to get the better quality for the lowest prices. They do not shop around for the best price or deliberate over the purchases as much as people with higher incomes. They are less apt to buy used articles, "separate items," or pay cash for their purchases. The low level of education goes a long way in explaining why the poor are not more deliberate, searching, price-conscious, and informed about buying. ABE has both a challenging opportunity and critical responsibility to use all resources in enabling students to help themselves and their families pro- tect their income, become wiser consumers, and participate in the economic life of the community in a responsible way.

Listed below are some suggested techniques the ABE student might employ as he becomes better informed in consumer knowledge and buying:

8 Ibid., p. 35. in advance 1. A shopping listshould always be prepared and followed whenbuying. (This helps to avoid im- pulsive shopping, whichoften ruins a grocery bill and causes the price ofgroceries to exceed expecta- tions)

2. The ABE student shouldalways compare prices, not only on the same type ofitem, but also in the same store. (This does riot, however, assurethe customer that he will always getthe best quality for his money but will help him tomake decisions. For instance, one can of tomatoescosting much less may have twice as much water as anotherbrand, weighing the same amount. The purpose for whichthe tomatoes are to be used would determinethe better buy.)

An exception to thismight be on a child's swimsuit in which the medium-pricedsuit would be more valuable since the child would normallyget only one season's wear from a suit.

3. The ABE student-consumershould take full advnitage of sales and seasonal purchases. (Such items as vegetables, clothing, fruit and toys maybe purchased at a considerable savings atthe appropriate time of the year.)

4. It is important to learn to usethe credit dollar wisely. (A large percentage of peoplein low income groups use creditextensively.) Use of credit and credit buying should be wellplanned. The items to be bought should becarefully selected. The exact cost of the credit(credit charges) should be known before using it. And, third, use only the amount of credit that can easily berepayed. The ABE consumer-purchaser should shop ascarefully for credit as he does for theitems he will purchase. One important note: credit should be protected bypaying bills promptly. Businesses rely greatly on themedia of advertisement to create a "want" for theirproducts. All people need to be encouraged to carefully evaluateradio, television, newspaper, and other types of advertising. They need to watch for exaggerated claims, clauses in smallprint, and deceiving price quotes, if given in the rate permonth. In many ABE classes, the circulars and pamphletscompiled by the Office of Consumer Services in theState Departments of Agriculture and Commerce are veryeffective instructional material. They point up, in specific areas,where the consumer should be especially cautious.

ABE can mak?, a significantcontribution in helping adults obi: tain information and experiencethat will enable them to improve the quality ofliving for themselves and theirchildren. 58

CONCLUSION concluded The study groupin evaluating thework of ABE has by its research ofauthorities and throughpersonal experi- teaching under-educatedadults is a challenging ences that It and rewardingassignment for both teacherand student. concurs with thestatement, ". . . ABE helps students as family members torecognize their strengths, seetheir com- petencies, and encouragesthem to use what theylearn through their educational experiencein strengtheningtheir families and improving thequality of theirlives."9

9Ibid.,p. 87. ADULT BASIC EDUCATION FOR MECOMMUNITY WITH EMPHASIS ON PUBLIC RELATIONS

Group Iv

The illiterate man could survive in the1870's by the use of muscle power, but he will be unable to supporthimself in the 1970's where the prime requirement for survivalwill be brain power. As the demand for well educated, skilled manpower rapidly increases, job opportunities for the undereducated adult decline. There are too many educationally handicapped individuals who are prevented from functioning to their highest potential in a world to which they want to belong. Therefore, this is a tremendous challenge and responsibility that should concern everyone to the extent of making Adult Basic Education classes available to all undereducated adults.

The primary aim of ABE should be to bring about desirable changes in the behavioral patterns of undereducated adults. These changes include increased knowledge and understanding, new attitudes and values, and the acquisition of skills. All are essential if the undereducated adult is to relate himself effectively to the contemporary world.

The most successful ABE program is developed through a "Community Action Program" which takes into consideration all the forces in the community, and all the aspects of community endeavor. These forces include community power structures. Being what they are, community power structure members tend to disdain education; and thus, it becomes a matter of.local level education Working carefully with people, working deliberately with your acquaintances and your friends among these power structure people, you get the job done. We must work together. We must mesh all our efforti together and not attempt to build empires, nor secure funds for fund's sake, but establish a continuing cooperative relationship between all levels of government and non-government forces. To obtain continuing relationships,we must develop a public relations program that will reach the members in the community family.

The place to begin an ABE program is at the attainment level of the individual adult by ascertaining his basic skills, interests, and needs. As rapport and success are established. he should be led to broader vistas of subject matter content and understanding. The beginning attainment level content is the highest motivation area for the adult student; beginning level content should not be that which belongs to the teacher. This philosophy tends to lead away from stereotyped and fixed systems of learning which many are now trying to develop.

59 60

Definition of Terms

A. Community Edward C. Lindeman statesthat the definition of acommunity may be classified as: geTgraphic, political, social, economic, and psychological. The community, accordingto A. W. Dunn, consists of a groupof people living togetherin a single localityand bound together by commoninterests. They are also subject to commonlaws.2 An ideal community should furnish to its humanconstituents: order through government, economic well-being,constructive use of leisure time, ethical standards,intellectual diffusion, free avenues of expression,democratic forms of organization,and spiritual motivation.

B. Adult Education Definitions of adult education inthe United States are as multitudinous as the autumn leaves,yet no one definition satisfies all persons engaged init.i The difficulties are in both the phrase and thereality. Education, by its root, implies a "leading out." The meaning is clear whenthe relationships are between mature personsand immature persons. The meaning is not clear when therelationships are between mature persons in a worldwhere the present changes before we can grasp it and the onlysafe prediction is that the future will be different.

Some activities are calledadult education which should not be, and some of the best examplesof adult education are not so regarded by thoseengaged in them. Adult education cannot be satisfactorily definedbecause of the following limits:

1. Adult education implies purposeful systematic learning, in contrast to random unexamined experience; that is, it contains elements of science and art.

2. Adult education implies a respect for the purpose and integrity of the learner, in contrast toattempts to fool, cheat, or exploit; that is, it has anethia..

lEdwardC. Lindaman, The Community. An unpublished outline, p. 1.

2Ibid. 3Malcolm S. Knowles (ed.), Handbook of Adult Educa- tion in the 'Pitted States (MAhingt-on, D.C.:Adult Education Association of the U.S.A., 1960), p. 3. 401111RUMPRIMNPFMTIPPIMMik!

Coolie Verner contendsthat adult education isthe action of an externaleducational agent in purposefullyordering behavior into plannedsystematic experiences that canresult in learning for those for whomsuch activity issupplemental to their primary role insociety, and which involves somecon- tinuity in an exchangerelationship between the agentand the learner so that theeducational process is underconstant supervision anddirection.4Adult education is acontinuous education -- continuous throughoutlife, and must be awell balanced program -- acomprehensive program to serveall of the adults of acommunity.5 The definition of the curriculumof adult education is that the field of study is as broad aslife itself as long as organized learning is involved. A well balanced programof adult education would includeinstruction that preparesadults for better family living, for morejobs and job opportunities, for promotion in presentemployment, for civic andcommunity leadership, and for self-realization. The areas of adult education and community services are programsinvolving classes in various broad fields of consumereducation, homemaking, parent education, familyliving, industrial arts, discussion groups, citizenship, health,safety, creative arts, liberal arts, and academicgrades one through twelve.

C. Power Structure Metcalf asserts that power structure orsocial power is the capacity to control the actions ofothers.6He further states that power structure exists in all socialsystems and is characterized by the following threemajor components:

1. Authority - the right to controlothers. The power given to anindividual by the system, as in the case of an office.

2. Influence - the amount of power anindividual has by viirtue of his control or accessto resources relevant to the proposed socialaction.

3. Unleqitimized Coercion - The controlof others through means outside the accepted rangeof deviance, for example obtaining money atgunpoint.

4Coolie Verner, A Conceptual Scheme for the Identifica- tion and classification of Processes forAdult Education (Washington, D.C.: Adult Education Association of the U.S.A.. 1962), p. 2.

5Monroe C. Neff, "AdultEducation and Community Service, The Open Door (June-August,1965), p. 3. 6Richard J. Metcalf, Graduate Research Paper, Florida State University, Tallahassee,Florida. 62

Community SupportThrough HelpingAgencies support for ABEis an enormousunder- Daveloping Community adults is so greatthat taking; but thepotential gain for worth the effort. If we are toachieve maximum it is well into gain, no resource canbe overlooked. We must bring participation the typesof expertise and re- active program Voca- source that areavailable in suchpublic agencies as Public Welfare, tional Rehabilitation,Vocational Education, Higher Education,Public Housing, theEmploy- Public Health, We must ment Service,and Family andChildren's Services. active assistanceand interventionof such private, secure the Legal Aid non-profit organizationsand institutions as Action Agencies,Labor Unions, RedCross, Societies, Community Organizations, and thelike. Civic Groups,Public Service individual volunteerswho have specialskills We must seek out to reach and capacitiesthat will makeit possible for us not currentlyinvolved in our programs, those persons who are persons who are or to reachin more significantways those already activelyinvolved with us. suggested thatonly schoolpersonnel have the re- It is not that will resultin sponsibility fordeveloping relationships comprehensive communityservices. The community support and faced by illiter- entire communityhas a stake inthe problems result, has aresponsibility forassist- ate adults; and, as a solutions ing in developingresources thatwill make possible take the initialstep , to these problems. But someone must community of tl'eneed and to serve asthe focal to inform the offer some point aroundwhich-programs may bedeveloped that As the keyfigure in the processof student promise of help. know motivation, ABE teachersare thelogical persons to take theinitiative to bringtogether student needs and to assist students. those forces andservices that maybe able to example, seek outVocational Educationand the We will, for that oper- Employment Servicebecause these arethe agencies Development andTraining Program,which may ate The Manpower agencies be vital to someof our students. These are the students withsecuring jobs; that can that can assist our insights into enrich our classroomefforts by providing requirements; that canhelp us by available iobs and job evalua- providing thejob-related counselingand vocational particularly importantfor the stu- tion services that are and dents who know solittle of theirlatent capacities potentials. contact thePublic HealthDepartment because We will want to guidance to our it is the agency that canprovide health students and theirfamilies, that canprovide immunizations work-ups, that can M414- and certain otherspecial laboratory bilize resources toprovide definitive,curative health and theirfamilies, and that can services for our students work related with our guidanceassist us withthe classroom to good family healthpractices andplanned parenthood. 63

We will want to workwith Public Welfare because it is the agency that can bridgethe subsistence gap for us and provide financial support for some of ourstudents and their families. Public Welfare is an agency that canprovide supportive case work services to help solve someof the intra-family problems that often result in an adult'sinability to fully pursue his educational program. This agency can help to bring surplus commodities into the home to help improvediet and sustain life. It can help us and our students togain access to other needed community services amongwhich Title V, "Work Experience and Training,"opportunities must figure promi- nently and importantly.

We will want to involvelocal Home Demonstration agents because they can enrich ourclassroom programs by helping with instruction in homemaking, cooking, clothesmaking, good buying techniques, budgeting, andfinancial management.

We will want to involve theChildren's Services because they are the agencies that canprovide casework and physical restoration to the children of the family;that can help in the development of day-care services to makepossible the full participation of adults who manage one-parentfamilies with young children. These agencies can enrichclassroom programs by providing instructionand perhaps group work experiences in the important area ofchild-parent relationships. This latter service might be an importantdeterrent to delinquency among the children of the poor.

We will want to involveVocational Rehabilitation because it is the agency that can providevocationally-related and problem-solving guidance and counseling;that can provide vocational evaluation services; that can4,,rovide (for the eligible disabled adults) subsistence,vocational training, physical restoration, job placement*and follow-up services.

These are only a few of thepublic agencies. Each has something of value to offer. In addition, each canassist in adult recruitment and in helping usto keep our students actively involved in the classroom programs weoffer. They can be our contact agentsin the community forstudent follow-

But, community support involves morethan the public agencies. As we have said, it involvesprivate, non-profitagencies as well, such as legal aidsocieties, the organizationsthat can provide legal services (a constantneed among the poor) and can, under ourguidance, enrich classroomwork by providing instruction in the area of legalrights and citizen responsibility. Churches, civic groups* andpublic service organizations (Red Cross, Salvation Army,etc.) are the important organizations that can provide emergency,financial support; 64 that can provide vitallyneeded student transportation to and from class; that can providerecreational programs and experiences; that can providespecialized and enriching classroom instructional programs;that can help us find volunteers who can becometeacheris aides, special tutors, home contact persons, and who can servein innumerable service functions that are vital togood total programming for adults. Community Action Agencies arethe organizations that have the unique potential and capacity tofill the gaps in our programs that are notcovered by the other servicesand programs that are available to us. These agencies are also our resources for gettingservices that might be availablefrom other agencies, but which theother agency cannot, orwill not provide. Of particular value as anexample of the resources of theseorganizations is the CommunityAction sponsored Multi-service Center. The Center provides anespecially useful setting for our adultclasses. At this site, in this one setting, we may beable to gather togetherall of the professional and volunteerservices our students need. In addition, such a center cldprovide Child Care andChild Development Services to thechildren of our students. A Multi-service Center can alsoprovide a quiet area for study and reading. This is only one exampleof the resource of the Community Action Agency. There are many, manyothers.

Through these relationships,through this kind of total community support, and throughthis level of community involvement, you can make theclassroom experiences of your ABE students extremelybroad and dynamic.

Techniques for BuildingGood Public Relations

Some specific recruitmenttechniques that are used inschools include the use of mass mediaadvertising, the use of direct mail, and the use of individuals orgroups whoseinterests are related peripherallyto the program. The addition of personnel and organizationalprocedures which willaid in building public schoolrelations and which willalso help to accomplish other ends include: the use of interest-finding interviews and questionnait'es;the development of co-opera- tive programs with agenciesand groups; theinvolvement of key public relationsindividuals in planning,evaluation, and other organizationprocedures; the use ofinstructional or organizational personnel who areeffective in public relations or who have accessto the mass media;the securing of students who will drawothers; the use ofcounseling systems; the development of newactivities which will lead onto further study; the decentralizationof the program; thesecuring of outside advice; andthe development ofdistinctive symbols, 65 slogans, and other meansof aiding the public to identify and understand the whole programof the school.

To achieve growth anddevelopment in the populatioA that ABE was designed to serveand to make available to them comprehensive service, the ABE program willneed to develop a level of support and commitment in whinhindividuals, agencies, and groups in the community will feelcompelled to invest talent and funds, not only in thefurtherance of the educational process, but also in extensionand enrichment of the limited services that the school program canoffer from its own resources.

Through these school relationships,through this kind of total community involvement, you canmake the classroom experiences of your ABE students extremelybroad and dyne- mic.7

Civic and Religious Media

We are dealing withall the ways in which people learn about and become comRetent in the managementof their common or civic affairs.° Included in the education of all adultsis the education of the new voter sothat he may become effi- cient in his influence onlegislative action that deals with the civic affairs of the community. Since this is education for public responsibility, thecivic and church groups within a community are concerned andwill become involved in an organized program to bringabout organized classes to further the education ofundereducatedadults.9 These organizations, educatio1131. civic, church,and otherwise, for whom the education of adults is not acentral concern, are much more numerous, very muchlarger, and very much more powerful than the specific organizationof adult education.

In the organized programewaysand means must be found to bring about, on the part of the leadersin the different organizations that have a general interestin continuing education, an understanding ofits full possibilities and the acceptance of some obligation for assisting itsprofessional development within the community.10 Ways must also be found to bring into the planned program resourcesof the organizations with a special interest in continuing education, orat least to the major tasks of research,improvement of methods and

7WilliamH. Puder and Sam E. Hand,Frontiers in Adult Basic Education (Tallahassee, Florida: Florida State university, 1966). 8 J. R. Kidd, FinancingContinuing Education (New YtIrk: The Scarecrow Press, Inc., 1962), p. 60.

9Ibid.,p. 61.

IC/Ibid.,pp. 75-76. 66 the preparation ofpractitioners within the field of adult learning.11 Creative leadership ofadult education challenges the imagi- nation of adults toinvent new programs and to revitalize existing institutionalprocedures that will engender and maintain good will,understanding, and decency in human relationEhips. Responsibilities are both personal and social --both civic andreligious.J.2

The nature ofadult education brings about acontinuing and extensive contact withbusiness and industry, governmental units, and many othertypes of private and public organizations and groups fromthe neighbrohood to the nationallevel. Many of theseorganizations and groups are becomingincreas- ingly aware of theirneeds for programs of adulteducation. Before good relations mayexist with the public, coordination and communicationbetween school agencies andcivic and church groups mustexist and both must learnto have a continuingdialogue.13

In "tyingin" your efforts to have aneffective public relations program, certainly oneof the "musts" is toenlist the help of the civic clubsin the community. But do not let it stop there -- keep theminformeCas much as possible as to the purpose of yourprogram.4'' Some civic clubs are so intent upon impressingthe community that theywill conduct ardent campaigns featuring somedramatic project, not only for the sake of the cause,but also because thesentiment attached to the causewill give the_pame ofthe sponsoring organizations widespreadpublicity."-

Clubs such as Rotary,Kiwanis, Lions, Sertoma,Exchange, and many others fallin this category. In most cities andtowns the leading citizensbelong to theseorganizations and programs; "selling"these groups on adulteducation should be oriented around factsand figures about currentand past operations and future plans. These programs can bemade

11Ibid., p. 76. 12Paul L. Essert, Creative Leadership ofAdult Education, (New York: Prentice-Hall, Inc.,1951), 13- 13. 13Robert D. Boyd, Adult Education--AJournal of Research and Theory, Vol.XVIII, No. 3(Washington, D.C.: Adult EducationAssociation of the U.S.A.,1968), p. 209. 14Paul H. Sheats, Adult Education(New York: The Dryden Press, 1953). 15John H. Thatcher, A Guide forAdministrators (Albany, New York: State EducationDepartment), p. 297. 67 interesting with reports ofstudents who have advanced on the job or who haveincreased their earnings. Both professional and lay leaders inadult education make logical speakers for luncheon clubs. Students from the public speaking classes also can do agood "selling" job. These talks can be greatlyimproved with the use ofsigns, postffs, or articles that were made in adulteducation classes." Good sound public relations indealing with civic clubs mustbe honest in intent andexecution, intrinsic in theschool program, continuousin application, positive inapproach, comprehensive in character,sensitive to14he public, concerned and simple in meaning andconception.*"

Labor Unions

If the public schoolis to be successful in itsdrive to elim- inate "lack of education" as anational cause of poverty,it must enlist the totalcommunity in the process ofidentifying and recruiting undereducatedadults who need basiceducation. This community-wide effort,if it is to be effective,must involve community agenciessuch as labor unions. As we know, there are many adultsinvolved in labor unions. Some of these adults are highlyeducated while many others are very much undereducated. Those of us who areresponsible for the ABE programs in ourcommunities should establish aworking relationship with the leadershipof labor unions, and request their help in recruiting membersof their union who are undereducated to become membersof ABE classes andattend these classes regularly. Industrial management and laborleaders are beginning tofind that below the surfaceof their vast, highlyorganized structures, personalrelationships are at workthat are highly important but cannotbe departmentalized ororganized in the traditional sense. Mayo, Rothlesburges,Lewin, and others suggest, however, thatlabor groups arepotentially the strongest forces availablefor constructive andpositive enterprise in bringing abouteffective cooperation andhuman programs in relationshipsbetween the geinralcommunity and the business ormanufacturing community.4.°

16Edmond DeS. Brunner, An Overview ofAdult Education Research (Chicago, Ill.: Adult EducationAssociation of the U.S.A., 1959), p. 228. 17Thatcher, op. cit., p. 383.

18Essert,op. cit., pp.104-105. 68

The very nature ofshared planning incommunity development, applying as it does tolife in small informal groups,to institutions (the home, thechurch, the school, government agencies) and to the wholecommunity is the ingredientthat is univers4llyapplicable in the varyingforms of adult education.-"7

News Media Newspapers are essentialto the promotion of adulteducation activities and efforts. Since newspapers are primarily concerned with news, theywill report ABE activitiesif there is news value. The simple definition of newsis: :Rews is anything and everything ofinterest to the public.' Radio and television will reach morepeople, more quickly, than any other type of media. Radio can be used to build upinterest, to get news out, to makeannouncements, and to presentuseful and needed information. It can be very effectivein reminding people about the last dayfor night schoolregistration, or inviting the people to an openhouseprogram.41

There are other mediawhich help to promote the causeof ABE. Some of these are: pamphlets and handbills,newsletters, posters, window displays,speeches, open house programs, telephone appeal, and specialfeatures. Perhaps not all of these media would be usedin every situation,but the secret is to use the one or onesthat work mosteffectively.

Summary and Conclusion

Federal and helpingagencies, civic andreligious groups, labor unions, and the newsmedia all have an importantrole in a successful ABE program. The community must bemade aware of its responsibility tothe ABE studentsand the ABE students must be made aware oftheir responsibility tobecome more productive citizens of thecommunity. If we have this type of involvement with thecommunity and this kindof support from the community, then we canmake the classroomexperience of the ABE students broadand dynamic -- not a programlimited to basic instructionof reading, writing,and arithmetic.

19Ibidp,118.

20Ibid.,p.144.

21/bid..P.149. MOTIVATION OF THE ABE STUDENT

Group V

Adult Basic Education, theWakening Giant in America'spublic school system, has alreadyreached thousands of Americans. Many have learned toread and write for the firsttime.

There is a definite problem inmotivating adults to make even the first step toward completing theirbasic education. Th.p reasons are many; amongthem are status, pride, and alack of optimism about being able to secure a betterjob and hold it. How can we overcome some ofthese problems? The key to the door will be motivation. It is the basic element oflearning. It is that elenent which forces a personto move toward a goal. It is motivation that makes anadult want to know, to understand, to believe, to act, to gain askill. It is up to the adult educator to recognize theimportance of motivation and to find ways to bring motivating factorsinto the learning process. Some motivating factors are: the need for security, the need for recognition, the need forself esteem, the need for conformity, and the need to helpothers.

A study of methods is intended to develop moreeffective procedures and techniques for accomplishing purposes. In a broad sense, method is involved in all adulteducation activities. Workers in the field need to be concerned with good procedures in conducting surveys, in publicizing courseoffer- ings, in organizing conferences and workshops, andin a host of other activities.'"

Adulthood is a problem. It is also a largely unfulfilled opportunity. It is a problem because our culture makes an assumption that by the time people reach twenty-one they hage learned all they need to know for effective adultlearning.4

/t is the job of the adult educator tobroaden the program to include the community. First, he must study the life of the community:and seek to discover the educational or other interests, and'Attempt to broaden the range of interestsand to develop the characteristics needed. After the students have entered, the problem is not usually so great. There are many phases of academics which may not be desired by some students; therefore, good teachers must show them a felt need for a complete range of activities in order to improve their basic skills and life.

1Malcolm Knowles, Informal Adult Education (New York: Associated Press, 1950), pp. 11-12. 2J. R. Kidd, How Adults Learn (tm York: Associated Press, 1959), pp. 112-113. 70

Motivation in Recruitment

Because attending adulteducation classes is voluntary, adequate publicity and promotion arevitally important to building a successful program. The failure of participation from the ones for whom the program was intended is a sourceof frustration for advocates of adult education. To motivate these people to participate, programs must appeal totheir needs and interests. A negative feeling toward education is likely to be found among the educationally underprivileged. They are usually timid and hesitant about enrollingin educational activities because of their deficiencies.

Some things that attract adults to participate in classes are economic status, proximity to adult centers, and social participation. In order to motivate adults to attend classes, the agency should be willing to take the program to the people, use a variety of appropriate materials, adequately counsel the registrants, and be flexible in the schedule as to the time of day and length of the classperiod.3 The most successful policy concerning promotion of adult classes is to assume that all adults have educational needs and that everyone should be informed about available learning opportunities. All media and methods helpful for the purpose are likely to be used in an effort to enlist theparticipation of everyone who has a trace of interest in the program. Under- lying this activity, of course, is an attempt to identify the educational needs and interests of asAmany adults as possible and to design appropriate activities.

The public must be informed, convinced, and persuaded to participate in adult education classes. Adults should be involved in all stages of the program, from identifying their own educational needs, planning the activities, developing them, to evaluating them. This helps the participants develop an emotional commitment to the program. Experience has taught that a continuous, year-round promotion and special campaigns are best in recruiting adults to attend classes. The year- round campaign builds public confidence in adult education as a permanent part of community life. It produces a dignified image of adult education as contrasted to an emotional selling campaign. With year-round promotion the agency can use television or radio time or news articles to actually show activities in which the adults are participating,: rather than just giving an announcement concerning enrollment in classes.

3Homer Kempfer, Adult Education (New York: McGraw - Hill, Inc., 1955), p. 129.

4Ibid.,p. 340. 71

Special campaigns, however, are necessary. Usually they are used (1) to call special attention to the opening of a new term, or (2) to prepare the public for a new type ofactivi- ty.5 Articles in newspapers are a good means of promoting enrollment in classes. However, in addition to naming the course, it is good to include a description of the class and some of the activities that will be included in the class. Exhibits showing some articles made by participants in adult classes and placed in appropriate places can motivateother adults to enroll in the classes. These exhibits should be pleasing to the eyP, have a short explanation about where the classes are held, and be placed in an area where people pass often, such as show windows of department stores, or the lobby of the Post Office or a health clinic. Having open house to some classes already in progress is a good method of motivating other students to enroll. All aspects of the program can be shown by displays, demonstrations, style shows, or a festival.

Direct mailing is costly in time, money, and energy, but it is often a favorite way of publicizing adult education. common mailing lists available for occasional use are:

1. Newly arrived immigrants -- for invitation to orientation activities and English and citizenship classes.

2. High School dropouts -- for acquainting them with general or specific opportunities available.

3. Parents of kindergarteners or first graders -- for invitation to activities in family life education related to their child's development.

4. An occupational or other group for whom certain activities may have special appea1.6

Telephone campaigns have been successful in reaching pPople who could not read. An explanation can be given as to time and location of the class; and an invitation can be extended for this person to attend the class. Other means of motivating adults to enroll in classes include using select people from their peer group to approach them; a door to door canvas; Parent Teacher Associations; flyers and brochures; churches and ministers; welfare agencies; employment agencies; and the Salvation Army.

Again, to motivate adults to enroll in classes, we must help them to realize their need for educational activities and then be sure our program meets their needs and interests.

5Ibid., p. 341.

6Ibid.,p. 353. 72

Motivation for Learning

We here are interested in classroom methods to be used which will motivate the student for learning. In order to motivate the student, we must understand some of the factors which influence him to attend classes in the first place. We must realize that these students, like ourselves, are adults, and that they are attending classes in adult education because they want to. What are their reasons for attending? In a study of the reasons why, one group of students attended night classes, Sheats, and others, found that:

. . overtwo-thirds of these students attended night school for reasons other than course content. They expected, for example, to make friends, to get away from the house, to learn something about their Jiatent talents, or to have some kind of escape experience.'

Since adults are motivated to attend classes to fulfill a social need in addition to the gaining of information, it appears that there is a need to engage the students in activities in which there is an interaction not only between student and teacher, but also between student and student. This would imply the need to engage students in discussions. Sheats says, "Perhaps the most significant trend in method as applied to the field of adult education is the increasing use of discussion procedures.H8

Research has found that "good learning comes bes& where a variety of methods and techniques are employed."It has been found that "Informal methods were usually favored by men in the forces over conventional class methods."1°Also, Kidd states that

an adult who is made to feel responsible for his own education tends to achieve the best record. Instruc- tional materials were most successful when they were based on the actual experiences and needs of the men and women for whom they were prepared. Army men learned fundamental skills of reading, writing, and arithmetic with far greater efficiency when the subjects covered in the exercise books were about army life and adult experiences; much less well when thell instructional materials were about childish things.'"

7paul H. Sheats, Clarence D. Jayne, and Ralph B. Spence, Adult Education (gew York: The Dryden Press, 1953) p. 325. 8Ibid.,p. 328.

9Kidd,op. cit.., p. 196.

p. 196.

11/bid. 73

We would conclude that methodsof teaching should be varied; that all students should be encouraged toparticipate in class discussions; that materials presented should be onthe interest level of the adult.

As has been previously stated, avariety of techniques must be employed if students are to be motivated tolearn. Only a few of the more important oneswill be listed. Students should be involved in the planning of adulteducation activities. This does not mean that the teacher abdicateshis position as the educational leader. It simply means that if an individual has part inplanning the activities in which he will be engage& he will feel that heis more a part of what is going on." Another effectivetechnique to stimulate motivation is that of role-playing. This technique places the student in another person's place andhe acquires an empathy for that otherperson.13 Still another technique is that of the symposium. Here you get the viewpointof three or more persons on a subject.After views are expressed, questions are asked, which is another way ofinvolving, or at least giving opportunity for involvement,of the entire group." Attributes of the Teacher "Teachers are important in any society; in ademocracy they are its first line of defense ." (rheodore Roosevelt). Although these words were spoken many years ago,the role of the teacher has become increasinglyimportant in our society with its many social changes.

The job of the ABE teacher in a programof general studies calls for a person having a soundgeneral education himself, together with broad training. A teacher must becommitted to the philosophy of adult educationand skilled in the art of teaching. "Without doubt, the key to any programof instruction is the person who does the teaching. We may have a philosophy ever so clearly stated; a courseof study ever so completely planned and executed; anadministration ever so sympathetic andefficient; physical equipmentin every way adequate, and stillfall short of having asatis- factory program of general educationunless there is a well-qualified professional individualwho is apt to teach."15

12The National Association for Public School Adult Education, A Treafury of Techniquesfor Teaching Adults (Washington, D.C. 1964), 3:11. (Pamphlet.) 1 3Ibid.,3:22. 14Ibid., 3:22-23. 15Sidney J. French, Accent onTeaching (New York: Harper Brothers, 1954), p.158. ertm,

instructor standsin a crucial rolefor he realizes The adult learning aids that even the mostskillfully devised courses or deficiencies in theinstructor. cannot compensatefor serious the needs of the classmembers He must beable to consider much more freely,with both individuallyand collectively, conflicts and greatersatisfaction. He must fewer personal the con- exhibit warmth,kindness, andinterest; he must gear and interests ofhis students, thusaiding tent tc the needs work and keeping the students to securecompetence in their of problems under con- them moving alongtoward the solution The adult educatormust be aware ofindividual- sideration. He must maintain ity to respect itsexpression by persons. atmosphere that inliving practice willgenuinely a social to respect the worthof the individualand try in every way enhance his dignity. only to what a person The instructor'sability to listen not to what he istrying to say isimportant. is saying, but also exemplifies a To be able toput himself inanother's shoes which is highlyappreciated by hispupils. mark of concern organiza- He must workin close cooperationwith all other desirable adulteducation activities. He tions engaged in in his use must recognizethe importanceof being creative materials, andsituations. He must understand of resources, reasonable skills in the nature oflearning and exhibit arousing students tolively participation.

Subject Matter continue to The success andhappiness of theindividual will important objectiveof adult education. Adults be the most The impact of are concernedwith the improvementof skills. technological change uponthe modern familyhas intensified knowledge the awareness ofall regardingthe need for current When a studentenrolls in the regarding these changes. already been a- adult education program,his interest has However, newtopics must oeintroduced and the best roused. The basis of introductions employmotivation techniques. to show thestudent how thematerial to these techniques is The be presented willbe of interestand value to him. teacher can promiserewards if instructionis geared toward the rewards. Those concerned aboutlearning have longrecognized that there may not bemuch learning ofconsequence unless a markedinterest ispresent.16 plan will help the A motivationalsection in the lesson teacher remember somemotivating materialswhile he is actually in the processof introducing alesson.

1 6Kidd,op. cit., p.158. 75

Other forms of motivating alesson may include exhibits of well made articles or a talk by asuccessful former ABE student. A demonstration of skill by afine typist or by a musician will frequently be a goodmotivation, as will be the showing of an appropriatemovie, or the taking of a well planned field trip. A good program that is well balanced and sufficiently diversified willinclude many opportunities to motivate students.

Use of Resources

It is highly recognizable that anadult education class consists of adults with wide experiences and avariety of accom- plishments. These adults represent rich resources forthe teacher. When the teacher has learned what these resources are, his curriculum shouldprovide for their effective use. The use of other resources and agencies brings a moreimagin- ative and creative approach to adult education than anyformal class organization. Therefore, more attention should be given to supplementary sarvices discussion groups, trips with guides, tours, clinics, demonstrations, consultations, workshops, single meetings, lectures, etc. in order toenhance the learning of the adult pupil.

Retention of Students

One of the major problems in Adult BasicEducation is how to keep the student in the classroom and preventdrop-outs. This problem will best De solved by the individualteacher, depending on the location and the situation. It is thought, however, that the problem will be solved by gettingthe student involved. Below are a few suggestions that may help to involve students:

1. First, get to know the individual student. 2. Develop creative experiences within theclassroom. 3. Survey and find out what their desires are,and what their experiences have been. 4. Provide within your on-going groups social activities. 5. Capitalize on employer interest and upgrading. 6. Provide for positive daily evidence of progress. 7. Hake sure that the topics in the curriculum are based upon what the students want toknow -- their goals. 8. Have the environment in which theywill meet as comfortable and conveniently located aspossible; provide some means for overseeing the children whowill come with them. 9. Provide for and insure a personal interest inthe program of each person. 10. Provide useful information about the community. 11. Provide a democratic example by getting theminvolved in civic experiences. 76

In order to motivate forretention there needs to be not only a gooct student-teacher relationship, but a good student- counselor relationship as well. Here are a few ways this can be accomplished:

1. The counselor coordinates an accumulation of meaningful information concerning students through such means as conferences withthe student, standardized test scores, academic records,anecdotal records, personal data forms, records of past experiences,inventories, and rating scales. 2. He identifies students with specialabilities or needs. 3. He assists the student in relatinginterests, aptitudes, and abilities to current and future educational and occupational opportunities and requirements, and to long range plans and choices. 4. He collects and disseminates to studentsinformation concerning careers, opportunities for further education, and school curricular offerings. 5. He assists in the educational andoccupational planning of students who have withdrawn or graduatedfrom the school. 6. He plans with administrators and teachers (A) to provide an appropriate classroom placement for pupils with special abilities or disabilities (B) to establish procedures for courseselgction by pupils and for grouping ofpupils.."

Physical Plant A "cold"room can have the same effect on themental faculties as the lack of heat can have on thephysical being of the individual. A room with appropriate temperaturemakes for a good learning atmosphere. The National Association for Public School Adult Education has listed five items necessaryto make the adult student feel at home in theclassroom.i8

1. Have a well lighted classroom. 2. Have a well organized, neat classroom. 3. Change the seating arrangemedtto accommodatethe teaching method being used. 4. Be sure the students are able tohear by eliminating outside noises. 5. Have suitable displays in the room.

17WilliamH. Puder and Sam E. Hand, Frontiersin Adult Basic Education (Tallahassee, Florida: Florida State University, 1966), pp. 104-106.

18NAPSAE, op. cit., 3:23-24. 77

It would appear that thereis a very fine line between methods and techniques; it would seemthat techniques are the imple- mentations of methods. Further still, the physical plant, or its utilization,is a technique to carry out a method or methods.

Continuing Education

It has been proven statisticallythat only a small percentage of students who enroll in ABE classescontinue their education beyond the three lovels of studyprescribed by the ABE program. After these levels have beencompleted, students have a tendency to think that theyhave advanced far enough to satisfy their basic needs. Thus, they become drop-outs or potential drop-outs. It then becomes theteacher's task to utilize every available resource,method, and technique to inspire those students toseek new aspirations andgoals. The students who have this tendencyneed to re-evaluate then?alves through introspection or byself-evaluation check list. Many students set theirgoals at levels too low to befunc- tional in a progressive society. Scott states that:

Education fails unless the ThreeR's at one end of the school's spectrum lead ultimatelyto the four P's: (1) Preparation for earning (2) Preparation for living (3) Preparation for understanding (4) Preparation for participation in theproblems involved in the making of abetterworld.19

fr Self motivation for continuingeducation begins with a desire for personal attainment. Lanning and Many believe that:

the desire for additionaleducation is a very important.. motive and may be considered as aresult of the general advance in educational attainment . . . Personal or vocational motives appear to be morepowerful than 20 either the motives of a social or ascientific nature.

Another incentive for continuingeducation in the ABE program is further stressed by Scottin a reproduced letter of James Mitchell, Secretary of Labor, toall college graduates in 1956. The implications can verywell be applied to all ABE students. He wrote:

19Machael. Scott, Careers:The Annual Guide to Business Opportunities(gem York: Career Publications, Inc., 1956), p. 3.

20Frank W. Lanning, and WesleyA.many , Basic Educa- tion for the Disadvanta edAdult: Theorand Practice 108. (Boston: Houghton Mifflin Co.,1966), p. 78 rising You are in aunique position. You are with the labor market isachieving record tide . . .The American peaks in every phaseof employment,production, and economic activity. The picture isgood everywhere. America is on themarch and employmentopportunities move alongwithit.21 of self- If continuingeducation is anincreased awareness teacher's task thenis to make students improvement, the goods, cognizant that thegreater thedemand for consumer resulting in a greater the greater thedemand for production, personnel. If the teachers canachieve need for skilled will achieve these motivationalobjectives, the ABE program the goals for whichit was designed.

Summary important facets of afunctional ABE program One of the most While some of is the motivationgiven to theparticipant. the students may beself-motivated, it isthe responsibility in administeringand teaching theseadults of those involved princi- to bring to bearthose psychologicaland sociological all the studentsto want tolearn ples that will motivate at and to continue theireducation. Motivation must start recruitment andhopefully continueafter the the beginning of techniques adult has completed thebasic coufses. Through the guidance thestudents' aspirationsand of counseling and The goals must be givendirection when they canbe attained. this paper is thatof involving the thread that runs through There is no student in all that goes onin the program. better motivating force. adult program willbe determined by The efficiency of any until its holding power orits ability toretain students finished the pre- they have gained theirpersonal goals or scribed course of study. It has been broughtout in this paper that theunderstanding of adedicated, well prepared, and compassionate teacherwill do more tomotivate participants than will anyother means. It is hoped thatthe techniques described hereinwill help suchteachers.

21Scott, op. cit., p.3. RECRUITMENT

Group VI

Under-education is a prime cause ofunemployment and underemployment in our rapidly advancingand shifting technical world. No community is immune from theproblems which arise from under-education, but the publicschool adult education system can contribute to a moreproductive, informed community by providing a complete adulteducation program.

The better your adult education programis the more successful your recruitment drive. How does one secure enrollments? How do you persuade men and womenwho have little or no formal education to return to school? How do you convince them that they should leave their home, theirfamily, friends, T.V., and many other activities tolearn the three R's. The better teacher you are, the more favorable yourchances for recruiting students and holding them. The individual teacher is the vital factor in campaigns. By creating a stimulating and challenging environment in which adults canlearn with dignity and enjoyment, he is laying the groundworkfor future student recruitment because the adult studentwho senses an attitude of understanding, empathy, and respect onthe part of the instructor is the best and mostconvincing public relations person for the program.

The administrators together with theteacher are faced with the major tasks in recruiting students andorganizing classes. They must be aware of their potential influence, notonly on present students, but also on all prospectivestudents in the community. Developing A Program

A great source of help and guidance fordeveloping a program of adult education is the State Department ofEducation. A number of state departments have full time consultantsin adult education, whose purpose it is to help local citizen groups and school officials developadult education programs under the auspices of the public school. As school officials begin to give thought to building a sound program of adult education at the community level, it is well to heed certain organization principles which have evolved from the experience of communities which have successfully operating programs. These may be summarized as follows:

1. There should be local control of the program by the board of education with the assistance of citizen advisory groups in planning the program. It goes without saying that people are naturally more interested in anything which they have a hand in planning, and for which they

79 80

is responsibilities. Any superimposed program assume some The citi- likely to fall ratherquickly of its ownweight. backing for the zens advisory groupprovides a unified education program. When there are other organized adult community, it is adult education programsoperating in the desirable to bringthese groups intothe picture coopera- tively at the outsetin order to avoidneedless competition, duplication, andoverlapping. The There should bepublic financingof the program. 2. participation will varygreatly, de- details of financial state aid; pending upon suchitems as: (a) the amount of schoolfunds availablefor adulteducation; (b) local public the fees to bepaid and (c) sentimentregarding the size of the adulteducation classes. It has been by students in financial investments found that localcommunities which make a muchgreater inter- in their programs,also have stimulated est in the successof the undertaking. of offerings to 3. There should be awell-balanced program needs and interestsof adults. The real meet the various only meets , test of theprogram's success iswhether it not interests of adults,but alsowhether it stim- the needs and It ulates them to exploreother fieldsand new interests. early attemptprovide for classesand is important that variety of people. other learningactivities whichappeal to a upon theneeds and It is desirableto build the program It will haveappeal inproportion to interests of adults. interests. the extent to whichit meets thoseneeds and has beenauthorized by thelocal board of After the program the school education, thesuperintendentappoints someone on leadership. staff to providecontinuousadministrative should provideprofessionally trained School administrators for and competentleadership so thatthe community program organized, skillfullyled, and adults may beprofessionally director of the economically administered. Initially, the matter ofadministrativenecessity, serve program may, as a duties with other part-time (dividing hisadult education However, as theprogram grows,thought should school tasks). of the be given to theprovision offull-time leadership program. Coordination AndUtilization Of The Total CommunityResources

of totalinvolvement ofcommunity resources, In the process vocational and adult the school districtand/or the local in terms of twotypes oforganizations: school should think neighborhood or "grass (1) area advisorycommittee, and (2) root" committees. 81

The area advisorycommittee, much largerin scope, will be considered first. Out of thecommittee will evolve several "grass roots" committeesto work in aspecifically delegated pocket of poverty.

In the processof organizing allfeasible resources, the administrator must be sensitiveto the influencethat certain social forces exertwithin the community. The educational agencies can providecapable leadershipinstruction and training only if they fullyunderstand the plan, purpose, and objectives of the program. The political forceswill endorse and support the programin direct relationshipto the kind of "selling"job that we do withthem. The religi- will help to provide amoral environmentin ous leadership can work which all individuals,agencies, and organizations together cooperativelyfor the wAfare ofthe whole community, if we can convincethem of the twoaims and purposes of APE,

An area advisorycommittee should becomposed of individuals representing agencies andorganizations whosenormal functions bring them into contactwith the illiterate orunder-educated of poverty or ofliving in threat of who are either victims will 3e poverty. Composition of the areaadvisory committee selected from thefollowing sources: Public Public Agencies: Social Walfare,Employment Service, Public Health Depart- Housing Authorities,Police Department, ment, VocationalRehabilitation. YWCA, NAACP, PTA, Voluntary Agencies: Salvation Army, YMCA, Community Centers, HomeDemonstration Clubs, UrbanLeague, Federated Women's Clubs.

Mass Media: Press, Radio, andTelevision. Other Sources ofRepresentation: Work Experience Programs, Business and Industry,Labor Unions, ReligiousOrganizations, Local CommunityAction Programs. committee are: The major functionsof the area-advisory should create an PBEprogram thatis a 1. The committee than an isolated, total communityresponsibility, rather uncoordinated publicschool activity. support the publicschool program of 2. The committee should ABE to the extentthat all community resourceswill to this recognize theirresponsibility of referring program allunder-educated that canbenefit from such instruction. 111111. 4111% ditio

82 set and organizationrepresented should 3. Each individual the alert forunder- uptheir goals tobe constantly on from any partof the communitywho can educated adults in ABE classes. be referredto the schoolfor enrollment should organize aprogram ofcontinuous 4. The committee radio, television,and publicity utilizingthe press, of communicationin a method- any otheravailable means adults ical plan aimedat convincingthe under-educated and the entirecommunity. of the com- methods wherebyselected areas 5. To establish identifying munity will besurveyed for thepurpose of of basiceducation andencouraging them those in need in classes. to enrolland to maintainregular attendance should act as aliason with anylocal 6. The committee community action program.

Purpose ofNeighborhood Committees advisory committeeand To supplementthe work ofthe city identification andrecruitment ofunder- to perform the to organize educated adultsin depth, itwill be necessary in each pocketof poverty. These a"neighborhood committee" to work inthe following areasand groups willbe organized identifying and to assume thedirectresponsibility for recruiting studentsin thatparticular area. Composition of theCommittee members of the"neighborhoodcommittee" the In recruiting seek suggestionsfrom the city programcoordinator should their organi- regardingindividuals from advisory committee enough to theunder-educated in zations who mightbe close have their confi- of the schooldistrict to certain sections will be neededif contact is dence and the"rapport" which welfare repre- For example,the social to beestablished. certain caseworkers be well ableto nominate sentatives might the clergy,particu- the committee. Members of to serve on made uplargely of under- larly those whosecongregations are position tosuggestindividuals privileged, wouldbe in a the volun- Representativesfrom many of for the committee. who are indaily tary agencieswill knowof individuals contact withthe illiterate. the or- may bewilling tocooperate in Industrial employers could meet oncompanyproperty ganization ofclasses which union the employer'stime. Many labor and partially on to helpidentify andrecruit officers will bein a position in some of theirorganizations and under-educated members facilities forthe classes. instances provideunion hall 83

It is expected that therewill be as many "grass roots" committees as there are pocketsof poverty to be served. The program administratorwill have to conduct a very care- ful training program inorder that their individuals maybe thoroughly familiar with the program,their part in it, and have an overview of manyof the situations which they may meet as they perform theirfunctions.

Functions of the Committees:

1. The "grass root" committees will surveythq neighborhood on a door-to-door andblock-by-block Lasis, to identify by name and address allilliterates and under-educated adults who are not presentlyenrolled in any type of fine education class and toindicate the results of these individual visits.

2. To encourage the enrollment andregular attendance in their classes of the individuals who the censusiden- tifies.

3. To be available to make any follow-up-visits as may be needed to encourage regularattendance, to become aware of any problems directly or indirectly affecting attendance, or to perform any functions which may prevent an adult from becoming a "drop-out."

4. If the area advisory committee has done an effective job of selling this program to the community and to the under-educated, when the neighborhoodcommittee member calls to take the educational census, no one will be sunprised in the household. They will be expecting the call and the invitation to education.

Methods of Recruitment Just how then does the teacher promote enrollment? First, he can be a good teacher. In addition, there are many direct public relations and promotion approaches that have proven to be effective:

1. Flyers may be distributed in neighboring day schools, church congregations, labor union halls, etc.

2. Past school records will give you names of "drop-outs," and guidance departments may help locate them.

3. The United States Post Office Dapartment registers aliens, many of whom desire further education and must have it to obtain citizenship. 84

mingle with 4. Members of theadult school faculty can parents on PTAnights. By wearing identitybadges with provocative messages,such as, "Ask me about adult education classes,"teachers arouse interest in the adult program.

5. Teachers can appear onT.V. programs to answer questions relating to theAdult School offerings. to 6. Informal canvassing byactual doorbell ringing discover potentialstudents who may otherwise never approach the school canbe successful. students 7. Personal notes orquestionnaires to former can serve asreminders and also supplyup-to-date information on new coursesand job opportunities. gather- 8. An open-house party cancombine friendly social ings with recruitment.

9. Visits to community centers,public libraries, housing projects, churches, YWCAand YMCA buildings,etc. provide good audiences ofpotential students. They usually have bulletin boards onwhich programcatalogues or posters can bedisplayed.

An actual survey madein the Knoxville, Tennessee,Evening High School revealed thefollowing facts:

1. Fifty-nine had heard of theadult classes from former students.

2. Eleven had seen a poster.

3. Ten had read newspaperannouncements.

4. Four were informed bytelephone calls.

5. Three read about the classesin direct mail material.

6. One learned about theclasses from a television parcgram.

So it is evident that asplans for an adult course are carried out in the manner suggestedabove, there is much immediate potential influence, notonly on present students, but also on all prospective studentsin the community. The teacher is a good "conversation-piece"when adult students get together or when theytalk to friends and neighborsin laundromats, out-patient clinics,public conveyances, doctors and dentists' offices, andat bus stops andparties. These people can spread the goodword about friendly helpreceived, or they can"bad-mouth" it and turnpeople away from the program. THE EXPANDINGCHALLENGE OFSTUDYING RESOURCES IN ABE AND UTILIZINGCOMMUNITY Group VII

maintain- minimize thedifficulty ofplanning and Let no one Education. The study ing a communityprogram ofAdult Basic should be guidedby a thoroughstep-by-step of a community involve the totalcommunity. coordinated plan. This plan must should be toascertain the re- The first stageof the plan community. Secondly, there sourceswhich areavailable in the identification of thetarget populationfor should be an of the indi- recruitment and plansstarted forjob placement vidual uponcompletion of the program. objectives of thelocal programshould be to The primary computational skills,pro- develop theteaching ofreading and experience andjob opportunities, vide morepre-vocational consumer family organization,promote better encourage better health andhealthful living, practices, emphasizethe value of in understanding andactive participation and advocate more programwill require responsibilities. A successful citizenship relationships betweenthe program a solidplan of coordinated the community. Location of sen- staff, theparticipants, and techniques to sitive areas of concernthat will takeselected overlooked. The gain support forthe programshould not be individual enoughto gain thesupport program plannedshould be resources of of the human resourcesas well asthe financial the community. Minnis states that wemust worktogether, blend Dr. Roy B. continuing our talents,and labor togetherto establish a relationship betweenall levels of community cooperative this non-government resources. To obtain government and devel.op cooperativerelationship we must continuing community community life."L a continuingdialogue amongmembers of the responsible communityand the In thisrelationship between a of ABE program thereshould develop ageneral understanding changes that canand will bemade in the desired constructive behavioral changes the community. The advantagesof desirable concerned withthe programshould be in the people directly community. discussed fully with allresource groupsin the community of theproblem There must be therealization in every functional illiteratesin our country of twenty-five million educa- Although our Americaneconomy isbuilt around today. the teachingand tion, we must place agreater emphasis on

1Roy B. Minnis,"What is AdultBasic Education?" and Administrators, lAddress given to Institutefor ABE Teachers Florida State University,Tallahassee,Florida,1965.

85 86 training of our under-educated adults. In this new planning our communities shouldcooperate to see that the educational program attracts andtrains competent teachers for adults and also develops a solid curriculum.The number of functional illiterate adults is growing in eachcommunity and the problems they now face are becoming acute. Communities must recognize this area of concern and all programparticipants must begin planning that willmotivate the community with all its resources through varioustechniques available that will accomplish the building of asuccessful program.

The program is confronted by two moreproblems--that of developing plans for successfullyenrolling the under-educated adults and how to motivatecommunity resources to assist in building for success. "The perennial limitationsfaced by this planning are time, moneyand physical facilities, It is up to the program to getmaximum utilization from all resourcesavailable."2 There is also a great need to develop afirm level of support and participation in which individuals,agencies, private organizations and civic groups will jointo give impetus to the education, enrichment and socialadvantages to the undereducated adults in the community. Certainly in the beginning the involvement of community resourceswill be made possible by well planned and coordinatedpublic relations on thepart of the local program leaders. Good, enduringrelationships will make definite contributions tothe beginning and continuing success of adult education in anycommunity.

Abraham Lincoln gave this charge whenhe said, "The leading object of our form of government is toelevate the conditions of men." So is the challenge inAdult Basic Education.

The Need For Resources InABE

The adult interested in gainingunderstanding through ABE programs is challenged toidentify basic assumptions, compare evidence and arguments,and exercise his powerof critical analysis. He should benefitrichly from the materials and services offered by and through programsmade available to him by ABE and the variousagencies cooperatingwith ABE. Thus, the resources offered shouldhelp the ABE student to increase his understanding in thedevelopment of the skills essential to enlightenment in civic andeconomic competency.'

2Malcolm Knowles,(ed) Handbook of AdultEducation in the United States. Chicago, Illinois: Adult Education Association of the U.S.A., 1960. 3Frontiers in Adult Basic Education. A Compilation of Selected Papers and Group ReportsPresented at the South- eastern Region IV Institutefor Teacher-Trainers, 1966. Florida State University, Tallahassee,Florida, Office of Continuing Education. 87

As in all programs of education, ABE cannot be successful unless adequate outside resources are made available to the program. The following suggestions are proposed as means for facilitating and enhancing ABE:

Referral: Eligible persons may be referred by agencies to ABE programs and in turn ABE leaders may have need torefer students in their program to an agency which provides a given or specific service needed.

Recruitment; This service may be provided through agencies by encouraging individuals they serve in somespecialized way to enroll in ABE, as well asprovide some general information about ABE programs.

Retention: This may be brought about by encouragementand/ or priase by the agenciesworking with or serving individuals in ABE programs.

Publicity: Community agencies may serve ABE programs by helping publicize, defend, and justify theneed for such a program within the community.

Financial: Some community agencies maybe situated in such a way as to include in theirbudgets some financial assistance for certain enrichment activities for ABEstudents, which would not be included in the ABE budget.

Material Resources Material resources may be divided intotwogeneral classifi- cations:

Hardware: Consisting mainly of varioustypes of audio- visual machines and accessories; and

Software: Consisting primarily of writtenmaterials.

Human Resources Most communities have a wealthof local human resources which may be utilized through creativeplanning. Such persons as professional laymen,business leaders, labor leaders, skilled and semi-skilled workmen,recreational leaders, etc., all of whom might serve as lecturers,panelists, or other means of resource media. These could include:

Professional: Ministers, physicians, lawyers,educators, social workers, nurses, etc--

Business: Bankers, store managers,garagement, grocery clerks, etc.-- 88

Labor Leaders: Foremen, shopsuperintendents, union representatives, personnel managers,etc--

Skilled: Engineers, architects, or anyonein a technical or skilled professionalposition, etc.--

Semi-Skilled: Postmen, delivery men,fire and policemen, truck drivers, etc.--

The above human resourcesfacilitate ABE programs by providing incentives in groupparticipation, spiritual and intellectual activities,orderliness, economic welfare,and physical adequacy. Because of theuniqueness of every community, the above suggestions areset forth to serveonly as a general framework. The actual effectivenessin meeting the need for resourcez in ABE programsdepends upon the creativeness provided by theleadership.

Types of ResourcesAvailable in "Anytown,U.S.A." Although there are many wellknown and publicized resources within every community, thereis no possible way toinclude all of the various localagencies which help to serveABE student needs within theUnited States. For the convenience of the reader the betterknown services arelisted below:

Manpower Developmentand Training Programs U. S. Office ofHealth, Educationand Welfare Vista Neighborhood Youth Corps Peace Corps Housing and Urban Development Federal Housing Authority Economic DevelopmentAdministration U. S. Department ofAgriculture Farmers HomeAdministration Community Action Program Cooperative Area, ManpowerPlanning System U. S. Departmentof Interior U. S. Departmentof Labor U. S. SelectiveService U. S. Armed Forces Social Security Administration Federal and StateCorrectional Institutions Veterans Administration National Co-OP League

State Associations forthe Blind Employment Offices Small BusinessAdministration Office of Civil Defense Chambers of Commerce

-ALUM, 89

Legal Aid Societies Student Non-ViolentCoordinating Committee Southern Christian LeadershipConference National Association for theAdvancement of Colored People Congress of RacialEquality

League of Women Voters Local Health Departments National Council of Churches Local and state medicalassociations Industrial Development Boards

Local Real Estate Boards Better Business Bureaus AFL-CIO Labor Unions American Friends Service Committee /nternational Self-Help HousingAssociation, Inc.

Farm Bureaus Educational Institutions, privateand public Local and privately sponsoredcredit unions Urban Leagues American Legion and Auxiliaries

Shriners AlcoholicsAnonymous American Red Cross Salvation Army Junior League Future Farmers of America Family and Children's services

Various service clubs, including:

Lions club Sertoma club Rotary Kiwanis Civitan Business & Professional Women'sclub Elks club Boy and Girl Scouts ofAmerica Y.M. and Y.W.C.Acorganizations Although many will say that aspecific organization or locally funded group was leftout, it was felt that only those service agencies ororganizations which were universal country-wide in synonomity shouldbe included in a paper of this length. Many equally effective groupsin each locale could have been added had timeand space permitted. 90

Mobilization OfCommunity Resources Services A survey conductedby theInformation and Training of McGraw-Hill,Incorporated, states,

"A mixed patternof communityattitude and community involvement in the needsof educationallydeficient adults emerges fromthe survey. While there ware to some outstandinginstances of community response certain aspects of theproblem, few programsshowed evidence of strong,united local effortto approach adults on a the problems ofeducationally deficient broad frontalbasis."4 overburdened be- Community resourcesin many instances are cause of alimited staff and heavy caseloads, therefore difficulty may be encounteredin the procuringof any However, totaleffectiveness of the ABE additional service. involvement program depends onthe day-to-daycooperation and of many of thepreviously listed resources. of community resourcesin serving the Successful involvement liason needs of thedisadvantages will dependon beneficial and the variousresources. In between the ABE program community as a addition, team effort onthe part of the whole must be developedto make surethat the individual to the neededservice. In order toexpand may be referred in the use of and fullymobilize thesecommunity resources the problems andneeds of the ABEstudent, a broad attack on be the following examplesof resourcesand services may considered.

Civic Clubs promotes special pro- Each civic clubwithin the community assistance to the ABE program. The jects which could be of in- Lions Club provides eyeglasses andsight conservation The Optimist Clubsponsors day campsfor boys, formation. furnishes boys clubs and safetyprograms. The Rotary Club projects aimed toward vocational informationand promotes understanding employer-employeerelations.

Education and 4Educationallv DeficientAdults Their Department ofHealth, Educationand Training Needs, U.S. by the Infor- Welfare. (The Report of aSurvey Conducted Services, A DivisionofMcGraw-Hill mation and Training Office, Inc. Washington,D.C.: U. S.Government Printing 1965), p. 32. 91

Local Business and Industry

In cooperation with the local Chambers of Commerce business and industry makes available jobs for ABE students, participants in on-the-job training funds, facilities and materials are placed at the disposal of private and public education.

Health Services

Local health departments provide health examinations, immunizations, chest x-rays, V.D. control and health education. In addition, local medical and dental associations contribute to individual treatment and care of the ABE students under special conditions.

Government Agencies Innumerable government agencies on the federal, state and local levels support training, welfare, legal services, veterans services, senior citizen assistance, research and demonstrations, as well as guidance in budgeting and housing programs.

The examples above were chosen at random and it should be noted that many other resources with purposes as worthy as these listed are available and willing to assist those in need.

Conclusion

The ABE leadership should become cognizant of the various federal, state, and local agencies and foundations which have funds available and are interested in supporting efforts to aid the disadvantaged. In addition, there are many private citizens, businesses, labor organizations and numerous service organizations that are willing toinvest both time and money in programs of benefit to the community.

INSTITUTE EVALUATION by Dr. IrwinJahns, Professor Department of AdultEducation Florida State University

Subjective Measures

Two types ofevaluative procedures wereused to assess the outcomes of the 1968Adult Basic EducationInstitute. The first of these proceduresconsisted of subjective Observa- tions made by group leadersand instructional staff. The institute director and theseveral discussion groupleaders met periodically todiscuss various aspects ofthe Institute, to share observationsregarding strengths andweaknesses, and to identify any changesin content and processthat would more adequately meet theeducational needs of participants. Most of these observations,subjective as they might be, provided considerableinsight into some of theproblems and concerns which participants,individually and collectively were aware of; and whichundoubtedly affected theirlearn- ing performance.

Objective Measures The second type of evaluative procedureconsisted of more objective measures. Two kinds of "happiness"indicators were used to ascertainparticipant reactions to various speakers, topical areas being discussed,housing, food service, recreational facilities, programstructure, classroom facilities and the like. Even though these indicators do not directly measure the amountof subject matter knowledge assimilated by participants,they often do exert considerable influence on thereceptivity of participants to subject matter acquisition.

One of the happiness indicatorsconsisted of weekly reaction forms used to assess participants' feelingstoward the content and procedures of the previous week. The second such indicator was a listing of "strengths andweaknesses" identified by each learning group mid-way throughthe institute. This measure being less structuredthan the end-of- the-week reaction forms, was of value inassessing some of the instructional and non-instructionalfactors that were most likely affecting desired educationalends. A second type of objective evaluative measure wasused to ascertain the extent to which certain cognitiveskills and abilities were acquired during the course ofthe institute. A pre-test and a post-test wereadministered to ascertain the level of subject matter competenceof participants at the beginning and at the end of the institute. The questions

93 based upon thegeneral used in thispre-postinstrument were objectives whichguided theoriginal selection educational the identificationof of content areasto beemphasized and on theprogram. resourcepeople to appear

Results andDiscussion indicated that 55 of pre- andpost-test scores A comparison tests made someoverall of the 65 personscompleting both one-half ofthese madesubstantial gain. Approximately small or modestgains. the otherhalf made only gains, whereas a modestnegative Ten of the65 personsshowed no change or change fromthe pre- topost-test measure. the resultsattained. At Several factorslikely influenced post-test as a group, learning groupscompleted the least two completed byindividual partici- whereas thepre-tests were answer(s) Thus, the groupdecision on the"correct" pants. people do betterthan what theywould may havehelped some not done individual; likewise,they may have have done as an decision thanif they as well oyconforming to the group judgement. A second,and more had exercisedtheir own Institute staff was important, factorwhich wasevident to number ofindividuals usedthe pre-test that a significant purposefully referent in thetypes ofinformation they as a Institute. These people sought outduring the courseof the out the answersto these andother wereobserved seeking review of libraryand questions viaindependent study, fay materials, and byapproaching staffand experienced reference major effects It is likelythat one of the participants. guide theself-instruc- of the pre-test wasthat it helped needed no of a number ofparticipants who tional activities improve theirpersonal other forms ofexternalmotivation to competence. the pre-post the "happiness"indicators nor Since neither they cannotbe conclu- measures arevalidated instruments, Institute successorfailure. sively cited asevidences of factors however, thatsuchnon-instructional They do suggest materially affectthe "learn- as foodand housingservices do They furthersuggest that more ing set" ofparticipants. institutes to theteaching consideration begiven in future and that moreopportunity oegiven for of mathematics application of thesuoject skill developmentand back-home matter areaspresented by resourcepersons. indicator Examples ofquestions includedin the happiness and in the pre-posttest follow. 95

SAMPLE QUESTIONS FROM THE"HAPPINESS" INDICATORS

1. Listed below are the presentationsthat were made during the first week of theInstitute. Please indicate your reaction to each one bycircling the appropriate number. Topic 6--Testing and Evaluation (Dr.Smith) Content Presentation Highly Useful 1 Excellent 1 Useful 2 Good 2 Of Little Use 3 Fair 3 Of No Use 4 Poor 4 Comments and/or suggestions forimproving the content of the presentation.

8. Please indicate your evaluation of the following:

1) Visit to CAI Center Usefulness Emphasis Highly Useful 1 Should be given much more emphasis 1 Useful 2 Should be given somewhat more emphasis 2 Of Little Use 3 Emphasis was adequate 3 Of No Use 4 Too much emphasis 4

16. List any additional subjects which you believe should have been included in this year's program, orwhich should be included in the program for next year. 1.

21. To what extent have you had the opportunity to share your ideas and experiences with other Institute participants?Circle appropriate number on scale below.

None Little Some Much Great Extent 0 1 2 3 4 5 6 7 8 9 10 96

To what extentcould the methodsand techniques used 22. in yur local ABE in the Institutebe of use to you number on scalebelow. program?Circle appropriate Great Extent None Little Some Much 8 9 10 0 1 2 3 4 5 6 7 add additional 24. Please comment onitems listed and items if desired: parking, c. Services (maid,telephone, messages, etc.) 97 SAMPLE QUESTIONS FROM THE PRE-POST TESTINSTRUMENT

5. A test devised especiallyfor appraising the reading ability of adults is the

(a) Metropolitan (b) ABLE (c) Stanford (d) Gray-Votaw-Rogers

16. Undereducated adults

(a) Have a realisticinterpretation of their ability. (b) Are likely to overestimate theirabilities (c) Are likely to underestimate theirabilities

19. At the instructional level, the studentknows what percentage of the running words?

(a) 75 (b) 80 (c) 90 (d) 95

23. In establishing a community ABE program,the following agencies could serve as importantinformational sources:

(a) Public schools (b) County health department (c) Welfare agencies (d) Employment service (e) Cooperative Extension Service

26. To identify the training needsof teachers in ABE: (a) An appropriate research design must bedeveloped and a professional research staffutilized (b) The ABE student should be thebasic source of data (c) The U.S. Office of Education should Jaeconsulted (d) Data should be collected to reflectthe specific needs of the teachers in your program (e) The literature and research canprovide the data on needs

30. Programmed instruction is best used toteach

(a) Specific skills (b) General knowledge (c) Phonics (d) Comprehension SELECTED BIBLIOGRAPHY

Articles

1. Allen, Robert E., "The Follett Program," Wilson Library Bulletin 40: 59-60; September, 1965.

2. Ausubel, D.P., "Effects of Cultural Deprivation on Learning Patterns," Audiovisual Instruction 10: 10-12; January, 1965.

3. Ayer, P.F., "Poverty and Re-Education,"Education Leadership 22: 540-2; May, 1965.

4. Bettelheim, Bruno, "Teaching the Di6advantaged," NEA Journal, September, 1965.

5. Crabtree, A. P.! "War on Poverty:" AdultLeadership, January, 1966.

6. "Current Approaches to Teaching Reading," NEAJournal, December, 1965.

7. Deutsch, Martin, "Minority Groups andClass Status as Related to Social and PersonalityFactors in Scholastic Achiwement," Monograph published by Societyof Applied Anthropology; New York, 1960.

8. Donahue, W%,,"Can Older Adults Learn?"NSA Journal 51: 53-4; April, 1962.

Edwards, F & H Hyberger, "SettingConducive to Adult Learning," Adult Leadershi 13: 17-18; May, 1964.

10. Fox, E., "Consideration inConstructing a Basic Read- ing Program for Functionally IlliterateAdults," Adult Leadership 13: 7-8; May, 1964.

11. Gregory, F. A., "Under Educated Man,"Educational Digest 30: 39-41; December, 1964.

12. Hendrickson, Andrew, "Adult Learning and theAdult Learner," Adult Leadership 14: 255-256; February, 1966.

13. Knowles, M. S., "Program Planning forAdults as Learners," AdultLeasiersj_Eli15: 267-8; February, 1967.

14. McClary, F.A., "Counselling in AdultBasic Education Programs," Adult Leadership 15: 78+; September! 1966.

15. Mitzel, M.A., "Functional Reading WordList for Adults, Adult Education 16: 67-9; Winter, 1966.

98 99

States," 16. Neff, M. C., "TowardLiteracy in the United Wilson LibraryBulletin 39: 885-6+; June, 1965. Tests for Adult 17. Whittemore, R. G., "CanWe Use Existing Basic Education?"Adult Education17: 19-29; Autumn, 1966. Instruction," 18. Witty, P. A., "GuidingPrinciples in Reading Teaching the FunctionallyIlliterate During World War II, Education 85: 474-80; April, 1965.

Books, Monographs,and Pamphlets Opportunity, 1. American Education andthe Search for Equal Educational PoliciesCommission, Washington: National Education Association,1965. Davis, Allison andHess, Robert, 2. Bloom, Benjamin S., New Com ensatorEducation for CulturalDe rivation, York: Holt, Rinehart andWInston Inc., 1965. Social Class 3. Davis, Allison, andRobert J. Havighurst, Influence U on Learning,Cambridge: Harvard University Press, 1948. Educational 4. Education and theDisadvanta ed American, Policies Commission,Washington: National Education Association, 1962.

Halsey, H. H.,Education,Esq2cigtz, New 5. College, York: Bureau ofPublications, Teachers Columbia University,1963. York: 6. Holdbrook, David, Englishfor the Rejected, New Cambridge Press, 1964.

Irelan, LolaM., (Editor),Low IncomeLifeAtales, 7. Education Washington: U.S. Departmentof Health, and Welfare,1966. York: Association 8. Kidd, J. R.,How AdultsLearn, New Press, 1959. (Editor), Handbookof Adult 9. Knowles, Malcolm Adult Educa- Education in theUuited States,Chicago: tion Associationof the U. S. A.,1960. Hallenbeck, AdultEducation 10. Lorge, McClusky,Jensen & Theory and MethodSeries: psychsts (pamphlet), AdultEducation Association,1963. LIST OF PUBLISHERS OF INSTRUCTIONAL MATERIALS FOR ADULTS

KEY (Symbols indicate type of materials available) R - Reading HW - Handwriting M - Mathematics Se - Science H - History H&S - Health & Safety Sp - Spelling

Addison-Wesley Publishing Co., Inc. Follett Publishing Co. Reading, Mass. 01867 1010 West Washington Blvd. Chicago 7 Ill. 60607 R M H American Book Co. Lancaster, Texas Globe Book Co. HW 175 Fifth Avenue New York 10: New York Appleton-Century-Crofts, Inc. 35 West 32nd St. New York 1, New York Harcourt, Brace & WOrld 757 Third Avenue New York 17, New York Behavioral Research Laboratories R. Box 577 Palo Alto, California 94302 Harr Wagner Publishing Co. R M H&S 609 Mission St. San Francisco 5, California Bureau of Publications R HW Teachers College Columbia university Press Holt, Rinehart & Winston, Inc. 525 West 125th Street 383 Madison Avenue New York 19, New York New York, New York 10017 R Sc

Charles E. Merrill Co. Noble & Noble Publishers, Inc. 1300 Alum Creek Drive 67 Irving Place Columbus 16, Ohio New York 3, New York R HW

D. C. Heath and Co. J. B. Lippincott Co. 225 Columbus Avenue East Washington Square Boston 16, Mass. Philadelphia 5, Pennsylvania

Reader's Digest Services, Inc. Lyons & Carnahan Educational Division 407 East 25th Street Pleasantville, New York Chicago, Ill. 60616 R Sc 100 101

Regents Publishing Co. Macmillan Co. 200 Park Avenue, South School Dept. New York 3, New York 866 Third Avenue New York, New York 10022

Science Research Associates 259 East Erie Street McGraw-Hill Book Co. Chicago 11, Illinois 330 West 42nd Street R Sp New York, New York 10036 R M Silver Burdett Co. Park Avenue & Columbia Road McGraw-Hill Book Co. Morristown, New Jersey 07960 Webster Division R H 680 Forest Road N.E. Atlanta, Georgia 30312 Steck-Vaughn Co. Austin 61, Texas R HW Sc H

For a Selected AnnotatedBibliography of Instructional materials for ABE (Bulletin 71F-3, August1968) write to: Adult General Education Section ne State Department of Education Tallahassee, Florida 32304 ,

ABE INSTITUTE PARTICIPANTS

July 7-26, 1968

Allison, William L. Bowleso Edward L. Assistant Principle Teacher, Adult Basic Education Dobuns-Bennett High School MDTA Training Center 1430 Watauga Street Route 2 Kingsport, Tennessee 37664 Koscuisko, Mississippi 39090

Ashley, Myra G. Breedlove, Athleen Mary Teacher, Adult Basic Education Teacher, Adult Basic Education Winston County Seneca Area Schools 2324 8th Avenue Grace Apts. C8 Haleyville, Alabama 35565 South Fairplay Street Seneca, South Carolina 29678 Bagwell, James Frank Pupervisor of Adult Education Brookhouser, Donald E. State Department of Education State Coordinator, MDT 1416 Senate Street Department of Education Columbia, South Carolina 29201 2714 - 99th Avenue Tampa, Florida 33612 Ball, Garis G. Supervisor of Adult Basic Education Brooks, Edith A. Orange County Librarian, Teacher 1407 rawyerwood Avenue Clarksville Board of Education Orlando, Florida 32809 803 College Street Clarksville, Tennessee 37040 Bates, Charles L. Supervisor of Adult Education Brooks, W. Willie State Department of Education Teacher, Adult Basic Education Box 112 Lee County Board of Education Benton, Tennessee 37307 69 Woodward Street Bishopville, South Carolina Bell, Mary R. 29010 Teacher, Adult Basic Education Elba City Board of Education Brown, Alvin A. 2703 Etheridge Avenue Teacher, Adult Basic Education Selma, Alabama 36701 Fayette County Board of Education Bishop, Floyd E. Route 4 Box 122 Teacher-Trainer Adult Basic Ed. Somerville, Tennessee 38068 Laurel City Schools 138 Lindsey Drive Brown, James B. Laurel, Mississippi 39440 Adult Basic Education Coordi- nator Boclair, Ernestine B. North Florida Junior College Program Director P. O. Box 582 Seasonal Farm Workers Program Madison, Florida 32340 P. 0. Box 146 Charleston, Mississippi 38921

102 103

Caffrey, Gerald C. Drew, Bernice T. Teacher-Trainer, Adult Basic Teacher, Adult Basic Education Coahoma Opportunities, Inc. Education 518 Ashton Avenue Pinellas County 38614 2310 Covina Way South Clarksdale, Mississippi Et. Petersburg,Florida 33712 Fouche, Alvonia L. Classroom Teacher Cain, Nellie Jo of Education Teacher, Adult BasicEducation Yazoo County Board 117 Cypress Circle Metro Board of Education Mississippi 39194 2018-21st Avenue South Yazoo City, Nashville, Tennessee 37212 Furman, Lorene M. Teacher, Adult BasicEducation Capo, Milford T. Florence City Schools Area Coordinator, MDTA 1109 Dixie Avenue 1530 N. W. 6th Avenue 35630 Gainesville, Florida Florence, Alabama Gideon, Johnnie P. Chain, Virginia L. Teacher, Adult BasicEducation Teacher, Adult BasicEducation 904 First Street Columbia City Schools Carolina 29678 Foxworth, Mississippi 39483 Seneca, South Graves, John C. Colston, Bob L. for Teacher, Adult BasicEducation Supervisor, School Marion County Board ofEducation Continuing Education Board of SchoolCommissioners Route 2 Whitwell, Tennessee 37397 Box 411 Mobile, Alabama36601 Cooper, Constance R. Education Griffis, Edwin A. Teacher, Adult Basic Basic Education Florence Public Schools Teacher, Adult District I Clinch County 158 Route 4 Box 217 P. O. Box Florence, South Carolina29501 Fargo, Georgia Hall, Addie J. Cummings, Charles D. Basic Education Teacher-Trainer, Adult Basic Teacher, Adult Education Escambia County 2600 N. 13th Avenue Memphis City School Board 32503 3854 Springfield Pensacola, Florida Memphis, Tennessee 38128 Hanberry, GeraldC. Basic Daniel, Ann Parham Teacher-Trainer, Adult Coordinator, Adult Basic Education South CarolinaCommission for Education Inc. Columbia County Farm Workers, 1637 WestwayDrivel Westchester P. 0. Box 504 Carolina 29407 Thomson, Georgia 30824 Charleston, South Harden, James L. Davis, James B. Education Teacher, Adult BasicEducation Teacher, Adult Basic Marion School District I School District #5 207 North Avenue 706 Mill Street 29621 Marion, South Carolina29571 Anderson, South Carolina 104

F. Harris, Martha A. Loney, Benjamin Teacher, Adult BasicEAucation Teacher-Trainer, AdultBasic Sumter CountySchool Education College District 41-2 Meridian Municipal Route 1 Box243 District Board Dalzell, SouthCarolina 29040 1006-21st Avenue 39301 Meridian, Mississippi Malone, Samuel C. Teacher, AdultBasic Education Hensley, Bonnie Lee Schools Associate Supervisor Laurel City 606 QueensburgAvenue Adult Basic Education Mississippi 39440 State Departmentof Education Laurel, 949 MorningsideStreet, Apt.23-C 39202 Martin, Grace G. Jackson, Mississippi Teacher, AdultBasicEducation Winona SchoolBoard Hitt, Tommy L. Basic Education Box 512 Teacher, Adult Mississippi 38967 Jackson County Winona, A Route 3 Box 403 Martin, Mary L. Mississippi N. Biloxi, Teacher, AdultBasicEducation Gadsden County Holt, Charles W. Education P. 0. Box773 Supervisor, Adult Florida State Departmentof Education Quincy, Street 401 Evergreen Martin, Phill Lawrenceburg, Tennessee38464 DeltaOpportunitiesCorporation 541 N.Solomon Hudson, Charles W. Mississippi 38701 Coordinator, AdultEducation Greenville, Mitchell County McCoy,Paul O. Route 4 Box120 A Adult BasicEducation 31730 Teacher, Camilla, Georgia Duval County 1504 FerndalePlace Hunt, Martha L. Florida 32207 Teacher-Trainer, Adult Jacksonville, Basic Education Cleatrice G. Inc. Murray, Mid-State Opportunity, Teacher, AdultBasic Education P. O. Box241 38643 DeKalb County Lambert, Mississippi 658 IndigoLane N.W. Georgia 30318 Jennings, RichardA. Atlanta, Supervisor, AdultBasic Education Newman,Bernice L. Tuscaloosa County Trainee, AdultBasic Education Box 12 35453 Polk County Cottondale, Alabama Route 1 Tennessee 37307 Jobe, Charles A. Benton, Basic Education Teacher, Adult Newman, ErnestV. Northeast Mississippi StateSupervisor, AdultEducation Junior College State Departmentof Education 1504 MeadowsDrive 38834 P. O. Box2 Corinth, Mississippi Guntersville,Alabama 35976 105

O'Ouinn, Clyde E. Smith, Joseph F. Coordinator-Multi-County Teacher-Trainer, Adult Waycross City School System Basic Education 1507 Dean Drive Henry County Waycross, Georgia 31501 P. O. BOX 393 Mcnonough, Georgia 30253 Parkman, Gertie J. Teacher, Adult Basic Education Smith, Sara C. 327 North Sixth Avenue Madison County Board of Birmingham, Alabama 35204 Education R.F.D. #1 Payne, Minnie W. Comer, Georgia 30629 Teacher, Adult Basic Education Sunflower County Schools Spann, Charles A. P. 0. Box 624 Supervisor and Teacher Moorhead, Mississippi 38761 Spartanburg City Schools 691 Virginia Avenue Phillips, Andrew G. Spartanburg, South Carolina Teacher, Adult Basic Education 29301 Atlanta Board of Education 950 Bolton Road, N.W. # F-8 Tweedy, Gwendolyn E. Atlanta, Georgia 30331 Teacher, Adult Basic Education Atlanta Board of Education Pope, Aulsie F. 741 Carter Street N.W. *2 Coordinator of Troup (talti-System)Atlanta, Georgia 30314 State Board of Education Box 1482 Vance, Ava-Lee LaGrange, Georgia Teacher, Adult Basic Education_ Marion County Rayburn, Alma Jo Jasper, Tennessee I.J.C. Vocational and Technical Education Center Walker, Peggy J. University of Mississippi Monroe County Boardof University, Mississippi Public Instruction 1550 5th Street Scruggs, William L. Key West, Florida33040 Choctaw County Board of Education Route 1 Box 106 Walker, Richard E. Gilbertown, Alabama 36908 Teacher, Adult Basic Education Monroe County Shancey, Margaret J. 1550 5th Street Teacher, Adult Basic Education Key West, Florida33040 Hillsborough County 3416 W. New Orleans Avenue Waters, Eva C. Tampa, Florida 33614 Teacher, Adult Basic Education Henry County Sistrunk, Evelyn Harris 406 Kirkland Street Elementary Supervisor Abbeville, Alabama 36310 Tallapoosa County Schools Route 1 Box 28 Westbrook, Josephine S. Camp Hill, Alabama 36850 Teacher, Adult Basic Education Rock Hill School District #3 634 Guilford Road Rock Hill, South Carolina 29730 106

White, Maude Coordinator, Adult Basic Education Bulloch County Route 4 6 Box 115 Statesboro, Georgia 30458

Wilder, Horton P. Teacher-Trainer, Adult Basic Education Greene County 2727 - 25th Street Tuscaloosa, Alabama 35401

Williams, Shirley M. Teacher, Adult Basic Education Board of Education 919 West McNeal Street Bolivar, Tennessee 38008

Wilson, Emmett C. Adult Supervisor and Textbook Consultant Etowah County Route 5 Box 27 Gadsden, Alabama 35709 ROSTER OF MEMBERSOF WORK GROUPS Members of GroupI Wilson, Gertie J. Frank Bagwell;Participants: E. C. Leader: Waters, DonaldE. Brookhouser, Parkman, Grace G.Martin, Eva Lee Wilder, AnnParham Daniel,Alvin Gwendolyn E.Tweedy, Horton P. Brown. Members of GroupII Bernice T. Participants: Clyde O'Quinn, Leader: Charles Bates; Minnie W. Payne,Benjamin Rayburn, MarthaAnn Harris, Drew, Alma Jo William L.Allison, F. Loney,Andrew Phillips,Bob Colston, Cleatrice Murray. Members of GroupIII Martha Participants: Paul O. McCoy, Leader: Ernestine Boclair; Richard Walker, Lorene M. Furman,Bernice L. Newman, L. A. Hunt, Garis GaleBall, James B. Charles A. Spann,Edwin A. Griffis, Brown. Members of GroupIV James L.Harden, Evelyn Leader: Bonnie Hensley; Participants: Athleen White, W. W.Brooks, CharlesA. Jobe, Sistrunk, Maude Pope. Breedlove, Mary L.Martin, PhilMartin, Aulsie Members of GroupV Constance Participants: John C. Graves, Leader: Charles Holt; Willard Walker,Tommy Josephine S.Westbrook, Peggy R. Cooper, William L. Scruggs,James B.Davis, L. Hitt,Addie June Hall, Charles W. Hudson. Members of GroupV/ Caffrey, Edith Participants: Gerald C. Leader: Ernest Newman: Richard Margaret J.Shancy, MyraGayle Ashley, A. Brooks, Malone, ShirleyM. Williams, Jennings, Alvonia L.Fouche, S. C. Ed L. Bowles. Members of GroupV/I Floyd E.Bishop, Nellie Leader: Gerald Hanberry;Participants: P. Gideon, C. Smith,Virginia L.Chain, Johnnie Jo Cain, Sara Charles DavidCummings, Ava Lee Joseph F. Smith,Mary R. Bell, Vance, MilfordCapo. ERIC Cle?,r;no-lse 107 MAR 5 1969

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