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Frontiers in Adult Basic Education, a Compilation Of REPOR TRESUMES ED 019 575 AC 002 098 FRONTIERS IN ADULT BASIC EDUCATION, A COMPILATION OF SELECTED PAPERS AND GROUP REPORTS PRESENTED AT THE SOUTHEASTERNREGION INSTITUTE FOR TEACHER-TRAINERS IN ADULT BASIC EDUCATION (FLORIDA STATE UNIVERSITY, AUGUST 1-26, 1966). BY- PULER, WILLIAM H. HAND, SAM E. FLORIDA ST. UNIV., TALLAHASSEE, OFF.OF CONT. EDUC. PUB DATE 66 EDRS PRICE MF-$0.75 HC-$6.44 159P. DESCRIPTORS- ADULT EDUCATORS: *TRAINERS; *ADULT BASIC EDUCATION, 'INSERVICE TEACHER EDUCATION, READING INSTRUCTION, COMMUNITY. SUPPORT: COUNSELING, TRAINING TECHNIQUES, EDUCATIONAL OBJECTIVES, ADULT LEARNING, INSTRUCTIONAL MATERIALS, EVALUATION CRITERIA, COMPUTER ASSISTED INSTRUCTION, SOUTHERN STATES, STATISTICAL DATA, PROGRAM DESIGN, NONPROFESSIONAL PERSONNEL, CURRICULUM, ILLITERATE ADULTS, FLORIDA STATE UNIVERSITY, SELECTED PAPERS AND GROUP REPORTS FROM A FLORIDA STATE UNIVERSITY TRAINING INSTITUTE ARE PRESENTED ON PSYCHOLOGICAL AND SOCIOLOGICAL DIMENSIONS OF POVERTY AND ILLITERACY,ADULT BASIC EDUCATION METHODS AND OBJECTIVES, PRINCIPLES OF ADULT LEARNING AND BEHAVIOR CHANGE, AND RELATED CONCERNS IN TEACHER TRAINING AND PROGRAM DEVELOPMENT. SPECIFIC PROBLEM AREAS *IDENTIFIED BY TEACHER TRAINERS, THE OVERALL PROBLEM OF IDENTIFYING WITH AND MOTIVATING THE UNDEREDUCATED, ADULT CENTERED COUNSELING, CURRICULUM. PLANNING, AND READING INSTRUCTION, EVALUATION OF INSTRUCTIONAL MATERIALS, ENLISTMENT OF COMMUNITY SUPPORT, LONG RANGE EFFECTS OF EARLY CULTURAL DEPRIVATION, AND STRATEGIES AND SUGGESTIONS FOR TRAINING INDIGENOUS NONPROFESSIONALS ARE AMONG THE MAJOR TOPICS CONSIDERED; TWO TABLES, CHAPTER NOTES AND REFERENCES, APPENDIXES, AND A MODEL OF THE LEARNING PROCESS ARE ALSO INCLUDED. (LY) LL§ FRONTIERS 'E), IN ADULTBASICEDUCATION COMPILATION OFSELECTED PAPERS AND GROUP EPORTS PRESENTED AT THESOUTHEASTERN REGION STITUTE FOR TEACHERTRAINERS IN ADULT EDUCATION, AUGUST 1-26,1966. , s). .., ,..3 <,,i OF CONTINUING EDUCATION, THEFLORIDA STATE UNIVERSITY F TIERS IN ADULT BASIC EDUCATION U.S. DEPARTMENT 07 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 COMPILATION OF SELECTED PAPERS AND GROUP REPORTS PRESENTED AT THE SOUTHEASTERN REGION '()) IV INSTITUTE FOR TEACHER TRAINERS IN ADULT BASIC EDUCATION, AUGUST 1-26,1966. OFFICE OF CONTINUING EDUCATION, THE FLORIDA STATE UNIVERSITY TABLE OF CONTENTS Page FOREWORD ACKNOWLEDGMENT IDENTIFICATION WITH THE UNDER-EDUCATED - -George L.Stevens, Reading Consultant Riverdale, Maryland 1 REACTION OF TEACHER-TRAINERS TO SESSION --Led by ABE Students from Leon County,Florida 6 MAJOR PROBLEM AREAS IDENTIFIED BYTEACHER-TRAINERS IN ADULT BASIC EDUCATION AT THE OUTSET OF THEINSTITUTE 7 LONG-RANGE EFFECTS OF EARLY CULTURALDEPRIVATION - -Wallace A.Kennedy, Ph. D., Associate Professor, Department of Psychology, and Instituteof Human Development, The Florida State University 9 POVERTY: AS VIEWED BY THE SOCIOLOGIST --Robert L. Derbyshire, Ph. D., ConsultingSociologist, The Psychiatric Institute, University ofMaryland, Baltimore,Maryland 18 THE CULTURAL CHASM 26 POVERTY AS SEEN BY A WELFARE WORKER - -Bernice McCollum,Field Representative, Department of Public Welfare, State of Florida,Jacksonville, Florida 28 THE SOCIOLOGY OF EXCLUSION: IMPLICATIONS FOR TEACHING ADULT ILLITERATES - -Robert L.Derbyshire 32 ADULT LEARNING 43 PRINCIPLES OF LEARNING DESIGNED TO EFFECT BEHAVIORCHANGE - 47 FACTORS IN ADULT LEARNING 50 THE ADULT BASIC EDUCATION CURRICULUM:AN EXPANDED APPROACH TO LIFE --Curtis Ulmer, Ed. D., Consultant forAdminstration Adult BasiC Education and Institute ProgramChairman, Tallahassee, Florida 52 TABLE OF :CONTENTS Page CURRICULUM AND TEACHING IN ADULTBASIC EDUCATION - - S. E.Hand, Ed. D., Dl rector, Officeof Continuing Education, The Florida StateUniversity 55 COMMUNITY SUPPORT FOR THE ADULTBASIC EDUCATION PROGRAM - -John W.Forrest, Program Coordinator,U.S. Depart- ment of -ealth, Education, andWelfare, Atlanta, Georgia 61 TEACHING OBJECTIVES IN BASIJEDUCATION - -JosephA. Mangano, Adult BasicEducation Section, Department of Education, State of NewYork, Albany, New York 69 COMPUTER-ASSISTED INSTRUCTION - - H. W.Stoker, Ph. D., Professor ofEducational Research and testing, The FloridaState University -- 73 PRINCIPLES OF TEACHING READING INADULT BASIC EDUCATION - -WeldonBradtmueller, Ed. D., Consultant,Adult Basic Education, Department of Education,State of Florida- 81 JUDGING ADULT BASIC EDUCATIONMATERIALS 89 TEACHING READING TO ADULTS 95 - -GeorgeStevens COUNSELING AND RETENTION - -Paul Fitzgerald,Ed. D., Chief, Guidance and Counseling Service, Pinellas CountySchools, Clearwater, Florida 106 STRATEGIES AND SUGGESTIONS FOR TRAININGNON-PROFESSIONALS -- FrankReissmand, Ph. D., Department ofEducation, New York University, New York 124 TRAINING THEORY AND DESIGN AS RELATED TOTEACHER-TRAINING IN ADULT BASIC EDUCATION - -LeonardNadler, Ed. D., Associate Professor,Department of Education, George WashingtonUniversity, Washington DC 139 APPENDICES 150 - -Instructorsand Consultants - -Teacher-TrainerParticipants FOREWORD The Southeastern (Region IV) Institute for Teacher-Trainers in Adult Basic Education was held August 1-26, 1966, at TheFlorida State University, Tallahassee, Florida. The Institute was sponsored by the United States Office of Education, the National University Extension Association, andthe Office of Continuing Education of The Florida State University. The primary objectives of the Institute were to provide the kinds of information, experience, and opportunities for study and discussion which would enable the selected teacher-trainers todesign and conduct effective in-service education programs forteachers of adult basic education in their home states. In attendance at the Institute were teacher-trainersin adult basic education chosen by the state directors ofadult basic education in their respective states. Included among the states participating in the Institute were: Alabama, Florida, Georgia, Mississippi, South Carolina, and Tennessee. The Director of the Institute was Dr. Sam E. Hand,Office of Continuing Education, The Florida State University. The program Chairman was Dr. Curtis Ulmer, Consultant in Adult BasicEducation, The Florida State Department of Education. FRONTIERS in Adult Basic Educationwas compiled and edited by William H. Puder and Dr. Sam E. Hand, Office of ContinuingEducation, The Florida State University, Tallahassee, Florida. ACKNOWLEDGMENT The cooperation and significant contributions of the Adult Education staff of the Florida State Depart- ment of Education in the planning and the implementation of the Institute are gratefully acknowledged. * * * * * * * * IDENTIFICATION WITH THE UNDER-EDUCATED George L. Stevens Reading Consultant Riverdale, Maryland Let me read you some facts and figures taken from documents published by the United States Office of Education: 46 per cent of the total labor force in the United States does not have a high school diploma. Sixty-four per cent of the unemployed do not have a high school diploma. Forty-five per cent of those citizens who earn less than 2,000 dollars a year have only an eight-grade education. Sixty-two per cent of citizens receiving relief checks in the United States do not have as much as an eighth-grade education. There are 25,300,000 individuals in the United States who are 14 years of age or older, and who do not have an eighth-grade education. There are 11,300,000 individuals in the United States who do not have a fifth-grade education. And there are 3,000,000 totally illiterate United States citizers in the country. Now, let me quote some statistics taken from a document pub- lished by the Department of Labor: In 1939, one out of every four citizens in the U.S. was unskilled. In 1960, one of 16 U.S. citizens in unskilled In 1970, this ratio will have risen to one unskilled citizen for every 20 citizens. The job that lies ahead for teacher-trainers in adult basic education is a large one. The job is not a "Johnny-come-lately" situation; poverty, illiteracy, functional illiteracy, unemployment, unskilled laborers, cultural deprivation, and a host of sociological characteristics mark the ABE program that has been with us for years. -1- Perhaps that is the reason we teacher-trainers who like to think of our- selves as middle-class individuals, United Statescitizens in the lower and upper-middle class experience difficulty when weattempt to under- stand the problems of the under-educated. Perhaps our familiarity with the adult basic education program has causea us to lose contact with these peopleand has caused us to lose sight of the problems and the cultural milieu of the adult basic ed- ucation student. Today, in an effort to "identify" with the physical emotional, and sociological characteristics of the adult basiceducation student. let's perform an experiment. On your desk before you, you will find a short ten-minute test of your ability to translate Chaucerian Middle English words and phrases. (A copy of the test is attached.) At the end of a timed ten-minute period, we willreview your answers, grade the papers, and seek toobtain some form of feed back in the form of your emotional reaction to the test... Now that the ten minutes are over, did you find they werelong ones? I'm sure you did. Any adult student, whether highly educated or not, experiences frustration, anxiety,tension, and insecurity when confronted with
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