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University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 A Xerox Education Company | 72-27,078 I PARR, Wilma Rose, 1931- t ATTITUDES OF STUDENTS AND FACULTY CONCERNING THE | IDEAL LEARNING COMMUNITY AND THEREAL LEARNING I SITUATION AT A TWO-YEARPOST HIGH SCHOOL I INSTITUTION. | The Ohio State University, Ph.D., 1972 \ Education, adult f i- J University Microfilms, A XEROX Company, Ann Arbor, Michigan r . _ ...................... © 1972 WILMA ROSE PARR ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED ATTITUDES OF STUDENTS AND FACULTY CONCERNING THE IDEAL LEARNING COMMUNITY AND THE REAL LEARNING SITUATION AT A TWO-YEAR POST HIGH SCHOOL INSTITUTION DISSERTATION Presented In Partial Fulfillm ent of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Wilma R. Parr, B.S.A., M. ED The Ohio State University 1972 Approved by A d v iser ! ege of Education PLEASE NOTE: Some pages may have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company ACKNOWLEDGMENTS F irst, I want to thank the students at Columbus Technical Institute for sharing their attitudes about their Real Learning Situation and the situation as they would like it to be. Secondly, I want to thank the faculty for their cooperation in contributing their beliefs. Thirdly, I want to thank the administration of Columbus Technical Institute for permitting this study to take place. Grateful appreciation is extended to Sunny Robinson for her defi­ nition of Learning Community, to Dr, Malcolm Knowles for his bibliography and professional counsel and to Dr, Robert McCloskey for his dialogue concerning my earliest research proposal. Dr. James Bobula provided in­ valuable assistance in the beginning of this venture. Later on his com­ puter programming sk ill was of incalculable help time-wise in the handling of the massive data for this study. To Dr, John ohliger I give my sincere thanks not only for his helpful guidance and support in the pursuits of this present study but especially for the freedom and assistance he has provided me since I was introduced to him, I have found him to be a true teacher, one who does not neglect the substance of man • • . • one who regularly raises the question of his students (and a ll others around him), "ttiat kind of person is this?" I have appreciated his asking that of me, I have also appre­ ciated his recognising whatever it was that he did about the potential of humanism that he perceived existing in this person—his student , , , , while I increasingly recognised that he with his actions demonstrated ii consistently that he stands for the Ideal as long as it is not the sane as the Real* In ay own pursuit of being, at one and the sane tiae in three different roles—a person in an adult eduoation prograat of atteaptr> ing to teaoh adults and to see what an adult educator is about and at the sane tine being sinply an adult in the pursuit of an eduoation* 1 hunbly give to him ay wholehearted thanks—for giving as the freedom to find my responsibility—to make some failures and some gains toward becoming more truly educated • • • and so more truly me. Appreciation is extended to Dr. Hugh Laughlin who has shown me only encouragement* freedom and stim ulating direction. His deep concern and finesse about the direction of our position in a ll areas of higher eduoation urged me to pursue the difference between the Real and Ideal. Much thanks go to Dr. Grayee M, S ills for giving much freedom* kindness* understanding and support at many critical moments. Much esteem goes to Dr. Charles Mind for his direct and indirect guidance over many years. The freedom and actions he has shown me as I continue to develop my life goals and style have been most appreciated. Grateful acknowledgment and appreciation are extended to Lt. Col. Harold Brown for his understanding of me as a person who sought and understood his guidance and for his statistical assistance in this study* My sincere thanks go to Bari Sohaeffer for the aid in the inter­ pretation* editing and suggestions that he has most w illingly given to th e stu d y . It is very difficult to acknowledge all of those significant people who have helped me in one way or another in the pursuit of this iii study, lty- profound thanks go to Charlotte Basnett, Vara Buok, Stare Garaan, Houle M, Parr, Eulla C, Frloe, Dr. Sandra Soott, Dr, Albert M, Southern and to Mary Aim Trapp for offering aneh guidance, helpful orlt- lolsas and auoh understanding throughout this endeavor. Finally, ay gratitude to Mrs* Joan £hd.th for the sk illfu l editorial help and graphic Information uhlch hare been an Indispensable aid In preparing the manuscript for th is study. l r VITA. July 22, 1931 .................. .... Bom - Springfield, Ohio 1955 ■ ••••••••••••• B*S.A*, Ohio University, Athens, Ohio 1955~1958 ......................... « • « . Secondary Science Teaaher, Hooking County Schools, Hocking County, Ohio 1958-196 0 .................. ............................. Secondary Solenoe Teacher, Greene County Schools, Greene County, Ohio 1959-1960 • •••*•••*•*• National Solenoe Foundation Fellow­ ship, Antioch College, Yellow Springs, Ohio 1960-I963 • •••*••,*••• Chairman, General Science Depart­ ment, Urbana College, Urbana, Ohio 1 9 6 1 .................................. • •••«, K.Ed«, Wittenberg University, Springfield, Ohio 1961 -I963 •••••••••■•• Dean of Women, Urbana College, Urbana, Ohio 1963-196k • ••••••••••• Research Assistant, The U. S. office of Health, Education and Welfare and The Ohio State U niversity, Columbus, Ohio 1964-1966 • • • « ..................... • , • Guidance Counselor, Whitehall City Schools, Columbus, Ohio 1965 ................................... .... National Science Foundation Fellow­ ship (Summer), Dennison University, Granville, Ohio 1966-1967 • •••••«••••• Guidance Counselor and Testing Coor­ dinator, Nelsonville City Sohools, N elsonville, Ohioi Graduate Student, Ohio University, Athens, Ohio* 1966-1970 .......................... Sociology Instructor, Ohio University, Athens, Ohio 1967-1972 ••■••••••••• Chairnan, Behavioral Sciences Departaentf Chairman, Division of General Eduoation (1970-1971)* Coluafous Teohnioal In stitu te, Coluabus, Ohio FIELDS 07 STUDY Major Fields 1 Adult Eduoation, Interpersonal Cu—nnloation and Hitter E ducation Studies in Adult Eduoation, Professors John Ohliger and William Dowling Studies in Interpersonal Communication, Professor Kobert Monaghan Studies in Higher Eduoation, Professor Hugh Laughlin vi TABLE OF CONTENTS Page ACKNOWLEDGMENTS........................................................................... 11 VITA ........................................................................................................................... v LIST OF TABLES......................................................... i x LIST OF GRAPHS . ................................................ x i LIST OF FIGURES . .......................................................................... xli Chapter I . STATEMENT OF THE PROBLEM.................................................................. 1 H . REVIEW OF THE LITERATURE.................................................................. 7 I H . PURPOSES, PROCEDURES AND LIMITATIONS........................................ 49 Purposes P rocedures Analysis of Groups Analysis of Categories Limitations IV . ANALYSIS OF D A T A .................................................................................... 57 Statistical Treatment Data Type 1 Analysis Data type 2 Analysis Data type 3 Analysis Means and Standard Deviations t - t e s t V. REPORT OF FINDINGS, INTERPRETATIONS, IMPLICATIONS