Search

This Institute was based upon the premise that existing efforts to eliminate illiteracy must be dramatically increased across the country and this increase in effort and activity could be substantially achieved with existing resources through the creative and dynamic efforts of the State Directors of Adult Education. Consequently, the Institute was designed to provide as many human and material resources as possible for use by the State Directors in analyzing the magnitude of their tasks, their individual and collective roles, and in developing imaginative "plans of action" to maximize the effective use of resources in adult basic education. The participants in the Institute were involved in a variety of pre-conference planning activities prior to their involvement in a human relations-problem solving 2-week residential workshop. The major objectives of the workshop were to enhance the creative capabilities of the participants, to perfect their communication, perceptual and problem solving skills, and to put into action innovative ideas to help overcome certain problems which inhibit the impact and effectiveness of adult basic education. (Author)

The overall objective of the project was to train a group of highly selected teacher-trainers and master teachers in the theory and principles of ABE, who would, in turn, provide for the pre-service and inservice training of classroom teachers and teacher-aides through state and local community clinics and workshops. More than 70 participants took part in the institute. On the basis of follow-through activities and evaluations of the Institute, it is concluded that: (1) Teacher turnover in ABE is high; (2) Teachers need intensive pre-service orientation to ABE and continuing in-service training; (3) The quality of ABE and the effectiveness of teaching it are subject to qualitative and quantitative measurement and evaluation; (4) At present, there are few career ladders for professional development in ABE; and (5) Teachers need most to be able to effectively teach basic skills, provide subject matter and materials relevant to the needs of disadvantaged adults, individualize instruction, apply a wide range of adult education methods and techniques, and effectively serve in the roles of counselor, diagnostician, evaluator, resource specialist, and designer-manager of learning experiences. The importance of these conclusions to future teacher training programs is presented. (Author/DB)

The objectives of the Florida Institute for Correctional Educators are presented. These include: (1) Promote professional growth of correctional educators; (2) Provide opportunity for association with professionals in correctional education; (3) Introduce different perceptions of inmate experiences; (4) Provide insights into leadership skills and means of change; (5) Present problems and possible solutions in correctional education in Florida and nationally; and (6) Introduce several methods of instruction appropriate for adults. At the conclusion of the Institute the participants were asked to express their views as to what the Institute objectives were--in terms of what they learned or achieved. Representative responses include: (1) To bring correctional educators together; (2) To make correctional educators realize where they fit into the total correctional picture; and (3) To give correctional educators some idea of the professional responsibility and professional image they should possess. (CK)

The strategies whereby relevant findings and implications of empirical research could become known to and employed by adult basic education practitioners in solving their problems are demonstrated. Efforts were made to: (1) Identify significant problems in the practice of adult basic education; (2) Conduct a thorough search of the research literature in the social sciences relevant to such problems; and (3) Develop and disseminate a series of monographs which would translate the findings of research and suggest solutions to problems in a manner which is meaningful to practitioners. To accomplish these tasks, job descriptions were developed, a nine-member staff employed, a project task analysis performed, criteria for selecting writers devised, and a conceptual system to facilitate a uniform approach to the definition and analysis of problems developed. The staff read 3,000 reports and made a survey of all members of the Commission of Professors of Adult Education and the Special Project Directors to detect research recently conducted. Findings include: (1) Ten monographs which relate research to practice can be produced in a twelve-month period with the resources made available in this project; (2) Problems reported by practitioners and researchers are often imprecisely defined and analyzed; (3) Practitioners tend to attribute problems to lack of financial and physical resources or to some uncontrollable conditions rather than to a lack of capability or knowledge on their part. (Author/CK)

The third in a series of institutes for the development and improvement of educational programs for older persons dealt with three basic concepts: (1) the need for educational forms other than the classroom; (2) the use of educational processes in the older years as a continuation of education throughout life, rather than as a separate segment; and (3) the need for inter-institutional cooperation and collaboration. The following subjects were discussed in eleven addresses: pre-retirement planning; vocational training needs of older workers; inter-agency communication and cooperation at the community level; an adult degree program called Bachelor of Independent Studies; education for the aging in Florida's community colleges; and the availability of resource material. Reports from county groups, a program outline, a selected bibliography, and a roster of participants are included in the report. (CL)

The Department of Adult Education is a graduate education department with the primary objective of improving the effectiveness and efficiency of adult education that takes place both within and outside the context of educational institutions. Faculty, through this self-study, have recognized several needs for the future. They include: (1) more precise enroute and terminal performance statements for its students; (2) more universal representation of agencies and program areas of the field in terms of the research performed and the service projects implemented; (3) more extensive use of experimental design to test developmental strategies for the resolution of crucial problems; (4) eliminate periodic breakdown of intra-departmental communications; (5) a system for continuous collection and recording of routine descriptive data; (6) elimination of reporting that which is not used in decision making; (7) prepare for increased enrollment in upper-division graduate level; and (8) increase enrollment in one graduate course. (Author/DB)

This second of three institutes for developing and improving educational programs for older persons was composed of 45 administrators, teachers, and counselors from universities, community colleges, and public school systems. Addresses presented were: "Aging--The Need for a Choice" by Dr. Thomas Rich; "The Physiology of Aging" by Dr. Fred B. Thigpen; "Psychology in Aging" by Dr. Neil Coppinger; "Second Career Planning for Older Adults" by Dr. Irving L. Webber; "Counseling Older Adults and Using Community Resources" by Mrs. Margaret E. Miller; "Learning and the Older Adult" by Dr. George F. Aker; and "Financial Support and Provision of Facilities" by a panel composed of Harold Kastner, James Fling, Myrtle Burnett, and Chalmers Murray. Three resource documents are included in the proceedings: "Some Issues Concerning Education for the Aging"; "Suggested Educational Activities for Older Citizens"; and "Survey of Community--Senior Citizen Information and Needs." A sample of a form used by the attendees to evaluate the institute and a summary of these evaluations are given. Among attendee suggestions are: that the next institute be held near a dynamic program; that people from out-of-state be invited; that presentations include nutrition and theological implications of aging; and that nursing-home administrators be invited to attend. (DB)

The major objectives of the Education for Senior Adults Leadership Development Institute were: (1) to give a deeper understanding of the characteristics of senior adults; (2) to give a sense of the richness and variety of activities that could be built into a program for the aging; (3) to provide help in problems of organizing and administering educational programs for the aging; and (4) to motivate participants to use what they learn when they return to their communities. Addresses covered: an overview of education on aging; sociological aspects of aging; recreation's contribution to education of older adults; physiology of aging; the role of the arts in the education of the aging; the place of the church in the continuing education of the aging; what it means to teach older adults; counseling of older adults; a comprehensive and coordinated community approach in planning education program for older persons; and use of the library and other community resources. A general section given on evaluation, emphasizes the relationship between evaluation and goals. This is followed by a copy of three evaluation forms used during the institute and a bibliography. (nl)

Selected institute addresses, group reports, and other material useful for teaching or administering public programs in adult basic education (ABE) are included in this report. Address topics include: Adult Basic Education; The Role of the ABE Teacher; Group Methods for Teaching in ABE; Training Teachers for Teaching Writing Skills in Adult Basic Education; and The Diagnostic Approach to Teaching Adults. Group reports include discussion of: development of self concept through prevocational training; individualized instruction; family life; parent child relationships; and consumer education; ABE for the community with emphasis on public relations; motivation; recruitment; and using community resources. The appendixes contain an institute evaluation, questionnaires, bibliography, sources of instructional material, and institute participants. (pt)

A study was made of adult basic education in a Southern rural community to determine characteristics of students and instructional staff; grade level progression, rate of dropout, student satisfaction, and appraisals of instructional staff; and the relationship between program success and characteristics of students and instructional staff. Data were collected via questionnaires, standardized tests, and interview schedules from a 1/3 random sample of students (305 persisters and 116 dropouts) and 77 teachers and teacher aides. Student gains in grade level scores were significant; nearly 3/4 stayed in the program; they were satisfied with the program; and staff were generally satisfied with student progress. Factors which seemed to favor achievement were being middle aged, having had no prior school experience, and being of rural residence. Dropouts were likely to be young, with no family responsibilities, and not too committed to a particular line of work. Staff characteristics differences between "high" and "low" achieving centers were slight but it seemed that a disproportionate share of "high" center teachers expressed concern for the problem of individualization. (nl)

Second in a series, this survey was designed to provide information about some aspects of graduate study in adult education in the United States and Canada. It differs from the first, dated July, 1968, in that only data likely to change appreciably in one year were included. Some of the major changes between the last and present reports are: full-time faculty increased from 55 to 88; part-time faculty decreased from 82 to 78, but 96 faculty from other departments were participating in the adult education program; full-time doctoral students increased from 330 to 387; part-time doctoral students increased from 369 to 526. At the masters level, full-time students increased from 179 to 259; and part-time students increased from 556 to 753; a decline took place in the number of students engaged in writing their dissertation. The number of assistantships increased from 100 to 137; fellowships, from 22 to 44; and internships, from 55 to 77. (The questionnaire is included in the appendix.) (NL)

This booklet is designed to give the adult educator a brief overview of 24 group methods and techniques that have been used to good advantage by many groups and organizations: audience reaction teams; brainstorming; buzz sessions; case study; colloquies; committees; conferences; conventions; discussion groups; demonstrations; field trips or tours; forums; institutes; interviews; lectures or speeches; listening teams; panels; question periods; role playing; seminars; short courses; skits; symposia; and workshops. Information on each type of activity includes a definition, areas of most effective use, major reasons for using the activity, major advantages and limitations, physical requirements, procedures, and similarity to other methods and techniques. Some additional methods, techniques, and devices are also noted, together with criteria for the selection of specific methods and techniques. (author/ly)

Recently, academic and vocational educators, as well as most of those charged with custody, have begun to help rehabilitate prison inmates through such preparation as the development of trade skills, high school completion, and literacy training. There exist correctional institutions which provide excellent programs in many skills needed by the "free world" such as auto mechanics, electronics and carpentry. This bibliography is an attempt to simplify the job of those who seek to determine what exists and how such materials relate to their function in the correctional process. (CK)

Supportive community services that aid in the Adult Basic Education (ABE) student's learning process by meeting the student's needs are discussed. Major needs and services are presented under the following four categories: health (psychological), health (physiological), occupational services, and legal and financial services. Ten references for additional study are provided. (For related documents, see AC 014 525-533.) (DB)

Reasons given by Adult Basic Education (ABE) students for leaving the program are interpreted and discussed, and implications for the ABE program are suggested. The reasons are classified into four categories: environment, physiology, wants and goals, and past experiences. The chief reasons given for dropping out in relation to the ABE program environment were: class centers are not conveniently located; students in one-parent families find it difficult to attend classes regularly; ABE class schedules are too rigid; class locations are sometimes not conducive to the students' personal safety; and classes are too large. As to physiological factors, student dropouts felt that the ABE program did not provide health-related services and that classes were held when the students were too tired to attend. Reasons related to the wants and goals of the students were that students are recruited into the ABE program without their being adequately informed as to what the program can do for them, and that the ABE program does not provide job-related training. The past experiences that students related to dropping out were: a dislike of testing procedures in the ABE program; learning materials were too childish and uninteresting; disinterest of the ABE teachers in their students; methods used by ABE teachers in class that cause the student embarassment; no clear indication by teachers of what is expected by the students in their classwork; lack of adequate feedback by the teachers; and inadequate counseling. Eight references for additional study are provided. (For related documents, see AC 014 525-532, 534.) (DB)

The emerging role of paraprofessionals in Adult Basic Education (ABE) programs is discussed. A definition is provided of the term paraprofessional, and a brief description is given of the typical person who assumes that role. Certain unique contributions of a paraprofessional to ABE programs and the task of recruiting paraprofessionals are explored. Possible duties of the paraprofessional are examined by use of several descriptive models. A setting for paraprofessional training is briefly described. Nine references for additional study are provided. (For related documents, see AC 014 525-530, 532-534.) (DB)

Student retention in Adult Basic Education (ABE) programs is the focus of this monograph. The means for solving the dropout problem in ABE programs are discussed from the answers to questions of why students enroll in ABE, what basic needs should be considered early in an ABE program, what procedures should be followed in orienting new students, and what precautions should be taken during initial testing of students. Nine references for additional study are provided. (For related documents, see AC 014 525-531, 533-534.) (DB)

The physiological condition of the adult learner as related to his learning capability is discussed. The design of the instructional process, the selection of learning tasks, the rate at which instruction occurs, and the nature of the instructional setting may all be modified by the instructor to accomodate the variable physiological conditions of the adult learner. Every adult learner will experience some deficiency in auditory or visual perception. The physiological changes that occur in the eye are discussed in relation to visual acuity, variability to illumination, color perception, and visual perception. Hearing is discussed as to auditory discrimination and emotion and hearing. The changes in sensory acuity that result in reduced perception cannot be altered, but the instructor can take some action as compensation. Since adequate perception of the learning stimulus is a pre-requisite of learning and, consequently, of memory, an instructor can enhance the retention of learned material by insuring the accurate and complete perception of the stimulus. Psychomotor skills and verbal communication are directly affected by physiological factors. An adult educator can help the adult learner to understand his physical difficulties and ways of overcoming their interference with learning. Eleven references for additional study are provided. (For related documents, see AC 014 525-526, 528-534.) (DB)

The complete instructional process in Adult Basic Education (ABE), focusing upon the teacher specifically, is examined, with special attention being given to the decisions surrounding the planning of instruction. This monograph discusses the process of goal refinement from major goals to program objectives to instructional objectives, analyzes the role of instructional objectives in providing direction to decision-making in planning the instructional process, and describes the specific decisions for implementing instruction. Recommendations are given for personnel at the community (teachers, and directors/coordinators), state (state ABE advisory and supervisory personnel, and university/college personnel), and national level personnel (U.S. Office of Education personnel, professional adult education organizational personnel, and special research and demonstration project personnel). Ten references for additional study are provided. (For related documents, see AC 014 525-528, 530-534.) (DB)

In-service education of Adult Basic Education (ABE) instructional staff by the unit of the school system or other institution that sponsors the ABE program is the focus of this monograph. The four interrelated purposes of the monograph are: (1) to present a general framework that planners can use in developing in-service education, using basic concepts of need apprisal and program development, (2) to identify the crucial decisions in the planning of in-service education, (3) to reveal tested knowledge from the scattered research reports related to ABE in-service education, and (4) to suggest ways to interrelate knowledge and action in the planning of in-service education. The monograph is organized into the following sections: Appraise the Situation (identify local symptoms of needed in-service education; make an initial appraisal of the local situation; select from the literature criteria for judging instructional staff performance); Identify Needs (describe the current performance of typical instructional staff members; describe the corresponding performance of outstanding staff; identify needs by comparing the current with what is needed); Select Needs (survey knowledge that may be used to satisfy the needs that are identified; survey resources that are available to satisfy these needs; select the most important needs); Develop the Program Plan (specify the objectives; specify the intended outputs and transactions; consider alternative evaluation procedures; plan the in-service education programs); and Conduct the Program (provide supportive arrangements to facilitate the program; implement the in-service program). Twenty references for additional study are provided. (For related documents, see AC 014 525-527, 529-534.) (DB)

As an aid to Adult Basic Education (ABE) practitioners in planning and conducting effective program evaluation activities, this monograph provides for a broader approach than is typical of ABE program evaluation. The monograph is organized around the following major elements of program evaluation: context, outcomes, inputs, processes, judgments, and applications. An analysis of each of these elements comprises this monograph. Sixteen references for further study are provided. (For related documents, see AC 014 525-529, 531-534.) (DB)

The learning and instructional processes related to adult education are discussed in this monograph. Following a brief discussion of the nature of learning and of instruction, the stages and conditions of learning and instruction are presented. These stages and conditions relate to internal conditions prerequisite to learning (motivation, attentional sets, readiness, and learning environment), states of the learning sequence (stimuli, attention, perception, coding, acquisition, and storage), the instructor's role in evoking learner performance (providing guidance and knowledge of results), and the progression of learning. The processes of remembering and forgetting are then discussed as to memory, remembering, and instructional factors affecting retention (nature and use of the material, overcoming interference effects, providing for the transfer of learning, and other ways of increasing retention). Finally, the designing and managing of instruction is presented in a number of interrelated steps. These steps are identifying objectives (motor skills, intellectual skills, verbal information, cognitive strategies, and attitudes), ordering the learning tasks, selecting instructional processes, and assessment of achievement. Eleven references for additional study are provided. (For related documents, see AC 014 525, 527-534.) (DB)

The decision-making process of potential ABE students as they consider enrollment was explored. An adoption process model was used to assist in the analysis. The model consists of five stages: (1) awareness, (2) interest, (3) evaluation, (4) trial, and (5) adoption. Research related to the adoption process and to the communication process was synthesized to identify ways in which the ABE staff might be more effective in influencing the decision-making process of potential students. Current recruitment practices in the field of ABE were then analyzed to determine how consistent they were with the research findings. Preliminary estimates of the appropriateness and effectiveness of such recruitment practices were made at each stage of the adoption process. Recommendations are given in two sets, those which are relevant to specific stages of adoption and those which concern recruiters. Nine references for additional study are provided. (For related documents, see AC 014 526-534.) (DB)