AN ABSTRACT OF THE THESIS OF
LEONARD KUNZMAN for the M, Ed.
(Degree)
(Name)
in Agricultural Education
(Major)
Date thesis is presented 7/2,,
Title TEACHER PREPARATION OF SPECIAL INSTRUCTORS
OF ADULT VOCATIONAL AXCULTURE CLASSES
Abstract approved
Redacted for Privacy
(Majorofessor)
The demand on the part of the public for adult education stems
from four basic causes: The steady rise of the educational level,
the increasing demands of changing culture, the effects and influ-
ences of war, and the need for human association. As a result,
public demand for adult education in the United States has grown by
leaps and bounds.
The purpose of the study is to develop a training program of
pre-service and in-service education for teachers of adult classes in
agriculture. These teachers have been designated as special instructors in the area of adult education
The summary of studies and related work reveals the need for
the study, but little specific work in the area of preparation of special
teachers is being done. A pilot program in Oregon was described.
The purpose of the pilot program was to promote and develop adult
classes in vocational agriculture. In order to do this, a procedure
evolved for training special instructors. This procedure was drawn
on for purposes of the study. Other studies supported such pro-
cedure. Correspondence with other states reveals the procedures
found successful in other areas.
A plan for training specialized teachers of adult vocational
agriculture classes is included. Such specialized teacher training
program falls into two categories. One area is designated as
methods and teaching aids, the other as human relations. The pro-
posed course outline for training part-time teachers is included.
There is a need for a teacher preparation plan and program
for specialized training in adult agricultural education. Effective
teaching and learning in adult classes requires training in teaching
methods in order to effectively utilize the experience of the teacher.
Knowledge and understanding of human relations needs to be a part
of this program.
CI L fliST'JCTORS
OF ALVLT YcCATIONAL iGICULTURE L/SES
TEACHER PREPAR.TION O
S
by
LEOND KU WZM AN
A THESIS
to
subm1ttc
OREGON ST1T
UNIVESI1Y
in prtt1 fulfillment of
the requirern'nt. for the
dec?r:.
of
UASTR OF EC(JCATIQN
June 1964
Redacted for Privacy
nm or D.parti.nt And
Redacted for Privacy
Lt
ssntid _j $, 1è4
by Miry Ze.k and Eth:r 1
4
TA!.F or GNTTh
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An4ysis nd *.$$uaption.
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Scp. and Limitation
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DefjnjtjofT.z,*rj.
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r.sp.nd.nc. with Othr
8sry of Answers to
Plan t
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* $444.4
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Studies and Re1ted Work., a, 4
PtlOtPrOg?af ifl Or.gon
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Training Speci1td Tchr4
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GJr* UUtlifl..
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Visual AidS Ii
}listory and
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School Orçaniution anti
Classroom Pracedure, *
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v1apint f Vocti
20
:c;ucation
31
ib1togrsphy.
Appendix I.
Appendix II
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bI/L INT:u.:JOr3
TEACHER PREPARATLON Ci'
OF AWLT VOATIL'N/L
CHAF
NTROWCUON
D B .KOUNi'
Public demand has caused adult ducetiori in th United St.tes to
Pu lic Lw 86-210
by leps and bounds. In 196:, Con'r
.
. to authorize Federal qrnt
it them to rratn-
to
tam, extend, and improve existtr prore. of vocation3i 'iuctton,
to develop new programs of vot;1 ou.tion, nd to provid: parttime employment fez yaaths vho nd the
to continue their vocational traininc; or
rni
fr
'uch ..np1oyinent
fullti barits, o th:t
persons of sU ages in all cn:urtii' of th.- Sit. t--thoe in high
school, thos. who have cczpletd or disontinud their forc1 education nd are preparing to enter th ibOrr:rketf thosa who have
already entered the labor market but nrU to upr
their skiLls or
learn new ones, and those with pcii ..duc:t1on. 1. hdiceips--will
have ready access to vocational trininç or retrthIn9 which is of
high quality, which is r,alisttc in th 1icht of ctual or rticlpated opportunities for gainful
ployr'nt, nd which i suited to
their needs, interests, nd ability to benefit from uch trtning."
Public demand for adult eduction opportunities cas.
hunger for learning which arises fr
a
four b:ic czuses (6, p. 8-l0)
2
,
Th. q.rt.xsl l*vel of
tQr t the .Th1ted Stt
du
h& hn
steadily rising for enrator nt t..y .t i difflcuit to
secur, any kind of employrn4 .tthout
hti :;?oo
ptaia. Msny adults vho dro
plat.d high school, tr
In ro-t
to iprov. their educatton
.ducatjon
inCreLng1y
ir' of th
ij*
t
mny ?Q COrK-
roc
ou .h adult
.
n1r
f)CO7
tuiy ft
vcl:
mont id for achieving ht
fr thy:....
The nøed for conttru
in alliad areas is Dv. qrt
othit' fild.
it t
eratton where h*nd.don m:thc
will suffice. It is a
hnti,d.
fljCDl,
rld .hic
ork
,ny
fQr
.1tur
The world of
f: r or
no I
ily opOO.L
%.
cIn htih1y tth
Th
to gain the rnaxiniut y11d fr
h.
truck fa,s, dairy farm, be
or
Chrjstas.tr,, fazi. Hru'.
entific knowledge
n Irttn hI: ....'ff1-
rvthod- In
ci ency.
a
As
zr .dacationa3. lvi
ogical advDncsments LnfIuenc
.-r.
ou
tift
1Iv,, ur cuItu
tchric1-
j
t
a ffctad. The wo,ld ta
nO
nurturd in
to be left behind1 Unrut ri oct; 1 Iv.curity
oLi1izati,
I chaninç society which tth.tc:
y
decreased featly size, and fr .c....nt.tion of fni1y 1if. Th
;'%'t p in youth iLI not
,eserv.trs of knlede And
irn
suffice for tee,tlng the
of tC)O)Y' .......
r.ny r' turr
tftg to local adult education ;;rr.:
Th
IfjV T)_I
r
our cor
Dirtn World war U,
end great sMftt in cccup 1cr' 1
and intensive .ducsticn
for
new
end vital joF.
service, wten hd to t
As people were throrn
found that, even a
They qeined t ne
ad*pt.
urri
j
&r
fly, nd
rd thsir
iv1.
int1th
I
n
'cth
abIlity to explore nd C
or1c
intellectually. 1gatn, they
World War ! gave rt
to
ftct
o
-ç....t
,
11coiiy and
tly
beC.ue of corcarn o'ir ru1 rY
r7
administered by thc
the lay public beer to rc
grad, the perf.xsnc, of acui
schools.
UL
Cr:
ho r
1oc,
tter
k
tø up-
rd
4
The Snith-Rughes Act (and suhsequnt act' ireaty urdrgirded development of adult educztion with it provi1.or for
educationaj assistance to adult. in th zre. of qricultur,
he econntcs, and trade and tndutry duction.
Nee
to Hurr a
(, p. 39-
ocition
Farm failtes are among tho..: mot oViou:1y aff?ct
trends toward urbanization and rnechanitn.
frily are no longer isolated. Trns portation
by
The farmer end his
nd muthrocming
population centers are bringing rur1 .:'ople into closer contct
with the world arind them and the adult
inring to seek
broader social and cultural outleta rural nd urban populations
begin to intermingle. People are firdinQ
satisfaction in
the mere aasocjatjan with others throuqh adult educetion css.
The President's Panel of Contultants on Vocrtional auc.tion,
in its agenda for action, has statd tht in
work, vocational education must (12, t.
1.
ch.nrjthg worlci of
Offer training opportunities to the 2]. millIon noncollege workers who will enter the iaLor mrket in
the 1960's.
Provide training or retrininq for the rnillton
workers whoa, skills and technic; I knov ledge must be
updated, as well, as those hore Jobs will diapper
due to autnation or ecOnor-ic chsa.
Meet the critical need for highly skilled craftsmn nd
technjcjas through aduci'tton rd trining byond the
high schoøl.
4.
Expand vocational and tichnlcl training programs con-
sistent with employnent paibiiit&e
nd n&tional
econic needs.
.
Make education and traininq opportunitte equally avail-
able to all, regardless of rac, scx, or place of
residence.
The Vocational Education Act of
?, which grew out of the
r.cnrnendations of the President's panel, will no doubt have a rong
effect upon vocational education ana training in Oregon. }-rograms in
agricu'ture education can he effectively broadened to
t th needs of
more individuals, end the State Dprtment of Education, local school
adatnitzators, and professionl Qroups must work cooperEtively in
developing sound end lasting pror:
P. ob
Need f
The purpose of this paper i to develop
the Stud
training program of both
pxe-service and tnservtce education for tachr of adult classes in
agriculture.
The demand for adult ffrmer corc t crcater than can be handled
by local vocational agriculture tach'rs. Pt practice in Oregon has
been to hire sp.ciaitts who may b- lay or profeional people, not
specifically trained as teechers, but proficient with th: subject
matter they are to teach.
6
There i no organized teachr tratnnq roqrar for part-time spe-
in vocttonal griculture in Oregon.
cia]. instructors of adult
These persons teach a crse of tvnty to thirty hour5 of Orafli7ed
and systemic inctruction.
Tht
i spr'ad over a ten-week period.
Special teachers, few of whn have had prior training in the
fundamental.s of effective tech&ne, ro placed in a cl&sSro
of adults
for the first time to teach vocational aqriculture subjects. Trial and
error or, at best, impressions hm foxvnr teachers, wilt most likely
decide the teaching methods used by these individuals. Even with su
perviston by professional educators, teaching skills acquirec in this
fashion may Case in a confusing and frustrating manner, ard t best the
results will be accidental and painfully '1.ow, The proce. might be
cpazed to a person trying to teach hi.elf to drive an autanobtle in
the midst of traffic end nmv and then consulting a policeman for
advio&
In tther case, positive results m not tmposstbl, but
they are highly improbable.
In order to help lay personnel hecomi effective adul. teachers,
we must equip them with the necessary tools and knowledge of successful
teaching methods (9, p. !7). They must be made aware of at least the
basic principles of the learninq process and initial behavioral
patterns in order to be able to influance their students..
nalys4s and Assumctions
The author considers the following assumptions basic to the
problems
First it is assumed that the financial side of any problem must be
7
examined b,caus. finances thfluence the ntur., siTe, scope, and
adaptability of any program.
fiscal lirntttions lo influence the
caliber of teachers secured.
Another aspect of this assurption is that where funds ar most
readily available the most capable teachers can be attracted because
of sajery scales, materials, and equipment vailahle to them.
The
potential sp.ctet teachers can bce more adept in the use of dfective teaching methods bicauss ditricts can a f ford more extensive in-
service traininq.
the
other hand, those projrms with limited funds tend to rely
more en lay teachers because the opportunities offered experienced
teachers ar. not particularly ett.rctive. hen funds are limit?d,
even the most pretsing special ters may not have financial opportunity to upgrade thur teaching methods.
Thirster,, in order to be successful, a program designed to
attract promising special teachers, train therr., -!d develop suCCe'sful adult education must be anchored with .dqute financial backing
and a teach.
training program in ba;ic teaching methods.
Still anothex basic assumption is that the training of lay teachers
sbcs.Ud be th' responsibility of dsiJnated igaders on the t:te arid
national level workinq with local corunities, Specifically, it t
th. responsibility of the State Deprtient of ducation
nd Oregon
State University, working cooperatively to improve teacher education in
Oregon.
Oregon State University Is. the most likely institution to
carry
it such * program because the most extensive agriculture pro-
grass (both in teacher training and technical subject material) are
located there.
Intensive short ccurses for pecil teach''rs are most desirable
and shld be caducted at the tocl level, with representatives fran
the State Departa.nt of Education cnd Oregon State University serving
as consultants and program developers. The demands of the prospective
special teachers' *a.jor work prohibits them trrvelinq great distances
to bec*e i*lified for a second9ry undert:kir1g. The basic and priasry occupational interest of special teach.rs is often not in teachng adult classes. Their primary problem in taching is to gain
enigh knowledge abcut teathtnq rT!ethods to successfully communicate
1nformatiør to fellow workers in agriculture.
of This
a
This paper includes statements which çener:.lize adult education
and teaching methods and practices.
In order to deal vtth the spe-
cific problea of training of tach rs for adult education classe, the
writer has stayed within the folloving lirnitations*
The paper is geogrphtcally limited to the State of Oregon.
The plan Considers only those teachrs of adult vo...
agriculture who have had little or no preparation in the
mthøds of teaching students.
9
The paper is restricted to t' adult education prograri
under the auspices of th local public schools, but hich
could be utilized in cwrunity co11. rociarn..
The paper is limited to th' 'riter experience and library
research.
Definition of Tr: and Wor
Most of th. terms itited belo are farilir to tho
in the fiold
of education, However, since Individuals other than profsional edu-
catora may read this paper, an effort
pedegogy as much as possible.
nade to avoid educational
In ro-t prof
As
cal terminology is developed and I
those technical terms and word
iil b
ions, howvr, techni-
ort:Im unavoidable. Thnrefore,
whl ch
ro us d frequently in this
paper are defined.
ult education courses
tho. of ferd to people who are either
graduated frog high schoo], or who ire older than 18 year of age.
The
classes ax. held under the jurisdiction of the local public schools.
They are of a post-high school nature, but do not provtde college
credits. Students usually pay a nnInal fee to participate in adult
education classes, but at most, th fees are less than those paid to
take courses for which college credit is granted.
Szxpcjal teaçh.xs have had little or no forl teacher education.
They are professionally trained in other fields and teaching is not a
full-time job for them. Of the 90,000 tch;rs of adults, 20 percent
10
Have had no professional preparation for t.ahlng, and only 12 percent
have had special training as t
3.
herb of adults.
1ErV4i_Or5 or dtrector of vocational education davelop
adult education programs, coordint:: the classes, recruit instructors
end are the liaison for potenti4 4u1.t eductiori pupils. In essence,
the supervisor is the admtniitrator of the adult education program.
Effectjip eact4n9 md are the weys in which teachers go
(1) gaining the attention of the cts; (2) imparting kni1
ed. in an appealing, interetinq menner; and (3) presenting the
abouti
material to be learned in such
as to cause the students to
want to further pursue information etng presented.
The instructional
procedures most affective in contributing to the learning process
involved includi, (1) grp discussion; (2) laboratory work; (3) d
onstr'ttcns; (4) field trips; (5) forums; (6) symposiums; (7) panel
discussions; and (e) use of visual ids.
it
CHvNr II
STUDIES iND ELTED ?OK
Pilot roir.'.m in 0or
Provisions for vocaUonsl education programs have bsen in exist-
once for forty-seven years and the development of the adult farmer
program (or agriculture education) ha had a rather varied growth
pattern.
In some states the adult eduction program is very strong and
a large nb.r of farmers. In sne state it is practically
non-existent (7, p.1). Successful firmer classes sponsored by the
high schools date back to the early 1900's, but only since the late
30's and 40's has a sizeable contribution been made to the. program.
In the tall ef 1956, an exptmental adult voctionl education
program was inaugurated in Oregon under the 1adership of the Oregon
State Doard of Education.
This pilot program was devc.lopcd by the
Vocational Education Division of the State D artrnent of Education
in cooperation with the Gervais Union High School [i&strict.
Th. purpose of this prograr was to promote and develop adult
classes In vocational agriculture. It as intended that the pilot
program damonstrat. what could
or
in adult vocational agriculture
classes in local school distrtct ;.nd reveal local needs, both immediate and future, for these procram. It was recognized that
12
circu&uatanaes night be such that other çpe; of voca:iona1 c1ases
could be prioted and developed.
State representatives cf the division of Vocational Education
worked closely with the local aciiinitration and vocational agriculture
)lOyO8 of the school ietrict in planning and executing
the progi'a. The progran cone ieted of the proziot ion and organ i-
atian of adult vocattza1 class, training of nocossar techera,
and supervision of clasøes after the;: were iii opera Lion
supervisor was
A local
1oyad by the Gorvai Union High cbool Dietriet
for the purpose of *ddnistering the program.
In the first year of the program 115 persona enrolled in
4u1t vocational homemaking ciaees and 110 :ersone enrolled in
adult vocational agriculture claeses. In all iai cince, certifi-
ted special instructors were ersojed to teacktheee elases.
During the 1962-63 SchoQi
gh
chcci and eor.n-iit
college districts in Oregon held adult agicudture education classee
ui1pr to
se conducted during the pici. progran
The thesis study of the aciul Lamer j;rogran in Eagel point
Eii School District
tht,
lack of training in
teacher methods among the special ?a, instrus ors has been a draw-
back in the touatton of further aiu1L Larncr elasses a Eagle
Point" (3, p. 49).
The study pointed out that, 's a rule we have been iaos
tortate in obtaining xce1len adu1 teachers, but
training
in actual teaching methods would be of benefit to all' (3,
p. 6).
"A uniform course outline of basic teacher training for adult
instructors should be developed.
Such basic training should include
a special course in methods of ta:chin which
ld be available
throughout the state for adult ci
instructors" (3, p. 77-78).
The State Department of .duciticn r'ports that 44 high school
and seven cecmunity college dtstrict in thi
tete are operating
adult vocational agricu1tue proqre!r.. Last yr approximately
1,400 farmers were enrolled in orcn1zed Cir. The vocational
homemaking service reported over 5,000 edult
rrkers in cls;e
last year. This represents an increase of rore than 300 percent
in 20 years. As the program continues to expand, the need for
more organized preparation for tn tructor
ever more
apparent.
Recent correspondence from n Oregon cncuntty college indicates
that th. agriculture program on thi. 1evl is increasing in interest
and enrollment and that many additional part-time apectal teachers
will, be neded, Professional teachers who re pccta1its in agri-
culture education are not evailh1 to trach these courss.
following excerpt from a letter
The
to the griculture Education
Section of the State Department oi ducation in Salem, dated
August 20, 1963, fr
Treasure Vl1sy Cosunity College in Ontario,
Oregon, is a good example of whet is to
nd why there is a need
for special teachers to be tra.inad to teach these classes,
14
"Enclosed yi v411 (md an unofficii copy of
. curricula. Thi will
x aqriculturel-mechintcal.
give yi swe idea of what vv ar planning in the
casing year.
as planning to use no.tiy part-time instructors
in the specialized areas. . . These people tll nesd to
be picked fras a wk-re1atd situation and given work
in .ication (pre-servtc ter char treirir:.
WhI 1 e
classes are operating I may find it
to give
further help to isprove the instruction l'?vel."
letter written by Carl G. Devin,
The ibove excerpts are frcxn
Vocational.Techntca]. Director of the Treasure Valley Corr:unity College.
At this point, the question of the importance of training teachers
say arise, as well as the question of v'ho i responsible for this
training.
According to Policy Bulletin No. 1,
Education", published by the U.
.
thriritratin of Vocational
1srLsnt of Health, C.ducation, ap
Welfare, this is the responsibflity of tha state. "Federal funds
say be used fox saint*ining adequate progrars of teacher training
in each of the federally aided fields of vocational education" (102.31).
Agriculture education is on of thase fields. Under C'noral Plan
Provisions for Teacher training" (102.23), it reads:
The State Plan is to include the State Boaros proposals
for teacher training in the various fields of vocational
education. . . the duties and qualifications of
ta char trainers and oth
training staff on the prof
tandard
for teacher trtn1'
The plan is else to in.dicit
responsibility for suprvl.
training tnstttution and in C'
taming proQratss of such lr;
tci
cy
as are needed to provide tn
vocational teachers.
In Oregon, and specifically in
.rovI(
for agriculture classes, the
(9, p. 39) sugg.stss
The local r,alarly mp1oyu tc:
qu Uztc
designated by the local adrtnt 'r.in ard
approved by the State SUprVibOr ii
f th
turd Education will be in
evening cPiool nd young fr:
f
vocational agriculture or
The state supervisory 1Li ir:
with the tuchtr tzaintn9 tfi';il1
responsible for the trinIn:; o
Such teacher training crr. il
struction In methods aproprIt
of adult farmer and yomg f3rr'
cour
T
t
1uc:
otIy
innd
will include dvel, r:t of cour:
r
analysis of sbs eno ob trport'. I:cr
ration of necssary recoxczr
trainer ccursu say be provia ' for tnvicu:1ly
or in groups as ths oco
The stats supervisor 1I1 b'-'
1bl for
p-Cil
approving the quaiific4ttorr of
for adult and young fsriser clar
i1i
tth:r
r,cnmentIcns for certifict13n.
r
16
ta
ence wIth Other
Several wothods were
us,c4 to detrm1ne whther previx
had been conducted which would hear dirct1y on the
atudies
velprrant o
made
'n dicued. Contact
with the Prraa Specialist for :i.uiture uct.ion in tha U S.
a course of training such as ha
ifare,
Office of ducatien, Department of Ha1th, Eciuct.ton, and
Washington D. C., requesting the n
nd addr:;es o
visors Cf Agricultura Education in tat
tat Super-
re work hd been done
relative to training lay adult teachers. A lit of five men
representing different states wae obtained an each man wa sent
letter explainIng the probte and the purpoe of the study.
Each
replied in detail and stated that, .lthouh they had used variouc
individual and grp tmethods of trinin'i lay instructor., no
written plan had
been
developed in their state.
In several cases the replies indicated that tatea had r..::orted
to requiring suir courses in methor of teachi.n at accredited
teacher training instita.mtion. This had the obvious dr:back of
precluding those most active in their articule.r fields hacau
of'
time conflict. However, material hs 5.--'r developed for training
part-time special instructor-
acJthg adult clas .-a:: in th voc-
tional trades and industrial program. This
consulted
nd
teriL hat- been
utilized in the evout1on of th tacher training
plan offered in Chapter 111.
17
Most helpful in dtarLining the
a
irvey u.aae of
teech.rs at the local school level. Twenty vocational diriculture
te*chrs who had conducted adult farmer classes in (iregon iere con
tectad. Questionnaires wars sent containin çuebttons relating to
the size øf thdr programs in 1960-61,
e amount of contact they
hive had with special teachers prior to clas seston in th past,
and of primary iortance, whet their r.:4attons Nould b
earning futuxø training for special teachers.
con
opy of this qUes
tionnatre is appended. (ipp.ndtx 1)
Of tho 20 bVcational agriculture teachers queried, 15 replied.
One indicated that th.r. had been no classes in vocational a;riculture
education in his ares in the 1960-61 year. The following statistics
then, are based upon the direct
to the questions, anci codents
appended, by 14 vocational agriculture teachers in C#rjon.
uraries
of answers received ropresent observations based on personal analysts
of the answers. (Appendix II)
In all instances in which vocational açriculture teachers were
qaestion.d, there were indications that sorne instruction was provided
to special teachers. The amount of time spent ano the amount of
coverage given te effective teaching uethods were not clearly inuicated.
All instruction of special teachers was done Inrilvidual ly. Only one
source revealed the ua of group instruction.
onetteless, the teachers
polled unanimously agreed that group instruction would be benefictai
and necessary for an effective pro9ram.
A
t
unrm.ri*otieti of $flswr
raiiica1 tbuItions, or i
bUMt4PJIY
bich inv1vec
the Q
r
,
UL_ f'IRb
.F
I
2
I
es
15
4
5-10
7
5
1
b
I
7
8
8
4
4-cs
-
6
4
Ye
6
6
3
I
-4
.1
Yes
4
1
2
I
1
2-4
4
1-2
-
9
10
4
3
11
23
11
2
12
I
I
1
2
2
2
9
5
14
4
1
4
1-2
2-3
1
2
1-2
Tc
i;
Y
2
The irnitrment u&d in c44lectin
tm intrati
rtu1 toçjsthr with
ti'e
(App.ndt* I and ii)
2-
er
rct- this taD1
i ir
th
'9
in conciusiøn, reisted
ii t:.t
gricuLture rogrus grow,
n.t.d end usid.
re
The 9rstest txsinlng
echar.iid
kiiis in cMuct1n9 s ciis.
This
tasic teachin9 uethods class. ih
pzirinç ieen pLans
class.
These
Lc't j
rtet iCU - kil
L'
ouic be
techniquei
acidnt, yet are flot s
vO
hith
iiut be
conp.Lcx that
could be achieved in a very shtrt
ti
tiie bit .tructure
20
CHATf III
TRAINIH S
IALIZED TiACThS OF
VOCATiONAL /\GSICULIURE
L7;S E3
The training of spectauizt t:'athrs ani thc traininç of pro.-
fessianal teachers is basically th same, except for the 1ngth of
time involved (2, p. 249). The trinlng o t.pt:cializd tchers
will be more limited in sccp and more specifically rel.td to the
job at hand than the training of th prof
ional teachcr.
Experience illustrates that pcIlizd teacher training needs
tend to fall into two categorie. This is supported by the etudy of
public school adult educatton proçrams by the National Asocttton of
Public School Adult Educators which reulted in the identtflction
of two areas which are called 'rnethods and teaching aids" arid Thurnan
relation
Educators in general agree that any teacher must kr
the sub.j
preient it effctivily to the learner.
that a kndiq of besic methods is nccessary.
he is presenting end how to
This writer contends
Effective learning requires
dr
of willingness Qfl the part
of the learner as well as profici'ncy of the instructor. More often
nd inter&t of the pupil dpd
upon the teacher's presentation or th mtrial, and this prasntathan not the continusd wiLlingnc
tion can be strongly influenced by
few
primary principles.
The plan for special tachr of vocational egriculture who
have had no teething preparation should includ
21
in t
iaac* p1ao
Techniqus. t gz'oup
eUsvll*tioD
thci f
Iustructim in the
,
OtZ&ex tecbiiqu.e
wLditiou to the
ioal level,
in
ti.y shoui4 b
r4
au.LL 4a1 pr
tion1 aiis. 1iery 1v*
piytholo, bilosoph of
tchra
this trpe
c1u
rir.Lg -'
the tize.
T*he
o
u1tt thci d
rolaUoxi, (8, .
i,
ow to ui4rst*n
of the alss
vs1uation of ltsr
An*1.sis of
zovidirig
g
tUUI1
casar
Xo%f to reduce Uz)p
Other items zela.tire
tJ
22
pr.st.a hswiUi
Th. pi
proc.thu.s seo4,
r3L.,
ad1t
c&tia1
UC*Ucfl
.4ogr$. i
4 a bae unu
.ut,
.4*catim progri
natv
?
e1uroo
4rtaki, all tbr.e aresa shuL
O?sZ it * U*itsd pZ'OU i3
ttrst, it * tebar )*.a * cx
::
ba abla to keap tb* *ttio Qr hi
pxovS4. 1*eattive tor hi& studru
Mditiopal e4ati.
it a taaobar
oa basie tctci
katjU regrw
at l*iøroii* prosa4ur.s or ct thatzAi.
**411 II&t*iTA
In tha lattar
uqhi vre
elsos 1t*mtt.
t baa 1itt1 km
Issa the Iit.rsst at his cia
The autline pr..*t.d later
a
Lk
ir.
cu
.tthir &'tkcdg h. will
rk will b
t
:..hi
either .eluaivs or thtlazib1,
14Sn * ccneie. and e*ct tra
apesial tiasher
ot
&
1L
be
43an
gu2cie fr
,uU1
1i bk
ot tb. Vooaticmal AriøtUturo
w1r
&tict ad the staff at th
$t*te iareLt,. A final ew
et4 actual
either daparteizt,
cv
of
uctLr.
4epe2din
tias cheduIes of cooparaUxg
FJi3. 3..,
4r$
22
It
te8Okr8 re
4ep*ztt, wd thtz £'
podb1. aouraoe tar tntx
or *rt-tiL. direotora ho
a';
bs$le spicial toachez tr1rdx
Ora ms.y slea proviii
(b.e estsbli&ind.
q
xch
cL1
sdult oira*gi *iU
to
proportioat. .iti&
be gtve
isz'ution, Th
iJsp?0vEi4 quaii...
oopimziaate tor te
Lt*i in
.Am4a roqair.4 tot th.t
W'Q
'tij as baato
t bsizg turti6hed b
diatrict.
o11ovtng ja a prcpo&i
as
L
24
WTL!N uf
.
I. T.H':. TXI
FO cAT-TI:
hours of in' truction)
(Planned fox
tr. tI on
Re1ticnships of th t.c;h r
School orgsrii patton an
A,
MiLT
1.
n
Sc1oo1 i1strtct
uc1i
Dirictor of Voctiift:1
Princtpal
C,
Suprintndnt
Stt D.partmnt ofuct1or
3.
ti
$tst D*partent
4, U, S. Of ftc. of
School dttrjct iditn5
1. Lcsponbilttiet 0
n
1
::.GUC:tjQfl
ut1ir
01 t
th.
4Gisikeeptny
Car
)
of toI
Phytca1 cor:ttion
Shop safety
(I) GinraI
hop
ooitL)r
Sptctftc intructio
2.
kcords
a. Cøttjfjctjor
Stt zqutrt
School, ditr
Attendance of
ut
crCt
ç.
25
II.
Cour,e outline
. Objocttve-rse o
Prientatj n
1.
urpose of cotr
lstio
t I 1n
to tot:1
of Cour
b.
Trntative
.
C.
Ue of
j:7rt
fr c-ur.
-uui
rt
oi
oction.i
:Lu
courbe out1t-r.
.
$ource
of
inf3ti'n
Published mitri.:l
Textbook
Agrtcu1tut
tn
N*w
Agriultur bul1ti
U. S. Pinttnq Office
trt1
Unpub1ithd
C.
cuc;tri
Prsonl expri
d.
Int,rvie
t,
tat
Ir
Vocational
c"-:.) (9, p,
(
Ut, Glssro proc.dur.i
A,
.
ObjesUveii
To teach techntqu
ro
To peritt pracc: oi
t::cnL
Presenta U cnpra ct
Voice
Talking £2 the
e. I
t
roC
tion
(3
ttevtn
tudcnt
bet'
auctnq
tncavtcua1
birecUnc qktift..
Gtvtnç
rcnt!.to
Encaurrg1 n
.
Anwrinq tude
J,
frthç
tu
Pwjdjn 31ct
3. Obtthtng
Prtstng t r'
Otthtrtg vo1r
C1
1.
attttud
1dnc
!1t
*ovtn arjv o
3, Crt1nq nthu1
Hatdtn tnf,rr
D,onstr ti or'
I. eurrtg tt
2.
rt
2. U5tng
3.
tht
hart, (t;:C:-
-
/1Mj1
tc
(i., p.i.129)
(14, p.222.)
IV.
M*thccis of Thtruction
Obj sctiv
To show differt
To potnt out
To tncre-
tin
tion
h The four
ir
trut1ori
in
Prepiring thrp
(1)
uttinq
fasiIiri
2)
Implying
tiort .hi:h
Asktnc
cir
rttptton
1?:r
kEIZin
PrentSng th
(J) Lectur
/i Ov
cr
V?
ffctvmr
(2)
Dontr:;t1 o;
(e)
(b)
Incurtr: vt:thtlity
xF1n.ttoc
(c)
L;
t1
rztion
(0)
(3)
Str
Illustr
rr
VLu:.
':u11'y
Givi.jr
c;
y
:t. to
on
sttcr
(4)
nc
()
To rvji .ot zh
of
()
tUrrtfl
(,)
.vOiir:
(b)
flj:
u
thT
1
tions a ptnt
of
U'fui
ctivt y
(C)
U
iul icr
Totci
rou. j:crt
'yo.cj'..
ttcr
::xou;:
C
ppUatton
$uprv
Ccrrect
ithut )ur1rq
Reptiton
AvotGne
(SI)
RptaacMn
z tan&r
rror
job
2
Titinçj or I
Per1 ftirt
MakIr': o.Lj
t1d1.r
rr
I
9v'
k
Proviin
A
4,
Viu1 Aids
Uinç t' s.sit, not to rp1ac
:.0 r
Vrity unItmiti
EffctIvnf5
Providing vtvk
pr
ior
lneuring ccsp1t f;i1i:r3.
qutir
.
1attng
4.
.
teri1
ar
Inrnirtncj vitbi.i
Insuring tre1in
Sharing
VI. Hfttory
A.
ateri
wi h
nd dev*1cpnnt of v.ti
014 ectives
rovick kn1.
ich teachzr tn.tru!.
To
reIett
To acquaint tcL
To
L
f projxa ir
i
Prntatj
1.
Early voctjc1 :-'cu
Fathr-or.
i1 ti
parentj
R.Ltior.
ivtc
tr in I
() ettior
(4)
C
I r:
1't :r:.j
Gutid yLt
0.)
orGrunrir
Ap'r'.tj
Tride trirtnc
(2)
Mru1
t?1
_tA4
tr
1tu ';.i
Trinjtion
2
Legt&lattve
aCt.:
Pderal
State (4), pL%-I5)
r.:
-o
In
tr
31
CMiT
SUMMAIY
Iv
ND CONLU1UN
There is a need for a teachr prp:rtion p1r
for speciaflz.d tratnircj in du1t
no program
ricu1tur ecftictlon.
Effective teething and learning 5n dult
requjre
Cl:
training in teaching methods to effctiv;ly us tho
rience of the teacher.
Knowledge and understanding of huin r1tion rvds to be
a part of this progran.
The plan includes nowiedg about t...; chio !iethoci, C15-
ro
procedure, and the rnch nic of
asses
ntzing
Con c: 1 u t or
It is evident that the 3u1t. voctior:: 1 .:.icu1ture pror. will
be increasing each year In Oror :r3 !t i.
ry to u' the
knowledge, skill and experinc of'
rt ir th fl?ld In order to
keep th program vital and enincfui.
fred in vy whieh
Classes for special teaehc. hou1d
will result in the least inCoftv'rdnce for
attenpt to cover only th
affective teaching tethnique. Trinin cour.
Training shou]
throughout the nation, nd e.pec1lly in
th
rudiments of
thould
uniforTn
Skst of c)r'gon.
32
BIBLIGi4W
California. State Departmnt of ?1ucatlon. Leader's manual
for trade extension teacher trdining. B?rkeley, University
of California, 190. 460 p.
2
Ely, Mary L. Handbook for adult eoucation in the United
States. New York, Institute of ciu1t Education, Teacher's
College, Colu,xibta University, 1950.
Etze]., Mat R.
555 p.
Application of du1t education principles to
the Eagle Point Adult Zarmr rocra. Master's thes1.
Corvallis, Oregon State College, 1959. 87 numb. leaves.
Hill, Warren E. and Claude H. Eing. Materials and imthods for
vocational training. New York, McGraw-Hill Book Company, 1942.
452 p.
Kenpfex, Her, Adult education.
Cpsny, 1955. 433 p.
New York, McGraw-Hill Book
Knii1es, S. Malcolm (editor). Hanabook of adult education in
the United States. Chicago, Adult Education Asoctation of
Merics, 1960. 624 p.
*rray, Roy A. arid Lloyd C. Bisen.
Successful yng adult
farmer classes. Non-thesis study. College Park, University
of Maryland, 1953. 55 p.
National Association of Public School Adult Educator. Public
schoo]. adult educations A gutth' f or administrators and
teachers. Washington, D. C., 1956. 156 p.
Oregon.
State Depart.nt of ducetion. Oregon stat' plan for
vocational education. Salem, Stat Division of Vocational oucation, 1947. 125 p.
Pitman, Chester.
Teacher training for part-time instructors.
Portland, Oregon, Portland Public Schools, I)partment of
Adult and Vocational Education, 1956. 16 p.
U. Prosser, C. A. and C. R. Allen.
Vocational education in a
docracy. New York, The Century Company, 1925. 527 p.
Prosser, Charles A. Evening institute schools. Chicago,
Illinois, American Technical Society, 1951. 333 p.
Studebaker, John W. For all educational executives.
Magazine, Mey, 1960. 98 p.
Overview
14.
U. S. Panel of Consultants on Vocztion1 Education. Education
for changing world of work. Washincton, 1.). C1., U. S. Office
of Education, 1963. 296 p.
l. Watkins, Ralph K. Techniques of soondry school techtng.
New York.
The Ronald Pre
Cpny, i?5?.
38
p.
APPENDICES
4.. -,'.
r
QICUE &rt
I ai work1zg cm a ].az f
t.achr t'arJithg
ir sLvertng t.
t voca4
1
How
y
i year?,
)i4 you I
t
4,
p1te sn4
cr.
c.oai.
t voo*tix*
$Z1.)' 1i terche
oul yeaI LD 1OU'
Z10
agr.icu
tiQn will
etu'ii Sn the abvI].oe
utht
c1ae. 'ur opiniu
iing
rai igrti uxe
QC1
I, bcjj
vocttsa2.
t'u
v14al
rairig
r1u1.ru
aa
i
,aret:
rr
i(1zk
irLtz".iCk_.
Do yet betisve i, oti
tructon tteiit grc
a4i1t :.
-
OU snzs4 '" o ii.in 4,
trsib.thg voulu ou
6.
E1asse
tx.iai
**
C.
4.
0.
*
litt what you
s.uion Lor-
ochL3 th*t.
1øi.
eLtmI,
lic.iK'&
1
:u
fl*VQtVIICi TL
many Adult vt1i
hiø achoQi I*X1
The rn*nber o
1 to 23.
Iz
lay tehxa
1.].,
LL
£r yotr
le1y ti
yetoux
8 a1*i
a
1*
ai
who tAught Adult
(aiv aveza
'I
*. Ii i?e7
alO
as
vtdt*.1
't aiul
ieo
t..ch.r alao ssse
trutora, Tb.L bi ;twhe
5 to 10 tow.
to 4 houri ix
taeruct
tha
ry group
o
4.
Qi I
crEiLiLg
*ria
A.r I;
rG
iz4g
c1a
QX'.
Do uu bs1tavd .t VoUii
tnatruators Att.md
Al
tho taeha wr
ip trszd
.
ba
4ewi.x
i Uc
izi Ui othioz ihat
aL bo brnoi$U.
36
+
it you $fl$%J:
tthizg iu1u :u
itttgy.ion
constiteut.
Va 8.
to1 WUL
A2 S2C
iU
Love
r1r3.
a
z
bc
3
Cm,Lqtt1, to
iuotruotio
J
Lou1u
icU
list vbst you
6.
*U2i1
ing e&ou fur
¶1volve repl&
tre.tu ta t et
to aths3i pro
icat.
tencocoic
aoUsetô4x., roil Io,
bthiob thr
IUoit ixi several r
&ritea
c
vuciI
t.
rrs oxu o11i
iu1t
tor*ultti.m ot
U3
attL
b.
wuia be auftioicnt.
tbre ia siso * ne.'d fr .Li- ;
oouxso outline. ct.zt
Isy
struo1ors
rspiies
u
c
s1l,
outi.ies .u4 b.tasJctxig ccwri tL
f
u
Lho
Jzr
.0
i
C$'s
iaø Ue W t
tbsr vitsi *rei oor
cowas outlines. )*e r1
be use4, but £'itc
red
ec3 44
.
vifl 1*
t*t thea azouiL b6
purpoeos at
t
ir ic
1LU
cgr
'
Vaii. szewo
aq
rv*i
toaOiert
z*1 wi
lant wd an1za
r
iUutr*tic.
:' r ,t
'ep1
le.rntnE
.
aJ:;i.
the eubjec.
t i1thi
s1cmg vita otoz'
oul
be
t.rLa1 t
tsin tebniç*aii ier
IMtP
atticn ahctdd
be
i
vr
4 "at1*i1it. iitereet
tre8sd group dii u3aiur tech
for ta adult itruotDr.
disouaeiuD
witi otatiai
i*1itZ*tiO23Us
4' 4