A plan for identifying community attitudes toward the community education philosophy
by Donna Graves Weisenborn
A thesis submitted in partial fulfillment of the requirements for the degree of DOCTOR OF
EDUCATION
Montana State University
© Copyright by Donna Graves Weisenborn (1979)
Abstract:
Weisenborn, Donna Graves. Unpublished Doctor of Education Dissertation, Montana State University,
1978.
The problem investigated in this study was to try to determine which of several methods would be most
effective in collecting data that would identify community attitudes about the six basic tenets of
community education. Five phases, along with alternative methods within each phase, were tested in
the Bozeman School District in Bozeman, Montana.
Briefly, it was found that: 1. No one population registry included names of everyone residing in the
community. The Bozeman county telephone directory provided the highest number of returns followed
by the tax rolls.
2. The Community Education Philosophy Instrument (Modified) received the highest number of returns
over the three selected alternative instruments.
3. The mailed questionnaire received the highest number of returns cost the most and took the least
amount of time than the personal or telephone interview.
Four different groups were tested for possible differences in their attitudes toward the philosophy of
community education: 1) four age groups, 2) men and women, 3) school community and
community-at-large, 4) respondents with children and without children currently enrolled in school.
The results of the Bozeman Field Test indicated that the youngest age group (25 and under) responded
the most positively toward the total philosophy of community education, the oldest age group
responded the least positively. All four identified groups rated the six tenets of community education
from most to least positive in the same order. The three tenets receiving the highest overall agreement
by all four groups included: 1) K-12 traditional school program; 2) community involvement; 3)
extended use of facilities. /
A .P L A N FOR ID E N T IF Y IN G C O M M U N ITY A T T IT U D E S TOWARD
TH E C O M M U N ITY E D U C A TIO N PHILO SO PHY
by
DONNA G RAVES W ElSENBORN
A th e s is s u b m itte d in p a r tia l fu lf illm e n t
o f th e re q u ire m e n ts f o r th e d e g re e
of
DO CTOR OF E D U C ATIO N
A p p ro v e d :
C h a irp e rs o n , G ra d u a te
m itte e
H ead, M ajor D e p a rtm e n t
G ra d u a te . Dean
I
(
M O N TA N A S T A T E U N IV E R S IT Y
Bozem an, M ontana
f
M ay, 1979
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r
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r
v
6 8
°
5 1
iif
ACNOW LEDGMENTS
I
w ish to e x p re s s m y a p p re c ia tio n to th e fo llo w in g people
who have h e lp e d me th r o u g h o u t t h is e n d e a v o r:
T h e m em bers o f m y a d v is o r y com m ittee, Dean E a rl R in g o ,
D r.
R o b e rt T h ib e a u lt, D r . G lo ria G re g g , D r . H a rv e y L a rs o n , D r.
John Kohl and D r . W illiam Larse n f o r t h e ir c o n s id e ra tio n and m any
h e lp fu l s u g g e s tio n s .
T h e y w illin g ly made the m se lve s a v a ila b le f o r
c o n s u lta tio n s th r o u g h o u t t h e ir a lre a d y f u ll s c h e d u le s .
D r . M ilto n N e g u s, D r . D onovan M ille r , and M s. Shanna
M ille r f o r t h e ir h e lp in so m any w a y s , fro m re a d in g and p r o o fin g , to
b e in g c o n s ta n t f r ie n d s and s u p p o r te r s .
W ith o u t th e p a tie n c e , f o r t it u d e , good h u m o r, and e x c e lle n t
t y p in g s k ills o f M rs .
E lin o r B r y a n t, t h is s tu d y co u ld n o t have been
com ple te d in th e tim e lin e we w e re w o rk in g to m eet.
F in a lly , my fa m ily , h u s b a n d Ray and d a u g h te rs M arla and
A d rie n n e have been so u n d e rs ta n d in g o f th e tim e t h is s tu d y has
ta k e n fro m th e m .
T h e y e n c o u ra g e d , stood b y me, and c o n s id e re d my
p ro g re s s to be a fa m ily g o a l.
T h a n k y o u , e v e ry o n e , w ith m y d e e p e st s in c e r ity .
iv
T A B L E OF C O N TEN TS
Page
V IT A
jj
ACKNOW LEDGM ENTS
Hi
L IS T OF T A B L E S
vi
ABSTRACT
v iii
C h a p te r
I.
II.
IN T R O D U C T IO N
I
Id e n tific a tio n o f th e Problem
S ta te m e n t o f th e Problem
P u rp o se o f S tu d y
G eneral Q u e stio n s to be A n s w e re d
G eneral P ro c e d u re
D e lim ita tio n s
D e fin itio n o f T e rm s
S um m ary
5
5
6
8
10
12
12
13
REVIEW OF L IT E R A T U R E
15
In tr o d u c tio n
O v e rv ie w o f C o m m u n ity E d u ca tio n P h ilo s o p h y :
T r a d itio n a l E d u ca tio n V e rs u s C o m m u n ity
E d u ca tio n
T h e Role o f A ttitu d e s in E ffe c tin g C hange
P la n n in g f o r th e Im p le m e n ta tio n o f C hange
W ith in th e C o m m u n ity
School S u rv e y s
S um m ary
15
35
42
51
PROCEDURES
54
In tr o d u c tio n
D e s c rip tio n o f th e C o m m u n ity A sse ssm en t Plan
O rg a n iz a tio n o f D e s c rip tiv e S u rv e y A d m in is te re d
in Bozem an, M ontana
T re a tm e n t o f D ata
S ta tis tic a l H yp o th e se s
S um m ary
54
55
16
27
f
"
^
.C J ____ C l
(
III.
67
73
74
77
Vv
C h a p te r
IV .
V-.
V I.
,
Page
RESU LTS OF C O M M U N ITY ASSESSMENT PLAN
79
In tr o d u c tio n
S e le c tin g a P o p u la tio n
S e le ctio n o f a T e s t In s tru m e n t
M ethod o f C o lle c tin g Data
P o p u la tio n D e m og ra phics
T re a tm e n t o f Data
S um m ary
79
78
87
89
96
97
99
R ESU LTS OF BOZEMAN F IE LD T E S T
102
In tr o d u c tio n
A n a ly s is
D is c u s s io n o f T o ta l P h ilo s o p h y
D is c u s s io n o f th e S ix C om ponents
S um m ary
102
105
119
121
123
SU M M AR Y, CO NC LU SIO NS AN D
RECO M M ENDATIO NS
125
. In tr o d u c tio n
. S um m ary
C o n c lu s io n s
R ecom m endations
L IT E R A T U R E C IT E D
125
125
133
134
137
APPENDICES
A
B
C
D
145
150
T54
158
vi
L IS T OF T A B L E S
T a b le
1
Page
R e lia b ility C o e ffic ie n ts , M -C E P I,
C o m m u n ity -a t-L a rg e
66
2
Sam ple P o p u la tio n R e g is trie s
85
3
N u m b e r o f R e tu rn s fro m Each P o p u la tio n R e g is try
86
4
N u m be r o f R e tu rn s fro m Each A t t it u d e In s tru m e n t
88
5
R esponse E ffe c tiv e n e s s f o r T h re e M ethods o f
C o lle c tin g Data
90
6
C o st f o r T h re e M ethods o f C o lle c tin g Data
90
7
T im e E xp ande d f o r T h re e M ethods o f C o lle c tin g Data
91
8
Success o f Data C o lle c tin g M ethods Id e n tifie d fro m
O th e r School S u rv e y R esearch and th e C o m m unity
E d u ca tio n F ield T e $ t
95
9
10
11
12
13
14
P e rce n ta g e o f R e tu rn s
104
L e a s t-S q u a re s Means and A n a ly s is o f V a ria n c e among
F o u r D iffe r e n t A ge G ro u p s to w a rd th e C o m m unity
E d u ca tio n P h ilo s o p h y
106
D uncan T e s t f o r M u ltip le C o m pa risons betw een
D iffe r e n t A g e G ro u p s
107
D uncan T e s t f o r M u ltip le C o m pa risons on S ix
C om ponents b y A g e
108
L e a s t-S q u a re s Means and A n a ly s is o f V a ria n c e
f o r Men and Women to w a rd th e C o m m u n ity
E d u ca tio n P h ilo s o p h y
110
D u ncan T e s t f o r M u ltip le C o m pa risons on S ix
C om ponents b y Sex
111
vi i
T a b le
15
16
17
18
Page
L e a s t-S q u a re s Means and A n a ly s is o f V a ria n c e
betw een th e C o m m u n ity -a t-L a rg e and th e School
- C o m m u n ity
113
D uncan T e s t f o r M u ltip le C o m pa risons on P o p u la tio n
G ro u p s to w a rd th e S ix C om ponents
114
L e a s t-S q u a re s Means and A n a ly s is o f V a ria n c e
B etw een R e sp o n d e n ts w ith C h ild re n E n ro lle d in
School and R e sp o n d e n ts w ith Np C h ild re n E n ro lle d
in School
116
D uncan T e s t f o r M u ltip le C o m pa risons on R e spond ents
W ith and W ith o u t C h ild re n E n ro lle d in School T o w a rd
S ix C om ponents o f C o m m u n ity E d u ca tio n
118
ABSTRACT
W e is e n b o rn , Donna G ra v e s .
U n p u b lis h e d D o c to r o f E d u ca tio n D is s e r­
ta tio n , M ontana S ta te U n iv e r s it y , 1978.
T h e p ro b le m in v e s tig a te d in t h is s tu d y was to t r y to d e te r ­
m ine w h ic h o f s e v e ra l m ethods w o u ld be m ost e ffe c tiv e in c o lle c tin g
da ta t h a t w o u ld id e n t if y co m m u n ity a ttitu d e s a b o u t th e s ix basic
te n e ts o f c o m m u n ity e d u c a tio n .
F iv e p h a s e s , along w ith a lte r n a tiv e
m ethods w ith in each p h a se , w e re te s te d in th e Bozeman School D is-.
t r i c t in Bozem an, M ontana.
B r ie f ly , i t was fo u n d t h a t :
1.
No one p o p u la tio n r e g is t r y in c lu d e d names o f e v e ry o n e re s id in g
in th e c o m m u n ity .
T h e Bozeman c o u n ty te le p h o n e d ir e c t o r y p r o ­
v id e d th e h ig h e s t n u m b e r o f r e tu r n s fo llo w e d b y th e ta x r o lls .
2.
T h e C o m m u n ity E d u ca tio n P h ilo s o p h y In s tru m e n t (M o d ifie d ) r e ­
ce ive d th e h ig h e s t n u m b e r o f r e tu r n s o v e r t h e . th r e e selected
a lte r n a tiv e in s tru m e n ts .
3.
T h e m ailed q u e s tio n n a ire re c e iv e d th e h ig h e s t n u m b e r o f r e tu r n s
c o s t th e m ost and to o k th e le a s t am oun t o f tim e th a n th e p e r ­
sonal o r te le p h o n e in te r v ie w .
F o u r d if f e r e n t g ro u p s w e re te s te d f o r p o s s ib le d iffe re n c e s
in t h e ir a ttitu d e s to w a rd th e p h ilo s o p h y o f co m m u n ity e d u c a tio n :
I ) f o u r age g r o u p s , 2 ) men and wom en, 3 ) school c o m m u n ity and
c o m m u n ity -a t- la rg e , 4 ) re s p o n d e n ts w ith c h ild re n and w ith o u t c h il­
d re n c u r r e n t ly e n ro lle d in sch o o l.
T h e re s u lts o f th e Bozeman F ie ld T e s t in d ic a te d th a t th e
y o u n g e s t age g ro u p (25 and u n d e r ) re sp o n d e d th e m ost p o s itiv e ly
to w a rd th e to ta l p h ilo s o p h y o f co m m u n ity e d u c a tio n , th e o ld e s t age
g ro u p re sp o n d e d th e le a st p o s itiv e ly .
A ll f o u r id e n tifie d g ro u p s
ra te d th e s ix te n e ts o f co m m u n ity e d u c a tio n fro m m ost to le a st p o s i­
tiv e in th e same o r d e r .
T h e th re e te n e ts re c e iv in g th e h ig h e s t o v e ra ll
a g re e m e n t b y all f o u r g ro u p s in c lu d e d :
I ) K-12 tr a d itio n a l school
p ro g ra m ; 2 ) c o m m u n ity in v o lv e m e n t; 3 ) e x te n d e d use o f fa c ilitie s .
C h a p te r I
IN T R O D U C T IO N
C o m m u n ity e d u c a tio n is a p h ilo s o p h ic a p p ro a ch to in d iv id u a l
and c o m m u n ity im p ro v e m e n t.
J a ck M in ze y d e fin e d co m m u n ity e d u ­
ca tio n as:
C o m m u n ity e d u c a tio n is a p h ilo s o p h ic a l c o n c e p t w h ic h se rve s
th e e n tir e co m m u n ity b y p r o v id in g f o r all o f th e e d u c a tio n a l needs
o f all o f its c o m m u n ity m em bers.
I t uses th e local school to s e rv e
as th e c a ta ly s t b y b r in g in g c o m m u n ity re s o u rc e s to b e a r on com­
m u n ity pro b le m s in an e f f o r t to d e v e lo p a p o s itiv e sense o f com­
m u n ity , im p ro v e c o m m u n ity liv in g and d e ve lo p th e co m m u n ity
p ro ce ss to w a rd th e end o f s e lf-a c tu a liz a tio n (1972: 19).
A s d e fin e d a b o v e , c o m m u n ity e d u c a tio n a ffe c ts th e w e ll-b e in g
o f e v e ry o n e w ith in a n e ig h b o rh o o d o r a c o m m u n ity .
M in z e y 's d e f in i­
tio n e x te n d s e d u c a tio n fro m a tr a d itio n a l co n c e p t o f te a c h in g c h ild re n
to an e xp a n d e d idea w h ic h id e n tifie s th e w a n ts , n e e d s, and problem s
o f a c o m m u n ity .
C o m m u n ity e d u c a tio n s tre s s e s c itiz e n in v o lv e m e n t,
a g e n c y c o o rd in a tio n and c o o p e ra tio n , and a g re a te r u tiliz a tio n o f o u r
fa c ilitie s and p h y s ic a l re s o u rc e s .
C o m m u n ity e d u c a tio n em phasizes
t h a t local re s o u rc e s can be used to h e lp so lve c o m m u n ity p ro b le m s .
S ince th e p u b lic schools are one o f th e la rg e s t a v a ila b le fa c ilitie s in
e v e r y c o m m u n ity , th e y sh o u ld be c e n tra l to a n y c o m m u n ity -w id e im p ro v e m e n t e f fo r t s .
M in ze y (1974: 3 ,7 ) d e fin e d s ix p r im a r y com­
p o n e n ts in th e co m m u n ity e d u c a tio n c o n c e p t.
7
T he se a re s ta te d
2
as ( I ) th e tr a d itio n a l d a y school p ro g ra m ; ( 2 ) e x te n d e d use o f school
f a c ilit ie s ; ( 3 ) e d u c a tio n a l p ro g ra m s f o r school age c h ild r e n and y o u th ;
( 4 ) p ro g ra m s f o r a d u lts ; ( 5 ) d e liv e r y and c o o rd in a tio n o f co m m u n ity
s e rv ic e s ; and ( 6 ) c o m m u n ity in v o lv e m e n t.
A lth o u g h co m m u n ity e d u c a tio n has ta k e n p lace th r o u g h o u t th e
c o u n tr y sin ce th e 1920's, F lin t, M ic h ig a n , p ro v id e s one o f th e b e s t
docum ented exam ples o f th e h is to r ic a l d e ve lo p m e n t o f th e co m m u n ity
e d u c a tio n c o n c e p t.
F ra n k M a n ly and C h a rle s S te w a rt M o tt im plem ented
a p la n f o r co m m u n ity e d u c a tio n in F lin t , M ic h ig a n , in 1935.
T h is
o r ig in a l p la n em phasized th e use o f p u b lic schools as re c re a tio n c e n ­
te r s f o r school age c h ild r e n .
T h e c o m m u n ity e d u c a tio n c o n c e p t g re w
in tim e to meet e xp a n d e d n e e ds.
T h e " lig h t e d . school c o n c e p t" has
sin ce ch a n g e d fro m an em phasis on p ro g ra m s f o r c h ild r e n to a b ro a d e r
ro le , t h a t o f p ro g ra m s f o r y o u th and a d u lts , o v e r and above th e
r e g u la r school d a y .
T h is c o n tin u e s to be one o f th e b a sic com ponents
o f m ost co m m u n ity e d u c a tio n p ro g ra m s .
S ince th e w id e ly p u b lic iz e d
F lin t model o f c o m m u n ity e d u c a tio n has sp re a d th r o u g h o u t th e c o u n tr y ,
n a tio n a l s ta tis tic s show a ccep tan ce o f c o m m u n ity e d u c a tio n in c itie s
and to w n s has g ro w n fro m 560 c o m m u n ity school d is t r ic t s in 1973 to
1,185 school d is t r ic t s in 1976 (M o tt F o u n d a tio n ).
W hile m any s ta te s have some fo rm o f co m m u n ity e d u c a tio n
p ro g ra m , s e v e ra l s ta te s such as M ic h ig a n , M in n e so ta , F lo rid a , U ta h ,
and A la s k a have show n m ore ra p id g ro w th th a n o th e r s .
In some
3
n o r th e r n - n o r th w e s te r n s ta te s such as N o rth D a ko ta , S o u th D a ko ta ,
W yom ing and Idaho th e co n c e p t is s t ill r e la tiv e ly n ew .
T h e s ta te o f
M ontana was f i r s t in tro d u c e d to a c o m m u n ity e d u c a tio n p ro g ra m in 1971
w hen B u tte re c e iv e d an H .E .W . Model C itie s G ra n t to e s ta b lis h com­
m u n ity e d u c a tio n .
T h is p ro g ra m la ste d th re e y e a rs .
I t ended in 1974
w hen a d m in is tra tiv e p o lic y d e c is io n s d id n o t s u p p o r t c o n tin u a tio n o f
th e p ro g ra m .
In F e b ru a ry , 1977, th e B o a rd o f E d u ca tio n a t L ib b y ,
M o n ta n a , fo rm a lly a d o p te d th e c o n c e p t in to its school s y ste m .
S ince
th e n th e c o m m u n ity e d u c a tio n c o n c e p t has re c e iv e d in c re a s e d a tte n tio n
in s e v e ra l M ontana co m m u n itie s.
C o m m u n ity e d u c a tio n b y d e fin itio n im plies ch a n g e .
I t is a
d yn a m ic p ro ce ss w h e re a c o m m u n ity moves fro m a s ta te o f se p a ra te n e ss
to a s ta te o f cohesion th r o u g h c o o p e ra tio n .
A co m m u n ity w ith d iv e r s i­
fie d agencies o rg a n iz e d to o p e ra te s e p a ra te ly fro m one a n o th e r, changes
its p ro b le m s o lv in g p ro ce ss w hen c o o rd in a te d to o p e ra te in a c o o p e r­
a tiv e m a n n e r.
M a kin g a sm ooth tr a n s itio n fro m se p a ra te n e ss to u n it y re q u ire s
k n o w le d g e and usage o f th e ste p s in v o lv e d in th e ch a n g e p ro c e s s .
When in tr o d u c in g a new c o n c e p t such as co m m u n ity e d u c a tio n in to a
c o m m u n ity , c a re fu l p la n n in g and d ia g n o s is o f th e co m m u n ity m u st be
c o n s id e re d .
H a ve lo ck em phasized th e im p o rta n c e o f s o lid g ro u n d w o rk
in th e in itia l stages o f in tr o d u c in g a new c o n c e p t in a co m m u n ity in
h is s ta te m e n t:
4
T h e v e r y idea o f ch an ge is th re a te n in g to m ost o f
In m ost re s p e c ts m ost o f us lik e o u r own w o rld p r e t t y
w ay i t is , and we lo ok upo n ch a n g e s f i r s t as p o te n tia l
bances b e fo re we see them as p o te n tia l b e n e fits (1973:
u s ...
m uch th e
d is t u r ­
73-75 )
T a k in g H a v e lo c k 's com m ent in to c o n s id e ra tio n means co m m u n ity
e d u c a tio n a d vo ca te s m u s t do all th e y can to m inim ize a p e rc e p tio n o f
t h r e a t b y th e c o m m u n ity d u r in g th e e d u c a tio n a l cha n g e p ro c e s s .
A lo g ica l ste p in th e ch a n g e p ro ce ss b e fo re p la n n in g to in tro d u c e th e
c o n c e p t o f c o m m u n ity e d u c a tio n in to a new area w o u ld be to assess
p e o p le s' c u r r e n t a ttitu d e s to w a rd th e te n e ts w h ic h make u p th e co n ­
c e p t.
A s H a ve lo ck s ta te d :
D ia g n o sis is a s y s te m a tic a tte m p t to u n d e rs ta n d th e
p re s e n t s it u a t io n . . .
I f yo u do n o t ta k e th e tim e to s tu d y and
u n d e rs ta n d th e c u r r e n t s ta te o f th e s y s te m , y o u r ch a n g e e ffo r ts
a re lik e ly to be m is d ire c te d and d is a p p o in tin g in th e th e long
ru n .
F or t h is reason yo u and y o u r c lie n t sh o u ld pause a t th e
b e g in n in g o f y o u r re la tio n s h ip , and ta k e a c a re fu l lo ok a t th e
system a ro u n d you (1973: 6 3 ).
P rogram p la n n in g is a s e q u e n tia l p ro c e s s .
th e n e x t.
Each sta g e a ffe c ts
I t is , th e r e fo r e , r e q u is ite t h a t p ro p e r a tte n tio n be g iv e n
a t each s ta g e ; f o r o m ittin g one ste p w ill e n d a n g e r th e fin a l outcom e.
I t is w ith th e above p o in ts in m in d , t h a t t h is re s e a rc h e r
chose to d e v e lo p a c o m m u n ity assessm ent p la n a p p lic a b le to co m m u n ity
e d u c a tio n w h ic h id e n tifie d in itia l co m m u n ity a ttitu d e s to w a rd th e b asic
te n e ts o f c o m m u n ity e d u c a tio n .
5
. Id e n tific a tio n o f th e Problem
T h e p ro b le m o f th is s tu d y was id e n tifie d b y B u rb a c h and
D e c k e r in t h e ir s ta te m e n t:
“ T h e c o m m u n ity e d u c a to r m u s t b u ild p r o ­
gram s t h a t w ill be in c o n c e rt w ith th e c h a r a c te r is tic s o f h is co m m u n ity
(1974: 4 5 ) . "
T h e la c k o f g u id e lin e s in t h is area o f p la n n in g are
e v id e n t in t h e ir n e x t s ta te m e n t:
"A th o ro u g h u n d e rs ta n d in g o f th e
e n v iro n m e n t in w h ic h th e co m m u n ity e d u c a to r w ill fu n c tio n and o f th e
people who w ill use them is r e q u ir e d . T h a t co m m u n ity e d u c a tio n may
la c k s u ffic ie n t e x p e rtis e to d e ve lo p t h is u n d e rs ta n d in g g iv e s em phasis
to a c r itic a l area o f need in th e fie ld (1974: 4 5 ) . 11
S ta te m e n t o f th e Problem
v,Xv
v
■.
T h e p ro b le m in v e s tig a te d in t h is s tu d y was to t r y to d e te r ­
m ine w h ic h o f s e v e ra l m ethods w o u ld be m ost e ffe c tiv e in c o lle c tin g
da ta t h a t w o u ld id e n t if y co m m u n ity a ttitu d e s a b o u t th e s ix basic
te n e ts o f co m m u n ity e d u c a tio n .
T h e a lte r n a tiv e m ethods were, te s te d
in th e Bozeman School D is t r ic t in Bozem an, M ontana, to id e n t if y th e
s tr e n g th and w eaknesses o f each.
T h e data o b ta in e d w e re th e n
a n a lyze d to d e te rm in e th e a ttitu d e s o f th e Bozeman c o m m u n ity ,
( in c lu d in g th e school "-com m unity and th e c o m m u n ity -a t- la rg e ) to w a rd
th e b a sic te n e ts o f c o m m u n ity e d u c a tio n .
6
P u rp o se o f S tu d y
As o f 1976, o v e r a th o u s a n d d if f e r e n t school d is t r ic t s w ere
o p e ra tin g c o m m u n ity school p ro g ra m s th r o u g h o u t th e n a tio n .
The
M o tt F o u n d a tio n (1976) has p re d ic te d c o n tin u e d f u t u r e g ro w th fro m
1,185 in 1976, to 2,500 b y 1978.
M o lla y f e lt some o f th e reasons b e h in d th is g ro w th tr e n d in
co m m u n ity e d u c a tio n co u ld be a t tr ib u te d to :
C h a n g in g social a ttitu d e s as m uch as fin a n c ia l c u tb a c k s
a re h e lp in g to c re a te a clim a te fa v o ra b le to c o m m u n ity schools
. . .T h e g ro w in g aw areness t h a t le a rn in g is d e p e n d e n t upon th e
q u a lity o f th e le a rn e rs home life , h e a lth , re c re a tio n , social a c tiv ^
i t y , and e n v iro n m e n t (1973: 5 ) .
M ontana is one o f s e v e ra l r u r a l s ta te s h a v in g fe w e s ta b lis h e d
c o m m u n ity e d u c a tio n p ro g ra m s .
T h e lik e lih o o d th a t c o m m u n ity e d u ­
c a tio n w ill be g iv e n s e rio u s c o n s id e ra tio n in m any school d is t r ic t s in
M ontana has been p re d ic te d f o r th e f u t u r e .
T h e C e n te r f o r Com­
m u n ity E d u ca tio n a t M ontana S ta te U n iv e r s ity has in itia te d c o n ta c ts
th r o u g h o u t M ontana com m u nitie s d u r in g 1976, 1977 and 1978 academ ic
y e a rs .
From th e s e c o n ta c ts g ro w in g in te r e s t has been in d ic a te d .
When a school d i s t r ic t makes th e d e c is io n to im p le m e n t th e com­
m u n ity e d u c a tio n c o n c e p t, a p p ro p ria te p la n s sh o u ld be a n a lyze d
b e fo re p ro c e e d in g .
M cC Ioskey s ta te d :
D e fin e and assess th e c irc u m s ta n c e s in w h ich yo u can p r o ­
ceed . T h o ro u g h a n a ly s is w ill h e lp c la r if y s p e c ific le a d e rs h ip
ta s k s .
C o n s id e r th e fo llo w in g q u e s tio n s :
7
1.
W hat is th e p re s e n t s ta te o f p u b lic in te re s t?
2.
How m uch c o n c e rn do people p r e s e n tly have f o r p ro g ra m
im p ro ve m e n ts aimed a t th e e n la rg e m e n t o f e d u c a tio n a l b e n e fits ?
3.
T o w h a t e x te n t does y o u r p re s e n t p ro g ra m em body co m m u n ity
school conce pts?
4.
W hat p a re n ta l / re a c tio n do y o u e x p e c t in y o u r com m unity?
(1973:27)
B e fo re th e cha n g e p ro ce ss fro m an e s ta b lis h e d e d u c a tio n plan
to a new c o n c e p t can be b u ilt , i t is n e c e s s a ry to f i r s t assess th e
c u r r e n t a ttitu d e s o f p e o p le liv in g w ith in a s p e c ifie d c o m m u n ity .
Once
th e s e a ttitu d e s a re id e n tifie d , a p p ro p ria te s tra te g ie s can be deve lop ed
w h ic h a tte m p t to a p p ro a c h th e people a t t h e ir in itia l le ve l o f re a d in e ss
to w a rd th e new id e a .
A plan to assess co m m u n ity a ttitu d e s to w a rd th e c o n c e p t o f
co m m u n ity e d u c a tio n was d e ve lo p e d f o r use w ith in com m unities
th r o u g h o u t M ontana.
T h e a ttitu d e assessm ent plan d e ve lo p e d in t h is
s tu d y is f o r use b y th e schoo ls to e x te n d th e c o m m u n ity e d u ca tio n
c o n c e p t th r o u g h th e c o m m u n ity .
F o r th e p u rp o s e o f th is s tu d y ,
B eane's d e fin itio n o f th e co m m u n ity has been a p p lie d .
W ith re fe re n c e
to th e sch o o ls, Beane re c o g n iz e s tw o b a sic g ro u p s :
I.
T h e school co m m u n ity w h ic h c o n s is ts o f th o s e p e rs o n s who
a re d ir e c t ly in v o lv e d in th e sch o o ls: te a c h e rs , s tu d e n ts ,
a d m in is tra to r s , school b o a rd s , n o n c la s s ifie d p e rs o n n e l and
p a r tic u la r s p e c ia lis ts ;
2.
T h e c o m m u n ity -a t-la rg e w h ic h c o n s is ts o f all th o s e p e rso n s
who re s id e , w o rk and p a y ta x e s in th e c o m m u n ity and who
send t h e ir c h ild r e n to th e s c h o o ls .
T h is g ro u p m ig h t also be
d e fin e d as th o s e p e rs o n s in th e c o m m u n ity w ho a re n o t d i r ­
e c tly in v o lv e d in th e school (1974: 2 6 ,2 8 ).
E v e ry c o m m u n ity has c h a r a c te r is tic s w h ic h id e n t if y them as
u n iq u e fro m a n y o th e r c o m m u n ity .
D e ve lo p m e n t o f a p la n w h ich
w o u ld be o f use to all com m u nitie s w ith in M ontana was d e ve lo p e d in a
fle x ib le m anne r to make a d a p ta tio n to in d iv id u a l co m m u n ity needs and
re s o u rc e s p o s s ib le .
T h e co m m u n ity assessm ent p la n was in te n d e d as a g u id e f o r
th e im p le m e n ta tio n o f an em p!o ra to r y s u r v e y on c o m m u n ity a ttitu d e s
to w a rd c o m m u n ity e d u c a tio n .
T h e fo rm a t was such t h a t p u b lic school
p e rs o n n e l and co m m u n ity c itiz e n s co u ld id e n t if y a s u r v e y a p p ro a ch
w hich, b e s t s u ite d t h e ir n ee ds. T h e plan was s tr u c tu r e d to id e n tify
and b r ie f ly d e s c rib e th e b a sic stages and im p o rta n t p o in ts o f c o n ­
s id e ra tio n in im p le m e n tin g a co m m u n ity e d u c a tio n a ttitu d e s u r v e y .
T h e s u g g e s te d a lte rn a tiv e s w ith in each phase allow ed f o r v a r y in g
s itu a tio n s fo u n d in in d iv id u a l co m m u n itie s.
G eneral Q u e stio n s to be A n sw e re d
T w o sets o f q u e s tio n s w e re a n a lyze d w ith in th e d e s ig n o f th e
o v e ra ll s tu d y .
S et one exam ined th e s tr u c t u r e o f a p ro ce ss w h ich
co u ld be used w ith in each c o m m u n ity w hen assessing co m m u n ity a t t i ­
tu d e s to w a rd th e b a sic c o n c e p t o f c o m m u n ity e d u c a tio n .
A fie ld te s t
a d m in is te re d in Bozem an, M ontana, was made to te s t s tre n g th s and
9
w eaknesses o f each o f th e a lte r n a tiv e s id e n tifie d in th e p la n .
S et tw o
r e fe rs to th e in fo rm a tio n c o lle c te d d u r in g a fie ld te s t in B ozem an,
M o n ta n a , o f sele cte d a lte rn a tiv e s o f th e co m m u n ity assessm ent plan
d e ve lo p e d in th is s tu d y .
Q u e stio n s a n sw e re d f o r se t one o f th is s tu d y w e re :
1.
In asse ssin g th e school c o m m u n ity , and th e c o m m u n ity -a tla rg e , to w a rd th re e d if f e r e n t s u r v e y m e th o d s, w h a t w e re th e
s tre n g th s and w eaknesses o f each?
2.
O f th e f o u r d if f e r e n t p ro c e d u re s id e n tifie d in t h is s tu d y f o r
s e le c tin g a re p re s e n ta tiv e sam ple o f th e c o m m u n ity -a t-la rg e ,
w h a t w e re th e s tre n g th s and w eaknesses o f each?
3.
From th e th re e d if f e r e n t p r e - te s te d q u e s tio n n a ire s w h ich
w o u ld be a p p ro p ria te f o r s u r v e y in g p e o p le 's a ttitu d e s to w a rd
th e c o n ce p ts b e h in d c o m m u n ity e d u ca tio n ? W hat w e re th e
s tr e n g th s and w eaknesses o f each?
4.
W hat w e re b e n e fits and lim ita tio n s o f s ta tis tic a l a n a ly s is o f
da ta com pared to th e b e n e fits and lim ita tio n s o f d e s c r ip tiv e
a n a ly s is o f d a ta , f o r th e laym an and th e s ta tis tic ia n ?
Q u e s tio n s a n sw e re d f o r se t tw o o f th is s tu d y w e re :
1.
D id th e v a ria b le o f age a ffe c t a ttitu d e s to w a rd th e te n e ts o f
c o m m u n ity e d u ca tio n ?
2.
D id th e v a ria b le o f sex (m a le .o r fe m a le ) a ffe c t a ttitu d e s
to w a rd th e te n e ts o f c o m m u n ity e d u ca tio n ?
3.
W hat te n e ts w e re vie w e d m ost fa v o r a b ly b y th e school com­
m u n ity and th e c o m m u n ity -a t-la rg e ?
4.
W hat te n e ts w e re le a st fa v o r a b ly b y th e school co m m u n ity and
th e c o m m u n ity -a t-la rg e ?
'5.
Was th e r e a d iffe r e n c e o f v ie w s to w a rd th e te n e ts o f co m m u n ity
e d u c a tio n betw een th e school co m m u n ity and th e c o m m u n ity -a tla rg e ?
10
6.
Was th e r e a d iffe r e n c e o f v ie w s to w a rd th e te n e ts o f com­
m u n ity e d u c a tio n betw een re s p o n d e n ts who have c h ild r e n in
school and th o s e who do not?
G eneral P ro c e d u re
A c o m m u n ity assessm ent p la n was d e ve lo p e d to in c lu d e s e ve ra l
o p tio n s .
T h e m ost d e ta ile d o p tio n s n e c e s s ita te d m ore tim e and r e ­
s o u rc e s , w h ile th e s im p le r o p tio n s allow ed f o r fa s te r co m p le tio n w ith
less e x p e n d itu r e o f re s o u rc e s , w ith an u n d e rs ta n d in g t h a t in fo rm a tio n
g a in e d was less d e ta ile d .
Id e n tific a tio n o f th e n e c e s s a ry elem ents
in c o rp o ra te d in th e p la n in c lu d e d d is c u s s io n o f t h e ir im p o rta n c e and
e x p e c te d outcom es o f each o f th e s u g g e s te d a lte r n a tiv e s .
P ro c e d u re s f o r c a r r y in g o u t th e p la n w e re illu s tr a te d th ro u g h
a lte r n a tiv e sam ple s tu d ie s ru n in th e Bozem an, M o n ta n a , School D is ­
tr ic t.
G ro u p s c o n s id e re d in th e s tu d y in c lu d e d ( I ) s c h o o l-c o m m u n ity
d iv id e d in to a d m in is tra to rs and te a c h e rs ; ( 2 ) c b m m u n ity -a t-la rg e
a c c o rd in g to d if f e r e n t age g r o u p s , male and fem a le, people w ith
c h ild r e n in sch o o l, and people w ith no c h ild r e n in sch o o l.
F o u r m ethods f o r s e le c tin g a r e p re s e n ta tiv e sam ple o f th e
co m m u n ity m e m b ersh ip w e re a n a lyze d f o r t h e ir in d iv id u a l s tre n g th s
and w eaknesse s.
T he se in c lu d e d :
( a ) c o u n ty te le p h o n e d ir e c to r y
( L o m a r), ( b ) C ity D ir e c to r y ( P o lk ) , ( c ) c o u n ty ta x r o lls , ( d ) c o u n ty
v o te r r e g is t r a t io n .
Each o f th e s e m ethods w e re in c lu d e d in th e te s t
a d m in is te re d in B ozem an.
11
T h re e b a sic w a ys' o f sa m p lin g w e re d e s c rib e d and te s te d in
Bozem an:
( a ) m ailed 'q u e s tio n n a ire s , ( b ) te le p h o n e s u r v e y , ( c )
d o o r - to - d o o r in te r v ie w .
A d v a n ta g e s and d is a d v a n ta g e s o f each w e re
a n a ly z e d .
A choice o f th re e p r e - te s te d a ttitu d e in s tru m e n ts was s e le c te d ,
and th e s tr e n g th s and w eaknesses o f each a lte r n a tiv e w e re id e n tifie d .
A ll in s tru m e n ts w e re te s te d th r o u g h a m a ilo u t s u r v e y .
C om parisons
w e re made on p o s s ib le d iffe re n c e s in n u m b e r o f r e tu r n s .
A p p ro p r ia te m ethods f o r a n a ly s is o f re s u lts w e re d iscu sse d
u s in g b o th s ta tis tic a l and n o n s ta tis tic a l te s ts .
A d v a n ta g e s and d is ­
a d v a n ta g e s o f b o th s o p h is tic a te d and sim ple data a n a ly s is w e re p r e ­
s e n te d .
Exam ples o f s ta tis tic a l h y p o th e s e s and ta b le s w e re used in
th e a n a ly s is o f th e te s t c o n d u c te d in Bozem an.
T h e co m m u n ity assessm ent plan was b a s ic a lly d e sig n e d f o r
school d is t r ic t s in te re s te d in a d o p tin g co m m u n ity e d u c a tio n in to t h e ir
s y s te m .
School d is t r ic t s can uSe a c o m b in a tio n o f s e v e ra l o p tio n s
p re s e n te d w h ic h f i t th e needs o f in d iv id u a l d is t r ic t s .
A s s e s s in g
c u r r e n t a ttitu d e s o f th e c o m m u n ity to w a rd co m m u n ity e d u c a tio n allow s
th e d i s t r ic t to b u ild th e n e c e s s a ry b a c k g ro u n d in fo rm a tio n b e fo re a
c o m m u n ity e d u c a tio n im p le m e n ta tio n p la n b e g in s .
T h e o p tio n s p r e ­
se n te d in th is s tu d y allow com m u nitie s to s e le ct a p la n o f a ctio n th a t
f it s w ith in its a v a ila b le re s o u rc e s and id e n tifie d nee ds.
12
D e lim ita tio n s
1.
T h e in v e s tig a to r lim ite d th e te s t area to th e g e o g ra p h ic a l
b o u n d a rie s o f Bozeman School D is t r ic t #7.
2.
T h e p la n was fie ld te s te d in a s p e c ific c o m m u n ity , th u s
lim itin g th e g e n e ra l fin d in g s o f th e s tu d y .
3.
T h e s tu d y was c o n d u c te d u s in g d if f e r e n t sam ples o f th e
d e fin e d co m m u n ity m e m b e rsh ip .
R e su lts o f th e s tu d y a re , th e r e fo r e ,
s u s c e p tib le to g ro u p sa m p lin g e r r o r .
D e fin itio n o f T e rm s
C o m m u n ity E d u ca tio n C om ponents
T h e p r im a r y com ponents c o m p ris in g a co m m u n ity e d u ca tio n
p ro g ra m w e re id e n tifie d b y M in ze y as:
( I ) th e tr a d itio n a l d a y school
p ro g ra m ; ( 2 ) e x te n d e d use o f c o m m u n ity f a c ilit ie s ; ( 3 ) a d d itio n a l
p ro g ra m s f o r s c h o o l-a g e c h ild r e n and y o u th ; (4 ) p ro g ra m s f o r a d u lts ;
( 5 ) d e liv e r y and c o o rd in a tio n o f c o m m u n ity s e rv ic e s ; and ( 6 ) commu­
n it y in v o lv e m e n t (1974: 3 , 7 ) .
13
C o m m u n ity
A g ro u p o r com pany o f peo ple liv in g f a ir ly close to g e th e r in a
c o n tig u o u s t e r r i t o r y , w ho a re com ing to a c t to g e th e r in th e c h ie f c o n ­
c e rn s o f life (G o o d , 1973: 119).
Bozeman C o m m u n ity
A s used in t h is s tu d y , th e Bozeman co m m u n ity c o n s is te d o f
th e g e o g ra p h ic a l b o u n d a rie s o f th e Bozeman School D is t r ic t .
Social A t t it u d e
Social a ttitu d e was d e fin e d as re a d in e ss to re s p o n d in a c e r ­
ta in w ay (s u c h as im p a r tia lly , a g g re s s iv e ly , p o s itiv e ly , o r n e g a tiv e ly )
to a g iv e n social phenom enon (G o o d , 1973: 4 9 ).
S um m ary
T h e ris e in n u m b e r o f com m u nitie s a c c e p tin g th e co m m u n ity
e d u c a tio n c o n c e p t re fle c ts a ch an ge in school p h ilo s o p h y fro m a closed
system to an open s y s te m .
C o m m u n ity e d u c a tio n is d e sig n e d to w o rk
w ith th e c o m m u n ity so t h a t schools and c o m m u n ity can be in v o lv e d on
in te r r e la te d is s u e s .
P ro p o n e n ts o f c o m m u n ity e d u c a tio n fe e l an in ­
v o lv e d , c o o rd in a te d p ro b le m -s o lv in g c o m m u n ity w ill b e n e fit e v e ry o n e
fro m y o u th to s e n io r c it iz e n .
M ontana and s e v e ra l o th e r r u r a l s ta te s p r e s e n tly have v e r y
fe w a c tiv e c o m m u n ity e d u c a tio n p ro g ra m s .
In tr o d u c in g th e co m m u n ity
14
e d u c a tio n c o n c e p t in to a n y c o m m u n ity in v o lv e s a ch an ge p ro c e s s . T h e
ch a n g e p ro c e s s , i f n o t h a n d le d c a r e f u lly , can c re a te a re lu c ta n c e b y
th e peo ple to a cce p t th e p ro p o se d new m ethod o f d o in g t h in g s . So
t h a t th e c o m m u n ity w ill see th e p o te n tia l b e n e fits o f th e new id e a ,
c a re fu l p la n s m u s t be made to re d u c e th e th r e a t fro m a cha n g e in th e
tr a d itio n a l w a y o f d o in g th in g s as m uch as p o s s ib le .
T h e in te n t and p r im a r y p ro b le m o f th is s tu d y was th e d e ­
ve lo p m e n t o f a c o m m u n ity a ttitu d e assessm ent p lan w h ic h co u ld be
a d a p te d and d u p lic a te d b y in te re s te d com m u nitie s th r o u g h o u t M ontana.
T h e plan id e n tifie d a co m b in a tio n o f s e v e ra l o p tio n s f o r a ssessing th e
c u r r e n t a ttitu d e s o f peo ple liv in g w ith in a s p e c ifie d c o m m u n ity to w a rd
th e b a sic te n e ts fo u n d in c o m m u n ity e d u c a tio n .
S tra te g ie s f o r com­
m u n ity e d u c a tio n im p le m e n ta tio n can be b u ilt b y in d iv id u a l com m unities
w hen th e y a re able to id e n t if y and a p p ro a c h people a t t h e ir in itia l
re a d in e s s le v e l.
T h e p la n n in g co m pon ent was d e sig n e d in a m a n n e r th a t made
i t p o s s ib le f o r o th e r d is t r ic t s to a d a p t th e plan in a m a n n e r m ost
s u ita b le to t h e ir in d iv id u a l n ee ds.
T h ro u g h a n a ly s is o f th e te s t
s tu d y and re s u lts o f te s te d a lte r n a tiv e s , o th e r in te re s te d com m unities
may le a rn w h e re to b e g in in im p le m e n tin g a co m m u n ity e d u c a tio n p r o ­
gram to f i t th e s p e c ific needs o f t h e ir c o m m u n ity .
C h a p te r 11
REVIEW OF L IT E R A T U R E
In tr o d u c tio n
D u rin g th e p a s t decade in c re a s e d in te r e s t has been e xp re s s e d
in c o m m u n ity e d u c a tio n .
T h e lite r a t u r e re p o rte d v a rio u s o p e ra tio n a l
a p p lic a tio n s o f c o m m u n ity e d u c a tio n .
In v e s tig a tio n s o f m any aspects
o f c o m m u n ity e d u c a tio n a re d e s ira b le in o r d e r to co m prehen d m ore
f u ll y th e im p a ct o f its in flu e n c e on c o m m u n ity life .
T h e p u rp o s e o f th is c h a p te r was to re v ie w th e lite r a t u r e as i t
re la te d to co m m u n ity a ttitu d e s to w a rd th e co m m u n ity e d u c a tio n p h ilo s ­
ophy.
T h e m a te ria l is d iv id e d in to f o u r c a te g o rie s and was p re s e n te d
as fo llo w s :
( I ) O v e rv ie w o f co m m u n ity e d u c a tio n p h ilo s o p h y : T r a d i­
tio n a l e d u c a tio n c o n c e p t v e rs u s co m m u n ity e d u c a tio n c o n c e p t; (2 ) T h e
ro le o f a ttitu d e in e ffe c tin g c h a n g e ; ( 3 ) P la n n in g f o r th e im plem en­
ta tio n o f ch a n g e w ith in th e c o m m u n ity ; ( 4 ) School s u r v e y s .
I t was th e in te n t o f t h is in v e s tig a to r to c o v e r in fo rm a tio n in
th e above f o u r c a te g o rie s to h e lp illu s tr a te how c o m m u n ity e d u ca tio n
e ffe c ts cha n g e in a c o m m u n ity and w h y co m m u n ity e d u c a tio n in itia to r s
m u st c o n s id e r th e a ttitu d e s o f th e peo ple w ith in th e co m m u n ity when
p la n n in g f o r ch a n g e .
C onw ay s ta te d , "T h e clim a te o f e x p e c ta tio n s
w ith in a c o m m u n ity is made u p o f t r a d itio n s and va lu e s w h ic h people
16
have a b o u t an area o f e n d e a v o r such as e d u c a tio n .
T h e e x p e c ta tio n s
w h ic h peo ple h o ld become y a r d s tic k s b y w h ic h th e y m easure p re s e n t
p e rfo rm a n c e and fo rm o p in io n s a b o u t f u t u r e p e rfo rm a n c e o f t h e ir
s c h o o ls ."
S ince no co m m u n ity has e x a c tly th e same e x p e c ta tio n s ,
p la n n in g s tra te g ie s m u s t be c a r e fu lly d e ve lo p e d w h ic h re c o g n iz e th e
u n iq u e c h a r a c te r is tic s fo u n d in th e c o m m u n ity u n d e r c o n s id e ra tio n .
O v e rv ie w o f C o m m u n ity E d u ca tio n P h ilo s o p h y : T r a d itio n a l
E d u ca tio n V e rs u s C o m m u n ity E d ucation
C o m m u n ity e d u c a tio n has e v o lv e d fro m th e th e o rie s and p r a c ­
tic e s o f some o f o u r h is to ric a l le a d e rs in e d u c a tio n a l p h ilo s o p h y .
The
fu n d a m e n ta l te n e ts o f c o m m u n ity e d u c a tio n w e re fo u n d in th e w r itin g s
o f Dewey and C la p p .
In 1900, Dewey re c o g n iz e d th e im p o rta n c e o f an
in v o lv e d c o m m u n ity m e m b e rsh ip .
A s o c ie ty is a n u m b e r o f people h e ld to g e th e r because th e y
a re w o rk in g along common lin e s in a common s p i r i t , and w ith
re fe re n c e to common aim s. T h e common needs and aims demand a
g ro w in g in te rc h a n g e o f th o u g h t and g ro w in g u n it o f s y m p a th e tic
fe e lin g (1900: II) .
T h r o u g h o u t D ew ey's life , he c o n tin u e d to em phasize th e
s tro n g e ffe c t o f e n v iro n m e n t upon th e e d u c a tio n o f y o u th .
Dewey
b e lie v e d t h a t le a rn in g a b o u t life came fro m in te ra c tio n w ith life ; t h a t
e d u c a tio n co u ld n o t te a ch a p e rso n to cope w ith h is e n v iro n m e n t
u n le ss he became d ir e c t ly fa m ilia r w ith its em otional s p i r i t .
T r y in g to
te a ch a p e rs o n c e rta in b e lie fs , em otions and kn o w le d g e w ith no
17
u n d e rs ta n d in g o f th e real life reasons b e h in d th o s e te a c h in g s w ill n o t
h o ld a la s tin g ,.e ffe c t.
In D ew ey's w r it in g s o f 1916 he d e s c rib e d th e
im p o rta n c e o f a p e rs o n 's in v o lv e m e n t in th e social e n v iro n m e n t in
o r d e r to t r u l y e d u c a te :
T h e d e v e lo p m e n t w ith in th e y o u n g o f th e a ttitu d e s and d is ­
p o s itio n s n e c e s s a ry to th e c o n tin u o u s and p ro g re s s iv e life o f a
s o c ie ty c a n n o t ta k e place b y d ir e c t co n ve ya n ce o f b e lie fs , emo­
tio n s , and k n o w le d g e .
I t ta k e s place th r o u g h th e in te rm e d ia ry
o f th e e n v iro n m e n t.
T h e e n v iro n m e n t c o n s is ts o f th e sum to ta l
o f c o n d itio n s w h ic h a re c o n ce rn e d w ith th e e x e c u tio n o f th e
a c t iv it y c h a r a c te r is tic o f th e liv in g b e in g . T h e social e n v ir o n ­
m ent c o n s is ts o f all a c tiv itie s o f fe llo w b e in g s t h a t a re b o u n d up
in c a r r y in g on th e a c tiv itie s o f a n y one o f its m em bers.
I t is
t r u l y e d u c a tio n in its e ffe c ts , in its e f fo r t s , in th e d e g re e in
w h ic h an in d iv id u a l a p p ro p ria te s th e p u rp o s e s w h ic h a c tu a te i t ,
becomes fa m ilia r w ith its m ethods and s u b je c t m a tte rs , a c q u ire s
needed s k ills , and is s a tu ra te d w ith its em otional s p i r i t (1916:
2 2 5 ).
H a r t, a s tu d e n t o f D e w e y 's , also vo ice d D ew ey's v ie w s .
He
f e lt th e r e la tio n s h ip betw een th e school and co m m u n ity co u ld n o t be
le g itim a te ly s e p a ra te d :
E d u ca tio n is n o t a p a rt fro m l i f e . . .
T h e d e m o c ra tic p r o ­
blem w ith e d u c a tio n is n o t p r im a r ily a p ro b le m o f t r a in in g
c h ild r e n ; i t is a p ro b le m o f m a kin g a c o m m u n ity w ith in w h ich
c h ild r e n c a n n o t h e lp g ro w in g up to be d e m o c ra tic , in te llig e n t,
d is c ip lin e d to fre e d o m , r e v e r e n t to th e goals o f life , and eager
to s h a re in th e ta s k s o f th e age.
S chools ca n n o t p ro d u c e th e
r e s u lt , n o th in g b u t th e c o m m u n ity can do so (1924: 3 8 2 ).
Elise C la p p sp o ke s p e c ific a lly to th e ro le o f th e school in th e
b e tte rm e n t o f co m m u n ity life .
W hat does a c o m m u n ity school do? F ir s t o f a ll, i t meets
as b e s t i t c a n , and w ith e v e ry o n e 's h e lp , th e u r g e n t needs o f
th e p e o p le , f o r i t h o ld s t h a t e v e r y th in g th a t a ffe c ts th e w e l­
fa r e o f th e c h ild r e n and t h e ir fa m ilie s is its c o n c e rn .
W here
does school end and life o u ts id e beg in ? T h e re is no d is tin c tio n
18
betw een th e m . A c o m m u n ity school is a used p la c e , a place
used f r e e ly and in fo rm a lly f o r all th e needs o f liv in g and le a rn ­
in g .
I t is , in e ffe c t, t h a t place w h e re le a rn in g and liv in g
c o n v e rg e (1939: 8 9 ).
Dewey also spoke o f th e im p o rta n c e o f d e v e lo p in g a sense o f
co m m u n ity w ith in th e sch o o ls.
in te r n a l m in i-c o m m u n ity .
D ew ey f e lt schools s h o u ld c re a te an
S tu d e n ts c o u ld th e n go o u t in to th e la rg e r
co m m u n ity w ith a b e tte r u n d e rs ta n d in g o f t h e ir place w ith in i t .
Com­
m u n ity e d u c a tio n as i t is co n ce ive d to d a y , s tre s s e s b r in g in g th e real
c o m m u n ity in to th e s c h o o ls .
T h e c o m m u n ity becomes th e le a rn in g
a rena w h e re s tu d e n ts become a c tiv e ly in v o lv e d in co m m u n ity issues
and p ro b le m s .
T he se e a rly v ie w s o f e d u c a tio n , th o u g h m et w ith e x c ite m e n t
and e n th u s ia s m , w e re s t ill n o t c o n s id e re d th e a ccep ted w a y o f te a c h in g
o r le a rn in g .
E d u ca tio n was fo u n d e d on a m uch n a rro w e r tr a d it io n o f
im p a rtin g k n o w le d g e .
Dewey com pared h is co m m u n ity e d u c a tio n p h il­
o s o p h y w ith th e s e n a rro w e r a ch ie ve m e n ts o f th e d o m in a n t e d u ca tio n a l
p h ilo s o p h y o f h is tim e .
I t is o u r p re s e n t e d u c a tio n w h ic h is h ig h ly s p e c ia liz e d ,
one s id e d , and n a rro w .
I t is an e d u c a tio n dom in ated alm ost
e n t ir e ly b y th e m edieval c o n c e p tio n o f le a rn in g .
I t is some­
th in g w h ic h appeals f o r th e m ost p a r t s im p ly to th e in te lle c ­
tu a l a s p e c t o f o u r n a tu re s , o u r d e s ire to le a rn , to accum ulate
in fo rm a tio n and to g e t c o n tro l o f th e sym bols o f le a rn in g
(1900: 2 4 -2 6 ).
G a rr also r e fe r r e d to th e u n n a tu ra l e ffe c t o f th e tr a d itio n a l
e d u c a tio n a l p h ilo s o p h y o f h is d a y in h is d e s c r ip tio n :
19
M any schools a re lik e lit t le is la n d s s e t a p a rt fro m th e m ain­
la nd o f life b y a deep moat o f c o n v e n tio n and t r a d it io n .
A c ro s s
th e m oat th e r e is a d r a w b r id g e , w h ic h is lo w ered a t c e rta in p e r ­
iods d u r in g th e d a y in o r d e r t h a t th e p a r t-tim e in h a b ita n ts may
c ro s s o v e r to th e is la n d in th e m o rn in g and b a c k to th e m ainland
a t n ig h t .
W hy do th e s e y o u n g people go o u t to th e island ?
T h e y go th e r e in o r d e r to Iegrn how to liv e on th e m a in la n d .
A f t e r th e la s t in h a b ita n t o f th e is la n d has le ft in th e e a rly
a fte rn o o n , th e d r a w b rid g e is ra is e d .
J a n ito rs clean u p th e
is la n d , and th e lig h ts go o u t (1942: 3 4 ).
M any o f th e s e same a ttitu d e s to w a rd te a c h in g and le a rn in g
c o n tin u e d to be fo u n d in th e tr a d itio n a l e d u c a tio n o f th e f if t ie s .
Hanna (1953: 49) p o in te d o u t th a t schools c o n tin u e d to em phasize a
c u r ric u lu m w h ic h ta u g h t th e b a sic s k ills a c q u ire d in book c e n te re d
le a rn in g .
He has s ta te d :
T r a d itio n a lly , schools have been g iv e n th e r e s p o n s ib ility
f o r d e v e lo p in g men and women w ith sound and lib e ra l e d u c a ­
tio n u n d e r th e a s s u m p tio n t h a t , i f t h is w e re d o n e , d e s ira b le
and n e c e s s a ry social chan ges w o u ld in e v ita b ly o c c u r th ro u g h
th e e ffo r ts o f th e s e in d iv id u a ls in t h e ir a d u lt y e a rs . W ith
some n o ta b le e x c e p tio n s , schools ha ve e x is te d in a s p h e re m ore
o r less rem oved fro m c o n ta c t w ith th e real p ro b le m s o f commu­
n it y life .
Too f r e q u e n t ly , e d u c a tio n has c o n c e n tra te d its
a tte n tio n on th e te a c h in g o f th e s k ills o f lite r a c y and c itiz e n s h ip
in an academ ic a tm o sp h e re w ith li t t le em phasis on th e d e v e lo p ­
m ent o f p ro g ra m s aimed d ir e c t ly a t th e s o lu tio n o f social p r o b ­
lems and th e m e e tin g o f social needs (1953: 4 9 -5 0 ).
T h e s t a ff o f th e N o rth w e s t C o m m u n ity E d u ca tio n D evelo pm e nt
C e n te r has w r itte n on th e s u b je c t o f c o m m u n ity e d u c a tio n in an e f f o r t
to c la r if y w h a t th e y see as th e b asic d iffe r e n c e betw een th e tr a d itio n a l
c o n c e p t o f e d u c a tio n and th e e xp a n d e d c o n c e p t p ro v id e d b y co m m u n ity
e d u c a tio n .
T h e y ha ve made th e fo llo w in g d is tin c tio n betw een th e tw o :
20
In th e n a rro w v ie w ( t r a d it io n a l) o f schools no p a r tic u la r le a d e r­
s h ip is assum ed b y th e school and its s t a ff f o r co m m u n ity d e v e lo p ­
m e n t.
T h e c u r r ic u lu m is som ew hat r ig id , and d e p e n d s alm ost e x ­
c lu s iv e ly on book c e n te re d le a r n in g . T h e a ssu m p tio n is made th a t
in te lle c tu a lis m is s u f fic ie n t as a means of. p r e p a rin g y o u n g people
to m eet all hum an needs o r a t le a st th e a ssu m p tio n is made th a t
th e s c h o o l's r e s p o n s ib ility ends w ith th e in te lle c tu a l p re p a ra ­
tio n o f th e p u p ils (1976: 3 ) .
A f u r t h e r b re a k d o w n was made w h ic h d iscu sse s th e ro le o f
th e school and its re la tio n to th e o u ts id e c o m m u n ity .
O nce again
b a sic d iffe re n c e s co u ld be fo u n d betw een th e tw o v ie w s :
B y and la rg e th e school h a n d le s its jo b alone and a p a rt
fro m th e home. T h e re is v e r y lit t le d ir e c t e f f o r t to jo in fo rc e s
w ith th e home and th e co m m u n ity in th e c h ild 's d e ve lo p m e n t
and p re p a ra tio n f o r life ( N o r th w e s t C o m m unity E d u ca tio n De­
v e lo p m e n t C e n te r, 1976: 3 ) .
L o o k in g a t th e b a sic c o n c e p t o f co m m u n ity e d u c a tio n and its
v ie w to w a rd th e schools and its p e o p le , th e N o rth w e s t C o m m unity
E d u ca tio n D e ve lo p m e n t C e n te r made th e d is tin c tio n t h a t :
In o r d e r to ha ve th e g re a te s t im p a c t on th e d e v e lo p m e n t o f
th e in d iv id u a l, th e hom e, th e s c h o o l, and th e co m m u n ity m u st be
s u p p o r tiv e o f one a n o th e r in te rm s o f th e b e s t in te r e s t o f th e
in d iv id u a l. T h e c o m m u n ity school n o t o n ly sends its s t a ff and
■ le a d e rs in to th e home and th e c o m m u n ity , b u t i t in v o lv e s a d u lts
fro m th e home and th e c o m m u n ity in th e le a rn in g e x p e rie n c e o f
th e c h ild r e n and in le a d e rs h ip r e s p o n s ib ility f o r a c tiv itie s
d u r in g th e o p tio n a l p o rtio n s o f th e school d a y , w e e k , and y e a r.
In th is r e la tio n s h ip th e home, school and c o m m u n ity fo rm an
e ffe c tiv e team f o r th e d e ve lo p m e n t o f th e c o m m u n ity as a w hole
(1976: 6 ) .
Even th o u g h tr a d itio n a l t h o u g h t has been th e m ajor in flu e n c e
in e d u c a tio n fro m th e p a s t to th e p r e s e n t, th re a d s o f th e m ore o p e n ,
p a r t ic ip a t o r y c o n c e p t have ru n th r o u g h th e p h ilo s o p h ie s o f m any
e d u c a tio n a l le a d e rs .
Seay f e lt a c o n tin u e d o b je c tiv e o f m any
21
schoo ls had been
re c o g n itio n o f th e im p o rta n c e o f in v o lv e m e n t in
one 's c o m m u n ity life :
C o m m u n ity school le a d e rs o f th e t h ir t ie s , f o r t ie s , and f if t ie s
re c o g n iz e d th a t an e d u c a tio n a l o b je c tiv e r e q u ir in g ch a n g e d b e ­
h a v io r c o u ld be a ch ie ve d o n ly th r o u g h th e le a rn e r's p a r tic ip a ­
tio n in le a rn in g e x p e rie n c e s re la te d to th e s o lv in g o f p ro b le m s -p r e fe r a b ly th e pro b le m s fo u n d in th e le a rn e r's own e x p e rie n c ­
in g o f co m m u n ity life .
C o m m u n ity e d u c a to rs o f to d a y agree
w ith them (1974: 31).
W ith th e s e b a sic c o n tra s ts in m in d , th e p re s e n t p h ilo s o p h y o f
c o m m u n ity e d u c a tio n s h o u ld now be m ore s p e c ific a lly in v e s tig a te d .
T h is re s e a rc h e rs in v e s tig a tio n o f th e lite r a t u r e shows t h a t d iffe re n c e s
betw een p h ilo s o p h ic a l a ttitu d e s w ith in th e c o n c e p t o f co m m u n ity e d u ­
c a tio n a re also fo u n d . T h e se v a r ia tio n s w e re e x p lo re d f o r each adds a
s lig h t ly d if f e r e n t dim en sion to th e o v e ra ll c o n c e p t.
M in ze y saw th e m odern c o n c e p t o f e d u c a tio n as h a v in g a
b ro a d base w hen he s ta te d :
C o m m u n ity e d u c a tio n is an e d u c a tio n a l p h ilo s o p h y w h ich p e r ­
meates b a sic b e lie f.
I t e n la rg e s and enhances th e ro le o f th e
p u b lic s c h o o l. . . p u b lic schools have some k in d o f r e s p o n s ib ility
f o r alm ost all a c tiv itie s t h a t ta k e place w ith in th e c o m m u n ity ...
T h e school p la y s a c a ta ly tic ro le , s e r v in g an o rg a n iz in g f u n c ­
tio n (1972: 5 2 ).
M in ze y saw th e school as th e p r im a r y a g e n t in th e co m m u n ity
e d u c a tio n th e m e .
He saw th e r e la tio n s h ip betw een 'co m m u n ity school'
and 'c o m m u n ity e d u c a tio n ' as:
C o m m u n ity e d u c a tio n is th e e d u c a tio n a l c o n c e p t; co m m u n ity
school is th e v e h ic le b y w h ic h m any s e rv ic e s o f c o m m u n ity e d u ­
c a tio n a re d e liv e r e d . . .T h e r e s p o n s ib ility f o r c o o rd in a tin g th e
fu n c tio n o f re la tin g needs to p ro g ra m s becomes t h a t o f th e
schools (1972: 152).
22
People also id e n t if y co m m u n ity e d u c a tio n as based th ro u g h
agencies o th e r th a n th e schools such as th e c it y c o u n c il o r v a rio u s
s e rv ic e age ncie s w ith in th e c o m m u n ity .
F a irc h ild and Neal made no
m ention o f th e fo rm a l school s e ttin g ; th e y e x h ib ite d a m ore g e n e ra l
v ie w p o in t in t h e ir s ta te m e n t:
T o d a y we a s s e rt w ith c o n fid e n c e t h a t a ll life ed u ca te s c o n ­
s c io u s ly o r n o t, d e lib e ra te ly o r n o t, c o n s tr u c tiv e ly o r n o t, and
t h a t e d u c a tio n s h o u ld th e r e fo re become a life - lo n g p ro ce ss o f
fu n c tio n a l le a rn in g e x p e rie n c e w h ic h to g e th e r in c re a s e th e
le a rn e rs com petence in l i v in g . T h is is th e p h ilo s o p h y o f com­
m u n ity e d u c a tio n (1975: 17).
In a s tu d y b y W ilson th e c o m m u n ity as a w hole was seen as
th e fo c u s f o r co m m u n ity e d u c a tio n .
No s p e c ifie d p ro g ra m was o u t­
lin e d f o r th e c o m m u n ity , r a th e r each c o m m u n ity is to assess its own
u n iq u e needs and make p la n s to f u l f i l l th e s e id e n tifie d g a p s .
In h e r e n t in th e co m m u n ity e d u c a tio n c o n c e p t is th e b e lie f
t h a t each c o m m u n ity e d u c a tio n p ro g ra m sh o u ld r e fle c t th e needs
and in te r e s ts o f its p a r tic u la r c o m m u n ity . T h u s co m m u n ity
e d u c a tio n v a rie s fro m school co m m u n ity to school c o m m u n ity and
th e co m m u n ity e d u c a tio n p ro g ra m in one lo ca tio n c a n n o t be made
to f i t a n o th e r (1976: 17).
Van V oorhees spoke to co m m u n ity e d u c a tio n and schools and
was in b a sic a g re e m e n t w ith W ilson's sta te m e n t above w hen he s a id :
In h e r e n t in th e c o m m u n ity school p h ilo s o p h y is th e p ro p o ­
s itio n t h a t sin ce each co m m u n ity is u n iq u e , th e school m u st be
u n iq u e to meet th e c o m m u n ity 's needs (1969: 166).
M e lb y and K e re n s k y d e s c rib e d e d u c a tio n as t h a t o f E ducation
I , ( p r e s e n t o r tr a d itio n a l e d u c a tio n ) and E d ucation I I , (n e w o r
c o m m u n ity e d u c a tio n ).
T h e se a u th o rs f e lt :
23
T h e m ost d is tin g u is h in g m a rk o f th e new e d u c a tio n a l p r o ­
gram is its close in v o lv e m e n t w ith th e life o f th e e n tir e com­
m u n ity .
T h e ric h n e s s o f its p ro g ra m w ill reach a ll th e people
a t c o n v e n ie n t tim es and places w ith o ffe r in g s a d a p te d to t h e ir
in te r e s ts and n e e d s. T h e e d u c a tio n c e n te re d co m m u n ity p r o ­
v id e s e d u c a tio n f o r a l l. I t n o t o n ly h e lp s peo ple b u t i t also
h e lp s people to h e lp th e m s e lv e s .
In th e school o f such a com­
m u n ity and in its v a rie d c o m m u n ity life , m uch o f th e te a c h in g
and le a d e rs h ip comes fro m th e people th e m s e lv e s .
In th e p r o ­
cess o f h e lp in g o th e rs th e y e d u ca te th e m se lve s (1971: 102).
D e c k e r ga ve us a p h ilo s o p h y o f co m m u n ity e d u c a tio n w h ich
s tre s s e d lin k in g to g e th e r hom e, s c h o o l, and c o m m u n ity .
T h e co m m u n ity e d u c a tio n p h ilo s o p h y s tre s s e s d e v e lo p in g and
s tre n g th e n in g th e v ita l r e la tio n s h ip , m utu al d e p e n d e n ce and f u n d ­
am ental lin k a g e betw een th e home, sch o o l, and c o m m u n ity in all
phases o f hum an g ro w th and c o m m u n ity im p ro v e m e n t.
B y u t i­
liz in g th e to ta l c o m m u n ity e n v iro n m e n t th e c o m m u n ity becomes a
liv in g - le a r n in g la b o r a to ry f o r s tu d e n ts and a d u lts .
T a x d o lla rs
as w ell as p r iv a te fu n d s a re used m ore e ffe c tiv e ly and much
d u p lic a tio n o f s e rv ic e s is e lim in a te d (1975: 7 ).
M in ze y a tte m p te d to c la r if y some o f th e b a sic d iffe re n c e s b e ­
tw een e a r lie r p h ilo s o p h ic a l d e fin itio n s and in te r p r e ta tio n s g iv e n to
c o m m u n ity e d u c a tio n in its c u r r e n t s ta te o f e v o lu tio n .
T h e d e fin itio n o f c o m m u n ity e d u c a tio n has passed th ro u g h
an in te r e s tin g e v o lu tio n .
I t is p ro b a b ly a c c u ra te to say th a t
e a r ly d e fin itio n s w e re c o m p a ra tiv e ly lim ite d in t h e ir p o te n tia l
im p a ct as com pared w ith m ore re c e n t c o n c e p tu a liz a tio n s .
Com­
m u n ity e d u c a tio n in its e a r lie r stages te n d e d to d e fin e lim ite d
p ro g ra m s su ch as re c re a tio n o r e x tra p r o g r a m s .. .s u c h as th e y
te n d e d to deal w ith p ro g ra m s ta c k e d on to th e e x is tin g c u r ­
r ic u lu m . . .e v e n s tro n g s u p p o rte rs o f c o m m u n ity e d u c a tio n te n d e d
to v ie w i t as an e x t r a . . . T h e common th re a d w h ic h r u n s th ro u g h
( e a r li e r ) . . . in te r p r e ta tio n s is t h a t , in g e n e ra l, th e y a re all
s u b p a rts o f th e c o n c e p t (1972: 5 2 ).
L e T a rte and M in ze y in t h e ir b o o k , C o m m unity E d u ca tio n From
P rogram to P ro c e s s , d e ve lo p e d a c o m m u n ity e d u c a tio n s ta te m e n t w h ich
24
a tte m p te d
to com bine th e m any p ro g ra m s and processe s w h ic h w ere
n e c e s s a ry to th e u n d e rs ta n d in g o f th e w hole c o n c e p t.
C o m m u n ity E d u ca tio n is a p h ilo s o p h ic a l co n c e p t w h ic h se rve s
th e e n tir e co m m u n ity b y p r o v id in g f o r all o f th e e d u c a tio n a l
needs o f all o f its c o m m u n ity m em bers.
I t uses th e local school
to s e rv e as th e c a ta ly s t f o r b r in g in g co m m u n ity re s o u rc e s to
b e a r on c o m m u n ity p ro b le m s in an e f f o r t to d e ve lo p a p o s itiv e
sense o f c o m m u n ity , im p ro v e co m m u n ity liv in g , and d e ve lo p
th e c o m m u n ity p ro ce ss to w a rd th e end o f s e lf-a c tu a liz a tio n
(1972: 19).
T h e e v o lu tio n a ry p ro ce ss o f d e fin in g th e c o n c e p t o f co m m u n ity
e d u c a tio n b r o u g h t w ith i t th e p ro ce ss o f p u ttin g th e o rie s in to p ra c tic e .
C o m m u n ity e d u c a tio n p r a c titio n e r s a re g iv e n th e ta s k o f a p p ly in g th e
b ro a d d e fin itio n o f th e c o n c e p t in to a w o rk a b le a p p lic a tio n a t th e local
le v e l.
T h is means t h a t p h ilo s o p h y m u s t be b r o u g h t dow n in to o b ta in ­
able g o a ls .
T h is ta s k has been a tte m p te d b y d e s c rib in g th e c h a ra c ­
te r is tic s to be fo u n d in a co m m u n ity e d u c a tio n p ro g ra m .
T h e n u m b e r o f com ponents fo u n d in a n y one c o m m u n ity w ill
v a r y a c c o rd in g to th e needs and re s o u rc e s o f th a t c o m m u n ity .
How­
e v e r , a fra m e w o rk f o r th e p ro g ra m p ro v id e s th e p r a c titio n e r w ith
id e n tifia b le areas to b e g in .
P ra c titio n e rs o f co m m u n ity e d u c a tio n c o n ­
s id e r p ro ce ss as a k e y to a s u c c e s s fu l p ro g ra m .
th o u g h t o f as an o v e r r id in g
P rocess can be
ke y to s u c c e s s fu l p ro g ra m s .
E v e re tt
(1938: 457) d iffe r e n tia te d p ro ce ss fro m p ro g ra m w hen he s a id :
A ll life is e d u c a tio n v e rs u s e d u c a tio n is g a in e d o n ly in
fo rm a l in s titu tio n s o f le a rn in g .
E d u ca tio n re q u ire s p a r tic ip a ­
tio n v e rs u s e d u c a tio n is a d e q u a te ly g a in e d th r o u g h s tu d y in g
a b o u t life (1938: 4 5 7 ).
25
When id e n t if y in g th e com ponents o f co m m u n ity e d u c a tio n , th e
p h ilo s o p h ic a l c o n c e p t is o rie n te d to a p ro c e s s .
T h e p ro g ra m it s e lf is
d e fin e d as a p ro ce ss w ith in w h ic h people w o rk to g e th e r to so lve p r o b ­
lem s.
M in z e y d e s c rib e d s ix b a sic com ponents w h ic h he f e lt s h o u ld be
in c lu d e d as w o rk in g goals in a co m m u n ity e d u c a tio n p ro g ra m .
1.
A n E d u ca tio n a l P rogram f o r School A ge C h ild re n In C o m m unity
E d u c a tio n , a tte n tio n sh o u ld be g iv e n to re le v a n c e , co m m u n ity
in v o lv e m e n t, and th e use o f th e c o m m u n ity to enh ance c la s s ­
room te a c h in g .
2.
Use o f C o m m u n ity F a c ilitie s T h e re is o fte n an a b u n d a n ce o f
u n u se d space in m ost c o m m u n itie s .. .S chool b u ild in g s , in
p a r t ic u la r , s h o u ld become a focal p o in t f o r c o m m u n ity a c tiv itie s
and s e rv ic e s .
3.
A d d itio n a l P rogram s f o r School A g e C h ild re n and Y o u th
A d d itio n a l in fo rm a tio n , a c t iv itie s , and e x p e rie n c e s can be
p ro v id e d b y e x p a n d in g o ffe r in g s to s tu d e n ts b e fo re sch o o l,
a fte r s c h o o l, w eekend s and sum m ers.
4.
P rogram s f o r A d u lts T h e needs o f a d u lts w o u ld be re co g n ize d
as b e in g as im p o rta n t as th o s e o f th e school age s tu d e n t, and
th e s tu d e n t b o d y w o u ld be p e rc e iv e d as b e in g all o f th e
people w ho re s id e in t h a t c o m m u n ity .
5.
D e liv e ry and C o o rd in a tio n o f C o m m unity S e rv ic e s O n ly when
e x is tin g agencies a re u n a b le to p ro v id e s e rv ic e s w o u ld th e .
c o m m u n ity e d u c a tio n c o o rd in a to r a s s is t in th e d e ve lo p m e n t o f
new p ro g ra m s .
T h e c o o rd in a to r a c tu a lly acts as a b r o k e r ,
re la tin g p ro b le m s to re s o u rc e s and m a kin g r e fe r r a ls to th e
a p p ro p ria te s o u rc e s .
6.
C o m m u n ity In v o lv e m e n t
T h is phase o f C o m m u n ity E d u c a tio n . has o fte n been d e s c rib e d
as th e e f f o r t to r e tu r n " p a r t ic ip a t o r y d e m o c ra c y .“ T h e idea
is to h e lp p e rs o n s who liv e in a p a r tic u la r n e ig h b o rh o o d
p a r tic ip a te in th e id e n t it y o f local pro b le m s d e ve lo p th e p r o ­
cess f o r a tte m p tin g to so lve such pro b le m s (1974: 7 ).
T h e D e p a rtm e n t o f H e a lth , E d u ca tio n and W e lfa re , th ro u g h
th e C o m m u n ity School A c t o f 1974, id e n tifie d e ig h t m inim um elem ents
w h ic h s h o u ld be in c lu d e d in a fe d e r a lly fu n d e d c o m m u n ity e d u ca tio n
p ro g ra m :
1.
2.
3.
4.
5.
6.
7.
8.
School in v o lv e m e n t
S e rv e an id e n tifie d co m m u n ity
P u b lic f a c ilit y as a c o m m u n ity c e n te r
E xte n d e d scope o f a c tiv itie s and s e rv ic e s
I d e n tify in g and d o c u m e n tin g c o m m u n ity needs
Id e n tific a tio n and u tiliz a tio n o f c o m m u n ity re s o u rc e s
S e rv e all age g ro u p s
P ro v id e f o r a c tiv e and c o n tin u o u s co m m u n ity p a r tic ip a ­
tio n on an a d v is o r y basis (D e p a rtm e n t o f H .E .W .: CFDA
N um ber 13.563:57937)
T h e p h ilo s o p h ie s and p h ilo s o p h ic a l d e fin itio n s d is c u s s e d above
have a co m m o nality in t h e ir p o s itiv e s tre s s on to ta l co m m u n ity in v o lv e ­
m e n t.
A sense o f id e n t it y w ith and w illin g n e s s to p a r tic ip a te in com­
m u n ity issu e s is n e c e s s a ry to b r in g p eo ple to g e th e r .
C om m unities can
o n ly be im p ro v e d i f peo ple are w illin g to w o rk to g e th e r to so lve p r o b ­
lems.
D iffe re n c e s in p h ilo s o p h ie s w e re fo u n d in th e d e g re e to w h ic h :
I).
T h e c o m m u n ity was s tre s s e d o v e r th e s ch o o ls; 2 ) .
a tta c h e d to p ro ce ss o v e r p ro g ra m s , and 3 ) .
th e im p o rta n c e
re c o g n itio n o f co m m u n ity
e d u c a tio n as an in te g ra te d p a r t o f e d u c a tio n o v e r a segm ented p ro g ra m
w h ic h co u ld be added o r ta c k e d on to th e tr a d itio n a l school c u r r ic u ­
lum o r d ro p p e d as b u d g e tin g w o u ld d ic ta te .
27
L e a d e rs w ith in c o m m u n ity e d u c a tio n em phasized d iff e r e n t
a spe cts o f th e o v e ra ll c o n c e p t.
so p h ica l d e fin itio n s .
T h is has lead to a v a r ie t y o f p h ilo ­
S y n th e s iz in g th e s e ideas b r o u g h t to g e th e r th e
b a sic p h ilo s o p h y to be used in th is r e s e a rc h .
C o m m u n ity e d u c a tio n , as d e fin e d in th is s tu d y , n e ce ssita te s
an open e d u c a tio n system w h ic h acts as a c a ta ly s t to b r in g people
w ith d iv e rs e b a c k g ro u n d s to g e th e r in o r d e r to d e ve lo p a sense o f
c o m m u n ity . T h ro u g h th e p ro ce ss o f co m m u n ity in v o lv e m e n t people are
able to id e n t if y and so lve common p ro b le m s w h ich
a re u n iq u e to t h e ir
c o m m u n ity .
T h e Role o f A ttitu d e s in E ffe c tin g C hange
T h e d e cisio n to a d o p t a co m m u n ity e d u ca tio n p h ilo s o p h y is
o fte n th e r e s u lt o f a school system d e c is io n To ch an ge fro m a t r a d i­
tio n a l e d u c a tio n ro le to a b ro a d e r, m ore co m p re h e n s iv e p u rp o s e o f
e d u c a tio n ..
Such a ch a n g e im p lie s a s h if t in th e a ttitu d e s o f th o se
w ith g iv e n r e s p o n s ib ility to id e n t if y e d u c a tio n a l p r io r itie s w ith in a
g iv e n school d i s t r ic t .
C o m m u n ity e d u c a tio n em phasizes th e im p o rta n ce
o f an in v o lv e d c o m m u n ity m e m b e rsh ip in e d u c a tio n a l d e c is io n m a k in g .
W hereas, tr a d itio n a l e d u c a tio n has been r e fe r r e d to b y th e N o rth w e s t
C o m m u n ity E d u ca tio n C e n te r (1976) as a system w h e re th e r e is v e r y
lit t le d ir e c t e f f o r t to jo in fo rc e s w ith th e home and th e co m m u n ity .
28
Such a p h ilo s o p h ic a l d iffe r e n c e in th e p u rp o s e fo u n d betw een t r a d i­
tio n a l and c o m m u n ity e d u c a tio n a ffe c ts th e w a y people need to t h in k
o f th e m se lve s and t h e ir re la tio n s h ip w ith th e e d u c a tio n system as a
w h o le .
C o m m u n ity e d u c a tio n is a d yn a m ic p ro c e s s , r e q u ir in g tim e ,
' in v o lv e m e n t and new r e s p o n s ib ilitie s f o r all c itiz e n s .
T h e re fo re ,
s ig n ific a n t chan ges m u s t ta k e place in th e a ttitu d e o f th o s e a ffe c te d .
How peo ple fe e l to w a rd th e b a sic co n c e p ts o f th e c o m m u n ity e d u c a tio n
p h ilo s o p h y is p e rh a p s th e m ost s ig n ific a n t fa c to r to c o n s id e r b e fo re
b e g in n in g th e p ro c e s s o f cha n g e fro m a tr a d itio n a l closed system to
th e open co m m u n ity e d u c a tio n syste m .
B e fo re th e in it ia t o r o f co m m u n ity e d u c a tio n can b e g in im p le ­
m e n tin g a new p h ilo s o p h y o f e d u c a tio n in to a n y c o m m u n ity , th e e x is t ­
in g a ttitu d e s o f th e c itiz e n s h ip m u s t be c a r e fu lly c o n s id e re d so th e
d is c re p a n c ie s betw een w h a t is and w h a t is d e s ire d can be a s c e rta in e d
A lite r a t u r e re v ie w to exam ine th e n a tu re o f a ttitu d e s and t h e ir im ­
p o rta n c e in a n y s u c c e s s fu l ch an ge p ro ce ss is th e r e fo re in c lu d e d to
s u p p o r t th e ro le o f a ttitu d e s and t h e ir e ffe c t on c h a n g e , and to e x ­
am ine t h e ir ro le in th e accep ted goals and o b je c tiv e s o f e d u c a tio n .
T h e te rm , a t titu d e , is one o f th e m ost common te rm s in th e
b ro a d fie ld o f e d u c a tio n a l p s y c h o lo g y .
Humans a re u n iq u e in th a t
th e y possess th e a b ilit y to make and com m unicate a ttitu d in a l p o s itio n s
A s Simons (1976: 80) n o te d , th e a ttitu d e s t r u c t u r e o f hum ans is
29
e x c e p tio n a lly com plex as a r e la tiv e ly e n d u r in g p re d is p o s itio n to r e ­
spon d fa v o r a b ly o r u n fa v o r a b ly to w a rd an a ttitu d e o b je c t.
I t is
g e n e ra lly a cce p te d t h a t a p e rs o n 's a ttitu d e s a re sets o f e v a lu a tiv e
c a te g o rie s fo rm e d o r le a rn e d d u r in g in te ra c tio n s w ith p e rs o n s and
o b je c ts in th e social w o r ld ; th e y a re th e m a n ife ste d im p lic a tio n s o f
co m b in in g a b e lie f w ith a re le v a n t v a lu e s y s te m .
R esearch in th e social scie nce fie ld s c o n s is te n tly in v e s tig a te s
a t titu d e - r e la te d fa c to r s .
In an h is to ric a l re v ie w , G. W. A llp o r t noted
reasons f o r t h is fa c t:
F u rth e rm o re , i t is a c o n c e p t w h ic h escapes th e c o n tr o v e r s y
c o n c e rn in g th e r e la tiv e in flu e n c e o f h e r e d ity and e n v iro n m e n t.
S ince an a ttitu d e may com bine b o th in s tin c t and h a b it in a n y
p o r p o r tio n , i t a v o id s th e e x tre m e com m itm ents o f b o th th e in ­
s t in c t th e o r y and e n v iro n m e n ta lis m .
T h e te rm , lik e w is e , is
e la s tic eno ugh to a p p ly e ith e r to th e d is p o s itio n s o f s in g le ,
is o la te d in d iv id u a ls , o r to b ro a d p a tte rn s o f c u ltu r e (1954: I) .
C h a ra c te ris tic s and C om ponents o f A ttitu d e s
W hile th e c o n s tr u c t o f a ttitu d e is co m p le x, nu m e ro u s r e ­
s e a rc h e rs have w o rk e d to is o la te t h e ir com m o nalities.
K ie s le r, e t a l.
sum m arized th e c h a ra c te r is tic s as fo llo w s :
1.
2.
3.
4.
T h e ir p re se n ce is in f e r r e d ; c a n n o t be d ir e c t ly o b s e rv e d .
A ttitu d e s v a r y in t h e ir d ire c tio n a nd in te n s it y .
A ttitu d e s a re r e la tiv e ly e n d u r in g ; th e y a re c o n s is te n t
o v e r tim e .
A ttitu d e s a re resp o n se s to s o m e th in g ; th e s e lf o r th e
e n v iro n m e n t (1969: 10).
A ttitu d e s fu n c tio n in a v a r ie t y o f w a y s , d e p e n d in g upon s it u ­
a tio n s .
T h e ir fu n c tio n s a re , h o w e v e r, cla ssed as d is c re te fu n c tio n
Ill
30
co m p o n e n ts.
1.
2.
3.
4.
The
The
The
The
K a tz s e t f o r t h th e m ajor fu n c tio n s as:
in s tr u m e n ta lz u t ilit a r ia n fu n c tio n
k n o w le d g e fu n c tio n
v a lu e -e x p re s s iv e fu n c tio n
e g o -d e fe n s iv e fu n c tio n (I9 6 0 : 164)
W hile th e s e fu n c tio n s a re v a r io u s ly la b e le d , re fe re n c e to and u t iliz a ­
tio n o f them is n o te d c o n s is te n tly as a ffe c tiv e , c o g n itiv e and b e h a v ­
io ra l v a ria b le s . ■
Some re s e a rc h e rs , such as S h e r if , S h e rif and N e b e rg a ll
(1965), Z im b a rd o and Ebbesen (1969), and Watson and John son (1972)
f e lt t h a t th e s tu d y o f th e n a tu re o f a ttitu d e s fro m th e c h a ra c te ris tic s
and com ponents v a n ta g e p o in t was p r o d u c tiv e o n ly to a c e rta in d e g re e .
T h e n w h a t was needed w e re th e d e ta ils f o r a ssessing th e ra n g e s o f
a ttitu d e s a s s im ila tio n f o r v a rio u s classes o f in d iv id u a ls and v a rie tie s
o f s p e c ifie d to p ic s .
When th is was a c h ie v e d , s tra te g ie s f o r c h a n g in g
a ttitu d e s co u ld th e n be d e ve lo p e d and in itia te d .
A p ro b le m may be e n c o u n te re d w hen a ttitu d e c o n ce p ts are
in te rm in g le d w ith th o s e o f b e lie fs and v a lu e s .
>
When re s e a rc h is c o n -
•
d u c te d on a la rg e r p u b lic 's a ttitu d e s , i t may seem d i f f ic u l t to d i f f e r ­
e n tia te among th e c o n c e p ts .
T h is is e s p e c ia lly a p p a re n t w hen w r it e r s ,
such as Jones and G e ra rd (1967) c o n s id e re d a ttitu d e s as th e im p lic a ­
tio n s o f c o m b in in g b e lie fs w ith re le v a n t v a lu e s .
B e lie fs a re r e la tiv e ly easy to d e fin e .
T h e y a re assessm ents,
re la tio n a l s ta te m e n ts a b o u t th e s e lf and e n v iro n m e n t d e riv e d fro m data
in fe r r e d to be t r u e and fa c tu a l.
Simons (1976) n oted th a t b e lie fs may
.1,
31
be a b o u t th e p a s t o r f u t u r e ; o f c o n c e p tu a l re la tio n s h ip s ; d e s c rip tio n s
o f th e real w o r ld ; a b o u t o b je c ts , o th e r s , s e lf, and th e c r e d ib ilit y o f
so u rc e s o r casual in fe re n c e s .
V a lu e s , b e in g m ore s o c ia lly d e v e lo p e d , a re m ore com ple x.
Jones and G e ra rd s ta te d t h a t :
V a lue r e fe rs to a w id e v a r ie t y o f m o tiv a tio n a l phenom ena.
A n y s in g u la r s ta te o r o b je c t f o r w h ic h th e in d iv id u a l s tr iv e s ,
o r a p p ro a c h e s , o r e x to ls , em b ra ce s, v o lu n t a r ily consum es, o r
in c u rs e xp e n se to a c q u ire , is a p o s itiv e v a lu e .
A n y th in g th a t
th e in d iv id u a l a v o id s , escapes fro m , d e p lo re s , re je c ts , o r
a tta c k s is a n e g a tiv e v a lu e (1967: 158-9).
V alues a re a ffe c tiv e , o r e m o tio n -la d e n .
Rokeach has d e v e l­
oped a g e n e ra liz e d v a lu e sys te m :
1.
2.
3.
4.
5.
T o ta l n u m b e r o f va lu e s t h a t a p e rso n possesses is r e la ­
t iv e ly sm all.
A ll men e v e ry w h e re possess th e same va lu e s to d if f e r e n t
d e g re e s .
V alues a re o rg a n iz e d in to v a lu e syste m s.
T h e a n te c e d e n t o f hum an v a lu e s can be tra c e d to c u ltu r e ,
s o c ie ty , and its in s titu t io n s , and p e rs o n a lity .
T h e conse quen ces o f hum an v a lu e s w ill be m a n ife s te d in
v ir t u a lly all phenom ena t h a t social s c ie n tis ts m ig h t c o n ­
s id e r w o rth in v e s tig a tin g and u n d e rs ta n d in g (1973: 3 0 ).
T h u s , th e p ro d u c e rs o f a ttitu d e s — b e lie fs and v a lu e s - -a re
in te r a c tiv e .
B y p la c in g th e s e elem ents in a s e ria l re la tio n s h ip r e g a r d ­
in g th e to p ic o f th is re s e a rc h , i t co u ld be o b s e rv e d :
A v a lu e s y s te m :
A n a ttitu d e :
A b e lie f:
E d u ca tio n
E d u ca tio n is d e s ira b le
A good e d u c a tio n means a good s a la ry
Rokeach (1966) c o n te n d e d t h a t e v e r y in d iv id u a l may have te n s o f
th o u s a n d s o f b e lie fs , h u n d re d s o f a ttitu d e s , b u t o n ly dozens o f
v a lu e s .
32
A t t it u d e C hange
G ive n t h a t p e rs o n s e x is t w ith in v a rio u s v a lu e system s b y
a tta c h in g "g o o d -b a d " fe e lin g s to t h e ir b e lie fs , th e n a n y p la n to i n i t i ­
ate re in fo rc e m e n t, a lte r a tio n , o r c re a tio n o f b e lie fs o r a ttitu d e s m ust
know d e ta ils o f th e p r e s e n tly - h e ld s y ste m .
To be d e te rm in e d , so to
s p e a k , is th e c o g n itiv e s ta tu s quo o f a p a r tic u la r v a lu e syste m .
I t m ig h t be assum ed t h a t i f an a ttitu d e is a p re d is p o s itio n
to w a rd ( o r aw ay fro m ) s o m e th in g , th e n we w o uld a n tic ip a te th a t in d i­
v id u a ls re s p o n d in w ays som ew hat c o n s is te n t w ith t h e ir g iv e n a ttitu d e s .
T h is a s s u m p tio n , h o w e v e r, may n o t h o ld u p .
W icke r (1969) co n clu d e d
t h a t a ttitu d e s a re o n ly s lig h t ly re la te d to a c tio n s , i f th e y a re re la te d
a t a ll.
T h u s , th e p ro b le m f o r th e re s e a rc h e r is to d e te rm in e p u b lic
o p in io n fo rm a tio n r e g a rd in g a v a lu e system b e in g in v e s tig a te d , such
as co m m u n ity e d u c a tio n .
A s K a tz s ta te d :
T h e p u b lic o p in io n p ro ce ss is one phase o f th e in flu e n c in g
o f c o lle c tiv e d e c is io n s , and its in v e s tig a tio n in v o lv e s kn ow le dge
o f ch a n n e ls o f co m m u n ica tio n , o f th e p o w e r s tr u c tu r e s o f a
s o c ie ty , o f th e c h a ra c te r o f mass m edia, o f . t h e re la tio n betw een
e lite s , fa c tio n s , and m asses, o f th e ro le o f fo rm a l and in fo rm a l
le a d e rs , o f th e in s titu tio n a liz e d access to o ffic ia ls .
B u t th e raw
m a te ria l o u t o f w h ic h p u b lic o p in io n d e ve lo p s is to be fo u n d in
th e a ttitu d e s o f in d iv id u a ls , w h e th e r th e y be fo llo w e rs o r le aders
and w h e th e r th e s e a ttitu d e s be a t th e g e n e ra l le vel o f te n d e n c ie s
to c o n fo rm to le g itim a te a u t h o r ity o r m a jo rity o p in io n o r a t th e
s p e c ific le ve l o f fa v o r in g o r o p p o s in g th e p a r tic u la r a spe cts o f
th e issu e u n d e r c o n s id e r a tio n . T h e n a tu re o f th e o rg a n iz a tio n
o f a ttitu d e s a re th u s c r itic a l areas f o r th e u n d e rs ta n d in g o f th e
c o lle c tiv e p r o d u c t know n as p u b lic o p in io n (I9 6 0 : 163).
33
In o r d e r to d e te rm in e th e lik e lih o o d o f a n y p ro g ra m d e v e lo p ­
m ent on a co m m u n ity le v e l, p u b lic o p in io n , o r a ttitu d e s h e ld b y th e
p u b lic to w a rd th e to p ic , m u st be d e te rm in e d .
T h e n , i f ju s t if ie d , a
p ro g ra m d e s ig n e d f o r a ttitu d e cha n g e m ay be in itia te d .
D a vid Je sse r
s ta te d :
I t is im p e ra tiv e t h a t e d u c a tio n a l o rg a n iz a tio n s and age ncie s
as th e y a tte m p t to d e ve lo p a p p ro p ria te s tra te g ie s d e s ig n e d to
im plem ent needed ch a n g e m u st c o n s id e r m any e n v iro n m e n ta l
fa c to rs and re la tio n s h ip s in c lu d in g ;
1.
2.
3.
4.
A ttitu d e s c o n d u c iv e to change
D e v e lo p in g com petencies to cope w ith chan ge
D e v e lo p in g com petencies to a d m in is te r o r manage chan ge
P la n n in g f o r th e im p le m e n ta tio n o f cha n g e (1977: 20)
A t t it u d e cha n g e is a p ro b le m o f th e d is c re p a n c y betw een th e
in fo rm a tio n b e in g com m unicated to someone and t h a t in d iv id u a l's in itia l
v ie w p o in t to w a rd th e s u b je c t m a tte r.
D is c re p a n c y in fe r s tw o p o s itio n s
on some ty p e o f sca le ; one p o la r ity is t h a t o f th e in d iv id u a l re c e iv in g
in fo rm a tio n , w h ile th e o th e r is t h a t o f th e in fo rm a tio n b e in g com m uni­
c a te d .
T h e im p lic a tio n o f a d is c re p a n c y is t h a t in d iv id u a ls e v a lu a te
in co m in g messages in a tte m p ts to assess th e d e g re e o f d iv e rg e n c e
betw een them and t h e ir own c o g n itiv e s ta n c e s .
W h e th e r c o n s c io u s ly
o r n o t, t h is pla ce m e n t is a ju d g m e n t p ro c e s s d e p e n d e n t upon some
fo rm o f social e v a lu a tio n .
Ranges o f accep tan ces f o r v a rio u s is s u e s , o b je c ts , and p e rs o n s
in c lu d e noncom m ital p o s itio n s to w a rd s u b je c ts .
I f a p o s itio n does n o t
fa ll too f a r b e yo n d e ith e r pole o f th e accep tan ce ra n g e , i t may be
34
a ssim ila te d in to th e ra n g e o f a cce p ta n ce s.
I f th e p o s itio n c le a rly fa lls
b e yo n d ra n g e s o f a cc e p ta n c e , in d iv id u a ls te n d to a p p ra is e i t as b e in g
m ore d is c re p a n t th a n i t a c tu a lly is .
T h e m ore in te n s e an in d iv id u a l's
com m itm ent to an is s u e , th e g r e a te r th e d is p la c e m e n t o f a n y d is c re p a n t
messages aw ay fro m th e p a ra m e te rs o f th e p a r tic u la r ra n g e s o f acce p ­
ta n c e .
F e s tin g e r (1957) p ro p o se d t h a t th e r e a re n u m e ro u s a lte r n a tiv e
re sp o n se s w hen a to p ic a l p o s itio n fa lls b e yo n d e ith e r pole o f th e
a ccep tan ce ra n g e .
A s ta te o f c o g n itiv e d isso n a n ce e x is ts and p e rso n s
g r a v ita te to w a rd c o n s o n a n t s ta te s .
I t is f u r t h e r n o te d in F e s tin g e r's w o rk on d isso n a n ce th a t a n y
cha n g e o r no cha n g e re sp o n se is a fu n c tio n o f m ovem ent to w a rd o r
aw ay fro m th e b o u n d a rie s o f th e ra n g e o f a cce p ta n ce ; in d iv id u a ls
e x p e rie n c e consonance o r re s p o n d to d isso n a n ce v a r io u s ly b y c h a n g in g
a ttitu d e s , d is c r e d itin g th e s o u rc e o f in fo rm a tio n a n d /o r th e in fo rm a ­
t io n , s e e k in g social a p p ro v a l, and in c re a s in g re s is ta n c e to ch a n g e .
C irc u m s ta n c e s a n d /o r in d iv id u a l c o p in g m echanism s a re re s p o n s ib le f o r
d e te rm in in g w h ic h a lte r n a tiv e re sp o n se s to d is c re p a n t messages are
em p lo ye d .
T h e clim a te o f o p in io n , econom ic c o n d itio n s , social e th ic s , and
th e p o litic a l le a rn in g s o f each c o m m u n ity a t a n y g iv e n p o in t and tim e
w ill g r e a tly d e te rm in e th e c o n te n t and s t r u c t u r e o f th e sch o o l, as w ell
as its p h ilo s o p h y and p u rp o s e .
T o d e te rm in e th e f e a s ib ilit y o f
35
p ro g ra m in it ia t io n , m o d ific a tio n , o r re in fo rc e m e n t, th e base le ve ls o f
a ttitu d e m u st be a s c e rta in e d .
T h is , h o w e v e r, m u st be u n d e rs to o d as
th e ta p p in g o f an a s - y e t n o n o b s e rv a b le e n t it y .
T h e re s e a rc h e r m u st
a sk o p in io n s , o b s e rv e th e p u b lic 's b e h a v io r, s tu d y d e m o g ra p h ic
v a r ia b le s , o r d e v e lo p and a d m in is te r some fo rm o f a ttitu d e m easure to
b e g in th e p ro ce ss o f u n d e rs ta n d in g fro m w h a t p o in t cha n g e m ig h t
b e g in .
P la n n in g f o r th e Im p le m e n ta tio n o f C hange
W ith in th e C o m m unity
S o c ie ty is c o n s ta n tly c h a n g in g and e v o lv in g to r e fle c t new
needs and c o n c e rn s .
C om m unities t h a t deal w ith ch a n g e o n ly as a
r e fle x iv e re a c tio n to a s itu a tio n r a th e r th a n as p a r t o f an o v e ra ll plan
w h ic h p ro v id e s a c a r e fu lly d e lib e ra te d s o lu tio n w ill f in d the m se lve s
p u llin g in s e v e ra l d ire c tio n s a t once w ith no o v e ra ll b e n e fit to th e
c o m m u n ity as a w h o le .
P lanned c h a n g e , as d e fin e d b y H a velo ck
"comes a b o u t th ro u g h a d e lib e ra te p ro ce ss w h ich is in te n d e d to make
b o th acce p ta n ce b y and b e n e fit to th e people who a re ch a n g e d more
lik e ly (1973: 5 ) . "
P la n n in g a c o m m u n ity e d u c a tio n p ro g ra m im p lie s b y its v e r y
t it le an e ffe c t on th e w h ole c o m m u n ity m e m b e rsh ip .
A b a s ic r e q u ir e ­
m e n t, t h e r e fo r e , m u st in c lu d e a s tu d y o f th e c o m m u n ity 's p re d is p o s i­
tio n to w a rd th e ty p e o f chan ges e n c o u ra g e d in th e c o m m u n ity e d u ca ­
tio n p h ilo s o p h y .
H a ve lo ck e x p la in e d :
.
F or e xam ple, th e m em bers o f a n y social g ro u p s h a re a num ­
b e r o f common b e lie fs , v a lu e s , and ru le s o f b e h a v io r.
These
s h a re d "n o rm s " d e s c rib e w h a t i t means to be " u s " in s te a d o f
" th e m ". A cha n g e a g e n t sh o u ld make h im s e lf fa m ilia r w ith th e se
fe a tu re s o f h is c lie n t system (1973: 4 4 ).
O wens and S te in h o ff e la b o ra te d on th is p o s itio n in t h e ir
s ta te m e n t:
C e r ta in ly one o f th e d o m in a n t them es o f o u r life and tim e
is c h a n g e ; its p e rv a s iv e n e s s , its ra p id pace, its e ffe c t on t r a d i­
tio n a l p ra c tic e s , e th ic s , b e lie fs , and b e h a v io r a re fa m ilia r c h a l­
lenges to e v e ry o n e (1976: 2 1 ).
T h e d iffe r e n c e betw een ig n o r in g chan ge w ith th e o ld fa s h io n e d
a ttitu d e o f 'w h a t w ill be w ill be' and "c o n te m p o ra ry co n c e p ts o f o r g a n ­
iz a tio n a l ch a n g e in c lu d e a s ig n ific a n t elem ent o f d e lib e ra te n e s s th a t
in v o lv e s p la n n in g , d ir e c tio n , and c o n tro l o f th e a tte m p t to b r in g
a b o u t fu n d a m e n ta l a lte ra tio n s o f th e o rg a n iz a tio n (O w ens and S te in h o ff
1976: 2 2 ) . "
Owens and S te in h o ff s ta te d f u r t h e r th a t " th e dem and f o r
cha n g e is e x p re s s e d in te rm s o f pro b le m s to be s o lv e d ; in th e case o f
sch o o ls, th e s e e m e rg e --s o o n e r o r Iatei— as issues o f social p o lic y "
(1972: 2 2 ).
C o m m u n ity e d u c a tio n p h ilo s o p h y is fo u n d e d on th e b a sic b e lie f
in th e a b ilit y o f peo ple to t h in k f o r th e m s e lv e s , and to be p e rs o n a lly
re s p o n s ib le in h e lp in g shape th e f u t u r e t h a t a ffe c ts t h e ir liv e s .
B e­
fo r e e v e r com ing to th e p la n n in g stages o f b u ild in g b ro a d e r co m m u n ity
p a r tic ip a tio n , e d u c a to rs m u st have reache d c o n c lu s io n s as to w h e th e r
people b a s ic a lly need to be c o n tro lle d b y o th e rs o r a re s e lf- c o n tro l le d .
37
M cG re g o r b r ie f ly d e s c rib e d th e s e th e o rie s as T h e o ry X and
T h e o ry Y :
T h e o ry X p o s tu la te s 3 b a sic p r o p o s itio n s .
A.
T h e a ve ra g e
hum an b e in g has an in h e r e n t d is lik e f o r w o rk and w ill a vo id i t
i f he ca n .
B . Because o f th is c h a r a c te r is tic , m ost people m ust
be coerced., c o n tr o lle d , d ir e c te d , and th re a te n e d w ith p u n is h ­
m ent so t h a t th e y w ill w o rk to w a rd th e o rg a n iz a tio n 's g o a ls.
C . T h e a v e ra g e hum an b e in g p r e fe r s to be d ir e c te d , w a n ts
s e c u r it y , and a v o id s r e s p o n s ib ility .
T h e o ry Y ta k e s a d i f f e r ­
e n t v ie w : A .
P h ysica l w o rk and m ental w o rk a re as n a tu ra l
as p la y i f th e y a re s a tis fy in g .
B . Man w ill e x e rc is e s e lfd ire c tio n and s e lf- c o n tr o l to w a rd an o rg a n iz a tio n 's goals i f he
is com m itted to th e m .
C . C om m itm ent is a fu n c tio n o f re w a rd s .
T h e b e s t re w a rd s a re s a tis fa c tio n o f ego and s e lf- a c tu a liz a tio n .
D . T h e a v e ra g e p e rso n can le a rn to a cce p t and seek re s p o n s i­
b ility .
A v o id a n c e o f i t and em phasis on s e c u r ity a re le a rn e d
and a re n o t in h e r e n t c h a r a c te r is tic s (I96 0: 3 3 -5 7 ).
I f th e school system b e lie v e s t h a t people w o u ld r a th e r be d i r ­
e c te d , w a n t to a v o id w o rk and r e s p o n s ib ility , th e n th e r e is lit t le need
to seek o u t th e o p in io n s o f th e c o m m u n ity m e m b e rsh ip .
F or th e y o b ­
v io u s ly w o u ld ha ve li t t le p e rc e iv e d need f o r co m m u n ity e d u c a tio n .
C o m m u n ity e d u c a tio n p re c lu d e s t h a t people w a n t to be in v o lv e d and
re s p o n s ib le f o r h a p p e n in g s in t h e ir p re s e n t and f u t u r e .
A c c o rd in g to
M aslow , th e needs and fe e lin g s t h a t are. m ost im p o rta n t to people
in c lu d e th e co n c e p ts em phasized in co m m u n ity e d u c a tio n .
M aslow 's
fiv e h e a d in g s in c lu d e d :
1.
2.
3.
P h y s io lo g ic a l needs - b a sic hum an n e e d s, such as fo o d ,
c lo th in g and s h e lte r.
S e c u r ity - th e y need to be fre e o f p h y s ic a l d a n g e r, o r
th e d a n g e r o f b e in g d e p riv e d o f w ays to m eet th e b asic
p h y s io lo g ic a l n e e ds.
Social - th e need to be a ccep ted b y o th e r hum an b e in g s ,
to b e lo n g , and to ha ve th e a p p ro v a l o f o th e rs .
38
4.
5.
Esteem - th e need to be re c o g n iz e d b y o th e r s , th ro u g h
th e g r a n tin g o f s ta tu s , p r e s tig e and p o w e r.
S e lfa c tu a liz a tio n - th e need to f u l f i l l o n e 's p o te n tia l
o r to do w h a t one b e lie ve s is im p o rta n t fro m h is own
p o in t o f v ie w (1954: 131 ).
C o m m u n ity e d u c a tio n co u ld n o t be as s u c c e s s fu l and w id e ­
s p re a d as i t is to d a y i f peo ple once g iv e n th e chance w e re n o t r e ­
s p o n d in g in a T h e o ry Y m a n n e r.
People w ill p a r tic ip a te , be in v o lv e d ,
re s p o n s ib le c itiz e n s w hen g iv e n th e to o ls and c o n fid e n c e to do so.
Such b e h a v io r w o rk s to w a rd M aslow 's p o in ts o f s e lf esteem and s e lfa c tu a liz a tio n .
T a y lo r p o in te d o u t:
T o m eet th is c h a lle n g e th e school w ill need to d e v is e ways
o f w o rk in g jo in t ly w ith o th e r c o m m u n ity o rg a n iz a tio n s to d e ve lo p
e ffe c tiv e le a rn in g o p p o r tu n itie s f o r c h a ra c te r d e v e lo p m e n ts , th e
p o s itiv e in d u c tio n o f y o u th in to a d u lth o o d , and f o r th e re s p o n s i­
b ilitie s o f c itiz e n s h ip (1977: 1 2 ).
In th e p a s t, m any com m u nitie s tre a te d t h e ir c itiz e n s as T h e o ry
X o r ie n te d .
C o m m u n ity e d u c a tio n w ill r e q u ir e a ch a n g e to t h a t o f
" r e s p o n d in g to th e need f o r th e school to p a r tic ip a te c o n s tr u c tiv e ly
and e n e rg e tic a lly in th e re c o n s tru c tio n o f th e to ta l e d u c a tio n a l e n v i­
ro n m e n t in w h ic h c h ild r e n g ro w up w ill re q u ire new t h in k in g , new
p la n n in g , and new p ra c tic e s ( T a y lo r 1977: 1 3 ) ."
Once th e d e c is io n has been made to enhance c o m m u n ity in v o lv e
m ent th r o u g h a c o m m u n ity e d u c a tio n p ro g ra m , th e c o n s id e ra tio n m ust
th e n be w h e re to b e g in th e cha n g e p ro c e s s .
Z a n d e r b e lie v e d " r e s is ­
ta n c e to cha n g e m ig h t be m inim ized i f c a re fu l a tte n tio n is g iv e n
39
b e fo re h a n d to th e fo llo w in g m a tte rs :
W hat th e cha n g e sh o u ld be lik e ,
how i t s h o u ld be im p le m e n te d , and who s h o u ld p a r tic ip a te in m aking
d e c is io n s a b o u t th e c h a h g e (l9 5 0 : 9 ) . 11
H a ve lo ck adds to th is p o in t in
h is s ta te m e n t:
In a p ro ce ss m o d e l, th e r e s h o u ld be I) a ra tio n a l sequence
in th e e v a lu a tio n and a p p lic a tio n o f th e in n o v a tio n ; 2 ) re se a rch
d e v e lo p m e n t and p a c k a g in g o f a p ro g ra m chan ge s h o u ld o c c u r
b e fo re d is s e m in a tio n o f th e p ro g ra m ch a n g e ; 3 ) th e r e sh o u ld be
p la n n in g on a m assive scale (1971: 179 ).
O wens and S te in h o ff said th a t:
T y p ic a lly p ro b le m s o f d ir e c tin g and c o n tr o llin g cha n g e in
schools have been a p p ro a ch e d in a r e la tiv e ly u n s y s te m a tic w a y.
Faced w ith th e need f o r some k in d o f ch an ge in th e school goals
o r th e w ay in w h ic h i t seeks to a tta in its g o a ls , th e a d m in is ­
tr a t io n te n d s to pro ce e d m ore o r less in t u it iv e ly , and fa lls b a ck
on common sense and h is own e x p e rie n c e .
T h e re s u lts g e n e ra lly
have been less th a n s p e c ta c u la r (1976: 8 ).
D a vid Je sse r e la b o ra te d t h is p o in t in h is s ta te m e n t:
W hile th e r e is an in e v ita b le n e s s a b o u t ch a n g e , t h is need
n o t- -in d e e d s h o u ld n o t— im p ly t h a t we have n e ith e r th e a b ility
n o r th e c a p a b ility to e x e rc is e some d e g re e o f c o n tro l o r in f lu ­
ence o v e r m any o f th e chan ges t h a t w ill o c c u r.
I f su ch w e re
th e case we w o u ld s im p ly be fo rc e d to a cce p t th e ch a n g e s ,
to g e th e r w ith th e consequences th e r e o f, and to a d ju s t, in some
fa s h io n , to b o t h . When a c tin g in th is m a n n e r, we w o u ld be
a d m ittin g , e ith e r o v e r t ly o r c o v e r t ly , th a t we possess o n ly a
c a p a c ity f o r a d ju s tin g to o u r e n v iro n m e n t.
B u t, as we e x p e r ­
ience o r a n tic ip a te ch a n g e , we do ha ve o th e r a lte rn a tiv e s
a v a ila b le in c lu d in g :
1.
2.
A s c e rta in in g th e n a tu re and d ire c tio n o f chan ges t h a t are
lik e ly to ta k e p la c e , and th e n a tte m p tin g to be re a d y f o r
th e chan ges w hen th e y o c c u r.
E x e rtin g some d e g re e o f c o n tro l o v e r changes t h a t w ill
p ro b a b ly o c c u r , th u s m a xim izin g th e b e n e fic ia l a sp e cts o f
m in im iz in g th e h a rm fu l a sp e cts (1977: 1 0 ).
40
J u s t as a co m m u n ity w ith no p la n f o r its f u t u r e w ill n o t know
its d e s tin a tio n , a c o m m u n ity w ith no b a se lin e f o r its p la n n in g w ill n o t
know w h e re to b e g in .
A s H a ve lo ck s ta te d :
M any people who w a n t to b r in g a b o u t ch an ge have d e fin ite
ideas a b o u t w h a t th e cha n g e s h o u ld b e . . .h o w e v e r, b e in g an
e ffe c tiv e s o lu tio n g iv e n in v o lv e s m ore th a n s im p ly h a v in g a s o lu ­
t io n .
You have to know w hen and how to o f fe r i t (1973: 9 ).
T o accom plish t h is ,
H a ve lo ck s u g g e s te d :
A ssess y o u r r e la tio n s h ip w ith a c lie n t s y ste m .
I f yo u know
w h e re yo u s ta n d w ith a c lie n t, and i f you know how he sees y o u ,
yo u w ill be in a b e tte r p o s itio n to a d a p t and enhance t h is r e la tio n ­
s h ip as th e ch a n g e e f f o r t p ro g re s s e s (1973: 4 3 ).
Je sse r s u p p o rts H a ve lo ck in h is s ta te m e n t:
In m any in s ta n c e s p la n n in g , o r w h a t is p ro p o rte d to be p la n ­
n in g , is u n d e rta k e n as a r e s u lt o f som eone's h u n c h e s o r w is h fu l
th in k in g w ith o u t a n y s e rio u s c o n s id e ra tio n b e in g d e v o te d to d e te rm i­
n a tio n o f n e e d . A t th e same tim e , i t s h o u ld be re c o g n iz e d th a t need
can o n ly be d e te rm in e d th r o u g h co m p re h e n s iv e a n a ly s is o f w h a t is
and w h a t m ig h t b e .
O b v io u s ly , in fo rm a tio n m u s t be c o lle c te d and
c a r e fu lly s c r u tin iz e d b e fo re a n y d is c re p a n c y betw een w h a t is and
w h a t m ig h t be can be a s c e rta in e d (1977: 1 2 ).
When th e c lie n t system in c lu d e s a to ta l co m m u n ity m e m b e rsh ip ,
s tu d y needs to be g iv e n on how th e c o m m u n ity w o u ld fe e l to w a rd th e
cha n g e s t h a t co u ld r e s u lt fro m th e im p le m e n ta tio n o f
c a tio n .
co m m u n ity e d u ­
In itia l s tu d y o f y o u r c lie n t ( i . e . , c o m m u n ity s y s te m ) is o n ly
th e f i r s t phase o f th e cha n g e p ro c e s s .
Its need is c ru c ia l to th e
success o f th e fo llo w in g ste p s b u t im p o rta n c e sh o u ld n o t be m u sh ­
roomed in to a c o m p lic a te d , e x h a u s tiv e s tu d y t h a t w e ars on th e in itia l
e n th u sia sm o f th e w hole p ro g ra m .
41
H a ve lo ck e m pha sized:
We s u g g e s te d a s y s te m a tic and c o m p re h e n s iv e a p p ro a c h ,
b u t th is does n o t mean yo u m u s t be e x h a u s tiv e .
Y o u r d ia g ­
n o sis may n o t g e t y o u an " A " in s u r v e y re s e a rc h , b u t t h is
is n o t y o u r p u rp o s e .
T h e d ia g n o s is s h o u ld m e re ly be ade quate
f o r g iv in g yo u a good g e n e ra l p ic tu r e o f a c lie n t s itu a tio n
(1973: 7 3 ).
S top p la n n in g and go to im p le n ta tio n w hen yo u have
a g re e m e n t on p u rp o s e s and e x p e c ta tio n s f o r th e ch a n g e .
A
p r e lim in a r y d e s ig n , in d ic a tio n s o f com m itm ent and a p p ro v a l
o f re s o u rc e s .
O v e rp la n can be o v e r k ill (1973: 9 ) .
T o accom plish t h is p r im a r y ste p o f th e in itia l assessm ent o f
th e c o m m u n ity 's a ttitu d e to w a rd th e b a sic p h ilo s o p h y o f co m m u n ity
e d u c a tio n so an im p le m e n ta tio n model can p rocee d fro m an accepted
p o in t o f e n t r y , a g e n e ra lly d e sig n e d im p le m e n ta tio n model w o u ld n o t
be a p p ro p ria te to a tte m p t to afbply on a n y one c o m m u n ity .
In an
E d u ca tio n U .S .A . special r e p o r t th e reason f o r in d iv id u a liz in g a
c o m m u n ity e d u c a tio n p la n f o r each co m m u n ity was c la r ifie d b y Don
D a vie s:
T h e s o lu tio n s and a p p ro a ch e s to co m m u n ity in v o lv e m e n t m ust
be lo c a lly d e ve lo p e d and lo c a lly a d m in is te re d to be r e a lly e ffe c ­
t iv e .
T h e fu n d a m e n ta l p u rp o s e o f co m m u n ity in v o lv e m e n t is to
in v o lv e in d iv id u a ls and d e c is io n s w h ic h a ffe c t t h e ir liv e s .
A
s in g le , n a tio n a l model f o r in v o lv e m e n t im posed e x te r n a lly w ould
u n d e rm in e th e v e r y p u rp o s e i t s o u g h t to f u l f i l l (1977: 9 3 ).
Id e n tific a tio n o f co m m u n ity re a d in e s s to w a rd th e changes
n e c e s s ita te d b y th e im p le m e n ta tio n o f a co m m u n ity e d u c a tio n p ro g ra m
is a k e y to p ro g ra m su cce ss.
B y k n o w in g th e re a d in e s s p o in t a plan
can th e n be d e s ig n e d w h ic h w ill b e g in a t a fa v o ra b le e n t r y p o in t to
th e c o m m u n ity 's id e n tifie d a ccep tan ce le v e l. T h e N o rth w e s t C e n te r f o r
42
C o m m u n ity E d u ca tio n s u g g e s te d :
D if f ic u lt to a c c e p t as i t may b e , e vid e n c e is m o u n tin g th a t
a fa v o ra b le p ro g ra m s e ttin g has m ore to do w ith p ro g ra m success
th a n u n iq u e p ro g ra m c h a ra c te r is tic s (1976: 4 ) .
F a v o ra b le p ro g ra m s e ttin g s can be e s ta b lis h e d once i t is know n how
th e c o m m u n ity fe e ls to w a rd th e d if f e r e n t p ro p o se d chan ges id e n tifie d
in a c o m m u n ity e d u c a tio n p ro g ra m .
School S u rv e y s
T o accom plish th e d e s c r ip tiv e re s e a rc h n e c e s s a ry f o r th e
assessm ent o f co m m u n ity a ttitu d e s to w a rd co m m u n ity e d u c a tio n , an
o p in io n s u r v e y has been id e n tifie d f o r use in a d ia g n o s is p ro ce ss o f
th e in it ia l co m m u n ity e n t r y p o in t f o r th e im p le m e n ta tio n o f a commu­
n it y e d u c a tio n p ro g ra m .
A r y , e t aL_ d e fin e d th is re s e a rc h as fo llo w s :
D e s c rip tiv e re s e a rc h s tu d ie s a re d e sig n e d to o b ta in in f o r ­
m ation c o n c e rn in g th e c u r r e n t s ta tu s o f phenom ena. T h e y are
d ire c te d to w a rd d e te rm in in g th e n a tu re o f th e s itu a tio n as i t
e x is ts a t th e tim e o f th e s tu d y .
T h e re is no a d m in is tra tio n o r
c o n tro l o f a tre a tm e n t as is fo u n d in e x p e rim e n ta l re s e a rc h
(1973: 2 8 6 ).
C o n w a y, e t al_^ e x p re s s e d th e f a c t th a t:
T h e people a re th e c o m m u n ity .
I t is t h e ir v a lu e s , b e lie fs ,
and o p in io n s t h a t m u s t be a s c e rta in e d .
A n o p in io n s u r v e y o f
th e g e n e ra l co m m u n ity seeks in fo rm a tio n c o n c e rn in g how r e ­
s p o n d e n ts feel a b o u t an is s u e , id e a , o r o b je c t.
O p in io n s , o r
d is p o s itio n s , a re th e r e s u lt o f a p e rs o n 's p a s t e x p e rie n c e s ,
g ro u p m e m b e rs h ip s , and v a lu e system (1974: 6 8 ).
R o g e rs , e t af^ id e n tifie d th e s u r v e y m ethod as a re s e a rc h tool
to m easure c o m m u n ity o p in io n to w a rd c o m m u n ity is s u e s :
43
A ca dem icians fa v o r th e use o f s c ie n tific a lly d e sig n e d s u r ­
v e y s to r e lia b ly id e n t if y co m m u n ity o p in io n s on a s e t o f issues
. . . A t t i t u d e s u rv e y s can be a good b a ro m e te r o f co m m u n ity
d e s ire s and o p in io n s .
Sometimes re s u lts can be s u r p r is in g in
t h e ir id e n tific a tio n o f re s id e n ts p e rc e p tio n o f n e e d s, p a r t ic u la r ly
i f th e y a re re p re s s e d needs w ith in th e c o m m u n ity .
The
a ttitu d e s u r v e y can be an o u tle t f o r e x p re s s io n w hen no o th e r
e x is ts (1976: 1 2 2 ).
T h is re s e a rc h has em phasized th e im p o rta n c e o f e ffe c tiv e and
m e a n in g fu l p la n n in g to b r in g a b o u t a s u c c e s s fu l p ro g ra m chan ge in a
c o m m u n ity .
P la n n in g and d e s ig n in g p ro c e d u re s need to be c a r e fu lly
c o n s id e re d to b r in g chan ges o f maximum b e n e fit to th e c o m m u n ity .
W ith o u t p la n n e d ch a n g e , school system s and com m u nitie s w ill have to
cope w ith chan ges th e y have n o t fo re s e e n .
Je sse r com mented on th is
fa c t in h is s ta te m e n t:
C h ange o c c u rs w ith o r w ith o u t p la n n in g . T h e m ajor p u r ­
pose o f p la n n in g is to b r in g a b o u t some needed and ag re e d upon
cha n g e d e sig n e d to c o r r e c t o r im p ro v e upon an e x is tin g s it u ­
a tio n .
A p p r o p r ia te p la n n in g w h ic h p ro v id e s f o r c o lle c tio n and
a n a ly s is o f data makes p o s s ib le an o r d e r ly and s y s te m a tic p r o ­
c e d u re f o r a c h ie v in g chan ge (1977: 9 5 ).
T h e school s u r v e y on w h a te v e r c o n c e rn , p ro v id e s a channel
o f in fo rm a tio n n e c e s s a ry to d e ve lo p o r im p ro v e p ro g ra m s .
School
s u rv e y s p r o v id e th e school d i s t r ic t w ith in fo rm a tio n a b o u t th e people
- to be a ffe c te d o r who a re a ffe c te d b y a school re la te d c o n c e rn .
A c c o rd in g to C o o p e r:
. . . i t ( th e school s u r v e y ) is d e sig n e d to s e c u re a com plete
c o lle c tio n o f d a ta as is re a s o n a b ly p o s s ib le f o r its a n a ly s is ;
i t is aimed a t p ro d u c in g e ith e r c a r e fu lly c o n s id e re d e v a lu a tiv e
ju d g m e n ts , o r im p o rta n t recom m endations f o r f u t u r e d e ve lo p m e n t
(I9 6 0 : 1211).
44
C a rith e rs f e lt in s titu tio n s s h o u ld s u r v e y t h e ir com m unities
f r e q u e n t ly f o r th e fo llo w in g re a so n s:
F ir s t is th e tr e n d to lo n g -te rm p la n n in g and d e ve lo p m e n t
o f th e te c h n o lo g y and system s a p p ro a c h t h a t makes lo n g -te rm
p la n n in g p o s s ib le .
K e eping a f in g e r on th e p u ls e o f c o n s t it u e n t p o p u la tio n s is a n e c e s s ity f o r m a kin g chan ges th a t
a re p o litic a lly o r s o c ia lly a c c e p ta b le .
,
Second is th e cha n g e in social s tr u c t u r e in th e c itie s ,
to w n s , s u b u r b s , and r u r a l areas in w h ic h we w o rk .
T h ir d is th e em otional clim a te o f o u r tim e . We call its
v a rio u s m a n ife s ta tio n s s tu d e n t u n r e s t, te a c h e r m ilita n c y ,
v o te r re s is ta n c e , p a r e n t c o n c e rn .
T h is em otional clim a te may
v e r y w e ll be c re a te d o r a ffe c te d b y th e a t t r it io n o f th e i n ­
fo rm a l com m u nica tions system s and its fu n c tio n in re s o lv in g
c o n flic ts b e fo re th e y reach d a n g e ro u s in te n s ity (1973: 7 ) .
School s u rv e y s have been in use f o r s e ve ra l decades th r o u g h ­
o u t th e U n ite d S ta te s .
In 1948 E d g a r M o rp h e t e x p la in e d some o f t h e ir
im p o rta n t a s p e c ts :
T h e re a re v e r y fe w sch o o ls, school s y s te m s , o r e d u ca tio n a l
in s titu tio n s w h ic h a re a d e q u a te in e v e r y re s p e c t a t th e tim e
th e y a re e s ta b lis h e d .. .Seldom do th e y meet all o f t h e ir re s p o n s i­
b ilitie s as w ell as th e y s h o u ld .
A s u r v e y , th e r e fo r e , sh o u ld
h e lp to d is c o v e r o r call a tte n tio n to d e fic ie n c ie s w h ic h may have
e x is te d f o r m any y e a rs and to a s s is t in b r in g in g a b o u t needed
im p ro v e m e n ts .. . A n y te n d e n c y to c o n tin u e a p ro g ra m w ith o u t
c o n s ta n t o r p e rio d ic e v a lu a tio n o r to make chan ges ju s t because
someone has an idea t h a t chan ges s h o u ld be made is lik e ly to
be d is a s tr o u s . . . (1948: 11-13).
I t is re a so n a b le to e x p e c t t h a t th e school s u r v e y can be used
as a s ig n ific a n t in s tr u m e n t f o r th e s tu d y and im p ro v e m e n t o f all
fa c e ts o f e d u c a tio n .
S ears sum m arized m any o f th e c o n tr ib u tio n s o f
school s u rv e y s w hen he w ro te :
)
45
W ith o u t t r y i n g h e re to p re s e n t q u a n tita tiv e e v id e n c e o f th e
th e v a lu e o r e x te n t o f th e s u r v e y 's c o n tr ib u tio n s , i t is b e lie ve d
t h a t no one w o u ld q u e s tio n th e sta te m e n ts t h a t , because o f th e
school s u r v e y m ovem ent:
1.
O u r school p ra c tic e has been im p ro v e d .
2.
O u r school h o u s in g has been im p ro v e d .
3.
T h e s ta tu s o f th e p ro fe s s io n has been im p ro v e d in fa c t
and in th e e s tim a tio n o f th e p u b lic .
4.
T h e science o f e d u c a tio n has been f u r t h e r d e v e lo p e d .
5.
T h e te a c h in g o f e d u c a tio n has been b e n e fite d .
6.
E d u ca tio n is m ore in te llig e n t ly u n d e rs to o d and a p p re c ia te d
b y th e p u b lic .
7.
E d u ca tio n is m ore lib e r a lly s u p p o rte d (1948: 2 4 6 ).
T h e d e s ig n o f th e school s u r v e y m u st ta k e in to c a re fu l c o n ­
s id e ra tio n th e p u rp o s e f o r w h ic h th e re s u lts w ill be u se d .
c o m m u n ity and school d i s t r ic t is u n iq u e in its d e s ig n .
Each
T he s u rv e y
th e r e fo r e m u s t also u n iq u e ly f i t th e c a p a b ilitie s and needs o f th e
s y s te m .
S tra h a n and T o d d have e x p la in e d some o f th e c o n s id e ra tio n s
each co m m u n ity m u s t re c o g n iz e b e fo re a school s u r v e y is b e g u n :
T h e local school s u r v e y m ig h t fo c u s on c e rta in o b je c tiv e s
such as:
( I ) to d is c o v e r th e needs w h ic h e x is t in th e n e ig h ­
b o rh o o d and in th e school w h ic h s e rv e s i t ; ( 2 ) to f in d o u t
w h a t th e c o m m u n ity and s t a ff e x p e c ta n c ie s a re w ith re g a rd to
th e sc h o o l's c u r r ic u lu m ; ( 3 ) to d e te rm in e areas o f s tr e n g th
and w eaknesses in th e sch o o l's c u r ric u lu m and in s tr u c tio n a l
p ra c tic e s , a n d ; ( 4 ) to e n lis t co m m u n ity re s o u rc e s in th e school
p ro g ra m (1966: 2 8 3 -2 8 4 ).
R eview o f g e n e ra l s u r v e y p ro c e d u re s s e rv e s as an aid in
u n d e rs ta n d in g th e needs o f a s u r v e y plan deve lo p e d f o r a s p e c ific
46
p u rp o s e .
T h e p la n d e ve lo p e d in th is s tu d y is id e n tifie d as a com­
m u n ity e d u c a tio n a ttitu d e assessm ent o f th e co m m u n ity to w a rd th e
p h ilo s o p h y o f c o m m u n ity e d u c a tio n .
F iv e b a sic phases w e re in c lu d e d
in th e p la n .
I .
S e le c tin g a PopuJation
E rdos d e s c rib e d some o f th e im p o rta n t p o in ts to c o n s id e r
w hen, s e le c tin g a p o p u la tio n lis t f o r sam ple id e n tific a tid n :
T h e r e s e a r c h e r s .. .to u g h e s t jo b may be to fin d th e p ro p e r
lis t .
He m u st s t a r t w ith a co m p le te , o r a t le a st re p re s e n ta tiv e
lis t o f h is u n iv e r s e ; i t m u s t be an u p - to - d a te lis t , and i t m ust
be a v a ila b le w h e n .h e needs i t a t a c o s t w h ic h he can a ffo rd
(1970: 28, 2 9 ).
E rdos w e n t On to id e n t if y some o f th e fr e q u e n t ly used ty p e s
o f lis ts :
1.
T h e m ost n e a rly com plete lis tin g s o f th e p o p u la tio n s o f
C ities and th o s e w h ic h y ie ld th e b e s t cro s s s e c tio n s f o r
sam ples a re c o n ta in e d in c it y d ire c to r ie s p u b lis h e d b y
R. L. P olk & Co. and o th e r s .
H o w e v e r, re c e n t e d itio n s
o f th e s e d ir e c to r s a re a v a ila b le f o r o n ly a lim ite d n um ­
b e r o f c itie s , and o ld a d d re sse s a re n o t v e r y u s e fu l,
because o f th e g r e a t m o b ility o f th e U n ite d S ta te s p o p u ­
la tio n .
2.
T e le p h o n e d ire c to r ie s re p re s e n t a w id e r d is tr ib u tio n in th e
g e o g ra p h ic se n se , b u t also a s ig n ific a n t r e s tr ic t io n , because
th e names th e y in c lu d e a re lim ite d to people w ith lis te d
te le p h o n e n u m b e rs and la c k c o r r e c t in fo rm a tio n on re c e n t
m o v e rs .
3.
R e cord s p u b lis h e d b y fe d e r a l, s ta te , and m u n ic ip a l g o v e rn ­
m ents o fte n in c lu d e lis ts o f th e names and a d d re sse s o f
people in v a rio u s g ro u p s .
4.
A s s o c ia tio n s , o rg a n iz a tio n s , and c lu b s o fte n p u b lis h lis ts
w h ic h can be a c q u ire d b y th e re s e a rc h e r.
T he se can be
o f use in sam ples among p ro fe s s io n a l and o th e r s p e c ific ,
lim ite d , b u t on o cca sio n , v e r y im p o rta n t g ro u p s ( p . 2 9 ).
C o nw a y a g re e d w ith m any o f th e p o in ts E rdos m ade, and
add ed a fe w m ore s u g g e s tio n s f o r c o n s id e ra tio n :
Each lis t s h o u ld be exam ined c a r e fu lly to fin d o u t how
i t was c o m p ile d , f o r w h a t p u rp o s e and w h e n .
K n o w in g how
th e lis t was made w ill h e lp to ju d g e its com pleteness and
a c c u ra c y .
K n o w in g th e p u rp o s e f o r w h ic h i t was assem bled
w ill in d ic a te some o f th e p o p u la tio n c h a r a c te r is tic s in c lu d e d ,
and k n o w in g w hen i t was m a d e .w ill h e lp d e te rm in e i f i t is
s t ill u sa b le ( p . 9 0 ).
A sum m a ry o f good and p o o r s o u rce s w ith in th e co m m u n ity
a c c o rd in g to C onw ay is also lis te d b e lo w :
Good S ource s
a.
b.
c.
d.
C ity o r area d ir e c to r
Local g o v e rn m e n t agencies
F ire d is t r ic t s
C h a rita b le o rg a n iz a tio n s
Poor S ource s
a.
b.
C h u rc h e s
School re c o rd s because o f c o n fid e n tia lity
T h e plan id e n tifie d in t h is s tu d y uses a random sam ple o f th e
p o p u la tio n - a t- la r g e r a th e r th a n (a s some s tu d ie s have d o n e ) in c lu d in g
o n ly m em bers o f th e p e rc e iv e d p o w e r s tr u c t u r e o f th e c o m m u n ity , o r
r e s tr ic te d to te a c h e rs o r school a d m in is tra to r s .
re a s o n in g b e h in d t h is a p p ro a c h :
C o nw a y s ta te d th e
48
C are sh o u ld be ta k e n d ra w in g c o n c lu s io n s a b o u t th e vie w s
o f th e co m m u n ity on th e basis o f in fo rm a tio n d e riv e d fro m r e ­
s p o n d e n ts who a re p u r p o s e fu lly s e le c te d .
I t c a n n o t be assumed
t h a t p e rs o n s and g ro u p s sele cte d p u r p o s e fu lly r e fle c t th e vie w s
o f o th e rs in th e c o m m u n ity .
P u rp o s e fu l se le ctio n r e s tr ic t s th e
a d m in is tra to r fro m g e n e ra liz in g s u r v e y fin d in g s to o th e rs in th e
co m m u n ity o r to la te r issu es (.1974: 8 7 ).
2.
S e le c tio n o f a T e s t In s tru m e n t
T h re e p re - te s te d s t r u c t u r e d , scaled m u ltip le ^ c h o ic e respon se
s u r v e y in s tru m e n ts w h ic h seek in fo rm a tio n on peo ple s' a ttitu d e to w a rd
th e p h ilo s o p h y o f e d u c a tio n w e re in c lu d e d in th is s tu d y .
A c c o rd in g to C o n w a y:
S u rv e y s u s u a lly in c lu d e d e m o g ra p h ic ,. . .a n d o p in io n q u e s ­
tio n s .
D e m o g ra p h ic q u e s tio n s seek v it a l s ta tis tic s t h a t d e s c rib e
th e r e s p o n d e n t.. .a n d o p in io n q u e s tio n s e lic it fe e lin g s o r a t t i­
tu d e s c e n tra l to an issu e (1974: 6 9 ).
3.
M ethod o f C o lle c tin g Data
R esearch in to w h a t o th e rs have said a re s tr e n g th s and w e ak­
nesses o f each o f th e da ta c o lle c tio n m ethods in d ic a te s o v e ra ll c o n s is /
te n c y o f im p o rta n t v a ria b le s .
T h e fo llo w in g is a re v ie w o f some o f
th e p o in ts w h ic h w e re m ention ed m ost o f te n .
M ailed Q u e s tio n n a ire M ethod
1.
Less e x p e n s iv e in te rm s o f o v e ra ll costs
2.
D iff ic u lt y , o f re s p o n d e n t in in te r p r e t in g s ta te m e n ts ,
d ir e c tio n s , ite m s.
3.
Less in te n s iv e - c la r ific a tio n and e la b o ra tio n o f a n sw e rs
is la c k in g .
I n a b ility to c h e c k re s p o n s e s .
.
49
4.
D if f ic u lt to g e t h ig h re sp o n se ra te .
5.
Less tim e needed in g a th e rin g da ta and u s u a lly less
tim e needed f o r th e s tu d y as a w h ole .
6.
M ore m anageable and e a s ie r to in c re a s e th e size o f th e
sam ple.
P ersonal In te rv ie w M ethod
1.
M ost e x p e n s iv e in te rm s o f o v e ra ll costs
2.
D if f ic u lt y o f in te r v ie w e r to code open ended com ments
3.
M ore in te n s iv e — c la r ific a tio n and enhancem ent is a v a il­
able (tw o w a y flo w o f com m u nica tion p lu s p e rs o n a l c o n ­
ta c t).
A b ilit y to c h e c k re s p o n s e s .
4.
U s u a lly h ig h e s t re sp o n se ra te .
5.
M ore tim e needed in g a th e rin g d a ta and u s u a lly m ore
tim e needed to com plete th e s tu d y th a n in e ith e r m ailed
o r te le p h o n e in te r v ie w s .
6.
U s u a lly to o tim e con su m in g and unm anageable d u e to geo­
g r a p h ic d is ta n c e s to in c re a s e th e sam ple size .
T e le p h o n e M ethod
)
)
1.
T h e tim e c o s t p e r com pleted in te r v ie w is lo w e r th a n p e rso n a l
in te r v ie w , b u t h ig h e r th a n m ailed q u e s tio n n a ire .
2.
T h e a p p ro a ch and q u e s tio n s a re easy to s ta n d a rd iz e fro m one
in te r v ie w to a n o th e r.
3.
C la r ific a tio n and e nh ancem ent is p o s s ib le , b u t te rm in a tio n s
may r e s u lt fro m le n g th y in te r v ie w .
4.
H ig h e r re sp o n se ra te th a n m a il. Problem is re a c h in g
people a t hom e, o r b u s y s ig n a ls .
5.
M ore tim e to com plete th a n m ailed because o f need to use
one on one in te r v ie w , b u t less tim e th a n p e rs o n a l in te r v ie w
d u e to absence o f need to t r a v e l.
6.
In te rv ie w s m ay be s c a tte re d o v e r w ide area w ith in c it y .
M ore m anageable to in c re a s e sam ple size th a n p e rso n a l
in te r v ie w s , b u t less m anageable th a n m ailed q u e s tio n n a ire .
)
)
)
)
)
)
)
50
4.
P o p u la tio n D e m og ra phics
. . . t h e r e a re m any d e m o g ra p h ic q u e s tio n s w h ic h m ig h t be
in c lu d e d in a s u r v e y in s tr u m e n t, b u t th o s e a c tu a lly used
s h o u ld be r e s tr ic te d to th e in fo rm a tio n nee ded. T h e re are
s e v e ra l c r it e r ia f o r c h o o sin g d e m o g ra p h ic q u e s tio n s .
T he se in c lu d e , f i r s t th e y s h o u ld be r e le v a n t; se co n d , th e y
s h o u ld n o t in te r f e r e w ith th e p ro b a b le c o o p e ra tio n o f re s p o n d ­
e n ts ; t h i r d , d e m o g ra p h ic q u e s tio n s s h o u ld n o t r e q u ir e e x c e s ­
s iv e re sp o n se tim e w h ic h m ig h t re d u c e th e p r o b a b ility t h a t
re s p o n d e n ts w ill f u l l y a n sw e r o p in io n and fa c t q u e s tio n s
(C o n w a y , 1974: 6 6 ).
5.
T re a tm e n t o f D ata (O r g a n iz a tio n )
C onw ay (1974) id e n tifie d th re e a p p ro a ch e s to u n s tr u c tu r e d
da ta u s e fu l to t h is s tu d y .
T he se in c lu d e th e h is to g ra m , lin e g r a p h ,
and m athem atical te c h n iq u e s .
T h e h is to g ra m o r b a r g ra p h is s im p ly a fre q u e n c y c h a r t
g iv in g a v is u a l p ic tu r e o f th e r e la tiv e s t r e n g th , d e g re e o f
o c c u rre n c e o f each c a t e g o r y . . . T h e p u rp o s e o f a r ra n g in g data
in t h is fo rm is to h e lp th e v ie w e r to a s c e rta in d iffe re n c e s and
s im ila r itie s , n o t to co n fu s e th e a n a ly tic pro ce ss (1974: 149,
150).
T h e lin e g ra p h is p r im a r ily an aid f o r a sse ssin g a s ta te
o r c o n d itio n o v e r tim e , and fro m t h a t assessm ent, m a kin g
p r e d ic tio n s f o r f u t u r e tim es (1974: 151).
A ll o f th e m athem atical te c h n iq u e s such as m ean, m edian,
mode and th e ra n g e a re a p p ro p ria te f o r s t r u c t u r a l d a ta . Each
o f th e s e te c h n iq u e s h e lp s to d e s c rib e th e data and fa c ilita te
e xa m in a tio n f o r th e p u rp o s e o f a n a ly s is . . . T h e g e n e ra l ca u tio n
is n o t to r e ly on one te c h n iq u e , b u t to t r y a n u m b e r o f them
w hen i t seems a p p ro p ria te (1974: 160).
P a rte n h e lp e d c la r if y th e ty p e o f a n a ly s is w h ic h m ig h t be
m ost u s e fu l to th e re s e a rc h e r.
51
T h e p a r tic u la r su m m a rizin g m easure o r m easures w h ic h th e
s u r v e y o r uses w ill de p e n d upon w h a t he in te n d s to fin d o u t
a b o u t th e c h a r a c te r is tic s b e in g in v e s tig a te d . In g e n e ra l, th e
c o u n ts and p e rc e n ta g e s are m ore f r e q u e n t ly em ployed in s u rv e y s
th a n a ve ra g e s and o th e r m easures o f m a g n itu d e s (1950: 4 9 9 ).
S um m ary
In su m m a ry, e xa m in a tio n shows co m m u n ity e d u c a tio n and
tr a d itio n a l e d u c a tio n ha ve b asic d iffe re n c e s in p h ilo s o p h y .
C o m m u n ity e d u c a tio n b e lie ve s in b r in g in g th e co m m u n ity to g e th e r
th r o u g h in v o lv e m e n t o f th e people in issu e s a ffe c tin g th e co m m u n ity .
S chools a re c o n s id e re d an in te g ra l p a r t o f th e c o m m u n ity and m u s t,
th e r e fo r e , be c o n s id e re d a v ita l w o rk in g fo rc e in h e lp in g to a n sw e r
th e u n iq u e needs o f t h e ir c o m m u n ity .
T r a d itio n a l e d u c a tio n , on th e o th e r h a n d , does n o t deal w ith
th e co m m u n ity as a w h o le .
cla ssro o m .
te a c h e rs .
T h e b a sic c o n c e rn is th e c h ild r e n in th e
L e a rn in g comes fro m books w ith th e h e lp o f c e r tifie d
T h e re is a m inim um a tte m p t to re la te th e school c u rric u lu m
to c o m m u n ity is s u e s .
I t is b e lie v e d t h a t th e s tu d e n t w ill be able to
make th e t r a n s f e r on h is own fro m th e te a c h in g s o f th e classroom in to
th e o u ts id e c o m m u n ity .
T h e co m m u n ity e d u c a tio n c o n c e p t has e xp a n d e d in re c e n t
y e a rs to in c lu d e s e v e ra l b a sic elem ents o f co m m u n ity in v o lv e m e n t.
a s p e c ts , h o w e v e r, a re g ro u n d e d in th e b e lie f th a t com m u nitie s can
o n ly be im p ro v e d i f peo ple a re w illin g to w o rk to g e th e r to so lve
p ro b le m s .
A ll
52
P h ilo s o p h ic a l d iffe re n c e s o f re c o g n iz e d le a d e rs in th e fie ld are
o n ly fo u n d in th e d e g re e to w h ic h co m m u n ity based p ro g ra m s are
s tre s s e d o v e r school based p ro g ra m s . D iffe re n c e s a re also fo u n d in
th e im p o rta n c e o f p ro ce ss o v e r p ro g ra m s and th e im p o rta n c e o f com­
m u n ity e d u c a tio n as an in te g ra l p a r t o f th e re g u la r school p ro g ra m ,
o v e r an a f t e r - h o u r , a d d -o n ty p e o f p ro g ra m .
C o m m u n ity e d u c a tio n u ltim a te ly n e ce ssita te s ah e d u c a tio n
system open to th e s c r u tin y and p a r tic ip a tio n o f p e o p le .
T h ro u g h th e
p ro ce ss o f c o m m u n ity in v o lv e m e n t people have a b e tte r u n d e rs ta n d in g
o f t h e ir c o m m u n ity .
F or a co m m u n ity to s h if t fro m a tr a d itio n a l e d u c a tio n system
to one t h a t in v ite s th e c o m m u n ity e d u c a tio n p h ilo s o p h y im p lie s a s h if t
in th e a ttitu d e s o f peo ple b o th in th e school system and in th e
c o m m u n ity -a t-la rg e .
School system s m u s t be w illin g to s h a re re s p o n ­
s ib ilit y and co m m u n ity m em bers m u s t be w illin g to a cce p t r e s p o n s ib ility
f o r h e lp in g to s h a re in p ro b le m s o lv in g .
A ttitu d e s a re a p re d is p o s itio n to w a rd o r aw ay fro m s o m e th in g .
T h e p ro b le m f o r th e re s e a rc h e r is to d e te rm in e p u b lic o p in io n r e g a r d ­
in g th e b a sic co n c e p ts u n d e r ly in g th e p h ilo s o p h y o f c o m m u n ity e d u ca ­
tio n .
In o r d e r to d e te rm in e th e lik e lih o o d o f in itia l success o f com­
m u n ity e d u c a tio n im p le m e n ta tio n , p u b lic o p in io n s , o r a ttitu d e s held b y
th e p u b lic to w a rd th e to p ic m u st be d e te rm in e d .
I t is , th e r e fo r e ,
n e c e s s a ry to la y p r e lim in a r y g r o u n d w o r k th ro u g h re s e a rc h in some
53
fo rm , to base le v e ls o f a ttitu d e s o r p re d is p o s itio n to w a rd th e commu­
n it y e d u c a tio n c o n c e p t.
One w a y to a c h ie v e th is is th r o u g h th e
d e v e lo p m e n t and a d m in is tra tio n o f an a ttitu d e m easure.
From th is can
b e g in th e p ro ce ss o f u n d e rs ta n d in g fro m w h a t p o in t p la n n e d change
m ig h t b e g in .
P la n n in g f o r a needed ch a n g e w ill d ir e c t th e ch a n g e to a.
fa v o re d e n d .
A llo w in g f o r in e v ita b le ch a n g e to o c c u r, w ith no p r e ­
c o n ce ive d idea o f f u t u r e d ir e c tio n , ta k e s aw ay th e o p p o r tu n it y f o r
peo ple to re a liz e t h e ir p o te n tia l f o r g ro u p p la n n in g and p ro b le m s o lv ­
in g f o r th e b e tte rm e n t o f e v e ry o n e c o n c e rn e d .
P lanned cha n g e h e lp s b e in g a b o u t an im p ro v e m e n t upon an
e x is tin g s itu a tio n .
B e fo re th e im p le m e n ta tio n o f a ch a n g e process
b e g in s , th e g ro u p m ost a ffe c te d needs to be s tu d ie d to fin d t h e ir
le vel o f re a d in e s s to a c c e p t th e p ro p o se d c h a n g e .
T h e d e s ig n o f th e school s u r v e y m ust ta k e its b a sic p u rp o s e
in to c a re fu l c o n s id e ra tio n .
S ince each co m m u n ity is u n iq u e in its
d e s ig n , th e s u r v e y m u s t be made to f i t th e c a p a b ilitie s and needs o f
th e s y s te m .
A n a ttitu d e s u r v e y p ro v id e s a cha n n e l o f in fo rm a tio n
a b o u t th e fe e lin g s and o p in io n s o f th e people to be a ffe c te d b y a p r o ­
gram ch a n g e .
S tu d y o f p re v io u s s u r v e y re s e a rc h m ust be c o u p le d w ith an
u n d e rs ta n d in g o f th e u n iq u e needs and re s o u rc e s a v a ila b le in th e
c o m m u n ity .
From th is an a p p ro p ria te s u r v e y p la n can be d e v e lo p e d .
C
C h a p te r 111
PROCEDURES
In tr o d u c tio n
T h e p ro b le m o f t h is s tu d y was to d e ve lo p a p la n to a s s is t in i­
tia to r s o f co m m u n ity e d u c a tio n in t h e ir in it ia l assessm ent o f co m m u n ity
a ttitu d e s to w a rd c o m m u n ity e d u c a tio n .
T h is plan in c lu d e s a lte r n a tiv e
m ethods f o r id e n t if y in g c o m m u n ity a ttitu d e s to w a rd th e s ix b asic
te n e ts o f co m m u n ity e d u c a tio n .
T h e a lte r n a tiv e m ethods w e re te s te d in th e Bozeman School
D is t r ic t to id e n t if y th e s tr e n g th s and w eaknesses o f each .
A d d itio n ­
a lly , th e s e te s ts p ro v id e d th e Bozeman area in fo rm a tio n a b o u t a ttitu d e s
to w a rd th e c o m m u n ity e d u c a tio n c o n c e p t.
C h a p te r 111 p ro v id e s a fra m e w o rk f o r th e co m m u n ity assessm ent
p la n .
A d e s c rip tio n o f th e d if f e r e n t phases le a d in g to co m ple tion o f
th e p la n w ith a te n ta tiv e lis tin g o f a lte rn a te w ays to accom plish each
ste p has been p re s e n te d .
A d e s c rip tio n o f th e n a tu re o f th e fie ld te s ts a d m in is te re d in
Bozeman has also been in c lu d e d in C h a p te r I I I .
T h e te s t allow ed a
p r im a r y in v e s tig a tio n o f th e co m m u n ity assessm ent p la n .
In a d d itio n ,
th e re s u lts p ro v id e d in fo rm a tio n on Bozeman co m m u n ity a ttitu d e s
to w a rd th e c o m m u n ity e d u c a tio n c o n c e p t.
55
T h e to ta l s tu d y em ployed b o th h is to ric a l and e m p iric a l r e ­
s e a rc h .
C h a p te r IV in c lu d e s an a n a ly s is o f th e in fo rm a tio n gain e d
fro m th e s e re s e a rc h m ethods and in c lu d e s a fin a l d e v e lo p m e n t o f th e
co m m u n ity assessm ent p la n .
C h a p te r V p re s e n ts th e re s u lts o f th e
Bozeman fie ld t e s t.
D e s c rip tio n o f th e C o m m u n ity A sse ssm en t Plan
P rim a ry em phasis o f th e s tu d y was upon th e d e ve lo p m e n t o f a
plan o f a lte r n a tiv e w ays f o r c o m p a rin g co m m u n ity a ttitu d e s to w a rd th e
b a s ic te n e ts o f c o m m u n ity e d u c a tio n .
T h e s tu d y id e n tifie d se q u e n tia l
phases le a d in g to co m p le tio n o f th e p la n .
W ith in each phase are
p o te n tia l a lte rn a te m e th o d o lo g ie s f o r a c c o m p lis h in g th e p a r tic u la r
sequence le v e l.
A lte r n a tiv e s allow in d iv id u a l com m u nitie s to fo llo w th e
e s ta b lis h e d sequence p a t t e r n , y e t a d a p t im p le m e n ta tio n te c h n iq u e s
a c c o rd in g to t h e ir d e fin e d needs and a v a ila b le re s o u rc e s .
A s s ta te d in C h a p te r I, tw o sets o f q u e s tio n s ha ve been a na­
lyze d w ith in th e d e s ig n o f th is s tu d y .
T h e re s e a rc h q u e s tio n s id e n t i­
fie d in p a r t one o f th is s tu d y w e re a n sw e re d d e s c r ip tiv e ly .
These
q u e s tio n s in c lu d e :
I.
In a sse ssin g th e school c o m m u n ity , and th e c o m m u n ity -a t-
la rg e , w h a t w e re f o u r d if f e r e n t p o p u la tio n r e g is tr ie s w h ic h may be
used?
W hat w e re th e s tr e n g th s and w eaknesses o f each?
56
2.
W hat w e re th re e d if f e r e n t p re - te s te d q u e s tio n n a ire s w h ic h
w o u ld be a p p ro p ria te f o r s u r v e y in g p e o p le 's a ttitu d e s to w a rd th e
c o n ce p ts b e h in d co m m u n ity e d u ca tio n ?
D iscu ss th e b a c k g ro u n d ,
s tr e n g th s and w eaknesses o f each.
3.
In asse ssin g th e school c o m m u n ity and th e c o m m u n ity -a t-
la rg e , w h a t w e re th e s tr e n g th s and w eaknesses o f each o f th e th re e
d if f e r e n t s u r v e y m ethods s u g g e s te d in th e plan?
4.
W hat w e re th e c o n c e rn s id e n tifie d fro m p re v io u s re se a rch
in g a th e r in g d e m o g ra p h ic in fo rm a tio n f o r s u r v e y re se a rch ?
5.
W hat w e re b e n e fits and lim ita tio n s o f s ta tis tic a l a n a ly s is o f
da ta com pared to th e b e n e fits and lim ita tio n s o f d e s c r ip tiv e a n a ly s is o f
d a ta , f o r th e laym an and th e s ta tis tic ia n ?
T o a n sw e r th e q u e s tio n s id e n tifie d in p a r t o n e , h is to ric a l and
s u r v e y re s e a rc h m ethods w e re e m p lo y e d .
D iffic u ltie s and a d va n ta g e s
o f each o f th e a lte r n a tiv e s s u g g e s te d th r o u g h o u t th e p la n w e re r e ­
se a rch e d fro m s u r v e y s a d m in is te re d in p re v io u s s tu d ie s .
A d d itio n a l
d iff ic u ltie s and a d v a n ta g e s e n c o u n te re d in th e a d m in is tra tio n o f th e
co m m u n ity e d u c a tio n a ttitu d e s u r v e y a d m in is te re d w e re docum ented to
57
make th e p la n s p e c ific a lly d e sig n e d to th e needs o f a co m m u n ity
e d u c a tio n assessm ent p la n .
P a rte n g a v e reasons w h y a p la n d e sig n e d f o r a p a r t ic u la r s u r v e y
s tu d y in an id e n tifie d co m m u n ity needs to be c a r e fu lly c o n s id e re d
b e fo re a c tu a l s u r v e y a c t iv it y ta k e s p la ce :
In o r d e r to in s u re t h a t th e s u r v e y w ill y ie ld r e tu r n s w h ich
a re m e a n in g fu l and a re s e c u re d in th e m ost e f fic ie n t m anne r p o s ­
s ib le , i t is e s s e n tia l t h a t th e e n tir e p lan o f th e s u r v e y be p r e ­
p a re d b e fo re th e c o lle c tio n o f da ta is b e g u n .
Each sta g e o f th e
s u r v e y s h o u ld be p la n n e d w ith all th e p re c e d in g and su cce e d in g
sta g e s in m in d .
A s in g le u n ifie d p la n in s u re s t h a t a m inimum
n u m b e r o f w a sted m otions and illo g ic a l d e c is io n s w ill o b s tr u c t th e
s u r v e y (1976: 5 5 ).
T h e fo llo w in g o u tlin e f o r th e assessm ent p la n o f co m m u n ity
a ttitu d e s to w a rd th e p h ilo s o p h y o f c o m m u n ity e d u c a tio n was d eve lop ed
a fte r re s e a rc h in g p re v io u s s u r v e y s tu d ie s com pleted in th e p a s t.
An
id e n tific a tio n o f a f iv e phase p la n and a lis t o f a lte r n a tiv e w ays each
co m m u n ity can s e le c t fro m f o r t h e ir s u r v e y d e s ig n is in c lu d e d be lo w .
R esearch o f p a s t s tu d ie s has been in c lu d e d in C h a p te r 11 to h e lp th e
p la n n e rs u n d e rs ta n d th e g e n e ra l s tr e n g th s and w eaknesses o f th e
v a rio u s a lte r n a tiv e s .
I.
S e le c tin g a p o p u la tio n
A.
B.
C.
D.
T e le p h o n e d ir e c t o r y
T a x ro lls
V o te r r e g is tr a tio n
C ity d ir e c t o r y ( P o lk )
58
II.
S e le ctio n o f a T e s t In s tru m e n t
A.
B.
C.
C o m m u n ity E d u ca tio n P h ilo s o p h y In s tru m e n t
(M o d ifie d b y M a n le y)
V ir g in ia C o m m u n ity E d u ca tio n A sse ssm en t In s tru m e n t
(D e c k e r and G iro n e )
A C o m m u n ity A sse ssm en t o f P u b lic School F u n c tio n s
(R e id )
I I I . M ethod o f C o lle c tin g Data
A.
B.
C.
M ailed q u e s tio n n a ire
P ersonal in te r v ie w
T e le p h o n e call
IV . P o p u la tio n D e m og ra phics
A.
B.
C.
D.
V.
A g e - (1 8 -2 5 )(2 6 -3 5 )(3 6 -5 0 )(5 1 and u p )
Sex - m ale, fem ale
V e ste d in te r e s t - (sch o o l commun i t y ) (comm u n i t y a t- la r g e )
. C h ild re n - (re s p o n d e n ts w ith c h ild r e n c u r r e n t ly e n ro lle d )
(re s p o n d e n ts w ith no c h ild r e n c u r r e n t ly e n ro lle d in
sch o o l)
T re a tm e n t o f Data (O rg a n iz a tio n )
A.
B.
S ta tis tic a l a n a ly s is .
D e s c rip tiv e a n a ly s is .
In o r d e r to d e te rm in e th e d if f e r e n t w ays o f id e n t if y in g a
p o p u la tio n r e g is t r y w h ic h d e s c rib e d th e c o m m u n ity -a t-la rg e , p e rso n n e l
in c h a rg e o f th e d if f e r e n t p o p u la tio n lis ts w e re in te rv ie w e d to fin d
th e s tr e n g th s and w eaknesses o f th e r e g is tr ie s . A sam ple p o p u la tio n
was ta k e n fro m th e a v a ila b le lis ts id e n tifie d fro m th e in te r v ie w s and a
m ailed q u e s tio n n a ire was s e n t to each p e rs o n in c lu d e d in th e sam ples.
From t h is , th e n u m b e r o f n o - r e tu r n s , r e tu r n to s e n d e r, and actual
r e tu r n s co u ld be com pared among th e id e n tifie d p o p u la tio n r e g is tr ie s .
i
59
In s e le c tio n o f a te s t in s tr u m e n t, th re e p r e v io u s ly te s te d
in s tru m e n ts w e re in c lu d e d in th e s tu d y .
T h re e sam ple p o p u la tio n s
w e re se le cte d u s in g th e Lom ar C o u n ty D ir e c to r y f o r Bozemani. . Each
o f th e in s tru m e n ts was m ailed to m u tu a lly e x c lu s iv e sam ples o f th e
Bozeman c o m m u n ity .
T h e n u m b e r o f f i r s t r e tu r n s w e re th e n com pared
among th e th re e in s tru m e n ts to see i f th e r e w e re d iffe re n c e s in th e
n u m b e r o f peo ple w illin g to re s p o n d to a n y o f th e m .
T o c h e c k co m m u n ity re sp o n se in te rm s o f m ethod o f c o lle c tin g
d a ta , a sam ple o f th e p o p u la tio n was te s te d in t h e ir re sp o n se to w a rd
I ) a m ailed q u e s tio n n a ire , 2 ) a s tr u c tu r e d p e rso n a l in te r v ie w , and 3 )
a te le p h o n e in te r v ie w .
F in a n cia l and tim e costs w e re re c o rd e d .
v e n ie n c e and d e la y s in each m ethod w e re n o te d .
In c o n ­
C o m m u n ity re a c tio n ,
a ccep tan ce o r re je c tio n o f th e s u r v e y th r o u g h each o f th e d iff e r e n t
m ethods w e re in c lu d e d .
T h e p e rc e n ta g e o f people s u c c e s s fu lly com­
p le tin g th e s u r v e y in each o f th e m ethods was c a lc u la te d .
P o p u la tio n d e m o g ra p h ics can v a r y a c c o rd in g to th e goals „
e s ta b lis h e d b y th e in it ia t o r s o f th e re a d in e s s s u r v e y .
F o u r areas o f
in te r e s t w e re id e n tifie d in th e s u r v e y im plem ented in Bozeman to see
i f th e r e w e re p o s s ib le d iffe re n c e s in a ttitu d e s to w a rd th e co m m u n ity
e d u c a tio n c o n c e p t in p a r tic u la r segm ents o f th e Bozeman p o p u la tio n .
S e n s it iv ity to a n s w e rin g d e m o g ra p h ic q u e s tio n s was checked
th r o u g h a n y re fu s a ls to re s p o n d to a n y o f th e d e m o g ra p h ic data
re q u e s te d .
60
T h e tre a tm e n t o f th e re s u lts o f th e a ttitu d e in s tr u m e n t its e lf
was d is p la y e d b o th th r o u g h a s ta tis tic a l and d e s c r ip tiv e re v ie w .
A n a ly s is o f re s u lts o f th e a ttitu d e t e s t was in c lu d e d th r o u g h an
a n a ly s is o f v a ria n c e in c o n ju n c tio n w ith th e D uncan te s t f o r m u ltip le
co m p a riso n s a d m in is te re d in th e fie ld te s t im plem ented in Bozeman.
T o te s t th e d if f e r e n t a lte rn a tiv e s s u g g e s te d in each o f th e
f iv e id e n tifie d p h a se s, th e p o p u la tio n o f Bozeman was d iv id e d in to
e ig h t m u tu a lly e x c lu s iv e g ro u p s b y th e a lp h a b e t.
G ro u p I c o n siste d
o f all peo ple w ith la s t names b e g in n in g w ith B and J ; G ro u p 2 - C ,
W, and Y ; G ro u p 3 - M,' E, U , and Q ; G ro u p 4 - H , A ,
I , and Z;
G ro u p 5 - D , F, and P; G ro u p 6 - S and N ; G ro u p 7 - R , G, and
K ; and G ro u p 8 - O , L , T , and V .
D e s c rip tio n o f In s tru m e n ts T e s te d
in Bozeman M ontana
T h re e p r e v io u s ly d e ve lo p e d in s tru m e n ts w h ic h ha ve been
te s te d and im plem ented in o th e r com m u nitie s in th e U n ite d S tates w e re
in c lu d e d in th is p la n .
C o m m u n ity e d u c a tio n p la n n e rs can s e le c t one
o f th e p r e - te s te d in s tru m e n ts in c lu d e d h e re w h ic h th e y fe e l w o u ld
b e s t s u it th e p u rp o s e s o f t h e ir c o m m u n ity assessm ent s tu d y .
1.
V ir g in ia C o m m u n ity E d u ca tio n A sse ssm en t In s tru m e n t
(D e c k e r and G iro n e )
2.
A C o m m u n ity A sse ssm en t o f P u b lic School F u n c tio n s
(R e id )
61
3.
I-
C o m m u n ity E d u ca tio n P h ilo s o p h y In s tru m e n t
(M o d ifie d b y M a n le y)
T h e V ir g in ia C o m m u n ity E d u ca tio n ' A sse ssm en t s u r v e y in s tru m e n t
was d e sig n e d b y s ta ff m em bers o f th e M id - A tla n tic C e n te r f o r CommuC o m m u n ity E d u c a tio n .
I t was re v ie w e d and c r itiq u e d b y fa c u lty
m em bers o f th e B u re a u o f E d u ca tio n a l R e se a rch , o th e r d e p a rtm e n ts o f
th e U n iv e r s ity o f V ir g in ia and D r . C u r t V a n V o o rh e e s , O ffic e o f
C o m m u n ity E d u ca tio n R e se a rch , U n iv e r s ity o f M ic h ig a n .
Some o f th e
re s e a rc h q u e s tio n s w e re a d o p te d fro m th e q u e s tio n n a ire in a disserta*tio n b y R o b e rt L. S c o tt (A riz o n a S ta te U n iv e r s ity , 1975). T h e fo u r
p o p u la tio n s w h ic h ha ve been s u rv e y e d fro m t h r o u g h o u t V ir g in ia u s in g
t h is in s tr u m e n t in c lu d e d :
1.
E lected m em bers o f th e B o a rd o f C o u n ty S u p e rv is o rs
2.
E lected m em bers o f c it y c o u n c ils
3.
A p p o in te d school b o a rd m em bers
4.
P T A local c h a p te r p re s id e n ts
Q u e s tio n s re la tin g to f o u r b a sic com ponents o f co m m u n ity
e d u c a tio n w e re in c lu d e d , th e s e w e re id e n tifie d as:
a.
In te ra g e n c y C o o p e ra tio n :
N u m be rs 2, 11, 14 and 17
b.
C itiz e n In v o lv e m e n t and P a rtic ip a tio n :
N u m be rs 6, 7 , 8
and 12
c.
Use o f P u b lic School. F a c ilitie s :
and 20
N um bers I, 13, 15, 16,
62
d.
B ro a d Based P ro g ra m m in g :
N u m be rs 3, 4, 5, 9, 10, 18
and 19
A c o p y o f t h is in s tr u m e n t has been in c lu d e d in th e A p p e n d ix A .
II.
A C o m m u n ity A sse ssm en t o f P u b lic School F u n c tio n s u r v e y in s t r u ­
m ent was d e sig n e d b y Thom as Reid A n d e rs o n f o r use on h is D o cto ra l
th e s is e n title d , A C ro ss S e c tio n a l. Case S tu d y o f th e R e s u lts o f
C o m m u n ity E d u ca tio n Im p le m e n ta tio n and D iffu s io n in Process
C ity U .S .A .
(1975). T h e in s tr u m e n t was p r e - te s te d b y s t a ff members
o f th e C e n te r f o r C o m m u n ity E d u ca tio n a t E a ste rn M ic h ig a n U n iv e r s ity
and b y a s e rie s o f p e rs o n a l in te r v ie w s w ith c o m m u n ity re s id e n ts .
T h e f o u r g ro u p s w h ic h w e re s u rv e y e d u s in g th is in s tr u m e n t in c lu d e d :
1.
S ig n ific a n t O th e rs id e n tifie d as th e p o w e r s t r u c t u r e o f
th e c o m m u n ity .
2.
C o m m u n ity e d u c a tio n p ro g ra m p a r tic ip a n ts
3.
T e a ch e rs
4.
C o m m u n ity e d u c a to rs
Q u e s tio n s r e la tin g to s ix b a sic com ponents o f co m m u n ity e d u ca tio n
p lu s tw o a d d itio n a l v a ria b le s in c lu d e d :
a.
K -1 2 :
Item s 2 , 17, 20
b.
Use o f F a c ilitie s :
c.
P ro g ra m s , C h ild re n and Y o u th :
Item s 3, 22, 12, 7
Item s I ,
14, 25, 10
63
d.
P ro g ra m s , A d u lts :
Item s 2, 7 ,
e.
D e liv e ry o f S e rv ic e s :
f.
C o m m u n ity D e ve lo p m e n t:
g.
Im p ro v in g Hom e-School C o m m u n ica tio n s: Item s
h.
Im p ro v in g S c h o o l-P u b lic R e la tio n s :
Item s 5,
4, 9 ,
19, 29
18, 21, 30
13, 16, 23, 27
8, 11, 28
Item s 15, 24, 26
A c o p y o f th is in s tru m e n t has been in c lu d e d in th e A p p e n d ix B .
T h e C o m m u n ity E d u ca tio n P h ilo s o p h y In s tru m e n t (m o d ifie d )
was d iv id e d in to th e s ix b a sic com ponents o f th e p h ilo s o p h y o f
co m m u n ity e d u c a tio n .
T h e com ponents a re :
I ) tr a d itio n a l d a y
school p ro g ra m s ; 2 ) e x te n d e d use o f f a c ilit ie s ; 3 ) a d d itio n a l
p ro g ra m s f o r sch o o l-a g e d c h ild r e n and y o u th ; 4 ) p ro g ra m s f o r
a d u lts ; 5 ) d e liv e r y and c o o rd in a tio n o f s e rv ic e s ; and 6 ) co m m u n ity
in v o lv e m e n t.
Each com pon ent is s u p p o rte d b y n u m e ro u s item s
w h ic h r e fle c t th e p h ilo s o p h y f o r t h a t re s p e c tiv e co m pon ent.
T h e in s tr u m e n t was o r ig in a lly d e ve lo p e d as a p a r t o f a
d o c to ra l d is s e rta tio n b y J e ffe r y (1975) to exam ine te a c h e r accep­
ta n c e o f a c o m m u n ity e d u c a tio n p h ilo s o p h y .
T h e in s tru m e n t
c o n ta in e d 63 ite m s , each o f w h ic h fe ll u n d e r one o f th e s ix com)
^
p o n e n ts o f c o m m u n ity e d u c a tio n p r e v io u s ly s ta te d .
T h e in s tru m e n t
^
was m o d ifie d b y M anle y (1976) f o r use in a s tu d y o f a ttitu d e s h e ld
^
b y s u p e rin te n d e n ts a b o u t a p h ilo s o p h y o f c o m m u n ity e d u c a tio n .
T h e m ajor m o d ific a tio n was s h o rte n in g th e in s tr u m e n t fro m 63 to
30 ite m s.
)
)
)
)
)
"
*
64
C o n te n t and v a lid it y o f th e o r ig in a l C o m m u n ity E d ucation
P h ilo s o p h y In s tru m e n t was d e te rm in e d b y g a in in g fe e d b a c k fro m
22 p ro fe s s io n a ls in th e fie ld o f co m m u n ity e d u c a tio n .
R e lia b ility
was e s ta b lis h e d th r o u g h a t e s t- r e te s t m ethod u s in g th e Pearson
p ro d u c t-m o m e n t c o rre la tio n c o e ffic ie n t f o r each o f th e s ix com po­
n e n ts .
T h e v a lid it y o f C E P I, as m o d ifie d b y M a n le y, was d e te r ­
m ined b y g a in in g fe e d b a c k fro m 15 e x p e rts in th e fie ld o f com­
m u n ity e d u c a tio n .
In a d d itio n to s h o rte n in g th e in s tr u m e n t,
m in o r w o rd a lte ra tio n s w e re in tr o d u c e d .
A c c o rd in g to M anley
. . . f i v e s ta te m e n ts w e re re ta in e d u n d e r each o f th e s ix com po­
n e n ts o f co m m u n ity e d u c a tio n and th e w o rd in g in s e v e ra l o f
th e sta te m e n ts was ch an ged a f te r c o n s u lta tio n w ith e x p e rts .
T o d e te rm in e th e r e lia b ilit y o f th e M -C E P I, a t e s t - r e t e s t p r o ­
c e d u re u s in g th e Pearson p ro d u c t-m o m e n t c o rre la tio n c o e ffi­
c ie n t was e m p lo ye d . T h e re s u lts w e re : ( I ) T o ta l
s c o re , r = .9 5 , ( 2 ) com pon ent I, r = .8 4 ; (3 ) co m pon ent I I ,
r = .91; ( 4 ) co m pon ent I I I , r = .9 2 ; ( 5 ) com ponent IV ,
r = .7 3 ; ( 6 ) co m pon ent V , r = .9 7 ; and ( 7 ) co m pon ent V I,
r = .86 (1976: 6 8 ).
T h e CEPI was f u r t h e r m o d ifie d f o r use in t h is in v e s tig a tio n .
T h e in s tr u m e n t was o r ig in a lly d e sig n e d f o r use w ith p ro fe s s io n a ls in
th e fie ld o f e d u c a tio n , i . e . , te a c h e rs and s u p e rin te n d e n ts .
I t was
f e lt t h a t to b e tte r s u it th e p o p u la tio n d e s c rib e d f o r th is s tu d y , e d u ­
c a tio n a l ja rg o n n o t in use b y th e g e n e ra l p u b lic sh o u ld be e lim in a te d .
W ord chan ges w e re , th e r e fo r e , made in th e in s tru m e n t to make i t
m ore e a s ily u n d e rs to o d b y th e g e n e ra l c o m m u n ity b e in g sam pled.
The
65
s ix com ponents m a kin g up th e co m m u n ity e d u c a tio n p h ilo s o p h y rem ained
th e same, as d id th e b a sic ideas e x p re s s e d in each o f th e 30 q u e s tio n s .
T o e lim in a te w o rd s u n fa m ilia r to th e g e n e ra l p u b lic , copies o f
th e o rg in a l in s tr u m e n t w e re d is tr ib u te d to f iv e people c u r r e n t ly w o r k ­
in g in th e fie ld o f e d u c a tio n and te n peo ple w o rk in g in fie ld s u n r e ­
la te d to e d u c a tio n .
T h e y w e re asked to id e n t if y w o rd s th e y f e l t w e re
s o p h is tic a te d e d u c a tio n te rm s and s u b s titu te w o rd s o r p h ra s e s w h ich
s im p lifie d th e la n g u a g e , b u t k e p t th e o r ig in a l m eaning in ta c t.
sponses w e re su m m a rize d .
Re­
W ords id e n tifie d b y people as u n fa m ilia r
w e re s im p lifie d u s in g s u g g e s tio n s o f re s p o n d e n ts .
R e lia b ility o f th e in s tru m e n t used in th is in v e s tig a tio n was
ch e cke d b y u s in g th e Pearson p ro d u c t-m o m e n t c o rre la tio n c o e ffic ie n t.
T h e q u e s tio n n a ire was g iv e n to a g ro u p o f 22 in d iv id u a ls who r e ­
sp on ded to each o f th e ite m s.
T h e se same in d iv id u a ls w e re th e n
asked aga in to re s p o n d to th e same ite m s.
A c o rre la tio n c o e ffic ie n t
was th e n d e te rm in e d f o r th e to ta l te s t as w ell as each o f th e s ix
com ponents o f c o m m u n ity e d u c a tio n .
T h e re s u lts w e re :
( I ) to ta l sc o re r = 7 3 .4 , ( 2 ) com ponent I ,
r = 7 6 .6 , ( 3 ) co m pon ent 11, r = 7 7 .0 , ( 4 ) com ponent I I I ,
r = 7 0 .8 ,
( 5 ) com pon ent IV , r = 7 9 .6 , ( 6 ) com pon ent V , r = 7 5 .4 , (7 ) com po­
n e n t V l , r = 7 2 .8 .
66
F e rg u so n (1971: 116) in d ic a te d t h a t :
A c o rre la tio n o f .7071 is re q u ire d b e fo re we can s ta te th a t
50 p e rc e n t o f th e v a ria n c e o f th e one v a ria b le is p re d ic ta b le
fro m th e v a ria n c e o f th e o th e r .
A r y , e t a l. (1972) id e n tifie d betw een .90 and .70 as th e
a c c e p ta b le lim its f o r r e lia b ilit y c o e ffic ie n ts to fa ll w it h in .
T a b le I show s t h a t th e r e lia b ilit y c o e ffic ie n ts o b ta in e d f o r th e
IVI-CEPI f o r th e c o m m u n ity -a t-la rg e a re all w ith in a cce p ta b le lim its .
A c o p y o f th e CEPI m o d ifie d f o r t h is s tu d y has been in c lu d e d
in A p p e n d ix A .
T a b le I
R e lia b ility C o e ffic ie n ts , IVI-CEPI,
C o m m u n ity -a t-L a rg e
T o ta l P h ilo s o p h y •
C om ponent
I
Il
III
IV
V
Vl
7 3 .4
r
76.6
7 7 .0
70 .8
79 .6
7 5 .4
72.8
Each o f th e th r e e s u r v e y q u e s tio n n a ire s id e n tifie d above f o r
p o s s ib le use in a c o m m u n ity e d u c a tio n a ttitu d e assessm ent s tu d y w e re
m ailed to 35 ra n d o m ly -s e le c te d c o m m u n ity m embers in Bozem an,
M ontana.
67
Data A n a ly s is
In t h is s tu d y th e a n a ly s is o f v a ria n c e was th e s ta tis tic a l te s t
e m p lo y e d .
A c c o rd in g to F e rg u s o n :
T h e a n a ly s is o f v a ria n c e is a m ethod f o r d iv id in g th e v a ria tio n s
o b s e rv e d in e x p e rim e n ta l da ta in to d if f e r e n t p a r ts , each p a r t
a s s ig n a b le to a know n s o u rc e , cause o r fa c to r .
We may assess
th e r e la tiv e m a g n itu d e o f v a r ie tie s r e s u ltin g fro m d if f e r e n t
so u rc e s and a s c e rta in w h e th e r a p a r tic u la r p a r t o f th e v a ria tio n s
is g r e a te r th a n e x p e c ta tio n s u n d e r th e n u ll h y p o th e s is (1966: 2 0 8 ).
B y u s in g th e tw o -w a y a n a ly s is o f v a ria n c e th e re s e a rc h e r was
able to exam ine th e d iffe r e n c e in p e rc e p tio n betw een each o f th e f o u r
g ro u p s id e n tifie d in th e q u e s tio n s to be a n s w e re d , w ith re g a rd to th e
c o m m u n ity e d u c a tio n p h ilo s o p h y .
O rg a n iz a tio n o f D e s c rip tiv e S u rv e y A d m in is te re d
in Bozem an, M ontana
T h e s e c o n d a ry p u rp o s e o f th is s tu d y in c lu d e d a sam ple te s tin g
o f th e co m m u n ity assessm ent p la n in B ozem an,' M ontana.
T h is te s t
e lic ite d in fo rm a tio n on p ro b le m areas w h ic h may n o t have been id e n t i­
fie d th r o u g h h is to ric a l re s e a rc h .
In s ig h t was g a in e d in such areas
a s: I) s e le c tio n o f a p o p u la tio n r e g is t r y w h ic h b e s t re p re s e n ts th e
to ta l p o p u la tio n o f th e Bozeman School D is t r ic t ; 2 ) co sts f o r c o lle c tin g
in fo rm a tio n w ith in each a lte r n a tiv e ; 3 ) p e rc e n ta g e o f r e tu r n s and tim e
in v o lv e d w ith in each da ta c o lle c tio n a lte r n a tiv e s e le c te d ; 4 ) com parison
68
o f s o p h is tic a tio n in th e tre a tm e n t o f d a ta v e rs u s ease o f u n d e rs ta n d in g
f o r th e a v e ra g e c itiz e n is p re s e n te d th r o u g h sam ple illu s tr a tio n o f
each ph a se 's a lte r n a tiv e s .
P o p u la tio n D e s c rip tio n and S a m p lin g P ro c e d u re
T h e p o p u la tio n f o r th is s u r v e y c o n s is te d o f th e people r e s id ­
in g w ith in School D is t r ic t #7, locate d in Bozem an, M o n ta n a , p lu s th e
r u r a l d is t r ic t s w h ic h make up th e Bozeman J u n io r and S e n io r H igh
S ch o o ls.
T he se in c lu d e d :
1.
2.
3.
4.
5.
6.
7.
A n d e rs e n
M o n fo rto n
LaM otte
G a lla tin G atew ay
C o ttonw ood
M alm berg
O p h ir
T h e sam ple was d e te rm in e d u s in g each o f fo u r p o s s ib le so u rce s o f
in fo r m a tio n :
1.
2.
3.
4.
C ity D ir e c to r y ( P o lk )
C o u n ty te le p h o n e d ir e c t o r y
T a x ro lls
V o te r r e g is tr a tio n
M u tu a lly e x c lu s iv e random sam ples w e re id e n tifie d in each o f
th e a lte r n a tiv e s o u rce s o f in fo r m a tio n .
T o g a in in fo rm a tio n re la te d to
th e f i r s t p a r t o f t h is s tu d y , th e p o p u la tio n o f Bozeman was d iv id e d
e q u a lly to f i t th e n u m b e r o f a lte r n a tiv e s id e n tifie d and rando m sam ples
se le cte d fro m each.
69
T o f i t w ith in th e sam ple size re q u ire m e n ts f o r th e a ttitu d e
assessm ent s u r v e y , in th e second p a r t o f th e s tu d y sam ple size was
c a lc u la te d u s in g a fo rm u la d e ve lo p e d b y T u ckm a n (1972: 2 0 5 ).
T h is
fo rm u la e s ta b lis h e d th e sam ple as re p re s e n ta tiv e o f th e p o p u la tio n on
c r it ic a l p a ra m e te rs a t th e 95% le vel o f p r o b a b ilit y .
T h is c o n fid e n c e
le ve l means th e r e w ill be a 95% chan ce th a t th e sam ple is d is tr ib u te d
in th e same w a y as th e p o p u la tio n .
T h e sam ple size was id e n tifie d b y
th e T u ckm a n fo rm u la as:
N = (Z /e )2( p )(1 -p )
N = sam ple size
Z = S ta n d a rd score
p = e stim a te d p ro p o rtio n o r in c id e n c e o f cases in p o p u la tio n .
T h e p r o b a b ility (C o n fid e n c e le vel = Z ) is s e t a t 95% ( th e .05
le v e l) m eaning t h a t th e r e is a 95% chance t h a t th e sam ple is d i s t r i ­
b u te d in th e same w a y as th e p o p u la tio n .
T h e sa m p lin g e r r o r ( e ) = th e e x te n t to w h ic h th e sample
means o f re p e a te d ly d ra w n random sam ples d e v ia te fro m one a n o th e r.
A .10 s a m p lin g e r r o r is c o n s id e re d b y T u ckm a n as “ to le ra b le am ount
o f e r r o r . " T h e e stim a te d p ro p o rtio n o r in c id e n c e o f cases in th e
p o p u la tio n = p .
W ith th e Z e s ta b lis h e d a t 1.96 and th e e as .10, th e
sam ple size was c a lc u la te d as:
70
N = ( Z /e ) 2( P ) ( l- p )
N = ( 1 .9 6 /0 .IO)2
N = (1 9 .6 ) 2 . I
N = 384
T h e T u ckm a n fo rm u la was used to id e n t if y th e c o m m u n ity -a t-la rg e .
F o r th e te a c h e rs and a d m in is tra to rs sam ple size f o r th e (sch o o l com ­
m u n it y ) , 100% o f th e p o p u la tio n was u s e d .
T h is sam ple was used as
th e sam ple p o p u la tio n f o r th e second p a r t o f th is s tu d y .
C a te g o rie s o f In v e s tig a tio n
R andom ly se le cte d c o m m u n ity m em bers o f Bozeman School
D is t r ic t #7 w e re asked to re s p o n d to a d e m o g ra p h ic da ta in fo rm a tio n
sh e e t and a ttitu d e in s tr u m e n t.
T h e C o m m u n ity E d u ca tio n P h ilo s o p h y
In s tru m e n t (m o d ifie d ) was used to m a in ta in c o n s is te n c y o f th is v a r i­
able w hen te s tin g f o r ra te o f r e tu r n on th e f o u r d if f e r e n t a lte r n a tiv e
p o p u la tio n r e g is tr ie s and th e th r e e d if f e r e n t m ethods o f c o lle c tin g
d a ta .
Each o f th e th r e e id e n tifie d in s tru m e n ts was te s te d in th e
Bozeman c o m m u n ity th r o u g h a m a ilo u t s u r v e y to m a in ta in c o n s is te n c y
o f a ll v a ria b le s e x c e p t th e in s tru m e n ts th e m se lve s and to c h e c k i f a n y
one in s tr u m e n t was d if f e r e n t in th e n u m b e r o f r e tu r n s re c e iv e d .
T y p ic a l d e m o g ra p h ic c a te g o rie s o f re sp o n se re q u e s te d can
in c lu d e th e re s p o n d e n t's age, s e x , v o c a tio n , and n u m b e r and age o f
c h ild r e n c u r r e n t ly e n ro lle d in school ( i f a n y ) .
O f th o s e lis te d a b o ve ,
th e s tu d y in c lu d e d co m p a riso n s in th e fo llo w in g a re a :
71
1.
Age:
f o u r d if f e r e n t age g ro u p s
2.
S e x:
Men and women
3.
V e ste d I n te r e s t:
4.
C h ild r e n : R e spond ents who have c h ild re n in school and th o s e
w ho do n o t
School c o m m u n ity and c o m m u n ity -a t-la rg e
T h e f o u r id e n tifie d d e m o g ra p h ic areas in c lu d e d in th e Bozeman
s tu d y a re d is c u s s e d below .
M ost o fte n women o r m o th e rs a re th o u g h t o f as m ore in v o lv e d
in th e d a ily school p ro g ra m .
T h e y m ost o fte n v o lu n te e r t h e ir s e rv ic e s
f o r school p ro je c ts and a re th e m a jo rity members o f local school a d v is o r y
c o u n c ils . W hereas women show m ore o u tw a rd in te r e s t in school a f fa ir s ,
th e q u e s tio n a ris e s as to w h e th e r th e r e is a n y p e rc e iv e d d iffe re n c e s
in a ttitu d e s to w a rd th e b a sic s ix elem ents o f a school based co m m u n ity
e d u c a tio n p h ilo s o p h y b y men o r wom en.
P e rhaps men fe e l th e same
c o n c e rn s as wom en, b u t a re u n a b le to c o n tr ib u te th e same am ount o f
tim e in th e school d ue to t h e ir w o rk s c h e d u le s .
A lth o u g h th e re is a
d iffe r e n c e in tim e in v o lv e m e n t in th e sch o o ls, th e r e may be no d i f f e r ­
ence in fe e lin g betw een men and women in t h e ir school s u p p o r t to w a rd
th e b a sic s ix com ponents o f c o m m u n ity e d u c a tio n .
C o m m u n ity e d u c a tio n in v o lv e s all age g r o u p s ; th e r e fo r e , i t
was c o n s id e re d n e c e s s a ry to see i f peo ple o f all ages f e lt e q u a lly th e
same to w a rd th e p h ilo s o p h y o f c o m m u n ity e d u c a tio n .
T h is w o uld h elp
72
in itia to r s to know i f some age g ro u p s need m ore em phasis a t th e
in fo rm e tio ri aw areness sta g e .
T h e t h ir d q u e s tio n asked w h e th e r o r n o t th e re s p o n d e n t had
a n y c h ild r e n in s c h o o l.
From t h is , th e s tu d y co u ld d e te rm in e i f
peo ple who w e re a lre a d y re c e iv in g s e rv ic e s fro m th e school d is t r ic t
th r o u g h t h e ir c h ild r e n w e re m ore in c lin e d to s u p p o r t th e s e rv ic e s
id e n tifie d in th e s ix com ponents o f c o m m u n ity e d u c a tio n .
T h is s tu d y a tte m p te d to fin d o u t i f th e r e was a d iffe re n c e in
th e acce p ta n ce le ve l o f th e com ponents o f co m m u n ity e d u c a tio n betw een
th e school c o m m u n ity and th e c o m m u n ity -a t-la rg e .
In assessing a
co m m u n ity re a d in e s s le vel school d i s t r ic t p e rso n n e l m ig h t fe e l d i f f e r ­
e n tly a b o u t w o rk in g , c lo s e ly w ith c o m m u n ity e d u c a tio n th a n m embers o f
th e c o m m u n ity -a t-la rg e .
I t is w id e ly re c o g n iz e d t h a t a sch o o l-b a se d
co m m u n ity e d u c a tio n p ro g ra m m u s t f i r s t have th e s u p p o r t o f school
d i s t r ic t p e rs o n n e l f o r th e p ro g ra m to be a su ccess.
From an assess­
m ent o f school d i s t r ic t a ttitu d e s , i t was hoped t h a t i t co u ld be d e te r ­
m ine d i f te a c h e rs and a d m in is tra to rs w e re re a d y f o r th e im p le m e n ta tio n
o f th e chan ges in th e p u rp o s e and p h ilo s o p h y o f t h e ir c u r r e n t s y s te m ,
o r i f th e school co m m u n ity re a d in e s s le vel needs to be enhanced
b e fo re c o m m u n ity e d u c a tio n im p le m e n ta tio n b e g in s th r o u g h o u t th e
c o m m u n ity .
73
M ethod o f C o lle c tin g Data
T h e in s tr u m e n t used f o r da ta c o lle c tio n in d e te rm in a tio n o f a
p o p u la tio n r e g is t r y , data c o lle c tio n m ethods and d e m o g ra p h ie s was a
m o d ifie d v e rs io n o f th e C o m m u n ity E d u ca tio n P h ilo s o p h y In s tru m e n t
p r jg in a lly d e sig n e d b y J e ffr e y (1975) and m o d ifie d b y M anley (1976).
T h re e d if f e r e n t m ethods w e re u s e d .
T h e se in c lu d e d m ailed q u e s tio n ­
n a ire s , te le p h o n e and p e rso n a l in te r v ie w .
Each re s p o n d e n t was asked to p ro v id e d e m o g ra p h ic data
n e c e s s a ry f o r c o m p le tin g th e h y p o th e s e s and d e s c r ip tiv e q u e s tio n s to
be a n s w e re d .
In a d d itio n , re s p o n d e n ts w e re asked to c ir c le th e
d e g re e o f p o s itiv e n e s s th e y f e lt to w a rd each o f th e 30 a ttitu d e s ta te ­
m ents fo u n d on th e q u e s tio n n a ire .
A L ik e r t - t y p e sca le , u s in g a I
( lo w ) , to 5 ( h ig h ) was used to in d ic a te d e g re e s o f p o s itiv e n e s s .
T re a tm e n t Of Data
. T h e h y p o th e s e s w e re te s te d b y u s in g th e a n a ly s is o f v a ria n c e
s ta tis tic in c o n ju n c tio n w ith th e D uncan T e s t o f M u ltip le C o m p a riso n s.
T h e D uncan T e s t was used to te s t f o r s ig n ific a n t d iffe re n c e s betw een
c a te g o rie s .
Raw data was t r a n s fe r r e d on F o r tr a n - ty p e flo w sheets and
keypunched.
Data was d o u b le ch e cke d f o r a c c u ra c y .
T h e c o m p u te r
a t th e M ontana S ta te U n iv e r s ity C o m p u te r C e n te r was u tiliz e d as a
p re c a u tio n f o r a c c u ra c y .
74
S ta tis tic a l H yp o th e se s
F o u r b a sic h y p o th e s e s w e re b e in g te s te d .
Each o f th e f o u r
has s ix s u b p a rts w h ic h deal w ith th e in d iv id u a l com ponents c o m p ris in g
th e co m m u n ity e d u c a tio n p h ilo s o p h y .
Each o f f o u r g e n e ra l q u e s tio n s to be a n sw ered have been
re s ta te d as s ta tis tic a l h y p o th e s e s .
co m p o n e n ts.
1.
Each o f th e f o u r q u e s tio n s has s ix
T h e se s ix com ponents a re id e n tifie d as:
th e am oun t o f c o m m u n ity e d u c a tio n id e n tifie d as th e tr a d itio n a l
d a y school p ro g ra m s .
2.
th e com pon ent o f c o m m u n ity e d u c a tio n id e n tifie d as th e e x ­
te n d e d use o f f a c ilit ie s .
3.
th e co m pon ent o f co m m u n ity e d u c a tio n id e n tifie d as a d d itio n a l
p ro g ra m s f o r school aged c h ild r e n and y o u th
4.
th e co m pon ent o f c o m m u n ity e d u c a tio n id e n tifie d as p ro g ra m s
f o r a d u lts .
5.
th e co m pon ent o f c o m m u n ity e d u c a tio n id e n tifie d as d e liv e r y
and c o o rd in a tio n o f s e rv ic e s .
6.
th e co m pon ent o f co m m u n ity e d u c a tio n id e n tifie d as
co m m u n ity in v o lv e m e n t.
'
75
H yp o th e se s S e t I re la te d to a ttitu d e d iffe re n c e s among people
o f th e fo llo w in g d if f e r e n t age g r o u p s :
(1 8 -2 5 ), ( 2 6 -3 5 ), (3 5 -5 0 ), and
(51 and u p ) .
N u ll:
T h e re is no d iffe r e n c e in a ttitu d e s among peo ple o f
d if f e r e n t age g ro u p s to w a rd each o f th e s ix id e n tifie d com ponents o f
c o m m u n ity e d u c a tio n .
A lte r n a tiv e :
T h e re is a d iffe r e n c e in a ttitu d e s among people
o f d if f e r e n t age g ro u p s to each o f th e s ix id e n tifie d com ponents o f
co m m u n ity e d u c a tio n .
H yp o th e se s S e t 11 re la te s to a ttitu d e d iffe re n c e s among men
and women.
N u ll:
T h e re is no d iffe r e n c e in a ttitu d e s b etw e en men and
women to w a rd each o f th e s ix id e n tifie d com ponents o f co m m u n ity
e d u c a tio n .
A lte r n a tiv e :
T h e re is a d iffe r e n c e in a ttitu d e s betw een men
and women to w a rd each o f th e s ix id e n tifie d com ponents o f co m m u n ity
e d u c a tio n .
H y p o th e s is S e t III re la te s to a ttitu d e d iffe re n c e s among th e
school co m m u n ity and c o m m u n ity -a t-la rg e .
N u ll:
T h e re is no d iffe r e n c e in a ttitu d e s among th e school
c o m m u n ity and c o m m u n ity -a t-la rg e to w a rd each o f th e s ix id e n tifie d
com ponents o f co m m u n ity e d u c a tio n .
76
A lte r n a tiv e :
T h e re is a d iffe r e n c e in a ttitu d e s betw een th e
school co m m u n ity and th e c o m m u n ity -a t-la rg e to w a rd each o f th e
id e n tifie d com ponents o f c o m m u n ity e d u c a tio n .
H yp o th e se s S e t IV re la te s to a ttitu d e d iffe re n c e s betw een
re s p o n d e n ts who have c h ild r e n c u r r e n t ly e n ro lle d in th e Bozeman P u b ­
lic S chools and th o s e who do n o t.
N u ll:
T h e re is no d iffe r e n c e in a ttitu d e s betw een re s p o n ­
d e n ts w ith c h ild r e n e n ro lle d in school and re s p o n d e n ts w ith no c h ild ­
re n e n ro lle d in school to w a rd each o f th e s ix com ponents o f co m m u n ity
e d u c a tio n .
A lte r n a tiv e :
T h e re is a d iffe r e n c e in a ttitu d e s betw een r e ­
s p o n d e n ts w ith c h ild r e n e n ro lle d in school and re s p o n d e n ts w ith no
c h ild r e n e n ro lle d in school to w a rd each o f th e s ix com ponents o f
c o m m u n ity e d u c a tio n .
In a d d itio n to th e f o u r h y p o th e s e s d e s c rib e d a b o ve , a d e s ­
c r ip t iv e ta b le was d e ve lo p e d w h ic h ra n k s th e s ix co m p o n e n ts o f com­
m u n ity e d u c a tio n fro m m ost to le a st fa v o ra b le a c c o rd in g to th e mean
scores re c e iv e d th r o u g h th e a n a ly s is o f v a ria n c e t e s t.
T h is was used
to a n s w e r th e q u e s tio h s :
1.
W hat te n e ts a re vie w e d m ost fa v o r a b ly b y th e school com­
m u n ity and c o m m u n ity -a t-la rg e ?
2.
W hat te n e ts a re vie w e d le a st fa v o r a b ly b y th e school com­
m u n ity and c o m m u n ity -a t-la rg e ?
77
S ig n ific a n c e Level
T h e .05 le ve l o f s ig n ific a n c e was used as a b asis f o r r e je c tin g
th e n u ll o f no r e la tio n s h ip ..
A .10 w o u ld leave open a la rg e alpha
area ( p o s s ib ilit y o f T y p e I e r r o r ) .
T y p e I e r r o r means a s ta tis tic a lly
s ig n ific a n t d iffe r e n c e was c a lc u la te d w hen in fa c t no t r u e d iffe re n c e
e x is te d .
A .01 possesses th e in h e r e n t p o s s ib ility o f p ro d u c in g a beta
(T y p e II) e r ro r.
T y p e 11 e r r o r means no s ta tis tic a lly s ig n ific a n t
d iffe r e n c e was c a lc u la te d w hen in fa c t a real d iffe r e n c e d id e x is t.
S um m ary
T h e p ro c e d u re d e ta ile d in t h is s tu d y d e s c rib e d th e o v e ra ll
p ro ce ss w h ic h was used in d e v e lo p in g a co m m u n ity assessm ent plan
d e s ig n e d f o r use in com m u nitie s t h r o u g h o u t M ontana.
A fra m e w o rk o f
th e f iv e phases id e n tifie d f o r a n a ly s is w ith h is to ric a l b a c k g ro u n d in
t h is s tu d y has been p re s e n te d .
A te n ta tiv e lis tin g o f a lte r n a tiv e
m ethods w h ic h c o u ld be used to accom plish each phase o r ste p has
been in c lu d e d .
T h e to ta l s tu d y in c lu d e d b o th h is to ric a l and e m p iric a l r e ­
s e a rch m e th o d s.
P a rt one o f th e s t u d y , th e d e v e lo p m e n t o f a f iv e -
phase c o m m u n ity assessm ent p la n , a n sw e rs f iv e g e n e ra l q u e s tio n s .
T h e q u e s tio n s w e re a n sw e re d d e s c r ip tiv e ly .
P a rt tw o o f th is s tu d y
was th e a d m in is tra tio n o f a c o m m u n ity assessm ent a ttitu d e s u r v e y in
th e Bozeman School D is t r ic t .
F o u r g e n e ra l q u e s tio n s w e re a n s w e re d .
78
T h e se f o u r q u e s tio n s w e re re s ta te d as s ta tis tic a l h y p o th e s e s .
Each o f
th e s ta tis tic a l h y p o th e s e s have been re s ta te d u s in g th e n u ll and
a lte r n a tiv e fo rm a t.
C h a p te r IV p re s e n ts th e a n a ly s is o f p a r t one o f th is s tu d y .
C h a p t e r IV
RESULTS OF C O M M U N ITY ASSESSMENT PLAN
In tr o d u c tio n
T h e o b je c tiv e o f th e f i r s t p a r t o f t h is s tu d y was to d e ve lo p a
p la n w h ic h w o u ld id e n t if y th e re a d in e s s le ve l o f a co m m u n ity to w a rd
th e p h ilo s o p h y o f co m m u n ity e d u c a tio n .
A f iv e phase p la n was d e v e l­
oped w h ic h w e n t th r o u g h th e p ro ce ss n e c e s s a ry to com ple te an a ttitu d e
assessm ent s tu d y o f co m m u n ity a ttitu d e to w a rd th e o v e ra ll co m m u n ity
e d u c a tio n p h ilo s o p h y and to d e te rm in e c o m m u n ity a ttitu d e s to w a rd th e
s ix p r im a r y com ponents o f c o m m u n ity e d u c a tio n .
T h e d a ta c o lle c te d f o r th e f i r s t phase o f t h is s tu d y was
d e s c r ip tiv e in n a tu r e .
T h e re s u lts ha ve been d e s c rib e d in th e f o l­
lo w in g s e c tio n s .
S e le c tin g a P o p u la tio n
In g e n e ra tin g a p o p u la tio n r e g is t r y f o r th e s u r v e y , f o u r
d if f e r e n t s o u rce s w e re id e n tifie d .
fro m aItiong th e :
T h e se f o u r so u rce s w e re selected
C o u n ty te le p h o n e d ir e c t o r y ( L o m a r), th e
Bozeman C ity D ir e c to r y ( P o lk ) , th e Bozeman D a ily C h ro n ic le s u b s c r ip ­
tio n lis t , C o u n ty ta x r o lls . C o u n ty 1 v o te r r e g is tr a tio n , and M ontana
P ow er u s e r lis t .
80
In o r d e r to g a in th e n e c e s s a ry in fo rm a tio n , each o f th e above
g ro u p s w e re in v e s tig a te d b y p e rso n a l in te r v ie w and asked a common
s e rie s o f q u e s tio n s .
In each case, th e r e w e re in d iv id u a l q u e s tio n s
t h a t a ro s e , b u t th e b a sic in te r v ie w c o n s is te d o f th e f o llo w in g :
1.
Who in th e c o m m u n ity is in c lu d e d in t h is lis t?
2.
Who is n o t in c lu d e d ?
3.
Is th e lis t a v a ila b le to th e p u b lic ?
4.
A re th e r e a n y co sts f o r o b ta in in g t h is in fo rm a tio n
I f so,
w h a t a re th e y ?
5.
How o fte n is th e b asic in fo rm a tio n com piled?
Is th e r e g tim e
o f y e a r w hen th e lis t w o u ld be m ore a c c u ra te th a n o th e rs ?
6.
Does th e a d d re s s lis t in c lu d e people n o t r e s id in g in Bozeman
on a f u ll- t im e basis?
I f so, .is th e r e a w ay to te ll w h ic h
peo ple do n o t re s id e th e r e fu ll-tim e ?
Is th e r e a w ay o f t e l l ­
in g how lo ng a p e rso n has been a r e s id e n t o f Bozeman?
T h e re s u lts o f th e in te rv ie w s w e re as fo llo w s :
I .
T e le p h o n e D ir e c to r y
T h e M o u n ta in B ell C om pany o ffic e m anager was in te rv ie w e d
re g a r d in g th e T e le p h o n e D ir e c to r y .
A d v a n ta g e s :
1.
T h e lis t is a v a ila b le to th e p u b lic .
2. ’ I t is u p d a te d once a y e a r.
81
3.
People lis te d n o t r e s id in g in Bozeman a re e a s ily id e n tifie d b y
th e te le p h o n e p r e f ix n u m b e r.
4.
In 1978, th e Lom ar C om pany w ith p e rm is s io n o f th e T e le p h o n e
C o m pa ny, d e ve lo p e d a c o u n ty pho ne d ir e c t o r y . , T h e same
pho ne lis tin g s as th e te le p h o n e d ir e c t o r y w ere u s e d , w ith th e
a d d itio n o f lis tin g b o th h u s b a n d s ' and w iv e s ' names.
D isa d va n ta g e s
1.
I t leaves o u t people who do n o t have phone s e rv ic e
o r ha ve u n lis te d n u m b e rs .
2.
T h e re is no f ig u r e on th e n u m b e r o f u n lis te d p ho ne n u m b e rs
a v a ila b le .
2.
P o lk C ity D ir e c to r y
A n em ployee o f th e C ham ber o f Commerce was in te rv ie w e d r e ­
g a rd in g th e P olk C ity D ir e c t o r y .
D ire c t re p re s e n ta tiv e s a re located
in Kansas C ity , M is s o u r i.’
A d v a n ta g e s :
I.
. 2.
3.
T h e d ir e c t o r y lis ts 95% o f th e peo ple in Bozem an.
B o th h u s b a n d 's and w ife 's names a re lis te d .
T h e lis t is a v a ila b le to th e p u b lic .
T h e d ir e c t o r y can be
p u rc h a s e d f o r $55, o r a c o p y located a t th e C ham ber o f
Commerce can be b o rro w e d .
4.
I t comes o u t y e a r ly each M arch o r A p r i l .
82
D is a d v a n ta g e s :
I .
I t e x c lu d e s m any p e o p le , th e e x a c t p e rc e n ta g e is n o t k n o w n ,
n o t r e s id in g w ith in th e Bozeman c it y lim its .
3.
C o u n ty T a x R olls
T h e C o u n ty A s s e s s o r was in te rv ie w e d f o r in fo rm a tio n c o n ­
c e rn in g C o u n ty ta x r o lls and v o te r r e g is tr a tio n .
A d v a n ta g e s :
1.
T h e lis t is a v a ila b le on loan fro m th e a s se sso r's o ffic e .
2.
In fo rm a tio n is co m piled once a y e a r in J a n u a ry .
3.
T h e re is a map fo rm a v a ila b le sh o w in g th e g e o g ra p h ic la y o u t
o f Bozeman w ith p r o p e r ty o w n e rs m a rk e d .
D is a d v a n ta g e s :
4.
1.
O n ly p r o p e r t y o w n e rs a re lis te d .
2.
A p a rtm e n t d w e lle rs a re e x c lu d e d .
V o te r R e g is tra tio n A d v a n ta g e s :
1.
Copies o f V o te r R e g is tra tio n a re a v a ila b le fr e e to th e p u b lic .
2.
T h e in fo rm a tio n is u p d a te d e v e r y tim e a n y e le c tio n is held
fro m A p r il to A u g u s t.
D is a d v a n ta g e s :
I .
O n ly peo ple who r e g is te r to v o te a re in c lu d e d .
83
2.
R e g is tra tio n b o o k le ts f o r each d i s t r ic t a re u n o rg a n iz e d m a kin g
i t d i f f ic u l t to f in d d e s ire d d is t r ic t s .
5.
Bozeman D a ily C h ro n ic le
T h e c ir c u la tio n m anager was co n ta c te d a b o u t th e Bozeman
C h ro n ic le s u b s c r ip tio n lis t . T h e lis t o f s u b s c rib e rs is n o t a v a ila b le to
th e p u b lic .
6.
M ontana Pow er L is t
A n em ployee o f th e b u s in e s s o ffic e a t th e Bozem an, M ontana
o ffic e f o r M ontana Pow er was c o n ta c te d a b o u t th e lis t o f Bozeman
u s e rs .
7.
T h e lis t o f e le c tric a l cu sto m e rs is n o t a v a ila b le to th e p u b lic .
C o m p u te r C o m p ila tio n o f L is ts
T h e p o s s ib ility o f c o m b in in g lis ts to b u ild th e m ost com plete
lis t o f names f o r a p o p u la tio n r e g is t r y was e x p lo re d a t th e c o m p u te r
c e n te r a t M ontana S ta te U n iv e r s ity .
D e v e lo p in g a s u b s e t o f a n y f ile in v o lv e s s e v e ra l d a ys o f
w r it in g a p ro g ra m .
T h e com plete lis t o f names fro m all lis ts w o uld be
e n te re d in to a f ile in th e c o m p u te r.
U sin g 2 0 ,OQO names, as an e xam ple,
i t w o u ld c o s t a p p ro x im a te ly $350 to p u t th e names in to th e c o m p u te r
f ile .
I t w o u ld r e q u ir e 10,000 c a rd s , w h ic h co u ld be ty p e d a t a b o u t
200 p e r h o u r a t a ra te o f $7 p e r h o u r.
I f th e com piled p o p u la tio n r e g is t r y w e re o n ly used once th is
c o u ld be c o n s id e re d a tim e co n su m in g and e x p e n s iv e p r o je c t com pared
84
to th e o th e r a v a ila b le r e g is tr ie s .
H o w e v e r, i f th e r e g is t r y w e re
s e v e ra l tim es o v e r th e y e a r th e c o s t and tim e w o u ld be n e g lig ib le . A
c o m p u te r r e g is t r y w o u ld th e n a llow th e s u r v e y e r th e . m ost com plete
lis tin g o f co m m u n ity m em bers p o s s ib le .
Such, a lis t w o u ld c u t down
c o n s id e ra b ly on th e p o s s ib ility o f a biased s u r v e y .
A f t e r c o n s id e ra tio n o f th e p re c e d in g in fo rm a tio n , f o u r p o p u la ­
tio n r e g is tr ie s w e re sele cte d to te s t in th e Bozeman a re a .
peo ple w e re selecte d fro m each o f th e r e g is tr ie s .
T h ir ty - fiv e
T h is in c lu d e d :
I)
te le p h o n e d ir e c t o r y , 2 ) ta x r o lls , 3 ) v o te r r e g is t r a tio n , and 4 ) c it y
d ir e c t o r y .
T h e ta b le s below sum m arize th e re s u lts o f u s in g each o f th e
f o u r id e n tifie d p o p u la tio n r e g is tr ie s .
85
T a b le 2
Sample P o p u la tio n R e g is trie s
C o st
Sample
Size
Tim e to
id e n t if y
Samples
T e le p h o n e D ir e c to r y
No c o st
N = 35
35 min
a lp h a b e tiz e d , easy
to read and u n d e r ­
s ta n d
C ity D ir e c to r y
No c o st
N = 35
30 min
a lp h a b e tiz e d , easy
to read and u n d e r ­
s ta n d
T a x R olls
No c o s t
N = 35
I hour
d iv id e d b y c o u n ty
d is t r ic t , c o n fu s in g
to locate d e s ire d
d is t r ic t s
V o te r R e g is tra tio n
No c p s t
N =35
I hour
s e p a ra te bbok f o r
each d is t r ic t , each
b oo k a lp h a b e tiz e d ,
tim e con su m in g b u t
c le a r
R e g is try
Comments
T a b le 3 illu s tr a te s th e n u m b e r and p e rc e n ta g e o f m ailed o u t
r e tu r n s fro m each o f th e f o u r id e n tifie d p o p u la tio n r e g is tr ie s .
CEPI ( m o d .) in s tr u m e n t was used f o r all f o u r r e g is t r y m a ilo u ts .
The
86
T a b le 3
N u m be r o f R e tu rn s fro m Each P o p u la tio n R e g is try
No.
sent
R e g is try
T e le p h o n e D ir e c to r y
C ity D ir e c to r y
T a x R olls
V o te r R e g is tra tio n
35 .
35
35
35
No. r e tu r n s
on 1 s t & Z n d P e rc e n ta g e
m a ilo u t
r e tu r n s
28
25
27
18
P e rce n ta g e o f
r e tu r n to s e n d e r
& in c o r r e c t a d d .
80
6
14
71
77
none
29
51
A v e ra g e = 69.88
D iscu ssio n
A ll o f th e p o p u la tio n r e g is tr ie s w e re a v a ila b le fr e e to th e
p u b lic .
T h e te le p h o n e and c it y d ire c to r ie s w e re th e m ost re a d ily
a s s e s s ib le , and e a s ie s t to u n d e rs ta n d .
T a x ro lls and v o te r r e g is t r a ­
tio n w e re o rg a n iz e d b y c o u n ty d is t r ic t s , m a kin g i t tim e -c o n s u m in g to
locate d e s ire d d is t r ic t s .
T h e te le p h o n e d ir e c t o r y and ta x ro lls r e ­
ce iv e d th e h ig h e s t ra te o f com pleted r e tu r n s and th e lo w e st ra te o f
u n d e liv e ra b le a d d re s s e s .
C ity d ir e c t o r y and v o te r r e g is tr a tio n r e ­
ce ive d th e lo w e st r e tu r n s and h ig h e s t ra te o f u n d e liv e ra b le a d d re s s e s .
No one p o p u la tio n r e g is t r y co u ld be c o n s id e re d th e o v e ra ll
b e s t lis t to u se.
Each lis t was made f o r a s p e c ific p u rp o s e o th e r
th a n as a com plete p o p u la tio n r e g is t r y o f th e c o m m u n ity .
C o m bining
all lis ts to g e th e r to o b ta in th e m ost com plete lis tin g p o s s ib le w o uld
e n ta il c o n s id e ra b le tim e and e xp e n se and th e s e rv ic e s o f a c o m p u te r.
87
I t is s u g g e s te d h e re t h a t th e s u r v e y o r c o n s id e r th e o r ig in a l p u rp o s e
o f each lis t , fro m th is d e c id e i f th e p o p u la tio n e x c lu d e d fro m a n y o f
th e lis ts w o u ld s ig n if ic a n tly damage th e re s u lts o f th e s tu d y .
F u r th e r
h a rro w th e s e le c tio n p ro ce ss b y ta k in g in to c o n s id e ra tio n th e p o s s ib le
n u m b e r o f w ro n g a d d re sse s and r e tu r n ra te s one m ig h t e n c o u n te r in
each o f th e lis ts .
T h e n a ch o ice o f p o p u la tio n r e g is tr ie s can be made
t h a t r e fle c ts th e d e c is io n m a kin g o f th e in itia to r s in th e co m m u n ity
u n d e r c o n s id e r a tio n .
S e le ctio n o f a T e s t In s tru m e n t
T h re e t e s t in s tru m e n ts w e re chosen to be in c lu d e d in th is
s tu d y .
1.
T h e in s tru m e n ts chosen w e re :
V ir g in ia C o m m u n ity E d u ca tio n A sse ssm en t In s tru m e n t (D e c k e r
and G icone )
2.
A C o m m u n ity A sse ssm en t o f P u b lic School F u n c tio n s (R e id )
3.
C o m m u n ity E d u ca tio n P h ilo s o p h y A sse ssm en t (M o d ifie d b y
M a n le y )
M u tu a lly e x c lu s iv e sam ple p o p u la tio n s o f N = 35 w e re id e n t i­
fie d f o r each s u r v e y .
A ll th re e sam ples w e re chosen fro m people
r e s id in g in th e Bozeman School D is t r ic t .
T h e o r ig in and b a c k g ro u n d
d a ta on each o f th e q u e s tio n n a ire s has been re v ie w e d in C h a p te r I I I .
Each q u e s tio n n a ire has been a p p ro v e d b y le a d e rs in th e fie ld o f com­
m u n ity e d u c a tio n and have been used s u c c e s s fu lly in a ttitu d e ,studies
88
in o th e r g e o g ra p h ic areas o f th e U n ite d S ta te s .
Each o f th e q u e s tio n ­
n a ire s w e re g iv e n equal c o n s id e ra tio n in t h e ir p re p a ra tio n and m a ilo u t
in to th e c o m m u n ity .
T h e n u m b e r and p e rc e n ta g e o f peo ple re s p o n d in g
to each o f th e th re e in s tru m e n ts was id e n tifie d in T a b le 4.
T a b le 4
N u m b e r o f R e tu rn s fro m Each A t t it u d e In s tru m e n t
(o n e m a ilo u t)
In s tru m e n t
N um ber
sent
No. R e tu rn e d
( 1 s t m ail)
P e rce n ta g e
r e tu rn e d
V ir g in ia C o m m u n ity
E d u ca tio n In s tru m e n t
35
14
40
C o m m u n ity A sse ssm en t
o f School F u n c tio n s
35
13
37
C o m m u n ity E d u ca tio n
P h ilo s o p h y (M o d ifie d )
35
18
51
D iscu ssio n
T h e re s u lts show ed th e h ig h e s t n u m b e r o f r e tu r n s fro m th e
C o m m u n ity E d u ca tio n P h ilo s o p h y In s tr u m e n t ( M o d ifie d ).
T h e V ir g in ia
s u r v e y had th e second h ig h e s t r e tu r n ra te w ith th e C o m m u n ity Assess
m e n t in s tr u m e n t re c e iv in g th e fe w e s t r e tu r n s .
A s tro n g r e tu r n ra te is one o f th e keys to a s u c c e s s fu l s u r ­
vey.
A ll o f th e in s tru m e n ts have been u tiliz e d in o th e r areas and a re
c o n s id e re d v a lid , re lia b le te s ts .
C o m m u n ity e d u c a tio n in itia to r s can
89
s tu d y th e in s tru m e n ts f o r s im ila r ity in c o n te n t and f o r p a r tic u la r
q u e s tio n s t h a t may o r m ay n o t spea k to t h e ir p a r tic u la r c o m m u n ity .
From t h is , c o n s id e ra tio n o f th e r e tu r n ra te s re c e iv e d in th e Bozeman
co m m u n ity may h e lp in th e fin a l d e cisio n to s e le ct an a p p ro p ria te
in s tr u m e n t.
M ethod o f C o lle c tin g Data
T h e fie ld te s t em ployed th re e m ethods o f da ta c o lle c tio n :
I)
m ailed q u e s tio n n a ire , 2 ) s tr u c tu r e d p e rso n a l in te r v ie w , and 3 ) te le ­
phone in te r v ie w .
T h e in s tr u m e n t u tiliz e d f o r all m eth ods was th e
C o m m u n ity E d u ca tio n P h ilo s o p h y In s tru m e n t (M o d ifie d b y M a n le y ).
A ll m ethods had an id e n tic a l sam ple size o f 35.
T o c o m p a ra tiv e ly
assess th e th re e m e th o d s , t h is se c tio n was d e ve lo p e d b y d is c u s s in g
t h e ir re sp o n se e ffe c tiv e n e s s , c o s t, and tim e e x p e n d itu r e .
T a b le 5 p re s e n ts th e re sp o n se e ffe c tiv e n e s s da ta b y n o tin g
c o n ta c t and com pleted re sp o n se p e rc e n ta g e s .
A d d itio n a lly , th e r e are
d ata to show th e to ta l n u m b e r o f tim es each in te r v ie w e r a tte m p te d to
make a te le p h o n e o r m ailed c o n ta c t f o r each m eth od.
90
T a b le 5
Response E ffe c tiv e n e s s f o r T h re e M ethods
o f C o lle c tin g Data
M ethod
N
M ailed
35
33
In te rv ie w
35
31
T e le p h o n e
35
32
C o n ta cte d
.
U sable
R e tu rn s
P e rce n ta g e
A tte m p ts to C o n ta c t
( I n c h 2nd mail and
com pleted
fro m N = 35 to ta l pho ne a tte m p ts )
28
80
24
68.6
108
26
74 .3
124
52
T h e d a ta o f T a b le 6 p re s e n t th e c o s t fa c to rs f o r th e m e th o d o lo g ie s . O n ly d ir e c t co sts such as gas and p ostage w e re c o n s id e re d .
P e rson nel c o s ts , te le p h o n e co sts and m a te ria ls and s u p p lie s w ere
o m itte d .
O n ly local c a lls w e re made.
R u ra l areas m ig h t need to c o n -
s id e r co sts o f lo ng d is ta n c e c a lls .
T able 6
C o st f o r T h re e M ethods o f C o lle c tin g Data
M ethod
Postage
M ailed
$22.36
In te rv ie w
T e le p h o n e
M ileage a t
$. 1 5 /m ile
---$ 5.4 0
—
f
--- -
T o ta l
A v e ra g e c o st
p e r com ple tion
$22.36
$ .80
5.4 0
.23
~
~
.00
91
T h e tim e e xp e n d e d f o r each m e th o d o lo g y e x c lu d e s p re p a ra tio n
o f th e in s tr u m e n t.
was r e p o r te d .
A n a v e ra g e tim e s p e n t p e r com pleted in s tru m e n t
T he se da ta have been p re s e n te d in T a b le 7.
T a b le 7
Tim e E xp ande d f o r T h re e M ethods o f C d lle c tin g Data
M ethod
M ailed
A v e ra g e tim e
p e r c o m p le tio n
T o ta l
2 h rs .
3 .5 m in .
In te rv ie w
16 h o u rs , 30 m in .
T elephone
6 h r s . , 45 m in .
41 .5 m in .
18 m in .
O th e r da ta o f in te r e s t in c lu d e th e v a rio u s o c c u rre n c e s w ith in
each o f th e th r e e m ethods w h ic h a ffe c te d re s p e c tiv e in s tr u m e n t com­
p le tio n p e rc e n ta g e s .
T h e m ailed in s tr u m e n t m ethod re s u lte d in tw o
in s tru m e n ts b e in g r e tu rn e d as " u n d e liv e r a b le . 11 T h u s , o f 33 c o n ta c ts ,
28 com pleted th e in s tr u m e n t,
in th e p e rs o n a l in te r v ie w m e th o d o lo g y
th e n o n -c o m p le tio n s w e re c a te g o riz e d as fo llo w s :
5 - re je c tio n s
2 - in c o r r e c t n u m b e rs (n u m b e r re a s s ig n e d /p e rs o n m oved)
2 - u n re a c h a b le in 10 te le p h o n e a tte m p ts
I - te le p h o n e d is c o n n e c te d
I - a p p o in tm e n t m ade, th e n ca n ce lle d
92
O f th e 30 s u c c e s s fu l c o n ta c ts made f o r p e rso n a l in te r v ie w , 80 p e rc e n t
com ple te d th e in s tr u m e n t.
T h e te le p h o n e m e th o d o lo g y n o n -c o m p le tio n s w e re c a te g o riz e d
as fo llo w s :
3 - re je c tio n s
2 - in c o r r e c t n u m b e rs
2 - u n re a c h a b le in 20 te le p h o n e a tte m p ts
I - te le p h o n e d is c o n n e c te d
I - p r e v io u s ly re c e iv e d in s tr u m e n t b y mail (te a c h e r )
Some d iffe re n c e s w e re fo u n d betw een g e n e ra l school s u rv e y
re s e a rc h done on th e to p ic o f da ta c o lle c tio n m e th o d s, and th e fie ld
te s t o f th e C o m m u n ity E d u ca tio n A t t it u d e A sse ssm en t s u r v e y com­
p le te d in Bozem an, M ontana.
P re v io u s s u r v e y re s e a rc h in d ic a te d t h a t th e s u r v e y o r could
e x p e c t th e m ailed s u r v e y to ta k e th e le a st am ount o f tim e , c o s t th e
le a s t and g e t th e sm a lle st r e t u r n .
T h e te le p h o n e s u r v e y co u ld be
e x p e c te d to c o s t m ore th a n m a ile d , b u t less th a n p e rs o n a l in te r v ie w s ,
ta k e m ore tim e th a n m ailed b u t less th a n p e rs o n a l, and g e t m ore r e ­
t u r n s th a n th e m a ile d , b u t less th a n p e rs o n a l in te r v ie w s .
In th e fie ld te s t a d m in is te re d in Bozem an, i t was fo u n d th a t
th e m ailed s u r v e y to o k th e le a st am ount o f tim e , c o s t th e m ost, and
re c e iv e d th e h ig h e s t n u m b e r o f r e tu r n s .
T h e te le p h o n e m ethod was
th e le a st e x p e n s iv e o f th e th re e m e th o d s , c o s tin g n e ith e r po sta g e n o r
93
m ile age.
I t to o k m ore tim e th a n th e m ailed s u r v e y and less tim e th a n
th e in te r v ie w m e th o d .
I t re c e iv e d a m edium n u m b e r o f r e tu r n s (m o re
th a n p e rs o n a l in te r v ie w and less th a n m a ile d ).
m ethod c o s t less th a n m a ilin g .
T h e p e rs o n a l in te r v ie w
T h e b a sic c o st came fro m th e t r a n s ­
p o rta tio n to and fro m th e in te r v ie w .
T h is m ethod to o k th e m ost tim e ,
in c lu d in g tim e f o r th e in te r v ie w e r to g e t to th e in te rv ie w e e 's home
and a c tu a l in te r v ie w tim e , b u t re c e iv e d th e fe w e s t n u m b e r o f r e tu r n s .
T h e b ig g e s t d iffe r e n c e in c o m p a rin g p re v io u s re s e a rc h and th e fie ld
te s t re s e a rc h was in th e c o s t o f te le p h o n e and p e rso n a l in te r v ie w s .
In
Bozem an, all p e rso n a l in te r v ie w e r s and te le p h o n e in te r v ie w e r s w e re
v o lu n te e r s .
T h e se v o lu n te e rs w e n t th r o u g h a t r a in in g session a t
M ontana S ta te U n iv e r s ity .
I f th e s e peo ple w e re paid even a m inimum
wage f o r all o f th e tim e s p e n t on t h e ir p e rso n a l in te r v ie w s and on
t h e ir te le p h o n e in te r v ie w s , th e n th e s e tw o m ethods w o u ld become, in
f a c t , th e m ost e x p e n s iv e in te rm s o f b o th tim e and c o s t.
In te rm s o f th e n u m b e r o f com ple te d s u r v e y s , i t appeared
th a 't th e b ig g e s t p ro b le m s f o r th e p e rs o n a l in te r v ie w and th e te le p h o n e
in te r v ie w was in a c tu a lly b e in g able to reach th e sele cte d sam ple.
If
th e sam ple w e re n o t a s p e c ific p e rs o n g a in e d th ro u g h a c a r e fu lly
o rg a n iz e d random sam ple s e le c tio n o f th e c o m m u n ity , b u t r a th e r
a n yo ne t h a t co u ld be reache d in th e te le p h o n e b o o k , th e n a h ig h
n u m b e r o f r e tu r n s co u ld be a cco u n te d f o r .
T h e low n u m b e r o f r e tu r n s
was due m ore to th e p ro b le m o f in c o r r e c t n u m b e rs o r u n re a c h a b le o r
94
d is c o n n e c te d te le p h o n e s , th a n to a n y th in g else.
T h e re w e re also
o u t r ig h t re je c tio n s g iv e n to s u r v e y o r s in b o th th e p e rs o n a l in te r v ie w
and te le p h o n e in te r v ie w c a te g o rie s . O u t r ig h t re je c tio n s in th e m ailed
c a te g o ry w o u ld be c o n s id e re d th o s e w h ic h w e re n o t m ailed b a ck a fte r
th e second m a ilo u t.
W ith th e s e d iffe re n c e s in m in d , i t is e v id e n t t h a t th e s u r v e y o r
in each c o m m u n ity p la n n in g to do a c o m m u n ity e d u c a tio n a ttitu d e
s u r v e y w o u ld have to lo ok c a r e fu lly a t w h e th e r o r n o t th e y w ere able
to p r o v id e tra in e d v o lu n te e rs to c o n d u c t p e rso n a l and te le p h o n e
s u r v e y s , and to ta k e a lo ok a t th e ty p e o f s u r v e y th e y p la n n e d to
send o u t.
T h e p re v io u s re s e a rc h r e fe r r e d to s u rv e y s in g e n e ra l n o t
a s u r v e y s p e c ific a lly f o r c o m m u n ity e d u c a tio n .
I t a p p e a re d th a t once
a co m m u n ity p e rso n re c e iv e d an in s tr u m e n t and was able to see th e
co m m u n ity e d u c a tio n s u r v e y th e y w e re la rg e ly fa v o ra b le to w a rd
a n s w e rin g i t .
In an in te r v ie w and te le p h o n e m e th o d , th e re s p o n d e n t
d id have a chance to lo ok o v e r th e in s tr u m e n t b e fo re m a kin g th e
d e c is io n to e ith e r a c c e p t o r re je c t it .
P e rha ps th e n a tu re and c o n te n t
o f th e s u r v e y on co m m u n ity e d u c a tio n was a c o n s id e rin g fa c to r in
p e rs u a d in g people to w a n t to a n s w e r.
R e sp o n d e n ts w e re able to
c o n tr ib u te t h e ir fe e lin g s to w a rd an area th a t co u ld have a f u t u r e
e ffe c t on th e m se lve s in th e o v e ra ll p ro ce ss o f c o m m u n ity c h a n g e .
95
T able .8
Success o f Data C o lle c tin g M ethods Id e n tifie d
fro m O th e r School S u rv e y R esearch and
th e C o m m u n ity E d u ca tio n F ield T e s t
M ailed
T e le p h o n e
P ersonal
I n te rv ie w
C o st
School S u rv e y
O th e r R esearch
Least
C o m m u n ity Ed S u rv e y
M ost
Bozeman F ield T e s t
Medium
M ost
Least
M edium
Tim e
School S u rv e y
O th e r R esearch
Lea st
M edium
M ost
C o m m u n ity Ed S u rv e y
Bozeman F ield T e s t
Least
Medium
M ost
R e tu rn s
School S u rv e y
O th e r R esearch
Least
C o m m u n ity Ed S u rv e y
M ost
Bozeman F ie ld T e s t
Medium
M ost
M edium
Lea st
T h re e da ta c o lle c tin g m ethods ha ve been d e s c rib e d in th is
s tu d y .
H o w e v e r, o th e r m ethods a re also p o s s ib le .
I n itia to r s co uld
also c o n s id e r such m ethods as th e p u b lic m e e tin g , o r d ro p p in g o f f an
96
in s tru m e n t a t th e re s p o n d e n t's d o o r and p ic k i t up a f te r th e r e ­
s p o n d e n t has had tim e to com plete it .
P o p u la tio n D e m og ra phics
T h e d e m o g ra p h ic s sele cte d f o r c o n s id e ra tio n in th is s tu d y r e ­
fle c te d th e d a ta needs o f th e Bozeman P u b lic School D is t r ic t .
T h e d e m o g ra p h ic q u e s tio n s in c lu d e d in th is s tu d y w e re d e ­
s ig n e d to re c o g n iz e p o s s ib le a ttitu d e d iffe re n c e s among d if f e r e n t
p o p u la tio n s o f th e co m m u n ity to w a rd a school based c o m m u n ity e d u ca ­
tio n p h iio s p h y .
T h e f i r s t q u e s tio n c o n s id e re d was w h e th e r th e r e was a d i f f e r ­
ence in th e a ttitu d e betw een men and women to w a rd th e p h ilo s o p h y o f
c o m m u n ity e d u c a tio n .
T h e second q u e s tio n c o n s id e re d in th e Bozeman s tu d y was
c o n c e rn e d w ith th e p o s s ib le d iffe re n c e s o f a ttitu d e people o f d iff e r e n t
ages m ig h t h o ld to w a rd th e c o n c e p t o f co m m u n ity e d u c a tio n .
T h e t h ir d q u e s tio n asked w h e th e r o r n o t th e re s p o n d e n t had
a n y c h ild r e n in sch o o l.
From t h is , th e s tu d y co u ld d e te rm in e i f
people w ho w e re a lre a d y re c e iv in g s e rv ic e s fro m th e school d is t r ic t
th r o u g h t h e ir c h ild r e n w e re m ore in c lin e d to s u p p o r t th e s e rv ic e s
id e n tifie d in th e s ix com ponents o f co m m u n ity e d u c a tio n .
T h e f o u r t h q u e s tio n a tte m p te d to fin d o u t i f th e r e was a
d iffe r e n c e in th e a ccep tan ce le vel o f th e com ponents o f co m m u n ity
e d u a tio n betw een th e school c o m m u n ity and th e c o m m u n ity -a t-la rg e .
97
None o f th e re s p o n d e n ts re fu s e d to a n sw e r a n y o f th e dem o­
g r a p h ic q u e s tio n s , o r in d ic a te d a n y s e n s itiv it y to th e c o n te n t o f th e
q u e s tio n s .
T re a tm e n t o f Data
C h a p te r V p ro v id e s a s ta tis tic a l a n a ly s is o f th e re s u lts o f th e
fie ld te s t a d m in is te re d in Bozem an, M o n ta n a .
was chosen to a n a lyze th e d a ta .
A n a ly s is o f v a ria n c e
T h is s ta tis tic a l to o l allow s th e r e ­
s e a rc h e r to exam ine th e d iffe r e n c e in p e rc e p tio n among each p roblem
g ro u p w ith re g a rd to th e c o m m u n ity e d u c a tio n p h ilo s o p h y .
A c c o rd in g to T u ckm a ri " A n a ly s is o f v a ria n c e can be used f o r
alm ost a n y n u m b e r o f in d e p e n d e n t v a ria b le s b u t is t y p ic a lly used f o r
tw o , th r e e , o r f o u r . 11
In th e co m m u n ity e d u c a tio n a ttitu d e d e s ig n
th e r e w e re f o u r sets o f in d e p e n d e n t v a ria b le s (1972: 2 3 6 ).
A ge
25
26
36
51
In d e p e n dent
v a ria b le
&
&
under
35
50
over
S ex
In d e p e n d e n t
V a ria b le
men
women
C h ild re n
In d e p e n d e n t
v a ria b le
C h ild re n e n ro lle d in school
No c h ild r e n e n ro lle d in school
98
C o m m u n ity
In d e p e n d e n t
v a ria b le
C o m m u n ity -a t-la rg e
School co m m u n ity
(te a c h e rs & a d m in is tra to r s )
T h e m o d e ra to r v a ria b le in all cases was th e s ix d if f e r e n t com­
m u n ity e d u c a tio n co m p o n e n ts.
T h e d e p e n d e n t v a ria b le b e in g s tu d ie d was a t t it u d e .
T h u s a t w o - fa c to r a n a ly s is o f v a ria n c e was used in th is s tu d y
to in d ic a te th e e ffe c t o f th e in d e p e n d e n t v a ria b le (a g e , s e x , c h ild r e n ,
c o m m u n ity ), th e e ffe c t o f th e m o d e ra to r v a ria b le ( s ix c o m p o n e n ts) and
th e e ffe c t o f b o th v a ria b le s in in te r a c tio n .
T h e F - te s t was a p p lie d to d e te rm in e w h e th e r a s ig n ific a n t
d iffe r e n c e O c c u rre d betw een th e m eans.
A n F - te s t, i f s ig n ific a n t, s im p ly says th a t a re la tio n e x is ts .
T h e re la tio n a l f a c t is in fe r r e d fro m th e s ig n ific a n t d iffe re n c e s
betw e en tw o , th re e o r m ore m eans. A s ta tis tic a l te s t lik e F says
in a r e la tiv e ly in d ir e c t w ay t h a t th e r e is o r is n o t a re la tio n
betw een th e in d e p e n d e n t v a ria b le ( o r v a r ia b le s ) and th e d e p e n ­
d e n t v a ria b le ( K e r lin g e r , 1964: 2 0 0 ).
T o d e te rm in e betw een w h a t s p e c ific g ro u p s th e d iffe re n c e
o c c u r r e d , th e D uncan te s t f o r m u ltip le com p a riso n s was e m plo yed.
S ta tis tic a l ta b le s w e re d e ve lo p e d w h ic h a llow q u ic k o v e rv ie w
o f r e s u lts .
From th e s e ta b le s a ttitu d e assessm ents w h ic h d e s c rib e th e
re a d in e s s le vel o f each o f th e f o u r id e n t if y in g p o p u la tio n g ro u p s can
be su m m a rized.
99
S um m ary
A p la n to assess th e a ttitu d e s o f a c o m m u n ity to w a rd th e
p h ilo s o p h y o f c o m m u n ity e d u c a tio n was d e ve lo p e d in th is s tu d y .
A
com bined p ro ce ss was em ployed w h ic h re v ie w e d p re v io u s re s e a rc h on
s u r v e y d e s ig n and im p le m e n ta tio n w ith a fie ld te s t o f th e f iv e phases
id e n tifie d in t h is s tu d y .
S elected a lte r n a tiv e m ethods w e re te s te d in
Bozem an, M ontana.
T h e fo llo w in g m ethods w e re in c lu d e d f o r c o n s id e r a tio n :
1.
S e le c tin g a P o p u la tio n - -A ll p o p u la tio n r e g is tr ie s w e re made f o r
a s p e c ific p u rp o s e o th e r th a n as a com plete lis t o f th e peo ple re s id in g
in BoZeman, M ontana.
A s th e c o m p ila tio n o f all lis ts to b u ild th e m ost
com plete r e g is t r y p o s s ib le was tim e co n su m in g and e x p e n s iv e , i t was
s u g g e s te d t h a t one lis t fro m th e f o u r be s e le c te d .
S tr e n g th s and
w eaknesses o f th e chosen lis t was c o n s id e re d f o r th e lim ita tio n s th e y
p u t on th e s u r v e y .
T h e C o u n ty te le p h o n e d ir e c t o r y and C o u n ty ta x
r o lls re c e iv e d th e h ig h e s t p e rc e n ta g e o f r e tu r n s .
2.
S e le ctio n o f a T e s t In s tr u m e n t— Am ong th e th re e in s tru m e n ts
id e n tifie d in th e s tu d y , th e one re c e iv in g th e m ost r e tu r n s was '
e n title d C o m m u n ity E d u ca tio n P h ilo s o p h y In s tru m e n t (M o d ifie d )
3.
M ethod o f C o lle c tin g D a ta --P re v io u s re s e a rc h a g re e s th a t
m ailed q u e s tio n n a ire s a re th e le a st e x p e n s iv e and le a st e ffe c tiv e
m ethod o f data g a th e r in g , w ith th e te le p h o n e n e x t and th e p e rson al
in te r v ie w b e in g th e m ost e x p e n s iv e and m ost e ffe c tiv e .
T h e Bozeman
100
s tu d y show ed th e co m m u n ity e d u c a tio n m ailed s u r v e y to be th e m ost
e x p e n s iv e and m ost e ffe c tiv e m ethod Of d ata g a th e r in g , w ith th e
p e rso n a l in te r v ie w s b e in g m edium in e xp e n se and o b ta in in g th e fe w e s t
r e tu r n s .
4.
P o p u la tio n D e m o g ra p h ic s — D e m og ra phics sele cte d in t h is s tu d y
re fle c te d th e p e rc e iv e d d iffe re n c e s in a ttitu d e t h a t m ig h t have been
e v id e n t in Bozem an.
No q u e s tio n n a ire s w e re r e tu rn e d w ith h a rs h
re m a rk s d ire c te d to w a rd th e d e m o g ra p h ic q u e s tio n s a s k e d .
Final
s e le c tio n o f q u e s tio n s to in c lu d e w e re based on th e d e m o g ra p h ic make
up o f th e c o m m u n ity u n d e r s tu d y .
5.
T re a tm e n t o f D a ta --T h e s ta tis tic em ployed in th e a n a ly s is o f
da ta in th is s tu d y was th e tw o -w a y a n a ly s is o f v a ria n c e .
was used to id e n t if y s ig n ific a n c e .
T h e F - te s t
T h e D uncan te s t was em ployed fo
f in d w hen th e s ig n ific a n t d iffe r e n c e o c c u r r e d .
)
How th e re s u lts o f th e s tu d y a re f in a lly p re s e n te d w ill depend
-
upon th e a u d ie n ce i t was d e sig n e d f o r .
I f co m m u n ity m em bers, school
*
b o a rd m em bers and o th e rs n o t g ro u n d e d in s ta tis tic a l re s e a rc h a re th e
1
p r im a r y re c e iv e rs o f th e in fo rm a tio n , th e n a d e s c r ip tiv e a n a ly s is o f
1
re s u lts needs to be p re p a re d w h ic h d e s c rib e s in easy to u n d e rs ta n d
1
te rm s th e re s u lts o f th e s tu d y .
1
s ta tis tic a l s ig n ific a n c e o f th e s tu d y , a s ta tis tic a l a n a ly s is sh o u ld be
1
p re s e n te d .
1
d e s c r ip tio n a n a ly s is f o r th e re a d e rs ' re v ie w .
i
I
F o r th o s e who a re in te re s te d in th e
T h e Bozeman te s t p re s e n te d b o th a s ta tis tic a l and b r ie f
Final d e c is io n s f o r th e
101
b e s t m ethod o f da ta tre a tm e n t, w ill de p e n d upon th e needs o f th e
co m m u n ity u n d e r s tu d y .
T h e m ethods id e n tifie d in t h is s tu d y allow s in it ia t o r s o f comm u n ity e d u c a tio n to d e s ig n an a p p ro p ria te s u r v e y f o r t h e ir commu­
n it y . T h e b a sic ste p s in v o lv e d have been p re s e n te d so in itia to r s can
s e le c t a d e s ig n to f i t t h e ir co m m u n ity needs and re s o u rc e s .
R esearch
fro m m any s o u rc e s , in c lu d in g a fie ld te s t o f th e plan has been com­
p le te d w h ic h s y n th e s iz e s a p p lic a b le m a te ria l in to an u sa b le g u id e
s p e c ific to th e to p ic o f co m m u n ity e d u c a tio n .
C h a p te r V
RESU LTS OF BOZEMAN FIELD T E S T
In tr o d u c tio n
T h e o b je c tiv e o f th e second p a r t o f t h is s tu d y was to com pare
th e a ttitu d e s o f s u r v e y re s p o n d e n ts to th e p h ilo s o p h y o f co m m u n ity
e d u c a tio n to see i f th e r e w e re d iffe re n c e s in a ttitu d e b e tw e e n :
1.
D iffe r e n t A g e G ro u p s
2.
Men and Women
3.
School C o m m u n ity and C o m m u n ity -a t-la rg e
4.
R e sp o n d e n ts who have c h ild r e n in school and
th o s e w ho do n o t
C o m p a riso n s w e re made betw een each o f th e above id e n tifie d
g ro u p s r e s id in g in th e Bozem an, M ontana P u b lic School D is t r ic t .
T he se co m p a riso n s w e re in te rm s o f:
1.
D iffe re n c e s betw een th e id e n tifie d s o u rc e g ro u p and th e to ta l
p h ilo s o p h y o f c o m m u n ity e d u c a tio n - - E x a m p le -- ( D iffe re n c e s betw een
men and women to w a rd th e to ta l p h ilo s o p h y o f c o m m u n ity e d u c a tio n ) .
2.
T h e com bined id e n tifie d s o u rc e g ro u p and t h e ir d iffe re n c e s in
a ttitu d e to w a rd each o f th e s ix com pon ents o f c o m m u n ity e d u ca tio n
--E x a m p le --(C o m b in e d p o p u la tio n o f b o th men and women to w a rd each
o f th e s ix co m m u n ity e d u c a tio n c o m p o n e n ts ).
103
3.
D iffe r e n c e s ' betw e en th e id e n tifie d s o u rc e g ro u p and each o f
t h e ir a ttitu d e s to w a rd each o f th e s ix c o m p o n e ts --E xam ple— ( D if f e r ­
ences betw een men and women to w a rd each o f th e s ix co m m u n ity
e d u c a tio n c o m p o n e n ts ).
T o c o lle c t th e d a ta re q u ire d f o r t h is s tu d y a random sam ple o f
th e p o p u la tio n o f th e Bozeman c o m m u n ity was d iv id e d in to e ig h t
d if f e r e n t g r o u p s .
Each g ro u p c o n s is te d o f 35 co m m u n ity m em bers.
T w o o f th e e ig h t g ro u p s w e re s e n t a lte r n a tiv e s u r v e y in s tru m e n ts
used o n ly in th e re s u lts o f th e f i r s t p a r t o f th is s tu d y .
T h is le ft s ix
g ro u p s o f 35 re c e iv in g th e C o m m u n ity E d u ca tio n P h ilo s o p h y
In s tr u m e n t.
F o u r o f th e s e g ro u p s re c e iv e d th e in s tru m e n t th r o u g h th e
m a il, one g ro u p was in te rv ie w e d b y te le p h o n e and one g ro u p th ro u g h
p e rs o n a l in te r v ie w s .
T h is made an N o f 6 x 35 = 210.
T o in cre a se
th e to ta l p o p u la tio n n e c e s s a ry to a d m in is te r a v a lid a ttitu d e s tu d y on
)
^
th e Bozeman c o m m u n ity , th e N was th e n in c re a s e d to m atch th e s u g -
^
g e ste d sam ple size c a lc u la te d t h r o u g h th e T u ckm a n (1972) fo rm u la .
)
T h e to ta l sam ple size re c e iv in g th e C o m m u n ity E d u ca tio n P h ilo s o p h y
In s tr u m e n t in th e Bozeman c o m m u n ity was 384. T h e goal se t f o r r e ­
t u r n s fro m th e c o m m u n ity -a t-la rg e was 70%.
For th e school co m m u n ity
c o n s is tin g Of 207 te a c h e rs p lu s 20 a d m in is tra to r s , th e goal f o r r e tu r n
I
I
I
i
I
was also se t a t 70%.
T h e fo llo w in g ta b le illu s tr a te s th e p e rc e n ta g e o f r e tu r n s :
-
/
104
T a b le 9
P e rc e n ta g e .o f R e tu rn s
N u m be r in
Sample
Num ber o f
R e tu rn s
P e rce n ta g e
o f R e tu rn s
C o m m u n ity -a t-la rg e
( f i r s t Sc second sam ple g r o u p )
384
275
71
School C o m m u n ity
T each ers
A d m in is tra to rs
207
20
145
27
69
85
T o m easure a ttitu d e s o f th e f o u r d if f e r e n t p o p u la tio n s d e s ­
c rib e d a b o ve , th e C o m m u n ity E d u ca tio n P h ilo s o p h y In s tru m e n t (M o d i­
f ie d ) was u se d .
T h is in s tr u m e n t c o n ta in s a se rie s o f 30 sta te m e n ts
re la te d to a p h ilo s o p h y o f co m m u n ity e d u c a tio n .
Each s ta te m e n t f it s
u n d e r one o f th e s ix com ponents o f a c o m m u n ity e d u c a tio n p ro g ra m .
Each com pon ent had fiv e sta te m e n ts w h ic h spoke to i t .
T h e s ix
com ponents in th is s tu d y w e re id e n tifie d b y M inzey (1974) as:
I) th e
tr a d itio n a l d a y school p ro g ra m ; 2 ) e x te n d e d use o f school f a c ilitie s ;
3 ) a d d itio n a l p ro g ra m s f o r school age c h ild r e n and y o u th ; 4 ) p ro g ra m s
f o r a d u lts ; 5 ) d e liv e r y and c o o rd in a tio n o f co m m u n ity s e rv ic e s ; a n d ,
6 ) co m m u n ity in v o lv e m e n t.
T h e C o m m u n ity E d u ca tio n P h ilo s o p h y In s tru m e n t (M o d ifie d )
re q u ire d t h a t th e re s p o n d e n t in d ic a te on a 5 - p o in t L ik e r t - t y p e scale
th e am oun t o f a g re e m e n t o r d is a g re e m e n t w ith th e s ta te m e n t.
scale used w as:
s t r o n g ly a g ree = 5; a g re e = 4; n e u tra l = 3;
The
105
d is a g re e = 2; and s tr o n g ly d is a g re e = I.
T h ro u g h th e a n a ly s is o f
v a ria n c e , th e le a st s q u a re s mean was c a lc u la te d t h a t to o k in to a c c o u n t
th e p o s s ib ility o f a re s p o n d e n t le a v in g some q u e s tio n s u n a n s w e re d .
R e s u lts a re illu s tr a te d in ta b le fo rm and sum m arized f o r each
h y p o th e s is .
A n a ly s is
T h e re sp o n se s to th e q u e s tio n n a ire s w e re re c o rd e d on a F o rtra n
C o d in g Form and re a d ie d f o r t r a n s f e r to k e y p u n c h c a rd s .
T h e use o f
thje c o m p u te r fa c ilitie s and e q u ip m e n t a t M ontana S ta te U n iv e r s ity
w e re s o lic ite d .
H y p o th e s is N u m be r One
T h e re is no d iffe r e n c e in a ttitu d e s ,among peo ple o f d iff e r e n t
age g ro u p s id e n tifie d as (25 & u n d e r ) , (26 - 3 5 ), (36 - 5 0 ), and (51
and o v e r ) , to w a rd th e s ix com ponents o f co m m u n ity e d u c a tio n . T hese
in c lu d e :
I)
K -12 tr a d itio n a l d a y school p ro g ra m s ; 2 ) e x te n d e d use
o f fa c ilit ie s ; 3 ) a d d itio n a l p ro g ra m s f o r sch o o l-a g e d c h ild r e n and
y o u th ; 5 ) d e liv e r y and c o o rd in a tio n o f s e rv ic e s ; 6 ) c o m m u n ity in v o lv e ­
m e n t.
S ince th e com puted F -v a lu e o f 2 8 .6 was h ig h e r th a n th e
c r itic a l V alue 3 .8 4 , th e n u ll h y p o th e s is o f no d iffe r e n c e in a ttitu d e
among d if f e r e n t age g ro u p s was re je c te d ( r e f e r to T a b le 1 0 ).
106
Table 10
L e a s t-S q u a re s Means and A n a ly s is o f V a ria n c e among F ou r
D iffe r e n t A g e G ro u p s to w a rd th e C o m m u n ity
E d u ca tio n P h ilo s o p h y
S o u rce
N
I
K-TZI
2
Fac
3
Y o u th
3.68
U n d e r 25
26-35
36-50
51- o v e r
19
52
111
93
4.2 2
4 .0 6
4.11
3.7 9
3.8 6
3.5 5
3.7 8
T o ta l
275
4 .0 4
A ge
Sub
A g e x S ub
R em ainder
3
5
15
1616
6
In v o lv e
3.37
3 .4 7
3.3 9
3 .1 7
3.8 0
3.4 5
3 .5 6
3.3 0
3.81
3.31
3.51
3.22
4 .1 2
3.81
3.91
3.7 3
3 .6 4
3.4 3
3.5 3
3.4 6
3 .8 9
D e gre es o f
Freedom
S o u rce
4
5
A d u lt S e rv ic e s
F -T e s t
S ig n ific a n c e
Level
28 . 6*
2.6 0
-2 6 .3 *
2.21
'
T o ta l
3.91
3.61
3.71
3.4 3
.05
.639
* = S ig n ific a n t d iffe r e n c e a t .05 le v e l.
T h e D uncan te s t f o r m u ltip le com p a riso n s was com puted to
f in d w h ic h age g ro u p s had s ta tis tic a lly s ig n ific a n t d if f e r e n t a ttitu d e s
to w a rd co m m u n ity e d u c a tio n ( r e f e r to T a b le 1 1 ).
107
Table 11
D u ncan T e s t f o r M u ltip le C o m parisons betw een
D iffe r e n t A g e G ro u p s
S o u rce G ro u p
Mean
(25 & u n d e r )
(2 6 -3 5 )
(3 6 -5 0 )
(51 - o v e r )
3.91
3.71
3.61
3.4 3
S ig n ific a n t
D iffe re n c e
B etw een
G ro u p s
A
B
C
D
S ig n ific a n t d iffe r e n c e a t .05 le v e l; s ig n ific a n t d iffe re n c e s
betw een com ponents a re in d ic a te d b y d is s im ila r le tte r s .
T h e m a trix o f s ig n ific a n t d iffe re n c e s betw een com ponents
illu s tr a te s th e fo llo w in g :
1.
Each o f th e f o u r age g ro u p s re s p o n d e d d if f e r e n t ly fro m each
o th e r to w a rd th e to ta l p h ilo s o p h y o f co m m u n ity e d u c a tio n .
2.
T h e y o u n g e s t id e n tifie d age g ro u p (25 & u n d e r ) re sp o n d e d
w ith h ig h e r a g re e m e n t to w a rd th e to ta l p h ilo s o p h y o f co m m u n ity e d u ­
c a tio n th a n a n y o f th e o th e r id e n tifie d age g ro u p s .
3.
T h e o ld e s t id e n tifie d age g ro u p (51 & o v e r ) re sp o n d e d th e
le a st p o s itiv e to w a rd th e to ta l p h ilo s o p h y o f c o m m u n ity e d u c a tio n .
4.
T h o u g h th e y o u n g e s t age g ro u p was m ore p o s itiv e th a n th e
o ld e s t age g r o u p , all o f th e f o u r id e n tifie d age g ro u p s had means in
th e p o s itiv e ra n g e , 3.91 b e in g th e h ig h e s t and 3 .43 th e lo w e s t.
The
means w o u ld ha ve had to ra n k below 2 .5 to be c o n s id e re d n e g a tiv e .
108
T h e com puted F -v a lu e o f 2 6 .3 f o r . each o f . th e s u b g ro u p s in
th e to ta l scores o f all age g ro u p s was g r e a te r th a n th e c r it ic a l v a lu e
o f 2 .2 1 . T h e re fo r e , d iffe re n c e s w e re fo u n d in th e to ta l p o p u la tio n
a ttitu d e to w a rd th e s ix d if f e r e n t com ponents ( r e f e r to T a b le 10).
T h e D u ncan te s t f o r m u ltip le c o m p a ris p n s . was com puted to
fin d w h ic h com ponents w e re c o n s id e re d s ig n ific a n tly d if f e r e n t s ta ­
t is t ic a lly b y th e id e n tifie d age g ro u p s .
T a b le 12
D uncan T e s t f o r M u ltip le C om pa risons on
S ix C om ponents b y A ge
Least
S q u a re s
Means
C om ponents
K -12 p ro g ra m
Comm. In v o lv e .
E x te n d . F a c.U se
A d u lt P rogram s
C o o rd . S e rv ic e s
Y o u th E n ric h .
I
6
2
4
5
3
4 .0 5
3.8 9
3 .6 4
3 .5 3
3 :4 6
3 .4 3
S ig n ific a n t D iffe re n c e s
betw een
C om ponents
A
B
C
D
D
D
S ig n ific a n t d iffe r e n c e a t .05 le v e l; s ig n ific a n t d iffe re n c e s
betw een com pon ents a re in d ic a te d b y d is s im ila r le tte r s .
T h e m a tr ix o f s ig n ific a n t d iffe re n c e s betw een com ponents
illu s tr a te s th e fo llo w in g :
I.
T h e h ig h e s t ra n k e d com pon ent o f c o m m u n ity e d u c a tio n was
id e n tifie d as in v o lv e m e n t in th e r e g u la r K -12 school p ro g ra m .
109
2.
T h e second m ost h ig h ly a ccep ted com ponent o f co m m u n ity
e d u c a tio n was th e a b ilit y to be in v o lv e d a nd to p a r tic ip a te in th e
school d e c is io n m a kin g p ro c e s s .
3.
E xte n d e d use o f fa c ilitie s re c e iv e d th e t h ir d m ost p o s itiv e
mean sco re fro m among th e s ix id e n tifie d com pon ents.
4.
T h e re .w e re no a ttitu d e d iffe re n c e s among th e lo w e st ra n k e d
com pon ents ( 4 , 5 and 3 ) id e n tifie d as a d d itio n a l p ro g ra m s f o r sch o o laged c h ild r e n and y o u th , d e liv e r y and c o o rd in a tio n o f s e rv ic e s , and
p ro g ra m s f o r a d u lts .
T h e com puted F -v a lu e o f .639 f o r in te ra c tio n betw een th e f o u r
id e n tifie d age g ro u p s to w a rd th e s ix id e n tifie d co m m u n ity e d u ca tio n
com ponents was less th a n th e c r it ic a l v a lu e o f 2 .2 1 .
T h e re fo r e , th e
n u ll h y p o th e s is o f no s ig n ific a n t d iffe r e h c e in th e a ttitu d e betw een
th e f o u r age g ro u p s to w a rd each o f th e s ix com ponents was n o t
re je c te d ( r e f e r to T a b le 10).
H y p o th e s is N u m be r T w o
T h e re is no d iffe r e n c e in a ttitu d e s betw een
men and Women to w a rd th e s ix com pon ents o f c o m m u n ity e d u c a tio n .
110
Table 13
L e a s t-S q u a re s Means and A n a ly s is o f V a ria n c e f o r
Men and Women to w a rd th e C o m m unity
E d u ca tio n P h ilo s o p h y
N
I
K -12
2
Fac.
3
Y o u th
Men
Women
112
170
3.91
4 .03
3 .56
3 .59
3 .2 9
3 .3 6
3 .3 9
3 .49
3 ,38
3 .38
3 .8 2
3 .8 4
T o ta l
282
3 .9 7
3 .58
3 .3 2
3 .4 4
3.38
3 .8 3
D egrees o f
Freedom
S o u rce
Sex
Sub
Sex x Sub
R em ainder
I
5
5
2680
4
5
A d u lts S e rv ic e s
F - te s t
2.767
4 0 .1 6 8 *
.320
6
In v o lv e . T o ta l
S ig n ific a n c e
level
3.56
3.6 2
O
cn
S o urce
3 .8 4
2.21
2.21
- ^ S ig n ific a n t a t .05 le v e l.
S ince th e co m p u te d F -v a lu e o f 2 .767 was less th a n th e c r itic a l
v a lu e o f 3 .8 4 , th e h u ll h y p o th e s is o f no d iffe re n c e in a ttitu d e s betw een
men and women to w a rd th e s ix com ponents o f c o m m u n ity e d u c a tio n was
n o t re je c te d ( r e f e r to T a b le 13).
H o w e v e r, th e com puted F -v a lu e o f 40.167 f o r each o f th e
s u b g ro u p s in th e to ta l sco re s o f b o th men and women was g re a te r
th a n th e c r itic a l v a lu e o f 2.21.
T h e re fo r e , d iffe re n c e s w e re fo u n d in
th e to ta l p o p u la tio n 's a ttitu d e to w a rd th e d if f e r e n t co m p o n e n ts.
Ill
T h e D uncan te s t f o r m u ltip le com p a riso n s was com puted to
f in d w h ic h com pon ents w e re re s p o n d e d to d if f e r e n t ly b y th e to ta l
p o p u la tio n o f men and women ( r e f e r to T a b le 14).
T a b le 14
D uncan T e s t f o r M u ltip le C om pa risons on
S ix C om ponents b y Sex
Lea st
S q u a re s
Means
C om ponents
K -12 P ro g .
Comm. In v o lv .
E x te n d . F a c. Use
A d u lt P ro g .
C o o rd . S e rv ic e s
Y o u th E n ric h .
I
6
2
4
5
3
3.9 7
3.8 3
3.5 8
3 .4 4
3.3 8
3.3 3
S ig n ific a n t D iffe re n c e s
betw een
C om ponents
A
B
C
D
D
D
S ig n ific a n t d iffe r e n c e a t .05 le v e l; s ig n ific a n t d iffe re n c e s
betw een com ponents a re in d ic a te d b y d is s im ila r le tte r s .
T h e m a tr ix o f d iffe re n c e s betw een com ponents illu s tr a te s th e
fo llo w in g :
1.
C o m m u n ity e d u c a tio n in v o lv e m e n t in th e r e g u la r K -1 2 p ro g ra m
re c e iv e d th e m ost p o s itiv e mean sco re fro m among th e s ix com ponents
id e n tifie d in th e C o m m u n ity E d u ca tio n P h ilo s o p h y In s tr u m e n t.
2.
C o m m u n ity p a r tic ip a tio n and in v o lv e m e n t in th e d e c is io n -m a k in g
p ro ce ss o f th e schools re c e iv e d th e second m ost p o s itiv e mean score
fro m among th e s ix id e n tifie d co m p o n e n ts.
I
112
3.
E xte n d e d use o f fa c ilitie s re c e iv e d th e t h ir d m ost p o s itiv e
mean sco re fro m among th e s ix id e n tifie d co m pon ents.
4.
B o th men and women ra te d all s ix com ponents p o s itiv e ly .
H o w e v e r, co m pon ent one ( r e g u la r d a y p r o g r a m ), re c e iv e d a h ig h e r
r a tin g th a n a ll o th e r s , w h ile co m pon ent 3 (a d d itio n a l p ro g ra m s f o r
s c h o o l-a g e d c h ild r e n and y o u t h ) , co m pon ent 5 ( d e liv e r y and c o o rd i­
n a tio n o f s e r v ic e s ) , and com pon ent 4 (p ro g ra m s f o r a d u lt s ) , re c e iv e d
th e lo w e st r a tin g s .
T h e com puted F -v a lu e o f .320 f o r in te ra c tio n betw een th e
a ttitu d e s o f men and women to w a rd th e s ix id e n tifie d c o m m u n ity e d u ­
ca tio n com ponents was less th a n th e c r itic a l v a lu e o f 2 .2 1 .
T h e re fo r e ,
th e n u ll h y p o th e s is o f no d iffe r e n c e in th e a ttitu d e betw e en men and
women to w a rd each o f th e s ix com ponents was n o t re je c te d ( r e f e r to
T a b le 13).
H y p o th e s is N u m be r T h re e
T h e re is no d iffe re n c e in a ttitu d e s
betw een th e c o m m u n ity -a t-la rg e and th e school co m m u n ity id e n tifie d as
te a c h e rs and a d m in is tra to rs ( r e f e r to T a b le 1 5 ).
113
Table 15
i
L e a s t-S q u a re s Means and A n a ly s is o f V a ria n c e betw een th e
C o m m u n ity -a t-L a rg e and th e School C o m m unity
(T e a c h e rs and A d m in is tr a to r s )
S o u rce
N
C o m m u n ity a t-L a rg e
271
A d m in is tr a to r s
17
T e a c h e rs
145
T o ta l
433
I
K -12
2
Fac.
3
Y o u th
. 3 .9 9
3 .5 9
3 .3 4
3 .4 6
3.38
3.83
3.60
3 .9 3
4 .0 7
3.5 2
3 .63
3 .2 7
3 .33
3 .40
3 .5 5
3 .48
3 .40
3.83
3.66
3.61
4 .0 0
3 .5 8
3.2 8
3 .4 7
3,42
- 3 .7 7
D egrees o f
Freedom
Pop
Sub
Pop x Sub
R em ainder
2
5
10
2580
F -te s t.
.245
17 . 665*
6
In v o lv e . T o ta l
3 .65
S ig n ific a n c e
level
LO
O
S o urce
4
5
A d u lts S e rv ic e s
3.0 0
2.21
1.122
^ S ig n ific a n t a t .05 le v e l.
S ince th e com puted F -v a lu e o f .245 was less th a n th e c r itic a l
v a lu e o f 3 .0 0 , th e n u ll h y p o th e s is o f no d iffe re n c e in a ttitu d e betw een
th e c o m m u n ity -a t-la rg e and th e school co m rriu nity was n o t re je c te d
( r e f e r to T a b le 1 5 ).
T h e com puted F -v a lu e o f 17.665 f o r each o f th e s u b g ro u p s in
th e to ta l scores among p o p u la tio n g ro u p s was g r e a te r th a n th e c r itic a l
114
v a lu e o f 2 .2 1 .
T h e re fo r e , th e h y p o th e s is o f no d iffe re n c e s in th e
to ta l p o p u la tio n s a ttitu d e to w a rd th e d if f e r e n t com ponents was re je c te d
( r e f e r to T a b le IS ).
T h e D uncan te s t f o r M u ltip le C o m pa risons was com puted to
f in d w h ic h com pon ents w e re c o n s id e re d d if f e r e n t ly b y th e id e n tifie d
c o m m u n ity g ro u p s .
T a b le 16
D uncan T e s t f o r M u ltip le C om pa risons on
P o p u la tio n G ro u p s to w a rd th e
S ix C om ponents
Least
S q u a re s
Means
C om ponents
K -1 2 P rogram
Comm. In v o lv e .
E x te n d . F a c.U se
A d u lt P ro g .
C o o rd . S e r v .
Y o u th E n ric h .
I
6
2
4
5
3
4 .0 0
3 .7 7
3.5 8
3.4 7
3 .4 2
3.2 8
S ig n ific a n t d iffe re n c e s
betw een
C om ponents
A
B C
D
D
E
S ig n ific a n t d iffe r e n c e a t .05 le v e l; s ig n ific a n t d iffe re n c e s
betw een com ponents a re in d ic a te d b y d is s im ila r le tte r s .
T h e m a tr ix o f d iffe re n c e s betw een com ponents illu s tr a te s th e
fo llo w in g :
I.
T h e h ig h e s t ra n k e d co m pon ent o f co m m u n ity e d u c a tio n was
id e n tifie d as in v o lv e m e n t in th e r e g u la r K -1 2 school p ro g ra m .
115
2.
T h e second m ost h ig h ly a ccep ted com ponent o f co m m u n ity
e d u c a tio n was th e in v o lv e m e n t and p a rtic p a tio n in th e school d e cisio n
m a kin g p ro c e s s ,
3.
E xte n d e d use o f fa c ilitie s re c e iv e d th e t h ir d m ost p o s itiv e
mean sco re fro m among th e s ix id e n tifie d co m pon ents.
4.
T h e co m pon ent id e n tifie d as a d d itio n a l p ro g ra m s f o r c h ild re n
and y o u th re c e iv e d a s ta tis tic a lly s ig n ific a n t lo w e r acce p ta n ce level
fro m th e o th e r f iv e com p o n e n ts.
T h e com puted F -v a lu e o f 1.122 on in te ra c tio n betw een th e
c o m m u n ity -a t-la rg e and th e school c o m m u n ity to w a rd th e s ix id e n tifie d
co m m u n ity e d u c a tio n com ponents was less th a n th e c r itic a l v a lu e o f
2.21.
T h e re fo r e , th e n u ll h y p o th e s is o f no d iffe re n c e in a t titu td e
betw een th e c o m m u n ity -a t-la rg e and th e school c o m m u n ity to w a rd each
o f th e s ix com ponents was n o t re je c te d ( r e f e r to T a b le 17).
H y p o th e s is N u m be r Foui— T h e re is no d iffe re n c e in a ttitu d e s b e ­
tw een re s p o n d e n ts w ith c h ild r e n in school and re s p o n d e n ts w ith no
c h ild r e n e n ro lle d in school to w a rd th e s ix com ponents o f co m m u n ity
e d u c a tio n .
116
T a b le 17
L e a s t-S q u a re s Means and A h a ly s is o f V a ria n c e betw een
R e sp o n d e n ts w ith C h ild re n E n ro lle d in School
and R e sp o n d e n ts w ith No C h ild re n
E n ro lle d in School
S o u rce
N
R e s p . w ith
C h ild re n
133
R esp.
w ith o u t
C h ild re n
142
T o ta l
275
I
K -12
2
Fac
3
Y o u th
4
5
A d u lts S e rv ic e s
6
In v o lv e . T o ta l
4 .1 2
3.7 2
3 .4 2
3.5 0
3 .4 4
3.8 6
3.8 9
3 .5 0
3.29
3 .4 4
3.3 6
3.83
4 .0 0
3.61
3 .3 6
3 .4 7
3.4 0
3 .8 4
S o u rce
D egrees o f
Freedom
R esp. w ith and
w ith o u t c h ild r e n
S ub
C h ild re n x Sub
R em ainder
I
5
5
1638
F - te s t
1 4 .6 7 8 *
43 . 651*
1.135
3 .67
3.5 5
S ig n ific a n c e
Level
.05
3 .8 4
2.21
2.21
* = S ig n ific a n t a t .05 le v e l.
S ince th e com puted F -v a lu e o f 14.678 was h ig h e r th a n th e
c r itic a l v a lu e 3 .8 4 , th e n u ll h y p o th e s is o f no d iffe r e n c e in a ttitu d e s
betw een re s p o n d e n ts w ith c h ild r e n in school and re s p o n d e n ts w ith o u t
c h ild r e n in school was re je c te d ( r e f e r to T a b le 17).
117
As th e r e w e re o n ly tw o g ro u p s i t was n o t n e c e s s a ry to com­
p u te th e D uncan te s t f o r M u ltip le c o m p a ris o n s .
(
T h e tw o g ro u p s (re s p o n d e n ts w ith c h ild r e n c u r r e n t ly e n ro lle d
in school and re s p o n d e n ts w ith no c h ild r e n c u r r e n t ly e n ro lle d in
s c h o o l) re s p o n d e d d if f e r e n t ly fro m each o th e r to w a rd th e p h ilo s o p h y
o f c o m m u n ity e d u c a tio n .
T h e re s p o n d e n ts w ith c h ild r e n c u r r e n t ly
e n ro lle d in school w e re m ore p o s itiv e to w a rd th e p h ilo s o p h y o f com­
m u n ity e d u c a tio n th d n re s p o n d e n ts w ith no c h ild r e n in sch o o l.
A n e g a tiv e mean w o u ld ha ve re q u ire d a mean o f less th a n
2 .5 . T h e lo w e st mean re c e iv e d fro m th is p o p u la tio n was 3 .5 5 .
T h e com puted F -v a lu e o f 43.651 f o r each o f th e s u b g ro u p s in
th e to ta l sco re s o f b o th re s p o n d e n ts w ith and w ith o u t c h ild r e n c u r ­
r e n t ly e n ro lle d in school was g r e a te r th a n th e c r itic a l v a lu e o f 2 .2 1 .
T h e r e fo r e , d iffe re n c e s w e re fo u n d in th e to ta l g ro u p a ttitu d e to w a rd
th e s ix d if f e r e n t com pon ents o f co m m u n ity e d u c a tio n ( r e f e r to T a b le
17).
T h e D uncan t e s t f o r M u ltip le C o m pa risons was com puted to
f in d w h e re th e s e d iffe re n c e s w e re ( r e f e r to T a b le 18).
I
I
I
i
I
I
I
118
T a b le 18
D uncan T e s t f o r M u ltip le C o m pa risons on R e sp o n d e n ts
W ith and W ith o u t C h ild re n E n ro lle d in
School T o w a rd S ix C om ponents o f
C o m m u n ity E d u ca tio n
Lea st
S q u a re s
Means
C om ponent
K -12 P ro g .
Comm. In v o lv e .
E x te n d . F a c .Use
A d u lt P ro g .
C o o rd . S e rv ic e s
Y o u th E n ric h .
I
6
2
4
5
3
4 .0 0
3 .8 4
3.61
3 .47
3 .4 0
3 .3 6
S ig n ific a n t D iffe re n c e
betw een
C om ponents
A.
B
C
D
D
D
S ig n ific a n t d iffe r e n c e a t .05 le v e l; s ig n ific a n t d iffe re n c e s betw een
com pon ents a re in d ic a te d b y d is s im ila r le tte r s .
T h e m a trix o f d iffe re n c e s betw een com ponents illu s tr a te d th e
fo llo w in g :
;
;
)
I .
T h e h ig h e s t re sp o n se to w a rd th e s ix com ponents o f co m m u n ity
e d u c a tio n was in v o lv e m e n t in th e r e g u la r K -12 school p ro g ra m .
2.
T h e second h ig h e s t re sp o n se r e fe r r e d to th e com pon ent o f
)
co m m u n ity e d u c a tio n id e n tifie d as in v o lv e m e n t and p a r tic ip a tio n in th e
)
school d e cisio n m a kin g p ro c e s s .
)
)
)
)
3.
E xte n d e d use o f fa c iltitie s re c e iv e d th e t h ir d
h ig h e s t mean
sco re fro m among th e s ix id e n tifie d com pon ents.
4.
T h e re was no d iffe r e n c e in re sp o n se to w a rd item s 4, 5, and
3— th e th re e lo w e st ra n k e d co m p o n e n ts.
C om ponents 4, 5 and 3 a re
)
)
I
)
---------------------------------- -----------------------------------------------------------------------------------------------------------------------------------
119
id e n tifie d as a d d itio n a l p ro g ra m s f o r s c h o o l-a g e d c h ild r e n and y o u th ,
d e liv e r y and c o o rd in a tio n o f s e rv ic e s / and p ro g ra m s f o r a d u lts .
T h e com puted F -v a lu e o f 1.135 f o r in te ra c tio n betw een re s p o n ­
d e n ts w ith c h ild r e n e n ro lle d in school and re s p o n d e n ts w ith no c h ild r e n
e n ro lle d in school to w a rd th e s ix id e n tifie d co m m u n ity e d u c a tio n com­
p o n e n ts was less th a n th e c r itic a l v a lu e o f 2.21.
T h e re fo re th e n u ll
h y p o th e s is o f no d iffe r e n c e in th e a ttitu d e betw een th e f o u r age
g ro u p s to w a rd each o f th e s ix com pon ents was n o t r e je c te d .
D iscu ssio n o f T o ta l P h ilo s o p h y
From th e s ta tis tic a l d iffe re n c e s c a lc u la te d in th e a n a ly s is o f
v a ria n c e te s t i t a p p e a rs t h a t a p e rs o n 's age, and w h e th e r o r n o t a
p e rs o n has c h ild r e n e n ro lle d in school a ffe c ts th e w a y he o r she r e ­
sp on ds to th e to ta l p h ilo s o p h y o f co m m u n ity e d u c a tio n .
T h e perso n
25 y e a rs o r y o u n g e r and th e p e rso n w ith c h ild re n c u r r e n t ly e n ro lle d
in school a p p e a rs to have a h ig h e r acce p ta n ce level to w a rd a school
d i s t r ic t s p o n so re d co m m u n ity e d u c a tio n p ro g ra m .
S ta tis tic a l e v id e n c e show ed t h a t men and women e q u a lly
fa v o re d th e c o m m u n ity e d u c a tio n p h ilo s o p h y .
B o th means w e re p o s i­
t iv e , b u t n o t s ta tis tic a lly s ig n if ic a n tly d if f e r e n t fro m one a n o th e r.
T h e c o m m u n ity -a t-la rg e and th e school c o m m u n ity also show ed no
d iffe r e n c e in re sp o n se to w a rd th e to ta l p h ilo s o p h y o f co m m u n ity
e d u c a tio n .
B o th means w e re p o s itiv e b u t w e re c o n s id e re d s ta tis tic a lly
equal t o one a n o th e r.
120
T h e re a d in e s s le vel o f each o f th e f o u r g ro u p s to w a rd th e
im p le m e n ta tio n o f a co m m u n ity e d u c a tio n p ro g ra m a p p e a re d to be on
th e p o s itiv e s id e .
T h e h ig h e s t mean f o r a ll g ro u p s (a g e , s e x , c o m m u n ity , and
c h ild r e n ) was fro m th e age g ro u p o f 25 and u n d e r ( 3 .9 1 ) .
The
lo w e st mean f o r all g ro u p s was fro m t h e age g ro u p o f 51 and o v e r
( 3 . 43) .
A g re e m e n t b y th e f o u r p o p u la tio n g ro u p s in t h e ir re spon se to
each o f th e s ix com ponents has been sum m arized b e lo w .
Lea st S q u a re s mean R a n k in g o f th e S ix C om ponents
R ank
C om ponent
T r a d itio n a l K -12 p rb g ra m
I
1st
C o m m u n ity In v o lv e m e n t
6
2nd
.2
3 rd
E xte n d e d Use o f F a c ilitie s
P rogram s f o r A d u lts
4
C o o rd in a tio n o f S e rv ic e s
5
A d d . p ro g ra m f o r c h ild r e n
3
— 4 th
and Y o u th
A ll f o u r p o p u la tio n s s e x , a g e , co m m u n ity and c h ild r e n , ra n k e d
th e s ix com ponents in th e same o r d e r o f im p o rta n c e .
T h e p o p u la tio n
o f age c o n s id e re d n u m b e r 3 to be s ta tis tic a lly lo w e r ra te d th a n all
121
o th e r s .
T h e o th e r p o p u la tio n g ro u p s ra te d te n e ts 4, 5 and 3 as
n o t s ta tis tic a lly d if f e r e n t fro m one a n o th e r.
D is c u s s io n o f th e S ix C om ponents
T h e s ix com ponents id e n tifie d in th e C o m m unity E d ucation
P h ilo s o p h y In s tru m e n t (m o d ifie d ) w e re com pared to th e f o u r in d e p e n ­
d e n t g ro u p s d e s c rib e d in th e s tu d y .
Each o f th e f o u r in d e p e n d e n t g ro u p s ga ve th e same r a n k in
o r d e r to each o f th e s ix co m p o n e n ts.
T h e tr a d itio n a l d a y tim e p r o ­
gram re c e iv e d th e h ig h e s t p o s itiv e mean b y all in d e p e n d e n t g ro u p s .
T h is co m pon ent is d e s c rib e d b y M in ze y as th e r e g u la r school p ro g ra m
o ffe re d b y all school d is t r ic t s .
school p ro g ra m .
g ra m ,
I t is also know n as th e K -12 o r d a y
I t is an in te g ra l p a r t o f a co m m u n ity e d u c a tio n p r o ­
T h ro u g h co m m u n ity e d u c a tio n th e r e g u la r school p ro g ra m
em phasizes c o m m u n ity in v o lv e m e n t and th e use o f th e co m m u n ity to
enh ance classroom te a c h in g .
T h e o v e ra ll h ig h a ccep tan ce level o f
co m m u n ity e d u c a tio n in th e r e g u la r school p ro g ra m b y all f o u r g r o u p s ,
s e x , a ge , co m m u n ity and c h ild r e n in d ic a te s th e s tro n g e s t re a d in e ss
le vel f o r co m m u n ity e d u c a tio n is th r o u g h t h is co m pon ent.
C o m m u n ity in v o lv e m e n t was also ra n k e d h ig h in o v e ra ll a g re e ­
m ent b y each o f th e f o u r in d e p e n d e n t g r o u p s .
S u rv e y p a r tic ip a n ts
show ed a p o s itiv e re sp o n se to q u e s tio n n a ire item s p ro p o s in g co m m u n ity
122
p a r tic ip a tio n in th e id e n tific a tio n and s o lv in g o f school p ro b le m s .
A ll
f o u r g ro u p s g a ve t h is co m pon ent second h ig h ra n k in g o u t o f s ix
com p o n e n ts.
E xte n d e d use o f fa c ilitie s was a g re e d upon b y a ll g ro u p s as
th e t h ir d
h ig h e s t ra n k e d com pon ent b u t o f th e s ix id e n tifie d com­
p o n e n ts .
A ll in d e p e n d e n t g ro u p s w e re in a g re e m e n t as to w h ic h com­
p o n e n ts w e re ra n k e d in th e to p o n e -h a lf o f th e s ix com pon ent scale.
No m a tte r how th e p o p u la tio n s w e re d is t r ib u t e d , w h e th e r b y s e x ,
age, c h ild r e n o r v e s te d in te r e s t, th e same com ponents w e re ra n k e d in
th e same w a y fro m m ost to le a st fa v o r a b le .
Such u n iv e rs a l a g re e m e n t
h e lp s th e c o m m u n ity e d u c a tio n in it ia t o r s e t h is o r h e r p r io r itie s in th e
d e v e lo p m e n t o f a co m m u n ity e d u c a tio n p la n .
No s ta tis tic a lly s ig n ific a n t d iffe re n c e s w e re fo u n d in c o m p a ri­
sons betw een th e in d e p e n d e n t g ro u p s and each o f th e s ix com p o n e n ts.
From t h is i t a p p e a rs t h a t men fe e l no d if f e r e n t ly to w a rd a n y o f th e
s ix com ponents th a n do women.
None o f th e f o u r age g ro u p s re sp o n d e d d if f e r e n t ly fro m each
o th e r to w a rd a n y o f th e s ix co m p o n e n ts.
B o th th e s c h o o l-c o m m u n ity
and th e c o m m u n ity -a t-la rg e a re d is p o s e d in th e same w ay to w a rd each
o f th e s ix co m p o n e n ts.
R e sp o n d e n ts w ith c h ild r e n and w ith o u t c h ild re n
in school re s p o n d e d in th e same m a n n e r to w a rd each o f th e s ix com­
m u n ity e d u c a tio n co m p o n e n ts.
I
)
)
123
A ll in d e p e n d e n t g ro u p s re s p o n d e d fa v o r a b ly to w a rd each o f
th e co m p o n e n ts.
From th e a n a ly s is o f s ta tis tic s i t a p p e a rs th a t th e
sam ple p o p u la tio n is la rg e ly in a g re e m e n t o v e r w h ic h com ponents o f a
co m m u n ity e d u c a tio n p ro g ra m a re vie w e d as m ost and lease p o s itiv e .
Such a g re e m e n t allow s c o m m u n ity e d u c a tio n in itia to r s to b u ild a p r o ­
gram t h a t w o u ld be la r g e ly
in a g re e m e n t w ith th e re sp o n se s o f all
g ro u p s s u rv e y e d in t h is s tu d y .
S um m ary
A g re e m e n t o f each o f th e f o u r id e n tifie d g ro u p s to w a rd th e
to ta l p h ilo s o p h y o f co m m u n ity e d u c a tio n is sum m arized, be lo w :
T h e y o u n g e s t age g ro u p id e n tifie d as 25 and u n d e r was
h ig h e r in a g re e m e n t w ith th e o v e ra ll p h ilo s o p h y o f c o m m u n ity e d u ­
c a tio n th a n a n y o f th e o th e r age g ro u p s .
T h e re was no d iffe r e n c e in a ttitu d e re sp o n se to w a rd th e
o v e ra ll p h ilo s o p h y o f c o m m u n ity e d u c a tio n betw een men and women.
T h e re was no d iffe r e n c e in a ttitu d e re sp o n se to w a rd th e
o v e ra ll p h ilo s o p h y o f c o m m u n ity e d u c a tio n betw een th e C o m m u n ity -a tla rg e and th e school c o m m u n ity .
T h e g ro u p id e n tifie d as re s p o n d e n ts w ith c h ild r e n in school
was h ig h e r in a g re e m e n t w ith th e o v e ra ll p h ilo s o p h y o f co m m u n ity
e d u c a tio n th a n th e g ro u p w ith o u t c h ild r e n e n ro lle d in sch o o l.
r
124
A ll in d e p e n d e n t g ro u p s re s p o n d e d fa v o r a b ly to w a rd each o f
th e co m p o n e n ts.
From th e a n a ly s is o f s ta tis tic s i t a p p e a re d t h a t th e
sam ple p o p u la tio n was la r g e ly in a g re e m e n t o v e r w h ic h com ponents o f
a co m m u n ity e d u c a tio n p ro g ra m w e re vie w e d as m ost and le a s t p o s itiv e .
Such a g re e m e n t allow s co m m u n ity e d u c a tio n in itia to r s to b u ild a p r o ­
gram t h a t w o u ld be la rg e ly in a g re e m e n t w ith th e re sp o n se o f all
g ro u p s s u rv e y e d in t h is s tu d y .
C h a p t e r Vl
SU M M AR Y, C O N C LU SIO N S A N D RECOMM ENDATIONS
I
In tr o d u c tio n
T h e p u rp o s e o f t h is c h a p te r was to d is c u s s th e re s u lts o f th e
d e v e lo p m e n t o f an a ttitu d e assessm ent p la n f o r co m m u n ity e d u c a tio n .
T h is p la n was d e sig n e d to assess a c o m m u n ity 's a ttitu d e s to w a rd th e
im p le m e n ta tio n o f a co m m u n ity e d u c a tio n p ro g ra m .
S e c o n d ly , th is
c h a p te r d is c u s s e d th e re s u lts o f a fie ld te s t o f th e a ttitu d e assess­
m ent s u r v e y a d m in is te re d in Bozem an, M ontana.
o rg a n iz e d as fo llo w s :
T h e c h a p te r was
F ir s t a re v ie w o f th e re s e a rc h p ro b le m and a
sum m a ry o f th e p ro c e d u re s le a d in g to th e co m p le tio n o f th e s tu d y
w e re d is c u s s e d ; se co n d , c o n c lu s io n s d ra w n fro m b o th th e d e ve lo p m e n t
o f th e p la n and fro m th e Bozeman fie ld te s t w e re e la b o ra te d u p o n ;
t h ir d ,
recom m en dation s f o r c o m m u n ity e d u c a to rs in te re s te d in th e
in it ia l stages o f co m m u n ity e d u c a tio n im p le m e n ta tio n w e re p re s e n te d .
S um m ary
T h e p ro b le m o f t h is s tu d y was to d e ve lo p a p la n to a s s is t
in it ia t o r s o f co m m u n ity e d u c a tio n in t h e ir in itia l assessm ent o f commu­
n it y a ttitu d e s to w a rd c o m m u n ity e d u c a tio n .
T h is plan in c lu d e d a lt e r ­
n a tiv e m ethods f o r id e n t if y in g c o m m u n ity a ttitu d e s to w a rd th e s ix
126
b a sic te n e ts o f co m m u n ity e d u c a tio n .
T Jn e ^a Ite rn a tive m ethods w e re
, te s te d in th e Bozeman School D is t r ic t . / \ n
a d d itio n , th e re s u lts o f th e
a ttitu d e assessm ent s u r v e y a d m in is te re d in th e Bozeman school d is t r ic t
w e re a n a ly z e d .
C o m m u n ity E d u ca tio n is a p ro ce ss o rie n te d p ro g ra m th a t has
been d e fin e d b y M in z e y to in c lu d e th e fo llo w in g s ix b a sic te n e ts :
I)
T r a d itio n a l d a y school p ro g ra m s ; 2 ) e x te n d e d use o f f a c ilit ie s ; 3 )
a d d itio n a l p ro g ra m s f o r s c h o o l-a g e d c h ild r e n and y o u th ; 4 ) p ro g ra m s
f o r a d u lts ; 5 ) c o o rd in a tio n o f s e rv ic e s ; 6 ) co m m u n ity in v o lv e m e n t.
C o m m u n ity e d u c a tio n b e lie v e s t h a t local re s o u rc e s can be used
to h e lp s o lve co m m u n ity p ro b le m s .
W ith th e schools b e in g one o f th e
la rg e s t a v a ila b le fa c ilitie s in e v e r y c o m m u n ity th e y s h o u ld be c e n tra l
to c o m m u n ity -w id e im p ro v e m e n t e f fo r t s .
A d o p tin g a c o m m u n ity e d u c a tio n p h ilo s o p h y im p lie s a s h if t in
,
th e a ttitu d e s o f th o s e w ith le a d e rs h ip r e s p o n s ib ilitie s w ith in a g iv e n
school d is t r ic t .
C o m m u n ity e d u c a tio n em phasizes th e im p o rta n c e o f an
in v o lv e d c o m m u n ity m e m b ersh ip in e d u c a tio n a l d e cisio n m a k in g . W here­
a s, tr a d itio n a l e d u c a tio n has been r e fe r r e d to as a system w h e re
th e r e is v e r y li t t le d ir e c t e f f o r t to jo in fo rc e s w ith .t h e home and th e
c o m m u n ity .
P la n n in g a co m m u n ity e d u c a tio n p ro g ra m im p lie s b y its v e r y
t i t l e an e ffe c t on th e w hole co m m u n ity m e m b e rsh ip .
P la n n in g p ro c e ­
127
d u re s need to be c a r e fu lly c o n s id e re d to b r in g chan ges o f maximum
acce p ta n ce b y th e co m m u n ity f o r th e b e n e fit o f th e c o m m u n ity .
School s u rv e y s p r o v id e a ch a n n e l o f in fo rm a tio n n e c e s s a ry to
d e v e lo p o r im p ro v e p ro g ra m s .
School s u rv e y s p r o v id e th e school
d is t r ic t w ith in fo rm a tio n a b o u t th e people to be a ffe c te d b y a school
re la te d c o n c e rn .
In t h is s tu d y a s u r v e y plan was d e ve lo p e d f o r a
s p e c ific p u rp o s e .
T h is s u r v e y p la n was d e s ig n e d as a co m m u n ity
e d u c a tio n a ttitu d e assessm ent o f th e c o m m u n ity to w a rd th e p h ilo s o p h y
o f c o m m u n ity e d u c a tio n .
F ive b a sic phases w e re in c lu d e d in th e p lan
S e le c tin g a P o p u la tio n
A lte r n a tiv e p o p u la tio n r e g is tr ie s w e re id e n tifie d th ro u g h a
p ro c e s s o f s tu d y in g p re v io u s re s e a rc h in th e area o f p o p u la tip n
s e le c tio n , in te r v ie w in g people in c h a rg e o f d if f e r e n t p o p u la tio n r e g is ­
t r ie s , and a d m in is te rin g a m a ilo u t s u r v e y u s in g f o u r d if f e r e n t p o p u ­
la tio n r e g is tr ie s .
In d iv id u a l com m u nitie s can s e le c t fro m among f o u r d iff e r e n t
p o p u la tio n r e g is tr ie s w h ic h w e re id e n tifie d in th is s tu d y .
c lu d e :
T h e y in ­
I ) te le p h o n e d ir e c t o r y ; 2 ) ta x r o lls ; 3 ) v o te r r e g is tr a tio n ; 4 )
c it y d ir e c t o r y ( P o lk ) .
No one r e g is t r y c a r rie d a com plete lis tin g o f
e v e ry o n e re s id in g in th e co m m u n ity and its close s u r r o u n d in g a re a .
Each d ir e c t o r y has its ow n p a r tic u la r s tr e n g th s and w eaknesse s.
A tte m p ts to com bine all r e g is tr ie s th r o u g h th e c o m p u te r c e n te r w o uld
be tim e c o n s u m in g , h o w e v e r i f s u c c e s s iv e s u rv e y s w e re to be m ailed
128
i t w o u ld be le a st e x p e n s iv e and m ost a c c u ra te .
In d iv id u a l com m unities
m ig h t b e s t be aw are o f th e s tre n g th s and w eakness o f each o f th e
r e g is tr ie s and p ic k th e one w h ic h c o v e rs th e m ost needs f o r t h e ir
r
id e n tifie d p u rp o s e .
S e le ctio n o f a T e s t In s tru m e n t
T h re e t e s t in s tru m e n ts w e re id e n tifie d as a lte r n a tiv e choices
f o r co m m u n ity in it ia t o r s to se le c t fro m .
T he se in c lu d e d :
I)
C o m m unity
E d u ca tio n P h ilo s o p h y In s tr u m e n t (m o d ifie d b y M a n le y ); 2 ) V ir g in ia
C o m m u n ity E d u ca tio n A sse ssm en t In s tru m e n t (D e c k e r & G ic o n e ); 3 ) A
C o m m u n ity A sse ssm e n t o f P u b lic School F u n c tio n s ( R e id ) .
Each o f th e s e in s tru m e n ts ha ve been em ployed in o th e r geo­
g r a p h ic areas o u ts id e o f M ontana.
In a d d itio n each was s e n t to a
selecte d sam ple p o p u la tio n r e s id in g in Bozem an, M ontana.
C o m m unity
in it ia t o r s can s e le c t th e in s tr u m e n t th e y fe e l w o u ld b e s t f i t t h e ir
needs b y s tu d y in g th e c o n te n t o f th e in s tru m e n ts th e m se lve s and c o n ­
s id e rin g th e r e tu r n ra te re c e iv e d in th e Bozeman S tu d y .
Data C o lle c tio n M ethods
T h re e d a ta c o lle c tio n m ethods c o n s id e re d in th is s tu d y in c lu d e d :
I ) m ailed q u e s tio n n a ire , 2 ) p e rso n a l in te r v ie w , 3 ) te le p h o n e in te r v ie w .
P re v io u s s u r v e y s tu d ie s in d ic a te d t h a t m ailed q u e s tio n n a ire s
w e re le a st e x p e n s iv e , le a s t tim e -c o n s u m in g and le a st e ffe c tiv e .
The
a ttitu d e assessm ent o f co m m u n ity e d u c a tio n in Bozem an, M ontana
fo u n d th e m ailed s u r v e y to be m ost e x p e n s iv e , le a st tim e c o n s u m in g ,
/
129
and m ost e ffe c tiv e fro m among th e th re e m ethods e m p lo ye d . C osts f o r
p e rs o n n e l, te le p h o n e ra te s , m a te ria ls and s u p p lie s w e re n o t in c lu d e d
in d ir e c t c o s ts .
P o p u la tio n D e m o g ra p h ics
D e m o g ra p h ics s h o u ld be sele cte d a c c o rd in g to th e p e rc e iv e d
needs o f th e co m m u n ity in itia to r s and t h e ir p o s s ib le s e n s itiv it y to th e
re s p o n d e n ts .
in c lu d e d :
P o p u la tio n d e m o g ra p h ics used in th e Bozeman s tu d y
age ( f o u r age g r o u p s ) , se x (m en and w o m e n ), v e s te d
in te r e s t (sch o o l co m m u n ity and c o m m u n ity -a t- la rg e ), c h ild r e n ( c h ild ­
re n e n ro lle d in school and n o t e n ro lle d in s c h o o l).
No re s p o n d e n t
in d ic a te d a n e g a tiv e fe e lin g o v e r a n s w e rin g th e above d e m o g ra p h ic
q u e s tio n s .
Each q u e s tio n was id e n tifie d as n e c e s s a ry in u n d e rs ta n d ­
in g th e re a d in e s s le vel o f th e Bozeman co m m u n ity to w a rd co m m u n ity
e d u c a tio n .
T re a tm e n t o f Data
How re s u lts o f th e s u r v e y a re p re s e n te d is d e p e n d e n t upon
th e ty p e o f a u d ie n ce re v ie w in g th e m .
Sim ple d is c u s s io n m ethods and c le a rly d e ve lo p e d ta b le s o ffe r
th e p e rs o n h o t g ro u n d e d in s ta tis tic a l re s e a rc h ah e a s ily u n d e rs to o d
r e p o r t w h ic h w o u ld p r o b a b ly b e n e fit th e a v e ra g e re a d e r m ore th a n
s o p h is tic a te d s ta tis tic a l a n a ly s is .
H o w e v e r, c a r e fu lly d e sig n e d p r o ­
c e d u re s w h ic h in c lu d e v a lid , re lia b le s ta tis tic a l te s ts a re n e c e s s a ry to
a tta in a c c u ra te in fo rm a tio n on w h ic h to base c o n c lu s io n s .
I
130
A n a ly s is o f Data
A n a ly s is o f v a ria n c e allow s th e re s e a rc h e r to s tu d y th e a ttitu d e
o f th e co m m u n ity d iv id e d in to I ,
2 Z 3 o r 4 in d e p e n d e n t g ro u p s to w a rd
th e to ta l p h ilo s o p h y o f e d u c a tio n , each o f th e g ro u p s ' in te ra c tio n w ith
each o f th e s ix co m p o n e n ts, and th e a ttitu d e o f th e to ta l g ro u p to w a rd
each o f th e s ix com ponents o f co m m u n ity e d u c a tio n .
T h e re s u lts o f
th is s ta tis tic a l a n a ly s is can be p re s e n te d to show s ta tis tic a l s ig n ific a n c e
and n o n s ig n ific a n c e in a d d itio n to a d e s c r ip tiv e d is c u s s io n w h ich
sum m arizes in e a s ily u n d e rs to o d te rm s th e o v e ra ll re s u lts o f th e
s tu d y .
T h e second p a r t o f th is s tu d y in c lu d e d th e a d m in is tra tio n o f
th e co m m u n ity e d u c a tio n a ttitu d e assessm ent s u r v e y in Bozem an,
M o n tana.
T h e p ro c e d u re s id e n tifie d in th e f iv e phase p la n w e re
e m p lo y e d .
T h r o u g h th is s tu d y an assessm ent o f th e a ttitu d e s o f th e
people o f th e Bozeman c o m m u n ity to w a rd th e b a sic com ponents o f
co m m u n ity e d u c a tio n w e re id e n tifie d .
F o u r h y p o th e s e s w e re te s te d usindj th e a n a ly s is o f v a ria n c e
s t a tis tic .
T h e re s u lts in d ic a te d t h a t th e r e w e re s ig n ific a n t d i f f e r ­
ences a t th e .05 le vel betw een s e v e ra l o f th e in d e p e n d e n t g ro u p s and
th e s ix id e n tifie d co m p o n e n ts.
Ip re g a rd to th e d if f e r e n t age g r o u p s , i t was fo u n d t h a t th e
y o u n g e s t g ro u p id e n tifie d as 25 and u n d e r seem to be m ore in a g re e ­
m ent w ith th e to ta l p h ilo s o p h y o f co m m u n ity e d u c a tio n th a n th e o th e r
131
th r e e age g ro u p s id e n tifie d as (2 6 -3 5 ), (3 6 -5 0 ), and (51 and o v e r ) .
T h e to ta l o f th e f o u r age g ro u p s re s p o n d e d in th e fo llo w in g o r d e r o f
a g re e m e n t to w a rd th e th re e m ost fa v o re d o f th e s ix c o m m u n ity e d u c a ­
tio n co m p o n e n ts: I )
K -12 tr a d itio n a l d a y p ro g ra m ; 2 ) co m m u n ity
in v o lv e m e n t; 3 ) e x te n d e d use o f f a c ilitie s .
T h e .second h y p o th e s is c o n c e rn e d p o s s ib le d iffe re n c e s betw een
men and women to w a rd co m m u n ity e d u c a tio n .
No s ta tis tic a l d iffe re n c e s
w e re fo u n d betw een men and women in t h e ir o v e ra ll a g re e m e n t to w a rd
th e to ta l p h ilo s o p h y o f c o m m u n ity e d u c a tio n .
H o w e v e r, c o n s id e rin g
b o th men and women as a to ta l g r o u p , d iffe re n c e s w e re fo u n d in t h e ir
re sp o n se to w a rd each o f th e s ix co m p o n e n ts. T h e to p th re e co m m u n ity
e d u c a tio n com ponents w e re id e n tifie d in th e fo llo w in g o r d e r :
I)
K -12
tr a d itio n a l d a y p ro g ra m ; 2 ) c o m m u n ity in v o lv e m e n t; and 3 ) e xte n d e d
use o f f a c ilitie s .
No s ta tis tic a l d iffe re n c e s w e re fo u n d betw een men and women
in t h e ir in te r a c tio n w ith each o f th e s ix com pon ents.
T h e t h ir d h y p o th e s is c o n c e rn e d p o s s ib le d iffe re n c e s betw een
the. c o m m u n ity -a t-la rg e and th e school co m m u n ity to w a rd th e p h ilo s o p h y
o f co m m u n ity e d u c a tio n .
No s t a tis tic a lly s ig n ific a n t d iffe re n c e s w e re
fo u n d betw een th e c o m m u n ity -a t-la rg e and th e school co m m u n ity in
t h e ir re sp o n se to w a rd th e to ta l p h ilo s o p h y o f co m m u h ity e d u c a tio n .
H o w e v e r, c o n s id e rin g b o th th e c d m m u n ity -a t-la rg e and th e
)
)
)
school co m m u n ity as a to ta l g r o u p , d iffe re n c e s w e re fo u n d in t h e ir
132
re sp o n se to w a rd each o f th e s ix co m p o n e n ts.
T h e to p th r e e co m m u n ity
e d u c a tio n com ponents w e re id e n tifie d in th e fo llo w in g o r d e r :
I)
K-12
tr a d itio n a l d a y p ro g ra m s , 2 ) c o m m u n ity in v o lv e m e n t, and 3 ) e xte n d e d
use o f f a c ilitie s .
No s ta tis tic a lly s ig n ific a n t d iffe re n c e s w e re fo u n d betw een th e
c o m m u n ity -a t-la rg e and th e school co m m u n ity in t h e ir in te ra c tio n w ith
each o f th e s ix co m p o n e n ts.
T h e f o u r th h y p o th e s is c o n c e rn e d p o s s ib le d iffe re n c e s betw een
re s p o n d e n ts w ith c h ild r e n c u r r e n t ly e n ro lle d in school and re s p o n d e n ts
w ith no c h ild r e n c u r r e n t ly e n ro lle d in s c h o o l.
T h e re s u lts in d ic a te d
t h a t th e r e w e re s t a tis tic a lly s ig n ific a n t d iffe re n c e s fo u n d betw een
re s p o n d e n ts w ith c h ild r e n c u r r e n t ly e n ro lle d in school and re s p o n d e n ts
w ith no c h ild r e n c u r r e n t ly e n ro lle d in school to w a rd th e to ta l p h il­
o s o p h y o f c o m m u n ity e d u c a tio n .
T h e re s p o n d e n ts w ith c h ild re n
c u r r e n t ly e n ro lle d in school w e re m ore p o s itiv e to w a rd th e p h ilo s o p h y
o f co m m u n ity e d u c a tio n th a n w e re re s p o n d e n ts w ith no c h ild r e n in
sch o o l.
D iffe re n c e s w e re also fo u n d betw een th e to ta l o f th e tw o
in d e p e n d e n t g ro u p s in t h e ir a ttitu d e to w a rd th e s ix d if f e r e n t com po­
n e n ts .
T h e to ta l o f th e tw o in d e p e n d e n t g ro u p s re s p o n d e d in th e
fo llo w in g o r d e r o f a g re e m e n t to w a rd th e th re e m ost fa v o re d com po­
n e n ts : I )
K -12 tr a d itio n a l d a y p ro g ra m s , 2 ) c o m m u n ity in v o lv e m e n t,
and 3 ) e x te n d e d use o f fa c ilitie s ,.
133
No s ta tis tic a lly s ig n ific a n t d iffe re n c e s w e re fo u n d betw een
re s p o n d e n ts w ith c h ild r e n c u r r e n t ly e n ro lle d in school and re s p o n d e n ts
w ith no c h ild r e n c u r r e n t ly e n ro lle d in school in t h e ir in te ra c tio n w ith
each o f th e s ix co m p o n e n ts.
A ll o f th e in d e p e n d e n t g ro u p s re sp o n d e d fa v o r a b ly to all o f
th e c o m m u n ity e d u c a tio n co m p o n e n ts.
A s re v ie w e d a b o ve , th e r e w e re
d iffe re n c e s in th e d e g re e o f t h e ir p o s itiv e n e s s to w a rd th e to ta l p h ilo ­
s o p h y and each o f th e s ix c o m p o n e n ts .'
Each o f th e f o u r in d e p e n d e n t
g ro u p s w e re in o v e ra ll a g re e m e n t as to w h ic h com ponents w e re c o n ­
s id e re d m ost fa v o r a b ly .
C o n c lu s io n s
T h e re s u lts o f t h is s tu d y s u g g e s t th e fo llo w in g c o n c lu s io n s .
From th e in te r v ie w s o f peo ple associated w ith v a rio u s p o p u la I
tio n r e g is te r ie s , none o f th e re g is te r ie s a v a ila b le to th e p u b lic has a
com plete lis tin g o f co m m u n ity re s id e n ts ' names and a d d re s s e s .
A c c o rd in g to th e re s u lts o f th e p ro c e d u re used in th is f i r s t
p a r t o f th is s tu d y w o u ld in d ic a te t h a t a h ig h r e tu r n ra te w o u ld be
in d ic a te d fro m e ith e r th e C o u n ty te le p h o n e d ir e c t o r y o r th e C o u n ty
ta x r o lls .
A c c o rd in g to th e re s u lts o f th e p ro c e d u re s used in th e f i r s t
p a r t o f t h is s tu d y to m axim ize re s u lts and save tim e a m ailed
, '
)
)
)
)
q u e s tio n n a ire w o u ld be u se d .
A lth o u g h t h is was th e b e s t da ta c o l-
'134
Ie c tin g m ethod i t was m ore e x p e n s iv e in te rm s o f d ir e c t costs when
c o n s id e rin g stam ps and g a s o lin e .
C o n s id e ra tio n s h o u ld be g iv e n to th e use o f v o lu n te e rs to
c o n d u c t p e rs o n a l o r te le p h o n e in te r v ie w s .
V o lu n te e rs c o n s id e ra b ly
re d u c e th e d ir e c t co sts in c u r r e d in a s u r v e y s tu d y .
H o w e ve r,
v o lu n te e r in te r v ie w e r s in t h is s tu d y re c e iv e d a lo w e r p e rc e n ta g e o f
com pleted in te r v ie w s th a n th e lite r a t u r e su g g e s te d w o u ld o c c u r.
T h e resp o n se s to th e d e m o g ra p h ic q u e s tio n s d ire c te d to w a rd
a ge , s e x , v e s te d in te r e s ts and c h ild r e n s u g g e s te d t h a t co m m u n ity
g ro u p s d id ha ve d iffe re n c e s in a ttitu d e to w a rd th e to ta l p h ilo s o p h y o f
co m m u n ity e d u c a tio n .
A g e c re a te d th e la rg e s t s p re a d o f d if f e r e n t
re sp o n se s to th e p h ilo s o p h y o f co m m u n ity e d u c a tio n .
T h u s com­
m u n itie s s h o u ld s e rio u s ly c o n s id e r in c lu d in g th e age f a c to r as one o f
t h e ir d e m o g ra p h ic v a ria b le s .
T h e m a jo rity o f th e re s p o n d e n ts in th e Bozeman s tu d y
■in d ic a te d o v e ra ll a g re e m e n t to w a rd th e p h ilo s o p h y o f c o m m u n ity e d u ­
c a tio n .
On th is b asis i t seems a p p ro p ria te to move ahead on a plan
f o r co m m u n ity e d u c a tio n in B ozem an.
Recom m endations
I.
S ince th e f in d in g s o f th is s tu d y d id n o t alw ays a g re e w ith
p re v io u s re s e a rc h f in d in g s on school s u r v e y s , f u r t h e r re s e a rc h is
su g g e s te d in s e le c tin g p ro c e d u re s f o r a c o m m u n ity e d u c a tio n s u r v e y .
135
M atched o r s p lit h a lf sam ples co u ld be em ployed to a llow f o r s ta tis tic a l
tre a tm e n t o f th e d a ta .
2.
I t was fo u n d t h a t none o f th e p o p u la tio n r e g is tr ie s id e n tifie d
in t h is s tu d y co u ld be c o n s id e re d com plete lis tin g s o f co m m u n ity
r e s id e n ts .
H o w e v e r, o th e r co m m u n itie s' p o p u la tio n r e g is tr ie s may be
m ore c o m p le te , o r a v a ila b le to th e p u b lic .
Each s itu a tio n m u st be
c o n s id e re d u n iq u e , th e r e fo r e f u r t h e r s tu d y is s u g g e s te d on o th e r
p o p u la tio n r e g is tr ie s to fin d th e m ost co m p le te , a v a ila b le lis tin g
p o s s ib le w ith in each c o m m u n ity .
3.
F u r th e r s tu d y is recom m ended to f in d o u t i f use o f v o lu n te e r
r a th e r th a n p aid in te r v ie w e r s a ffe c ts th e n u m b e r o f com pleted p e rso n a l
o r te le p h o n e in te r v ie w s c o n d u c te d in a s u r v e y s tu d y on co m m u n ity
e d u c a tio n .
4.
In some in s ta n c e s i t may be d e s ira b le to c o n d u c t an a ttitu d e
s tu d y on o th e r co m m u n ity g ro u p s th a n th o s e id e n tifie d in th is s tu d y .
G ro u p s w h ic h co u ld be c o n s id e re d in c lu d e a d v is o r y c o u n c ils , th e
c o m m u n ity p o w e r s t r u c t u r e o r d if f e r e n t socio-e conom ic le v e ls .
5.
O th e r in s tr u m e n ts , o r m e th o d s, and o th e r re s e a rc h d e sig n s
co u ld be c o n s id e re d in a n o th e r d e s ig n o r p lan f o r th e assessm ent o f
a ttitu d e s to w a rd co m m u n ity e d u c a tio n .
Such re s e a rc h w o u ld look f o r
o th e r s u c c e s s fu l exam ples th a n th o s e id e n tifie d in t h is s tu d y .
Recom m endations fro m th e Bozeman s tu d y in c lu d e th e fo llo w in g
fiv e p o in ts :
136
1.
I t is recom m ended t h a t Bozeman b e g in a co m m u n ity e d u ca tio n
p ro g ra m w h ic h in c lu d e s th e th re e m ost p o s tiv e ly a g re e d upon te n e ts .
T h e se in c lu d e 2 ) K -12 r e g u la r d a y school p ro g ra m ; 2 ) co m m u n ity
in v o lv e m e n t; 3 ) e x te n d e d use o f school f a c ilitie s .
2.
Due to th e lo w e r ra te o f a ccep tan ce to w a rd co m m u n ity e d u ­
ca tio n g iv e n b y th e o ld e s t age g ro u p (51 and o v e r ) i t is s u g g e ste d
t h a t Bozeman g iv e special a tte n tio n in in v o lv in g s e n io r c itiz e n s in th e
b e n e fits o f a co m m u n ity e d u c a tio n p ro g ra m f o r t h e ir age g ro u p .
3.
W ith th e school c o m m u n ity and c o m m u n ity -a t-la rg e re s p o n d in g
in an e q u a lly p o s itiv e m a n n e r, i t is s u g g e s te d t h a t im p le m e n ta tio n
p la n s b e g in in Bozeman a t th e same tim e , f o r b o th g ro u p s .
4.
A s re s p o n d e n ts w ith no c h ild r e n c u r r e n t ly e n ro lle d in school
re s p o n d e d less p o s itiv e ly th a n th o s e w ith c h ild re n c u r r e n t ly e n ro lle d
in s c h o o l, i t is s u g g e s te d t h a t an aw areness o f b e n e fits to a d u lts
w ith o u t c h ild r e n e n ro lle d in school be em phasized as a p a r t o f a
Bozeman co m m u n ity e d u c a tio n p ro g ra m .
5.
As men and women re s p o n d e d e q u a lly p o s tiv e ly to w a rd a
c o m m u n ity e d u c a tio n p ro g ra m , i t is recom m ended t h a t b o th g ro u p s be
g iv e n equal em phasis in a c o m m u n ity e d u c a tio n im p le m e n ta tio n p la n .
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■14V
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N a tional School
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'
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APPENDICES
APPENDIX A
146
C O ttJ N IT Y EDUCATION PHILOSOPHY INSTRUMENT (M O D IFIE D )
D ire ctio n s
Please reed each statement on the fo llo w in g pages. C irc le the number which
most a ccu ra te ly In d ica te s the extent to which each statement r e fle c ts your
personal educational philosophy. Your responses w ill be held In s t r ic t e s t
confidence.
5
«
3
Z
I
-
S trongly Agree
Agree
Neutral
Disagree
S trongly Disagree
I.
Research studies In d ica te th a t students learn from th e ir
to ta l environment; thus, the e n tire community Is a v it a l
p a rt o f t h e ir le a rn in g experience.
5 4 3 Z I
Z.
P ublic school f a c i l i t i e s belong to a l l the taxpayers In
th e community and t h e ir use should be extended beyond
the re g u la r school day.
5 4 3 Z I
3.
There Is an Increasing need fo r a d d itio n a l educational
experience and o p p o rtu n itie s fo r youngsters.
5 4 3 Z I
4.
P ublic schools should provide o p p o rtu n itie s f o r ad u lts
to complete high school (earn a diplom a).
5 4 3 Z I
5.
P u b lic schools, w ith o th er agencies, should assiwe the
leadership fo r Id e n tify in g community resources to help
solve community problems.
5 4 3 Z I
6.
A d m in is tra to rs , o th er school personnel, and community
leaders should work together to develop educational goals
to make !e a rn in g o p p o rtu n itie s a v a ila b le to In d iv id u a ls
o f a l l ages.
5 4 3 Z I
7.
Educational p ra c tic e s should r e f le c t the In te re s ts , needs,
d e s ire s , and problems o f a l l students f o r whom they are
planned.
5 4 3 Z I
8.
P ublic school f a c i l i t i e s which are e n tir e ly r e s tr ic te d
to use by school-age students represent a wasted
community resource.
5 4 3 Z 1
9.
Recreational a c t iv it ie s fo r school age c h ild re n not
provided by another community agency In s u ffic ie n t
q u a n tity , should be provided by the community education
department o f the p u b lic school system.
5 4 3 Z I
147
5
4
3
2
I
-
S trongly Agree
Agree
Neutral
Disagree
S trongly Disagree
10.
Other community agencies, working together w ith the
p u b lic schools should be responsible fo r a d u lt vocational
tr a in in g and Job Improvement programs.
5 4 3 2 1
11.
P ublic schools should share th e ir f a c i l i t i e s and
resources w ith lo c a l governmental and so cia l agencies
to provide Increased and Improved services.
5 4 3 2 1
12.
C itiz e n s ' advisory co u n cils are needed to a s s is t
educators In uncovering the community's educational
needs, desires and expectations.
5 4 3 2 1
13.
Educational programs can be made more meaningful by
b rin g in g "th e community In to the classroom" and taking
"th e classroom In to the community."
5 4 3 2 1
14.
School a d m in istra to rs should be expected to meet the
Increasing needs o f elementary through secondary students
w h ile attem pting to provide services fo r a l l c itiz e n s In
the community through the schools%
5 4 3 2 1
15.
Other agencies, In cooperation w ith p u b lic schools,
should be responsible fo r p ro vid in g pre-school
a c t iv it ie s fo r 3 and 4 year o ld c h ild re n .
5 4 3 2 1
16.
Taxpayers should be expected to finance t h e ir share
o f the so -ca lle d " f r i l l s " Included In education; such
as enrichm ent, hobby, re cre a tio n a l o r evening programs.
5 4 3 2 1
17.
The p u b lic school has an o b lig a tio n to work toward the
Improvement o f the community; In clu d in g I t s p h y s ic a l,
s o c ia l, economic and psychological environment through
cooperative e ffo r ts w ith oth er agencies.
5 4 3 2 1
18.
School personnel should be aware th a t people In every
community provide a wealth o f untapped s k i l l s , ta le n ts ,
and services which should be used by the school d is t r i c t .
5 4 3 2 1
19.
P u b lic school b u ild in g s should remain open as many hours
as necessary to s a tis fy the to ta l educational needs o f
community members.
5 4 3 2 1
20.
School a d m in istra to rs should have o r develop a procedure
to Insure th a t school f a c i l i t i e s are made a va ila b le fo r
use by In te re ste d community groups or agencies.
5 4 3 2 1
148
3
5
4
3
Z
I
-
S trongly Agree
Agree
Neutral
Disagree
S tro n gly Disagree
Z l.
The school should provide supplemental le a rn in g
o p p o rtu n itie s f o r students who need such programs.
5 4 3 2 1
zz.
Learning Is a l i f e long process; th e re fo re , a balanced
program o f educational experiences. In clu d in g those
f o r a d u lts , should be o ffe re d by the p u b lic schools.
5 4 3 2 1
23.
The p u b lic school should be considered a human resource
center through which some o th er agencies may o ffe r th e ir
services In to the coamwnlty.
5 4 3 2 1
24.
Coemainlty members w ith o u t c h ild re n In school should
have as much a voice In educational a f f a ir s as those
whose c h ild re n are p re se n tly e n ro lle d .
5 4 3 2 1
ZS
Helping the student develop a p o s itiv e self-im age Is as
Ia p o rta n t as helping the student learn "su b je ct m a tte r."
5 4 3 2 1
26.
School a d a ln ls tra to rs should plan the co n stru ctio n o f
new school f a c i l i t i e s w ith the t o ta l le a rn in g needs o f
th e community as a high p r i o r it y .
5 4 3 2 1
27.
Hobby and enrichment (In te r e s t areas) programs fo r
youngsters should be the shared r e s p o n s ib ility o f
a p p ro p ria te c ity /c o u n ty agencies and the p u b lic schools.
5 4 3 2 1
28.
R e crea tio n a l, c u ltu ra l and hobby a c t iv it ie s fo r adults
should be a shared r e s p o n s ib ility o f p u b lic schools
and o th e r community agencies.
5 4 3 2 1
29.
Community agencies and the p u b lic schools should
cooperate In b rin g in g together lo ca l resources to
solve community problems.
5 4 3 2 1
30.
A u th o rity fo r educational planning should not re s t
s o le ly In the hands o f educators.
5 4 3 2 1
149
Section Two
The q uestion* In t h is se ctio n ere designed to provide Inform ation about the
p o p ulatio n being surveyed. Please c ir c le the c o rre c t response.
I.
My sex Is :
a) male
b) female
Z.
My age Is :
a) 25 o r younger
b) 26-35
c) 36-50
d) 50 o r o ld e r
3.
I c u rre n tly have:
a) ch ild re n e n ro lle d In school
b) no c h ild re n e n ro lle d In school
Thank you very much f o r your h e lp ::
APPENDIX B
151
A Community Assessment o f
Public School Function
Answer the questions as a ccu ra te ly as you are a b le . However, be aware o f the
d iffe re n c e between th is Instrum ent and a te s t—there are no c o rre c t answers
which we expect. This Instrum ent asks o n ly f o r your fe e lin g s and perceptions.
In s tru c tio n s
1.
Do not Id e n tify y o u rs e lf.
2.
Be fran k and honest In responding, as there are no r ig h t or wrong
answers.
3.
Al I questions need o n ly a c ir c le to show your response.
4.
Most people fin d these questions In te re s tin g . He hope th a t Is also
your Impression. Thank you fo r being p a rt o f th is Important research.
Read each statement c a r e fu lly . Then In d ica te whether you: Strongly
Disagree, Disagree, are N e u tra l, Agree, o r S trongly Agree w ith th a t Item.
I f you:
S tro n gly Disagree, c ir c le SO
Disagree, c ir c le 0 ................
are N e u tra l, c ir c le N . . .
Agree, c ir c le A ....................
S trongly Agree, c ir c le SA .
(E)
f<$
)
_
N A SA
N A SA
SD D GD A SA
SD 0 N (J) SA
SD D N A ( | p
1.
P ublic schools should be responsible fo r the education
o f both c h ild re n and a d u lt s .................................................... SD D N A SA
2.
Student le a rn in g w i l l be enriched I f schools Involve
a v a rie ty o f community members In school fu n ction s . .
3.
4.
5.
6.
7.
SD 0
N A SA
In planning the co n stru ctio n o f a new school f a c i l i t y ,
th e to ta l le a rn in g needs o f people o f a ll ages should
be given c o n s id e r a t io n ...............................................................SD
D N A SA
The p u b lic schools should provide o p p o rtu n ity fo r
Increased Involvement by c itiz e n s In community
a c t i v i t i e s .......................................................................................SO
D N A SA
P ublic school o f f ic ia ls should a s s is t the community
In holding a resource agency responsible f o r
undelivered s e r v i c e s ...................................................................SD
D N A SA
School gymnasiums should be used by a d u lts fo r
re cre a tio n p u rp o s e s .......................................................................SD
0 N A SA
School o f f ic ia ls should provide the o p p o rtu n ity fo r
a d u lts to gain t h e ir high school d ip lo m a ............................. SO
D N A SA
152
I f you:
8.
9.
S trongly Disagree, c ir c le SD
Disagree, c ir c le 0 ................
are N e u tra l, c ir c le N . . .
Agree, c ir c le A ....................
S tro n gly Agree, c ir c le SA .
Schools should cowaunlcate re g u la rly w ith o ld e r
c itiz e n s In t h e ir n e ig h b o rh o o d ............................................ SD
D N A SA
The u ltim a te value o f p u b lic education lie s In I t s
a b i l i t y to b rin g about change and subsequently resolve
community p r o b le m s .................................................................... SD
D N A SA
10.
Social and re c re a tio n a l a c t iv it ie s f o r teen-agers should
not be provided by the school during evening hours . . SD D N A SA
11.
R egularly scheduled home v is ita tio n s by school s t a f f
members are not b e n e fic ia l to the educative process . .
SO D N A SA
12.
School b u ild in g s should be thought o f as community
centers which are sometimes used f o r the education o f
c h i l d r e n ........................................................................................ SD D N A SA
13.
School personnel should be responsible f o r organizing
the community on a lo ca l le ve l (area rep re se n ta tive s)
In order to develop community power and work toward
developing the community In to the best I t Is capable
o f becom ing.................................................................................... SD D N A
SA
14.
The school should provide Increased o p p o rtu n ity fo r
elementary aged c h ild re n to p a rtic ip a te In high
In te re s t a c t iv it ie s fo llo w in g the re g u la r day o f
I n s t r u c t io n .........................................................................................SD D N A SA
15.
Improved p u b lic o pinion o f schools w i l l r e s u lt from
Increased Involvement by c itiz e n s o f a ll ages In
community l i f e ................................................................................ SD D N A SA
16.
School co u n cils should represent on ly those irfio have
c h ild re n a tte nd in g th a t s c h o o l ............................................ SD D N A SA
17.
School cu rricu lu m Improvement w i l l r e s u lt as one d ir e c t
consequence o f the Involvement o f parents as volunteers
In elementary s c h o o ls ....................................................................SD D N A SA
18.
P u b lic school personnel should a s s is t the community In
developing an a p p ropriate agency f o r d e liv e ry o f human
services I f u n a v a ila b le ................................................................ SD D N A SA
19.
The board o f education need not be concerned w ith the
needs o f o ld e r c itiz e n s when~pTann1ng school programs . SD
20.
D N A SA
I f schools attem pt to expand t h e ir ro le to b e tte r meet
the needs o f a l l age groups, the re g u la r In s tru c tio n a l
program w ill become less e f f e c t i v e ........................................SD D N A SA
153
I f you:
S tro n gly Disagree, c ir c le SD
Disagree, c ir c le D ................
are N e u tra l, c ir c le N . . .
Agree, c ir c le A ....................
S tro n gly Agree, c ir c le SA
D N A
N A
SD D (H) A
SD D N ~
SD 0 N
(B)
SA
SA
SA
SA
(3 )
Z l.
P ublic schools should a s s is t both In d isce rn in g community
problems and r e la tin g those problems w ith appropriate
re s o u rc e s ........................................................................................ SD D N A SA
ZZ.
Maximum use should be made o f e x is tin g community
f a c i l i t i e s (e d u ca tio n a l, r e lig io u s , re c re a tio n a l, e tc .)
before new co n stru ctio n Is c o n s id e re d ...................................SO
D N A SA
School co u n cils and advisory groups should address
Im portant school end community Is s u e s ...................................SD
D N A SA
P ublic schools should h ire expert consultants to a s s is t
In Improving school p u b lic r e l a t i o n s ...................................SD
D N A SA
C hildren should be given the o p p o rtu n ity to become
Involved In school programs p r io r to th e ir kin d e r­
garten e x p e r ie n c e s .......................................................................SD
D N A SA
School-public re la tio n s are Improved when handled p r i ­
m a rily by school p e r s o n n e l.......................................................SD
D N A SA
Z3.
Z4.
Z5.
Z6
Z7.
A g re a te r n ia *e r o f people should be Involved In the
decision-m aking processes addressing coamunlty problems SO D N A SA
Z8.
Neighborhood c itiz e n advisory groups should be
e stablished In each school to a id school-community
com m unication...................................................................................SD
D N A SA
I f evocetlonel (hobby) a c t iv it ie s f o r a d u lts are not
provided by another community agency, they should be
provided by the s c h o o l ............................................................. SO
0
Z9.
30.
N A SA
The school should cooperate w ith oth er agencies In
developing common goals. Id e n tify in g overlapping
re s p o n s ib ilitie s and recognizing voids In services
p r o v id e d ...........................................................................................SD D N A SA
APPENDIX C
155
Community Education Assessment
Section I : Below are a number o f statements about p u b lic schools. Please
in d ic a te how Im portant you be lie ve I t Is fo r p u b lic schools to engage In
the fo llo w in g a ctio n s by c ir c lin g the appro p ria te response a t the r ig h t o f
each statement. Please do not sign th is q u e stionnaire.
I f you:
S tro n gly disagree . . c ir c le
Disagree .................... c ir c le
S lig h tly disagree . . c ir c le
No opinion ................ c ir c le
S lig h tly agree . . . c ir c le
A g re e ................. c ir c le
S tro n gly agree . . . c ir c le
I
Z
3
4
5
6
7
IT IS IMPORTANT FOR SCHOOLS IN MT COftIUNITY TO:
I.
U t iliz e school f a c i l i t i e s throughout the year.
1 2 3 4 5 6 7
2.
P a rtic ip a te In J o in t sponsorship (funds, f a c i l i t i e s ,
s t a f f ) o f educational a c t iv it ie s w ith o th er agencies.
1 2 3 4 5 6 7
3.
O ffe r a program o f lite r a c y development fo r a d u lts .
1 2 3 4 5 6 7
4.
Expand le a rn in g o p p o rtu n itie s by u t iliz in g a v a ila b le
community s e ttin g s fo r educational purposes.
1 2 3 4 5 6 7
5.
Provide a d u lt education programs In the areas o f Job
r e tr a in in g , using le is u re tim e, home economics, e tc .
1 2 3 4 5 6 7
6.
Encourage the Involvement o f community residents In
educational programs.
1 2 3 4 5 6 7
7.
I n it ia t e p ro je c ts f o r community Improvement In the
absence o f another o rg a n iza tio n which Is p rim a rily
responsible.
1 2 3 4 5 6 7
8.
Involve people, both as learners and In s tru c to rs ,
who do not have c h ild re n e n ro lle d In p u b lic schools.
1 2 3 4 5 6 7
9.
Accept c lie n ts beyond the age o f eighteen re fe rre d from
community agencies, when those c lie n ts are In need o f
educational se rvice s.
1 2 3 4 5 6 7
10.
O ffe r c u ltu ra l and fin e a rts programs fo r a d u lts .
1 2 3 4 5 6 7
11.
I n it ia t e and, I f necessary, operate a service designed
to re fe r students and oth er community members to
needed so cia l and health se rvices.
1 2 3 4 5 6 7
Have an advisory council f o r each school composed o f
lo c a l c itiz e n s to help give d ire c tio n to community
education programs and a c t iv it ie s .
1 2 3 4 5 6 7
12.
156
I f you:
S trongly disagree . .
Disagree ....................
S lig h tly disagree . .
No op in io n ................
S lig h tly agree . . .
A g r e e ................. c ir c le
S tro n gly agree . . .
c ir c le
c ir c le
c ir c le
c ir c le
c ir c le
I
2
3
4
5
6
c ir c le 7
13.
Encourage the use o f school f a c i l i t i e s by co m u n lty
reside n ts a t no charge.
1 2 3 4 5 6 7
14.
Cooperate w ith o th er agencies to provide so cia l and
h e a lth services to elementary and secondary school
stu d en ts, even I f J o in t funding Is Involved.
1 2 3 4 5 6 7
I S.
Serve as m ulti-purpose community ce n te rs.
1 2 3 4 5 6 7
16.
Encourage the use o f school f a c i l i t i e s by community
agencies In order to enhance o r enlarge th e ir a b ilit y
to provide se rvices.
1 2 3 4 5 6 7
17.
Share resources w ith community agencies fo r the
purpose o f addressing s o cia l problems.
1 2 3 4 5 6 7
18.
O ffe r programs to community reside n ts on social
problem areas such as a lcoholism , veneraI disease,
and drug abuse.
1 2 3 4 5 6 7
19.
O ffe r c u ltu ra l and fin e a rts programs f o r elementary
and secondary students.
1 2 3 4 5 6 7
20.
Act as Inform ation centers to provide Inform ation
h e lp fu l In so lvin g community problems.
1 2 3 4 5 6 7
Section I I : Please respond to the fo llo w in g questions using the same scale
fo r your responses.
21.
The p u b lic schools In my community are meeting the
educational needs o f c h ild re n .
1 2 3 4 5 6 7
22.
The p u b lic schools In iqy community are meeting the
educational needs o f a d u lts .
1 2 3 4 5 6 7
23.
The p u b lic schools In my community are "community
sch o o ls."
1 2 3 4 5 6 7
Section I I I : The questions In th is se ctio n are designed to provide Informa­
tio n about the population being surveyed. Please c ir c le the c o rre c t response.
24.
The demographic status o f the m a jo rity o f my co n stitu e n ts Is :
a)
ru ra l
b) d t y o r town
c) suburban
157
25.
My sex Is :
26.
My age Is :
b)
a) male
a) 30 o r younger
b) 31-40
c)
«1-50
27.
My race Is :
a) w hite
b) black
28.
My le v e l o f formal educational preparation Is :
female
d) 51-60
e) 61 o r o ld e r
c) other
a) less than high school graduate
b) high school graduate or GEO
c) two years o f co lle g e
d) fo u r years o f co lle g e
e) more than fo u r years o f co lle g e
Section IV: The purpose o f the fo llo w in g questions 1s to determine what
your p r io r co n tact w ith coemunlty education has been and what your fu tu re
In te re s t m ight be. Please c ir c le the a p p ropriate response.
Have you p re vio u sly received In form ation about
coemunlty education from n a tio n a l, s ta te , or local
sources?
yes
no
30.
Are you In te re ste d In re ce ivin g a d d itio n a l Informa­
tio n about community education?
yes
no
31.
Mould you lik e to have a co n su lta n t provide
te ch nical assistance In I n it ia t in g a l l or p a rt o f
the coemunlty education concept In your coemunlty?
yes
no
29.
APPENDIX.D
159
BOZEimm
(ommunnr
EDoomon
sdWX* In partncnMp with me communMy
Dear Community Member:
The Community Education Concept is growing in acceptance by communities
throughout Montana. This year the Bozeman School District has been study­
ing and planning for the adoption of a Community Education Program in the
Bozeman Community. We need your help in preparing for next year's goal
setting.
To gain the feelings of our community members toward the different phil­
osophical aspects of the Community Education plan, we are asking you to
respond to the enclosed questionnaire. Your name was selected through a
random sample of our community members. Your answers are very important to
the accuracy of our research.
This research is being conducted jointly through a doctoral research study
on Community Education at Montana State University and a planning study
through the Bozeman Public Schools.
Your response will be reported confidentially and will only be analyzed as
part of a group.
A self-addressed, stamped envelope is included for your convenience.
assistance is much needed and appreciated.
Your
Please return by April 2 so we can tabulate and analyze the results for
next year's goal setting process.
Thank you very much for your consideration.
Sincerely,
Donna Weisenborn
Bozeman Community Education Specialist
Doctoral Candidate, Montana State University
P O. Box 5 2 0 Bozeman, Montana 59715 4 0 6 -5 8 7 -2 4 4 5
160
BOZEfmin
communmr
EDUCdTIOn
schools In M iin c rs M p with the coronur t t y
Dear Community Member:
Recently we sent you a short questionnaire. We were asking for informa­
tion that will help the Bozeman School District establish our goals for
Community Education next year. As we sent out only a limited number of
these, your answer is very important to the accuracy of our survey.
It will only take a moment to fill out and return the form in the
stamped envelope enclosed. If you have already done so, many thanks.
If you have not yet had a chance to answer, we should be most grateful
if you would do so now. Please return the questionnaire by April 16.
Thank you for your consideration.
Sincerely,
Donna Wei senborn
Community Education Specialist
Bozeman Public Schools
Doctoral Candidate, Montana State University
DW/sm
Enclosures
P.S. Possibly the original survey went astray in the mail, therefore, I
am enclosing another form.
P O. Box 5 2 0 Bozeman. Montana 59715 4 0 6 5 8 7 -2 4 4 5
MONTANA STATE UNIVERSITY LIBRARIES
3 1762 10061337 9