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 Unpublished Doctor of Education Dissertation, Montana State University, 1978.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 .PLAN FOR IDENTIFY ING COMMUNITY ATT ITUDES TOWARD THE COMMUNITY EDUCATION PHILOSOPHY by DONNA GRAVES WElSENBORN App ro ved : A thes is subm itted in p a r t ia l fu lf i l lm e n t o f th e requ irem en ts fo r th e degree o f DOCTOR OF EDUCATION I ( f \ r\ rv C ha irp e rson , G raduate m ittee Head, Major Departm ent G raduate . Dean MONTANA STATE UN IVERS ITY Bozeman, Montana May, 1979 6 8 ° 5 1 i i f ACNOWLEDGMENTS I w ish to exp ress my app re c ia tion to the fo llow ing people who have helped me th ro u g h o u t th is endeavor: The members o f my a d v is o ry comm ittee, Dean Earl R ingo, D r. R obert T h ib e a u lt , D r . G loria G regg , D r. H a rvey La rson , D r. John Kohl and D r. William Larsen fo r th e ir cons ide ra tion and many he lp fu l sugges tions . T he y w ill in g ly made themselves ava ilab le fo r consu lta tions th ro u g h o u t th e ir a lready fu l l schedu les. D r. M ilton Negus, D r. Donovan M ille r , and Ms. Shanna M ille r fo r th e ir he lp in so many ways, from read ing and p ro o fin g , to be ing cons tan t f r ie n d s and s u p p o rte rs . W ithou t th e pa tience , fo r t i tu d e , good hum or, and exce llen t ty p in g s k il ls o f M rs . E lino r B ry a n t, th is s tu d y cou ld no t have been completed in the time line we were w o rk in g to meet. F in a lly , my fam ily , husband Ray and daugh te rs Marla and A d rienne have been so u nde rs ta nd in g o f the time th is s tu d y has taken from them . T hey encou raged , stood b y me, and considered my p rog ress to be a fam ily goa l. T hank yo u , e ve ryone , w ith my deepest s in c e r ity . .C J_ __ _C l iv TABLE OF CONTENTS Page V ITA jj ACKNOWLEDGMENTS Hi L IST OF TABLES v i ABSTRACT v i i i C hap te r I. INTRODUCTION I Id e n tif ic a tio n o f the Problem 5 Statement o f th e Problem 5 Purpose o f S tu d y 6 General Questions to be Answered 8 General P rocedure 10 De lim ita tions 12 D e fin it io n o f Terms 12 Summary 13 I I . REVIEW OF L ITERATURE 15 In tro d u c tio n 15 O ve rv iew o f Community Education Ph ilosophy: T ra d itio n a l Education Ve rsus Community Education 16 The Role o f A tt itu d e s in E ffe c tin g Change 27 P lann ing fo r th e Implementation o f Change W ith in th e Community 35 School S u rveys 42 Summary 51 f " I I I . PROCEDURES 54 In tro d u c tio n 54 ^ D esc rip tion o f the Community Assessment Plan 55 O rgan iza tion o f D e sc rip tive S u rve y A dm in is te red ( in Bozeman, Montana 67 T rea tm en t o f Data 73 S ta tis tic a l Hypotheses 74 Summary 77 Vv Chap te r , Page IV . RESULTS OF COMMUNITY ASSESSMENT PLAN 79 In tro d u c tio n 79 Se lec ting a Popula tion 78 Selection o f a T e s t In s trum en t 87 Method o f C o llec ting Data 89 Popula tion Demographics 96 T rea tm en t o f Data 97 Summary 99 V-. RESULTS OF BOZEMAN FIELD TEST 102 In tro d u c tio n 102 A na lys is 105 D iscussion o f To ta l Ph ilosophy 119 D iscussion o f th e S ix Components 121 Summary 123 V I. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 125 . In tro d u c tio n 125 . Summary 125 Conclusions 133 Recommendations 134 LITERATURE C ITED 137 APPENDICES A 145 B 150 C T54 D 158 LIST OF TABLES Tab le Page 1 R e lia b ility C oe ffic ie n ts , M -CEP I, C omm un ity -a t-L a rge 66 2 Sample Popula tion R eg is trie s 85 3 Number o f R e tu rns from Each Popula tion R e g is try 86 4 Number o f R e tu rns from Each A tt itu d e In s trum en t 88 5 Response E ffec tiveness fo r Th ree Methods o f C o llec ting Data 90 6 Cost fo r T h ree Methods o f C o llec ting Data 90 7 Time Expanded fo r T h ree Methods o f C o llec ting Data 91 8 Success o f Data C o llec ting Methods Id e n tif ie d from O the r School S u rve y Research and the Community Education F ield Te$ t 95 9 Percentage o f R e tu rns 104 10 Least-Squares Means and A na lys is o f Variance among Four D if fe re n t Age G roups tow a rd th e Community Education Ph ilosophy 106 11 Duncan T es t fo r M u ltip le Comparisons between D iffe re n t Age G roups 107 12 Duncan T es t fo r M u ltip le Comparisons on S ix Components b y Age 108 13 Least-Squares Means and A na lys is o f Variance fo r Men and Women tow ard th e Community Education Ph ilosophy 110 14 Duncan T e s t fo r M u ltip le Comparisons on S ix Components b y Sex 111 vi Tab le Page v i i 15 Least-Squares Means and A na lys is o f Variance between th e C omm un ity -a t-L a rge and the School - Community 16 Duncan T es t fo r M u ltip le Comparisons on Popula tion G roups tow a rd th e S ix Components 17 Least-Squares Means and Ana lys is o f Variance Between Respondents w ith C h ild re n Enro lled in School and Respondents w ith Np C h ild re n Enro lled in School 18 Duncan T es t fo r M u ltip le Comparisons on Respondents W ith and W ithou t C h ild re n Enro lled in School Toward S ix Components o f Community Education 113 114 116 118 ABSTRACT W eisenborn , Donna G raves. U npub lished Doctor o f Education D isse r­ ta t io n , Montana S ta te U n iv e rs ity , 1978. The problem in ves tig a ted in th is s tu d y was to t r y to d e te r ­ mine wh ich o f severa l methods would be most e ffe c tiv e in co lle c ting data th a t would id e n t ify community a tt itu d e s abou t th e s ix basic tene ts o f community educa tion . F ive phases, along w ith a lte rn a tiv e methods w ith in each phase, were tes ted in th e Bozeman School D is-. t r i c t in Bozeman, Montana. B r ie f ly , i t was found th a t : 1 . No one popu la tion re g is t r y in c luded names o f eve ryone re s id ing in th e commun ity . The Bozeman coun ty te lephone d ire c to ry p ro ­ v id ed th e h ig h e s t number o f re tu rn s fo llowed b y th e ta x ro lls . 2. The Community Education Ph ilosophy In s trum en t (M od ifie d ) re ­ ce ived th e h ig h e s t number o f re tu rn s o ve r th e . th re e selected a lte rn a tiv e in s trum en ts . 3. The mailed ques tio nna ire rece ived th e h ig hes t number o f re tu rn s cost th e most and took the least amount o f time than th e p e r­ sonal o r te lephone in te rv ie w . Four d i f fe re n t g roups were tes ted fo r poss ib le d iffe rences in th e ir a tt itu d e s tow a rd th e ph ilo sophy o f community educa tion : I ) fo u r age g ro u p s , 2 ) men and women, 3) school community and com m un ity -a t- la rg e , 4 ) responden ts w ith c h ild re n and w ith o u t c h i l­ d ren c u r re n t ly en ro lled in school. The re su lts o f the Bozeman Fie ld Tes t in d ica ted th a t the younges t age g roup (25 and u n d e r) responded th e most p o s it iv e ly tow a rd th e to ta l p h ilo sophy o f community educa tion , th e o ldes t age g roup responded th e least p o s it iv e ly . A ll fo u r id e n tif ie d g roups ra ted th e s ix tene ts o f community education from most to least pos i­ t iv e in th e same o rd e r . The th re e tene ts re ce iv ing th e h ig h e s t o ve ra ll agreement b y all fo u r g roups in c lu d ed : I ) K-12 tra d it io n a l school p rog ram ; 2) community in vo lvem en t; 3 ) ex tended use o f fa c il it ie s . Chap te r I INTRODUCTION Community education is a ph ilo soph ic approach to in d iv id u a l and community im provement. Jack M inzey de fined community edu ­ cation as: Community education is a ph ilo soph ica l concept wh ich serves th e e n tire community b y p ro v id in g fo r all o f th e educationa l needs o f all o f its community members. I t uses the local school to serve as the ca ta ly s t b y b r in g in g community resources to bear on com­ m un ity problems in an e f fo r t to deve lop a p o s itive sense o f com­ m un ity , im prove community liv in g and deve lop th e community process tow a rd th e end o f se lf-a c tu a liza tio n (1972: 19). As de fined above, community education a ffe c ts th e w e ll-be ing o f eve ryone w ith in a ne ighborhood o r a community. M inzey 's d e f in i­ t io n ex tends education from a tra d it io n a l concept o f teach ing ch ild re n to an expanded idea wh ich id e n tif ie s th e w an ts , needs, and problems o f a community . Community education s tresses c itizen in vo lvem en t, agency coo rd ina tion and coope ra tion , and a g re a te r u t il iz a t io n o f ou r fa c il it ie s and phys ica l resources . Community education emphasizes th a t local resources can be used to he lp solve community p rob lem s. S ince th e p u b lic schools are one o f th e la rg e s t ava ilab le fa c il it ie s in e ve ry commun ity , th e y shou ld be cen tra l to any comm un ity -w ide - im provement e f fo r ts . M inzey (1974: 3 ,7 ) de fined s ix p r im a ry com­ ponents in th e community education concep t. These are sta ted 7 2as ( I ) th e tra d it io n a l day school p rog ram ; (2 ) ex tended use o f school fa c il it ie s ; (3 ) educationa l p rogram s fo r school age ch ild re n and y o u th ; (4 ) p rogram s fo r a d u lts ; (5 ) d e liv e ry and coo rd ina tion o f community se rv ice s ; and (6 ) community in vo lvem en t. A lth ough community education has taken place th ro u g h o u t th e c o u n try s ince the 1920's, F lin t , M ich igan , p rov ides one o f th e best documented examples o f th e h is to r ic a l deve lopment o f th e community education concep t. F rank Manly and Charles S tew a rt M ott implemented a p lan fo r community education in F lin t , M ich igan , in 1935. Th is o r ig in a l p lan emphasized the use o f p u b lic schools as rec rea tion cen­ te rs fo r school age c h i ld re n . The community education concept g rew in tim e to meet expanded needs. The " l ig h te d . school concep t" has s ince changed from an emphasis on p rog ram s fo r ch ild re n to a b roade r ro le , th a t o f p rogram s fo r you th and a d u lts , o ve r and above the re g u la r school day . T h is con tinues to be one o f th e basic components o f most community education p rog ram s. S ince th e w ide ly pub lic ized F lin t model o f community education has spread th ro u g h o u t the c o u n try , na tiona l s ta tis tic s show acceptance o f community education in c itie s and towns has g rown from 560 community school d is tr ic ts in 1973 to 1,185 school d is tr ic ts in 1976 (M o tt F o u nda tio n ). While many sta tes have some fo rm o f community education p rog ram , severa l s ta tes such as M ich igan , M innesota, F lo rid a , U tah, and A laska have shown more rap id g row th than o th e rs . In some 3n o r th e rn -n o r th w e s te rn sta tes such as N o rth Dakota , South Dakota, Wyoming and Idaho th e concept is s t i l l re la t iv e ly new. The s ta te o f Montana was f i r s t in tro du ced to a community education program in 1971 when B u tte rece ived an H .E .W . Model C itie s G ran t to e s tab lish com­ m un ity educa tion . T h is p rogram lasted th re e yea rs . I t ended in 1974 when a dm in is tra tiv e po lic y decis ions d id no t s u p p o rt con tin ua tion o f the p rog ram . In F e b ru a ry , 1977, th e Board o f Education a t L ib b y , Montana, fo rm a lly adopted the concep t in to its school system . Since then the community education concept has rece ived increased a tte n tion in severa l Montana communities. Community education b y d e fin it io n implies change. I t is a dynam ic process where a community moves from a s ta te o f separateness to a s ta te o f cohesion th ro u g h coopera tion . A community w ith d iv e rs i­ f ie d agencies o rgan ized to opera te sepa ra te ly from one ano the r, changes its problem so lv ing process when coo rd ina ted to opera te in a cooper­ a tive manner. Making a smooth tra n s it io n from separateness to u n ity re qu ire s know ledge and usage o f th e steps in vo lved in the change process. When in tro d u c in g a new concep t such as community education in to a community , ca re fu l p lann ing and d iagnos is o f the community must be cons ide red . Havelock emphasized th e im portance o f so lid g roun dw o rk in th e in it ia l stages o f in tro d u c in g a new concept in a community in h is s ta tem en t: 4The v e ry idea o f change is th re a te n in g to most o f u s . . . In most respects most o f us like o u r own w o rld p re t ty much the way i t is , and we look upon changes f i r s t as po ten tia l d is tu r ­ bances be fo re we see them as po ten tia l bene fits (1973: 73-75) T ak in g Have lock 's comment in to cons ide ra tion means community education advocates must do all th e y can to m inim ize a pe rcep tion o f th re a t b y th e community d u r in g the educationa l change p rocess. A log ica l step in the change process be fo re p lann ing to in tro du ce th e concep t o f community education in to a new area would be to assess peoples' c u r re n t a tt itu d e s tow a rd th e tene ts wh ich make up the con­ cep t. As Havelock s ta ted : D iagnosis is a sys tem a tic a ttem p t to unde rs tand the p re sen t s itu a t io n . . . I f you do no t ta ke th e time to s tu d y and unde rs tand th e c u r re n t s ta te o f th e system , y o u r change e ffo r ts are lik e ly to be m isd irec ted and d isappo in tin g in th e th e long ru n . For th is reason you and y o u r c lie n t shou ld pause a t the beg inn ing o f y o u r re la tio n sh ip , and ta ke a ca re fu l look a t the system around you (1973: 63 ). Program p lann ing is a sequentia l p rocess. Each stage a ffe c ts the n e x t. I t is , th e re fo re , re q u is ite th a t p ro pe r a tte n tio n be g iven a t each s tage ; fo r om ittin g one step w ill endanger the fin a l outcome. I t is w ith th e above po in ts in m ind , th a t th is resea rche r chose to deve lop a community assessment p lan app licab le to community education wh ich id e n tif ie d in it ia l community a ttitu d e s tow a rd the basic tene ts o f community edu ca tio n . 5. Id e n tif ic a tio n o f the Problem The problem o f th is s tu d y was id e n tif ie d by B u rbach and Decker in th e ir s ta tem en t: “ The community educa to r m ust b u ild p ro ­ grams th a t w ill be in conce rt w ith th e c h a ra c te r is tic s o f h is community (1974: 4 5 ) . " The lack o f gu ide lines in th is area o f p lann ing are e v id e n t in th e ir n e x t s ta tem en t: "A th o ro ugh u nde rs ta nd in g o f the env ironm en t in wh ich th e community educa to r w ill fu n c t io n and o f the people who w ill use them is re q u ire d . T ha t community education may lack s u ff ic ie n t e xpe rtis e to deve lop th is unde rs ta nd in g g ives emphasis to a c r it ic a l area o f need in th e f ie ld (1974: 4 5 ) .1 S tatement o f the Problem v,Xv ■ . v The problem in ve s tig a ted in th is s tu d y was to t r y to d e te r ­ mine wh ich o f severa l methods would be most e ffe c tiv e in co lle c ting data th a t would id e n t ify community a tt itu d e s abou t th e s ix basic tene ts o f community educa tion . The a lte rn a tiv e methods were, tested in th e Bozeman School D is tr ic t in Bozeman, Montana, to id e n t ify the s tre n g th and weaknesses o f each. The data ob ta ined were then ana lyzed to de te rm ine th e a ttitu d e s o f th e Bozeman community , ( in c lu d in g th e school "-community and th e com m un ity -a t- la rg e ) toward th e basic te ne ts o f community educa tion . 6Purpose o f S tu d y As o f 1976, o ve r a thousand d if fe re n t school d is tr ic ts were ope ra tin g community school p rogram s th ro u g h o u t the n a tio n . The M ott Foundation (1976) has p red ic te d con tinued fu tu re g row th from 1,185 in 1976, to 2,500 b y 1978. Mollay fe l t some o f th e reasons beh ind th is g row th tre n d in community education cou ld be a t tr ib u te d to : Chang ing social a ttitu d e s as much as fin an c ia l cu tbacks are he lp ing to c rea te a climate fa vo rab le to community schools . . .T he g row ing awareness th a t le a rn ing is dependen t upon the q u a lity o f th e lea rne rs home life , h ea lth , re c re a tio n , social a c tiv ^ i t y , and env ironm en t (1973: 5 ) . Montana is one o f severa l ru ra l s ta tes hav ing few estab lished community education p rog ram s. The like lihood th a t community edu ­ cation w ill be g iven serious cons ide ra tion in many school d is tr ic ts in Montana has been p red ic te d fo r th e fu tu re . The C en te r fo r Com­ m un ity Education a t Montana S ta te U n iv e rs ity has in it ia te d contacts th ro u g h o u t Montana communities d u r in g 1976, 1977 and 1978 academic yea rs . From these con tacts g row ing in te re s t has been in d ica ted . When a school d is t r ic t makes the decis ion to implement the com­ m un ity education concep t, a pp ro p ria te p lans should be analyzed be fo re p roceed ing . McCIoskey s ta ted : Define and assess th e c ircum stances in wh ich you can p ro ­ ceed. T ho rough ana lys is w ill he lp c la r i fy spec ific leadersh ip ta sks . C ons ider the fo llow ing ques tions : 71. What is the p re sen t s ta te o f p u b lic in te res t? 2. How much concern do people p re se n tly have fo r p rogram im provements aimed a t th e en la rgem ent o f educationa l bene fits? 3. To w ha t e x te n t does y o u r p re sen t p rogram embody community school concepts? 4. What pa ren ta l / reaction do you expec t in y o u r community? (1973:27) Be fo re th e change process from an estab lished education plan to a new concep t can be b u i l t , i t is necessary to f i r s t assess the c u r re n t a tt itu d e s o f people liv in g w ith in a spec ified community . Once these a ttitu d e s are id e n t if ie d , a p p ro p ria te s tra teg ie s can be developed wh ich a ttem p t to approach th e people a t th e ir in it ia l level o f readiness tow a rd th e new idea. A plan to assess community a tt itu d e s tow ard th e concept o f community education was developed fo r use w ith in communities th ro u g h o u t Montana. The a tt itu d e assessment plan deve loped in th is s tu d y is fo r use b y the schools to ex tend the community education concept th ro u g h th e community . For th e purpose o f th is s tu d y , Beane's d e fin it io n o f th e community has been app lied . W ith re fe rence to th e schoo ls, Beane recogn izes two basic g roups : I. The school community wh ich cons is ts o f those persons who are d ire c t ly in vo lved in th e schoo ls: teache rs , s tu d en ts , a dm in is tra to rs , school boa rds , nonc lass ified personne l and p a r t ic u la r spec ia lis ts ; 2. The com m un ity -a t- la rg e wh ich cons is ts o f all those persons who res ide , w o rk and pay taxes in the community and who send th e ir c h ild re n to the schoo ls. T h is g roup m igh t also be de fined as those persons in th e community who are no t d i r ­ e c tly in vo lved in th e school (1974: 26 ,28 ). E ve ry community has c h a ra c te r is t ic s wh ich id e n t ify them as un ique from any o th e r community . Development o f a p lan wh ich would be o f use to all communities w ith in Montana was deve loped in a f le x ib le manner to make adap ta tion to in d iv id u a l community needs and resources poss ib le . The community assessment p lan was in tended as a gu ide fo r the im plementation o f an emp!o ra to ry s u rv e y on community a ttitu d e s tow a rd community educa tion . The fo rm a t was such th a t p u b lic school personne l and community c itizens cou ld id e n t ify a s u rv e y approach which, best su ited th e ir needs. The plan was s tru c tu re d to id e n t ify and b r ie f ly desc ribe th e basic stages and im po rtan t po in ts o f con­ s ide ra tion in im plementing a community education a tt itu d e s u rv e y . The suggested a lte rn a tiv e s w ith in each phase allowed fo r v a ry in g s itu a tio n s found in in d iv id u a l communities. General Questions to be Answered Two sets o f questions were ana lyzed w ith in th e design o f the ove ra ll s tu d y . Set one examined th e s tru c tu re o f a process which cou ld be used w ith in each community when assessing community a t t i ­ tudes tow a rd th e basic concep t o f community educa tion . A f ie ld te s t adm in is te red in Bozeman, Montana, was made to te s t s tre n g th s and 9weaknesses o f each o f th e a lte rn a tiv e s id e n tif ie d in th e p lan . Set two re fe rs to the in fo rm a tion co llected d u r in g a f ie ld te s t in Bozeman, Montana, o f selected a lte rn a tiv e s o f th e community assessment plan deve loped in th is s tu d y . Questions answered fo r set one o f th is s tu d y were: 1. In assessing th e school commun ity , and th e comm un ity -a t- la rge , tow ard th re e d if fe re n t s u rv e y m ethods, w ha t were the s tre n g th s and weaknesses o f each? 2. O f th e fo u r d if fe re n t p rocedu res id e n tif ie d in th is s tu d y fo r se lec ting a re p re sen ta tive sample o f the com m un ity -a t- la rg e , w ha t were th e s tre n g th s and weaknesses o f each? 3. From th e th re e d if fe re n t p re -te s te d ques tionna ires wh ich would be a pp ro p ria te fo r s u rv e y in g people 's a tt itu d e s toward the concepts beh ind community education? What were the s tre n g th s and weaknesses o f each? 4. What were bene fits and lim ita tions o f s ta tis tic a l ana lys is o f data compared to th e bene fits and lim ita tions o f d e s c r ip tiv e ana lys is o f da ta , fo r th e layman and the s ta tis tic ia n ? Questions answered fo r set tw o o f th is s tu d y were : 1. D id th e va r ia b le o f age a ffe c t a tt itu d e s tow a rd th e tene ts o f community education? 2. Did the va r ia b le o f sex (m a le .o r female) a ffe c t a ttitu d e s tow a rd the tene ts o f community education? 3. What tene ts were viewed most fa v o ra b ly b y the school com­ m un ity and th e comm un ity -a t- la rge? 4. What tene ts were least fa v o ra b ly b y the school community and th e comm un ity -a t- la rge? '5. Was th e re a d iffe re n ce o f v iews tow a rd th e tene ts o f community education between the school community and th e comm un ity -a t- large? 10 6. Was th e re a d iffe re n ce o f v iews tow ard the tene ts o f com­ m un ity educa tion between responden ts who have ch ild re n in school and those who do not? General P rocedure A community assessment p lan was developed to in c lude severa l op tio n s . The most de ta iled op tions necessita ted more time and re ­ sources , w h ile th e s im p le r op tions allowed fo r fa s te r completion w ith less e xp e nd itu re o f resou rces , w ith an unde rs ta nd in g th a t in fo rm a tion gained was less de ta ile d . Id e n tif ic a tio n o f th e necessary elements in co rpo ra te d in th e p lan in c luded d iscuss ion o f th e ir im portance and expected outcomes o f each o f th e suggested a lte rn a tiv e s . P rocedures fo r c a r ry in g ou t th e p lan were il lu s tra te d th ro u g h a lte rn a tiv e sample s tud ies ru n in th e Bozeman, Montana, School D is­ t r i c t . G roups considered in th e s tu d y inc luded ( I ) schoo l-commun ity d iv id e d in to a dm in is tra to rs and teache rs ; (2 ) cbm m un ity -a t- la rg e acco rd ing to d i f fe re n t age g ro u p s , male and female, people w ith ch ild re n in schoo l, and people w ith no ch ild re n in schoo l. Four methods fo r se lec ting a re p re sen ta tive sample o f the community membership were ana lyzed fo r th e ir in d iv id u a l s tre n g th s and weaknesses. These in c lu d ed : (a ) coun ty te lephone d ire c to ry (L om a r), ( b ) C ity D ire c to ry (P o lk ) , ( c ) coun ty ta x ro lls , ( d ) coun ty v o te r re g is t ra t io n . Each o f these methods were in c luded in the te s t adm in is te red in Bozeman. 11 Th ree basic ways' o f sampling were described and tes ted in Bozeman: (a ) mailed 'q u e s tio n n a ire s , ( b ) te lephone s u rv e y , (c ) d o o r- to -d o o r in te rv ie w . Advan tages and d isadvan tages o f each were ana lyzed . A choice o f th re e p re -te s te d a tt itu d e in s trum en ts was se lected , and th e s tre n g th s and weaknesses o f each a lte rn a tiv e were id e n tif ie d . A ll in s trum en ts were tes ted th ro u g h a m ailou t s u rv e y . Comparisons were made on poss ib le d iffe re n ces in number o f re tu rn s . A p p ro p r ia te methods fo r ana lys is o f re su lts were d iscussed us ing bo th s ta tis tic a l and non s ta tis tica l te s ts . Advan tages and d is ­ advantages o f both soph is tica ted and simple data ana lys is were p re ­ sen ted . Examples o f s ta tis tic a l hypo theses and tab les were used in the ana lys is o f the te s t conducted in Bozeman. The community assessment plan was bas ica lly designed fo r school d is tr ic ts in te re s te d in adop ting community education in to th e ir system . School d is tr ic ts can uSe a combination o f seve ra l op tions p resen ted wh ich f i t th e needs o f in d iv id u a l d is t r ic ts . Assessing c u r re n t a tt itu d e s o f the community tow a rd community education allows the d is t r ic t to b u ild th e necessary backg round in fo rm a tion be fore a community education implementation p lan beg ins . The op tions p re ­ sented in th is s tu d y allow communities to se lect a p lan o f action th a t f i t s w ith in its ava ilab le resources and id e n tif ie d needs. 12 Delim ita tions 1. The in v e s tig a to r lim ited th e te s t area to the geograph ica l boundaries o f Bozeman School D is tr ic t #7. 2. The p lan was f ie ld te s ted in a spec ific commun ity , th u s lim itin g th e genera l f in d in g s o f th e s tu d y . 3. The s tu d y was conducted us ing d if fe re n t samples o f the de fined community membersh ip . Results o f the s tu d y a re , th e re fo re , suscep tib le to g roup sampling e r ro r . D e fin it io n o f Terms Community Education Components The p r im a ry components com pris ing a community education p rogram were id e n tif ie d b y M inzey as: ( I ) the tra d it io n a l day school p rog ram ; (2 ) ex tended use o f community fa c il it ie s ; (3 ) add itiona l program s fo r schoo l-age ch ild re n and y o u th ; (4 ) p rogram s fo r a d u lts ; (5 ) d e liv e ry and coo rd ina tion o f community se rv ice s ; and (6 ) commu­ n ity in vo lvem en t (1974: 3 ,7 ) . 13 Community A g roup o r company o f people liv in g fa ir ly close to g e th e r in a con tiguous t e r r i t o r y , who are coming to act to g e th e r in th e ch ie f con ­ ce rns o f life (Good, 1973: 119). Bozeman Community As used in th is s tu d y , th e Bozeman community consis ted o f th e geograph ica l boundaries o f the Bozeman School D is tr ic t . Social A t t itu d e Social a tt itu d e was de fined as readiness to respond in a c e r­ ta in way (such as im p a r t ia lly , a g g re s s iv e ly , p o s it iv e ly , o r n e g a tiv e ly ) to a g iven social phenomenon (Good, 1973: 49 ). Summary The rise in number o f communities accep ting the community education concep t re fle c ts a change in school ph ilo sophy from a closed system to an open system . Community education is designed to w o rk w ith the community so th a t schools and community can be in vo lved on in te rre la te d issues. P roponents o f community education fee l an in ­ vo lve d , coo rd ina ted p rob lem -so lv ing community w ill b e n e fit everyone from you th to sen io r c it iz e n . Montana and severa l o th e r ru ra l s ta tes p re se n tly have v e ry few ac tive community education p rog ram s. In tro d u c in g th e community 14 education concept in to any community in vo lves a change p rocess. The change p rocess, i f no t handled c a re fu lly , can crea te a re luc tance by th e people to accept the proposed new method o f do ing th in g s . So th a t th e community w ill see th e po ten tia l b ene fits o f th e new idea, ca re fu l p lans must be made to reduce the th re a t from a change in the tra d it io n a l way o f do ing th in g s as much as poss ib le . The in te n t and p r im a ry problem o f th is s tu d y was the de­ ve lopment o f a community a t t itu d e assessment p lan wh ich could be adapted and dup lica ted b y in te re s ted communities th ro u g h o u t Montana. The plan id e n tif ie d a combination o f severa l op tions fo r assessing the c u r re n t a tt itu d e s o f people liv in g w ith in a spec ified community tow ard th e basic tene ts found in community educa tion . S tra teg ies fo r com­ m un ity education implementation can be b u i l t b y in d iv id u a l communities when th e y are able to id e n t ify and approach people a t th e ir in it ia l read iness leve l. The p lann ing component was designed in a manner th a t made i t poss ib le fo r o th e r d is tr ic ts to adap t th e plan in a manner most su itab le to th e ir in d iv id u a l needs. T h ro ugh ana lys is o f the te s t s tu d y and re su lts o f te s ted a lte rn a tiv e s , o th e r in te re s te d communities may learn where to beg in in implementing a community education p ro ­ gram to f i t th e spec ific needs o f th e ir community. Chap te r 11 REVIEW OF LITERATURE In tro d u c tio n D u rin g the pas t decade increased in te re s t has been expressed in community e du ca tio n . The lite ra tu re repo rted va riou s opera tiona l app lica tions o f community e du ca tio n . In ves tig a tio n s o f many aspects o f community education are des irab le in o rd e r to comprehend more fu l ly the impact o f its in flu ence on community life . The pu rpose o f th is chap te r was to rev iew th e li te ra tu re as i t re la ted to community a tt itu d e s tow a rd the community education ph ilo s ­ o ph y . The m ateria l is d iv id e d in to fo u r ca tegories and was p resen ted as fo llow s : ( I ) O ve rv iew o f community education ph ilo sophy : T ra d i­ tiona l education concep t ve rsus community education concep t; (2 ) The ro le o f a t t itu d e in e ffe c tin g change; (3 ) P lann ing fo r th e implemen­ ta tio n o f change w ith in th e community ; (4 ) School s u rv e y s . I t was th e in te n t o f th is in v e s tig a to r to cove r in fo rm a tion in the above fo u r ca tegories to he lp il lu s tra te how community education e ffe c ts change in a community and w hy community education in it ia to rs must cons ide r th e a ttitu d e s o f the people w ith in the community when p lann ing fo r change. Conway s ta te d , "T he climate o f expec ta tions w ith in a community is made up o f t ra d it io n s and va lues wh ich people 16 have abou t an area o f endeavor such as educa tion . The expecta tions wh ich people hold become y a rd s t ic k s b y wh ich th e y measure p resen t perfo rm ance and fo rm op in ions abou t fu tu re perfo rm ance o f th e ir schoo ls ." S ince no community has e xa c tly th e same expec ta tio ns , p lann ing s tra teg ie s must be c a re fu lly deve loped wh ich recogn ize the un ique c h a ra c te r is t ic s fo und in th e community unde r cons ide ra tion . O ve rv iew o f Community Education Ph ilosophy: T ra d itio n a l Education Ve rsus Community Education Community education has evo lved from th e theo rie s and p ra c ­ tices o f some o f o u r h is to r ic a l leaders in educationa l p h ilo sophy . The fundamenta l tene ts o f community education were found in th e w r it in g s o f Dewey and C lapp . In 1900, Dewey recogn ized th e im portance o f an in vo lved community membersh ip. A soc ie ty is a number o f people held to g e th e r because th e y are w o rk in g along common lines in a common s p ir i t , and w ith re fe rence to common aims. The common needs and aims demand a g row ing in te rchange o f th o u g h t and g row ing u n it o f sym pathe tic fe e lin g (1900: I I ) . T h ro u g h o u t Dewey's li fe , he con tinued to emphasize the s tro n g e ffe c t o f env ironm en t upon th e education o f y o u th . Dewey be lieved th a t le a rn ing abou t life came from in te ra c tio n w ith li fe ; th a t education cou ld no t teach a person to cope w ith h is env ironm en t un less he became d ire c t ly fam ilia r w ith its emotional s p i r i t . T ry in g to teach a person ce rta in b e lie fs , emotions and know ledge w ith no 17 unde rs ta n d in g o f the real life reasons beh ind those teach ings w ill no t ho ld a la s tin g ,.e ffe c t. In Dewey's w r it in g s o f 1916 he described the im portance o f a pe rson 's in vo lvem en t in th e social env ironm en t in o rd e r to t r u ly educate : The deve lopment w ith in the young o f the a ttitu d e s and d is ­ pos itions necessary to th e con tinuous and p ro g re ss ive life o f a soc ie ty canno t ta ke place b y d ire c t conveyance o f b e lie fs , emo­ t io n s , and know ledge. I t takes place th ro u g h th e in te rm ed ia ry o f th e env iro nm en t. The env ironm en t cons is ts o f th e sum to ta l o f cond ition s wh ich are concerned w ith the execu tion o f the a c t iv i ty c h a ra c te r is t ic o f th e liv in g be ing . The social e n v iro n ­ ment cons is ts o f all a c tiv it ie s o f fe llow be ings th a t a re bound up in c a r ry in g on th e a c t iv it ie s o f any one o f its members. I t is t r u ly education in its e f fe c ts , in its e f fo r ts , in th e degree in wh ich an in d iv id u a l a pp ro p ria te s the purposes wh ich actua te i t , becomes fam ilia r w ith its methods and sub jec t m a tte rs , acqu ires needed s k il ls , and is sa tu ra ted w ith its emotional s p i r i t (1916: 225). H a rt, a s tu d e n t o f Dewey's, also vo iced Dewey's v iew s. He fe l t th e re la tio n sh ip between th e school and community cou ld no t be le g itim a te ly sepa ra ted : Education is no t a p a rt from l i f e . . . The democra tic p ro ­ blem w ith education is no t p r im a r ily a problem o f t ra in in g c h ild re n ; i t is a problem o f making a community w ith in which ch ild re n cannot he lp g row ing up to be dem ocra tic , in te llig e n t, d is c ip lin e d to freedom , re ve re n t to th e goals o f l i fe , and eager to share in th e ta sks o f the age. Schools cannot p roduce the re s u lt , n o th ing b u t th e community can do so (1924: 382). Elise C lapp spoke s p e c ific a lly to th e ro le o f th e school in the be tte rm en t o f community life . What does a community school do? F irs t o f a ll, i t meets as best i t can , and w ith eve ryone 's he lp , the u rg e n t needs o f the people , fo r i t ho lds th a t e v e ry th in g th a t a ffe c ts th e we l­ fa re o f th e ch ild re n and th e ir fam ilies is its conce rn . Where does school end and life ou ts ide begin? T he re is no d is tin c tio n 18 between them . A community school is a used p lace, a place used f re e ly and in fo rm a lly fo r all th e needs o f liv in g and le a rn ­ in g . I t is , in e ffe c t, th a t place where le a rn ing and liv in g conve rge (1939: 89). Dewey also spoke o f the im portance o f deve lop ing a sense o f community w ith in the schoo ls. Dewey fe l t schools shou ld crea te an in te rn a l m in i-comm un ity . S tuden ts cou ld then go o u t in to th e la rg e r community w ith a b e tte r u n de rs ta nd in g o f th e ir place w ith in i t . Com­ m un ity education as i t is conce ived to d a y , s tresses b r in g in g the real community in to th e schoo ls. The community becomes th e lea rn ing arena where s tuden ts become a c t iv e ly in vo lved in community issues and prob lem s. These ea rly v iews o f educa tion , though met w ith exc item en t and en thus iasm , were s t i l l no t cons idered the accepted way o f teach ing o r le a rn in g . Education was founded on a much na rrow e r tra d it io n o f im pa rtin g know ledge. Dewey compared h is community education p h i l­ osophy w ith these na rrow e r achievements o f the dom inant educationa l p h ilo sophy o f h is tim e. I t is o u r p re sen t education wh ich is h ig h ly spec ia lized , one s ided , and na rrow . I t is an education dom inated almost e n t ire ly by th e medieval conception o f le a rn in g . I t is some­ th in g wh ich appeals fo r the most p a r t s im p ly to th e in te lle c ­ tua l aspec t o f o u r n a tu re s , o u r des ire to le a rn , to accumulate in fo rm a tion and to ge t con tro l o f th e symbols o f le a rn ing (1900: 24 -26 ). G a rr also re fe rre d to th e unn a tu ra l e ffe c t o f th e tra d it io n a l educationa l ph ilo sophy o f h is day in h is d e sc r ip tio n : 19 Many schools are lik e l i t t le is lands set a p a rt from the main­ land o f life b y a deep moat o f conven tion and t ra d it io n . Across the moat th e re is a d raw b r id g e , wh ich is lowered a t ce rta in p e r ­ iods d u r in g th e day in o rd e r th a t th e p a r t- t im e in hab ita n ts may cross o ve r to th e is land in th e m orn ing and back to th e mainland a t n ig h t . Why do these young people go o u t to the island? They go th e re in o rd e r to Iegrn how to live on th e m ain land . A f te r the la s t in h a b ita n t o f th e is land has le f t in the ea r ly a fte rn o on , th e d raw b rid g e is ra ised . Jan ito rs clean up the is la n d , and the lig h ts go ou t (1942: 34 ). Many o f these same a ttitu d e s tow a rd teach ing and le a rn ing con tinued to be found in th e tra d it io n a l education o f th e f i f t ie s . Hanna (1953: 49) po in ted o u t th a t schools con tinued to emphasize a c u rr ic u lum wh ich ta u g h t th e basic s k ills acqu ired in book centered le a rn in g . He has s ta ted : T ra d it io n a lly , schools have been g iven th e re s p o n s ib ility fo r deve lop ing men and women w ith sound and lib e ra l educa­ t io n u nde r the assumption th a t , i f th is were done, des irab le and necessary social changes would in e v ita b ly o ccu r th ro u g h th e e ffo r ts o f these in d iv id u a ls in th e ir a d u lt yea rs . W ith some notab le e xcep tions , schools have ex is ted in a sphe re more o r less removed from con tac t w ith th e real problems o f commu­ n ity li fe . Too f re q u e n t ly , education has concen tra ted its a tte n tio n on th e teach ing o f th e s k il ls o f lite ra c y and c it ize nsh ip in an academic atmosphere w ith l i t t le emphasis on th e deve lop ­ ment o f p rogram s aimed d ire c t ly a t th e so lu tion o f social p ro b ­ lems and th e meeting o f social needs (1953: 49 -50 ). The s ta ff o f th e N o rthw es t Community Education Development C en te r has w r it te n on the sub jec t o f community education in an e f fo r t to c la r i fy w ha t th e y see as the basic d iffe re n ce between th e tra d it io n a l concept o f education and th e expanded concept p ro v id ed b y community educa tion . T hey have made th e fo llow ing d is tin c tio n between the tw o : 20 In th e na rrow v iew ( t ra d it io n a l) o f schools no p a r t ic u la r leade r­ sh ip is assumed b y th e school and its s ta f f fo r community deve lop ­ ment. The cu rr ic u lum is somewhat r ig id , and depends almost e x ­ c lu s iv e ly on book cen te red le a rn in g . The assumption is made th a t in te lle c tua lism is s u f f ic ie n t as a means of. p re pa rin g young people to meet all human needs o r a t least th e assumption is made th a t the schoo l's re s p o n s ib ility ends w ith th e in te lle c tu a l p re pa ra ­ t io n o f the p up ils (1976: 3 ) . A fu r th e r b reakdown was made wh ich d iscusses the ro le o f th e school and its re la tio n to th e ou ts ide community . Once again basic d iffe re n ces cou ld be found between th e two v iew s: B y and la rge th e school handles its job alone and apa rt from the home. The re is v e ry l i t t le d ire c t e f fo r t to jo in fo rces w ith th e home and th e community in th e c h ild 's deve lopment and p repa ra tio n fo r life (N o rthw e s t Community Education De­ ve lopment C en te r, 1976: 3 ) . Looking a t th e basic concept o f community education and its v iew tow a rd th e schools and its people , th e N o rthw es t Community Education Development C en te r made th e d is tin c tio n th a t : In o rd e r to have th e g rea te s t im pact on th e deve lopment o f th e in d iv id u a l, th e home, th e schoo l, and th e community must be s u p p o rtiv e o f one ano the r in te rm s o f the best in te re s t o f the in d iv id u a l. The community school no t o n ly sends its s ta f f and ■ leaders in to th e home and th e commun ity , b u t i t in vo lves adu lts from th e home and th e community in th e le a rn ing expe rience o f the ch ild re n and in leadersh ip re s p o n s ib ility fo r a c t iv it ie s d u r in g th e op tiona l p o rtio n s o f th e school day , week, and yea r. In th is re la tio n sh ip th e home, school and community fo rm an e ffe c tiv e team fo r th e deve lopment o f th e community as a whole (1976: 6 ) . Even though tra d it io n a l th o u g h t has been th e major in fluence in education from the pas t to the p re se n t, th reads o f th e more open, p a r t ic ip a to ry concept have ru n th ro u g h th e ph ilosoph ies o f many educationa l leaders . Seay fe l t a con tinued ob je c tive o f many 21 schools had been recogn ition o f the im portance o f in vo lvem en t in one's community life : Community school leaders o f the th ir t ie s , fo r t ie s , and f if t ie s recogn ized th a t an educationa l o b je c tive re q u ir in g changed be­ ha v io r cou ld be achieved on ly th ro u g h th e le a rn e r 's p a r t ic ip a ­ t io n in le a rn ing expe riences re la ted to the so lv ing o f p rob lem s-- p re fe ra b ly th e problems found in th e le a rn e r's own e xpe rie n c ­ ing o f community life . Community educa to rs o f today agree w ith them (1974: 31). W ith these basic con tra s ts in m ind , the p re sen t ph ilo sophy o f community education shou ld now be more spec ific a lly in ve s tig a te d . T h is resea rche rs in ve s tig a tio n o f th e li te ra tu re shows th a t d iffe rences between ph ilosoph ica l a tt itu d e s w ith in th e concept o f community edu ­ ca tion are also fo u n d . These va r ia tio n s were exp lo red fo r each adds a s l ig h t ly d i f fe re n t dimension to the ove ra ll concep t. M inzey saw the modern concep t o f education as hav ing a broad base when he s ta ted : Community education is an educationa l ph ilo sophy wh ich p e r ­ meates basic b e lie f. I t en la rges and enhances the ro le o f the p u b lic schoo l. . . p u b lic schools have some k ind o f re s p o n s ib ility fo r almost all a c t iv it ie s th a t take place w ith in the c om m un ity ... The school p lays a c a ta ly t ic ro le , s e rv in g an o rgan iz in g fu n c ­ t io n (1972: 52 ). M inzey saw the school as th e p r im a ry agen t in th e community education theme. He saw th e re la tio n sh ip between 'community school' and 'commun ity educa tion ' as: Community education is th e educationa l concep t; community school is the veh ic le b y wh ich many se rv ices o f community edu ­ ca tion are d e l iv e re d . . .T he re s p o n s ib ility fo r coo rd in a tin g the fu n c tio n o f re la tin g needs to p rogram s becomes th a t o f the schools (1972: 152). 22 People also id e n t ify community education as based th ro u g h agencies o th e r than th e schools such as th e c ity counc il o r va rious se rv ice agencies w ith in th e community . F a irch ild and Neal made no mention o f th e fo rm al school s e tt in g ; th e y e xh ib ite d a more genera l v iew po in t in th e ir s ta tement: Today we asse rt w ith con fidence th a t a ll l ife educates con­ sc ious ly o r n o t, d e lib e ra te ly o r no t, c o n s tru c tiv e ly o r n o t, and th a t education shou ld th e re fo re become a life - lo n g process o f fu n c tio n a l le a rn ing expe rience wh ich to g e th e r increase the lea rne rs competence in l iv in g . T h is is the ph ilo sophy o f com­ m un ity education (1975: 17). In a s tu d y b y Wilson th e community as a whole was seen as the focus fo r community educa tion . No spec ified program was o u t­ lined fo r the commun ity , ra th e r each community is to assess its own un ique needs and make plans to f u l f i l l these id e n tif ie d gaps. In h e re n t in th e community education concept is th e be lie f th a t each community education p rogram should re f le c t the needs and in te re s ts o f its p a r t ic u la r community . T hus community education va rie s from school community to school community and the community education p rogram in one location cannot be made to f i t ano the r (1976: 17). Van Voorhees spoke to community education and schools and was in basic agreement w ith W ilson's sta tement above when he s a id : In h e re n t in th e community school ph ilo sophy is th e p ropo ­ s it io n th a t s ince each community is un iq ue , th e school must be un ique to meet th e community 's needs (1969: 166). Melby and K e rensky described education as th a t o f Education I , (p re se n t o r t ra d it io n a l educa tion ) and Education I I , (new o r community e du ca tio n ). These au tho rs fe l t : 23 The most d is t in g u is h in g m ark o f th e new educationa l p ro ­ gram is its close invo lvem en t w ith th e life o f the e n tire com­ m un ity . The richness o f its p rogram w ill reach a ll th e people a t conven ien t times and places w ith o ffe r in g s adapted to th e ir in te re s ts and needs. The education cen te red community p ro ­ v ides education fo r a l l . I t no t o n ly helps people b u t i t also helps people to help them se lves. In th e school o f such a com­ m un ity and in its va r ie d community li fe , much o f th e teach ing and leadersh ip comes from the people them se lves. In the p ro ­ cess o f he lp ing o the rs th e y educate themselves (1971: 102). Decker gave us a ph ilo sophy o f community education which s tressed lin k in g to g e th e r home, schoo l, and community. The community education ph ilo sophy s tresses deve lop ing and s tre n g th e n in g th e v ita l re la tio n sh ip , mutual dependence and fu n d ­ amental linkage between the home, schoo l, and community in all phases o f human g row th and community im provement. B y u t i ­ liz in g th e to ta l community env ironm en t th e community becomes a liv in g - le a rn in g la b o ra to ry fo r s tuden ts and a d u lts . Tax do lla rs as well as p r iv a te fu n d s are used more e ffe c tiv e ly and much dup lica tio n o f se rv ices is e lim ina ted (1975: 7 ). M inzey a ttempted to c la r i fy some o f th e basic d iffe re n ces be­ tween e a r lie r ph ilo soph ica l d e fin it io n s and in te rp re ta tio n s g iven to community educa tion in its c u r re n t s ta te o f e v o lu t io n . The d e fin it io n o f community educa tion has passed th ro u g h an in te re s t in g e vo lu tio n . I t is p ro ba b ly accu ra te to say th a t e a r ly d e fin it io n s were com pa ra tive ly lim ited in th e ir po ten tia l im pact as compared w ith more re cen t concep tua liza tions . Com­ m un ity educa tion in its e a r lie r stages tended to de fin e lim ited program s such as rec rea tion o r e x tra p ro g ram s .. .such as th e y tended to deal w ith p rogram s tacked on to the e x is tin g c u r ­ r ic u lu m . . .even s tro n g su pp o rte rs o f community education tended to v iew i t as an e x t r a . . .T h e common th re ad wh ich ru n s th ro u g h ( e a r l ie r ) . . . in te rp re ta tio n s is th a t , in gene ra l, th e y are all s ubp a rts o f th e concept (1972: 52 ). LeTa rte and M inzey in th e ir book, Community Education From Program to P rocess, deve loped a community education s ta tement wh ich 24 attempted to combine th e many program s and processes wh ich were necessary to the u nde rs ta nd in g o f th e whole concept. Community Education is a ph ilo soph ica l concept wh ich serves th e e n tire community b y p ro v id in g fo r all o f the educationa l needs o f all o f its community members. I t uses the local school to se rve as th e c a ta ly s t fo r b r in g in g community resources to bear on community problems in an e f fo r t to deve lop a pos itive sense o f community , im prove community l iv in g , and deve lop the community process tow ard th e end o f se lf-a c tu a liza tio n (1972: 19). The e vo lu tio n a ry process o f d e fin in g the concep t o f community education b ro u g h t w ith i t the process o f p u tt in g theo rie s in to p ra c tice . Community education p ra c t it io n e rs are g iven the ta sk o f a pp ly in g the broad d e fin it io n o f th e concep t in to a w o rkab le app lica tion a t the local le ve l. T h is means th a t ph ilo sophy must be b ro u g h t down in to o b ta in ­ able goa ls. T h is ta sk has been attempted b y d e sc r ib in g the cha rac ­ te r is t ic s to be found in a community education p rog ram . The number o f components fo und in any one community w ill v a ry acco rd ing to th e needs and resources o f th a t community . How­ e ve r, a fram ew ork fo r th e program p rov ides the p ra c t it io n e r w ith id e n tif ia b le areas to b e g in . P ra c tit io n e rs o f community education con­ s id e r process as a key to a successfu l p rog ram . Process can be th o u g h t o f as an o v e r r id in g key to successfu l p rog ram s. E ve re tt (1938: 457) d if fe re n tia te d process from program when he s a id : A ll l ife is education ve rsus education is gained o n ly in form al in s t itu t io n s o f le a rn in g . Education re qu ire s p a r t ic ip a ­ t io n ve rsus education is adequa te ly gained th ro u g h s tu d y in g abou t life (1938: 457). 25 When id e n t ify in g the components o f community educa tion , the ph ilo soph ica l concep t is o rie n ted to a p rocess. The p rogram its e lf is de fined as a process w ith in wh ich people w o rk to g e th e r to solve p ro b ­ lems. M inzey described s ix basic components wh ich he fe l t shou ld be in c luded as w o rk in g goals in a community education p rog ram . 1. An Educational Program fo r School Age C h ild re n In Community Educa tion , a tte n tio n shou ld be g iven to re levance , community in vo lvem en t, and th e use o f th e community to enhance c lass­ room teach ing . 2. Use o f Community Fac ilities T he re is o ften an abundance o f unused space in most comm un itie s .. .School b u ild in g s , in p a r t ic u la r , shou ld become a focal p o in t fo r community a c tiv it ie s and se rv ices . 3. A dd itio na l Programs fo r School Age C h ild re n and Youth A dd itio na l in fo rm a tio n , a c t iv it ie s , and expe riences can be p ro v id ed b y expand ing o ffe r in g s to s tuden ts be fo re school, a fte r schoo l, weekends and summers. 4. Programs fo r A d u lts The needs o f adu lts would be recognized as be ing as im po rta n t as those o f th e school age s tu d e n t, and th e s tu d e n t body would be pe rce ived as be ing all o f the people who res ide in th a t community . 5. D e liv e ry and C oo rd ina tion o f Community Serv ices O n ly when e x is tin g agencies are unable to p ro v id e se rv ices would the . community education coo rd in a to r ass is t in th e deve lopment o f new p rog ram s. The coo rd in a to r a c tu a lly acts as a b ro k e r , re la tin g problems to resources and making re fe rra ls to the a pp ro p ria te sources. 6. Community Invo lvem ent T h is phase o f Community E duca tio n . has o ften been described as th e e f fo r t to re tu rn "p a r t ic ip a to ry dem ocracy .“ The idea is to he lp persons who live in a p a r t ic u la r ne ighborhood p a rt ic ip a te in th e id e n t ity o f local problems deve lop the p ro ­ cess fo r a ttem p ting to so lve such problems (1974: 7 ). The Departm ent o f H ea lth , Education and W elfare, th ro u g h the Community School A c t o f 1974, id e n tif ie d e ig h t minimum elements wh ich shou ld be in c luded in a fe d e ra lly fu nded community education p rog ram : 1 . School in vo lvem en t 2. Serve an id e n tif ie d community 3. Pub lic fa c i l i t y as a community cen te r 4. Extended scope o f a c t iv it ie s and se rv ices 5. Id e n t ify in g and documenting community needs 6. Id e n tif ic a tio n and u til iz a t io n o f community resources 7. Serve all age g roups 8. P rov ide fo r a c tive and con tinuous community p a r t ic ip a ­ t io n on an a d v is o ry basis (D epa rtm en t o f H .E .W .: CFDA Number 13.563:57937) The ph ilosoph ies and ph ilo soph ica l d e fin it io n s d iscussed above have a commonality in th e ir p o s itiv e s tre ss on to ta l community in v o lv e ­ ment. A sense o f id e n t ity w ith and w illin gness to p a r t ic ip a te in com­ m un ity issues is necessary to b r in g people to g e th e r . Communities can on ly be im proved i f people are w ill in g to w o rk to g e th e r to solve p ro b ­ lems. D iffe rences in ph ilosoph ies were found in th e degree to w h ic h : I ) . The community was s tressed o ve r th e schoo ls; 2 ) . th e im portance a ttached to process o ve r p rog ram s, and 3 ) . re cogn ition o f community education as an in te g ra te d p a r t o f education ove r a segmented program wh ich could be added o r tacked on to th e tra d it io n a l school c u r r ic u ­ lum o r d ropped as b udge tin g would d ic ta te . 27 Leaders w ith in community education emphasized d if fe re n t aspects o f th e ove ra ll concep t. T h is has lead to a v a r ie ty o f p h ilo ­ sophical d e f in it io n s . S yn the s iz ing these ideas b ro u g h t to g e th e r the basic ph ilo sophy to be used in th is re sea rch . Community educa tion , as de fined in th is s tu d y , necessita tes an open education system wh ich acts as a ca ta ly s t to b r in g people w ith d ive rse backg rounds to g e th e r in o rd e r to deve lop a sense o f community . T h rough the process o f community in vo lvem en t people are able to id e n t ify and so lve common problems wh ich are un ique to th e ir community . The Role o f A tt itu d e s in E ffe c tin g Change The decis ion to adop t a community education ph ilo sophy is o ften th e re s u lt o f a school system decis ion To change from a t r a d i­ tiona l education ro le to a b road e r, more comprehensive purpose o f e du ca tio n .. Such a change implies a s h i f t in the a ttitu d e s o f those w ith g iven re s p o n s ib ility to id e n t ify educationa l p r io r it ie s w ith in a g iven school d is t r ic t . Community education emphasizes th e im portance o f an in vo lved community membership in educationa l dec is ion m ak ing . Whereas, t ra d it io n a l education has been re fe rre d to b y the N o rthw es t Community Education C en te r (1976) as a system where th e re is v e ry l i t t le d ire c t e f fo r t to jo in fo rces w ith th e home and th e community. 28 Such a ph ilosoph ica l d iffe re n ce in th e pu rpose found between t r a d i­ tiona l and community education a ffe c ts the way people need to th in k o f themselves and th e ir re la tio n sh ip w ith th e education system as a whole . Community education is a dynam ic p rocess, re q u ir in g tim e, ' in vo lvem en t and new re spon s ib ilit ie s fo r all c it iz e n s . T h e re fo re , s ig n if ic a n t changes must ta ke place in th e a tt itu d e o f those a ffe c te d . How people feel tow a rd th e basic concepts o f the community education ph ilo sophy is perhaps th e most s ig n if ic a n t fa c to r to cons ide r be fore beg inn ing th e process o f change from a tra d it io n a l closed system to the open community education system . Be fo re the in it ia to r o f community education can beg in imple­ m enting a new ph ilo sophy o f education in to any community , the e x is t­ ing a ttitu d e s o f th e c it iz e n sh ip must be c a re fu lly cons idered so the d isc repanc ies between w ha t is and w ha t is des ired can be ascerta ined A li te ra tu re rev iew to examine th e na tu re o f a ttitu d e s and th e ir im ­ portance in any successfu l change process is th e re fo re inc luded to s u p p o rt the ro le o f a tt itu d e s and th e ir e ffe c t on change, and to e x ­ amine th e ir ro le in th e accepted goals and ob jec tives o f educa tion . The te rm , a t t i tu d e , is one o f th e most common te rm s in the broad f ie ld o f educationa l p sycho logy . Humans are un ique in th a t th e y possess th e a b i l i ty to make and communicate a tt i tu d in a l pos itions As Simons (1976: 80) no ted , th e a tt itu d e s t ru c tu re o f humans is 29 excep tio na lly complex as a re la t iv e ly e n d u r in g p red ispo s itio n to re ­ spond fa v o ra b ly o r u n fa vo ra b ly tow a rd an a tt itu d e ob je c t. I t is g e n e ra lly accepted th a t a pe rson 's a tt itu d e s are sets o f eva lua tive ca tegories formed o r learned d u r in g in te ra c tio n s w ith persons and ob jec ts in the social w o r ld ; th e y are th e manifested im p lica tions o f combin ing a b e lie f w ith a re le va n t va lue sys tem . Research in th e social science f ie ld s c o n s is te n tly in ves tiga tes a t t itu d e -re la te d fa c to rs . In an h is to r ic a l re v iew , G. W. A llp o r t noted reasons fo r th is fa c t: F u rth e rm o re , i t is a concep t wh ich escapes the c o n tro ve rs y conce rn ing the re la tiv e in flu ence o f h e re d ity and env ironm en t. S ince an a tt itu d e may combine bo th in s t in c t and h a b it in any p o rp o rt io n , i t avo ids th e extreme commitments o f bo th th e in ­ s t in c t th e o ry and env ironm en ta lism . The te rm , likew ise , is e las tic enough to a pp ly e ith e r to th e d ispos itions o f s in g le , iso la ted in d iv id u a ls , o r to broad p a tte rn s o f c u ltu re (1954: I ) . C h a ra c te ris tic s and Components o f A tt itu d e s While th e c o n s tru c t o f a tt itu d e is complex, numerous re ­ searchers have wo rked to iso la te th e ir commonalities. K ie s le r, e t a l. summarized the ch a ra c te r is t ic s as fo llow s : 1. T h e ir presence is in fe r re d ; canno t be d ire c t ly obse rved . 2. A tt itu d e s v a ry in th e ir d ire c tio n and in te n s ity . 3. A tt itu d e s are re la t iv e ly e n d u r in g ; th e y are cons is te n t o ve r tim e. 4. A tt itu d e s are responses to som eth ing ; the se lf o r th e env ironm en t (1969: 10). A tt itu d e s fu n c tio n in a v a r ie ty o f ways, depend ing upon s itu ­ a tion s . T h e ir fu n c t io n s a re , how eve r, classed as d is c re te fu n c tio n I l l .1, 30 components. Katz se t fo r th th e major fu n c tio n s as: 1. The in s trum e n ta lz u t i l i ta r ia n fu n c tio n 2. The know ledge fu n c tio n 3. The va lu e -e xp re ss ive fu n c tio n 4. The ego -de fens ive fu n c tio n (I960: 164) While these fu n c tio n s are v a r io u s ly labe led , re fe rence to and u t il iz a ­ t io n o f them is noted co n s is te n tly as a ffe c tiv e , co gn itiv e and behav­ io ra l va r ia b le s . ■ Some resea rche rs , such as S h e r if , S h e rif and Neberga ll (1965), Z imbardo and Ebbesen (1969), and Watson and Johnson (1972) fe l t th a t th e s tu d y o f th e na tu re o f a tt itu d e s from th e ch a ra c te r is tic s and components van tage p o in t was p ro d u c tiv e o n ly to a ce rta in degree. Then w ha t was needed were th e de ta ils fo r assessing th e ranges o f a tt itu d e s assim ila tion fo r va rio u s classes o f in d iv id u a ls and va rie tie s o f spec ified to p ic s . When th is was ach ieved , s tra teg ie s fo r chang ing a ttitu d e s cou ld then be developed and in it ia te d . A problem may be encoun te red when a tt itu d e concepts are in te rm ing led w ith those o f be lie fs and va lues . When research is con- > • ducted on a la rg e r p u b lic 's a t t itu d e s , i t may seem d i f f ic u l t to d i f f e r ­ en tia te among th e concep ts . T h is is espec ia lly appa ren t when w r ite rs , such as Jones and G erard (1967) cons idered a ttitu d e s as th e im p lica ­ tio n s o f combin ing be lie fs w ith re le va n t va lues. Be lie fs are re la t iv e ly easy to de fin e . They are assessments, re la tiona l s tatements abou t th e se lf and env ironm en t d e rive d from data in fe r re d to be t ru e and fa c tu a l. Simons (1976) noted th a t be lie fs may 31 be abou t th e past o r fu tu re ; o f conceptua l re la tio n sh ip s ; d e sc rip tio n s o f th e real w o r ld ; abou t ob je c ts , o th e rs , s e lf, and th e c re d ib il i ty o f sources o r casual in fe ren ces . Va lues, be ing more soc ia lly deve loped , are more complex. Jones and G era rd s ta ted th a t : Value re fe rs to a w ide v a r ie ty o f m otiva tiona l phenomena. A n y s in g u la r s ta te o r ob je c t fo r wh ich th e in d iv id u a l s tr iv e s , o r approaches, o r e x to ls , embraces, v o lu n ta r ily consumes, o r in cu rs expense to a cqu ire , is a p o s itive va lue . A n y th in g th a t th e in d iv id u a l a vo ids , escapes from , dep lo res , re je c ts , o r a tta cks is a nega tive va lue (1967: 158-9). Values are a ffe c tiv e , o r em o tion -laden . Rokeach has deve l­ oped a genera lized va lue system : 1. To ta l number o f va lues th a t a person possesses is re la ­ t iv e ly small. 2. A ll men eve ryw he re possess th e same va lues to d if fe re n t degrees. 3. Values are o rgan ized in to va lue systems. 4. The an tecedent o f human va lues can be tra ced to c u ltu re , so c ie ty , and its in s t itu t io n s , and p e rson a lity . 5. The consequences o f human va lues w ill be manifested in v ir tu a l ly all phenomena th a t social s c ie n tis ts m igh t con­ s id e r w o rth in v e s tig a tin g and u nd e rs ta nd in g (1973: 30 ). T h u s , the p roduce rs o f a t t i tu d e s— be lie fs and va lu e s --a re in te ra c t iv e . B y p lac ing these elements in a seria l re la tio n sh ip re g a rd ­ ing th e to p ic o f th is re sea rch , i t cou ld be obse rved : A va lue system : Education An a tt itu d e : Education is des irab le A be lie f: A good education means a good sa la ry Rokeach (1966) contended th a t e v e ry in d iv id u a l may have tens o f thousands o f b e lie fs , hund reds o f a t t itu d e s , b u t o n ly dozens o f va lues . 32 A tt itu d e Change G iven th a t persons e x is t w ith in va riou s va lue systems by a tta ch ing "good -bad " fee lin g s to th e ir b e lie fs , then any p lan to in i t i ­ ate re in fo rcem en t, a lte ra tio n , o r c rea tion o f be lie fs o r a tt itu d e s must know de ta ils o f the p re se n tly -h e ld system . To be de te rm ined , so to speak, is th e co g n it iv e s ta tu s quo o f a p a r t ic u la r va lue system . I t m igh t be assumed th a t i f an a tt itu d e is a p red ispos itio n tow a rd (o r away from ) som eth ing , then we would an tic ip a te th a t in d i­ v id u a ls respond in ways somewhat cons is ten t w ith th e ir g iven a ttitu d e s . T h is assum ption , how eve r, may no t hold up . W icker (1969) concluded th a t a tt itu d e s are o n ly s l ig h t ly re la ted to a c tions , i f th e y are re la ted a t a ll. T h u s , th e problem fo r the resea rche r is to de te rm ine pub lic op in ion fo rm a tion re ga rd in g a va lue system being in ve s tig a te d , such as community e du ca tio n . As Katz s ta ted : The p u b lic op in ion process is one phase o f th e in flu e n c in g o f co lle c tive dec is ions , and its in ve s tig a tio n in vo lves know ledge o f channels o f communication, o f the power s tru c tu re s o f a soc ie ty , o f th e ch a ra c te r o f mass media, o f . th e re la tio n between e lite s , fa c tio n s , and masses, o f th e ro le o f form al and in form al leade rs , o f th e in s titu t io n a liz e d access to o f f ic ia ls . B u t th e raw materia l o u t o f wh ich p u b lic op in ion deve lops is to be found in th e a ttitu d e s o f in d iv id u a ls , w he the r th e y be fo llow e rs o r leaders and w he the r these a ttitu d e s be a t th e genera l level o f tendencies to conform to leg itim a te a u th o r ity o r m a jo rity op in ion o r a t the spec ific leve l o f fa v o r in g o r opposing the p a r t ic u la r aspects o f the issue unde r co n s id e ra tio n . The na tu re o f th e o rgan iza tion o f a tt itu d e s are th u s c r it ic a l areas fo r the u nde rs ta nd in g o f the co lle c tive p ro d u c t known as p u b lic op in ion (I960: 163). 33 In o rd e r to de te rm ine th e like lihood o f any program deve lop ­ ment on a community le ve l, p u b lic o p in io n , o r a tt itu d e s held b y the p ub lic tow a rd th e to p ic , must be d e te rm ined . T hen , i f ju s t i f ie d , a p rogram designed fo r a t t itu d e change may be in it ia te d . David Jesser s ta te d : I t is im pe ra tive th a t educationa l o rgan iza tions and agencies as th e y a ttem p t to deve lop a pp ro p ria te s tra teg ies des igned to implement needed change must cons ide r many env ironm enta l fa c to rs and re la tio n sh ip s in c lu d in g ; 1. A tt itu d e s conduc ive to change 2. Deve lop ing competencies to cope w ith change 3. Develop ing competencies to adm in is te r o r manage change 4. P lann ing fo r th e implementation o f change (1977: 20) A tt itu d e change is a problem o f th e d isc repancy between the in fo rm a tion be ing communicated to someone and th a t in d iv id u a l's in it ia l v iew po in t tow a rd the sub jec t m a tte r. D iscrepancy in fe rs two pos itions on some ty p e o f scale; one p o la r ity is th a t o f th e in d iv id u a l re ce iv ing in fo rm a tio n , w h ile th e o th e r is th a t o f th e in fo rm a tion be ing communi­ ca ted . The im p lica tion o f a d isc repancy is th a t in d iv id u a ls eva luate incom ing messages in a ttem pts to assess th e degree o f d ive rgence between them and th e ir own cogn itiv e s tances. W hether consc ious ly o r n o t, th is placement is a ju dgm en t process dependen t upon some fo rm o f social e va lu a tio n . Ranges o f acceptances fo r va rio u s issues, ob je c ts , and persons in c lude noncommital pos itions tow a rd sub jec ts . I f a pos ition does no t fa ll too fa r beyond e ith e r pole o f th e acceptance range , i t may be 34 assim ila ted in to the range o f acceptances. I f the pos ition c le a r ly fa lls beyond ranges o f acceptance, in d iv id u a ls tend to app ra ise i t as be ing more d is c re p an t than i t a c tu a lly is . The more in tense an in d iv id u a l's commitment to an issue , th e g re a te r th e d isp lacement o f any d is c repan t messages away from th e parameters o f th e p a r t ic u la r ranges o f accep­ tance . Fes tin ge r (1957) proposed th a t th e re are numerous a lte rn a tiv e responses when a top ica l pos ition fa lls beyond e ith e r pole o f the acceptance range . A s ta te o f co gn itiv e d issonance ex is ts and persons g ra v ita te tow a rd consonant s ta tes . I t is f u r th e r noted in F e s tin ge r's w o rk on dissonance th a t any change o r no change response is a fu n c tio n o f movement tow a rd o r away from th e bounda ries o f th e range o f acceptance; in d iv id u a ls expe rience consonance o r respond to d issonance v a r io u s ly b y chang ing a tt itu d e s , d is c re d it in g th e source o f in fo rm a tion a n d /o r the in fo rm a ­ t io n , seek ing social a p p ro va l, and in c reas ing res is tance to change. C ircumstances a n d /o r in d iv id u a l cop ing mechanisms are respons ib le fo r de te rm in ing wh ich a lte rn a tiv e responses to d is c re p an t messages are employed. The climate o f o p in ion , economic cond itio n s , social e th ic s , and th e p o lit ic a l le a rn ing s o f each community a t any g iven p o in t and time w ill g re a t ly de te rm ine th e con ten t and s t ru c tu re o f the schoo l, as well as its ph ilo sophy and pu rpose . To de te rm ine the fe a s ib il ity o f 35 program in it ia t io n , m od ifica tio n , o r re in fo rcem en t, th e base leve ls o f a t t itu d e must be asce rta ined . T h is , how eve r, must be unders tood as the ta p p in g o f an a s -ye t nonobservab le e n t ity . The resea rche r must ask o p in ions , obse rve th e p u b lic 's b eh av io r, s tu d y demographic va r ia b le s , o r deve lop and adm in is te r some fo rm o f a t t itu d e measure to beg in th e process o f u n de rs ta nd in g from what p o in t change m igh t beg in . P lann ing fo r the Implementation o f Change W ith in the Community Socie ty is c o n s ta n tly chang ing and e vo lv ing to re fle c t new needs and conce rns . Communities th a t deal w ith change o n ly as a re fle x iv e reaction to a s itu a tio n ra th e r than as p a r t o f an ove ra ll plan wh ich p rov ides a c a re fu lly de lib e ra ted so lu tion w ill f in d themselves p u llin g in severa l d ire c tio n s a t once w ith no ove ra ll b e n e fit to the community as a whole . P lanned change, as de fined b y Havelock "comes abou t th ro u g h a de lib e ra te process wh ich is in tended to make bo th acceptance b y and b e n e fit to th e people who are changed more lik e ly (1973: 5 ) . " P lann ing a community education program implies b y its v e ry t i t le an e ffe c t on th e whole community membersh ip . A basic re q u ire ­ ment, th e re fo re , must in c lude a s tu d y o f th e community 's p red isp o s i­ t io n tow a rd th e ty p e o f changes encouraged in the community educa­ t io n p h ilo sophy . Havelock e xp la ined : . For example, th e members o f any social g roup share a num­ be r o f common be lie fs , va lues , and ru le s o f behav io r. These shared "no rm s" describe what i t means to be "u s " instead o f " th em ". A change agen t shou ld make h im se lf fam ilia r w ith these fe a tu re s o f h is c lie n t system (1973: 44 ). Owens and S te in h o ff e labora ted on th is pos ition in th e ir s ta tem en t: C e rta in ly one o f the dom inant themes o f o u r life and time is change; its pe rvas iveness , its rap id pace, its e ffe c t on t r a d i­ tiona l p ra c tic e s , e th ic s , b e lie fs , and behav io r are fam ilia r cha l­ lenges to eve ryone (1976: 21). The d iffe re n ce between ig n o r in g change w ith th e old fash ioned a tt itu d e o f 'w ha t w ill be w ill be' and "con tem po ra ry concepts o f o rg a n ­ iza tiona l change in c lude a s ig n if ic a n t element o f de libe ra teness th a t in vo lves p la n n in g , d ire c t io n , and con tro l o f th e a ttem p t to b r in g abou t fundamenta l a lte ra tio n s o f th e o rgan iza tion (Owens and S te in ho ff 1976: 2 2 ) ." Owens and S te in h o ff s ta ted fu r th e r th a t " th e demand fo r change is expressed in te rm s o f problems to be so lved ; in the case o f schoo ls, these em erge--sooner o r Iatei— as issues o f social p o lic y " (1972: 22 ). Community educa tion ph ilo sophy is founded on th e basic be lie f in th e a b i l i ty o f people to th in k fo r them se lves, and to be pe rsona lly respons ib le in he lp ing shape th e fu tu re th a t a ffe c ts th e ir liv e s . Be­ fo re eve r coming to th e p lann ing stages o f b u ild in g b roade r community p a r t ic ip a t io n , educa to rs must have reached conclus ions as to w he the r people bas ica lly need to be con tro lle d b y o the rs o r are s e lf-c o n tro l le d . 37 McGregor b r ie f ly described these theo rie s as T h e o ry X and T heo ry Y : T h e o ry X pos tu la tes 3 basic p ro po s it io n s . A . The average human be ing has an in h e re n t d is lik e fo r w o rk and w ill avoid i t i f he can. B . Because o f th is c h a ra c te r is t ic , most people must be coerced., c o n tro lle d , d ire c te d , and th rea tened w ith p u n is h ­ ment so th a t th e y w ill w o rk tow a rd th e o rgan iza tio n 's goa ls. C . The average human be ing p re fe rs to be d ire c te d , wants s e c u r ity , and avo ids re s p o n s ib ility . T he o ry Y takes a d i f f e r ­ en t v iew : A . Physica l w o rk and mental w o rk are as na tu ra l as p la y i f th e y a re s a t is fy in g . B . Man w ill e xe rc ise se lf- d ire c tio n and s e lf-c o n tro l tow a rd an o rgan iza tio n 's goals i f he is committed to them . C . Commitment is a fu n c tio n o f rew a rds . The best rewards are sa tis fa c tio n o f ego and s e lf-a c tu a liz a t io n . D. The average person can learn to accept and seek respons i­ b i l i t y . Avo idance o f i t and emphasis on s e c u r ity a re learned and are no t in h e re n t c h a ra c te r is t ic s (I960: 33 -57 ). I f th e school system be lieves th a t people would ra th e r be d i r ­ ec ted , want to avo id w o rk and re s p o n s ib ility , then th e re is l i t t le need to seek o u t th e op in ions o f the community membersh ip. For th e y ob ­ v io u s ly would have l i t t le pe rce ived need fo r community e du ca tio n . Community education p rec ludes th a t people want to be in vo lved and respons ib le fo r happen ings in th e ir p re sen t and fu tu re . A cco rd ing to Maslow, th e needs and fee lings th a t are. most im po rta n t to people in c lude th e concepts emphasized in community educa tion . Maslow's f iv e headings in c luded : 1. Phys io log ica l needs - basic human needs, such as food , c lo th in g and sh e lte r. 2. S e cu r ity - th e y need to be fre e o f phys ica l d ange r, o r th e dange r o f be ing d ep rived o f ways to meet th e basic phys io log ica l needs. 3. Social - th e need to be accepted b y o th e r human be ings , to be long , and to have th e app rova l o f o th e rs . 38 4. Esteem - the need to be recogn ized b y o th e rs , th ro u g h th e g ra n tin g o f s ta tu s , p re s tig e and power. 5. S e lfac tua liza tion - the need to f u l f i l l one 's po ten tia l o r to do w ha t one be lieves is im po rta n t from h is own p o in t o f v iew (1954: 131). Community education cou ld no t be as successfu l and w ide ­ spread as i t is today i f people once g iven th e chance were no t re ­ spond ing in a T heo ry Y m anner. People w ill p a r t ic ip a te , be in vo lve d , respons ib le c itize ns when g iven th e too ls and con fidence to do so. Such behav io r w o rks tow a rd Maslow's po in ts o f se lf esteem and se lf- a c tua liza tio n . T a y lo r po in ted o u t: To meet th is cha llenge the school w ill need to dev ise ways o f w o rk in g jo in t ly w ith o th e r community o rgan iza tion s to deve lop e ffe c tiv e le a rn ing o p p o rtu n it ie s fo r cha ra c te r deve lopments, the p o s itiv e in du c tio n o f you th in to adu lthood , and fo r th e re spons i­ b ilit ie s o f c it iz e n sh ip (1977: 12). In the pas t, many communities tre a te d th e ir c itize ns as T heo ry X o r ie n te d . Community education w ill re q u ire a change to th a t o f " re spond ing to th e need fo r th e school to p a rt ic ip a te c o n s tru c tiv e ly and e ne rg e tic a lly in th e re con s tru c tio n o f the to ta l educationa l e n v i­ ronment in wh ich ch ild re n g row up w ill re q u ire new th in k in g , new p la n n in g , and new p rac tices (T a y lo r 1977: 1 3 ) ." Once th e decis ion has been made to enhance community in vo lve ment th ro u g h a community education p rog ram , the cons ide ra tion must then be where to beg in th e change p rocess. Zander be lieved " re s is ­ tance to change m igh t be m inim ized i f ca re fu l a tte n tio n is g iven 39 be fo rehand to the fo llow ing m a tte rs : What the change shou ld be lik e , how i t shou ld be implemented, and who shou ld p a rt ic ip a te in making decis ions abou t th e chahge(l950: 9 ) . 1 Havelock adds to th is p o in t in h is s ta tem en t: In a process model, th e re shou ld be I) a ra tiona l sequence in th e eva lua tion and app lica tion o f th e in no va tio n ; 2 ) research deve lopment and packag ing o f a p rogram change shou ld occu r be fo re d issem ination o f th e p rogram change; 3) th e re shou ld be p lann ing on a massive scale (1971: 179). Owens and S te in h o ff said th a t: T y p ic a lly problems o f d ire c t in g and c o n tro llin g change in schools have been approached in a re la t iv e ly unsys tem atic way. Faced w ith the need fo r some k ind o f change in th e school goals o r the way in wh ich i t seeks to a tta in its goa ls, the adm in is ­ tra t io n tends to proceed more o r less in tu i t iv e ly , and fa lls back on common sense and h is own expe rience . The re su lts gene ra lly have been less than spec tacu la r (1976: 8 ). David Jesser e labora ted th is p o in t in h is s ta tement: While th e re is an inev itab leness abou t change, th is need n o t-- in d e e d shou ld n o t— im p ly th a t we have n e ith e r th e a b ili ty no r th e c a p a b ility to exe rc ise some degree o f con tro l o r in f lu ­ ence o ve r many o f th e changes th a t w ill o c cu r. I f such were the case we would s im p ly be fo rced to accept th e changes, to g e th e r w ith the consequences th e re o f, and to a d ju s t, in some fa sh io n , to b o th . When ac ting in th is m anner, we would be a dm itt in 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 capac ity fo r a d ju s tin g to o u r env ironm en t. B u t, as we e xp e r­ ience o r a n tic ip a te change, we do have o th e r a lte rn a tiv e s ava ilab le in c lu d in g : 1. A sce rta in in g th e na tu re and d ire c tio n o f changes th a t are lik e ly to take p lace, and then a ttem p ting to be ready fo r th e changes when th e y o ccu r. 2. E xe rtin g some degree o f con tro l o ve r changes th a t w ill p ro ba b ly o ccu r, th u s maxim izing th e bene fic ia l aspects o f m in im iz ing th e ha rm fu l aspects (1977: 10 ). 40 Ju s t as a community w ith no p lan fo r its fu tu re w ill no t know its d e s tin a tio n , a community w ith no base line fo r its p lann ing w ill no t know where to b e g in . As Havelock s ta ted : Many people who wan t to b r in g abou t change have d e fin ite ideas abou t w ha t th e change shou ld b e . . .how eve r, be ing an e ffe c tiv e so lu tion g iven in vo lves more than s im p ly hav ing a so lu ­ t io n . You have to know when and how to o f fe r i t (1973: 9 ). To accomplish th is , Havelock suggested : Assess y o u r re la tio n sh ip w ith a c lie n t system . I f you know where you s tand w ith a c lie n t, and i f you know how he sees you , you w ill be in a b e tte r pos ition to adap t and enhance th is re la tio n ­ sh ip as th e change e f fo r t p rog resses (1973: 43). Jesser s u ppo rts Havelock in h is s ta tement: In many instances p la n n in g , o r w ha t is p ropo rte d to be p la n ­ n in g , is unde rta ken as a re s u lt o f someone's hunches o r w ish fu l th in k in g w ith o u t any serious cons ide ra tion be ing devo ted to de te rm i­ na tion o f need . A t the same tim e , i t shou ld be recogn ized th a t need can on ly be de te rm ined th ro u g h comprehensive ana lys is o f what is and w ha t m igh t be. O b v io u s ly , in fo rm a tion must be co llected and c a re fu lly s c ru tin iz e d be fo re any d isc repancy between w ha t is and what m igh t be can be asce rta ined (1977: 12). When th e c lie n t system inc ludes a to ta l community membersh ip, s tu d y needs to be g iven on how th e community would feel toward the changes th a t cou ld re s u lt from th e im plementation o f community edu­ ca tion . In it ia l s tu d y o f y o u r c lie n t ( i . e . , community sys tem ) is o n ly the f i r s t phase o f the change p rocess. Its need is c ru c ia l to the success o f th e fo llow ing steps b u t im portance should no t be mush­ roomed in to a com plica ted , e xhaus tive s tu d y th a t wears on th e in it ia l enthusiasm o f th e whole p rog ram . 41 Havelock emphasized: We suggested a system atic and comprehensive app roach , b u t th is does no t mean you must be e xhaus tive . Y ou r d ia g ­ nosis may no t ge t you an "A " in s u rv e y re sea rch , b u t th is is no t y o u r pu rpose . The d iagnos is shou ld m ere ly be adequate fo r g iv in g you a good genera l p ic tu re o f a c lie n t s itu a tio n (1973: 73). Stop p lann ing and go to im p len ta tion when you have agreement on purposes and expec ta tions fo r the change. A p re lim in a ry de s ig n , in d ica tions o f commitment and app rova l o f resou rces . O ve rp lan can be o v e rk il l (1973: 9 ) . To accomplish th is p r im a ry step o f the in it ia l assessment o f th e community 's a t t itu d e tow a rd th e basic ph ilo sophy o f community education so an im plementation model can proceed from an accepted p o in t o f e n t r y , a g en e ra lly designed implementation model would no t be a p p ro p ria te to a ttem p t to afbply on any one community . In an Education U .S .A . special re p o r t th e reason fo r in d iv id u a liz in g a community education plan fo r each community was c la r if ie d b y Don Davies: The so lu tions and approaches to community in vo lvem en t must be lo ca lly deve loped and loca lly adm in is te red to be re a lly e ffe c ­ t iv e . The fundam enta l pu rpose o f community in vo lvem en t is to in vo lve in d iv id u a ls and decis ions wh ich a ffe c t th e ir liv e s . A s in g le , na tiona l model fo r in vo lvem en t imposed e x te rn a lly would underm ine th e v e ry pu rpose i t sough t to f u l f i l l (1977: 93 ). Id e n tif ic a tio n o f community read iness tow ard th e changes necessita ted b y th e im plementation o f a community education program is a key to p rogram success. B y know ing the read iness p o in t a plan can then be des igned wh ich w ill beg in a t a fa vo rab le e n tr y p o in t to th e commun ity 's id e n tif ie d acceptance le ve l. The N o rthw es t C en te r fo r 42 Community Education suggested : D if f ic u lt to accep t as i t may be, evidence is m ounting th a t a fa vo rab le p rogram se ttin g has more to do w ith p rogram success than un ique p rogram cha ra c te r is t ic s (1976: 4 ) . Favorab le p rogram se ttin g s can be es tab lished once i t is known how the community fee ls tow ard th e d if fe re n t proposed changes id e n tif ie d in a community education p rog ram . School S u rveys To accomplish th e d e s c r ip tiv e research necessary fo r the assessment o f community a tt itu d e s tow a rd community educa tion , an op in ion s u rv e y has been id e n tif ie d fo r use in a d iagnos is process o f th e in it ia l community e n try p o in t fo r th e implementation o f a commu­ n ity education p rog ram . A r y , e t aL_ de fined th is research as fo llow s : D e sc rip tiv e research s tud ies are designed to ob ta in in fo r ­ mation conce rn ing th e c u r re n t s ta tu s o f phenomena. T hey are d ire c te d tow a rd de te rm in ing the n a tu re o f the s itu a tio n as i t e x is ts a t th e time o f th e s tu d y . T he re is no adm in is tra tio n o r con tro l o f a tre a tm en t as is found in experim enta l research (1973: 286). Conway, e t al_ ^ expressed th e fa c t th a t: The people are th e community . I t is th e ir va lues , b e lie fs , and op in ions th a t m ust be asce rta ined . An op in ion s u rve y o f th e genera l community seeks in fo rm a tion conce rn ing how re ­ spondents feel abou t an issue , idea, o r ob jec t. O p in ions , o r d isp o s itio n s , are the re s u lt o f a pe rson 's past expe riences , g roup membersh ips, and va lue system (1974: 68 ). Rogers, e t af^ id e n tif ie d the s u rv e y method as a research tool to measure community op in ion tow a rd community issues: 43 Academ icians fa v o r the use o f s c ie n tif ic a lly designed s u r ­ veys to re lia b ly id e n t ify community op in ions on a se t o f issues . . .A t t i t u d e su rve ys can be a good barometer o f community des ires and op in ions . Sometimes re su lts can be s u rp r is in g in th e ir id e n tif ic a tio n o f re s iden ts pe rcep tion o f needs, p a r t ic u la r ly i f th e y are rep ressed needs w ith in th e community. The a tt itu d e s u rv e y can be an o u tle t fo r exp ress ion when no o th e r e x is ts (1976: 122). T h is research has emphasized th e im portance o f e ffe c tiv e and m ean ing fu l p lann ing to b r in g abou t a successfu l p rogram change in a community . P lann ing and des ign ing p rocedures need to be c a re fu lly cons idered to b r in g changes o f maximum bene fit to the community. W ithou t p lanned change, school systems and communities w ill have to cope w ith changes th e y have no t fo reseen . Jesser commented on th is fa c t in h is s ta tement: Change occu rs w ith o r w ith o u t p la n n in g . The major p u r ­ pose o f p lann ing is to b r in g abou t some needed and agreed upon change designed to c o rre c t o r im prove upon an e x is tin g s itu ­ a tion . A p p ro p r ia te p lann ing wh ich p rov ides fo r co llec tion and ana lys is o f data makes poss ib le an o rd e r ly and system atic p ro ­ cedure fo r ach iev ing change (1977: 95). The school s u rv e y on w ha teve r conce rn , p ro v id es a channel o f in fo rm a tion necessary to deve lop o r im prove p rog ram s. School su rve ys p ro v id e th e school d is t r ic t w ith in fo rm a tion abou t th e people - to be a ffec ted o r who are a ffe c ted b y a school re la ted conce rn . A cco rd ing to Cooper: . . . i t ( th e school s u rv e y ) is designed to secure a complete co llec tion o f data as is reasonab ly poss ib le fo r its ana lys is ; i t is aimed a t p rodu c in g e ith e r c a re fu lly cons idered eva lua tive ju dgm en ts , o r im po rta n t recommendations fo r fu tu re deve lopment (I960: 1211). 44 C a rith e rs fe l t in s t itu t io n s shou ld s u rv e y th e ir communities f re q u e n t ly fo r the fo llow ing reasons: F irs t is th e tre n d to lo ng -te rm p lann ing and deve lopment o f th e te chno logy and systems approach th a t makes lo ng -te rm p lann ing poss ib le . Keeping a f in g e r on the pu lse o f con- , s t itu e n t popu la tions is a necess ity fo r making changes th a t are p o lit ic a lly o r soc ia lly accep tab le . Second is the change in social s tru c tu re in th e c it ie s , tow ns , s u b u rb s , and ru ra l areas in wh ich we w o rk . T h ird is th e emotional climate o f o u r tim e. We call its va rio u s m an ifes ta tions s tu d e n t u n re s t, teache r m ilita n c y , v o te r re s is tance , p a re n t conce rn . T h is emotional c limate may v e ry well be crea ted o r a ffec ted b y th e a t t r it io n o f th e in ­ formal communications systems and its fu n c tio n in re so lv ing co n flic ts be fo re th e y reach dangerous in te n s ity (1973: 7 ) . School su rve ys have been in use fo r severa l decades th ro u g h ­ o u t th e Un ited S ta tes . In 1948 Edgar M orphe t exp la ined some o f th e ir im po rta n t aspects : T he re are v e ry few schoo ls, school systems, o r educationa l in s t itu t io n s wh ich are adequate in e ve ry respec t a t th e time th e y are e s ta b lis h e d .. .Seldom do th e y meet all o f th e ir re spons i­ b ilit ie s as well as th e y shou ld . A s u rv e y , th e re fo re , should help to d iscove r o r call a tte n tio n to de fic ienc ies wh ich may have ex is ted fo r many years and to ass is t in b r in g in g abou t needed im p ro vem en ts .. . A n y tendency to con tinue a p rogram w ith o u t cons tan t o r pe rio d ic eva lua tion o r to make changes ju s t because someone has an idea th a t changes shou ld be made is lik e ly to be d is a s tro u s . . . (1948: 11-13). I t is reasonable to expec t th a t th e school s u rve y can be used as a s ig n if ic a n t in s trum en t fo r th e s tu d y and im provement o f all face ts o f educa tion . Sears summarized many o f th e c o n tr ib u tio n s o f school su rve ys when he w ro te : ) 45 W ithou t t r y in g here to p re sen t q u a n tita t iv e ev idence o f the th e va lue o r e x te n t o f the s u rv e y 's c o n tr ib u tio n s , i t is be lieved th a t no one would question the statements th a t , because o f the school s u rv e y movement: 1. O u r school p ra c tice has been im proved . 2. O u r school hous ing has been im proved . 3. The s ta tu s o f th e p ro fess ion has been im proved in fa c t and in th e estim ation o f th e p u b lic . 4. The science o f education has been fu r th e r deve loped. 5. The teach ing o f education has been bene fite d . 6. Education is more in te ll ig e n t ly unders tood and app rec ia ted b y th e p u b lic . 7. Education is more lib e ra lly suppo rted (1948: 246). The des ign o f th e school s u rv e y must take in to ca re fu l con­ s id e ra tio n th e pu rpose fo r wh ich th e re su lts w ill be used. Each community and school d is t r ic t is un ique in its d e s ig n . The su rve y th e re fo re must also u n iq u e ly f i t th e capab ilit ie s and needs o f the system . S trahan and Todd have exp la ined some o f th e cons ide ra tions each community must recogn ize be fo re a school s u rv e y is begun : The local school s u rv e y m igh t focus on ce rta in ob jec tives such as: ( I ) to d iscove r the needs wh ich e x is t in th e ne igh ­ borhood and in th e school wh ich serves i t ; (2 ) to f in d ou t w hat the community and s ta ff expectancies are w ith rega rd to the schoo l's c u r r ic u lum ; (3 ) to de te rm ine areas o f s tre n g th and weaknesses in th e school's c u rr ic u lum and in s tru c tio n a l p ra c tic e s , and ; (4 ) to e n lis t community resources in th e school p rogram (1966: 283-284). Review o f genera l s u rve y p rocedu res serves as an aid in u nde rs ta nd in g th e needs o f a s u rve y plan developed fo r a spec ific 46 pu rpose . The p lan deve loped in th is s tu d y is id e n tif ie d as a com­ m un ity education a tt itu d e assessment o f th e community tow a rd the ph ilo sophy o f community educa tion . F ive basic phases were inc luded in the p lan . I . Se lec ting a PopuJation Erdos described some o f th e im po rta n t po in ts to cons ide r when, se lec ting a popu la tion l is t fo r sample id e n tif ic a tid n : The re s e a rc h e rs .. .to u g he s t job may be to f in d th e p rope r l is t . He must s ta r t w ith a complete , o r a t least re p re sen ta tive l is t o f h is u n iv e rse ; i t m ust be an u p - to -d a te l is t , and i t must be ava ilab le w hen .he needs i t a t a cost wh ich he can a ffo rd (1970: 28, 29). Erdos w en t On to id e n t ify some o f th e fre q u e n t ly used type s o f lis ts : 1. The most n e a rly complete lis t in g s o f the popu la tions o f C ities and those wh ich y ie ld th e best cross sections fo r samples are conta ined in c ity d ire c to r ie s pub lished by R. L. Polk & Co. and o th e rs . However, re cen t ed itions o f these d ire c to rs are ava ilab le fo r o n ly a lim ited num ­ be r o f c it ie s , and old addresses are no t v e ry u se fu l, because o f th e g re a t m ob ility o f the Un ited States popu ­ la tio n . 2. Te lephone d ire c to r ie s re p re sen t a w ide r d is tr ib u t io n in the geog raph ic sense, b u t also a s ig n if ic a n t re s tr ic t io n , because th e names th e y in c lude are lim ited to people w ith lis ted te lephone numbers and lack c o rre c t in fo rm a tion on recen t m ove rs . 3. Records pub lished b y fe d e ra l, s ta te , and m unic ipa l g o ve rn ­ ments o ften in c lude lis ts o f th e names and addresses o f people in va r io u s g roup s . 4. A ssoc ia tions , o rgan iza tio n s , and c lubs o ften p ub lish lis ts wh ich can be acqu ired b y th e re sea rche r. These can be o f use in samples among p ro fess iona l and o th e r spe c ific , lim ite d , b u t on occasion, v e ry im po rta n t g roups (p . 29). Conway agreed w ith many o f th e po in ts Erdos made, and added a few more suggestions fo r co n s id e ra tio n : Each l is t shou ld be examined c a re fu lly to f in d o u t how i t was compiled, fo r w ha t pu rpose and when. Know ing how th e l is t was made w ill help to ju d ge its completeness and accu racy . Know ing th e pu rpose fo r wh ich i t was assembled w ill in d ica te some o f th e popu la tion c h a ra c te r is tic s in c lu d ed , and know ing when i t was m ade .w ill help de term ine i f i t is s t i l l usab le (p . 90). A summary o f good and poor sources w ith in th e community acco rd ing to Conway is also lis ted below : Good Sources a. C ity o r area d ire c to r b . Local gove rnm en t agencies c. F ire d is tr ic ts d . C ha rita b le o rgan iza tion s Poor Sources a. Churches b . School reco rds because o f c o n fid e n tia lity The plan id e n tif ie d in th is s tu d y uses a random sample o f the p o p u la tio n -a t- la rg e ra th e r than (as some s tud ies have done) in c lu d in g o n ly members o f th e pe rce ived power s tru c tu re o f th e community , o r re s tr ic te d to teachers o r school a dm in is tra to rs . Conway sta ted the reason ing beh ind th is app roach : 48 Care shou ld be taken d raw ing conclus ions abou t the views o f the community on the basis o f in fo rm a tion d e r ive d from re ­ spondents who are p u rp o se fu lly se lected . I t canno t be assumed th a t persons and g roups selected p u rp o se fu lly re fle c t the views o f o the rs in th e community . P u rpose fu l se lection re s tr ic ts the a dm in is tra to r from gene ra liz ing s u rv e y f in d in g s to o the rs in the community o r to la te r issues (.1974: 87 ). 2. Se lection o f a T es t In s trum en t T h ree p re -te s te d s t ru c tu re d , scaled m u ltip le^cho ice response s u rv e y in s trum en ts wh ich seek in fo rm a tion on peoples' a t t itu d e toward th e ph ilo sophy o f education were in c luded in th is s tu d y . A cco rd ing to Conway: S u rveys u sua lly in c lude d em og rap h ic ,. . .and op in ion ques­ t io n s . Demographic ques tions seek v ita l s ta tis tic s th a t describe th e re s p o n d e n t.. .and op in ion ques tions e lic it fe e lin g s o r a t t i ­ tudes cen tra l to an issue (1974: 69 ). 3. Method o f C o llec ting Data Research in to w ha t o the rs have said are s tre n g th s and weak­ nesses o f each o f the data co llec tion methods ind ica tes ove ra ll cons is - / te n cy o f im po rta n t v a r ia b le s . The fo llow ing is a rev iew o f some o f . th e po in ts wh ich were mentioned most o f te n . Mailed Q uestionna ire Method 1. Less expens ive in term s o f o ve ra ll costs 2. D if f ic u lty , o f responden t in in te rp re t in g s ta tem en ts , d ire c t io n s , items. 3. Less in te n s iv e -c la r if ic a tio n and e labora tion o f answers is la c k in g . In a b il i ty to check responses. 49 4. D if f ic u lt to ge t h igh response ra te . 5. Less time needed in g a th e r in g data and u sua lly less time needed fo r th e s tu d y as a whole. 6. More manageable and easier to increase the size o f the sample. Personal In te rv iew Method ) ) ) ) ) ) ) ) 1. Most expens ive in te rm s o f o ve ra ll costs 2. D if f ic u lty o f in te rv ie w e r to code open ended comments 3. More in te n s iv e—c la r if ic a tio n and enhancement is a v a il­ able (tw o way flow o f communication p lus personal con­ ta c t ) . A b i l i ty to check responses. 4. U sua lly h ig h e s t response ra te . 5. More time needed in g a th e r in g data and u sua lly more time needed to complete th e s tu d y than in e ith e r mailed o r te lephone in te rv iew s . 6. U sua lly too tim e consum ing and unmanageable due to geo­ g ra p h ic d is tances to increase th e sample s ize. Te lephone Method 1. The time cost pe r completed in te rv iew is lower than personal in te rv ie w , b u t h ig h e r than mailed ques tio nna ire . 2. The approach and ques tions are easy to s tanda rd ize from one in te rv ie w to ano the r. 3. C la r if ic a tio n and enhancement is poss ib le , b u t te rm ina tions may re s u lt from le n g th y in te rv ie w . 4. H ighe r response ra te than m a il. Problem is reach ing people a t home, o r busy s igna ls . 5. More time to complete than mailed because o f need to use one on one in te rv ie w , b u t less tim e than personal in te rv iew due to absence o f need to t ra v e l. 6. In te rv iew s may be sca tte red o ve r w ide area w ith in c ity . More manageable to increase sample size than personal in te rv ie w s , b u t less manageable than mailed que s tio nna ire . ) 50 4. Popula tion Demographics . . . t h e r e are many demograph ic ques tions wh ich m igh t be in c luded in a s u rv e y in s trum en t, b u t those a c tu a lly used shou ld be re s tr ic te d to the in fo rm a tion needed. T he re are severa l c r ite r ia fo r choosing demograph ic ques tions . These in c lu d e , f i r s t th e y shou ld be re le va n t; second, th e y shou ld no t in te r fe re w ith the p robab le cooperation o f re spond ­ en ts ; t h i r d , demograph ic ques tions shou ld no t re q u ire exces­ s ive response tim e wh ich m igh t reduce th e p ro b a b il ity th a t responden ts w ill f u l ly answer op in ion and fa c t questions (C onway, 1974: 66 ). 5. T rea tm en t o f Data (O rg a n iza tio n ) Conway (1974) id e n tif ie d th re e approaches to u n s tru c tu re d data use fu l to th is s tu d y . These in c lude th e h is tog ram , line g ra p h , and mathematical te chn iques . The h is tog ram o r ba r g raph is s im p ly a fre q u e n c y c h a r t g iv in g a v isua l p ic tu re o f th e re la tiv e s tre n g th , degree o f occu rrence o f each c a te g o ry . . . The purpose o f a rra n g in g data in th is fo rm is to he lp th e v iew e r to asce rta in d iffe re n ces and s im ila r it ie s , no t to confuse th e a n a ly tic process (1974: 149, 150). The line g raph is p r im a r ily an aid fo r assessing a sta te o r cond ition o ve r tim e , and from th a t assessment, making p re d ic tio n s fo r fu tu re times (1974: 151). A ll o f th e mathematical te chn iques such as mean, median, mode and th e range are a p p ro p ria te fo r s tru c tu ra l da ta . Each o f these techn iques helps to desc ribe th e data and fa c il ita te exam ination fo r th e pu rpose o f a n a ly s is . . . The genera l caution is no t to re ly on one te chn iq ue , b u t to t r y a number o f them when i t seems a p p ro p ria te (1974: 160). Parten helped c la r i fy th e ty p e o f ana lys is wh ich m igh t be most use fu l to th e re sea rche r. 51 The p a r t ic u la r summariz ing measure o r measures wh ich the s u rv e y o r uses w ill depend upon what he in tends to f in d ou t abou t th e c h a ra c te r is t ic s be ing in v e s tig a te d . In g en e ra l, the coun ts and percen tages are more f re q u e n t ly employed in su rveys than averages and o th e r measures o f m agnitudes (1950: 499). Summary In summary, exam ination shows community educa tion and tra d it io n a l education have basic d iffe re n ces in ph ilo sophy . Community education be lieves in b r in g in g the community to ge the r th ro u g h invo lvem en t o f th e people in issues a ffe c tin g th e community. Schools are cons idered an in te g ra l p a r t o f th e community and m ust, th e re fo re , be considered a v ita l w o rk in g fo rce in he lp ing to answer th e un ique needs o f th e ir community . T ra d it io n a l educa tion , on th e o th e r hand , does no t deal w ith th e community as a whole . The basic concern is the ch ild re n in the c lassroom . Lea rn ing comes from books w ith the help o f c e r t if ie d teache rs . T he re is a minimum a ttem p t to re la te th e school c u rr ic u lum to community issues. I t is be lieved th a t th e s tu d e n t w ill be able to make th e t ra n s fe r on h is own from the teach ings o f th e classroom in to the ou ts ide community . The community education concep t has expanded in recen t yea rs to in c lude severa l basic elements o f community in vo lvem en t. A ll aspects , however, are g rounded in th e be lie f th a t communities can on ly be im proved i f people are w ill in g to w o rk to g e th e r to solve prob lem s. 52 Philosophica l d iffe re n ces o f recogn ized leaders in th e f ie ld are o n ly found in the degree to wh ich community based p rogram s are s tressed o ve r school based p rog ram s. D iffe rences are also found in th e im portance o f process o ve r p rogram s and the im portance o f com­ m un ity education as an in te g ra l p a r t o f th e re g u la r school p rog ram , o ve r an a f te r -h o u r , add -on ty p e o f p rog ram . Community education u ltim a te ly necessita tes ah education system open to th e s c ru t in y and p a r t ic ip a tio n o f people . T h rough the process o f community in vo lvem en t people have a b e tte r u nde rs tand ing o f th e ir community. For a community to s h i f t from a tra d it io n a l education system to one th a t in v ite s th e community educa tion ph ilo sophy implies a s h if t in the a ttitu d e s o f people both in th e school system and in the com m un ity -a t- la rg e . School systems must be w ill in g to share respon ­ s ib i l i t y and community members must be w ill in g to accept re s p o n s ib ility fo r he lp ing to share in problem so lv in g . A tt itu d e s are a p red ispo s itio n tow a rd o r away from someth ing. The problem fo r th e resea rche r is to de te rm ine p ub lic op in ion re g a rd ­ ing the basic concepts u n d e r ly in g th e ph ilo sophy o f community educa­ t io n . In o rd e r to de te rm ine th e like lihood o f in it ia l success o f com­ m un ity education im p lem enta tion , p u b lic op in ions , o r a tt itu d e s held by the p u b lic tow ard the to p ic must be de te rm ined . I t is , th e re fo re , necessary to la y p re lim in a ry g ro u n dw o rk th ro u g h research in some 53 fo rm , to base leve ls o f a tt itu d e s o r p red ispo s itio n tow ard the commu­ n ity education concep t. One way to ach ieve th is is th ro u g h the deve lopment and adm in is tra tio n o f an a tt itu d e measure. From th is can beg in the process o f u n d e rs ta nd in g from what p o in t p lanned change m igh t b e g in . P lann ing fo r a needed change w ill d ire c t the change to a. fa vo red end . A llow ing fo r in e v ita b le change to o ccu r, w ith no p re ­ conce ived idea o f fu tu re d ire c t io n , takes away the o p p o r tu n ity fo r people to rea lize th e ir po ten tia l fo r g roup p lann ing and problem so lv ­ ing fo r th e be tte rm en t o f eve ryone concerned . Planned change he lps be ing abou t an im provement upon an e x is tin g s itu a t io n . Be fo re the im plementation o f a change process beg ins , th e g roup most a ffec ted needs to be s tud ied to f in d th e ir level o f read iness to accep t th e proposed change. The design o f th e school s u rv e y must take its basic purpose in to ca re fu l cons ide ra tio n . S ince each community is un ique in its des ign , th e s u rv e y must be made to f i t th e capab ilitie s and needs o f th e system . An a tt itu d e s u rv e y p ro v id e s a channel o f in fo rm a tion abou t th e fee lin g s and op in ions o f the people to be a ffe c ted b y a p ro ­ gram change. S tu d y o f p re v io us s u rv e y research must be coupled w ith an unde rs ta n d in g o f th e un ique needs and resources ava ilab le in th e community . From th is an a pp ro p ria te s u rv e y plan can be deve loped. CChap te r 111 PROCEDURES In tro d u c tio n The problem o f th is s tu d y was to deve lop a p lan to ass is t in i­ t ia to rs o f community education in th e ir in it ia l assessment o f community a tt itu d e s tow a rd community educa tion . T h is plan inc ludes a lte rn a tiv e methods fo r id e n t ify in g community a tt itu d e s tow ard th e s ix basic tene ts o f community e du ca tio n . The a lte rn a tiv e methods were tes ted in th e Bozeman School D is tr ic t to id e n t ify th e s tre n g th s and weaknesses o f each. A d d it io n ­ a lly , these te s ts p ro v id ed th e Bozeman area in fo rm a tion abou t a ttitu d e s tow a rd th e community education concep t. C hap te r 111 p ro v id es a fram ew ork fo r the community assessment p lan . A de sc r ip tio n o f th e d if fe re n t phases lead ing to completion o f the p lan w ith a te n ta tiv e lis t in g o f a lte rn a te ways to accomplish each step has been p resen ted . A d e sc r ip tio n o f th e na tu re o f th e f ie ld te s ts adm in is te red in Bozeman has also been in c luded in C hap te r I I I . The te s t allowed a p r im a ry in ve s tig a tio n o f th e community assessment p lan . In a dd itio n , th e re su lts p ro v id ed in fo rm a tion on Bozeman community a tt itu d e s tow a rd th e community education concep t. 55 The to ta l s tu d y employed bo th h is to r ic a l and em pirica l re ­ search . C hap te r IV inc ludes an ana lys is o f the in fo rm a tion gained from these research methods and inc ludes a f in a l deve lopment o f the community assessment p la n . C hap te r V p resen ts th e re su lts o f the Bozeman f ie ld te s t. D esc rip tion o f the Community Assessment Plan P rim a ry emphasis o f th e s tu d y was upon th e deve lopment o f a plan o f a lte rn a tiv e ways fo r comparing community a tt itu d e s tow ard the basic te ne ts o f community educa tion . T he s tu d y id e n tif ie d sequentia l phases lead ing to completion o f th e p la n . W ith in each phase are po ten tia l a lte rn a te methodologies fo r accomplish ing th e p a r t ic u la r sequence le ve l. A lte rn a tiv e s allow in d iv id u a l communities to fo llow the es tab lished sequence p a t te rn , y e t adap t implementation techn iques acco rd ing to th e ir de fined needs and ava ilab le resou rces . As s ta ted in C hap te r I , two sets o f questions have been ana­ lyzed w ith in th e des ign o f th is s tu d y . The research ques tions id e n t i­ f ie d in p a r t one o f th is s tu d y were answered d e s c r ip t iv e ly . These ques tions in c lud e : I . In assessing th e school commun ity , and the comm un ity -a t- la rge , w hat were fo u r d i f fe re n t popu la tion re g is tr ie s wh ich may be used? What were th e s tre n g th s and weaknesses o f each? 56 2. What were th re e d if fe re n t p re -te s te d ques tionna ire s wh ich would be a p p ro p ria te fo r s u rv e y in g people 's a tt itu d e s tow ard the concepts beh ind community education? D iscuss th e backg ro und , s tre n g th s and weaknesses o f each. 3. In assessing th e school community and th e comm un ity -a t- la rg e , what were th e s tre n g th s and weaknesses o f each o f the th re e d if fe re n t s u rv e y methods suggested in th e plan? 4. What were the concerns id e n tif ie d from p re v io us research in g a th e r in g demograph ic in fo rm a tion fo r s u rve y research? 5. What were bene fits and lim ita tions o f s ta tis tic a l ana lys is o f data compared to th e bene fits and lim ita tions o f d e s c r ip tiv e ana lys is o f da ta , fo r the layman and th e s ta tis tic ia n ? To answer th e ques tions id e n tif ie d in p a r t one, h is to r ica l and s u rv e y research methods were em p loyed . D iff ic u lt ie s and advantages o f each o f th e a lte rn a tiv e s suggested th ro u g h o u t th e p lan were re ­ searched from su rve ys adm in is te red in p rev ious s tud ie s . A dd itio na l d if f ic u lt ie s and advantages encoun te red in th e adm in is tra tio n o f the community education a tt itu d e s u rv e y adm in is te red were documented to 57 make th e p lan sp e c if ic a lly designed to th e needs o f a community education assessment p lan . Parten gave reasons w hy a p lan designed fo r a p a r t ic u la r s u rve y s tu d y in an id e n tif ie d community needs to be c a re fu lly cons idered be fo re actua l s u rv e y a c t iv i ty takes place: In o rd e r to in su re th a t th e s u rv e y w ill y ie ld re tu rn s wh ich are m ean ing fu l and are secured in th e most e f f ic ie n t manner pos­ s ib le , i t is essen tia l th a t the e n tire p lan o f the s u rv e y be p re ­ pared be fo re th e co llec tion o f data is begun . Each stage o f the s u rv e y shou ld be p lanned w ith all th e p reced ing and succeeding stages in m ind . A s ing le u n if ie d p lan in su re s th a t a minimum number o f wasted motions and illo g ica l decis ions w ill o b s tru c t the s u rv e y (1976: 55). The fo llow ing o u tlin e fo r th e assessment p lan o f community a tt itu d e s tow a rd th e ph ilo sophy o f community education was developed a fte r resea rch ing p re v io u s s u rv e y s tud ie s completed in th e pas t. An id e n tif ic a tio n o f a f iv e phase p lan and a l is t o f a lte rn a tiv e ways each community can se lect from fo r th e ir s u rv e y design is in c luded below . Research o f past s tud ie s has been in c luded in C hap te r 11 to help the p la nne rs unde rs tand the genera l s tre n g th s and weaknesses o f the va r io u s a lte rn a tiv e s . I. Se lecting a popu la tion A . Telephone d ire c to ry B . Tax ro lls C . V o te r re g is tra tio n D. C ity d ire c to ry (P o lk ) 58 I I . Selection o f a T es t In s trum en t A . Community Education Ph ilosophy In s trum en t (M od ified b y M anley) B . V irg in ia Community Education Assessment In s trum en t (D ecke r and G irone) C. A Community Assessment o f P ub lic School Functions (R e id ) I I I . Method o f C o llec ting Data A . Mailed ques tionna ire B . Personal in te rv iew C . Te lephone call IV . Popula tion Demographics A . Age - (1 8 -25 )(2 6 -35 )(36 -50 )(51 and up ) B. Sex - male, female C . Vested in te re s t - (school commun i t y ) (comm u n i ty - a t- la rg e ) D. . C h ild re n - (re sponden ts w ith ch ild re n c u r re n t ly e n ro lle d ) (re sponden ts w ith no c h ild re n c u r re n t ly en ro lled in schoo l) V . T rea tm en t o f Data (O rg an iza tio n ) A . S ta tis tic a l ana lys is . B . D e sc rip tiv e ana lys is . In o rd e r to de te rm ine th e d if fe re n t ways o f id e n t ify in g a popu la tion re g is t r y wh ich described the com m un ity -a t- la rg e , personnel in cha rge o f th e d if fe re n t popu la tion lis ts were in te rv iew ed to f in d the s tre n g th s and weaknesses o f th e re g is tr ie s . A sample popu la tion was taken from th e ava ilab le lis ts id e n tif ie d from th e in te rv iew s and a mailed ques tio nna ire was sen t to each person inc luded in th e samples. From th is , the number o f n o - re tu rn s , re tu rn to sende r, and actual re tu rn s cou ld be compared among th e id e n tif ie d popu la tion re g is tr ie s . i 59 In se lection o f a te s t in s trum en t, th re e p re v io u s ly tested in s trum en ts were in c luded in th e s tu d y . T h ree sample popu la tions were selected us ing the Lomar C oun ty D ire c to ry fo r Bozemani. . Each o f th e in s trum en ts was mailed to m u tu a lly e xc lu s ive samples o f the Bozeman community . The number o f f i r s t re tu rn s were then compared among th e th re e in s trum en ts to see i f th e re were d iffe re n ces in the num ber o f people w ill in g to respond to any o f them . To check community response in te rm s o f method o f co lle c ting da ta , a sample o f th e popu la tion was tes ted in th e ir response toward I ) a mailed que s tio n na ire , 2) a s tru c tu re d personal in te rv ie w , and 3) a te lephone in te rv ie w . F inancia l and time costs were re co rded . Incon ­ ven ience and de lays in each method were no ted . Community reac tion , acceptance o r re jec tion o f th e s u rv e y th ro u g h each o f th e d if fe re n t methods were in c lu d ed . The percen tage o f people su ccess fu lly com­ p le tin g th e s u rv e y in each o f th e methods was ca lcu la ted . Popula tion demographics can v a ry acco rd ing to th e goals „ es tab lished b y th e in it ia to rs o f th e read iness s u rv e y . Four areas o f in te re s t were id e n tif ie d in th e s u rv e y implemented in Bozeman to see i f th e re were poss ib le d iffe re n ces in a tt itu d e s tow ard th e community education concept in p a r t ic u la r segments o f the Bozeman popu la tion . S e n s it iv ity to answ ering demograph ic questions was checked th ro u g h any re fusa ls to respond to any o f the demograph ic data reques ted . 60 The trea tm en t o f th e re su lts o f the a ttitu d e in s trum en t its e lf was d isp layed both th ro u g h a s ta tis tic a l and d e s c r ip tiv e re v iew . A na lys is o f re su lts o f th e a tt itu d e te s t was inc luded th ro u g h an ana lys is o f va riance in con junc tion w ith the Duncan te s t fo r m u ltip le comparisons adm in is te red in the f ie ld te s t implemented in Bozeman. To te s t th e d if fe re n t a lte rn a tiv e s suggested in each o f the f iv e id e n tif ie d phases, th e popu la tion o f Bozeman was d iv id e d in to e ig h t m u tu a lly e xc lu s ive g roups b y the a lphabe t. G roup I consisted o f all people w ith la s t names beg inn ing w ith B and J ; G roup 2 - C, W, and Y ; G roup 3 - M,' E, U , and Q; G roup 4 - H , A , I , and Z; G roup 5 - D, F, and P; G roup 6 - S and N; G roup 7 - R, G, and K ; and G roup 8 - O , L , T , and V . D esc rip tio n o f In s trum en ts Tested in Bozeman Montana Th ree p re v io u s ly developed in s trum en ts wh ich have been tes ted and implemented in o th e r communities in the Un ited States were inc luded in th is p lan . Community educa tion p lanne rs can se lect one o f th e p re -te s te d in s trum en ts in c luded here wh ich th e y fee l would best s u it th e purposes o f th e ir community assessment s tu d y . 1. V irg in ia Community Education Assessment In s trum en t (D ecke r and G irone ) 2. A Community Assessment o f P ub lic School Functions (R e id ) 61 3. Community Education Ph ilosophy In s trum en t (M od ified b y Manley) I- The V irg in ia Community Education ' Assessment s u rv e y in s trum en t was designed by s ta ff members o f th e M id -A tla n tic C en te r fo r Commu- Community Educa tion . I t was rev iewed and c r it iq u e d b y fa c u lty members o f th e Bureau o f Educational Research, o th e r departm ents o f th e U n iv e rs ity o f V irg in ia and D r. C u r t VanVoorhees, O ffice o f Community Education Research, U n iv e rs ity o f M ich igan . Some o f the research questions were adopted from the ques tio nna ire in a disserta*- t io n b y R obert L. S co tt (A rizona S ta te U n iv e rs ity , 1975). The fo u r popu la tions wh ich have been su rveyed from th ro u g h o u t V irg in ia us ing th is in s trum en t in c luded : 1 . E lected members o f th e Board o f C oun ty S u pe rv iso rs 2. E lected members o f c ity counc ils 3. A ppo in ted school board members 4. PTA local chap te r p res iden ts Questions re la tin g to fo u r basic components o f community education were in c lu d ed , these were id e n tif ie d as: a. In te ragency C oope ra tion : Numbers 2, 11, 14 and 17 b . C itizen Invo lvem en t and P a rtic ip a tio n : Numbers 6, 7 , 8 and 12 c. Use o f Pub lic School. F a c ilitie s : Numbers I, 13, 15, 16, and 20 62 d . B road Based P rogramm ing: Numbers 3, 4, 5, 9, 10, 18 and 19 A copy o f th is in s trum en t has been inc luded in the A ppend ix A . I I . A Community Assessment o f P ub lic School Function s u rv e y in s t r u ­ ment was designed b y Thomas Reid A nderson fo r use on h is Doctoral th e s is e n t it le d , A Cross S e c tio na l. Case S tu d y o f th e Results o f Community Education Implementation and D iffu s ion in Process C ity U .S .A . (1975). The in s trum en t was p re -te s te d b y s ta f f members o f th e C en te r fo r Community Education a t Eastern M ich igan U n iv e rs ity and b y a series o f personal in te rv iew s w ith community re s id en ts . The fo u r g roups wh ich were su rve yed us ing th is in s trum en t in c luded : 1 . S ig n if ic a n t O the rs id e n tif ie d as the power s t ru c tu re o f th e community . 2. Community education p rog ram p a r t ic ip a n ts 3. Teachers 4. Community educa to rs Questions re la tin g to s ix basic components o f community education p lus two add itiona l va riab le s in c lu d ed : a. K -12 : Items 2, 17, 20 b . Use o f F a c ilitie s : Items 3, 22, 12, 7 c . P rogram s, C h ild re n and Y ou th : Items I , 14, 25, 10 63 d . P rogram s, A d u lts : Items 2, 7 , 19, 29 e. D e liv e ry o f S e rv ices : Items 5, 18, 21, 30 f . Community Development: 4, 9 , 13, 16, 23, 27 g . Im p rov ing Home-School Communications: Items 8, 11, 28 h . Im p rov ing S choo l-P ub lic Re la tions: Items 15, 24, 26 A copy o f th is in s trum en t has been inc luded in th e A ppend ix B . The Community Education Ph ilosophy In s trum en t (m od ifie d ) was d iv id e d in to th e s ix basic components o f the ph ilo sophy o f community educa tion . The components a re : I ) t ra d it io n a l day school p rog ram s; 2) extended use o f fa c il it ie s ; 3 ) add itiona l p rogram s fo r schoo l-aged ch ild re n and y o u th ; 4) p rogram s fo r a d u lts ; 5 ) d e liv e ry and coo rd ina tion o f se rv ice s ; and 6) community in vo lvem en t. Each component is suppo rted b y numerous items wh ich re fle c t the ph ilo sophy fo r th a t re spec tive component. The in s trum en t was o r ig in a lly developed as a p a r t o f a docto ra l d is se rta tio n b y J e ffe ry (1975) to examine teache r accep­ tance o f a community education ph ilo sophy . The in s trum en t con ta ined 63 item s, each o f wh ich fe ll u nde r one o f th e s ix com- ) ^ ponents o f community education p re v io u s ly s ta te d . The in s trum en t ^ was m od ified b y Manley (1976) fo r use in a s tu d y o f a tt itu d e s held ^ b y supe rin te nden ts abou t a ph ilo sophy o f community educa tion . The major m od ifica tion was sho rte n in g th e in s trum en t from 63 to 30 items. ) ) ) ) " * ) 64 Con ten t and v a l id i ty o f th e o r ig in a l Community Education Ph ilosophy In s trum en t was de te rm ined b y ga in ing feedback from 22 p ro fess iona ls in th e f ie ld o f community educa tion . R e lia b ility was estab lished th ro u g h a te s t- re te s t method us ing th e Pearson p roduc t-m om en t co rre la tio n co e ff ic ie n t fo r each o f th e s ix compo­ nen ts . The v a l id i ty o f CEP I, as m od ified b y Manley, was d e te r ­ m ined b y ga in ing feedback from 15 e xpe rts in th e f ie ld o f com­ m un ity educa tion . In add ition to sho rte n in g th e in s trum en t, m inor word a lte ra tio n s were in tro d u ce d . A cco rd ing to Manley . . . f i v e statements were re ta ined unde r each o f th e s ix compo­ nen ts o f community education and th e w o rd ing in severa l o f th e statements was changed a f te r consu lta tion w ith e xp e rts . To de te rm ine th e re lia b i l i ty o f th e M -CEP I, a te s t- re te s t p ro ­ cedu re us ing th e Pearson p roduc t-m om en t co rre la tio n c o e ff i­ c ie n t was employed. The re su lts were : ( I ) To ta l sco re , r = .95 , (2 ) component I , r = .84 ; (3 ) component I I , r = .91; (4 ) component I I I , r = .92 ; (5 ) component IV , r = .73 ; (6 ) component V , r = .97 ; and (7 ) component V I, r = .86 (1976: 68). The CEPI was fu r th e r m odified fo r use in th is in ve s tig a tio n . The in s trum en t was o r ig in a lly designed fo r use w ith p ro fess iona ls in th e f ie ld o f educa tion , i . e . , teachers and supe rin te nden ts . I t was fe l t th a t to b e tte r s u it th e popu la tion described fo r th is s tu d y , edu ­ ca tiona l ja rgon no t in use b y th e genera l p u b lic shou ld be e lim ina ted . Word changes w e re , th e re fo re , made in th e in s trum en t to make i t more eas ily unders tood b y th e genera l community be ing sampled. The 65 s ix components making up the community education ph ilo sophy remained th e same, as d id th e basic ideas expressed in each o f the 30 ques tions . To e lim ina te words un fam ilia r to th e genera l p u b lic , copies o f th e o rg in a l in s trum en t were d is tr ib u te d to f iv e people c u r re n t ly w o rk ­ ing in th e f ie ld o f education and ten people w o rk in g in f ie ld s u n re ­ la ted to educa tion . T hey were asked to id e n t ify words th e y fe l t were soph is tica ted education te rm s and s u b s titu te w o rds o r phrases wh ich s im p lified th e language, b u t kep t the o r ig in a l meaning in ta c t. Re­ sponses were summarized. Words id e n tif ie d b y people as un fam ilia r were s im p lifie d us ing suggestions o f responden ts . R e lia b ility o f th e in s trum en t used in th is in ve s tig a tio n was checked b y us ing th e Pearson p roduc t-m om en t co rre la tio n coe ffic ie n t. The ques tio nna ire was g iven to a g roup o f 22 in d iv id u a ls who re ­ sponded to each o f th e items. These same in d iv id u a ls were then asked again to respond to the same items. A co rre la tio n co e ffic ie n t was then de te rm ined fo r th e to ta l te s t as well as each o f th e s ix components o f community educa tion . The re su lts were : ( I ) to ta l score r = 73 .4 , (2 ) component I , r = 76 .6 , (3 ) component 11, r = 77 .0 , (4 ) component I I I , r = 70 .8 , (5 ) component IV , r = 79 .6 , (6 ) component V , r = 75 .4 , (7 ) compo­ nen t V l , r = 72 .8 . 66 Ferguson (1971: 116) in d ica ted th a t : A co rre la tio n o f .7071 is re q u ire d be fo re we can s ta te th a t 50 pe rcen t o f th e va riance o f th e one va r ia b le is p red ic ta b le from th e va riance o f the o th e r. A r y , e t a l. (1972) id e n tif ie d between .90 and .70 as the acceptab le lim its fo r r e lia b i l i ty coe ffic ie n ts to fa ll w i th in . Tab le I shows th a t the re lia b i l i ty coe ffic ie n ts ob ta ined fo r the IVI-CEPI fo r th e com m un ity -a t- la rg e are all w ith in acceptab le lim its . A copy o f th e CEPI modified fo r th is s tu d y has been inc luded in A ppend ix A . Tab le I R e lia b ility C oe ffic ie n ts , IVI-CEPI, C omm un ity -a t-L a rge To ta l Ph ilosophy • 73.4 Component r I 76.6 Il 77.0 III 70.8 IV 79.6 V 75.4 V l 72.8 Each o f th e th re e s u rv e y ques tionna ires id e n tif ie d above fo r poss ib le use in a community education a tt itu d e assessment s tu d y were mailed to 35 random ly-se lec ted community members in Bozeman, Montana. 67 Data A na lys is In th is s tu d y th e ana lys is o f va riance was th e s ta tis tic a l te s t em p loyed . A cco rd ing to F e rguson : The ana lys is o f va riance is a method fo r d iv id in g th e va r ia tio n s obse rved in expe rim enta l data in to d i f fe re n t p a r ts , each p a r t ass ignab le to a known source , cause o r fa c to r . We may assess th e re la tiv e m agn itude o f va r ie t ie s re s u lt in g from d if fe re n t sources and asce rta in w he the r a p a r t ic u la r p a r t o f th e va r ia tio n s is g re a te r than expec ta tions unde r th e nu ll h ypo thes is (1966: 208). B y us ing th e tw o -w ay ana lys is o f va riance th e resea rche r was able to exam ine th e d iffe re n ce in pe rcep tion between each o f the fo u r g roups id e n tif ie d in th e ques tions to be answered, w ith rega rd to th e community education ph ilo sophy . O rgan iza tion o f D e sc rip tiv e S u rve y Adm in is te red in Bozeman, Montana The secondary pu rpose o f th is s tu d y inc luded a sample te s tin g o f th e community assessment p lan in Bozeman,' Montana. T h is te s t e lic ite d in fo rm a tion on problem areas wh ich may no t have been id e n t i­ f ie d th ro u g h h is to r ic a l resea rch . In s ig h t was gained in such areas as: I) se lection o f a popu la tion re g is t r y wh ich best rep resen ts the to ta l popu la tion o f the Bozeman School D is tr ic t ; 2) costs fo r co llec ting in fo rm a tion w ith in each a lte rn a tiv e ; 3 ) percen tage o f re tu rn s and time in vo lve d w ith in each data co llec tion a lte rn a tiv e se lected ; 4) comparison 68 o f soph is tica tio n in th e tre a tm en t o f data ve rsus ease o f unde rs ta nd in g fo r th e average c itizen is p resen ted th ro u g h sample il lu s tra t io n o f each phase's a lte rn a tiv e s . Popu la tion D esc rip tion and Sampling P rocedure The popu la tion fo r th is s u rv e y consis ted o f th e people re s id ­ ing w ith in School D is t r ic t #7, located in Bozeman, Montana, p lus the ru ra l d is t r ic ts wh ich make up the Bozeman Jun io r and Sen io r H igh Schools. These in c luded : 1. Andersen 2. M onfo rton 3. LaMotte 4. G a lla tin Gateway 5. Cottonwood 6. Malmberg 7. O ph ir The sample was de te rm ined us ing each o f fo u r poss ib le sources o f in fo rm a tio n : 1. C ity D ire c to ry (P o lk ) 2. C oun ty te lephone d ire c to ry 3. Tax ro lls 4. V o te r re g is tra tio n M u tua lly e xc lu s ive random samples were id e n tif ie d in each o f th e a lte rn a tiv e sources o f in fo rm a tio n . To gain in fo rm a tion re la ted to th e f i r s t p a r t o f th is s tu d y , th e popu la tion o f Bozeman was d iv ided equa lly to f i t th e number o f a lte rn a tiv e s id e n tif ie d and random samples selected from each. 69 To f i t w ith in th e sample size requ irem en ts fo r the a tt itu d e assessment s u rv e y , in the second p a r t o f the s tu d y sample size was ca lcu la ted us ing a fo rm u la deve loped b y Tuckman (1972: 205). T h is fo rm u la es tab lished the sample as re p re sen ta tive o f th e popu la tion on c r it ic a l parameters a t th e 95% level o f p ro b a b il ity . T h is confidence level means th e re w ill be a 95% chance th a t the sample is d is tr ib u te d in the same way as the p o p u la tio n . The sample size was id e n tif ie d by th e Tuckman fo rm u la as: N = ( Z /e ) 2( p ) ( 1 - p ) N = sample size Z = S tanda rd score p = estimated p ro p o rt io n o r inc idence o f cases in popu la tion . The p ro b a b il ity (C on fidence level = Z ) is se t a t 95% (th e .05 le ve l) meaning th a t th e re is a 95% chance th a t th e sample is d is t r i ­ bu ted in th e same way as th e popu la tion . The sampling e r ro r (e ) = th e e x te n t to wh ich th e sample means o f repea ted ly d rawn random samples dev ia te from one ano the r. A .10 sampling e r ro r is cons idered b y Tuckman as “ to le ra b le amount o f e r r o r . " The estimated p ro p o rt io n o r inc idence o f cases in the popu la tion = p . W ith th e Z es tab lished a t 1.96 and th e e as .10, the sample size was ca lcu la ted as: 70 N = (Z /e ) 2(P ) ( l - p ) N = (1 .9 6 /0 .IO)2 N = (19 .6 )2 . I N = 384 The Tuckman fo rm u la was used to id e n t ify the com m un ity -a t- la rg e . For th e teachers and a dm in is tra to rs sample size fo r th e (school com­ m u n ity ) , 100% o f the popu la tion was used. T h is sample was used as th e sample popu la tion fo r th e second p a r t o f th is s tu d y . Categories o f In ve s tig a tio n Random ly selected community members o f Bozeman School D is t r ic t #7 were asked to respond to a demographic data in fo rm ation sheet and a tt itu d e in s trum en t. The Community Education Ph ilosophy In s trum en t (m od ifie d ) was used to mainta in cons is tency o f th is v a r i­ able when te s tin g fo r ra te o f re tu rn on th e fo u r d if fe re n t a lte rn a tiv e popu la tion re g is tr ie s and th e th re e d if fe re n t methods o f co llec ting da ta . Each o f th e th re e id e n tif ie d in s trum en ts was tes ted in the Bozeman community th ro u g h a m ailou t s u rve y to m ain ta in cons is tency o f a ll va riab le s excep t the in s trum en ts themselves and to check i f any one in s trum en t was d if fe re n t in the number o f re tu rn s rece ived . T yp ica l demograph ic ca tegories o f response requested can in c lude th e re sponden t's age, sex, voca tio n , and number and age o f c h ild re n c u r re n t ly en ro lled in school ( i f a n y ) . O f those lis ted above, the s tu d y in c luded comparisons in the fo llow ing area: 71 1. Age : fo u r d i f fe re n t age g roups 2. Sex: Men and women 3. Vested In te re s t: School community and com m un ity -a t- la rg e 4. C h ild re n : Respondents who have ch ild re n in school and those who do no t The fo u r id e n tif ie d demograph ic areas in c luded in the Bozeman s tu d y are d iscussed below . Most o ften women o r m others are th o u g h t o f as more in vo lved in th e d a ily school p rog ram . T hey most o ften v o lu n te e r th e ir se rv ices fo r school p ro je c ts and are th e m a jo r ity members o f local school a d v is o ry c o u n c ils . Whereas women show more ou tw a rd in te re s t in school a f fa ir s , th e ques tion arises as to w he the r th e re is any pe rce ived d iffe rences in a tt itu d e s tow a rd the basic s ix elements o f a school based community educa tion ph ilo sophy b y men o r women. Perhaps men fee l the same concerns as women, b u t are unable to c o n tr ib u te th e same amount o f time in th e school due to th e ir w o rk schedu les. A lth ough th e re is a d iffe re n ce in time invo lvem en t in th e schoo ls, th e re may be no d i f f e r ­ ence in fe e lin g between men and women in th e ir school s u p p o rt tow a rd th e basic s ix components o f community educa tion . Community education in vo lve s all age g ro u p s ; th e re fo re , i t was cons idered necessary to see i f people o f all ages fe l t e qua lly the same tow a rd th e ph ilo sophy o f community educa tio n . T h is would help 72 in it ia to rs to know i f some age g roups need more emphasis a t the in fo rm e tio ri awareness stage. The th ir d ques tion asked w he the r o r no t th e responden t had any ch ild re n in schoo l. From th is , the s tu d y could de term ine i f people who were a lready re ce iv ing se rv ices from th e school d is t r ic t th ro u g h th e ir c h ild re n were more in c lin ed to s u p p o rt th e serv ices id e n tif ie d in the s ix components o f community educa tion . T h is s tu d y a ttempted to f in d ou t i f th e re was a d iffe re n ce in th e acceptance level o f the components o f community education between th e school community and th e com m un ity -a t- la rg e . In assessing a community read iness level school d is t r ic t personnel m igh t feel d i f f e r ­ e n t ly abou t wo rk ing , c lose ly w ith community education than members o f the c om m un ity -a t- la rg e . I t is w id e ly recogn ized th a t a school-based community education p rogram must f i r s t have the s u p p o rt o f school d is t r ic t personne l fo r th e program to be a success. From an assess­ ment o f school d is t r ic t a tt itu d e s , i t was hoped th a t i t cou ld be d e te r ­ mine d i f teachers and a dm in is tra to rs were ready fo r th e implementation o f th e changes in the pu rpose and ph ilo sophy o f th e ir c u r re n t system , o r i f the school community read iness level needs to be enhanced be fo re community education implementation beg ins th ro u g h o u t the community. 73 Method o f C o llec ting Data The in s trum en t used fo r data co llec tion in de te rm ina tion o f a popu la tion r e g is t r y , data co llec tion methods and demographies was a modified ve rs ion o f th e Community Education Ph ilosophy In s trum en t p r jg in a lly designed b y J e ffre y (1975) and modified b y Manley (1976). T h ree d if fe re n t methods were used . These inc luded mailed q ue s tio n ­ na ire s , te lephone and personal in te rv ie w . Each responden t was asked to p ro v id e demograph ic data necessary fo r comple ting th e hypo theses and d e s c r ip tiv e questions to be answered. In a d d it io n , responden ts were asked to c irc le the degree o f pos itiveness th e y fe l t tow ard each o f the 30 a tt itu d e s ta te ­ ments found on th e que s tio nna ire . A L ik e r t - ty p e scale, us ing a I ( lo w ) , to 5 (h ig h ) was used to in d ica te degrees o f pos itiveness . T reatm ent Of Data . The hypo theses were tes ted b y us ing the ana lys is o f va riance s ta t is t ic in con junc tio n w ith th e Duncan Tes t o f M u ltip le Comparisons. The Duncan T es t was used to te s t fo r s ig n if ic a n t d iffe re n ces between ca tego ries . Raw data was t ra n s fe r re d on F o r tra n - ty p e flow sheets and keypunched . Data was doub le checked fo r accu racy . The computer a t th e Montana S ta te U n iv e rs ity Computer C en te r was u tiliz e d as a p recau tion fo r accu racy . 74 S ta tis tica l Hypotheses Four basic hypo theses were be ing te s te d . Each o f th e fo u r has s ix subpa rts wh ich deal w ith the in d iv id u a l components com pris ing th e community education ph ilo sophy . Each o f fo u r genera l ques tions to be answered have been res ta ted as s ta tis tic a l hypo theses . Each o f the fo u r questions has s ix components. These s ix components are id e n tif ie d as: 1 . the amount o f community education id e n tif ie d as the tra d it io n a l day school p rog ram s. 2. th e component o f community education id e n tif ie d as the e x ­ tended use o f fa c il it ie s . 3. the component o f community education id e n tif ie d as add itiona l p rogram s fo r school aged c h ild re n and you th 4. the component o f community education id e n tif ie d as program s fo r a d u lts . 5. the component o f community education id e n tif ie d as d e liv e ry ' and coo rd ina tion o f se rv ices . 6. th e component o f community education id e n tif ie d as community in vo lvem en t. 75 Hypotheses Set I re la ted to a t t itu d e d iffe rences among people o f the fo llow ing d if fe re n t age g ro u p s : (18-25), (2 6 -3 5 ), (3 5 -50 ), and (51 and u p ) . N u ll: T he re is no d iffe re n ce in a tt itu d e s among people o f d if fe re n t age g roups tow a rd each o f th e s ix id e n tif ie d components o f community educa tion . A lte rn a tiv e : T he re is a d iffe re n ce in a tt itu d e s among people o f d if fe re n t age g roups to each o f th e s ix id e n tif ie d components o f community educa tion . Hypotheses Set 11 re la tes to a tt itu d e d iffe re n ces among men and women. N u ll: T he re is no d iffe re n ce in a tt itu d e s between men and women tow a rd each o f the s ix id e n tif ie d components o f community educa tion . A lte rn a tiv e : T he re is a d iffe re n ce in a tt itu d e s between men and women tow a rd each o f th e s ix id e n tif ie d components o f community educa tion . H ypo thes is Set I II re la tes to a tt itu d e d iffe re n ces among the school community and com m un ity -a t- la rg e . N u ll: T he re is no d iffe re n ce in a tt itu d e s among th e school community and com m un ity -a t- la rg e tow a rd each o f th e s ix id e n tif ie d components o f community educa tion . 76 A lte rn a tiv e : T he re is a d iffe re n ce in a tt itu d e s between the school community and th e com m un ity -a t- la rg e tow a rd each o f the id e n tif ie d components o f community edu ca tio n . Hypotheses Set IV re la tes to a t t itu d e d iffe re n ces between responden ts who have ch ild re n c u r re n t ly en ro lled in th e Bozeman Pub­ lic Schools and those who do no t. N u ll: T he re is no d iffe re n ce in a tt itu d e s between respon ­ den ts w ith ch ild re n en ro lled in school and respondents w ith no c h ild ­ ren en ro lled in school tow a rd each o f th e s ix components o f community e du ca tio n . A lte rn a tiv e : T he re is a d iffe re n ce in a tt itu d e s between re ­ spondents w ith ch ild re n en ro lled in school and responden ts w ith no ch ild re n en ro lled in school tow a rd each o f th e s ix components o f community e du ca tio n . In add ition to th e fo u r hypo theses described above, a des­ c r ip t iv e tab le was deve loped wh ich ranks th e s ix components o f com­ m un ity education from most to least fa vo rab le acco rd ing to th e mean scores rece ived th ro u g h th e ana lys is o f va riance te s t. T h is was used to answer the ques tiohs : 1. What tene ts a re v iewed most fa v o ra b ly b y th e school com­ m un ity and comm un ity -a t- la rge? 2. What tene ts a re v iewed least fa v o ra b ly by th e school com­ m un ity and comm un ity -a t- la rge? 77 S ign ificance Level The .05 leve l o f s ig n ifica nce was used as a basis fo r re je c tin g th e nu ll o f no re la t io n s h ip .. A .10 would leave open a la rge alpha area (p o s s ib il ity o f T ype I e r r o r ) . T ype I e r ro r means a s ta tis t ic a lly s ig n if ic a n t d iffe re n ce was ca lcu la ted when in fa c t no t ru e d iffe re n ce e x is te d . A .01 possesses th e in h e re n t p o s s ib ility o f p ro du c in g a beta (T y p e I I ) e r r o r . T ype 11 e r ro r means no s ta t is t ic a lly s ig n if ic a n t d iffe re n ce was ca lcu la ted when in fa c t a real d iffe re n ce d id e x is t. Summary The p rocedu re de ta iled in th is s tu d y described th e ove ra ll process wh ich was used in deve lop ing a community assessment plan des igned fo r use in communities th ro u g h o u t Montana. A fram ew ork o f th e f iv e phases id e n tif ie d fo r ana lys is w ith h is to r ica l backg round in th is s tu d y has been p resen ted . A te n ta tiv e lis t in g o f a lte rn a tiv e methods wh ich cou ld be used to accomplish each phase o r step has been in c lu d e d . The to ta l s tu d y inc luded both h is to r ic a l and em pirica l re ­ search methods. P a rt one o f th e s tu d y , th e deve lopment o f a f iv e - phase community assessment p lan , answers f iv e genera l ques tions . The ques tions were answered d e s c r ip t iv e ly . P a rt two o f th is s tu d y was th e adm in is tra tio n o f a community assessment a tt itu d e s u rve y in th e Bozeman School D is tr ic t . Four genera l questions were answered. These fo u r ques tions were res ta ted as s ta tis tic a l hypo theses . Each o f th e s ta tis tic a l hypo theses have been res ta ted us ing th e n u ll and a lte rn a tiv e fo rm a t. C hap te r IV p resen ts th e ana lys is o f p a r t one o f th is s tu d y . 78 Chap ter IV RESULTS OF COMMUNITY ASSESSMENT PLAN In tro d u c tio n The ob je c tive o f th e f i r s t p a r t o f th is s tu d y was to deve lop a p lan wh ich would id e n t ify the read iness level o f a community toward the ph ilo sophy o f community educa tion . A f iv e phase p lan was de ve l­ oped wh ich went th ro u g h th e process necessary to complete an a tt itu d e assessment s tu d y o f community a t t itu d e tow ard the ove ra ll community education ph ilo sophy and to de te rm ine community a tt itu d e s tow ard the s ix p r im a ry components o f community educa tion . The data co llected fo r the f i r s t phase o f th is s tu d y was d e s c r ip tiv e in n a tu re . The re su lts have been described in th e fo l­ low ing sections. Se lecting a Population In gene ra tin g a popu la tion re g is t r y fo r th e s u rv e y , fo u r d i f fe re n t sources were id e n t if ie d . These fo u r sources were selected from aItiong th e : C oun ty te lephone d ire c to ry (L om a r), the Bozeman C ity D ire c to ry (P o lk ) , th e Bozeman Da ily C h ron ic le s u b s c r ip ­ t io n l is t , C oun ty ta x ro lls . C oun ty1 v o te r re g is tra t io n , and Montana Power use r l is t . 80 In o rd e r to ga in th e necessary in fo rm a tio n , each o f th e above g roups were in ves tig a ted b y personal in te rv iew and asked a common series o f ques tions . In each case, th e re were in d iv id u a l questions th a t a rose , b u t th e basic in te rv iew consis ted o f th e fo llo w in g : 1. Who in th e community is in c luded in th is lis t? 2. Who is no t inc luded? 3. Is the l is t ava ilab le to the pub lic? 4. A re th e re any costs fo r ob ta in in g th is in fo rm a tion I f so, w ha t a re they? 5. How o ften is th e basic in fo rm a tion compiled? Is th e re g time o f yea r when th e l is t would be more accu ra te than o thers? 6. Does th e address l is t in c lu d e people no t re s id in g in Bozeman on a fu ll- t im e basis? I f so, .is th e re a way to te ll wh ich people do no t res ide th e re fu ll- t im e ? Is th e re a way o f t e l l ­ ing how long a person has been a re s id en t o f Bozeman? The re su lts o f th e in te rv iew s were as fo llow s : I . Te lephone D ire c to ry The Mounta in Bell Company o ffic e manager was in te rv iew ed re g a rd in g th e Te lephone D ire c to ry . A dvan tages : 1. The lis t is ava ilab le to th e p u b lic . 2. ’ I t is upda ted once a yea r. 81 3. People lis ted no t re s id in g in Bozeman are eas ily id e n tif ie d by the te lephone p re f ix num ber. 4. In 1978, th e Lomar Company w ith perm ission o f th e Telephone Company, deve loped a co un ty phone d ire c to ry . , The same phone lis t in g s as th e te lephone d ire c to ry were used , w ith the add itio n o f l is t in g both husbands ' and w ives ' names. D isadvantages 1. I t leaves o u t people who do no t have phone se rv ice o r have un lis te d num bers. 2. T he re is no f ig u re on th e number o f un lis ted phone numbers ava ilab le . 2. Polk C ity D ire c to ry An employee o f th e Chamber o f Commerce was in te rv iew ed re ­ g a rd in g th e Polk C ity D ire c to ry . D ire c t re p re sen ta tive s are located in Kansas C ity , M is s o u r i. ’ A d van tages : I . The d ire c to ry lis ts 95% o f th e people in Bozeman. . 2. Both husband 's and w ife 's names are lis te d . 3. The l is t is ava ilab le to the p u b lic . The d ire c to ry can be pu rchased fo r $55, o r a copy located a t th e Chamber o f Commerce can be bo rrow ed . 4. I t comes o u t y e a r ly each March o r A p r i l . 82 D isadvan tages : I . I t exc ludes many people , the exac t percen tage is no t known, no t re s id in g w ith in the Bozeman c ity lim its . 3. C oun ty T a x Rolls The C oun ty Assessor was in te rv iew ed fo r in fo rm a tion con­ ce rn in g County ta x ro lls and v o te r re g is tra t io n . A d van tages : 1. The l is t is ava ilab le on loan from th e assessor's o ffic e . 2. In fo rm a tion is compiled once a yea r in Janua ry . 3. T he re is a map fo rm ava ilab le show ing th e geog raph ic la you t o f Bozeman w ith p ro p e r ty owners m arked. D isadvan tages : 1 . O n ly p ro p e r ty owners are lis te d . 2. A pa rtm en t dw e lle rs are exc luded . 4. V o te r Reg is tra tion- A d van tages : 1. Copies o f V o te r R eg is tra tion are ava ilab le fre e to th e p ub lic . 2. The in fo rm a tion is updated e ve ry time any e lection is held from A p r il to A u g u s t. D isadvan tages: I . O n ly people who re g is te r to vo te are in c lu d ed . 83 2. R eg is tra tio n bookle ts fo r each d is t r ic t are uno rgan ized making i t d i f f ic u l t to f in d des ired d is t r ic ts . 5. Bozeman Da ily C h ron ic le The c irc u la tio n manager was contacted abou t the Bozeman C h ron ic le s u b sc r ip tio n l is t . The l is t o f s ub sc r ib e rs is no t ava ilab le to th e p u b lic . 6. Montana Power L is t An employee o f th e bus iness o ffic e a t th e Bozeman, Montana o ffice fo r Montana Power was contacted abou t the l is t o f Bozeman use rs . The l is t o f e le c tr ica l customers is no t ava ilab le to th e p u b lic . 7. Computer Compila tion o f L is ts The p o s s ib ility o f combin ing lis ts to bu ild th e most complete l is t o f names fo r a popu la tion re g is t r y was exp lo red a t th e computer cen te r a t Montana S ta te U n iv e rs ity . Deve lop ing a subse t o f any f i le in vo lves severa l days o f w r it in g a p rog ram . The complete l is t o f names from all lis ts would be en te red in to a f i le in th e com pu te r. Using 20 ,OQO names, as an example, i t would cost app ro x im a te ly $350 to p u t th e names in to th e computer f i le . I t would re q u ire 10,000 ca rd s , w h ich could be typ e d a t about 200 pe r hou r a t a ra te o f $7 pe r h o u r. I f th e compiled popu la tion re g is t r y were o n ly used once th is cou ld be cons idered a tim e consum ing and expens ive p ro je c t compared to th e o th e r ava ilab le re g is tr ie s . However, i f th e re g is t r y were severa l times o ve r th e yea r the cost and time would be n eg lig ib le . A com pute r re g is t r y would then allow th e s u rv e y e r th e . most complete l is t in g o f community members poss ib le . Such, a l is t would c u t down cons ide rab ly on th e p o s s ib ility o f a biased s u rv e y . A f te r cons ide ra tion o f th e p reced ing in fo rm a tio n , fo u r popu la ­ t io n re g is tr ie s were selected to te s t in th e Bozeman area. T h i r t y - f iv e people were selected from each o f th e re g is tr ie s . T h is in c lu d e d : I) te lephone d ire c to ry , 2 ) ta x ro lls , 3 ) v o te r re g is t ra t io n , and 4) c ity d ire c to r y . The tab les below summarize th e re su lts o f us ing each o f the fo u r id e n tif ie d popu la tion re g is tr ie s . 84 85 Tab le 2 Sample Popula tion R eg is tries R eg is try Cost Sample Size Time to id e n t ify Samples Comments Telephone D ire c to ry No cost N = 35 35 min a lphabe tized , easy to read and u n d e r­ stand C ity D ire c to ry No cost N = 35 30 min a lphabe tized , easy to read and u n d e r­ stand Tax Rolls No cost N = 35 I hou r d iv id e d b y coun ty d is t r ic t , con fus ing to locate des ired d is tr ic ts V o te r R eg is tra tion No cpst N = 3 5 I hou r separa te bbok fo r each d is t r ic t , each book a lphabe tized , tim e consum ing b u t c lear Tab le 3 il lu s tra te s th e number and percen tage o f mailed ou t re tu rn s from each o f th e fo u r id e n tif ie d popu la tion re g is tr ie s . The CEPI (m od .) in s trum en t was used fo r all fo u r r e g is t r y m a ilou ts . 86 Tab le 3 Number o f R e tu rns from Each Popula tion R eg is try R eg is try No. sen t No. re tu rn s on 1st & ZndPercen tage m ailou t re tu rn s Percentage o f re tu rn to sender & in c o rre c t add. Te lephone D ire c to ry 35 . 28 80 6 C ity D ire c to ry 35 25 71 14 Tax Rolls 35 27 77 none V o te r R eg is tra tion 35 18 51 Ave rage = 29 69.88 D iscussion A ll o f th e popu la tion re g is tr ie s were ava ilab le fre e to the p u b lic . The te lephone and c ity d ire c to r ie s were th e most re ad ily assess ib le , and easiest to u nd e rs ta n d . Tax ro lls and v o te r re g is tra ­ tio n were o rgan ized b y coun ty d is t r ic ts , making i t tim e-consum ing to locate des ired d is t r ic ts . The te lephone d ire c to ry and ta x ro lls re ­ ce ived th e h ig h e s t ra te o f completed re tu rn s and th e lowest ra te o f unde live rab le addresses. C ity d ire c to ry and v o te r re g is tra tio n re ­ ceived th e lowest re tu rn s and h ig hes t ra te o f unde live rab le addresses. No one popu la tion re g is t r y could be considered the ove ra ll bes t l is t to use. Each l is t was made fo r a spec ific pu rpose o the r than as a complete popu la tion re g is t r y o f th e community . Combining all lis ts to g e th e r to ob ta in the most complete l is t in g poss ib le would en ta il cons ide rab le tim e and expense and th e se rv ices o f a com pute r. 87 I t is suggested here th a t the s u rv e y o r cons ide r th e o r ig in a l purpose o f each l is t , from th is decide i f the popu la tion exc luded from any o f the lis ts would s ig n if ic a n t ly damage th e re su lts o f the s tu d y . F u r th e r ha rrow th e se lection process b y ta k in g in to cons ide ra tion th e possib le number o f w rong addresses and re tu rn ra tes one m igh t encoun te r in each o f th e lis ts . Then a choice o f popu la tion re g is tr ie s can be made th a t re fle c ts the decis ion making o f th e in it ia to rs in th e community u nd e r c o n s id e ra tio n . Selection o f a T e s t In s trum en t T h ree te s t in s trum en ts were chosen to be in c luded in th is s tu d y . The in s trum en ts chosen were : 1. V irg in ia Community Education Assessment In s trum en t (D ecke r and G icone) 2. A Community Assessment o f P ub lic School Functions (R e id ) 3. Community Education Ph ilosophy Assessment (M od ified by M an ley) M u tu a lly e xc lu s ive sample popu la tions o f N = 35 were id e n t i­ f ie d fo r each s u rv e y . A ll th re e samples were chosen from people re s id in g in th e Bozeman School D is tr ic t . The o r ig in and backg round data on each o f th e ques tionna ire s has been reviewed in C hap te r I I I . Each ques tio nna ire has been app roved b y leaders in th e f ie ld o f com­ m un ity education and have been used success fu lly in a tt itu d e ,studies 88 in o th e r geog raph ic areas o f th e Un ited S ta tes . Each o f th e que s tio n ­ na ires were g iven equal cons ide ra tion in th e ir p repa ra tio n and mailout in to th e community . The number and pe rcen tage o f people respond ing to each o f th e th re e in s trum en ts was id e n tif ie d in Tab le 4. Tab le 4 Number o f R e tu rns from Each A tt itu d e In s trum en t (one m a ilou t) In s trum en t Number sen t No. Re turned (1 s t mail) Percentage re tu rn e d V irg in ia Community Education In s trum en t 35 14 40 Community Assessment o f School Functions 35 13 37 Community Education Ph ilosophy (M od ifie d ) 35 18 51 D iscussion The re su lts showed the h ig h e s t number o f re tu rn s from the Community Education Ph ilosophy In s trum en t (M od if ie d ). The V irg in ia s u rv e y had th e second h ig hes t re tu rn ra te w ith the Community Assess ment in s trum en t re ce iv ing th e few es t re tu rn s . A s tro n g re tu rn ra te is one o f th e keys to a successfu l s u r ­ v e y . A ll o f th e in s trum en ts have been u tiliz e d in o th e r areas and are cons idered v a lid , re liab le te s ts . Community education in it ia to rs can 89 s tu d y th e in s trum en ts fo r s im ila r ity in con ten t and fo r p a r t ic u la r ques tions th a t may o r may no t speak to th e ir p a r t ic u la r community. From th is , cons ide ra tion o f the re tu rn ra tes rece ived in the Bozeman community may he lp in th e fin a l decis ion to se lect an app ro p ria te in s trum en t. Method o f C o llec ting Data The f ie ld te s t employed th re e methods o f data c o lle c tio n : I ) mailed q ue s tio nna ire , 2 ) s tru c tu re d personal in te rv ie w , and 3) te le ­ phone in te rv ie w . T he in s trum en t u tiliz e d fo r all methods was the Community Education Ph ilosophy In s trum en t (M od ified b y M an ley). A ll methods had an id en tica l sample size o f 35. To com pa ra tive ly assess th e th re e methods, th is section was developed b y d iscuss ing th e ir response e ffe c tiveness , cos t, and time e xp e nd itu re . Tab le 5 p resen ts the response e ffe c tiveness data b y no ting con tac t and completed response pe rcen tages . A d d it io n a lly , th e re are data to show th e to ta l number o f times each in te rv ie w e r attempted to make a te lephone o r mailed con tac t fo r each method. 90 Tab le 5 Response E ffec tiveness fo r T h ree Methods o f C o lle c ting Data Method N Contacted Usable Re tu rns Percentage completed from N = 35 A ttem p ts to Contact ( In c h 2nd mail and to ta l phone a ttem p ts ) Mailed 35 33 28 80 52 In te rv iew 35 31 . 24 68.6 108 Te lephone 35 32 26 74.3 124 The data o f Tab le 6 p re sen t th e cost fa c to rs fo r th e method- o lo g ie s . O n ly d ire c t costs such as gas and postage were cons id e red . Personnel cos ts , te lephone costs and m ate ria ls and supp lies were om itte d . O n ly local ca lls were made. Rura l areas m igh t need to con- s id e r costs o f long d is tance ca lls . T able 6 Cost fo r T h ree Methods o f C o llec ting Data Mileage at A ve rage cost Method Postage $. 15/m ile To ta l pe r completion Mailed $22.36 ---- $22.36 $ .80 In te rv iew — $ 5.40 5.40 .23 Telephone f - - - ~ ~ .00 91 The time expended fo r each methodology exc ludes p repa ra tio n o f th e in s trum en t. An average time spen t pe r completed in s trum en t was re p o rte d . These data have been p resen ted in Tab le 7. Tab le 7 Time Expanded fo r T h ree Methods o f C d llec ting Data Method Tota l Ave rage time pe r completion Mailed 2 h rs . 3 .5 m in. In te rv iew 16 hou rs , 30 m in. 41.5 m in . T elephone 6 h r s . , 45 m in . 18 m in. O the r data o f in te re s t in c lude th e va riou s occu rrences w ith in each o f th e th re e methods wh ich a ffe c ted re spec tive in s trum en t com­ p le tion pe rcen tages . The mailed in s trum en t method re su lted in two in s trum en ts be ing re tu rn e d as "u n d e liv e ra b le .11 T h u s , o f 33 con tac ts , 28 completed th e in s trum en t, in th e persona l in te rv ie w methodology th e non-com ple tions were ca tegorized as fo llow s : 5 - re jec tions 2 - in c o rre c t numbers (num be r reass igned /pe rson moved) 2 - unreachab le in 10 te lephone a ttem pts I - te lephone d isconnected I - appo in tm en t made, then cancelled 92 O f the 30 successfu l con tac ts made fo r personal in te rv ie w , 80 pe rcen t completed the in s trum en t. The te lephone methodology non-comple tions were ca tegorized as fo llow s : 3 - re jec tions 2 - in c o rre c t numbers 2 - unreachab le in 20 te lephone a ttempts I - te lephone d isconnected I - p re v io u s ly rece ived in s trum en t b y mail ( te a ch e r) Some d iffe re n ces were found between genera l school su rve y research done on th e to p ic o f data co llec tion methods, and th e fie ld te s t o f th e Community Education A tt itu d e Assessment s u rv e y com­ p le ted in Bozeman, Montana. P rev ious s u rv e y research in d ica ted th a t th e s u rv e y o r could expec t th e mailed s u rv e y to take th e least amount o f tim e , cost the least and ge t th e smallest re tu rn . The te lephone s u rv e y could be expected to cost more than mailed, b u t less than personal in te rv iew s , take more time than mailed b u t less than pe rsona l, and ge t more re ­ tu rn s than th e mailed, b u t less than personal in te rv ie w s . In th e f ie ld te s t adm in is te red in Bozeman, i t was found th a t th e mailed s u rv e y took th e least amount o f tim e, cost th e most, and rece ived th e h ig h e s t number o f re tu rn s . The te lephone method was th e least expens ive o f th e th re e methods, cos ting n e ith e r postage no r 93 mileage. I t took more time than th e mailed s u rv e y and less time than the in te rv ie w m ethod . I t rece ived a medium number o f re tu rn s (more than personal in te rv iew and less than m a ile d ). The personal in te rv iew method cost less than m a ilin g . The basic cost came from th e t ra n s ­ p o rta tio n to and from th e in te rv ie w . T h is method took th e most tim e, in c lu d in g time fo r th e in te rv ie w e r to ge t to the in te rv iew ee 's home and actua l in te rv ie w tim e , b u t rece ived th e fewest number o f re tu rn s . The b ig ge s t d iffe re n ce in comparing p rev ious research and the fie ld te s t research was in th e cost o f te lephone and personal in te rv iew s . In Bozeman, all personal in te rv iew e rs and te lephone in te rv ie w e rs were v o lu n te e rs . These vo lu n tee rs went th ro u g h a t ra in in g session a t Montana S ta te U n iv e rs ity . I f these people were paid even a minimum wage fo r all o f th e tim e spen t on th e ir personal in te rv iew s and on th e ir te lephone in te rv ie w s , then these two methods would become, in fa c t , th e most expens ive in te rm s o f bo th time and cos t. In te rm s o f th e number o f completed s u rv e y s , i t appeared tha 't the b ig g e s t problems fo r th e personal in te rv iew and th e te lephone in te rv ie w was in a c tu a lly be ing able to reach the selected sample. I f th e sample were no t a spec ific person gained th ro u g h a c a re fu lly o rgan ized random sample se lection o f th e community , b u t ra th e r anyone th a t cou ld be reached in th e te lephone book, th en a h igh number o f re tu rn s cou ld be accounted fo r . The low number o f re tu rn s was due more to th e problem o f in c o rre c t numbers o r unreachab le o r 94 d isconnected te lephones, than to a n y th in g else. T he re were also o u t r ig h t re jec tio ns g iven to s u rve yo rs in bo th the personal in te rv iew and te lephone in te rv ie w ca tego ries . O u tr ig h t re jec tions in th e mailed ca tego ry would be cons ide red those wh ich were no t mailed back a fte r th e second m ailou t. W ith these d iffe re n ces in m ind , i t is e v id e n t th a t the s u rv e yo r in each community p lann ing to do a community education a ttitu d e s u rv e y would have to look c a re fu lly a t w he the r o r no t th e y were able to p ro v id e tra in e d vo lu n te e rs to conduc t personal and te lephone s u rv e y s , and to take a look a t the ty p e o f s u rve y th e y p lanned to send o u t. The p re v io us research re fe rre d to su rve ys in genera l no t a s u rv e y sp e c ific a lly fo r community educa tion . I t appeared th a t once a community person rece ived an in s trum en t and was able to see the community education s u rv e y th e y were la rg e ly fa vo rab le toward answering i t . In an in te rv ie w and te lephone method, th e responden t d id have a chance to look o ve r the in s trum en t be fo re making the decis ion to e ith e r accep t o r re je c t i t . Perhaps th e n a tu re and con ten t o f th e s u rv e y on community education was a cons ide ring fa c to r in pe rsuad ing people to w an t to answer. Respondents were able to c o n tr ib u te th e ir fe e lin g s tow ard an area th a t could have a fu tu re e ffe c t on themselves in th e ove ra ll p rocess o f community change. 95 T able .8 Success o f Data C o llec ting Methods Id e n tif ie d from O the r School S u rve y Research and the Community Education F ield Tes t Mailed Telephone Personal I n te rv iew Cost School S u rve y O the r Research Least Medium Most Community Ed S u rve y Bozeman Field T es t Most Least Medium Time School S u rve y O the r Research Least Medium Most Community Ed S u rve y Bozeman Field T es t Least Medium Most Re tu rns School S u rve y O the r Research Least Medium Most Community Ed S u rve y Bozeman F ie ld T es t Most Medium Least Th ree data co lle c tin g methods have been described in th is s tu d y . However, o th e r methods are also poss ib le . In it ia to rs could also cons ide r such methods as th e p u b lic m eeting , o r d ro pp in g o f f an 96 in s trum en t a t the responden t's door and p ic k i t up a f te r th e re ­ sponden t has had time to complete i t . Popula tion Demographics The demograph ics selected fo r cons ide ra tion in th is s tu d y re ­ fle c ted the data needs o f th e Bozeman Pub lic School D is tr ic t . The demograph ic questions in c luded in th is s tu d y were de ­ s igned to recogn ize poss ib le a tt itu d e d iffe re n ces among d if fe re n t popu la tions o f the community tow a rd a school based community educa­ t io n p h iio s p h y . The f i r s t question considered was w he the r th e re was a d i f f e r ­ ence in th e a tt itu d e between men and women tow a rd th e ph ilo sophy o f community e du ca tio n . The second question considered in th e Bozeman s tu d y was concerned w ith th e poss ib le d iffe re n ces o f a t t itu d e people o f d if fe re n t ages m igh t ho ld tow a rd th e concept o f community educa tion . The th ir d question asked w he the r o r no t th e responden t had any ch ild re n in school. From th is , th e s tu d y could de te rm ine i f people who were a lready re ce iv ing se rv ices from th e school d is t r ic t th ro u g h th e ir c h ild re n were more in c lin ed to s u p p o rt th e serv ices id e n tif ie d in th e s ix components o f community educa tion . The fo u r th ques tion a ttempted to f in d ou t i f th e re was a d iffe re n ce in th e acceptance level o f th e components o f community eduation between th e school community and th e com m un ity -a t- la rg e . 97 None o f th e responden ts re fused to answer any o f the demo­ g ra p h ic q ue s tio ns , o r in d ica ted any s e n s it iv ity to th e con ten t o f th e ques tions . T reatm ent o f Data C hap te r V p ro v id e s a s ta tis tic a l ana lys is o f th e re su lts o f the f ie ld te s t adm in is te red in Bozeman, Montana. A n a lys is o f va riance was chosen to ana lyze th e da ta . T h is s ta tis tic a l tool a llows th e re ­ sea rche r to exam ine th e d iffe re n ce in pe rcep tio n among each problem g roup w ith rega rd to th e community education ph ilo sophy . A cco rd ing to Tuckmari "A n a lys is o f va riance can be used fo r almost any number o f in dependen t va ria b le s b u t is ty p ic a l ly used fo r tw o , th re e , o r f o u r . 11 In the community education a tt itu d e design th e re were fo u r sets o f independen t va riab le s (1972: 236). Age 25 & unde r Indepen - 26 - 35 den t 36 - 50 va ria b le 51 & ove r Sex Independen t men Variab le women C h ild re n Independen t C h ild re n en ro lled in school v a r ia b le No ch ild re n en ro lled in school 98 Community Independen t C omm un ity -a t- la rge va ria b le School community (teache rs & a dm in is tra to rs ) The m odera to r v a r ia b le in all cases was th e s ix d i f fe re n t com­ m un ity education components. The dependen t v a r ia b le be ing s tud ied was a t t i tu d e . Thus a tw o - fa c to r ana lys is o f va riance was used in th is s tu d y to in d ica te the e ffe c t o f the independen t va r ia b le (age , sex , c h ild re n , comm un ity ), th e e ffe c t o f th e m odera to r va r ia b le (s ix components) and th e e ffe c t o f both va ria b le s in in te ra c tio n . The F - te s t was app lied to de te rm ine w he the r a s ig n if ic a n t d iffe re n ce Occurred between the means. An F - te s t, i f s ig n if ic a n t, s im p ly says th a t a re la tio n e x is ts . The re la tiona l fa c t is in fe r re d from th e s ig n if ic a n t d iffe rences between tw o , th re e o r more means. A s ta tis tica l te s t like F says in a re la t iv e ly in d ire c t way th a t th e re is o r is no t a re la tion between th e in dependen t va r ia b le (o r va r ia b le s ) and th e depen­ den t va r ia b le (K e r l in g e r , 1964: 200). To de te rm ine between what spec ific g roups the d iffe re n ce o c cu rre d , th e Duncan te s t fo r m u ltip le comparisons was employed. S ta tis tic a l tab les were developed wh ich allow q u ic k ove rv iew o f re s u lts . From these tab les a tt itu d e assessments wh ich describe th e read iness level o f each o f the fo u r id e n t ify in g popu la tion g roups can be summarized. 99 Summary A p lan to assess th e a ttitu d e s o f a community tow ard the ph ilo sophy o f community education was developed in th is s tu d y . A combined process was employed wh ich reviewed p rev io us research on s u rv e y des ign and implementation w ith a f ie ld te s t o f the f iv e phases id e n tif ie d in th is s tu d y . Selected a lte rn a tiv e methods were tes ted in Bozeman, Montana. The fo llow ing methods were in c luded fo r c o n s id e ra tio n : 1. Se lecting a P o pu la tio n --A ll popu la tion re g is tr ie s were made fo r a spec ific pu rpose o th e r than as a complete l is t o f the people re s id ing in BoZeman, Montana. As the compila tion o f all lis ts to b u ild the most complete r e g is t r y poss ib le was time consum ing and e xpens ive , i t was suggested th a t one l is t from the fo u r be se lected. S tre n g th s and weaknesses o f th e chosen l is t was cons idered fo r th e lim ita tio n s th e y p u t on th e s u rv e y . The C oun ty te lephone d ire c to ry and C oun ty ta x ro lls rece ived th e h ig h e s t percen tage o f re tu rn s . 2. Selection o f a T e s t In s trum en t—Among th e th re e in s trum en ts id e n tif ie d in the s tu d y , the one re ce iv ing the most re tu rn s was ' e n tit le d Community Education Ph ilosophy In s trum en t (M od ifie d ) 3. Method o f C o llec ting D a ta --P re v io us research agrees th a t mailed ques tionna ire s are th e least expens ive and least e ffe c tiv e method o f data g a th e r in g , w ith th e te lephone n e x t and th e personal in te rv iew be ing th e most expens ive and most e ffe c tiv e . The Bozeman 100 s tu d y showed the community education mailed s u rv e y to be the most expens ive and most e ffe c tiv e method Of data g a th e r in g , w ith the personal in te rv iew s be ing medium in expense and ob ta in in g th e fewest re tu rn s . 4. Popula tion Demographics—Demographics selected in th is s tu d y re fle c ted th e pe rce ived d iffe re n ces in a t t itu d e th a t m igh t have been e v id e n t in Bozeman. No ques tionna ires were re tu rn e d w ith harsh rem arks d ire c te d tow a rd th e demograph ic questions asked . Final se lection o f ques tions to in c lude were based on the demograph ic make up o f the commun ity unde r s tu d y . 5. T rea tm en t o f D a ta --T he s ta t is t ic employed in th e ana lys is o f data in th is s tu d y was th e tw o -w ay ana lys is o f va ria n ce . The F -te s t was used to id e n t ify s ig n if ica n ce . The Duncan te s t was employed fo f in d when th e s ig n if ic a n t d iffe re n ce o ccu rre d . ) How th e re su lts o f th e s tu d y are f in a l ly p resen ted w ill depend - upon th e aud ience i t was designed fo r . I f community members, school * board members and o th e rs no t g rounded in s ta tis tic a l research are the 1 p r im a ry re ce ive rs o f th e in fo rm a tio n , then a d e s c r ip tiv e ana lys is o f 1 re su lts needs to be p repa red wh ich describes in easy to unde rs tand 1 te rm s th e re su lts o f th e s tu d y . For those who are in te re s te d in the 1 s ta tis tic a l s ig n ifica nce o f th e s tu d y , a s ta tis tic a l ana lys is shou ld be 1 p resen ted . The Bozeman te s t p resen ted bo th a s ta tis tic a l and b r ie f 1 d e sc r ip tio n ana lys is fo r th e reade rs ' re v iew . Final decis ions fo r the i I 101 bes t method o f data trea tm en t, w ill depend upon the needs o f the community unde r s tu d y . The methods id e n tif ie d in th is s tu d y allows in it ia to rs o f com- m un ity education to des ign an a p p ro p ria te s u rv e y fo r th e ir commu­ n i ty . The basic steps in vo lved have been p resen ted so in it ia to rs can se lect a des ign to f i t th e ir community needs and resou rces . Research from many sources , in c lu d in g a f ie ld te s t o f th e plan has been com­ p le ted wh ich syn thes izes app licab le m ateria l in to an usable gu ide spec ific to th e to p ic o f community educa tion . RESULTS OF BOZEMAN FIELD TEST Chap te r V In tro d u c tio n The ob je c tive o f th e second p a r t o f th is s tu d y was to compare th e a ttitu d e s o f s u rv e y responden ts to th e ph ilo sophy o f community education to see i f th e re were d iffe re n ces in a t t itu d e between: 1 . D if fe re n t Age G roups 2. Men and Women 3. School Community and C omm un ity -a t- la rge 4. Respondents who have c h ild re n in school and those who do no t Comparisons were made between each o f the above id e n tif ie d g roups re s id in g in th e Bozeman, Montana Pub lic School D is tr ic t . These comparisons were in te rm s o f: 1 . D iffe rences between th e id e n tif ie d source g roup and the to ta l p h ilo sophy o f community e d u ca tio n --E xam p le --(D iffe re n ce s between men and women tow a rd th e to ta l p h ilo soph y o f community e d u ca tio n ). 2. The combined id e n tif ie d source g roup and th e ir d iffe rences in a t t itu d e tow a rd each o f th e s ix components o f community education --E xam p le --(C om b ined popu la tion o f bo th men and women tow a rd each o f the s ix community education com ponents). 103 3. D iffe re n ce s ' between the id e n tif ie d source g roup and each o f th e ir a tt itu d e s tow a rd each o f th e s ix com pone ts --Example— (D if fe r ­ ences between men and women tow a rd each o f the s ix community education com ponents). To co lle c t the data re qu ire d fo r th is s tu d y a random sample o f th e popu la tion o f th e Bozeman community was d iv id e d in to e ig h t d i f fe re n t g ro u p s . Each g roup cons is ted o f 35 community members. Two o f th e e ig h t g roups were sen t a lte rn a tiv e s u rv e y in s trum en ts used o n ly in the re su lts o f the 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 roups o f 35 re ce iv in g th e Community Education Ph ilosophy In s trum e n t. Four o f these g roups rece ived th e in s trum en t th ro u g h the mail, one g roup was in te rv iew ed b y te lephone and one g roup th ro u g h personal in te rv ie w s . T h is made an N o f 6 x 35 = 210. To increase th e to ta l popu la tion necessary to adm in is te r a va lid a tt itu d e s tu d y on ) ^ th e Bozeman community , the N was then increased to match the sug - ^ gested sample size ca lcu la ted th ro u g h th e Tuckman (1972) fo rm u la . The to ta l sample size re ce iv in g th e Community Education Ph ilosophy ) - In s trum en t in th e Bozeman community was 384. The goal set fo r re ­ tu rn s from th e com m un ity -a t- la rg e was 70%. For th e school community cons is tin g Of 207 teache rs p lus 20 a dm in is tra to rs , th e goal fo r re tu rn I was also set a t 70%. I The fo llow ing tab le il lu s tra te s th e percen tage o f re tu rn s : I i I /104 Tab le 9 Pe rcen tage .o f R e tu rns Number in Sample Number o f R e tu rns Percentage o f R e tu rns C omm un ity -a t- la rge ( f i r s t Sc second sample g ro u p ) 384 275 71 School Community T eachers 207 145 69 A dm in is tra to rs 20 27 85 To measure a ttitu d e s o f th e fo u r d if fe re n t popu la tions des­ c r ib e d above, th e Community Education Ph ilosophy In s trum en t (M od i­ f ie d ) was used. T h is in s trum en t con ta ins a series o f 30 statements re la ted to a ph ilo sophy o f community educa tion . Each s ta tement f i t s unde r one o f th e s ix components o f a community education p rog ram . Each component had f iv e statements wh ich spoke to i t . The s ix components in th is s tu d y were id e n tif ie d b y M inzey (1974) as: I) the tra d it io n a l day school p rog ram ; 2) extended use o f school fa c il it ie s ; 3) add itiona l p rogram s fo r school age ch ild re n and y o u th ; 4 ) p rogram s fo r a d u lts ; 5 ) d e liv e ry and coo rd ina tion o f community se rv ice s ; and , 6) community in vo lvem en t. The Community Education Ph ilosophy In s trum en t (M od ified ) re q u ire d th a t th e responden t in d ica te on a 5 -p o in t L ik e r t - ty p e scale th e amount o f agreement o r d isagreem ent w ith th e s ta tem en t. The scale used was: s tro n g ly agree = 5; agree = 4; n eu tra l = 3; 105 d isagree = 2; and s tro n g ly d isag ree = I. T h rough th e ana lys is o f va r ia n ce , th e least squares mean was ca lcu la ted th a t took in to account th e p o s s ib ility o f a responden t leav ing some ques tions unanswered . Results are il lu s tra te d in tab le fo rm and summarized fo r each h ypo the s is . A na lys is The responses to th e ques tionna ire s were reco rded on a Fo rtran Coding Form and read ied fo r t ra n s fe r to keypunch ca rd s . The use o f thje com pute r fa c il it ie s and equ ipm ent a t Montana S tate U n iv e rs ity were so lic ite d . H ypo thes is Number One The re is no d iffe re n ce in a tt itu d e s ,among people o f d if fe re n t age g roups id e n tif ie d as (25 & u n d e r ) , (26 - 35 ), (36 - 50 ), and (51 and o v e r ) , tow ard th e s ix components o f community educa tion . These in c lu d e : I ) K -12 tra d it io n a l day school p rogram s ; 2) extended use o f fa c il it ie s ; 3 ) add itiona l p rogram s fo r school-aged c h ild re n and y o u th ; 5 ) d e liv e ry and coo rd ina tion o f se rv ice s ; 6) community in v o lv e ­ ment. S ince th e computed F -va lue o f 28.6 was h ig h e r than the c r it ic a l Value 3 .84 , th e nu ll h ypo thes is o f no d iffe re n ce in a tt itu d e among d if fe re n t age g roups was re jec ted ( re fe r to Tab le 10). 106 Least-Squares Means and A na lys is o f Variance among Four D if fe re n t Age G roups tow a rd th e Community Education Ph ilosophy Table 10 Source N I K-TZ 2 I Fac 3 You th 4 5 A d u lt Serv ices 6 Invo lve Tota l Under 25 19 4.22 3.86 3.68 3.80 3.81 4.12 3.91 26-35 52 4.06 3.55 3.47 3.45 3.31 3.81 3.61 36-50 111 4.11 3.78 3.39 3.56 3.51 3.91 3.71 51-o v e r 93 3.79 3.37 3.17 3.30 3.22 3.73 3.43 Tota l 275 4.04 3.64 3.43 3.53 3.46 3.89 Degrees o f S ign ificance Source Freedom F -T es t Level .05 Age 3 28.6* 2.60 Sub 5 -26.3* 2.21 Age x Sub 15 ' .639 Remainder 1616 * = S ig n if ic a n t d iffe re n ce a t .05 leve l. The Duncan te s t fo r m u ltip le comparisons was computed to f in d wh ich age g roups had s ta t is t ic a lly s ig n if ic a n t d i f fe re n t a ttitu d e s tow a rd community educa tion ( re fe r to Tab le 11). Duncan T e s t fo r M u ltip le Comparisons between D iffe re n t Age G roups 107 Table 11 Source G roup Mean S ig n ific a n t D iffe rence Between G roups (25 & u n d e r) 3.91 A (26 -35 ) 3.71 B (36 -50 ) 3.61 C (51 - o v e r) 3.43 D S ig n if ic a n t d iffe re n ce a t .05 le ve l; s ig n if ic a n t d iffe re n ces between components are in d ica ted b y d iss im ila r le tte rs . The m a tr ix o f s ig n if ic a n t d iffe re n ces between components il lu s tra te s th e fo llow in g : 1 . Each o f th e fo u r age g roups responded d i f fe re n t ly from each o th e r tow a rd th e to ta l p h ilo sophy o f community e du ca tio n . 2. The younges t id e n tif ie d age g roup (25 & u n d e r) responded w ith h ig h e r agreement tow a rd th e to ta l ph ilo sophy o f community edu ­ ca tion than any o f th e o th e r id e n tif ie d age g roups . 3. The o ldes t id e n tif ie d age g roup (51 & o v e r ) responded the least p o s itiv e tow a rd th e to ta l p h ilo sophy o f community educa tion . 4. Though th e younges t age g roup was more po s itiv e than the o ldes t age g ro u p , all o f th e fo u r id e n tif ie d age g roups had means in th e p o s itive range , 3.91 be ing th e h ig h e s t and 3.43 th e lowest. The means would have had to ra n k below 2 .5 to be cons idered nega tive . 108 The computed F -va lue o f 26.3 fo r . each o f . th e subg roups in th e to ta l scores o f all age g roups was g re a te r than th e c r it ic a l va lue o f 2 .21 . T h e re fo re , d iffe re n ces were found in the to ta l popu la tion a tt itu d e tow a rd th e s ix d if fe re n t components ( re fe r to Tab le 10). The Duncan te s t fo r m u ltip le com parispns. was computed to f in d wh ich components were cons idered s ig n if ic a n tly d i f fe re n t s ta ­ t is t ic a l ly b y th e id e n tif ie d age g ro up s . Tab le 12 Duncan T es t fo r M u ltip le Comparisons on S ix Components b y Age Components Least Squares Means S ig n if ic a n t D iffe rences between Components K-12 program I 4.05 A Comm. In vo lve . 6 3.89 B Extend . Fac.Use 2 3.64 C A d u lt Programs 4 3.53 D Coord . Serv ices 5 3:46 D You th E n rich . 3 3 .43 D S ig n if ic a n t d iffe re n ce a t .05 le ve l; s ig n if ic a n t d iffe rences between components are in d ica ted b y d is s im ila r le tte rs . The m a tr ix o f s ig n if ic a n t d iffe re n ce s between components i l lu s tra te s th e fo llow in g : I . The h ig hes t ranked component o f community education was id e n tif ie d as in vo lvem en t in the re g u la r K-12 school p rog ram . 109 2. The second most h ig h ly accepted component o f community educa tion was the a b il i ty to be in vo lve d and to p a r t ic ip a te in the school decis ion making process. 3. Extended use o f fa c il it ie s rece ived the th ir d most pos itive mean score from among th e s ix id e n tif ie d components. 4. T he re .w e re no a tt itu d e d iffe re n ces among th e lowest ranked components (4 , 5 and 3) id e n tif ie d as add itiona l p rogram s fo r schoo l- aged ch ild re n and y o u th , d e liv e ry and coo rd ina tion o f se rv ice s , and program s fo r a d u lts . The computed F -va lue o f .639 fo r in te ra c tio n between the fo u r id e n tif ie d age g roups tow a rd th e s ix id e n tif ie d community education components was less than th e c r it ic a l va lue o f 2 .21 . T h e re fo re , the nu ll hypo thes is o f no s ig n if ic a n t d iffe re h ce in the a tt itu d e between th e fo u r age g roups tow ard each o f th e s ix components was no t re jec ted ( re fe r to Tab le 10). H ypo thes is Number Two The re is no d iffe re n ce in a tt itu d e s between men and Women tow a rd th e s ix components o f community educa tion . 110 Least-Squares Means and A na lys is o f Va riance fo r Men and Women tow a rd th e Community Education Ph ilosophy Table 13 I 2 3 4 5 6 Source N K-12 Fac. You th A d u lts Serv ices In vo lve . Tota l Men 112 3.91 3.56 3.29 3.39 3,38 3.82 3.56 Women 170 4.03 3.59 3.36 3.49 3.38 3.84 3.62 Tota l 282 3.97 3.58 3.32 3 .44 3.38 3.83 Degrees o f S ign ificance Source Freedom F -te s t level O cn Sex I 2.767 3.84 Sub 5 40.168* 2.21 Sex x Sub 5 .320 2.21 Remainder 2680 -^S ig n if ic a n t a t .05 le ve l. S ince th e computed F -va lue o f 2.767 was less than the c r it ic a l va lue o f 3 .84 , the hu ll hypo thes is o f no d iffe re n ce in a tt itu d e s between men and women tow a rd th e s ix components o f community education was no t re jec ted ( re fe r to Tab le 13). However, th e computed F -va lue o f 40.167 fo r each o f the subg roups in th e to ta l scores o f both men and women was g re a te r than th e c r it ic a l va lue o f 2.21. T h e re fo re , d iffe re n ces were found in the to ta l p opu la tion 's a t t itu d e tow a rd th e d if fe re n t components. I l l The Duncan te s t fo r m u ltip le comparisons was computed to f in d wh ich components were responded to d i f fe re n t ly b y th e to ta l popu la tion o f men and women ( re fe r to Tab le 14). Tab le 14 Duncan T e s t fo r M u ltip le Comparisons on S ix Components b y Sex Components Least Squares Means S ig n if ic a n t D iffe rences between Components K-12 P rog . I 3.97 A Comm. In v o lv . 6 3.83 B Extend . Fac. Use 2 3.58 C A d u lt P rog. 4 3.44 D Coord . Serv ices 5 3.38 D You th E n rich . 3 3.33 D S ig n if ic a n t d iffe re n ce a t .05 le v e l; s ig n if ic a n t d iffe re n ces between components are in d ica ted b y d is s im ila r le tte rs . The m a tr ix o f d iffe re n ces between components il lu s tra te s the fo llow in g : 1. Community education in vo lvem en t in th e re g u la r K-12 program rece ived th e most p o s itiv e mean score from among th e s ix components id e n tif ie d in the Community Education Ph ilosophy In s trum e n t. 2. Community p a rt ic ip a tio n and invo lvem en t in th e dec is ion -m ak ing process o f th e schools rece ived th e second most p o s itiv e mean score from among th e s ix id e n tif ie d components. I 112 3. Extended use o f fa c il it ie s rece ived th e th ir d most p o s itive mean score from among th e s ix id e n tif ie d components. 4. Both men and women ra ted all s ix components p o s it iv e ly . However, component one ( re g u la r day p ro g ram ), rece ived a h ig h e r ra tin g than a ll o th e rs , w h ile component 3 (a dd itio na l p rogram s fo r schoo l-aged ch ild re n and y o u th ) , component 5 (d e liv e ry and coo rd i­ na tion o f s e rv ic e s ) , and component 4 (p rog ram s fo r a d u lts ) , rece ived th e lowest ra tin g s . The computed F -va lue o f .320 fo r in te ra c tio n between the a ttitu d e s o f men and women tow a rd th e s ix id e n tif ie d community edu ­ cation components was less than th e c r it ic a l va lue o f 2 .21 . T he re fo re , th e nu ll hypo thes is o f no d iffe re n ce in the a tt itu d e between men and women tow a rd each o f th e s ix components was no t re jec ted ( re fe r to Tab le 13). H ypo thes is Number T h ree The re is no d iffe re n ce in a ttitu d e s between th e com m un ity -a t- la rg e and th e school community id e n tif ie d as teache rs and adm in is tra to rs ( re fe r to Tab le 15). 113 Least-Squares Means and A na lys is o f Variance between the C omm un ity -a t-L a rge and th e School Community (Teache rs and A dm in is tra to rs ) Table 15 i I 2 3 4 5 6 Source N K-12 Fac. You th A d u lts Serv ices In vo lve . Tota l Community- a t-L a rg e 271 A dm in i- . 3.99 3.59 3.34 3.46 3.38 3.83 3.60 s tra to rs 17 3.93 3.52 3.27 3.40 3.48 3.83 3.66 Teachers 145 4.07 3.63 3.33 3.55 3.40 3.65 3.61 To ta l 433 4.00 3.58 3.28 3.47 3,42 - 3.77 Degrees o f S ign ificance Source Freedom F-tes t. level LOO Pop 2 .245 3.00 Sub 5 17.665* 2.21 Pop x Sub 10 1.122 Remainder 2580 ^S ig n if ic a n t a t .05 le ve l. S ince th e computed F -va lue o f .245 was less than th e c r it ic a l va lue o f 3 .00 , the nu ll hypo thes is o f no d iffe re n ce in a t t itu d e between th e com m un ity -a t- la rg e and th e school com rriunity was no t re jected ( re fe r to Tab le 15). The computed F -va lue o f 17.665 fo r each o f th e subg roups in th e to ta l scores among popu la tion g roups was g re a te r than th e c r it ic a l 114 va lue o f 2 .21 . T h e re fo re , the hypo thes is o f no d iffe re n ces in the to ta l popu la tions a tt itu d e tow a rd the d if fe re n t components was re jected ( re fe r to Tab le IS). The Duncan te s t fo r M u ltip le Comparisons was computed to f in d wh ich components were cons idered d if fe re n t ly b y th e id e n tif ie d community g ro up s . Tab le 16 Duncan T es t fo r M u ltip le Comparisons on Popu la tion G roups tow a rd the S ix Components Components Least Squares Means S ig n if ic a n t d iffe rences between Components K-12 Program I 4.00 A Comm. In vo lve . 6 3.77 B - E x tend . Fac.Use 2 3.58 C A d u lt P rog . 4 3.47 D Coord . S e rv . 5 3.42 D You th E n rich . 3 3.28 E S ig n if ic a n t d iffe re n ce a t .05 le ve l; s ig n if ic a n t d iffe re n ces between components are ind ica ted b y d is s im ila r le tte rs . The m a tr ix o f d iffe re n ces between components il lu s tra te s the fo llow in g : I . The h ig he s t ranked component o f community education was id e n tif ie d as in vo lvem en t in th e re g u la r K-12 school p rog ram . 115 2. The second most h ig h ly accepted component o f community educa tion was th e invo lvem en t and p a rtic p a tio n in th e school decision making process, 3. Extended use o f fa c il it ie s rece ived th e th ir d most p o s itive mean score from among th e s ix id e n tif ie d components. 4. The component id e n tif ie d as add itiona l p rogram s fo r ch ild re n and you th rece ived a s ta t is t ic a lly s ig n if ic a n t lower acceptance level from th e o th e r f iv e components. The computed F -va lue o f 1.122 on in te ra c tio n between the com m un ity -a t- la rg e and th e school community tow a rd th e s ix id e n tif ie d community educa tion components was less than the c r it ic a l va lue o f 2.21. T h e re fo re , th e nu ll hypo thes is o f no d iffe re n ce in a t t i tu td e between th e com m un ity -a t- la rg e and th e school community tow a rd each o f th e s ix components was no t re jec ted ( re fe r to Tab le 17). H ypo thes is Number Foui— The re is no d iffe re n ce in a tt itu d e s be­ tween responden ts w ith ch ild re n in school and responden ts w ith no ch ild re n en ro lled in school tow a rd th e s ix components o f community educa tion . 116 Tab le 17 Least-Squares Means and A ha lys is o f Va riance between Respondents w ith C h ild re n Enro lled in School and Respondents w ith No C h ild ren Enro lled in School I 2 3 4 5 6 Source N K-12 Fac Youth A d u lts Serv ices In vo lve . Tota l Resp. w ith C h ild re n 133 4.12 3.72 3.42 3.50 3.44 3.86 3.67 Resp. w ith o u t C h ild re n 142 3.89 3.50 3.29 3.44 3.36 3.83 3.55 Tota l 275 4.00 3.61 3.36 3.47 3.40 3.84 Source Degrees o f Freedom F -te s t S ign ificance Level .05 Resp. w ith and w ith o u t ch ild re n I 14.678* 3 .84 Sub 5 43.651* 2.21 C h ild re n x Sub 5 1.135 2.21 Remainder 1638 *= S ig n if ic a n t a t .05 leve l. S ince th e computed F -va lue o f 14.678 was h ig h e r than the c r it ic a l va lue 3 .84 , the n u ll hypo thes is o f no d iffe re n ce in a ttitu d e s between responden ts w ith c h ild re n in school and responden ts w ith o u t c h ild re n in school was re jec ted ( re fe r to Tab le 17). 117 As th e re were o n ly two g roups i t was no t necessary to com­ pu te the Duncan te s t fo r M u ltip le comparisons. ( The two g roups (re sponden ts w ith ch ild re n c u r re n t ly en ro lled in school and responden ts w ith no ch ild re n c u r re n t ly en ro lled in schoo l) responded d if fe re n t ly from each o th e r tow a rd th e ph ilo sophy o f community e du ca tio n . The responden ts w ith ch ild re n c u r re n t ly en ro lled in school were more p o s itive tow a rd th e ph ilo sophy o f com­ m un ity educa tion thdn respondents w ith no ch ild re n in school. A nega tive mean would have re q u ire d a mean o f less than 2 .5 . The lowest mean rece ived from th is popu la tion was 3 .55 . The computed F -va lue o f 43.651 fo r each o f th e subg roups in th e to ta l scores o f bo th responden ts w ith and w ith o u t ch ild re n c u r ­ re n t ly en ro lled in school was g re a te r than th e c r it ic a l va lue o f 2 .21 . T h e re fo re , d iffe re n ces were found in th e to ta l g roup a tt itu d e toward th e s ix d if fe re n t components o f community education ( re fe r to Tab le 17). The Duncan te s t fo r M u ltip le Comparisons was computed to f in d where these d iffe re n ces were ( re fe r to Tab le 18). I I I i I I I 118 Tab le 18 Duncan T es t fo r M u ltip le Comparisons on Respondents W ith and W ithou t C h ild re n Enro lled in School Toward S ix Components o f Community Education Component Least Squares Means S ig n if ic a n t D iffe rence between Components K-12 P rog. I 4 .00 A. Comm. In vo lve . 6 3.84 B Extend . F a c .Use 2 3.61 C A d u lt P rog. 4 3.47 D Coord . Serv ices 5 3.40 D You th E n rich . 3 3.36 D S ig n if ic a n t d iffe re n ce a t .05 le ve l; s ig n if ic a n t d iffe rences between components are in d ica ted b y d is s im ila r le tte rs . The m a tr ix o f d iffe re n ces between components il lu s tra te d the fo llow in g : ; I . The h ig he s t response tow a rd th e s ix components o f community ; education was invo lvem en t in th e re g u la r K-12 school p rog ram . ) 2. The second h ig he s t response re fe rre d to th e component o f ) community education id e n tif ie d as invo lvem en t and p a r t ic ip a tio n in the ) school decis ion making p rocess. ) 3. Extended use o f fa c ilt i t ie s rece ived the th ir d h ig hes t mean ) score from among th e s ix id e n tif ie d components. ) 4. T he re was no d iffe re n ce in response tow a rd items 4, 5, and ) 3—the th re e lowest ranked components. Components 4, 5 and 3 are ) ) I ) - -------------------------------- - --------------------------------------------------------------------------------------------------------------------------------- 119 id e n tif ie d as add itiona l p rogram s fo r schoo l-aged ch ild re n and y o u th , d e liv e ry and coo rd ina tion o f se rv ice s / and program s fo r a d u lts . The computed F -va lue o f 1.135 fo r in te ra c tio n between respon ­ den ts w ith ch ild re n en ro lled in school and respondents w ith no ch ild re n en ro lled in school tow a rd the s ix id e n tif ie d community education com­ ponents was less than th e c r it ic a l va lue o f 2.21. T h e re fo re the nu ll hypo thes is o f no d iffe re n ce in the a tt itu d e between th e fo u r age g roups tow a rd each o f th e s ix components was no t re je c te d . D iscussion o f To ta l Ph ilosophy From th e s ta tis tic a l d iffe re n ces ca lcu la ted in th e ana lys is o f va riance te s t i t appears th a t a pe rson 's age, and w he the r o r no t a person has c h ild re n en ro lled in school a ffe c ts the way he o r she re ­ sponds to the to ta l ph ilo sophy o f community educa tion . The person 25 years o r younge r and th e person w ith ch ild re n c u r re n t ly en ro lled in school appears to have a h ig h e r acceptance level tow a rd a school d is t r ic t sponsored community education p rog ram . S ta tis tic a l ev idence showed th a t men and women equa lly fa vo red th e community education ph ilo sophy . Bo th means were pos i­ t iv e , b u t no t s ta t is t ic a lly s ig n if ic a n tly d i f fe re n t from one ano the r. The com m un ity -a t- la rg e and the school community also showed no d iffe re n ce in response tow ard th e to ta l ph ilo sophy o f community e du ca tio n . Both means were p o s itive b u t were cons idered s ta t is t ic a lly equal to one ano the r. 120 The read iness level o f each o f th e fo u r g roups tow a rd the implementation o f a community education program appeared to be on th e p o s itive s ide . The h ig hes t mean fo r a ll g roups (age , sex , commun ity , and c h ild re n ) was from th e age g roup o f 25 and unde r (3 .9 1 ) . The lowest mean fo r all g roups was from th e age g roup o f 51 and ove r (3 .43) . Agreement b y th e fo u r popu la tion g roups in th e ir response to each o f th e s ix components has been summarized below . Least Squares mean Ranking o f th e S ix Components Component Rank T ra d itio n a l K-12 prbgram I 1st Community Invo lvem ent 6 2nd Extended Use o f Fac ilities .2 3 rd Programs fo r A d u lts 4 Coord ina tion o f S e rv ices 5 — 4th A dd . p rogram fo r ch ild re n 3 and You th A ll fo u r popu la tions sex , age, community and c h ild re n , ranked the s ix components in th e same o rd e r o f im portance . The popu la tion o f age cons idered number 3 to be s ta t is t ic a lly lower ra ted than all 121 o th e rs . The o th e r popu la tion g roups ra ted tene ts 4, 5 and 3 as no t s ta t is t ic a lly d i f fe re n t from one ano the r. D iscussion o f th e S ix Components The s ix components id e n tif ie d in th e Community Education Ph ilosophy In s trum en t (m od ifie d ) were compared to th e fo u r indepen ­ den t g roups described in th e s tu d y . Each o f th e fo u r independen t g roups gave th e same ran k in o rd e r to each o f the s ix components. The tra d it io n a l day time p ro ­ gram rece ived th e h ig hes t p o s itive mean b y all independen t g ro up s . T h is component is desc ribed b y M inzey as th e re g u la r school p rogram o ffe red b y all school d is t r ic ts . I t is also known as th e K-12 o r day school p rog ram . I t is an in te g ra l p a r t o f a community education p ro ­ gram , T h ro ugh community educa tion th e re g u la r school program emphasizes community in vo lvem en t and th e use o f th e community to enhance classroom te a ch in g . The ove ra ll h igh acceptance level o f community education in th e re g u la r school p rogram b y all fo u r g ro u p s , sex , age, community and ch ild re n ind ica tes th e s tro n g e s t readiness level fo r community educa tion is th ro u g h th is component. Community in vo lvem en t was also ranked h igh in o ve ra ll ag ree ­ ment b y each o f the fo u r independen t g ro u p s . S u rve y p a rt ic ip a n ts showed a p o s itiv e response to ques tio nna ire items p ropos ing community 122 p a rtic ip a tio n in th e id e n tif ic a tio n and so lv ing o f school p rob lem s. A ll fo u r g roups gave th is component second h igh ra n k in g o u t o f s ix components. Extended use o f fa c il it ie s was agreed upon b y a ll g roups as th e th ir d h ig h e s t ranked component b u t o f th e s ix id e n tif ie d com­ ponen ts . A ll in dependen t g roups were in agreement as to wh ich com­ ponents were ranked in th e top o n e -h a lf o f th e s ix component scale. No m a tte r how th e popu la tions were d is tr ib u te d , w he the r b y sex, age, ch ild re n o r vested in te re s t, th e same components were ranked in th e same way from most to least fa vo ra b le . Such un ive rsa l agreement he lps th e community education in it ia to r se t h is o r he r p r io r it ie s in the deve lopment o f a community education p lan . No s ta t is t ic a lly s ig n if ic a n t d iffe re n ces were found in com pari­ sons between th e in dependen t g roups and each o f the s ix components. From th is i t appears th a t men feel no d if fe re n t ly tow a rd any o f the s ix components than do women. None o f th e fo u r age g roups responded d if fe re n t ly from each o th e r tow a rd any o f th e s ix components. Both the schoo l-commun ity and the com m un ity -a t- la rg e are d isposed in the same way tow ard each o f th e s ix components. Respondents w ith ch ild re n and w ith o u t ch ild re n in school responded in th e same manner tow ard each o f the s ix com­ m un ity educa tion components. I ) ) 123 A ll in dependen t g roups responded fa v o ra b ly tow a rd each o f th e components. From th e ana lys is o f s ta tis tic s i t appears th a t the sample popu la tion is la rg e ly in agreement o ve r wh ich components o f a community education p rogram are viewed as most and lease po s itive . Such agreement allows community education in it ia to rs to b u ild a p ro ­ gram th a t would be la rg e ly in agreement w ith th e responses o f all g roups su rveyed in th is s tu d y . Summary Agreement o f each o f th e fo u r id e n tif ie d g roups tow a rd the to ta l ph ilo sophy o f community education is summarized, below : The younges t age g roup id e n tif ie d as 25 and u nde r was h ig h e r in agreement w ith th e ove ra ll ph ilo sophy o f community edu ­ ca tion than any o f th e o th e r age g ro up s . The re was no d iffe re n ce in a tt itu d e response tow a rd the ove ra ll p h ilo sophy o f community education between men and women. The re was no d iffe re n ce in a tt itu d e response tow a rd the ove ra ll p h ilo sophy o f community education between th e C omm un ity -a t- la rge and th e school community . The g roup id e n tif ie d as responden ts w ith ch ild re n in school was h ig h e r in agreement w ith th e o ve ra ll ph ilo sophy o f community education than th e g ro up w ith o u t ch ild re n en ro lled in school. r 124 A ll independen t g roups responded fa v o ra b ly tow a rd each o f th e components. From th e ana lys is o f s ta tis tic s i t appeared th a t the sample popu la tion was la rg e ly in agreement o ve r wh ich components o f a community education p rog ram were viewed as most and least p o s itiv e . Such agreement allows community educa tion in it ia to rs to b u ild a p ro ­ gram th a t would be la rg e ly in agreement w ith the response o f all g roups su rveyed in th is s tu d y . Chap te r Vl SUMMARY, CONCLUSIONS AND RECOMMENDATIONS I In tro d u c tio n The pu rpose o f th is chap te r was to d iscuss th e re su lts o f the deve lopment o f an a tt itu d e assessment p lan fo r community educa tio n . T h is p lan was designed to assess a commun ity 's a tt itu d e s toward the im plementation o f a community education p rog ram . Second ly , th is chap te r d iscussed th e re su lts o f a f ie ld te s t o f the a tt itu d e assess­ ment s u rv e y adm in is te red in Bozeman, Montana. The chap te r was o rgan ized as fo llow s : F irs t a rev iew o f th e research problem and a summary o f th e p rocedu res lead ing to th e completion o f th e s tu d y were d iscussed ; second, conclus ions d rawn from bo th th e deve lopment o f th e p lan and from th e Bozeman f ie ld te s t were e labora ted upon; t h i r d , recommendations fo r community educa to rs in te re s te d in the in it ia l stages o f community education implementation were p resen ted . Summary The problem o f th is s tu d y was to deve lop a p lan to ass is t in it ia to rs o f community education in th e ir in it ia l assessment o f commu­ n i ty a tt itu d e s tow a rd community educa tion . T h is plan inc luded a lte r ­ na tive methods fo r id e n t ify in g community a tt itu d e s tow a rd th e s ix 126 basic tene ts o f community educa tion . TJne^aIternative methods were , te s ted in th e Bozeman School D is tr ic t . / \ n a d d itio n , th e re su lts o f the a tt itu d e assessment s u rv e y adm in is te red in the Bozeman school d is t r ic t were ana lyzed . Community Education is a process o rien ted p rogram th a t has been de fined b y M inzey to in c lude the fo llow ing s ix basic te ne ts : I) T ra d it io n a l day school p rog ram s ; 2 ) ex tended use o f fa c il it ie s ; 3 ) add itiona l p rogram s fo r schoo l-aged ch ild re n and y o u th ; 4 ) programs fo r a d u lts ; 5 ) coo rd ina tion o f se rv ice s ; 6 ) community in vo lvem en t. Community education be lieves th a t local resources can be used to he lp so lve community p rob lem s. W ith th e schools be ing one o f the la rg e s t ava ilab le fa c il it ie s in e ve ry community th e y shou ld be cen tra l to commun ity -w ide im provement e f fo r ts . A dop tin g a community education ph ilo sophy implies a s h if t in , the a ttitu d e s o f those w ith leadersh ip re spon s ib ilit ie s w ith in a g iven school d is t r ic t . Community education emphasizes th e im portance o f an in vo lved community membership in educationa l decis ion m ak ing . Where­ as, t ra d it io n a l education has been re fe rre d to as a system where th e re is v e ry l i t t le d ire c t e f fo r t to jo in fo rces w ith . th e home and the community . P lann ing a community educa tion p rogram implies b y its v e ry t i t le an e ffe c t on th e whole community m embersh ip. P lann ing p roce ­ 127 du res need to be c a re fu lly cons idered to b r in g changes o f maximum acceptance b y th e community fo r th e b e n e fit o f th e community . School su rve ys p ro v id e a channel o f in fo rm a tion necessary to deve lop o r im prove p rog ram s. School su rve ys p ro v id e the school d is t r ic t w ith in fo rm a tion abou t the people to be a ffe c ted b y a school re la ted conce rn . In th is s tu d y a s u rv e y plan was developed fo r a spe c ific pu rpose . T h is s u rv e y p lan was designed as a community education a tt itu d e assessment o f th e community tow ard th e ph ilo sophy o f community e du ca tio n . F ive basic phases were in c luded in the plan Se lecting a Popula tion A lte rn a tiv e popu la tion re g is tr ie s were id e n tif ie d th ro u g h a process o f s tu d y in g p re v io us research in th e area o f popu la tipn se lec tion , in te rv ie w in g people in cha rge o f d i f fe re n t popu la tion re g is ­ t r ie s , and adm in is te rin g a m ailou t s u rv e y us ing fo u r d i f fe re n t popu­ la tion re g is tr ie s . In d iv id u a l communities can se lect from among fo u r d if fe re n t popu la tion re g is tr ie s wh ich were id e n tif ie d in th is s tu d y . T hey in ­ c lude : I ) te lephone d ire c to ry ; 2 ) ta x ro lls ; 3) v o te r re g is tra t io n ; 4) c ity d ire c to ry (P o lk ) . No one re g is t r y ca rr ie d a complete lis t in g o f eve ryone re s id in g in th e community and its close su rro u n d in g area. Each d ire c to ry has its own p a r t ic u la r s tre n g th s and weaknesses. A ttem p ts to combine all re g is tr ie s th ro u g h the com puter cen te r would be time consum ing , however i f successive su rve ys were to be mailed 128 i t would be least expens ive and most a ccu ra te . In d iv id u a l communities m igh t bes t be aware o f th e s tre n g th s and weakness o f each o f the re g is tr ie s and p ic k th e one wh ich covers th e most needs fo r th e ir r id e n tif ie d pu rpose . Selection o f a T es t In s trum en t Th ree te s t in s trum en ts were id e n tif ie d as a lte rn a tiv e choices fo r community in it ia to rs to se lect from . These in c lu d ed : I ) Community Education Ph ilosophy In s trum en t (m od ified b y M an le y ); 2 ) V irg in ia Community Education Assessment In s trum en t (D ecke r & G icone ); 3) A Community Assessment o f P ub lic School Func tions (R e id ) . Each o f these in s trum en ts have been employed in o th e r geo­ g ra p h ic areas ou ts ide o f Montana. In add itio n each was sen t to a selected sample popu la tion re s id in g in Bozeman, Montana. Community in it ia to rs can se lect th e in s trum en t th e y feel would bes t f i t th e ir needs b y s tu d y in g the con ten t o f th e in s trum en ts themselves and con­ s id e rin g th e re tu rn ra te rece ived in th e Bozeman S tu d y . Data Co llection Methods Th ree data co llec tion methods cons idered in th is s tu d y in c luded : I ) mailed que s tio n na ire , 2) personal in te rv ie w , 3 ) te lephone in te rv ie w . P rev ious s u rv e y s tud ies in d ica ted th a t mailed ques tionna ires were least expens ive , least tim e-consum ing and least e ffe c tiv e . The a tt itu d e assessment o f community educa tion in Bozeman, Montana found th e mailed s u rv e y to be most e xpens ive , least tim e consum ing, /129 and most e ffe c tiv e from among th e th re e methods employed. Costs fo r pe rsonne l, te lephone ra te s , m ate ria ls and supp lies were no t inc luded in d ire c t costs . Popula tion Demographics Demographics shou ld be selected acco rd ing to th e perce ived needs o f th e community in it ia to rs and th e ir poss ib le s e n s it iv ity to th e re sponden ts . Popula tion demographics used in the Bozeman s tu d y in c lu d ed : age ( fo u r age g ro u p s ) , sex (men and women), vested in te re s t (school community and com m un ity -a t- la rg e ), c h ild re n ( c h ild ­ ren en ro lled in school and no t en ro lled in schoo l). No responden t in d ica ted a nega tive fee lin g o ve r answ ering the above demographic ques tions . Each ques tion was id e n tif ie d as necessary in u n d e rs ta n d ­ ing the read iness level o f the Bozeman community tow a rd community educa tion . T rea tm en t o f Data How re su lts o f the s u rv e y are p resen ted is dependen t upon th e ty p e o f aud ience rev iew ing them . Simple d iscuss ion methods and c le a r ly deve loped tab les o ffe r th e person ho t g rounded in s ta tis tic a l research ah eas ily unders tood re p o r t wh ich would p ro b a b ly b e n e fit th e average reade r more than soph is tica ted s ta tis tic a l a na lys is . However, c a re fu lly designed p ro ­ cedures wh ich in c lude v a lid , re lia b le s ta tis tic a l te s ts a re necessary to a tta in accu ra te in fo rm a tion on wh ich to base conc lus ions. I 130 Ana lys is o f Data A na lys is o f va riance allows th e resea rche r to s tu d y th e a tt itu d e o f th e community d iv id e d in to I , 2 Z 3 o r 4 independen t g roups tow ard the to ta l ph ilo sophy o f educa tion , each o f th e g roups ' in te ra c tio n w ith each o f the s ix components, and th e a tt itu d e o f the to ta l g roup tow ard each o f the s ix components o f community educa tion . The re su lts o f th is s ta tis tic a l ana lys is can be p resen ted to show s ta tis tic a l s ig n ificance and nons ign ificance in add itio n to a d e s c r ip t iv e d iscuss ion wh ich summarizes in eas ily unde rs tood te rm s th e ove ra ll re su lts o f the s tu d y . The second p a r t o f th is s tu d y in c luded the adm in is tra tion o f the community education a tt itu d e assessment su rve y in Bozeman, Montana. The p rocedu res id e n tif ie d in th e f iv e phase p lan were em p loyed . T h ro u g h th is s tu d y an assessment o f th e a ttitu d e s o f th e people o f th e Bozeman community tow a rd th e basic components o f community education were id e n t if ie d . Four hypo theses were tes ted usindj th e ana lys is o f va riance s ta t is t ic . The re su lts in d ica ted th a t th e re were s ig n if ic a n t d i f f e r ­ ences a t th e .05 level between severa l o f th e independen t g roups and th e s ix id e n tif ie d components. Ip rega rd to the d if fe re n t age g ro u p s , i t was found th a t the younges t g ro up id e n tif ie d as 25 and u nde r seem to be more in ag ree ­ ment w ith th e to ta l p h ilo sophy o f community education than th e o th e r 131 th re e age g roups id e n tif ie d as (2 6 -3 5 ), (3 6 -50 ), and (51 and o v e r ) . The to ta l o f the fo u r age g roups responded in th e fo llow ing o rd e r o f agreement tow a rd th e th re e most fa vo red o f the s ix community educa­ tio n components: I ) K -12 tra d it io n a l day p rog ram ; 2) community in vo lvem en t; 3 ) extended use o f fa c il it ie s . The .second hypo thes is concerned possib le d iffe re n ces between men and women tow a rd community educa tion . No s ta tis tic a l d iffe rences were found between men and women in th e ir o ve ra ll agreement toward th e to ta l ph ilo sophy o f community educa tion . However, cons ide ring bo th men and women as a to ta l g ro u p , d iffe rences were found in th e ir response tow a rd each o f the s ix components. The top th re e community education components were id e n tif ie d in th e fo llow ing o rd e r : I ) K-12 tra d it io n a l day p rog ram ; 2) community in vo lvem en t; and 3) extended use o f fa c il it ie s . No s ta tis tic a l d iffe re n ces were found between men and women in th e ir in te ra c tio n w ith each o f th e s ix components. The th ir d hypo thes is concerned poss ib le d iffe re n ces between the. com m un ity -a t- la rg e and th e school community tow a rd th e ph ilo sophy o f community educa tion . No s ta t is t ic a lly s ig n if ic a n t d iffe re n ces were found between the com m un ity -a t- la rg e and th e school community in th e ir response tow a rd th e to ta l p h ilo sophy o f commuhity educa tion . However, cons ide rin g bo th th e cdm m un ity -a t- la rg e and the ) school community as a to ta l g ro u p , d iffe re n ces were found in th e ir ) ) 132 response tow a rd each o f th e s ix components. The top th re e community education components were id e n tif ie d in th e fo llow ing o rd e r : I ) K-12 tra d it io n a l day p rog ram s , 2) community in vo lvem en t, and 3) extended use o f fa c il it ie s . No s ta t is t ic a lly s ig n if ic a n t d iffe re n ces were found between th e com m un ity -a t- la rg e and th e school community in th e ir in te ra c tio n w ith each o f th e s ix components. The fo u r th hypo thes is concerned possib le d iffe re n ces between responden ts w ith c h ild re n c u r re n t ly en ro lled in school and respondents w ith no ch ild re n c u r re n t ly en ro lled in schoo l. The re su lts ind ica ted th a t th e re were s ta t is t ic a lly s ig n if ic a n t d iffe re n ces found between responden ts w ith c h ild re n c u r re n t ly en ro lled in school and respondents w ith no ch ild re n c u r re n t ly en ro lled in school tow a rd th e to ta l p h i l­ osophy o f community educa tion . T he responden ts w ith ch ild re n c u r re n t ly en ro lled in school were more po s itive tow a rd th e ph ilo sophy o f community education than were responden ts w ith no ch ild re n in school. D iffe rences were also found between th e to ta l o f th e two in dependen t g roups in th e ir a t t itu d e tow a rd the s ix d if fe re n t compo­ nen ts . The to ta l o f th e two in dependen t g roups responded in the fo llow ing o rd e r o f agreement tow ard th e th re e most fa vo red compo­ nen ts : I ) K -12 tra d it io n a l day p rog ram s, 2) community in vo lvem en t, and 3) extended use o f fa c ilit ie s ,. 133 No s ta t is t ic a lly s ig n if ic a n t d iffe re n ces were found between responden ts w ith ch ild re n c u r re n t ly en ro lled in school and respondents w ith no ch ild re n c u r re n t ly en ro lled in school in th e ir in te ra c tio n w ith each o f th e s ix components. A ll o f th e in dependen t g roups responded fa v o ra b ly to all o f th e community education components. As reviewed above, th e re were d iffe re n ces in th e degree o f th e ir pos itiveness tow a rd th e to ta l p h ilo ­ sophy and each o f th e s ix components.' Each o f th e fo u r independen t g roups were in o ve ra ll agreement as to wh ich components were con­ s ide red most fa v o ra b ly . Conclusions The re su lts o f th is s tu d y sugges t th e fo llow ing conc lus ions. From th e in te rv iew s o f people associated w ith va rio u s popu la - I tio n re g is te r ie s , none o f th e re g is te r ie s ava ilab le to th e pub lic has a complete l is t in g o f community re s iden ts ' names and addresses. A cco rd ing to th e re su lts o f th e p rocedu re used in th is f i r s t p a r t o f th is s tu d y would in d ica te th a t a h igh re tu rn ra te would be in d ica ted from e ith e r th e C oun ty te lephone d ire c to ry o r th e C oun ty ta x ro lls . A cco rd ing to th e re su lts o f th e p rocedures used in the f i r s t p a r t o f th is s tu d y to maxim ize re su lts and save tim e a mailed , ' q ue s tio nna ire would be used. A lth ough th is was th e best data co l- ) ) ) ) '134 Ie c ting method i t was more expens ive in te rm s o f d ire c t costs when cons ide rin g stamps and gaso line . C ons ide ra tion shou ld be g iven to th e use o f vo lu n tee rs to conduc t personal o r te lephone in te rv ie w s . V o lun tee rs cons ide rab ly reduce the d ire c t costs in c u rre d in a s u rv e y s tu d y . However, v o lu n te e r in te rv iew e rs in th is s tu d y rece ived a lower percen tage o f completed in te rv iew s than th e lite ra tu re suggested would o ccu r. The responses to th e demograph ic questions d ire c te d toward age, sex , vested in te re s ts and ch ild re n suggested th a t community g roups d id have d iffe re n ces in a t t itu d e tow a rd th e to ta l ph ilo sophy o f community educa tion . Age crea ted th e la rg e s t spread o f d if fe re n t responses to th e ph ilo sophy o f community educa tion . Thus com­ m un itie s shou ld se r io u s ly cons ide r in c lu d in g th e age fa c to r as one o f th e ir demograph ic v a r ia b le s . The m a jo r ity o f th e responden ts in the Bozeman s tu d y ■ in d ica ted ove ra ll agreement tow a rd th e ph ilo sophy o f community edu ­ ca tion . On th is basis i t seems a p p ro p ria te to move ahead on a plan fo r community education in Bozeman. Recommendations I . S ince th e f in d in g s o f th is s tu d y d id no t always agree w ith p re v io us research f in d in g s on school s u rv e y s , fu r th e r research is suggested in se lec ting p rocedu res fo r a community education s u rv e y . 135 Matched o r s p l it h a lf samples could be employed to a llow fo r s ta tis tica l tre a tm en t o f th e da ta . 2. I t was found th a t none o f th e popu la tion re g is tr ie s id e n tif ie d in th is s tu d y cou ld be considered complete lis t in g s o f community re s id e n ts . However, o th e r communities' popu la tion re g is tr ie s may be more complete , o r ava ilab le to th e p u b lic . Each s itu a tio n must be cons ide red un iq ue , th e re fo re fu r th e r s tu d y is suggested on o the r popu la tion re g is tr ie s to f in d th e most complete, ava ilab le lis tin g poss ib le w ith in each community. 3. F u r th e r s tu d y is recommended to f in d ou t i f use o f vo lu n tee r ra th e r than paid in te rv iew e rs a ffe c ts th e number o f completed personal o r te lephone in te rv iew s conducted in a s u rv e y s tu d y on community e du ca tio n . 4. In some instances i t may be des irab le to conduc t an a ttitu d e s tu d y on o th e r community g roups than those id e n tif ie d in th is s tu d y . G roups wh ich could be considered in c lude a d v is o ry counc ils , the community power s t ru c tu re o r d if fe re n t socio-econom ic leve ls . 5. O the r in s trum en ts , o r m ethods, and o th e r research designs could be considered in ano the r des ign o r p lan fo r th e assessment o f a tt itu d e s tow a rd community educa tion . Such research would look fo r o th e r successfu l examples than those id e n tif ie d in th is s tu d y . Recommendations from th e Bozeman s tu d y in c lude th e fo llow ing f iv e po in ts : 136 1 . I t is recommended th a t Bozeman beg in a community education p rogram wh ich inc ludes the th re e most p o s tiv e ly agreed upon tene ts . These in c lude 2) K -12 re g u la r day school p rog ram ; 2) community in vo lvem en t; 3 ) extended use o f school fa c il it ie s . 2. Due to th e lower ra te o f acceptance tow a rd community edu ­ cation g iven b y th e o ldes t age g roup (51 and o v e r) i t is suggested th a t Bozeman g ive special a tte n tio n in in v o lv in g sen io r c itize ns in the bene fits o f a community education p rogram fo r th e ir age g ro up . 3. W ith th e school community and com m un ity -a t- la rg e respond ing in an equa lly p o s itive m anner, i t is suggested th a t im plementation p lans beg in in Bozeman a t the same tim e , fo r both g ro up s . 4. As responden ts w ith no ch ild re n c u r re n t ly en ro lled in school responded less p o s it iv e ly than those w ith ch ild re n c u r re n t ly en ro lled in schoo l, i t is suggested th a t an awareness o f bene fits to adu lts w ith o u t ch ild re n en ro lled in school be emphasized as a p a r t o f a Bozeman community education p rog ram . 5. As men and women responded equa lly p o s tiv e ly tow a rd a community education p rog ram , i t is recommended th a t bo th g roups be g iven equal emphasis in a community education im plementation p lan . LITERATURE CITED LITERATURE C ITED A llp o r t , G. W ., "T he H is to rica l B ackg round o f Modern Social Psycho­ lo g y ," in L in d ze y , G ., ed. z Handbook o f Social P sycho logy . 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APPENDICES APPENDIX A 146 CO ttJN IT Y EDUCATION PHILOSOPHY INSTRUMENT (MODIFIED) D irections Please reed each statement on the fo llow ing pages. C irc le the number which most accurate ly Indicates the extent to which each statement re fle c ts your personal educational philosophy. Your responses w i l l be held In s t r ic te s t confidence. 5 - Strongly Agree « - Agree 3 - Neutral Z - Disagree I - Strongly Disagree I . Research studies Ind icate tha t students learn from th e ir 5 4 3 Z I to ta l environment; thus, the e n tire community Is a v ita l pa rt o f th e ir learn ing experience. Z. Public school f a c i l i t ie s belong to a l l the taxpayers In 5 4 3 Z I the community and th e ir use should be extended beyond the regu lar school day. 3. There Is an Increasing need fo r add itiona l educational 5 4 3 Z I experience and opportun ities fo r youngsters. 4. Public schools should provide opportun ities fo r adults 5 4 3 Z I to complete high school (earn a diploma). 5. Public schools, w ith other agencies, should assiwe the 5 4 3 Z I leadership fo r Id e n tify in g community resources to help solve community problems. 6. Adm in is tra to rs, o ther school personnel, and community 5 4 3 Z I leaders should work together to develop educational goals to make !earning opportun ities ava ilab le to Ind iv iduals o f a l l ages. 7. Educational practices should re f le c t the In te res ts , needs, 5 4 3 Z I desires, and problems o f a l l students fo r whom they are planned. 8. Public school f a c i l i t ie s which are e n t ire ly re s tr ic te d 5 4 3 Z 1 to use by school-age students represent a wasted community resource. 9. Recreational a c t iv i t ie s fo r school age ch ild ren not 5 4 3 Z I provided by another community agency In s u ff ic ie n t quan tity , should be provided by the community education department o f the pub lic school system. 147 5 - Strongly Agree 4 - Agree 3 - Neutral 2 - Disagree I - Strongly Disagree 10. Other community agencies, working together w ith the pub lic schools should be responsible fo r adu lt vocational tra in in g and Job Improvement programs. 11. Public schools should share th e ir f a c i l i t ie s and resources w ith loca l governmental and social agencies to provide Increased and Improved services. 12. C itizens ' advisory councils are needed to a ss is t educators In uncovering the community's educational needs, desires and expectations. 13. Educational programs can be made more meaningful by bring ing "the community In to the classroom" and taking "the classroom In to the community." 14. School adm in istra tors should be expected to meet the Increasing needs o f elementary through secondary students while attempting to provide services fo r a l l c it izens In the community through the schools% 15. Other agencies, In cooperation w ith pub lic schools, should be responsible fo r provid ing pre-school a c t iv it ie s fo r 3 and 4 year old ch ild ren . 16. Taxpayers should be expected to finance th e ir share o f the so-ca lled " f r i l l s " Included In education; such as enrichment, hobby, recreational or evening programs. 17. The pub lic school has an ob lig a tio n to work toward the Improvement o f the community; Including I ts phys ica l, s o c ia l, economic and psychological environment through cooperative e ffo r ts w ith other agencies. 18. School personnel should be aware tha t people In every community provide a wealth o f untapped s k i l ls , ta le n ts , and services which should be used by the school d is t r ic t . 19. Public school bu ild ings should remain open as many hours as necessary to s a tis fy the to ta l educational needs o f community members. 20. School adm in istra tors should have or develop a procedure to Insure tha t school fa c i l i t ie s are made ava ilab le fo r use by Interested community groups or agencies. 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 148 3 5 - Strongly Agree 4 - Agree 3 - Neutral Z - Disagree I - S trongly Disagree Z l . The school should provide supplemental learning opportun ities fo r students who need such programs. 5 4 3 2 1 zz. Learning Is a l i f e long process; the re fo re , a balanced program o f educational experiences. Including those fo r a du lts , should be offered by the pub lic schools. 5 4 3 2 1 23. The pub lic school should be considered a human resource center through which some other agencies may o ffe r th e ir services In to the coamwnlty. 5 4 3 2 1 24. Coemainlty members w ithout ch ild ren In school should have as much a voice In educational a f fa irs as those whose ch ild ren are presently enro lled. 5 4 3 2 1 ZS Helping the student develop a pos itive self-image Is as Iaportan t as helping the student learn "subject matter." 5 4 3 2 1 26. School a da ln ls tra to rs should plan the construction o f new school f a c i l i t ie s w ith the to ta l learning needs o f the community as a high p r io r i t y . 5 4 3 2 1 27. Hobby and enrichment ( In te re s t areas) programs fo r youngsters should be the shared re sp o n s ib ility o f appropria te c ity /coun ty agencies and the pub lic schools. 5 4 3 2 1 28. Recreational, c u ltu ra l and hobby a c t iv i t ie s fo r adults should be a shared re sp o n s ib ility o f pub lic schools and other community agencies. 5 4 3 2 1 29. Community agencies and the pub lic schools should cooperate In bring ing together loca l resources to solve community problems. 5 4 3 2 1 30. A u tho rity fo r educational planning should not rest so le ly In the hands o f educators. 5 4 3 2 1 149 Section Two The question* In th is section ere designed to provide Information about the population being surveyed. Please c ir c le the correct response. I . My sex Is : a) male b) female Z. My age Is : a) 25 or younger b) 26-35 c) 36-50 d) 50 o r o lder 3. I cu rren tly have: a) ch ild ren enro lled In school b) no ch ild ren enro lled In school Thank you very much fo r your he lp :: APPENDIX B 151 A Community Assessment of Public School Function Answer the questions as accurate ly as you are able. However, be aware o f the d iffe rence between th is Instrument and a te s t—there are no correct answers which we expect. This Instrument asks only fo r your fee lings and perceptions. Ins truc tions 1. Do not Id e n tify you rse lf. 2. Be frank and honest In responding, as there are no r ig h t or wrong answers. 3. Al I questions need only a c ir c le to show your response. 4. Most people fin d these questions In te res ting . He hope tha t Is also your Impression. Thank you fo r being pa rt o f th is Important research. Read each statement c a re fu lly . Then Ind icate whether you: Strongly Disagree, Disagree, are Neutra l, Agree, o r Strongly Agree w ith tha t Item. I f you: Strongly Disagree, c ir c le SO Disagree, c ir c le 0 ................ are N eu tra l, c ir c le N . . . Agree, c ir c le A .................... Strongly Agree, c ir c le SA . f<$)_ N A SA (E) N A SA SD D GD A SA 0 N (J) SA D N A ( | p SD SD 1. Public schools should be responsible fo r the education o f both ch ild ren and a d u l t s ....................................................SD D N A SA 2. Student learn ing w i l l be enriched I f schools Involve a va rie ty o f community members In school functions . . SD 0 N A SA 3. In planning the construction o f a new school f a c i l i t y , the to ta l learn ing needs o f people o f a l l ages should be given c o n s id e ra t io n ...............................................................SD D N A SA 4. The pub lic schools should provide opportun ity fo r Increased Involvement by c it izens In community a c t i v i t i e s .......................................................................................SO D N A SA 5. Public school o f f ic ia ls should a ss is t the community In holding a resource agency responsible fo r undelivered s e r v ic e s ...................................................................SD D N A SA 6. School gymnasiums should be used by adults fo r recreation purposes.......................................................................SD 0 N A SA 7. School o f f ic ia ls should provide the opportun ity fo r adults to gain th e ir high school d ip lo m a .............................SO D N A SA 152 I f you: Strongly Disagree, c ir c le SD Disagree, c ir c le 0 ................ are Neutra l, c ir c le N . . . Agree, c ir c le A .................... Strongly Agree, c irc le SA . 8. Schools should cowaunlcate regu la rly w ith older c it iz e n s In th e ir ne ighbo rhood ............................................SD D N A SA 9. The u ltim ate value o f pub lic education lie s In I ts a b i l i t y to bring about change and subsequently resolve community p ro b le m s .................................................................... SD D N A SA 10. Social and recrea tiona l a c t iv i t ie s fo r teen-agers should not be provided by the school during evening hours . . SD D N A SA 11. Regularly scheduled home v is ita t io n s by school s ta f f members are not benefic ia l to the educative process . . SO D N A SA 12. School bu ild ings should be thought o f as community centers which are sometimes used fo r the education o f c h i l d r e n ........................................................................................ SD D N A SA 13. School personnel should be responsible fo r organizing the community on a local level (area representatives) In order to develop community power and work toward developing the community In to the best I t Is capable o f becoming....................................................................................SD D N A SA 14. The school should provide Increased opportun ity fo r elementary aged ch ild ren to p a rtic ip a te In high In te re s t a c t iv i t ie s fo llow ing the regu lar day o f In s t r u c t io n .........................................................................................SD D N A SA 15. Improved pub lic opinion o f schools w i l l re su lt from Increased Involvement by c it izens o f a l l ages In community l i f e ................................................................................ SD D N A SA 16. School councils should represent only those irfio have ch ild ren attending th a t s c h o o l ............................................SD D N A SA 17. School curriculum Improvement w i l l re su lt as one d ire 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. Public school personnel should a ss is t the community In developing an appropriate agency fo r de live ry o f human services I f u n a va 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 lder c it iz e n s when~pTann1ng school programs . SD D N A SA 20. I f schools attempt to expand th e ir ro le to be tte r meet the needs o f a l l age groups, the regu lar Ins truc tiona l program w i l l become less e f f e c t i v e ........................................SD D N A SA 153 I f you: Strongly Disagree, c irc le SD Disagree, c irc le D ................ are Neutra l, c ir c le N . . . Agree, c ir c le A .................... Strongly Agree, c ir c le SA D N A (B) N A SD D (H) A SD D N ~ SD 0 N SA SA SA SA (3 ) Z l. Public schools should ass is t both In discerning community problems and re la tin g those problems w ith appropriate resou rces ........................................................................................ 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 ie s (educational, re lig io u s , rec rea tio na l, e tc .) before new construction Is cons ide red ...................................SO D N A SA Z3. School councils and advisory groups should address Important school end community Is s u e s ...................................SD D N A SA Z4. Public schools should h ire expert consultants to ass is t In Improving school pub lic r e l a t i o n s ...................................SD D N A SA Z5. Children should be given the opportunity to become Involved In school programs p r io r to th e ir k inder­ garten e x p e r ie n c e s .......................................................................SD D N A SA Z6 School-public re la tio n s are Improved when handled p r i ­ m arily by school p e rs o n n e l.......................................................SD D N A SA Z7. A greater n ia *e r o f people should be Involved In the decision-making processes addressing coamunlty problems SO D N A SA Z8. Neighborhood c it iz e n advisory groups should be established In each school to a id school-community communication...................................................................................SD D N A SA Z9. I f evocetlonel (hobby) a c t iv it ie s fo r adu lts are not provided by another community agency, they should be provided by the s c h o o l ............................................................. SO 0 N A SA 30. The school should cooperate w ith other agencies In developing common goals. Id e n tify in g overlapping re sp o n s ib ilit ie 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 public schools. Please ind ica te how Important you believe I t Is fo r pub lic schools to engage In the fo llow ing actions by c ir c l in g the appropriate response a t the r ig h t o f each statement. Please do not sign th is questionnaire. I f you: Strongly disagree . . c ir c le I Disagree .................... c ir c le Z S lig h t ly disagree . . c ir c le 3 No opinion ................ c ir c le 4 S lig h t ly agree . . . c ir c le 5 A g ree ................. c ir c le 6 Strongly agree . . . c ir c le 7 IT IS IMPORTANT FOR SCHOOLS IN MT COftIUNITY TO: I . U t i l iz e school f a c i l i t ie s throughout the year. 1 2 3 4 5 6 7 2. Pa rtic ipa te In Jo in t sponsorship (funds, f a c i l i t ie s , s ta f f ) o f educational a c t iv it ie s w ith other agencies. 1 2 3 4 5 6 7 3. O ffe r a program o f lite ra c y development fo r adu lts . 1 2 3 4 5 6 7 4. Expand learn ing opportun ities by u t i l iz in g ava ilab le community se ttings fo r educational purposes. 1 2 3 4 5 6 7 5. Provide adu lt education programs In the areas o f Job re tra in in g , using le isu re time, 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. In it ia te pro jects fo r community Improvement In the absence o f another organization which Is p rim a rily 1 2 3 4 5 6 7responsible. 8. Involve people, both as learners and In s tru c to rs , who do not have ch ild ren enro lled In pub lic schools. 1 2 3 4 5 6 7 9. Accept c lie n ts beyond the age o f eighteen referred from community agencies, when those c lie n ts are In need o f educational services. 1 2 3 4 5 6 7 10. O ffe r c u ltu ra l and f in e a rts programs fo r adu lts . 1 2 3 4 5 6 7 11. In it ia te and, I f necessary, operate a service designed to re fe r students and other community members to 1 2 3 4 5 6 7needed socia l and health services. 12. Have an advisory council fo r each school composed of loca l c it iz 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 7 156 I f you: Strongly disagree . . c ir c le I Disagree .................... c ir c le 2 S lig h t ly disagree . . c ir c le 3 No opinion ................ c ir c le 4 S lig h t ly agree . . . c ir c le 5 A g re e ................. c ir c le 6 Strongly agree . . . c ir c le 7 13. Encourage the use o f school f a c i l i t ie s by comunlty residents a t no charge. 1 2 3 4 5 6 7 14. Cooperate w ith other agencies to provide social and health services to elementary and secondary school students, even I f Jo in t funding Is Involved. 1 2 3 4 5 6 7 IS. Serve as multi-purpose community centers. 1 2 3 4 5 6 7 16. Encourage the use o f school f a c i l i t ie s by community agencies In order to enhance or enlarge th e ir a b i l i t y to provide services. 1 2 3 4 5 6 7 17. Share resources w ith community agencies fo r the purpose o f addressing socia l problems. 1 2 3 4 5 6 7 18. O ffer programs to community residents on social problem areas such as alcoholism , veneraI disease, and drug abuse. 1 2 3 4 5 6 7 19. O ffer c u ltu ra l and f in e a rts programs fo r elementary and secondary students. 1 2 3 4 5 6 7 20. Act as Information centers to provide Information he lp fu l In so lving community problems. 1 2 3 4 5 6 7 Section I I : Please respond to the fo llow ing questions using the same scale fo r your responses. 21. The public schools In my community are meeting the educational needs o f ch ild ren . 1 2 3 4 5 6 7 22. The pub lic schools In iqy community are meeting the educational needs o f adu lts . 1 2 3 4 5 6 7 23. The public schools In my community are "community schools." 1 2 3 4 5 6 7 Section I I I : The questions In th is section are designed to provide Informa­ tio n about the population being surveyed. Please c irc le the co rrect response. 24. The demographic status o f the m a jo rity o f my constituents Is : a) ru ra l b) d t y or town c) suburban 157 25. My sex Is : a) male 26. My age Is : a) 30 or younger b) 31-40 27. My race Is : a) white 28. My leve l o f formal educational b) female c) «1-50 d) 51-60 e) 61 or o lder b) black c) other preparation Is : a) less than high school graduate b) high school graduate or GEO c) two years o f college d) four years o f college e) more than four years o f college Section IV: The purpose o f the fo llow ing questions 1s to determine what your p r io r contact w ith coemunlty education has been and what your fu tu re In te re s t might be. Please c ir c le the appropriate response. 29. Have you p reviously received Information about coemunlty education from na tiona l, s ta te , or local sources? yes no 30. Are you Interested In rece iv ing add itiona l Informa­ tio n about community education? yes no 31. Mould you l ik e to have a consultant provide technical assistance In In i t ia t in g a l l or part o f the coemunlty education concept In your coemunlty? yes no 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. Your assistance is much needed and appreciated. 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 520 Bozeman, Montana 59715 406-587-2445 160 BOZEfmin communmr EDUCdTIOn schools In M iincrsMp with the coronur t ty 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 fil l 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 520 Bozeman. Montana 59715 406 587-2445 MONTANA STATE UNIVERSITY LIBRARIES 3 1762 10061337 9