Chapter 4
PRESENTATION OF RESULTS
Summary
of Results Used to Answer Each Research Question
Determining the need for an adult teacher education
curriculum was imperative for developing this curriculum. The research
questions were an integral part of this MARP. They included specific aspects of
curriculum development which were the following: (a) conceptual framework, (b)
curriculum development processes, (c) external and internal factors, (d)
curriculum elements, (e) courses, (f) implementation processes, (g) type of
curriculum, (h) integration of the curriculum in the education department, (i)
internal and external stakeholders, (j) implementation plan, and (k) curriculum
evaluation.
Research Question A: What should be the
conceptual framework for the adult teacher education curriculum?
Results from the literature reviewed on curriculum
development in adult education were used to develop the conceptual framework of
the adult teacher education curriculum.
Research Question B: What
are the appropriate processes for developing a curriculum in adult teacher
education?
Results of the interviews conducted with the
Chancellor, the Dean of Academic Affairs, the Director of the Education
Department, and the Regional Supervisor of the Adult Education Program and
results from the literature reviewed were used in determining the processes for
developing the adult teacher education curriculum.
Research Question C: What
external and internal factors should be considered in developing this
curriculum?
Results of the interviews and the literature reviewed
were used in identifying the external and internal factors that should be
considered in the development of the adult teacher education curriculum.
Research Question D: What
elements should a curriculum
for the preparation of adult
education teachers include?
Results of the literature reviewed on
curriculum development and the interviews conducted at IAU, Ponce Campus, were
utilized in deciding what curriculum elements the curriculum should include.
Research Question E: What
courses should be included?
Results from the Adult Teachers Education
Questionnaire, the interviews, and the literature reviewed were used in
determining the courses the curriculum should include.
Research Question F: What
processes should be considered for the implementation of the adult teacher
education curriculum?
The results of the interviews conducted with the
Chancellor, the Dean of Academic Affairs, and the Director of the Education
Department were used in considering what processes should be followed in the
implementation of the curriculum.
Research Question G: What
type of adult teacher education curriculum should be developed?
Results from the literature reviewed were
used in deciding on the type of adult teacher education curriculum that should
be developed.
Research Question H: What
chances should be made within the education department to incorporate this
curriculum?
The creation of a minor
concentration in adult education was recommended in the interviews to
incorporate the adult teacher education curriculum within the Education
Department.
Research Question I: What internal and external
stakeholders should be
considered in the design, development and implementation of this curriculum?
Results from the literature reviewed on
curriculum development and the interviews conducted at IAU, Ponce Campus were
used to identify the external and internal stakeholders to be considered in the
design, development, and implementation of the adult teacher education
curriculum.
Research Question J: What should be the implementation plan?
Results of the interviews with Dean of
Academic Affairs and the Director of the Education Department and the
literature reviewed were used in developing the implementation plan.
Research Question K: How
should this curriculum be evaluated?
The results of the literature reviewed on curriculum
evaluation were used in selecting the curriculum evaluation model to be
utilized in the evaluation of the adult teacher education curriculum.
Results for Research Question A
A conceptual framework for the adult teacher
education curriculum should be based on the principles, theories, concepts, and
assumptions of adult education and the adult learner. It was found that
Knowles' (1984) andragogical model provides the conceptual framework the adult
teacher education curriculum requires since this model deals with adults, their
needs, problems, and characteristics. Andragogy, the art and science of helping
adults learn, develops in the teachers of adult students the knowledge, the
competencies, and the skills necessary to teach adults. Other findings from the
literature which contributed to the conceptual framework included
recommendations for the integration of theory and practice in the preparation
of adult educators (Rivero, 191‑6). Specific theory suggested included
knowledge of sociology, psychosociology and social psychology, learning
modalities, and preparation of teaching aids. The literature suggested specific
competencies adult educators should develop (McNei1,1990; Herrscher,1992;
Miller & Se11er,1989). These include knowledge about the adult learner,
knowledge of methods and techniques, knowledge of field content, knowledge
about the adult learning process, and curriculum design among others.
Results for Research Question B
In
the interviews conducted with the Chancellor, the Dean of Academic Affairs, the
Director of the Education Department, and the Regional Supervisor of the Adult
Education Program, in relation to the processes for the development of the
adult teacher education curriculum specific recommendations were made: These
were the following: (a) conduct a needs assessment survey among the adult basic
education teachers to determine the need of this curriculum in the Ponce region;
(b) based on the results of the needs assessment survey, write a proposal to
the university for the development and eventual implementation of this
curriculum following the institution's guide for the preparation of proposals;
(c) involve the public Department of Education in the curriculum development
process because the requisites for the certification of adult education
teachers and specific courses the curriculum should include are determined by
the public department of education; (d) take into consideration both external
and internal factors in the development of the curriculum; the external factors
include employment for the teachers in the Ponce region in adult education
programs, the accrediting agency that must certify the curriculum, and the Department
of public education that certifies the teachers; internal factors include the
academic senate that must approve this curriculum, the professors who will
teach the courses, the physical facilities, and the support from the Director
of the Education Department and the Dean of Academic Affairs; and (e) identify the human and material resources available at the
university such as the professors to teach the courses, the library resources such as books, journals, audio visual materials and the
laboratories. The results of the review of the literature (Oliva, 1988;
Ornstein & Hunkins, 1993; Pratt, 1994) were also used in determining the
process to develop the adult teacher education curriculum. The process of
curriculum development according to Knowles (1970) consists of seven phases.
These are the following: (a) the establishment of a climate conducive to adult
learning, (b) the creation of an organizational structure for participative
learning, (c) the diagnosis of needs for learning, (d) the formulation of
direction of learning, (e) the development of a design of activities, (f) the
operation of the activities, and (g) the rediagnosis of needs for learning.
Results for Research
Question C
Findings from the literature
reviewed, (Beauchamp, 1983; Knowles, 1970; McNeil, 1990; Parnell, 1990)
indicate that curriculum development is influenced by both external and
internal factors. External factors include changes in demography, political
influence, pressure from professional groups, local school boards, the influence
of legislators at both the federal and state levels, the policy makers,
technology, and social and economic problems. Internal factors include the
administration of the institution, the faculty, the students, the academic
senate, the directors of the departments, and the mission and goals of the
institution.
External and internal factors, influencing this
particular project, were also identified in the interviews. External factors
include the employment market, the state accrediting agency, and the Department
of Public Education. Internal factors
include the Academic Senate, the
professors, the physical facilities, and the administration.
Results for Research Question D
The literature reviewed suggested the following
elements any currilum should include (a) goals and objectives, (b) learning
outcomes, (c) curriculum contents, (d) learning experiences, (e) competencies,
(f) philosophy statement, and (g) evaluation of the curriculum. Herrscher
(1992), McNeil (1990), Boone (1985), and Taba (1962) indicate that these
elements must be present and in concert with one another.
Results for Research
Question E
The questionnaire administered to the adult basic
education teachers indicated that the courses to be included in the curriculum should
be the following: (a) Introduction to Adult Education, (b) Psychology of the
Adult Learner, (c) Evaluation of Adult Learning, (d) Methods and Techniques in
Adult Education, (e) Preparation and use of materials in Adult Education, (f)
History and Philosophy of Adult Education, (g) Sociocultural Foundations of
Adult Education, (h) Introduction to Computers in Adult Education, and (i)
Administration and Supervision of Adult Education Programs.
Findings from the interviews and from the literature
reviewed were also used in deciding what courses the curriculum should include.
The courses suggested were a methods course, psychology of the adult,
preparation and use of materials, and adult evaluation.
Results for Research
Question F
The Chancellor, the Dean of Academic Affairs, and
the Director of the Education Department suggested following the Institution's
process for the implementation of new academic programs and curricula. This
implementation process implies that the curriculum must be approved at the
Ponce Campus, at the central university offices, and by an external accrediting
agency. At the Ponce Campus, it must be approved by the Director of the
Education Department, the Dean of Academic Studies, the Academic Senate, and
the Chief Executive officer. At the central level, it mast receive the approval
of the University Council, the Vice President of Academic Affairs, and the
President of the University. Externally it must be approved and certified by
the Council of Higher Education before it is implemented at the academic unit
where it originated (See Appendix H).
Results for Research Question G
Based on the review of the
literature conducted, it was concluded that the adult teacher education
curriculum should follow the andragogical model proposed by Knowles (1970). The
andragogical model aims at preparing adult education teachers with the
knowledge and skills required of an adult education teacher. Authors, such as, Darkenwald and
Merriam(1982); Knowles (1970), and MacFarland (1985) recommend the
implementation of andragogy in adult education
programs.
Results for Research
Question H
Results of the interviews conducted with the
Director of the Education Department and with the Dean of Academic Affairs were
used in determining what changes had to be made within the Education Department
to incorporate the adult teacher education curriculum. In the interviews
conducted with the Director of the Education Department and with the Dean of
Academic Affairs, the creation of a minor concentration in adult education was
suggested. This minor concentration would become a subspecialization in
secondary education. It would be a subspecialization in secondary education
because it is only in secondary education that students can obtain a
subspecialization, according to the Institution's norms. From the nine courses
the adult education teachers indicated, the formative committee selected six to
be offered in the subspecialization. The six courses selected by the committee
would provide the teachers the minimum requirements for certification by the
public Department of Education. Since this concentration is considered a new
academic program, it was also suggested following the institution's process for
the implementation of new academic programs.
Results for Research
Question I
The literature reviewed on curriculum development
suggested that the internal and external stakeholders to be considered in
curriculum development include among others the faculty, the students, the
school administrators, the accrediting agencies, and the state and federal
governments. They all have, as Mitroff (1983) calls it "a stake" in
the process; therefore, it is important to integrate them in the design,
development, and implementation of the curriculum.
The stakeholders considered in this project were
those mentioned in the literature reviewed. These were the faculty, the
students, the administration, the Academic Senate, and the accrediting agency.
They were all taken into consideration because they are all somehow involved in
the planning, development, implementation, and evaluation of the curriculum.
Those faculty members who are prepared will be teaching the courses once the
curriculum is implemented. Those students who decide to obtain the minor concentration
in adult education will be taking the courses. The administration's support was
solicited because it must approve the implementation of the curriculum and in
addition the administration gave recommendations and suggestions for the
development and implementation of the curriculum. The curriculum must be presented to the Academic Senate for
approval and implementation and to the accrediting agency for accreditation.
Results
for Research Question J
The implementation plan for
the adult teacher education curriculum
was designed following the suggestions and recommendations given by the
Regional Supervisor of the Adult Education Program, the Dean of Academic
Affairs, and the Director of the Education Department. The implementation plan,
according to
their recommendations,
should include a time schedule, courses to be offered, credit hours, days and
times (See Appendix I).
Results
for Research Question K
From the literature review conducted
on curriculum evaluation, Pratt's (1980) tridimensional curriculum evaluation
model was selected to evaluate the adult teacher education curriculum. Pratt's
model evaluates the effectiveness, the efficiency; and the acceptability of a
curriculum. Pratt (1980) observes that "There are two program dimensions;
however, that should always be evaluated: effectiveness and acceptability. Some
attention should also be paid to the criterion of efficiency" (p. 417).
The literature on curriculum evaluation (Rankin,
1990; Isaac and Michael, 1990; Best and Kahn, 1989) suggests steps that must be
taken in order to conduct the evaluation of a program or curriculum. These
steps are the following: (a) formulation of questions to be answered; (b)
collection of data to answer the questions; (c) analysis and interpretation of
the data collected, and (d) modification of the plan in light of the findings.
The findings from the literature on curriculum evaluation mentioned above were
used in developing the ATEC evaluation plan (see Appendix L).
Results of the Review of the Literature
Many sources were reviewed from the literature
pertaining to the development of a teacher education curriculum in adult
education and the most effective processes for implementing this curriculum.
Appropriate ERIC documents, journals, and books were identified by a computer
search using the descriptors "adult basic education,"
"curriculum development," and "adult teacher education."
The literature reviewed suggested that an adult teacher education curriculum
should include a conceptual framework, a rationale or justification, specific
elements, content related to the curriculum, an implementation plan, models of
curriculum development, and an evaluation plan.
Suggestions from the literature were used in
formulating the rationale, the philosophy statement, the goals and objectives,
the learning outcomes, the description of the courses, and in developing the
implementation plan and the curriculum evaluation model. From the various
curriculum models suggested in the literature on curriculum development (McNeil,
1990; Oliva, 1988), the andragogy model of Knowles was selected because it
deals with adult students and teachers of adult students.
The literature reviewed provided insights in terms
of the structure of a curriculum and these were carefully considered in the
development of the adult teacher education curriculum. Curriculum experts
(Heerrscher, 1992; Oliva, 1988; Pratt, 1994) indicate that all elements of a
curriculum should be interrelated. The concept of curriculum alignment which
refers to the relation that must exist between the competencies, the learning
activities, and the curriculum content was taken into consideration in the
design of the adult teacher education curriculum. Another concept that was
considered in the design of the curriculum was curriculum integrity. According
to Herrscher (1992) curriculum integrity refers to the extent to which
programs, courses, and even curricula are valuable, effective, and‑appropriate
in both content and design to attain the stated mission.
Results of Communication with State side Universities
Phone calls were made to the
Chairpersons of the Education Department of the Universities of Auburn in
Alabama, Toledo in Ohio, Wittenburg in Union Institute, Rutgers in New Jersey,
and Maryland University. Prescott College in Arizona was also contacted. When
the phone calls were made all chairpersons were not available in all cases, but
the researcher was able to speak with education professors who served as
spokespersons for the education department. The Director of the Adult Education
Department at Auburn University in Alabama explained that the teacher adult
education program is offered only at the graduate level. A professor from the
education department at the University of Toledo indicated that the adult
teacher education program is offered at the Masters level but not at the
undergraduate level. An education professor from Wittenberg University in Ohio
indicated that this university does not have an adult teacher education
program. A professor from the education department at Rutgers University in New
Jersey explained that the adult teacher education program is offered at the
doctoral level only. An adult education professor from Prescott College
indicated that the College has an undergraduate adult degree program, but it
does not prepare teachers of adult students.
In the conversations held with the professors it was
found that the universities contacted did not meet the criteria developed for
the interviews because they do not have undergraduate adult teacher education
programs. As a result, this
researcher decided to develop the adult teacher education curriculum using the
other procedures indicated in the project.
Results of Interviews
Interviews with the Chancellor, the Dean of Academic
Affairs, the Director of the Education Department, and with the Regional
Supervisor of the Adult Education Program of the Ponce region were conducted.
Their recommendations and suggestions for the development of the adult teacher
education curriculum were the following: (a) to conduct a needs assessment
survey among the adult basic education teachers from the Ponce region to
determine the need of this curriculum in the Ponce region, (b) to involve the
Department of Public Education in the curriculum development process because
the requisites for the certification of adult education teachers and specific
courses the curriculum should include are determined by the public Department
of Education, (c) to take into consideration both external and internal factors
in the development of the curriculum: The external factors include employment
for the teachers in the Ponce region in adult education programs, the
accrediting agency that must certify the curriculum and the Department of
Public Education that certifies the teachers and the internal factors include
the Academic Senate that must approve this curriculum, the professors who will
teach the courses, the physical facilities, and the support from the Director
of the Education Department and the Dean of Academic Affairs, (d) to identify
the human and material resources available at the university such as the
professors to teach the courses, the library resources such as books, journals,
audio visual materials and the laboratories, (e) to utilize the Institution's procedures
for the implementation of the curriculum for which the Institution's manual for
the presentation of new academic programs and curricula was consulted, (f) to
develop a proposal for the university as one of the steps to implement the
curriculum and present the proposal to the Academic Senate for the approval and
implementation of the curriculum; (g) to include courses on the psychology of
the adult student and methods and techniques in adult education which are two
courses required by the public Department of Education, and (h) to incorporate
the adult teacher education curriculum in the education department for which a
subspecialization in adult education was suggested.
Results of Questionnaire Development
A draft of the Adult Teacher Education Questionnaire
was developed utilizing input coming from different sources. The Dean of
Academic Affairs, the Chancellor, the Director of the Education Department, and
the Regional Supervisor of the Adult Education Program of the Ponce region were
interviewed. Their recommendations for the development of the adult teacher
education questionnaire were the following: (a) Utilize the SPSS (Statistical
Program for the Social Sciences) for the analysis of the questionnaire's
responses; (b) Utilize the Scantron machine to read the answers given to the
responses; (c) Include courses in adult psychology and methods of teaching
adult students;.(d) Formulate clear and specific questions; (e) Consult the
literature in questionnaire development and administration; (f) Make use of
some type of scale if necessary.
From the literature reviewed, specific suggestions
were obtained which were used in developing the questionnaire. These included
types of questions, wording of the questions, arrangement of responses, pilot
testing, sampling, reliability and validity, types of scales, administration,
and analysis of questionnaires.
The type of questionnaire developed was the
restricted or closed‑form type. According to Best & Kahn (1989), this
type of questionnaire is easy to fill out, takes little time, is relatively
objective, and is fairly easy to tabulate.
Results of Questionnaire Validation
The outcome of the questionnaire validation process
was the validated questionnaire. The formative committee made no modifications to
the questionnaire and accepted it as stated. The committee pointed out that the
questionnaire was clearly stated and well organized. The committee also
indicated that the questionnaire was expected to accomplish the purpose for
which it was developed because it followed the rules and principles for
questionnaire development. The validated questionnaire was accepted as the data
collection instrument.
Results of Pilot Study
The results of the pilot study were summarized in tables
(see Appendix K). Findings from the pilot study showed that the majority of the
respondents were female and that the largest group of respondents were in the
age range between 41‑49. It was also found that the majority of the adult
basic teachers surveyed were employed part time in the Adult Basic Education
Program. Another finding was that the majority of the respondents have been
employed from one to three years in the Adult Education Program. In relation to
the academic preparation of the teachers, it was found that the majority has a
Bachelor degree in Elementary or Secondary Education. Findings from the data
collected, indicated that all of the respondents were interested in taking
courses in adult education. To question seven, which asked about the number of
credits in adult education teachers have taken, it was found that the majority
of the respondents do not have any credits in adult education. To question
nine, which asked about the teachers interest in a minor concentration in adult
education, 100% of the respondents indicated that they would be interested in
having a minor concentration in adult education. To question 13, which asked
the teachers if they have taken university method courses in adult education,
it was found that most of them have not. In terms of the teachers' needs for an
adult teacher education curriculum‑in adult education, 95% indicated
there is a need for this curriculum.
The respondents did not have any difficulty in
answering this instrument for the following reasons:, (a) oral and written
instructions were given, (b) the questions were read before the respondents
answered them, (c) the respondents were given enough time to answer the
questionnaire, and (d) the information requested was familiar to them because
it was part of their jobs as adult basic education teachers. The other adult
basic education teachers from the total sample did not have any difficulties in
answering the questionnaire for the same reasons.
Results of Questionnaire Administration with Total Sample
The ATEQ was then administered to the other 72 basic
adult education teachers in 16 towns of the Ponce region. Results were
consistent with those of the pilot study.
Results from data collected
indicated that the majority of the teachers surveyed were female. Findings from
data gathered also indicated that the largest group of respondents were in the
age range between 41‑49 (see Table 1).
Data collected indicated
that the majority of the adult education teachers surveyed worked part time in
the Adult Education Program. The data collected in terms of the type of Adult
Teacher Education Program indicated that the majority of the teachers surveyed
worked in the Adult Basic Education Program.(see Table 2).
Table three summarizes the findings in terms of the
number of years the teachers surveyed have been employed in the Adult Basic
Education Program. Results from the data collected indicated that the majority
of the teachers surveyed have been employed in the Adult Basic Education
Program from 1‑3 years (See Table 3).
Findings from data collected in terms of academic
preparation indicated that the largest group of the teachers surveyed has
earned a Bachelor degree in Elementary Education. Findings also indicated that a
small group has a Master Degree in Education (see Table 4). Findings from data
collected relative to the teachers' participation in workshops and seminars in
adult education indicated that the majority of the adult basic education
teachers does not participate in these activities (see Table 5).
Findings from data collected
indicated that the majority of the teachers surveyed are interested in
taking university courses in adult education (see
Table 6) .
Findings in terms of teachers' interest in a minor
concentration in adult education indicated that the majority is interested in
this minor concentration (see Table 7). Findings in relation to the frequency
of teachers' attendance to professional meetings in adult education revealed
that the largest group of respondents never attended these meetings (see Table
8) . .
