A Critical Analysis of the Activities of Distributive Education Co-ordinators of Federally Reimbursable High School Programs in Illinois, Iowa and Michigan

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A Critical Analysis of the Activities of Distributive Education Co-ordinators of Federally Reimbursable High School Programs in Illinois, Iowa and Michigan

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A CRITICAL ANALYSIS ^ OF THE ACTIVITIES OF DISTRIBUTIVE EDUCATION COORDINATORS OF FEDERALLY REHl BURSABLB HIGH SCHOOL PROGHAMS IN ILLINOIS, IOWA AND MICHIGAN

by (Hr ») C leo P ^ C ssad y

A d i s s e r t a t i o n su b m itted In p a r t ia l f u l f i l l m e n t o f the req u irem en ts f o r the d egree o f Doctor o f P h ilosop h y in th e Department o f Cammerce in the Graduate C o lle g e o f the S t a te U n iv e r s ity o f lew s June 1950

ProQuest Number: 10902146

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is d e p e n d e n t upon the quality of the copy subm itted. In the unlikely e v e n t that the a u thor did not send a c o m p le te m anuscript and there are missing pages, these will be noted. Also, if m aterial had to be rem oved, a n o te will ind ica te the deletion.

uest ProQuest 10902146 Published by ProQuest LLC(2018). C opyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C o d e M icroform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346

AGMfQMiKOT'Fairs The w r ite r w ish es to ex p ress h i s humble a p p r e c ia tio n to Dr. W illiam J . I'asson o f the f a c u lt y o f the C o lle g e o f Ca m er ce o f the S ta te U n iv e r sity o f Ion® f o r h i s th ou gh tfu l guidance and d ir e c tio n o f t h is stu d y . A p p reciation i s a ls o extonded to Er. C. Frank Sm ith, Dr. Wendell Sm ith, T'r. Don Vi. Arnold and o th ers who g en ero u sly a s s is t e d w ith h e lp fu l s u g g e s tio n s . G ratitud e i s o ffe r e d E lis a b e th , C arolyn, Ann and E lain e Casady fo r t h e ir c h e e r fu l fo r b e a r ­ ance and m oral su p p ort.

con w m

Purpose, Scope, and I eth od ology . . . . . . ......... Purpose o f S t u d y ......... ................. J u s t i f i c a t i o n o f the S t u d y .................... Scope o f line S t u d y ...................................... L im ita tio n s o f the Study . . . ............ D e fin itio n o f Terns ...................................... .. V o ca tio n a l Education .................................. D is tr ib u tiv e Educatlon . . . . . . . . . ......... D is tr ib u tiv e O ccupations ....................... C oordinatin e A c t l v l t i e s ♦. • . .................. C oordinator . . . . . . . . ......................... B asic or r e la te d C la sses .............. S p e c if ic or V ocation al C l a s s e s ............ Trainee .................... .......................... T roln in c S ta tio n A dvisory Corai;iittoe ............................. Procedure .................................... '.ethods Used in O btaining Data . . . . . . C on struction o f the In tervieiv Ouide fo r R e ta ile r s ............................... ............ C on stru ction o f the •Q uestion;irire fo r C oordinators . . . . . . . . . . . . . . . . . . . . . . ta ilin g o f the Q u e s tio n n a ir e ................ Follon-U p ....................................................... C hronologic?1 L is tin g o f H eolies . . . . Hole tod S tu d ies Introduc tion ......................... Pr evict; o f B elated S tu d ies . . . . . . . S tu d ies on H isto ry and Statius o f D is tr ib u tiv e Education ...................... S:. a le Study ............................................ a u r i e l l o Study ................ S tu d ies on E valuation o f coopers t.ivo Training ...................................... S e iz o r Study ........... ............................ I l e l l l S t u d y ................ S tu d io s on lie t a l l G a in in g Heeds . . . 'i.alhup S t u d y ......... .................. . Thompson Study • . . ................

COHORTS (continued) Chapter

Fago Caaady Study . . . . . . . . . . . . . . . ...................... 40 Huffman Study ................................... S tu d ie s on C oordinator Requirements ............................. and D uties Langen S t u d y ............................................... K eelin g S t u d y 46 S tu d ie s on O rgan ization , A d m in istration and S u p erv isio n ................................ Bateman S t u d y 48 S a te 3.Iff© S t u d y ........................................................ 50 ......................................... Sage Study F u lle r Study ............................. S tu d ios on ‘T rainee S e le c t io n . . . . . . . . . . . . . . 53 Arnold Study .................. 54 Howard Study .................................... Lansford Study . . . . . . . . . . . . . . . . . . . . . . . . . . 56 S a le s Management Study ................. 57 S u sm ry ................................

III

D is tr ib u tiv e Education and Schcol-Caaciwnity R ela tio n s ..................... She C oordinator and School-Co-f.:unity R ela tio n s .......................... Buslnessiaen In d ic a te D is tr ib u tiv e Education / i d s S ch o o l-C c w u n lty R ela tio n s ................... R esu lts o f Other S tu d ies

IV

Background Inform ation o f D is tr ib u tiv e Education Programs and C o o r d in a to r s

61 62 66 71

............74

D istr ib u tio n o f Programs by S iz e o f C it ie s ............................ 74 H isto r y o f D is tr ib u tiv e Education Programs in Iowa ................... 78 L ocation and Enrolment of Programs in I l l i n o i s ........................ 80 D i s t r i b u t i v e Education Programs in I l l i n o i s , Io^e &?& H ieliigan .............. 84 Length o f Time in Operation .......... 84

iv

41 44 45 47 51 52 55 50

COHMTTS (continued.) Chapter

Bego S iz e o f the D is tr ib u tiv e Education Programs ................ . . ................. .. * 05 Type o f Sch ool-b erk Plans Used .......... 87 liin ln m Hours per Y.eek Tralneos I'us t Spend on the Job ♦........... 80 Average Humber o f Hours Per Leek Trainees Spent on the Job « • • • • • » • • • • • • « . 91 55inia&naa leumber of Hours Trainees J'ust Spend in S c h o o l 94 S ch ools G iving C red it fo r On-th.e-Job Experience ................................................................... 94 Programs Uriah Id n i t Enrolment . . . . . . . . . . . . 98 Maximum Enrchaents Perm it tod in Sane Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 F actors C ons•derod in L im itin g Enrolments 101 Years o f Teaching E xperience Possessed. By C oordinators P rior to Becoming C oordinators 101 Amount o f B u siness E xperience P ossessed By D is tr ib u tiv e *;ilucfition Coordine, tors « 105 Amount o f C oordinating Experience P ossessed by D is tr ib u tiv e Education C oordinators of I l l i n o i s , Town and ............................ 109 Michigan Amount o f Time Given C oordinators fo r Coordina tin g Ac t l v l t i e s ................. I ll O pinions o f C oordinators itegardinr; the Adequacy o f Hie C oordination Time A llo w e d 114 Amount o f Time Coordina to rs Tone?* or Su pervise Study !&*11s • • • * . . ........... 118 Humber o f Periods Coordinators Teach or Su pervise Study rh 11s 120 Humber o f D is tr ib u tiv e Education Coordi­ n a to rs YAio Belong to Local C iv ic , S e r v ic e , or Dinner Clubs .......................... 122

V C oordinating A c t iv i t i e s In v o lv in g the T raining S ta tio n s ond Employers .....................120 Me t h o d s Used to Secure Traini.ig S ta tio n s v

125

G O lim m (con tin u ed ) Chapter

Pago Use o f W ritten Or i tor l a f o r S e le c tin g T raining S ta tio n s • • * • . » • » • • • • » « • » • • • • « O f f ic ia l s A uthorised to Approve T rain in g S ta tio n s E xtent to Which G a in in g Agreements l.ore Used « • » • • * • » • • « • • • • • * * « • • • * • * • • • • Use o f Signod G a in in g Agreements • • • • • • • Methods Used to Improve Tpp in in g S ta tio n s « . • • « • # • » » • • » • • • • • • • • • • • • • • • • . Use o f Job l&oakdouns • • • « * • • • « • • • • • » » • • « Ttainoe Choice o f Training S ta tio n s V is it in g Trainees on tho Job • • • • • • • • • • « • E valuation o f On-Hie-Job I n s tr u c tio n . . . . Cheolring the Progress o f iiie Trainee on Hie Job « . « « • • « • * • • • • • • • * • » • * • • » • • • • P revention o f Trainee d x p lo itc tio n on the Job Cora; .on On-the-Job 'Ifralnin , Problems . . . . .

VI

C oordinating A c t iv i t i e s In v o lv in g Trainees

130 135 138 143 147 148 134 137 101 103 165 168 175

S e le c tio n o f Trainees 175 C ounseling and Guidance 175 S e le c t io n /.etho&s Used by Coordinators ». 177 S e le c tio n l-ethods Used b;/ j&iployers . . . . . 104 I'lsccu en t o f Trainees 107 Time o f Placement 187 M aterial Taught Trainees P rior to Placement 198 I 'e t e r la l B usincssaen Want Taught P rior to Placement 195 A p p lie s tic n and Job Choice 199 Trainee Records . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Cumulative Records o f tr a in e e s . . . . . . . . . . 201 S c h o la s tic Records o f T rainees ♦ . ...................203 O n-H e-Job A c t iv i t i e s 206 Sfcainee Record o f Job A c t iv i t i e s . . . . . . . . 206 E valuating Trainee Progress . . . . . . . . ............ 208 D irectio n o f T rainee1s Work on Hie Job • • 210 P ollou -U e S tu d ios ............................ 211 Number o f P’ollow-Up Stu d ios :*.ado • • • • * » • • 211 Use o f Pollov? — Up S tu d ies . . . • • • • • • ................ 213 vi

COKT£H!25 (continued) Chapter VII

Poge C oordinating A c t iv i t i e s In v o lv in g the School and I t s Admlnis tr a to r s

216

Repox*to to A& ainistrstoi*s 215 Kecox»ds o f Off-the-Campus A c t iv i t i e s » . . 217 lltcibex* o f D is tr ib u tiv e Education Clubs ......................................................... . 218 Seeching o f Basic and S p e c ific S u b jects ♦ 226 V III

C oordinating A c t iv i t i e s In v o lv in g the Parents and the Cosm-unity . . . . . ...........

230

d is tr ib u t iv e Education and Public d e l a t i o n s ............... 230 C o lle c tio n o f O ccupational I n fo m e tie n • 231 Conferences With ifcrenta ............. 251 wodia Used f o r In te r p r e tin g Progress . . . 234 Values S tr e sse d in P u b lic ity • • .....................239 Reports o f Progress in the Prograns . . . . 244 I d s tr ib u tiv o Education and Program O b jecliv es 247 ..............................247 Statem ent o f O b jectiv es Attainm ent o f O b jectives ............... 250 IX

C oordinating A c t iv i t i e s In v o lv in g the A dvisory C o .^ itte e ............... dumber of and 5 is o o f A dvisory Coiiu.ii t toos .......... S e le c tio n o f Advisory Co.nr.ittees . . . . . . . Groups Aepresentod on tho Advisory Cominittees /.uthori ty o f the M v lsory Co^rxuittces . . . D u ties o f the Advisory Coor.ilt to e s • • • • • • Cocrdina tor *r» Role tio n s *WIth Adviocry Co.ucittoes .......................... v ii

253 255 259 265 260 26C 270

Co u m : TS {co n tin u ed ) Chapter X

Pe r;e

Suanmary, C o n clu sio n s, and I'eoo: ..lendations

274

Su.'rxiary « « • • » • • • • • • • • • » • • » • « « • • • • ............ • . . 274 Background Inform ation o f Via tart butiv© h'&ucetion Programs and Coordinators 275 C oordinating / e t i v i f i c r . In v o lv in g the '.training S ta tio n s ant; K rrloyers . . . . . . . 279 C oordinating A c tiv it3 .e s In v o lv in g Trainees . . . . . . . . . . . . . . . . . . . .......... 233 C oordinating A c t i v i t i e s In volvin g the School arid I t s A & ninistrators ......... 2C7 C oordinating A c t iv i t i e s In v o lv in g tho Barents and ti-e Co&'.iunity . . . . . . . . . 289 C oordinating A c t iv i t i e s In v o lv in g t*ie A dvisory Cocnuittee . . . . . . . ........... 292 C onclusions and decomnsndatlens ............. . . 293 Areas fo r 'F u r th e r Fesearch . . . . . . . . . . . . . 302 B ibliograp hy

504

Appendix (c o n te n ts ) ........... . . . . . . . . . . . . . . . . . . . . . 512

v iil

'jy.KLES

liable I

II

III

IV

Pa go C h ron ological Ida t in g of H eplios Deceived fro:; Q u estion n aires C alled to Ih irty-O ne D istr ib u ­ t iv e Education C oordinators In 11.19no s nnd ................................... lo rn on October 2 2 , 1949

Humber o f C it ie s O fferin g F e d e r a lly Deimbura&bie C ooperative Part-Time D is tr ib u tiv e Education T raining in I l l i n o i s an*’ Xov/a, School Year 1949-50 ....................................................................................... 75 Humber o f Boys and G ir ls E n rolled in iieinburca b le C ooperative P a r t-lin e D is tr ib u tiv e Education Programs in Iowa, School Years 1943-44 to 1949-50 .......................................................

79

Humber o f Boys and G ir ls E nrolled in Hc5.nbursab lo C ooperative Part-'time t ls t r ib u t e v o Education Programs I l l i n o i s , School Year 1949-50 ......................................................................................... Cl

V Humber o f Years the F e d e r a lly .ei::bursablo Coopera t5,ve Part-Time l i s t r i b u t i v e 2ducr.t5.cn Programs Have .eon Opera tin , ‘n I l l i n o i s , I o m and K ichigan a s o f tho m-jo o f the School Year 1949-50 VI

23

S is e o f Enrolment in Coo-err. tiv e Bart-Time D is tr ib u tiv e Education ~ro£r***'n in I l l i n o i s and Iov;a, School Yor-r 1949-50 • ..........

Co

30

VII

Typo o f S ch ool-d or’; Plan Use; by the D is tr ib u tiv e Education Goor- ;au>rs c f I l l i n o i s , low* rnd U 3chigan, 194^-50 • • » • * • • • • « • 80

VTIT

’"inbmin Hours per V.ocP: Trainees -cruircv to s'pend on the Job 5n tho b is tr ib u tfv o Education ?r io, Iowa and M ichigan, School Ye>.*r 1940-50 . . . ......................

95

97

XII

lim b er o f Part-Time D is tr ib u tiv e Educe tio n Programs in l i - l n c l s , I ova and M ichigan Which Do and Which Do Hot Lim it Enrolment, 1949-50 • 99

X III

Maximum Enrolments Perm itted in C ooperative Part-Time D is tr ib u tiv e Education Programs In I l l i n o i s , le v a and M ichigan, S ch ool Year 1949-50 ........................................ . . . . . . . . . ............. 100

XIV

F actors C oordinators Consider in L im iting Eforoliucnt in Part-Time D is tr ib u tiv e Bdueation C la sses in I l l i n o i s , I ova and M ichigan, School Year 1949-50

XV lim b er o f Yearn o f Teaching Experience P o ssessed by C oordinators o f I l l i n o i s , low* and M ichigan P rior tc Becoming C oordinators, 1 9 4 9 - 5 0 ............ . ................................... XVI

XVII

XVIII

102

104

lim b er o f Years’ o f B usiness Experience P ossessed by D is tr ib u tiv e Education Coor­ d in a to rs o f I l l i n o i s , Iov/a and Michigan as o f O ctober, 1249

106

Umber o f Years o f D istr ib u tiv e Education C oordinating Experience P ossessed by C oordinators o f I l l i n o i s , Iowa and M ichigan, Sep tomb3i% 1249

110

Humber o f hours Each School ay Allowed D is tr ib u tiv e Education Cocrdina tor a o f I l l i n o i s , Iowa and Michigan fo r C oordinating A c t i v i t i e s , 1949-50 ............. ......................................... 115 x

TABLES (con tin u ed ) Table

Page

XIX

Opinions o f D is tr ib u tiv e Education Coordi­ n a to rs o f I l l i n o i s , Iowa and Michigan Regarding th e Adequacy o f the Time P orciitted Them f o r C oord in ation , 1949-50 . . . . . . 115

XX

Time Spent by D is tr ib u tiv e Education Co­ o rd in a to rs o f I l l i n o i s , Iowa and Michigan in Teaching or S u p ervisin g Study H a lls , . ............................................ 1949-50..........

119

XXI

Humber o f School Periods D is tr ib u tiv e Education C oordinators o f I l l i n o i s , Iowa and M ichigan Teach or Su pervise Study H a lls , 1949-50 ........... ................. . . . . . .............................121

XXII

Humber o f D is tr ib u tiv e Education Coordinators o f I l l i n o i s , Iowa and Michigan Who Are Members o f Local C iv ic , S e r v ic e , or Dinner Clubs or O rgan ization s, School Year 1949-50 ......... 125

XXIII

Metfiods Used by D is tr ib u tiv e Education Coordi­ n a to rs o f I l l i n o i s , l o w and Michigan to Secure T raining S t a t io n s , 1949-50 . . . . . . . . . . . . . 128

XXIV

Use o f B r itto n C r ite r ia f o r S e le c tin g Training S ta tio n s a s In d icated by d is tr ib u tiv e Education C oordinators o f I l l i n o i s , Iowa and M ichigan, 1949-50

151

XXV

Businessmen Opinions Regarding Bases fo r S e le c tio n o f Training S t a t io n s , 1950 . . . ................. 134

XXVI

O f f ic ia l s Who Have A u th ority to Approve Training S ta tio n s in the High Schools o f I l l i n o i s , Iowa and M ichigan, 1949-50 • • • • « . • • • • 136

.'XVII XXVIII

XXIX

Businessmen*s Opinions as to Who Ohould S e le c t Training S t a t io n s , 1950 . . . . . . . . . . ............

157

Use o f T raining Agreements by - is t r lb u t iv e C oordinators o f I l l i n o i s , lows and Ml cl igrni, 1949-50 ...................................................*.............. . ............. 159 Businessmen Tc Opinions !Regarding the Vso o f IT aining Agreements, 1950 .......... xi

140

TABLES (con tin u ed )

Table

?e g©

XXX I n d iv id u a ls Vvho S l ^ e d T raining Agreements Used In D is tr ib u tiv e Education Pro grams o f I l l i n o i s , Iowa and M ichigan, 1949*50 . . . . . . 144 XXXI

Methods Used by D is tr ib u tiv e Education C oordinators o f I l l i n o i s , Iowa and Michigan to improve Training S t a t io n s , 1949-50 ...............

146

XXXII

Number o f D is tr ib u tiv e Education C oordinators o f I l l i n o i s , Iowa and Michigan VIio Secured Job Breakdowns o f T raining S ta tio n s , 1949-50 • 149

XXXIII

Humber o f Businessmen Y.ho B e lie v e tho Coordi­ n ator Should Have a Job /breakdown, 1950 • • • . . . 151

XXXIV Humber o f D is tr ib u tiv e Education Programs in I l l i n o i s , Iowa and Michigan Y.hich 9avo Trainees a Choice o f Training S ta tio n s , 1949-50 .......................... XXXV Humber o f D is tr ib u tiv e Education Coordinators o f I l l i n o i s , Iowa and M ichigan who Follow a Schedule in V l s l t l n the Trainee on tho ............. Job, 1949-50 XXXVI

XXXVII

XXXVIJI

Frequency w ith Which D is tr ib u tiv e Education C oordinators o f I l l i n o i s , Iowa and Michigan V is ite d Training S ta t io n s , 1949-50 ..............

153

155

156

Businessm en’ s Opinions as to the Frequency Yfith Which the D is tr ib u tiv e Education Coor­ d in a to r Should V i s i t the Training S ta tio n s to Observe the Work o f the T rain ees, 1950 . . . . 156 Humber o f D is tr ib u tiv e Education Coordinators o f I l l i n o i s , Iowa and Michigan Who A asisto" tho iSnployer in Preparing an E valuation o f On-the-Job I n s tr u c tio n , 1949-50

162

XXXIX Methods Used by D istr ib u tiv e Education C oordinators o f I l l i n o i s , Iowa and Michigan in Checking the Progress o f the Trainee on the Job, 1949-50 ........................ . . . . . . . 164 x li

©!BL£S (con tin u ed ) ‘Sable

IV go

XL Safeguards Used by D is tr ib u tiv e Xducr tio n C oordinators o f I l l i n o i s , I o y m and Michigan to Prevent K xplolta tio n o f T m ln eee on tho Job, 1949-50 ................... XLI

XLI I

186

Most Coition Problems liEporieneed by Businessmen w ith C ooperative Part-Tla© T ra in ees, 1950 .............................

175

Guidance e r a tiv e Schools 1949-50

178

and C ounseling A v a ila b le to Coop­ Part-Time Tiet a l l Trainees In Ilirh o f I l l i n o i s , Iowa and M ichigan, ...................

XLIII

Trainee S e le c tio n Methods used by d is tr ib u ­ t iv e Education Coordinators o f I l l i n o i s , Iowa and M ichigan, 1949-50 « » • » • * • » • • • • • • • » • • » 179

XLIV

Formal T ests Used a s /.id s In S e le c tin g Coop­ e r a tiv e Fart-Tliiio tr a in e e s in Schools o f I l l i n o i s , Iowa and ilic h ig e n , 1949-50 ................... 185

XLV XLVI

XLVII

XLVI I I XLIX

F actors Considered by businessmen in S e le c t in g KotaII tr a in e e s , 'a r c h , 1950

.............. 186

Tine o f P lacin g Train eos *n Training S ta tio n s in D is tr ib u tiv e Education l^rogra-ns o f I l l i n o i s , Iowa and M ichigan, 1949-50 « » • * • • • • • 19Q Topics Iteught T rainees P rior tc Plr.ce.nent by Coordinators o f I l l i n o i s , Iowa and V.ie h ig a n , 1949-50 . . ........................ . *..................

195

What Businessmen Want Trainees Taught Kef ora Placement on the Job, 1950 ......... 196 S c h o la s tic hoc ord Trainees uoquii»o«T tc Ms in ta in in D is tr ib u tiv e due ration ii’Og-rnns in I l l i n o i s , Iowa an M ichigan, 1949-50

205

L Frequency o f D irectin g %*alnoe On-the-Job Work by Coordinators c f I l l i n o i s , Iowa and M ichigan, 1949-50 « • • • .............................................

212

x ili

TABLES (con tin u ed ) Table

?p £e

LI

Um ber o f D istrib u tive) Education Coordinators o f I l l i n o i s , l o w and M ichigan V.ho Koep Records o f Gff-the-Ceuspus C oordinating A c t iv i t i e s ancl the Number Who Bo Hot, 1949-50 . ........................................................................ . . . . . 219

LII

Number o f D is tr ib u tiv e Education Progr*2 is w ith Clubs fo r T rainees in I l l i n o i s , l o w and M ichigan, 1949-50 . . . . . . . . . . . . . . . . . . . .............. 224

LIII

Humber o f D is tr ib u tiv e Education Coordinators in I l l i n o i s , l o w and Michigan Who Taught B asic and S p e c if ic S u b je c ts , 1949-50 . . . . . . . . . . 220

LIV

Media Used by Coordinators o f I l l i n o i s , l e w and Michigan in In te r p r e tin g D istr ib u tiv e Education Programs to the Cocmiunity, 1949 50 . . 235

LV Values S tr e sse d by C oordinators o f I l l i n o i s , l o w and Michigan in In te r p r e tin g Coopers tiv e Part-Time Programs to the Com u n ity , 1949-50 . . 240 LVI

LVII

LVIII

lled ia Used by Coordinators o f I l l i n o i s , l o w and Michigan to Inform Community and Parents o f D is tr ib u tiv e Education Program P rogress, 1949-50 ...............

245

Sources Used by Coordinators o f I l l i n o i s , l o w and Michigan In Checking E ffe c tiv e n e ss o f Coopera t iv e Progra a s , 1949-50 ..................

251

Humber o f D is tr ib u tiv e Education Programs In I l l i n o i s , l o w and Michigan VMch Have A dvisory Committees, 1949-50 ......................

256

LIX ITuraber o f Members on D is tr ib u tiv e Education A dvisory Committees in I l l i n o i s , l o w and M ichigan, 1949-50 ...............

258

LX Methods o f S e le c tin g A dvisory Committees o f D is tr ib u tiv e Education Programs in I l l i n o i s , l o w and M ichigan, 1949-50 ................ • • • • • • ............. 200 x iv

mattSS (con tinued) '.Table LXI

LXII

D C tll LXIV

Page Length o f Terms o f Members o f A dvisory Committees o f d is tr ib u t iv e Education Programs in I l l i n o i s , Iowa and M ichigan, 1949-50 ..................................................

262

Groups Kopresentec’ or. d is tr ib u t iv e /,'ducation A dvisory C o m itte o s -n I l l i n o i s , Iowa end M ichigan, 1949-50 ...................................

264

S n p lo y o rs1 Concepts o f A dvisory Co. m i t too r e t i e s , 1950 ............... . . . . . 260 R elation o f D is tr ib u tiv e M uc&tlon O oordin ators to A dvisory Committees in I l l i n o i s , lo rn and M ichigan, 1049-50 ..............................

xv

272

1

Chapter I PURPOSE, SCOPE, AHD wmODOTJXK Purpose o f th e Study The primary o b je o tiv o o f t h is stu dy i s to an alyze th e c o o rd in a tin g a c t i v i t i e s o f co o rd in a to rs of F e d e r a lly reim bursable co o p e ra tiv e p a rt-tim e d is t r ib u t iv e education programs o f tho h ig h sc h o o ls o f I l l i n o i s , Iowa and Michigan and oonpare thesa w ith tho a c t i v i t i e s reoos.Tuiended by a v a i l ­ a b le p u b lish ed l i t e r s t u r e in the f i e l d .

To make tho stu d y

more p r a c t ic a l, businessm en who employ c o o p era tiv e p a r ttl'.ie tr a in e e s w i l l be in terview ed and th e ir recem en d a tio n s in clu d ed . Tiie secondary o b je c tiv e s a re two in number. F i r s t , com pile a summary o f a c t i v i t i e s which nay servo as a guide f o r th ose making t h e ir debut a s c o o r d in a to r s.

Socond,

stu d y the c o n tr ib u tio n o f d is t r ib u t iv e education I n b rin gin g about a c lo s e r r e la t io n s h ip between the h gh sc h o o l and tho community* J u s t if ic a t io n o f the Study There i s a dearth o f p u b lish ed lit e r a t u r e concern­ in g t i e f i e l d o f d is t r ib u t iv e ed u ca tio n .

This sh ortage i s

e s p e c i a l ly a cu te in the v i t a l area o f coord in a tin g a c t i v i t i e s . In speaking o f th e importance o f tails a r e a , one a u th o r ity in th e f i e l d sa y s , "Coordination i s one o f the im portant fu n c tio n s

2 o f a l o c a l program in d is t r ib u t iv e e d u ca tio n ." 1

Another

a u th o r ity , Murray Banks, a former coord in ator and c u r r e n tly P ro fe sso r o f M arketing, Long Is la n d U n iv e r s ity , s a y s , "The in h e r e n t n atu re o f t h is type o f v o c a tio n a l education makes the s u p e r v is io n , co o rd in a tio n or fo llo w -u p a c t i v i t i e s the key to s u c c e s s fu l fu n c tio n in g o f the tr a in in g ." 2 The fin d in g s o f t h is stu d y should be o f v a lu e and I n t e r e s t to th e fo llo w in g p erso n s. 1 . P o te n tia l d is t r ib u t iv e ed u cation coord in ators by a cq u a in tin g them w ith th e p r a c tic e s and procedures o f a c t iv e co o rd in a to rs in the f i e l d . 2 . Those who a re preparing fu tu r e d is tr ib u t iv e education co o rd in a to rs by making them aware o f Hie p r a c tic e s and procedures a s th ey are engaged in by a c t i v e , experien ced c o o r d in a to r s. 3 . School a d m in istra to rs by g iv in g them an o v e r a ll p ic tu r e o f co o rd in a tin g a c t i v i t i e s w ith which they may com­ pare the program in t h e ir sc h o o l system . 4 . Those now a c t iv e as coord in ators thn t th ey may ha ve a perspective o f co o rd in a tio n in other programs. 5 . S ta te su p e rv iso r s o f d is t r ib u t iv e education

1 . Kenneth B. Haas, D is tr ib u tiv e Education—O rganisation and A d m in istra tio n . p. 14. 2 . Murray Banks, "The Coordinator in V ocation al D is tr ib u tiv e Education," I n d u s tr ia l A rts and V ocation al E ducation, v o l . 3 4 , n o . '4, p . 169*

th a t th ey may know what i s b ein g p r a c tic e d in a s t a t e other than t h e ir own. 6 . W riters in the f i e l d o f b u sin ess education th a t th ey s a y became aware o f the sh ortage o f a u th en tic l it e r a t u r e on t h is p a r tic u la r phase o f d is t r ib u t iv e edu­ c a tio n * 7* Stu d en ts in t e r e s t e d In r e se a rc h in th a t th ey w i l l become c o g n isa n t o f th e many o p p o r tu n itie s t h is f i e l d o f f e r s f o r a d d itio n a l r e se a r c h . Scope o f the Study The so ope o f t h i s stu d y i s p a r t i a ll y In d ie s tod by the data r eq u e sted on th e q u estion n aire*

These data are

in d ic a te d in the fo llo w in g paragraphs. 1* G eneral inform ation* enrolm ent in h ig h sch o o l d is t r ib u t iv e ed u cation programs; the manner in which the tim e i s d iv id e d between sc h o o l and work exp erien ce by the tr a in e e s ; time requirem ents fo r the tr a in e e s a s to number o f hours in sc h o o l and number o f hours on the Job; the p r a c tic e o f g iv in g or n o t g iv in g sc h o o l c r e d it fo r tr a in in g r e c e iv e d in a tr a in in g s t a t io n ; the lim itin g o f enrolm ent in the program; the number o f yea rs the programs have been in op eration ; The number of years o f teaching exp erien ce the co ord in ator had p r io r to becoming a coord in ator; the amount o f b u sin ess exp erien ce possessor! by c o o rd in a to rs; tho number

4 o f y ea rs o f ex p erien ce a s a co o rd in a to r; the time allow ed f o r off-th e-cam p u s co o rd in a tin g a c t i v i t i e s ; the record s k ept by the co ord in ator; the academic lo a d c f the co o rd i­ n a to r; and the s o c i a l a c t i v i t y o f the co o rd in a to r. Hie inform ation g iv en by coord in ators should be co n sid ered in the l i g h t o f th e ex p erien ce o f the co o rd i­ n a tor a s w e ll as the a le e o f die program bo has been co o r­ d in a tin g .

P r a c tic e s and procedures th a t m ight be h ig h ly

e f f e c t i v e and d e s ir a b le w ith a group o f f i f t e e n tr a in e e s m ight be h ig h ly im p r a c tic a l w ith a c l a s s o f f o r t y or more t r a in e e s .

In a d d itio n , t ills g en era l inform ation w i l l g iv e

an overview o f th e s ta tu e o f d is t r ib u t iv e education in I l l i n o i s , Iowa and Michigan a s o f the academic year 1949-50. S tu d ies of the development o f d is t r ib u t iv e education programs in Iowa and I l l i n o i s have a lre a d y been made and are review ed in another c h a p ter. 2.

A c t iv i t i e s in v o lv in g the tr a in in g s t a tio n s

and em ployers: the methods used in se cu rin g tr a in in g s t a t io n s ; the e x te n t to which w r itte n c r i t e r ia arc used In s e le c t in g s t a t io n s ; who approves tr a in in g s t a t io n s ; the e x te n t to which tr a in in g agreements are used; the methods used to improve tr a in in g s t a t io n s ; the use o f Job break­ downs; the p r a c tic e o f v i s i t i n g tra in in g s t a t io n s ; the e v a lu a tio n o f o n -th e -jo b in s tr u c tio n ; the checking o f the tr a in e e ’s p ro g ress; the preven tion o f e x p lo ita tio n o f the tr a in e e ; and the moot common o n -th e-jo b tr a in in g problem.

& The co o p era tio n o f employers Is e s s e n t i a l to tho su c c e s s o f any program.

Hot o n ly must t h is coop eration be

o b tain ed b u t i t must be m ain tain ed .

This phase o f the

stu d y sh ould in d ic a te to p o te n tia l co o rd in a to rs some o f the tech n iq u es a c t u a lly used and in a d d itio n in d ic a te problems which th ey may encounter* 3 . A c t i v i t i e s in v o lv in g the tr a in e e s : the pro­ cedures used in s e l e c t in g tr a in e e s ; the r o le o f guidance in s e l e c t in g tr a in e e s ; the time o f p la c in g th e tr a in e e on the job ; what the tr a in e e i s taugh t p r io r to b eing p laced in a tr a in in g s t a t io n ; d ir e c t in g th e t r a in e e ’s work; keeping record s o f th e tr a in e e ; checking the t r a in e e ’s p rogress; and Hie making o f fo llo w -u p s tu d ie s o f former tr a in e e s and th e u se made o f th ese s t u d ie s . From th e ed u cator’ s p o in t o f v iew , the one tfcio should p r o f i t m ost from a d is t r ib u t iv e education program i s Hie tr a in e e .

However, i f th e program i s to be su c c e s s­

f u l and th e tr a in e e p r o f i t therefrom , guidance and c a r e fu l s e l e c t io n o f tr a in e e s a r e r eq u ire d . 4 . A c t iv i t i e s In vo lv in g the sc h o o l and i t s admin­ i s t r a t o r s ) The e x te n t to which Future b is t r ib u t o r s 1 Clubs a re organized; the teach in g o f b a sic end r e la te d m a te r ia ls ; and Hie r e la t in g o f the classroom a c t i v i t i e s to the on-H iejo b ex p erien ces o f the t r a in e e s . I t i s a common c r it ic is m o f d is tr ib u t iv e education

6

programs t h a t they l i m i t the s o c i a l l i f e and development o f the tr a in e e .

However, some c o o rd in a to rs are m eeting th is

o b je c tio n by sponsoring Future D is tr ib u t o r s 1 C lubs.

This

stu d y w i l l In d ic a te seme o f the p r in c ip a l a c t i v i t i e s o f those c lu b s . 5 . A c t i v i t i e s In v o lv in g the parents and the com­ m unity: ways In which programs are In ter p r ete d to the com­ m unity: ways o f inform ing th e parents and the community o f th e p rogress o f th e program; ways o f chocking th e e f f e c ­ tiv e n e s s o f the program; the d evelop in g o f program o b je c tiv e s ; and the use of the S ta te B u siness Education S e r v ic e . Community support f o r an ed u ca tio n a l program i s a requirem ent f o r I t s continu ed s u c c e s s ,

This i s even more

n e c e ssa r y in the ca se o f d is t r ib u t iv e education because o f the c lo s e r e la tio n s h ip between the sc h o o l end b u sin e ss. This stu d y sh ould be h e lp fu l by provid in g p e r tin e n t su gges­ t io n s f o r co o rd in a to rs reg a in in g the techniques used in d ev elop in g and m ain tain in g f r u i t f u l r e la t io n s w it1! both the parents and th e community. 6 . A c t i v i t i e s in v o lv in g the a d v iso ry committee: th e e x te n t to which a d v iso ry c CKiro.ltto es are used; the s e l e c ­ tio n o f members f o r the a d v iso ry ocrnmlfctee; the r ep resen ta ­ tiv e n e s s o f tho a d v iso ry comm ittee; the a u th o r ity and d u tie s o f the a d v iso ry com m ittee; and the c o o r d in a to r ^ r e la tio n w ith the a d v iso ry com m ittee.

7 The a d v iso ry committee can be in stru m en tal In s e l l i n g the program to the community and In a id in g the c o ­ o rd in a to r in the s o lu tio n o f o n -th e -jo b problems th a t a r ise * However, the d e s i r a b i l i t y o f u sin g an a d v iso ry c e m i t tee i s n o t u n iv e r s a lly a c ce p ted .

The e x te n t t o which a d v iso ry

com m ittees are used should be o f i n t e r e s t to b u sin ess eduoatora and sc h o o l a d m in istr a to r s. L im ita tio n s o f the Study She stu d y was g e o g r a p h ic a lly lim ite d to the s t a t e s o f I l l i n o i s , Iowa, and M ichigan.

F urther, the stu dy

was r e s t r i c t e d in th a t o n ly co ord in ators o f F e d e r a lly reim ­ bu rsable h ig h sc h o o l programs were in clu d ed in the survey. The w r ite r r e a l i s e s th a t many e x c e lle n t co o p e ra tiv e r e t a i l i n g programs e x i s t Which a re not F e d e r a lly reim bu rsable.

How­

e v e r , i t was f e l t th a t the stu dy would be more s p e c i f ic and v a lu a b le by such a r e s t r i c t i o n .

The S ta te Plans s e t up

c e r ta in requirem ents as to pay o f tr a in e e s , age o f t r a in e e s , q u a lif ie s t io n s o f c o o r d in a to r s, e t c . , which would in su re th a t programs conducted on more or l e s s common standards would be in clu d ed . Much o f the data were obtained from the p resen t d is t r ib u t iv e ed u cation coord in ators by the use o f the m a ll q u e stio n n a ir e .

Good, Barr, and Sk ates in speaking o f the

m a il q u estio n n a ire or su rvey method sa y , w. . . . t l i e survey a t t a c k i s always app rop riate when Inform ation concerning

8

S c u rren t c o n d itio n s i s d eairod in any f i e l d . . . . 11 The stu d y n e ith e r defen ds nor a s s a i l s Hie r o le o f Hie F ed era l government in In crea sin g i t s j u r is d ic t io n over Hie p o l i c i e s and programs o f th e h ig h sch ools#

The d is c u s ­

s io n o f such a c o n tr o v e r s ia l is s u e Is beyond the scope o f t h i s stu d y . F u rth er, the stu d y does n o t d e lv e in t o tho sphere o f teach in g tech n iq u es or teach in g m a t e r ia ls , but i s la r g e ly c o n fin ed to the a c t i v i t i e s o f the coord in ator o u tsid e the cla ssroom . o f |® g g | Courses in d is t r ib u t iv e ed u cation are comparative newcomers to Hie h ig h sc h o o l curriculum .

Some o f Hie terms

used a re p e c u lia r to the f i e l d I t s e l f and n o t w id ely known, th e r e fo r e , i t i s a d v isa b le to d e fin e c e r ta in words and phrases which are used r e p e a te d ly throughout th is study# V o ca tio n a l Education V ocation al ed u cation i s perhaps b e s t understood by g iv in g the purpose o f v o c a tio n a l ed u cation a s l i s t e d in V ocation al Education B u lle tin !Jo. 1 , which reads as fo llo w s : The purpose o f v o c a tio n a l education i s to provide tr a in in g , to develop s k i l l s , a b i l i t i e s , u n d erstan d in gs, a t t i t u d e s , working h a b it s , and

3 . C arter V. Good, A. S . Barr, and Douglas B# S k a tes, The M ethodology o f E ducational R esearch, p . 295.

0

a p p r e c ia tio n s , and to impart knowledge and In ­ form ation needed by workers to e n te r and make p rogress in employment on a u a o fu l and produc­ t iv e b a s is * 4 Kenneth B, Baas g iv e s a s im ila r d e f in it io n In one o f h i s r e o e n t books* V o cation al ed u cation m y be d e fin e d as s y s t e ­ m atic in s tr u c tio n and d r i l l d esign ed to develop those know ledges, s k i l l s , i n t e r e s t s , and a p titu d e s o f , or p e r ta in in g t o , an employment, v o c a tio n , o ccu p a tio n , or p r o fe ssio n * 5 A c le a r con cep t o f tho scope and o b je c tiv e s o f v o c a tio n a l education i s n ec essa ry a s the stu d y i t s e l f —d i s ­ t r ib u t iv e ed u ca tio n —i s one o f the Important segments o f th e broad f i e l d o f s u b je c t m atter and co u rses encompassing v o c a tio n a l education* D is tr ib u tiv e Bduoation D is tr ib u tiv e ed u cation may be d e fin e d as a type o f tr a in in g , s p e c i f i c a l l y v o c a tio n a l in n a tu r e , r e v o lv in g around a group o f s k i l l s , a b i l i t i e s , know ledges, un d erstan d in gs, a p p reci­ a t io n s , and judgments th a t are in te g r a te d w ith such s u b je c ts a s r e t a i l s e l l i n g , p r in c ip le s o f r e t a i l i n g , s t o r e op eration and management, ad­ v e r t i s i n g . m erchandise knowledge, and a l l i e d s u b je c ts . 6 Although the preceding d e f in it io n by Kenneth B* Haas i s c le a r and c o n c is e in meaning, fu r th e r l i g h t m ight be giv en to tho term by n o tin g some o f tho occu pations n o t 4* A d m in istration o f V ocation al E ducation, V ocation al

iia ro ra m m Torrrrevile?. im , p. x*

5 . Kenneth B* Baas, P is tr lb u tlv o Kduoation, p. i x . 6 . Ib id * , pp. i x - x .

xo in clu d ed under th e heading o f d is t r ib u t iv e education as f a r a s F e d e r a lly reim bursable programs o re concerned* Such c l e r i c a l occu p ation s a s stenography, o f f i c e c l e r i c a l work, or bookkeeping are n o t in c lu d e d .

Some phases o f d i s ­

t r ib u t io n a s thought o f by stu d en ts o f m arketing are n o t Included under the heading o f d is t r ib u t iv e ed u ca tio n , such as tra d e and in d u s tr ia l work fo llo w e d by th ose engaged in r a ilr o a d , tru ck in g , or oth er tra n sp o rta tio n a c t i v i t i e s . Further c l a r i f i c a t i o n o f the term i s giv en by n o tin g th e occu p ation s in clu d ed under d is t r ib u t iv e education* D is tr ib u tiv e Occupations i h i s term w i l l be used a s d efin e d in V ocation al Education B u lle tin Ho* 1* D is tr ib u tiv e occupations a r e those fo llo w e d by workers d i r e c t ly engaged in m erchandising a c ­ t i v i t i e s , or in c o n ta c t w ith buyers and s e l l e r s when: 1. D is tr ib u tin g t o consumers, r e t a i l e r s , jo b b e r s, w h o le sa le r s , and oth ers the products o f farm and in d u str y , or s e l l i n g s e r v ic e s . 2* Managing, o p e r a tin g , or conducting a r e t a i l , w h o le sa le , or s e r v ic e b u sin ess I h is d e f in it io n in d ic a te s the scope and lim it a ­ tio n s o f th e d is t r ib u t iv e f i e l d as in te r p r e te d by the ad­ m in istr a to r s o f the V ocation al Education Ac t o .

11 C oordinatin g A o t l v l t le s C oordinating a o t i v i t i e s , a s the t o m I s used In t h is stu d y , a r e th o se a c t i v i t i e s In vh ich the coord in ator engages in an attem p t to maximise the w orthw hllaness o f the c o o p e ra tiv e tr a in in g to the tr a in e e p rim a rily and to the em ployer, p a r e n ts, sc h o o l a d m in istra to rs and community s e c o n d a r ily . *3110 V o ca tio n a l Education B u lle tin No. 1 , d e s ­ c r ib e s c o o rd in a tin g a c t i v i t i e s in the fo llo w in g manner: Reimbursement may he made from George-Barden funds f o r tlie time sp e n t In co o rd in a tin g a c t i v i ­ t i e s by a p a rt-tim e or evening teach er o f d i s t r i ­ b u tiv e occu p ation s s u b je c ts . C oordination o f the in s tr u c t io n w ith job ex p erien ce Is n e c e ssa r y fo r e f f i c i e n t in s tr u c tio n in e it h e r p a rt-tim e or even­ ing o la s s e s * Such co o rd in a tio n in v o lv e s v i s i t i n g stu d e n ts on th e jo b , c o n fe r r in g w ith s to r e super­ v is o r s or employers to determ ine stu d en t tr a in in g n eed s, making a n a ly se s o f the d u tie s o f workers to be tr a in e d , and preparing course o u t lin e s and s e le c t in g I n s tr u c tio n a l m a te r ia ls . The purpose o f co o rd in a tin g a c t i v i t i e s i s to In su re th a t I n i t i a l In str u c tio n I s v o c a tio n a lly e f f e c t i v e , and to enable teach ers to make c o n tin ­ uous adjustm ents in in s tr u c tio n a l c o n te n t to the changing or emerging needs o f d is tr ib u t iv e work­ e r s . C onsequently, co o rd in a tin g a c t i v i t i e s nay precede the a c tu a l o r g a n isa tio n o f a c la s s as w e ll a s con tin u e during the conduct o f Hie c l a s s . 5 As in d ic a te d by th e preceding d e f i n i t io n , co o r­ d in a tin g a c t i v i t i e s u n ite the variou s elem ents o f the d i s ­ t r ib u tiv e ed u cation program In to an in te g r a te d ed u ca tio n a l p r o c e ss .

IS C oordinator The coo rd in a to r la the representative* o f the sc h o o l who la d i r e c t l y In charge o f the l o c a l d is t r ib u t iv e education program and upon whom the burden o f carryin g on the coord3.no t in g a c t i v i t i e s f a l l s *

He u s u a lly teach es two or more c la s s e s

d i r e c t ly r e la t e d to the r e t a i l i n g program* The scope o f th e c o o r d in a to r ^ a c t i v i t i e s i s i n d i­ ca ted In the d e f i n i t io n o f co o rd in a tin g a c t i v i t i e s . The coord in ator must m eet c e r ta in ed u ca tio n a l r e ­ quirem ents a s w e ll a s p o sse ss sane p r a c tic a l exp erien ce in a d is t r ib u t iv e occupation*

The S ta te Plans g iv e s p e c if ic

r e q u is it e s f o r c e r t i f i c a t i o n as a q u a lif ie d coordinator# B asic or R elated C la sse s The Board f o r V ocation al Education o f the S ta te o f I l l i n o i s has assem bled a manual f o r a d m in istr a to r s, coord in ­ a t o r s , and teach ers which g iv e s the n e c essa ry d is t in c t io n between b a sic or r e la t e d c la s s e s and s p e c i f ic or v o c a tio n a l c la s s e s .

I t s d e f in it io n o f a r e la te d c l a s s , which u t i l i s e s

b a sic or r e la t e d m a te r ia ls i s a s fo llo w s : A r e la te d D is tr ib u tiv e Education c la s s i s one in which i t i s intend ed to en large and broaden the v o c a tio n a l knowledge, understanding, m orale, and judgment o f tho tr a in e e . In str u c tio n during t h i s p eriod should enable the tr a in e e to fo llo w s u c c e s s f u lly Hie s k i l l s learned on tho jo b . Such inform ation may n o t be n e c essa ry to tho a c tu a l performance o f the jo b , but i t should in c re a se the I n t e l l i g e n t performance o f Hie job*9 9 . D is tr ib u tiv e Education Manual fo r Administra t o r s , Coprdina togsan< T Tfo a ch era , I l l i n o i s IK r& fo r V ocation al !3u caT ian , p .r &.

13 S p e o lflc or V ooatlon al C la sse s The I l l i n o i s manual a l s o g iv e s © d e f in it io n o f a v o c a tio n a l c l a s s , which u t i l i s e s s p e c i f ic or v o c a tio n a l m a ter ia ls* A v o o a tlo n a l D is tr ib u t iv e Education c la s s p eriod i s one in v o lv in g a d is c u s s io n or p r e sen ta ­ tio n o f s p e c i f i c working p r a c tic e s o f a d i s t r i b ­ u tiv e occu pation f o r tho purpose o f in c r e a sin g the s k i l l , te c h n ic a l knowledge, o c cu p a tio n a l in ­ fo rm a tio n , or Judgment o f workers engaged in th a t s p e c i f i c occu pation*10 T rainee The tr a in e e i s the stu d e n t who r e c e iv e s the coopers tiv o tr a in in g by d iv id in g h i s time between s p e c if ie d sc h o o l work and su p erv ised work e x p e rien ce .

Oh® tr a in e e

m ust m eet the requirem ents s p e c if ie d in tho S ta te Plan* T raining S ta tio n /. tr a in in g s t a t io n i s a s e r i e s o f lea r n in g s it u a ­ t io n s In a b u sin ess o r g a n iza tio n ?ihich coop erates in the d is t r ib u t iv e education program by employing tho tr a in e e p a r t-tim e , and g iv in g him su p erv ised Job experience* A dvisory Committee The a d v iso ry comm ittee i s a group made up o f r e p r e s e n ta tiv e s from sc h o o l and b u sin ess who are I n te r e s te d in the su c c e ss o f the d is t r ib u t iv e education program and who a s s i s t the coord in ator in an a d v iso ry or c o u n selin g c a p a c ity . 10* I b i d ., p . 6.

14 Hie a d v iso r y committee may p a r tic ip a te In such a c t i v i t i e s ass 1 . A s s is t In p u b lic is in g the program. 2 . Make su g g e stio n s fo r Improving the program* 3 . A s s is t In se cu rin g equipment fo r the program* 4* Help secu re tr a in in g s t a t i o n s . 5 . Aid the co o rd in a to r in s o lv in g o n -th e-jo b problems th a t a r is e from tim e to tim e. 6

. A s s i s t in the I n i t i a l o r g a n isa tio n o f the

program. £he preceding l i s t Is m erely I l l u s t r a t i v e o f the a c t i v i t i e s o f an a d v iso ry committee and not a com plete l i s t . Procedure !Bi© m u l t i p l i c i t y o f methods of procedure a v a i l ­ a b le to th e stu d e n t o f resea rch p la c e s upon him the task o f s e le c t in g th a t method or combination of methods tfaleh w i l l be m ost f r u i t f u l In th e s o lu tio n o f the p a r tic u la r problem or p r o je c t.

B asic to any method, however, i s a survey of

a v a ila b le l it e r a t u r e In the p a r tic u la r f i e l d .

With th is

o b je c tiv e In mind, the w r ite r checked tho fo llo w in g sou rces: 1

. Hie t h e s i s f i l e s o f th e lib r a r ie s o f the

S ta te U n iv e r sity o f Iowa. 2 . A b ib lio g ra p h y o f b u sin ess resea rch r e g is te r e d

15 w ith tho B h ited S ta te s O f f ic e o f E ducetion between the years 1 9 2 0 -1 9 4 0 .11 3* She b u lle t in s o f the H atlon al A sso c ia tio n o f B u sin ess Teacher Training I n s t it u t io n s which c o n ta in l i s t s 12 o f s tu d ie s made and in progress# 4

. P e r tin e n t l i s t i n g s In a b o o k let o f r ese a rc h

s t u d ie s in b u sin e ss ed u cation com piled by the Indiana 15 B u sin ess S tu d ie s o r g a n isa tio n . 3* And the B u siness Education Index f o r a l l years up to and in c lu d in g 1948*14 S h is su rvey o f l it e r a t u r e in the f i e l d r e v e a le d th a t s e v e r a l s t u d ie s on variou s phases o f d is t r ib u t iv e ed u cation had been made but th a t none were s tu d ie s o f the a c t i v i t i e s o f c o o r d in a to r s.

In a d d itio n to a stu d y o f

th e se s th a t were o b ta in a b le , many magazine a r t i c l e s and books h avin g a b earin g on the s u b je c t were stu d ie d .

1 1 . I'* Herbert Freeman, "B ibliograp hy of Research S tu d ies in B usiness E ducation, 19 2 0 -1 9 4 0 ,” ih e Business Education World, pp. 1 -5 5 . 12# Ralph E. P r ic k e tt, tfResearch S tu d ies Completed and in P rocess," Qhe N a tio n a l A sso c ia tio n o f B usiness TeacherTraininr. "W H S, 457 ■45# "*irilT‘ rr 13. "Business Education Index," j ho B usiness Education World, years 1940 to 1948 in c lu s iv e ".11 1 4. B ibliograp hy o f Research S tu d ie s In B usiness Education IT O n ear

S t u d i e s . ------------------------------------

16 llethod s Gsed In O btaining Data Tho survey method employing e it h e r tho p erson al in te r v ie w or m a ll q u estio n n a ir e seemed to m eet the r e q u ir e ­ ments fo r o b ta in in g d ata from th e c o o r d in a to r s. about the survey method, which they r e f e r to

gs

In w r itin g tho norma­

tiv e -s u r v e y method, Good, Barr, and Sim te e s t a t e , wI t seek s to answer Hie q u e s tio n , HShat are tho r e a l f a c t e w ith regard to Hi© e x is t in g c o n d itio n s ? f