Guidelines for Planning and Executing University Continuing Education Center Programs--Theory and Practice.

Autor/in	Jones, Charles Ollie
Institution	Florida State Univ., Tallahassee.
Titel	Guidelines for Planning and Executing University Continuing Education Center Programs--Theory and Practice.
Quelle	(1966), (117 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrators; Adult Educators; Continuing Education Centers; Doctoral Dissertations; Extension Education; Guidelines; Program Administration; Program Development; Program Evaluation; Rating Scales; Research; Teachers + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Further education institution; Weiterbildungseinrichtung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Erweitertes Bildungsangebot; Richtlinien; Programmplanung; Programme evaluation; Programmevaluation; Rating-Skala; Forschung
Abstract	This study was undertaken to compare the judgments of leaders in adult education regarding the importance of certain guidelines for planning and executing programs of university continuing education centers with the degree to which these guidelines were followed by selected university continuing education centers during the first six months of 1964. Questionnaire responses from centers assisted by the Kellogg Foundation provided the data on actual practices. Ten adult educators rated each guideline as to its importance in implementing center educational programs, and ranked in order of importance the various functions of professional staff members and conference coordinator-consultants. The guidelines elicited consistent responses from the educators, and compliance with the guidelines was consistent among the centers. The educators agreed that formulation of objectives, evaluation, research, planning, and postconference activities were extremely important in program implementation. Centers practiced most frequently those guidelines which were purely descriptive, one example being the guideline pertaining to development of program content of at least freshman-sophomore college level. Correlations between guideline ratings and actual practices were negative; correlations between rankings of functions and the actual practice thereof were low but positive. (author/ly)
Anmerkungen	University Microfilms, 300 Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 67-294, MF $3.00, Xerography $5.80).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01