Community Leaders' Commitments to Programs: Do They Change During a Program?

Autor/in	Forest, Laverne B.
Institution	Wisconsin Univ., Madison.
Titel	Community Leaders' Commitments to Programs: Do They Change During a Program?
Quelle	, (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Programs; Community Education; Community Leaders; Community Support; Conceptual Schemes; Educational Attitudes; Educational Objectives; Models; Predictive Measurement; Predictor Variables; Program Development; Student Educational Objectives + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Community leadership; Gemeindeleitung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational objective; Bildungsziel; Erziehungsziel; Analogiemodell; Prädiktor; Programmplanung
Abstract	To further develop a previously tested commitment analysis model for analyzing the commitments of local leaders to community education programs, telephone interviews were conducted of 272 leaders (255 men and 17 women) in a rural Wisconsin county of 30,000. The interview questions focused on their commitments to program goals in the latter programming stages of educational offerings on community land use planning, industrial development, and recreational development. The results showed that the model is not only useful for analyzing new educational situations but with some revisions is a viable model for continually guiding the analysis of educational situations. In the revised model, the behavioral commitment of community leaders toward program goals will be different at different stages of programming. Though previous research has shown static personal possession type commitments (e.g., income, education, and property investment of leaders) as more reliable predictors in early programming stages, these results indicate that the more dynamic behavioral commitments (e.g., earliness of involvement, hours involved in programs, and amount of perceived contact) are stronger predictors in latter stages of programming. These findings suggest that adult educators must continually observe and analyze the situation throughout a community educational program to be fully aware of existing needs, possible barriers, and/or ways to facilitate the program. (EM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01