Developing Programs in Adult Education

by Boone, Edgar John; Jones, Jo; Safrit, R. Dale

• ISBN13: 9781577662297
• ISBN10: 1577662296
• Edition: 2nd
• Format: Paperback
• Copyright: 2002-05-01
• Publisher: Waveland Pr Inc

Table of Contents

Foreword to the Second Edition	ix
Foreword to the First Edition	xiii
Preface	xv
Introduction	1	(14)
Assumptions about Programming	3	(2)
Assumptions about the Planned Program	5	(1)
Assumptions about the Adult Educator	6	(2)
Understanding the Roles of the Adult Educator in Programming	8	(5)
Systems	9	(1)
Culture	10	(1)
Change	10	(1)
Decision Making	11	(1)
Needs	12	(1)
Programming in Retrospect	13	(2)
A Review of Major Programming Models in Adult Education	15	(36)
An Overview of Programming Models	15	(21)
Tyler (1949)	26	(1)
Lippitt, Watson, and Westley (1958)	27	(1)
Beal, Blount, Powers, and Johnson (1966)	27	(1)
Knowles (1970)	28	(1)
Freire (1970)	29	(1)
Boone, Dolan, and Shearon (1971)	29	(1)
Kidd (1973)	30	(1)
Boyle (1981)	31	(1)
Brookfield (1986)	32	(1)
Cervero and Wilson (1994)	33	(1)
Caffarella (1994)	33	(1)
Houle (1996)	34	(1)
Sork (2000)	35	(1)
Similarities and Differences in the Programming Models	36	(5)
The Conceptual Programming Model	41	(8)
The Planning Subprocess	42	(3)
The Design and Implementation Subprocess	45	(2)
The Evaluation and Accountability Subprocess	47	(2)
The Programming Models in Retrospect	49	(2)
A Theoretical Approach to Programming	51	(40)
The Nature, Structure, and Function of Programming	52	(7)
Objectives of Programming	53	(1)
Philosophical Tenets of Programming	54	(5)
Programming: An Area of Inquiry	59	(5)
The Scientific Approach	61	(3)
From Inquiry to Theory Building	64	(1)
Theory Defined	65	(1)
Purposes of Theory	65	(1)
The Basic Language of the Scientific Approach	65	(4)
Concepts A Means of Communication	66	(1)
Constructs and Conceptual Model Building	66	(2)
Operational Definitions	68	(1)
Theory Verification	69	(2)
A Conceptual Model for Programming in Adult Education	71	(5)
Analysis of the Programming Construct	76	(14)
Planning	76	(6)
Design and Implementation	82	(4)
Evaluation and Accountability	86	(4)
The Theoretical Approach in Retrospect	90	(1)
Planning	91	(64)
Assumptions and Concepts	93	(2)
The Planning Subprocess	95	(1)
Organization Context and Renewal	95	(13)
Mission/Vision, Values, Philosophy, and Goals/Objectives	100	(1)
Job Groups, Roles, and Relationships	101	(1)
Management and Appraisal of Personnel, Staff Development, and Evaluation/Accountability	102	(3)
Organizational Culture	105	(1)
The Organization's Programming Process	106	(1)
Ongoing Systemic Analysis	106	(2)
Linkage with Publics	108	(44)
Environmental Scanning	112	(2)
Studying, Analyzing, and Mapping Current and Emerging Publics	114	(16)
Identifying and Ranking Target Publics	130	(2)
Identifying Leaders	132	(6)
Interfacing with Leaders	138	(2)
Engaging Leaders and Spokespersons in Collaborative Needs Identification, Assessment, and Analysis	140	(3)
The Concept of Needs	143	(4)
Diagnosing Needs	147	(5)
Planning in Retrospect	152	(3)
Design and Implementation	155	(38)
Assumptions and Concepts	156	(1)
The Design and Implementation Subprocess	157	(2)
Designing the Planned Program	159	(19)
The Needs Hierarchy	159	(4)
The Objectives Hierarchy	163	(6)
The Change Strategies Hierarchy	169	(6)
The Outcomes Hierarchy	175	(3)
Implementing the Planned Program	178	(4)
Studying the Connecting Hierarchies	178	(1)
Designing Plans of Action	179	(3)
Implementing Plans of Action	182	(10)
Resources for Implementation	183	(2)
Marketing Strategies	185	(3)
Monitoring	188	(2)
Providing Reinforcement and Feedback	190	(1)
Using Evaluation to Redirect Learning Activities	191	(1)
Design and Implementation in Retrospect	192	(1)
Evaluation and Accountability	193	(50)
Assumptions and Concepts	195	(14)
The Concept of Evaluation	195	(3)
The Concept of Impact	198	(6)
Outcomes as Evaluation	204	(4)
The Intent of Evaluation	208	(1)
Evaluating the Planned Program	209	(21)
Reclarifying Intended Outcomes	210	(4)
Categorizing and Collecting Evaluative Evidence	214	(3)
Analysis and Summary of Program Descriptions	217	(3)
Analyzing Inputs and Outcomes	220	(2)
Associating Objectives and Outcomes	222	(2)
Checking Needs against Objectives	224	(3)
Assessing Impact	227	(3)
Accountability	230	(1)
Accounting for the Planned Program	231	(9)
Reporting Outcomes and Impacts	232	(4)
Analyzing the Organization and Its Programming Process	236	(1)
Recommendations for Organizational Renewal	237	(3)
Evaluation and Accountability in Retrospect	240	(3)
Programming: A Challenge to Adult Education	243	(30)
The Conceptual Programming Model in Retrospect	243	(7)
Genesis of the Conceptual Programming Model	244	(2)
Often-Overlooked Practical Aspects of the Model	246	(2)
Generality of the Conceptual Programming Model	248	(2)
Subjecting the Model to Further Inquiry	250	(12)
Testing Validity	250	(1)
Applying the Model to Scholarly Inquiry	250	(6)
Testing Research Questions in the Model	256	(5)
Research Issues to Consider	261	(1)
Implications of the Conceptual Programming Model	262	(5)
Organizational Implications	262	(2)
Professional Implications	264	(3)
Suggested Areas for Further Inquiry	267	(4)
Planning	268	(1)
Design and Implementation	268	(2)
Evaluation and Accountability	270	(1)
The Cognitive Map of Programming	270	(1)
The Challenge of Commitment	271	(1)
Postscript: Through Four Decades	272	(1)
Appendix	273	(4)
Publications	273	(1)
Pilot Demonstrations	273	(1)
Theses/Dissertations	274	(3)
North Carolina State University	274	(1)
The Ohio State University	275	(1)
University of Wisconsin Madison	275	(2)
Glossary	277	(8)
References	285	(10)
Index	295	(10)
About the Authors	305