This study was undertaken to facilitate the development of training programs for teachers of adult basic education by providing factual information about those who were instructing up to and including the Grade VIII level during the 1968-1969 academic year. A structured interview schedule was pre-tested and subjected to several revisions; and interviews were conducted with the total population of 46 teachers in the province. These teachers were engaged by public schools, penal institutions, the Department of Indian Affairs and Northern Development and the Department of Social Welfare. By encompassing both an assessment of teacher characteristics and attitudes and an exploration of those areas in which teachers perceived a need for further education, the results of this investigation produced implications not only for further research and the development of training programs as indicated above, but for the recruitment and retention of adult basic education teachers. Half of those interviewed were university graduates, and while most reported some training and experience in elementary or secondary education, few teachers had more than a minimal amount of professional preparation or experience in teaching adults. That they perceived a need for special instruction in teaching adult illiterates was exemplified by the large number who desired to participate in training programs if they were made available and by the high percentage of affirmative responses on items related to specific training areas, as set out in the interview schedule. Over fifty per cent of the teachers expressed a need for further instruction in the principles of adult psychology and adult education practices, which would give them a base for developing skill in working with adults. In addition, most teachers felt they could benefit from training in teaching reading and communications skills. All of the factors outlined above produced implications which will inevitably affect the development of any training programs. Because only seven (15 per cent) teachers were employed in adult basic education full-time, most preferred workshops and conferences which, in their estimation, demanded involvement in direction proportion to their degree of commitment to adult education. Moreover, as this investigation indicated, it is unlikely that many teachers will vigorously concern themselves with improving their competence unless their administrators or supervisors assume a more active role in promoting higher standards for teaching. Responses to training needs varied according to the educational backgrounds, experiences, attitudes and perceptions of the teachers. Generally, those with higher education, teaching credentials and with more experience both in and outside of adult education were more concerned with improving their competence and indicated a greater personal awareness of their limitations within their positions. These teachers were also in the group who scored significantly higher on job satisfaction items related to administrative policies, human relations and teaching competence. Furthermore, as evidenced by their answers to items relating to the adult basic education process, teachers with more education and experience showed a significantly higher degree of orientation to the student and his needs rather than to the organizational and management aspects of conducting a program. Because of the varied educational backgrounds and experiences of the teachers, consideration may have to be given to the provision of different levels of training based upon an agreement on objectives by both teacher-trainees and program planners. To develop these objectives, the model for identifying the knowledge, skills and attitudes the adult basic education teacher should possess, which was developed from the review of the literature, could be utilized. From the findings of this study, it appears that further research might profitably be concerned with factors related to teacher job satisfaction. Does satisfaction with a teaching position relate to professional security, higher education and training for teaching adults? Does satisfaction relate\to changing expectations over the years? Does job satisfaction relate to differences among administrators or differences in one's relations with students? In addition, because of the over-all emphasis in adult basic education on the importance of teacher attitudes, it is important to develop special teacher attitude scales. Such scales, for example, would permit a study of the relationship of teacher's attitudes to classroom practice. Furthermore, if teacher attitudes were found to be related to subsequent performance, they might provide a convenient means of evaluating the effectiveness of certain aspects of teacher training programs. Finally, social interaction studies must be instituted. It would appear that the more effective adult basic education teacher will be one who is able to provide a learning situation in which the student feels he is an integral and needed part. / Education, Faculty of / Graduate

This study presents an historical survey of the activities of the National Film Board in British Columbia. The programs of the Board are organized into a number of different categories according to the purpose of each program, its structure, the educational techniques used, and the type of audience to which each was directed. The programs fall into six major categories: General Interest, Enrichment, Instructional, Package Program Kits, Leadership Training and Community Development. The study describes four different methods of film distribution used at various times in British Columbia in the period 194 2 to 1970. These were: Film Circuits, Public and Deposit Libraries, and Direct Distribution to the public from National Film Board offices. Each method reflected the Board's interest in making the maximum number of films available to people. In the early years, when the Board lacked the resources to handle distribution on its own, it relied on various agencies within the community such as Film Councils; however, as the Board grew it assumed more control over distribution until it reached the point where it handled most of its own film distribution. The work of the local Representative is examined in order to trace the evolution of his role as an adult educator. The study shows that during the past 28 years the role of the Representative has undergone three stages of development: (1) From 1943 to 1947 he was an exhibitor who travelled to various communities screening NFB films. (2) In 1948 his role changed and he became more concerned with organizing various kinds of adult education programs. (3) Recently, his role has begun to change again and he is now more of a Community Development worker, assisting various special interest groups to develop programs for change within a community. Throughout this study an attempt has been made to determine the importance of the National Film Board to adult education in British Columbia. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This thesis will primarily focus on the career of Dorothy Clode as an adult educator, examining her leadership and influence in professional adult education associations; her advocacy regarding provincial adult education policies; and her role in community development at Lake Cowichan and in the broader context of British Columbia, as in the Consortium on Economic Dislocation. The relationship of the role of a professional adult educator to the community development process will be examined, using Clode's career as a case study. The intention is to examine the nature of adult education practice, in terms of the daily concerns, issues and philosophy of a woman whose 18 year career spanned three dynamic decades in the recent history of adult education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Long-term persistence to degree completion by adult university students represents a different focus from most adult education participation research and higher education dropout research. Much of the research on adults in university has treated these adults as a new (non-traditional) group, despite evidence that many had been enrolled as traditional-age students. Samples limited to first-year students, part-time students, and students in special programs provide only a limited perspective on the whole population of adults in university. It was hypothesized that adults who had been in university as traditional-age students and returned later (Re-entry studenty) would be more persistent to degree completion than adults who had enrolled for the first time at age twenty-five or older (Adult Entry students). While the hypothesis was not clearly supported, differences between the two groups were discovered. Six hypotheses were generated from the literature on adult participation and on higher education dropouts. These were tested using bivariate analysis. The multivariate techniques of multiple regression and discriminant analysis were employed to examine differences between Re-entry students and Adult Entry students in persistence to degree completion. The most important variable affecting Re-entry-students' persistence was Grade Point Average; the most potent variable with Adult Entry students was work-related problems. With both groups, persistence was affected by satisfaction. Early-career mobility had an ambiguous effect; downward mobility in early career was associated with persistence by Adult Entry students; upward mobility correlated with persistence by Re-entry students. A new typology of adult student in higher education is suggested. First-time students—new students who have never previously been enrolled—are a high-risk group (prone to dropout), but those who persist initially may become more persistent than Re-entry students. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

One of the characteristics of adult education is the degree to which it is dispersed throughout society. Much adult education is practiced in organizations and institutions that have purposes other than adult education. Schroeder (1970, p. 37) has suggested a category of adult education agencies (Type III agencies) established to serve both the educational and non-educational needs of the community, agencies in which "adult education is an allied function employed to fill only some of the needs which agencies recognize as their responsibility." The purpose of this study was to examine adult education in Schroeder's Type III agencies using libraries and museums as examples. The study addressed the definition and description of adult education, the importance of adult education relative to other functions of the organization, and the purposes for which the organizations used adult education. A comparative analysis of the adult education function of three libraries and three museums was conducted. Print materials (annual reports and publicity brochures) and interviews with the person responsible for programming were used as data sources. Analysis of the findings was done in three stages: single case analysis (within case analysis), analysis of libraries and museums (within category analysis), and comparison of libraries and museums (across category analysis). Many definitions of adult education were found. Most described the purposes of adult education rather than the process of teaching and learning. It was also found that the importance of adult education varied among the organizations studied. Adult education was less important than other organizational functions in four of the six organizations studied. It was as important as other functions in one organization and was not ranked in one organization. Five uses for adult education were found: stimulation (encouraging better use of the library or museum), enrichment (adding extra information), extension (enlarging community contacts), service (filling a social need), and advocacy (promoting social change). Generally, libraries used programming for extension and museums used it for enrichment. This study has contributed to understanding adult education in Type III organizations by describing some ways non-professional adult educators view adult education. It has also suggested some contextual factors that influence the adult education function in those organizations and has suggested a variety of purposes for which adult education could be used. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

In 1957, The University of British Columbia launched Canada's first degree-granting program in adult education. It subsequently grew to be one of the largest departments in the Faculty of Education, and recognized internationally for its work. As it grew, however, the program lost its initial administrative privilege. This study asks why UBC had the honour of this Canadian "first," and how the program flowed and ebbed. It shows the relations between the department's administrative and intellectual activities, and how the program fit British Columbia's social development more generally. The study concludes that the successes were largely opportunistic, as the program profited from the changing face of higher education more generally and privileges secured under an early administrative regime. The program's failure was that it did not create a stable identity independent of these opportunities: it failed to gain recognition from academic outsiders as the home of distinct adult education research and knowledge, and it failed to become the gatekeeper of a controlled profession.

Over the last decade, practice ethics in adult education has become an increasingly visible topic of interest and concern in the literature of the field. However, relatively little research has been done in the whole area of ethics and codes of ethics. This study was undertaken to broaden the empirical data base within the field and provide further insight into the area of practice ethics. The purpose of the study was to examine the views of adult educators in British Columbia about the need for a code of ethics for the field of adult education and to identify the issues, concerns and dilemmas experienced by them. The study is an approximate replication of a 1991 study by McDonald in the state of Indiana. Using survey methodology, three groups of adult education practitioners (N = 460) received a mailed questionnaire that included items related to the study topic and demographic characteristics. A 60% return rate was achieved. The major findings generated by this study confirm positive practitioner views about codes of ethics and support the findings reported in the Indiana study. The findings of this study include: • The majority of adult educators surveyed believe there should be a code of ethics for the field of adult education. • Less than a majority of adult educators surveyed knew of the existence of, or were currently operating under, a code of ethics. • The majority of adult educators surveyed indicated an overall positive view about the general functions of a code of ethics. • Issues related to the learner are most frequently cited as needing to be addressed in a code of ethics for the field of adult education. • The professional association was the most frequently identified organization that adult educators believe should create, disseminate and enforce a code of ethics. • The majority of adult educators either disagree or are unsure about the regulating function of a code of ethics. • The majority of adult educators surveyed cited examples of ethical issues/concerns/dilemmas from their practice settings. • The most frequently cited ethical issues/dilemmas relate to confidentiality concerns and learner/adult educator relationship issues. Historically, the debate about the need for a code of ethics for the field of adult education has been focused within the academic community. This study contributes a practitioner perspective to the ongoing debate. The strong message conveyed by British Columbia adult educators about the need for a code of ethics also clearly reflects the growing trend of code development by professional associations in Canada and the United States. Continued emphasis on educational efforts to address the issues arising from this study and further research in the area of practice ethics are suggested.

A micro-analysis of the interlanguage (IL) employed by Pakistanis learning English as a second language (ESL) is performed on ten subjects' speech samples in order to gain insights into their second language acquisition. Only one aspect of ESL — collocation is studied. Collocation is idiomatic in nature and has single-lexemic function; it is assumed therefore to present some acquisitive and productive difficulties for second language learners, who would tend to fail to recognize collocations as "fixed" expressions and to view each word within them as independent and therefore replaceable. The objective of this study is to analyze the conversational collocation errors that Pakistani-Canadians make in ESL. This study addresses the following three hypotheses: 1) that in the English variation in collocation across discourse domains; speech of Pakistani subjects correctness will be found 2) that a continuum will be found for this variation, running between more Target-like collocations in the Work Talk Domain / Exposition Activity and fewer Target-like collocations in the Life Story Domain / Narrative Activity; 3) that formally educated subjects will show more Target-like use of collocations than informally educated subjects. The results of this study show that there exists an IL in Pakistani-Canadians' use of the English language. The IL of Pakistani-Canadians' English seems to indicate that: 1) IL collocations are domain specific; 2) Non-target-like collocations occur most often when referring to quantification; in T-unit initial position; and adjacent to parallel contextual and/or structural forms; and they often contain article ellipsis; 3) In addition, this study shows that formally educated subjects produce more Target-like collocations than informally educated subjects. Furthermore, this study has generated some questions and highlighted areas that merit further research. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Over the last decade, practice ethics in adult education has become an increasingly visible topic of interest and concern in the literature of the field. However, relatively little research has been done in the whole area of ethics and codes of ethics. This study was undertaken to broaden the empirical data base within the field and provide further insight into the area of practice ethics. The purpose of the study was to examine the views of adult educators in British Columbia about the need for a code of ethics for the field of adult education and to identify the issues, concerns and dilemmas experienced by them. The study is an approximate replication of a 1991 study by McDonald in the state of Indiana. Using survey methodology, three groups of adult education practitioners (N = 460) received a mailed questionnaire that included items related to the study topic and demographic characteristics. A 60% return rate was achieved. The major findings generated by this study confirm positive practitioner views about codes of ethics and support the findings reported in the Indiana study. The findings of this study include: • The majority of adult educators surveyed believe there should be a code of ethics for the field of adult education. • Less than a majority of adult educators surveyed knew of the existence of, or were currently operating under, a code of ethics. • The majority of adult educators surveyed indicated an overall positive view about the general functions of a code of ethics. • Issues related to the learner are most frequently cited as needing to be addressed in a code of ethics for the field of adult education. • The professional association was the most frequently identified organization that adult educators believe should create, disseminate and enforce a code of ethics. • The majority of adult educators either disagree or are unsure about the regulating function of a code of ethics. • The majority of adult educators surveyed cited examples of ethical issues/concerns/dilemmas from their practice settings. • The most frequently cited ethical issues/dilemmas relate to confidentiality concerns and learner/adult educator relationship issues. Historically, the debate about the need for a code of ethics for the field of adult education has been focused within the academic community. This study contributes a practitioner perspective to the ongoing debate. The strong message conveyed by British Columbia adult educators about the need for a code of ethics also clearly reflects the growing trend of code development by professional associations in Canada and the United States. Continued emphasis on educational efforts to address the issues arising from this study and further research in the area of practice ethics are suggested. / Education, Faculty of / Graduate

In British Columbia, adult basic education (ABE) has evolved into a significant program area on the verge of gaining acceptance as a legitimate and important part of the public education system. If the resources currently committed to these programs are to be solidified and increased, it is imperative the present program impact be measured, the needs, resources, processes and outcomes be articulated and the benefits of increased programming be predicted. This is best accomplished through effective use of program evaluation. The field of program evaluation is characterized by a lack of well developed theory, a series of complex models, an absence of methodology and an abundance of designs and checklists which are not tied to a sound theory or model. The purpose of this study was threefold. Firstly, it reviewed the extant models and methodologies for the evaluation of adult education programs. Secondly, a methodology for evaluating innovative, ABE programs was developed. Finally, the methodology was used to guide an evaluation of an adult basic education project conducted by a British Columbia college, evaluated accomplished few of methodology provided a useful guide the evaluation process. While the project being its stated objectives, the and flexible structure to It is hoped that this methodology will be field tested on a variety of ABE programs and that additional research will result in an even more sophisticated methodology designed to strengthen the ties between the best theories and models and the field of practice. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate