The purpose of the study was to determine the use made of certain sources of information and education by Korean immigrants in the city of Vancouver. The analytical survey method which applies a structured interview schedule was used, and a sample consisting of eighty-two adult Koreans was interviewed. Male and female adult Koreans were compared, and factors such as socio-economic characteristics and social interaction patterns were analyzed in relation to participation and non-participation in adult education to determine whether or not any significant differences existed between participants and non-participants. The Korean residents had a median of two to three years of length of residence, a median age of 30, and an average of 16 years of school completed. The Koreans were newer residents, in the younger age category, and highly educated. The respondents had a median annual family income of $7,500. There were only two significant differences between the male and female respondents and these were age and English fluency. The males tended to be older and more fluent in English than the females. One-quarter of the respondents had attended schools or university in Canada, and the majority of those adults were graduate students. One-tenth of the sample had completed vocational training courses in Vancouver. Koreans' participation in adult education was mainly concentrated in English language classes. Some forty-six per cent of the respondents had taken adult education courses. Most of those respondents had completed a one-month course of basic adult English language training. There were no significant differences between the adult education participants and non-participants with respect to eight socio-economic status including age, sex, marital status, number of children at home, length of residence in Vancouver, employment, income, and education. There was only one statistically significant difference between the adult education participants and non-participants, and that characteristic was English fluency at the time of arrival in Canada. Approximately seventy-one per cent of the sample subscribed to newspapers, 59.8 per cent read magazines in English, 91.5 per cent regularly watched television, and 78.1 per cent reported regular monitoring of radio broadcasts. Of the social interaction characteristics studied, social participation did not differentiate between the adult education participants and non-participants. A lower degree of fluency in English was significantly related to higher participation in adult education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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 examined the relationship between special education administrator role priorities and level of funding received by school districts in British Columbia. Data were obtained from the Ministry of Education on the number of students in special education categories claimed for funding. These data demonstrated an extreme variability in the proportions of students claimed for funding by the various school districts. In an attempt to examine this variability and suggest some possible explanations for it, this study was undertaken. One possible variable that might influence the number of students claimed for funding was examined: special education administrator role priorities. Special education administrators were asked to priorise the three roles of administrative behaviour as identified by Cuban. These role priorities were then related to the level of funding received by the district. Evidence was found to indicate that there may be a systematic relationship between the role priorities of special education administrators working in districts with low levels of funding and the level of funding received by the district. In addition, evidence was found to suggest that the priority assigned to the instructional role may differentiate between administrators working in low funded districts as compared with those working in high funded districts. The implications from the findings of the study suggest that: the framework of administrator role priorities developed by Cuban may be appropriate to describe the variability of special education administrator behaviour; the existence of the relationship between the priority assigned to the instructional role and district funding level has practical significance for the structuring of special education funding mechanisms and for the day to day work of the special education administrator. In addition, the study has implications for future research regarding the uniqueness of the instructional role and the relationship between the role priorities of special education administrators and district outcomes other than funding level. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Training and human resource development sponsored by the private sector has become increasingly important and topical in North America. Yet, the attention devoted to it by policymakers, academe and industry itself has not risen accordingly. Government and industry are faced with the challenge of formulating effective public and private policy to facilitate the qualitative and quantitative development of employer-sponsored training. There is a paucity of information on employer-sponsored training. Therefore, the intent of this study was to determine the nature and extent and qualitative issues of the phenomenon in one industry: the British Columbia electronics industry. The literature on employer-sponsored training was reviewed from three perspectives. First, the theoretical, historical and conceptual roots of the topic were presented. Second, the quantitative data on employer-sponsored training in North America was summarized. Third, an overview of the most pressing qualitative issues related to the subject was presented. As a result of this process, five main research questions were derived relating to the following aspects of the B. C. electronics industry: human resource requirements; sources of human resources; nature and extent of training; training decision-making; and public policy. A 15-page open-ended and closed questionnaire was developed and sent to 80 electronics companies in British Columbia. Forty-eight or 60% of the companies responded to the survey. The responses to individual questions yielded several interesting patterns in the data. The small sample size and the nominal nature of the data collected prevented any extensive statistical analysis of the results to test for relationships between variables. The chi-square test for independence was utilized and identified a few plausible relationships between key variables. A list of specific conclusions derived from the results painted an overall picture of the training and human resource activity in the British Columbia electronics industry. The limitations of the study and its implications for future research and public policy were outlined. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

In the last twenty years a great deal of research into training for creativity has been conducted (Blank, 1982). Guilford (1950, 1959, 1962) and Warren and Davis (1969) reported that productivity increased with training for creativity using the morphological synthesis technique. Research in creativity training has been concerned generally with white middle class school children. There has been no research on training for creativity in Canadian Native Indians (Blank, 1982). The purpose of this study was to investigate the effects of training for creativity on fluency, flexibility, and originality of Canadian Native Indian children. Children from the Chahalis Indian Reserve of British Columbia (grades three through six) were assigned to control (n=7) and experimental (n=7) groups. The control group received no training for creativity while, the experimental group experienced two weeks of training (20 minutes per day) for creativity with blocks, sticks, and tanagrams. Torrance Tests of Creative Thinking were used to assess creativity. Pre-training scores of the control and experimental groups were compared using one-way ANOVAs. Group differences were deemed non-significant. These results indicated that the assignment of children to the groups was not biased in favour of the more creative versus the less creative and that the post-training results of the groups could be compared for gains in potential creativity since both groups had exhibited similar levels of creativity before training. The results of post-training one-way ANOVAs indicated significant gains in originality scores of the experimental group for the Incomplete Figures Test and the Circles Test. ANCOVAs, which included pre-training scores as covariates, had the same outcomes as post-training one-way ANOVAs. Paired t-tests comparing pre- and post-training scores within groups indicated that there were no significant improvements in control group test scores. The experimental group showed significant, improvements in flexibility and originality scores of the Circles Test and in originality scores of the Incomplete Figures Test. Factors which influenced the results of this study were discussed and suggestions for further research were given. In spite of these factors, the results of the data analyses indicated that creativity of Native Indian children will improve with training. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The present study attempted to examine reading and writing behaviors of Musqueam Indian children in kindergarten and grade one to see if a similar profile of reading and writing behaviors existed within this urban unilingual Native Indian population. The relationship these behaviors had with parental provision for literacy activities during the preschool years and school attendance was explored. It was hypothesized that there would be no similar profile of reading and writing behaviors within the Musqueam population and that there would be no correlation between the variables, the index of parental provision for literacy activities during the preschool years, total school absence and reading and writing performance in kindergarten and grade one. Individual administration of the Diagnostic Survey (Clay) at kindergarten and grade one yielded a description of reading and writing behaviors. Subtests measuring knowledge of letter identification, concepts about print, sight words, and writing vocabulary were administered in both grades. Subtests including oral reading of passages, writing level, and dictation were added in grade one. Group means, standard deviations and range of scores were calculated for the Diagnostic Survey subtests at kindergarten and grade one and examined for similarities. A questionnaire was used to establish an index for parental provision for literacy activities. Total school absence was obtained from school records. The relationship subtests of the Diagnostic Survey had with the Index of Parent Suppport for Literacy Activities and School Absence was explored using Pearson Product-Moment correlational analysis. Results indicated that no similar profile of reading and writing behaviors existed within the Musqueam population. Excluding the sight word subtest at K, Pearson Product-Moment correlations between all subtests of the Diagnostic Survey and the Index of Parental Provision for Literacy Activities were found to be significant (p < .05). No significant correlations were found between survey subtests and total school absence. / Education, Faculty of / Language and Literacy Education (LLED), 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

With the onset of the depression in 1929 the Province of British Columbia found itself almost immediately in economic difficulties. As a province dependent to a very great extent on exports of raw and semi-processed products it faced by the winter of 1930 mounting unemployment, with which it was ill-prepared to cope, and declining revenues. The efforts of the Conservative government in power to meet the situation by attempting to implement the policy of a balanced budget were unsuccessful and by 1932 the province was facing a severe financial crisis. In the ensuing failure of morale the Conservatives allowed representatives of the business community, chiefly concentrated in Vancouver, to inspect the activities of all government departments and make recommendations which would help to improve the condition of the provincial treasury. The resultant Kidd Report, as it became known, threw education into high relief and in the subsequent election it became an important issue. The controversy over education brought out a number of issues which had been the cause of debate and dissension since the turn of the century. The question of the best means of financing the schools was the most pressing and.obvious one. Every economic recession in the past had highlighted this problem as schools under such circumstances usually suffered from inadequate local revenues and reduced government grants. In addition the problem was generally exacerbated by an increasing school population. But other questions disturbed educations: what subjects should be taught in schools, what emphasis should be given to traditional academic subjects and what to the more practically oriented ones, what structure of schools was the best, what was the function of public education, and most fundamentally, what was the philosophy of education which should be adopted in the changed and changing world of the twentieth century? Until very recently it has generally been stated by historians and educators writing about education that the changes which were proposed and implemented during the decade of the thirties were the product of a genuinely humanitarian impulse, a desire to make education more democratic and egalitarian, and dedicated to the cultivation of the worth of each individual child. However, the developments in the field of education which occurred under the Liberal administration cast serious doubts on this interpretation. The Liberal victory in the fall of 1933 brought to power in British Columbia a party which under the leadership of T. Dufferin Pattullo was, at least in stated social and economic policy, considerably to the left of the federal Liberal party, but nevertheless strongly committed to the preservation of the capitalist system. Pattullo appointed as Minister of Education G.M. Weir, head of the Department of Education at the University of British Columbia and coauthor of the Putman-Weir Survey, an exhaustive survey of education in the province written in 1925. He was widely known as a progressive educator, one who was in favour of the innovations of the "new education". Such innovations were not new to British Columbia but the reasons for their adoption during the first two decades of the century suggest primarily a desire for the production of a socially and vocationally efficient citizenry, a theme which is also basic to the Putman-Vfeir Survey. Similarly through the years from 1933 to 1940 the sane motivation seems apparent in the words and actions of those educators most responsible for educational change. Both the King Report on School Finance in British Columbia written in 1935 and the extensive curriculum revisions of elementary, junior and senior secondary schools undertaken in 1935, 1936 and 1937 give ample evidence of this. In addition there appears during these years an overriding concern with the preservation of the state. Fearful that the democratic state as they understood it had been placed in jeopardy by an unbridled individualism, educators in British Columbia sought to make the schools primarily the vehicle for what they tented the socializing of the student. In effect this amounted to conditioning him to retain those values which were deemed vital for the state's survival, and to reject those which seemed to act as a barrier to necessary social and economic change. / Education, Faculty of / Graduate

In the late nineteenth century, middle class Canadian reformers tried to use education to change the values and rhythms of working class, immigrant, and Indian children. They used boarding schools, however, only in the case of Indians. Educators expected boardingsschoolstto give them complete control over the environment of their pupils, thus making it possible to rear a generation of culturally and occupationally assimilated Indians. They did not expect their efforts to be blunted or reshaped by existing Indian rhythms. Because Indians were outnumbered, and because their culture was under attack from many directions, historians too have generally assumed that native rhythms had a negligible impact on residential education. Most accounts of the schools portray them as either assisting or victimizing a decimated and essentially helpless minority. This thesis uses Government reports, school records, correspondence, and oral accounts to investigate the way educators and Indians made attendance decisions. It shows that Indians played a vital role in deciding whether children went to residential school; which children went; at what ages they enrolled; how long they stayed; and how much contact they retained with their families and culture while in attendance. It clarifies some of the emotional, economic, and cultural needs which conditioned Indians' attendance decisions. By examining how existing native patterns of life modified a very determined campaign to control and alter Indian society, the thesis hopefully sheds light as well on the gradual, adaptive, and fluid process of "directed" cultural change. Residential schools were not simply an "imposed" social experience, but a mutual and changing relationship shaped by Indians as well as whites. / Arts, Faculty of / History, Department of / Graduate