PARENT EDUCATION LEADERSHIP FUNCTIONS OF OHIO'S TAX-SUPPORTED COLLEGES AND UNIVERSITIES, AND PUBLIC ELEMENTARY SCHOOLS. D is s e r ta tio n

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1 PARENT EDUCATION LEADERSHIP FUNCTIONS OF OHIO'S TAX-SUPPORTED COLLEGES AND UNIVERSITIES, AND PUBLIC ELEMENTARY SCHOOLS D is s e r ta tio n P re sen te d in P a r tia l F u lfillm e n t o f th e Requirem ents fo r the Degree D octor o f P hilosophy in the G raduate School o f The Ohio S ta te U n iv e rsity by NOREJANE JOHNSTON HENDRICKSON, 3. S., A.M. The Ohio S ta te U n iv e rsity 1958 Approved by: Departm ent o f Education

2 ACKNOWLEDGMENTS T h is study has been made p o s sib le through th e c o -o p e ratio n o f many p e o p le. The w r ite r w ishes to ex p ress her sin c e re a p p re c i a tio n and g ra titu d e to th e resp o n d en ts o f th e p u b lic elem entary s c h o o ls 1 and th e ta x -su p p o rte d h ig h er ed u catio n i n s t i t u t i o n s q u e s tio n n a ire s. The w r ite r i s indebted to P ro fe sso r H erschel W. N isonger under whose d ire c tio n t h i s study has been made. E x pressions o f g r a titu d e a re extended to Dr. Dorothy S c o tt and Dr. c a r l Anderson who re a d the m anuscript and o ffe re d v alu ab le sugg e s tio n s to th e w r ite r. A vote o f thanks i s a lso p ro ffe re d to Dr. E sth e r McGinnis and Dr. C h riste n Jonassen fo r t h e i r i n t e r e s t and a s s is ta n c e. To h er husband, D r. Andrew H endrickson, and h er d au g h te r, Dorothy Ann, th e w r ite r owes an in c a lc u a b le d e b t o f g r a titu d e f o r t h e i r fo rb eara n c e. The w rite r ex p resses a p p re c ia tio n to h er m other, Mrs. C a ro lin e H. Jo h n sto n, fo r h er continued encouragement* - H -

3 CONTENTS CHAPTER P age I. INTRODUCTION... 1 The Problem... 2 S p e c ific P urposes o f th e Study... 2 Im portance o f th e Problem... 2 B asic A ssum ptions... 7 Scope and L im ita tio n s o f th e S t u d y... 7 G eneral Method... 8 The Q u e stio n n a ire s... 9 The P i l o t Study The Main S t u d y...11 Summary...21 I I. HISTORY OF PARENT EDUCATION...23 PART I. A GENERAL HISTORY OF PARENT EDUCATION The B eginnings E arly E ducators Who C o n trib u ted t o P a re n t E ducation...26 The H isto ry o f P aren t E ducation in th e U nited S t a t e s The P a re n t E ducation Movement O rg an izatio n s in th e F ie ld o f P a re n t E d u catio n...39 O ther In flu e n c e s on P a re n t and Family L ife E d u catio n...72 PART I I. PARENT EDUCATION IN OHIO I n te r e s t in K in d erg arten s and N ursery S ch o o ls.. 83 O h io 's S ta te -w id e P lan fo r P a re n t E ducation ( ) S ta te S upported P a re n t E ducation Programs in th e P u b lic S ch o o ls...91* Chi o 's Commission on C h ild ren and Youth The C o lleg e and U n iv e rsity P a re n t Education Workshops Sponsored by th e Ohio C ongress o f P a re n ts and T each ers, I n c The Ohio C hild C onservation League...101* The I n s t i t u t e o f C hild Development and Fam ily L ife, Ohio S ta te U n iv e rs ity Summary i i i -

4 CONTENTS (c o n tin u e d ) CHAPTER I I I. Page A QUESTIONNAIRE STUDY OF THE PARENT EDUCATION PRACTICES OF OHIO S PUBLIC ELEMENTARY SCHOOLS AND TAX-SUPPORTED COLLEGES AND UNIVERSITIES The P u b lic School Q u e stio n n a ire G eneral In fo rm atio n about th e Study The P u b lic Elem entary School P ra c tic e s... I l l The T ax-supported C o lleg e and U n iv e rsity P r a c tic e s...1u0 A Comparison o f th e P u b lic E lem entary School and T ax-supported C ollege and U n iv e rsity F indings 167 Summary IV. A RATIONALE FOR TAX-SUPPORTED EDUCATIONAL AGENCIES IN OHIO ACCEPTING RESPONSIBILITY FOR PARENT EDUCATION V. CONCLUSIONS AND RECOMMENDATIONS C onclusions Recommendati o n s VI. SUMMARY The H is to r ic a l S tudy The Q u estio n n aire S tudy APPENDIX A APPENDIX B BIBLIOGRAPHY AUTOBIOGRAPHY i v -

5 LIST OF TABLES TAE-LE Page 1. The P ositions Held by the Sixteen Judges Who Assisted in the Study... 1U 2. The Positions Held bv Twelve College and U niversity Judoes Areas and Questions in Each Area Covered in the Public Elementary School Questionnaires (Forms I and IT ) hm Areas and Q uestions in Each Area Covered in th e Taxsupported C ollege and U n iv ersity Q u estio n n aires (Forms I and IT ) Types of Schools from Which the Q u estio n n aire Was R eturned, and th e Grades Served by These Schools Per c e n ts o f R espondents R eporting or Approving S p e c ific P ra c tic e s in P aren t Education in Area A. llli 7. P er c en ts o f Respondents R eporting or Approving S p e c ific P ra c tic e s in P aren t Education in Area B P er cen ts o f Respondents Reporting or Approving S p e c ific P ra c tic e s in P aren t Education in Area D P er c e n ts o f Respondents R eporting o r Approving S p e c ific P ra c tic e s in P aren t Education In Area E , P er cen ts o f Respondents Reporting or Approving S p e c ific P ra c tic e s in P aren t Ecbcation in Area F. 12U 11, P er c e n ts o f Respondents R eporting o r Approving S p e c ific P ra c tic e s in P aren t E ducation in Area G, , P er cen ts o f Respondents Reporting o r Approving S p e c ific P ra c tic e s in P aren t E ducation in Area H , The P ercentage of Judges R eporting Yes Answers to th e F ifty Q uestions on th e P u b lic School Q uestionn a ire Which S ta te d th e Leadership Functions Approved by Them v -

6 LIST OF TABLES (co n tin u ed ) TABLE Page lb Per cen ts o f Respondents R eporting or Approving S p e c ific P ra c tic e s in P aren t Education in Area A... Per c e n ts of Respondents R eporting or Approving S p e c ific P ra c tic e s in P aren t Education in Area B... Per cents o f Respondents R eporting or Approving S p e c ific P ra c tic e s in P aren t E ducation in Area C... Ib2 Ib6 Ih Per cen ts o f Respondents R eporting o r Approving S p e c ific P ra c tic e s in P aren t Education in Area D Per cen ts o f Respondents R eporting or Approving S p e c ific P ra c tic e s in P aren t Education in Area E Per cen ts o f Respondents R eporting or Approving S p e c ific P ra c tic e s in P aren t Education in Area F... 15b Per cen ts of Respondents R eporting or Approving S p e c ific P ra c tic e s in P aren t Education in Area G Per cen ts o f Respondents R eporting or Approving S p e c ific P ra c tic e s in P aren t Education in Area H Per c e n ts o f Respondents R eporting o r Approving S p e c ific P ra c tic e s in P aren t Education in Area b 23. The P ercentage o f Judges R eporting Yes Answers to th e F o rty -th re e Q uestions on th e Q u estio n n aires Which S ta te d th e F o rty -fiv e Leadership Functions Approved by Them v i -

7 CHAPTER I INTRODUCTION According to Y eager, th e c h i l d 's p e rs o n a lity is developed in th e home. Here he le a rn s th e conforming a sp e c ts o f th e s o c ia l p a tte r n, th e language, th e custom s, id e a ls, and s o c ia l a d a p ta tio n s. His tra in in g a lso in clu d es th e co n v en tio n s, r e lig io n, and laws of h is fam ily, and h is home se rv e s as h is c h ie f source o f moral tr a in in g. The home gives each c h ild an in d iv id u a lity, a fe e lin g o f b elo n g in g, an a n c e s try, and a b i r t h r i g h t. T herefore a happy, secure home l i f e i s th e b a s is fo r a proper ed u catio n. I t is e s s e n tia l to the American way o f l i f e. * The type o f adjustm ent the chi Id makes to school depends to a m ajor e x te n t on th e type of home from which he comes. I f te a c h e rs le a rn about th e homes o f th e c h ild re n, become frie n d s o f th e ir p a re n ts, and become cognizant o f th e fam ily s itu a tio n s and problem s, th e c h i l d 's educatio n Is doubly assu red. Through home v i s i t a t i o n s, through adequate in fo rm atio n about th e school, and through th e e s ta b lish m en t o f a program o f p a re n t e d u catio n, th e school can g ain th e 2 c o -o p e ra tio n o f th e p a re n ts and do much to improve th e home environm ent. llia m A. Y eager, School-Community R e la tio n s (New Y ork: Dryden P re s s, 1951), p. 67. The 2I b i d., p

8 2 The Problem In t h i s stu d y, th e w r ite r was concerned w ith th e r o le s o f p u b lic elem entary sch o o ls and ta x -su p p o rte d te a c h e r -tr a in in g in s t i t u t i o n s in th e im portant a re a o f p a re n t e d u c a tio n. S p e c ific P urposes o f th e Study The study had th e fo llo w in g s p e c ific purposes: 1. To p re se n t a g e n e ra l h is to r y o f th e p a re n t education movement, in c lu d in g a b r ie f h is to r y o f p a re n t educatio n in Ohio 2. To determ ine th e p re se n t p a re n t e d u catio n le a d e rsh ip fu n c tio n s or r o le s o f O hio s p u b lic elem entary sch o o ls, and ta x -su p p o rte d c o lle g e s and u n iv e r s itie s 3. To determ ine how Judges in each o f th e abovem entioned agencies e n v isio n the le a d e rsh ip fu n c tio n s o r ro le s o f t h e i r own agency in th e f ie ld o f p a re n t ed u catio n U. To make recommendations fo r improving p a re n t educatio n o p p o rtu n itie s and f a c i l i t i e s in th e S ta te o f Ohio by su g g estin g a p p ro p ria te r o le s f o r the above-m entioned a g e n c ie s; and to suggest a re a s fo r in v e s tig a tio n in th e p a re n t ed u catio n f ie ld Im portance o f th e Problem Prom th e S tan d p o in t o f th e P u b lic School From th e w r i t e r 's v iew p o in t, th e p a re n ts a re a key group o f a d u lts which th e school is n a tu r a lly o b lig ed to work w ith In o rd e r

9 3 to do i t s o v e r -a ll job e f f e c tiv e ly. T his need fo r c o -o p e ra tiv e working r e la tio n s h ip s between th e home and th e school has been s tre s s e d in a m yriad o f books. In Our C hildren Today, Lawrence Frank w ro te: The p a re n t is re sp o n s ib le and w ants to do h is b e s t fo r h is in d iv id u a l c h ild ; th e teach er i s re sp o n sib le and wants to do her t e s t fo r th e whole c la s s. Both a re e s s e n tia l to th e h e a lth y growth and development o f th e in d iv id u a l c h ild, and t h i s means only by continuous and genuine c o -o p e ra tio n o f p a re n ts and te a c h e rs can th e c h i l d 's needs be m e t.3..hen one h o ld s th e c u rre n t e d u c a tio n a l philosophy th a t sch o o ls should educate th e "whole c h ild as he r e l a t e s to h is s o c ie ty, i t appears v i t a l th a t p a re n t ed u catio n m ust b e co n sid ered a b a s ic p a r t o f th e school program. The in d iv id u a l c h ild spends more hours d a ily under th e guidance o f h is fam ily th a n he does under school superv is io n. These two a g e n c ie s, to g e th e r, have th e g r e a te s t e d u c a tio n a l in flu e n c e on th e c h i l d 's developm ent. The im portance o f th e c h i l e 's home surroundings and a lso th e need fo r educating p a re n ts to p ro v id e a h e a lth y environm ent fo r c h ild re n have been expressed in th e C h ild re n 's C h a rte r, C lauses VII and XI which a re s ta te d below: V II. X I. For ev ery c h ild a dw elling p la c e s a fe, s a n ita r y, and wholesome, w ith reaso n ab le p ro v isio n s fo r p riv a c y, fre e from c o n d itio n s which ten d t o th w art h is d ev elopm ent; and a home en v iro n m en t harm onious and e n r ic h in g, For every c h ild such te ach in g and tra in in g a s w ill p re p a re him f o r su c c e ssfu l parenthood, homemaking, 3 Lawrence K. Frank, "F am ilies and S ch o o ls," Our C h ild ren Today, S id o n ie M atsner Gruenberg ( e d.) (New York: The Viking P re s s, 1952), p. 2U2.

10 h and th e r ig h ts o f c itiz e n s h ip ; and, fo r p a re n ts, supplem entary tr a in in g to f i t than to deal w isely w ith th e problem s o f p aren th o o d.^ One o f th e recom m endations made by th e Committee on P a r e n t and Family L ife Education o f th e Ohio Commission on C h ild ren and Youth was " th a t boards o f ed u catio n and school a d m in is tra to rs tak e r e s p o n s ib ility to make c e r ta in th a t a p a re n t educatio n program e x is ts in every com- 5 m unity in th e s t a t e. " F u rth er recommendations were made by t h i s committee to improve and expand p a re n t ed u catio n s e rv ic e s in e x is tin g o rg a n iz a tio n s. The su g g estio n was made th a t th e se a c t i v i t i e s need to be c o -o rd in a te d by a s p e c ific agency. tlo n recommended as an in te g ra tin g agency. The school was one o rg a n iza- 6 When one th in k s in term s o f th e r e la tio n s h ip o f th e school to th e community, i t i s e s s e n tia l to th in k o f th e co re o f community l i f e, th e home, an i n s t i t u t i o n which i s fundam ental to modern so c ie ty. The community i s the sum t o t a l o f i t s homes and o th e r a g e n c ie s. Although communities d i f f e r In numerous ways, th e re are c e r ta in coo rd in a tin g fo rc e s in ev ery d i s t r i c t. The p u b lic school i s one o f th e s e. The schools are b u i l t and u t i l i z e d by th e community so th a t th e b ro ad er purposes fo r which ed u catio n e x is ts m ight be more f u lly The Improvement o f E ducation, F ifte e n th Yearbook, D epartm ent o f S uperintendence (N atio n al E ducation A sso c ia tio n, 1937), pp ^O hio s C h ild ren and Youth a t th e M idcentury, A R eport o f th e Ohio Commission on C h ild re n and Youth (Columbus, O nio: American Education P re s s, 1951), p I b i d., p. 30.

11 5 accom plished. M ultip ly in g co m p lex ities o f p re se n t day liv in g make demands upon th e p u b lic school reso u rces fo r w ider e d u c a tio n a l 7 o p p o rtu n itie s fo r a l l c itiz e n s. I f one conceives o f th e school as a community sc h o o l, i t is n a tu ra l to accep t th e im portance o f school le a d e rsh ip in any community c o -o p e ra tiv e endeavor which emphasizes educating p a re n ts. The p u b lic schools belong to th e p eo p le o f th e comm unity, who have b u i l t and p aid fo r them and manage them through t h e i r e le c te d re p re s e n ta tiv e s under s t a t e laws made through t h e i r own re p re s e n ta tiv e s,... There is no i n s t i t u t i o n in any community so tr u ly "of th e p eo p le, by th e p eo p le, and fo r th e people" as i t s p u b lic sch o o ls. I t is lo g ic a l, th e n, to assume th a t th e ed u catio n al and s o c ia l u p l i f t o f any community should be b ro ad ly fo r a l l o f i t s c itiz e n s. Wherever th e means o f education can be a p p lie d, th e re w ill th e b e n e f its o f ed u catio n a c c ru e." From th e S tan d p o in t o f T ax-supported C o lleg es and U n iv e rs itie s C o lleg es and u n iv e r s itie s have begun to see th e need fo r in clu d in g p a re n ts in t h e i r program s. I t i s n o t uncommon fo r th ese i n s t i t u t i o n s to have p a r e n ts ' d ay s, p u b lic a tio n s f o r p a re n ts, and more r e c e n tly, p a re n t o rg a n iz a tio n s o r p a re n t o r ie n ta tio n d a y s. The N atio n al Congress o f P a re n ts and T eachers has s o lic ite d th e h e lp o f c o lle g e s and u n iv e r s itie s to a s s i s t in tra in in g lay le a d e rs to work w ith p a re n t study groups (see pages ). In O hio, nin e c o lle g e s 7 Y eager, oj>. c i t., p I b i d., pp

12 6 and u n iv e r s itie s, seven o f which a re ta x -su p p o rte d, a re a s s is tin g the Ohio Congress of P a re n ts and T eachers in t h i s work (se e page 100). Since c o lle g e s and u n iv e r s itie s are comprehended a s te a c h e r- tr a in in g c e n te rs, i t i s n a tu ra l to expect them t o g iv e ed u catio n al s e rv ic e s to p u b lic school ed u cato rs who a re confro n ted w ith th e need o f h elp in g p a re n ts. The same s o c ia l c o m p le x itie s w hich p u t p re ssu re upon th e p u b lic sc h o o ls fo r g r e a te r s e rv ic e, lik e w ise impel s t a t e - supported h ig h er ed u catio n i n s t i t u t i o n s to accept th e r o le o f p rep arin g p u b lic school e d u cato rs to meet t h e i r m anifold r e s p o n s i b ilitie s. I f th e p u b lic schools by n e c e s s ity must broaden t h e i r h o riz o n s, th en i t i s in e v ita b le th a t c o lle g e s and u n iv e r s itie s must a ls o extend t h e i r s e rv ic e s to o ffe r tr a in in g fo r e d u c a tio n al le a d e rsh ip to e d u cato rs and community le a d e rs who nee 1 i t. E ducational i n s titu tio n s a t a l l le v e ls must e v a lu a te them selves in re s p e c t to m o tiv atin g p a re n ts to understan d re c e n t c h ild developm ent th eo ry and the newer school p r a c tic e s. Some Ohio h ig h er ed u catio n i n s t i t u t i o n s have taken a step in t h i s d ire c tio n through u sin g ra d io and te le v is io n programs to inform and educate v iew ers. However, in g e n e ra l, lik e o th er s ta te s in th e n a tio n, O h io 's hig h er educatio n i n s t i t u t i o n s have given l i t t l e thought to th e problem o f p re p a rin g le a d e rs in th e f ie ld o f p a re n t e d u c a tio n.

13 7 B a sic Assum ptions The study has proceeded from th e fo llo w in g b a sic assum ptions: 1. O h io 's tax -su p p o rted c o lle g e s and u n iv e r s itie s and p u b lic elem entary sch o o ls have some s p e c if ic le a d e r sh ip r e s p o n s ib ilitie s in p a re n t ed u catio n because o f t h e i r unique f a c i l i t i e s and a t t r i b u t e s. 2. More e f f e c tiv e p a re n t education could be c a r rie d on in Ohio by th e se ag en cies i f th e y would c o -o rd in a te th e ir e f f o r t s. 3. There i s a g re a te r need fo r both p ro fe s s io n a l and lay le a d e rs in th e f i e l d o f p a re n t ed u catio n than p re s e n t f a c i l i t i e s are m eeting. U. The p a re n t ed u catio n needs o f th e c itiz e n s o f Ohio could be met t o a g re a te r e x te n t than th ey are being met a t p r e s e n t. Scope and L im ita tio n s o f th e Study The study has been lim ite d to an a n a ly s is and com parison o f p a re n t ed u catio n le a d e rsh ip fu n c tio n s in O h io 's ta x -su p p o rte d c o lle g e s and u n iv e r s itie s and p u b lic elem entary schools a s judged by e x p e rts and as c u rre n tly p ra c tic e d in th e se a g en c ie s. The w r ite r was concerned w ith making recommendations fo r fu tu re p a re n t e d u catio n r o le s o f th e s e Ohio a g e n c ie s. The w rite r d id n o t study th e fu n c tio n of community or lay o rg a n iz a tio n s working in th e f ie ld o f p a re n t ed u catio n except where th e se w ere m entioned in th e h is to r y o f p a re n t e d u c a tio n. D ata were o b tain ed from c u rre n t r e p o rts a v a ila b le on O h io 's c o lle g e s and u n iv e r s itie s and p u b lic elem entary school programs* The

14 8 re c e n tly inaugurated c o -o p e ra tiv e program o f le a d e rsh ip tra in in g o f th e Ohio Congress o f P a re n ts and T eachers and nin e Ohio c o lle g e s was s tu d ie d. The w r ite r has made a broad study o f what th e Ohio p u b lic elem entary sch o o ls and ta x -su p p o rte d c o lle g e s and u n iv e r s itie s were doing in p a re n t e d u c a tio n, b u t she has not included an e v a lu a tio n o f th e many s p e c ific program s. The in v e s tig a tio n has been r e s t r i c t e d to p a re n t ed u catio n as d efin e d under th e d e f in itio n o f term s on page 20. G eneral Method In th e stu d y, q u e stio n n a ire s were used as th e to o ls fo r m easuring th e p a re n t ed u catio n p r a c tic e s and s e rv ic e s o f th e Ohio p u b lic elem entary sch o o ls, as w ell as th e Ohio ta x -su p p o rte d c o lle g e s and u n iv e r s itie s. Q u e stio n n a ire s were a ls o used t o determ ine th e o p in io n s o f th e p u b lic school judges and th e c o lle g e judges on th e p a re n t ed u catio n p r a c tic e s and s e rv ic e s t h a t should be o ffe re d in each agency. T h is was a b road study w hich covered a la rg e number o f p a re n t e d u catio n p r a c tic e s and s e rv ic e s. The in v e s tig a to r b e lie v e d a stu d y o f t h i s type which d e lin e a te d a p ic tu re o f p aren t ed u catio n in Ohio needed t o be done b e fo re more s p e c ific s tu d ie s could be attem p ted. With t h i s in mind, th e q u e stio n n a ire method was chosen. According to Good, B a rr, and S c a te s, "The q u e s tio n n a ire is an im portant in stru m en t in n o rm ative-survey re s e a rc h, b ein g used t o g a th e r in fo rm atio n fro

15 w idely scatte re d s o u r c e s. They a ls o s ta te d th a t th e q u estio n n aire i s u sefu l fo r securing inform ation about co n d itio n s o r p r a c tic e s, and th a t i t may be used fo r g ath erin g o p in io n s, and gaining in sig h t in to a ttitu d e s o f a group. The Q u estionnaires The q u estio n s used in the q u e stio n n a ire s were prepared from g en eral inform ation found in research stu d ie s and ed u catio n al l i t e r a tu r e. A few of th e main sources were M illiam A. Y eager's Home-School- Community R e la tio n s, and School-Community R e la tio n s, The American Elementary School (T h irte en th Yearbook of th e John Dewey S o c ie ty ), and Elmer S. H olbeck's An A nalysis o f the A c tiv itie s and P o te n tia litie s fo r Achievements o f the Parent-T eacher A sso ciatio n s, With Recommendations. Ideas were a lso gleaned from p ro fe ssio n a l jo u rn a ls and th e p aren t education experience o f th e re se a rc h e r and her p ro fe ssio n a l co lleag u es. Four q u e stio n n a ire s were d ev ised. Two q u e stio n n aire s were developed fo r th e p u b lic elem entary sch o o ls. A q u estio n n a ire fo r p r a c titio n e r s (Form I ) was sent to p rin c ip a ls of elem entary schools, g 'C a rte r V. Good, A. S. B arr, and Douglas E. S c a te s, The Methodology of E ducational Research (New York: A ppleton-cenlury C roats', Tnc.', TO ST, pv 5 %

16 10 and an opinion q u estio n n aire (Form IT) was sen t to judges from the p u b lic school f i e l d. The q u estio n s in th ese two forms were id e n tic a l; however, th e p r a c titio n e r s were asked whether o r n o t th e ir schools performed th e p ra c tic e or o ffered th e se rv ic e, and the judges were asked whether or n o t th e Ohio p u b lic elem entary school should perform th e p ra c tic e or o ffe r th e serv ic e. Two q u e stio n n a ires were developed fo r th e tax -su p p o rted c o lle g e s and u n iv e r s itie s, a p ra c tic e q u e stio n n a ire (Form I ) and an opinion q u estio n n aire (Form I I ) as d escrib ed above. The p ra c titio n e rs * q u estio n n aire was sen t to th e dean of each colleg e o f education w ith th e req u est th a t he s e le c t a q u a lifie d person on h is s ta f f to f i l l in th e inform ation. The opinion q u e stio n n aire s were sen t to c o lle g e judges se le c te d from d is c ip lin e s r e la te d to p aren t education. B a sic a lly th e q u estio n n aires fo r th e p u b lic schools and th e c o lleg e s and u n iv e r s itie s included many o f th e same or sim ila r q u estio n s, b u t some q u estio n s f o r each agency d iffe re d because o f each agency's sp e c ific a ttr ib u te s and f a c i l i t i e s. The two forms o f th e c o lleg e and u n iv e rsity q u estio n n aires were mimeographed as was th e opinion q u e stio n n aire (Form I I ) fo r the p u b lic school judges. However, sin ce a la rg e number o f th e p u b lic school p ra c tic e q u estio n n aire (Form I ) had to be m ailed, a p rin te d form of th e q u estio n n aire was used which enabled th e in v e stig a to r to g et th e complete q u estio n n aire on one s ix - f o ld sh eet (see Appendix A),

17 11 The P ilo t Study The p ra c tic e q u estio n n a ires were sent w ith a l e t t e r o f explanatio n to fiv e p u b lic elem entary school p rin c ip a ls (P u b lic School, Form I) and to fiv e college p ro fe sso rs (C ollege and U n iv e rsity, Form I ). These in d iv id u a ls were asked to re a c t to th e q u estio n n aire and c r i t i c a l l y ev alu ate th e q u estio n s. The f in a l re v isio n s on th e q u estio n n a ires were made on th e b a sis o f suggestions o ffered through conferences, w ritte n comments o f the resp o n d en ts, and th e comments o ffered by th e re s e a rc h e r s advisory com m ittee. The opinion q u estio n n aire sought th e same inform ation for each agency as the p ra c tic e form o f th e q u e stio n n a ire. The main purpose fo r te s tin g th e opinion q u e stio n n a ire s (Form I I ) w ith the judges was to see i f the d ire c tio n s were c le a r. T herefore th e same procedure was followed fo r te s tin g the opinion q u e stio n n a ire s, but only one conference was held w ith a re p re s e n ta tiv e judge from each agency. The Main Study S e le c tio n o f th e Ohio P u b lic Elementary Schools The E ducational D irecto ry o f th e S ta te Department o f Education fo r was used as a guide fo r s e le c tin g th e p u b lic elem entary schools. There were 2,91*3 elem entary schools l i s t e d in th is d ire c to ry. Three hundred o f th ese schools ( s lig h tly more than 10 p er cent) were chosen to be included in th e in v e s tig a tio n. The

18 12 random number sampling method was used to s e le c t th e sch o o ls. The sample was re p re s e n ta tiv e o f th e r e la tiv e number o f elem entary schools in exempted v illa g e, c i t y, and county o rg an izatio n s in Ohio.** The t o t a l sample o f 300 included 16 exempted v illa g e, 121* c ity, and 160 county schools.... There are th re e le g a lly d efin ed types of school d is t r i c t s in Ohio: th e County School D is tr ic t under th e su p erv isio n o f a county s -erin ten d en t o f sch o o ls; the Exempted V illage School L i c t w ith a populatio n o f a t le a s t 5,000. A c e n te r o f t " 'tion must be recognized by th e Federal Census as a c ity jj^ o r e i t can be d esignated as a C ity School D i s t r i c t. ^ A l e t t e r o f ex p lan atio n, th e p ra c tic e q u e stio n n a ire, and a stamped, se lf-a d d re sse d envelope were sen t to 300 p u b lic school elem entary p r in c ip a ls. A second l e t t e r and q u estio n n aire were sen t to each school th a t had n o t re p lie d by th e end o f O ctober, 1957* Q uestionnaires f i l l e d in by q u a lifie d school personnel o th er than the p rin c ip a l were accepted by th e in v e stig a to r. These in d iv id u a ls were u su a lly executive heads, su p erin ten d en ts o f sch o o ls, or p rin c ip a l-te a c h e rs. A few p rin c ip a ls d id n o t re tu rn th e q u e stio n n a ire s, but d id w rite l e t t e r s ex p lain in g why they f e l t th e ir schools should n o t Some o f the 2,9k3 schools were p aro ch ial sch o o ls. In case a p a ro c h ia l school number was s e le c te d, i t was d iscarded and the n ex t number rep re se n tin g a p u b lic school was used. *^Helmi Louise K o iv isto, "The Role o f th e Home Economics Teacher in th e E ducation o f Slow L earning G ir ls in Ohio P u b lic Secondary Schools w ith Im p licatio n s fo r Teacher Education" (Ohio S ta te U n iv ersity unpublished d o c to ra l d is s e r ta tio n, 195k), pp

19 be included in th e sample ( e.g., a c ity school fo r sp ecial stu d en ts) At the end o f the time lim it (November 20, 1957) 183 q u e stio n n a ire s, or 61 per c e n t, o f th e o rig in a l sample had been retu rn ed and were u sab le. S electio n o f P u b lic Elementary School Judges The se le c tio n o f th e p u b lic school judges was based on th e follow ing c r i t e r i a. The judges 1. Had a t le a s t fiv e years o f experience in p u b lic school work. 2. Had experience in an a d m in istra tiv e type p o s itio n In p u b lic school work. 3. Had tra in in g in th e knowledge and understanding o f the fam ily as a so c ia l u n it. h. Had given evidence o f understanding the in te ra c tio n o f home and school. 5. Were employed in ed u catio n al work in Ohio. I t was decided to include county, c i t y, and exempted v illa g e su p erin ten d en ts, o r th e ir a s s is ta n ts, elem entary ed u catio n superv is o rs, heads of fam ily l i f e education connected w ith p u b lic schools and c o lleg e p ro fe sso rs whose work was d ir e c tly re la te d to th e p u b lic schools. A l i s t o f p o ssib le judges was s e t and approved by th e in v e s tig a to r 's d is s e r ta tio n com m ittee. A l e t t e r of ex p lan atio n, an opinion q u e stio n n a ire, and a stamped, self-a d d resse d envelope were se n t t o seventeen in d iv id u als who were in v ite d t o be judges. S ixteen r e p lie s were re ceiv ed. The

20 Hi p o s itio n s held by th e p u b lic elem entary school judges a re lis te d in Table 1. TABLE 1 The P o sitio n s Held by th e S ixteen Judges Who A ssiste d in th e Study Judges4 P o sitio n s Number of Judges S uperintendents o f C ity Schools k S uperintendents o f Exempted V illag e Schools 3 S uperintendents o f County Schools 1 A ssista n t S uperintendents of County Schools 1 County Elementary S upervisors 3 D ire c to rs o f P ublic S chools1 Family L ife E ducation Programs 2 College S upervisors of P ra c tic e T eachers in Elem entary Schools 1 C o -ordinators o f C ollege S tudent F ie ld E xperience 1 T o tal 16 S e le c tio n tf th e Tax-supported C olleges and U n iv e rsitie s The nine ( to t a l number) tax -su p p o rted co lleg es and u n iv e r s itie s in Ohio approved f o r teach er tra in in g and lis t e d in the Educational D ire cto ry, , were included in t h i s study. A l e t t e r of explana- tio n, a p ra c tic e form o f th e q u e stio n n a ire, and a stam ped, s e lf - addressed envelope were sen t to each hig h er education in s titu tio n in th e study. By November 15, 1957 a ll o f th e co lleg e s and u n iv e r s itie s had re tu rn e d t h e ir q u estio n n aires*

21 15 S e le c tio n of C ollege and U n iv e rsity Judges The college and u n iv e rs ity judges were selected on th e b a s is of the follow ing c r i t e r i a. The judges 1. Had a t le a s t f iv e y ears o f experience as in s tru c to rs or adm inistr a to r s in in s titu tio n s o f hig h er educatio n. 2. Had p ro fe ssio n a l in te r e s t in a f ie ld re la te d to p a re n t or fam ily l i f e education. 3. Had a broad ed u catio n al background, p rep arin g them fo r th e ir f ie ld s. b. Had tra in in g in th e knowledge and understanding o f th e fam ily as a so cial u n i t. 5. Were employed in 01.io in stitu tio n :- cf l ig le r educat.io:. A l i s t of judges m eeting the above c r i t e r i a was se t up fo r the study and approved by the in v e s tig a to r 's d is s e r ta tio n committee. A l e t t e r of ex p lan atio n, an opinion q u e stio n n a ire, and a stamped, self-a d d resse d envelope were sen t to f if te e n p ro fe sso rs rep resen tin g psychology, sociology, ed u catio n, home economics, and so c ia l admini s tr a tio n. Twelve colleg e p ro fe sso rs re p lie d. The p o s itio n s held by th e co lleg e and u n iv e rs ity judges are lis te d in Table 2.

22 16 TABLE 2 The P o sitio n s Held by Twelve College and U n iv ersity Judges Judge s P o sitio n Number o f Judges P ro fe sso rs o f Psychology 2 P ro fe sso rs o f S ocial A dm inistration 2 P ro fe sso rs o f Education 3 P ro fesso rs of Home Economics 1 A sso ciate P ro fesso rs o f Home Economics 1 A ssociate P ro fesso rs of Sociology 3 T otal 12 P rocedure in th e Study The in v e s tig a to r reviewed the lite r a tu r e which p ertain ed to th e study. Since th e s c ie n tif ic l ite r a tu r e was very lim ite d in th is area, and th e re was a d e f in ite need fo r an organized h is to ry of p a re n t educatio n, i t had been decided early in planning th e study to prepare a g en eral h is to ry o f th e p a re n t education movement, including a sh o rt h is to ry of p aren t education in Ohio. This background m a te ria l was Im portant to th e in v e stig a to r in s e ttin g up th e q u estio n n aire study. The h is to ry chap ter was designed to give th e read er a look a t th e t o ta l f ie ld of p aren t education. The q u e stio n n a ires used in th e study were designed to seek answers to th e follow ing q u estio n s. The d a ta were analyzed acco rd in g ly. 1. What lead ersh ip fu n ctio n s o r ro le s (p re sen t p ra c tic e s and s e rv ic e s) were accepted or re je c te d by th e (1) Ohio p u b lic elem entary schools? (2) Ohio c o lle g e s and u n iv e r s itie s?

23 17 2. What lead ersh ip fu n ctio n s or ro le s (p ra c tic e s and se rv ic e s) were accepted or re je c te d by th e (1) Ohio public school judges? (2) Ohio c o lleg e and u n iv e rsity judges? 3. Was th e re a d iffe re n c e between the le a d e rsh ip fu n ctio n s or r o le s accepted by exempted v illa g e, county, and c ity schools? I f so, could th ese d iffe re n c e s be accounted fo r? U. What lead ersh ip fu n ctio n s or ro le s were being (1) re je c te d by both agencies? (2) Accepted by both agencies? 5. Was th e re a b asic d iffe re n c e between th e lead ersh ip fu n ctio n s or ro le s accepted by th e p r a c titio n e r s and judges in each agency? I f so, how could t h i s be explained? 6. Was th e re evidence o f co -o p erativ e working r e la tio n s in p aren t education between th e two agencies? 7* On the b a s is of th e d a ta stu d ie d in t h i s in v e stig a tio n and th e lite r a t u r e examined in p a re n t ed u catio n, what recommendatio n s could be made for fu tu re lead ersh ip fu n ctio n s or ro le s o f th e se two agencies? Areas o f th e Q uestionnaire The p u b lic school q u estio n n aires (Forms I and I I ) have been d iv id ed in to nine a re as. The a reas and th e q u estio n s in each a re a have been given in T able 3* The c o lle g e and u n iv e rs ity q u estio n n aires (Forms I and I I ) have been d iv id ed in to n ine a re a s. The a re a s and th e questio n s in each a re a have been g iv en in T ab le 1*.

24 18 TABLE 3 Areas and Q uestions in Each Area Covered in the P ublic Elem entary School Q uestionnaires (Forms I and I I ) A reas Q uestion Numbers A. D ire c t se rv ic e s o ffe re d to th e fa c u lty to promote horae-school re la tio n s 1-5 B. Inform ation serv ice o ffered to th e general p u b lic 6-9 C. S p ecific reco g n itio n o ffered to th e Ohio Congress o f P a re n ts and Teachers 10 D. G eneral serv ices o ffered to lay o rg an izatio n s 11-1$ E. Encouragement given to s ta f f members to p a r tic ip a te in community a c t i v i t i e s F. S ervices o ffered d ir e c tly to p a re n ts 19-3ii G. P ro v isio n s made fo r co -o p erativ e r e la tio n s in th e community 35-1*0 H. P ro v isio n s made fo r d ir e c t s t a f f lead ersh ip in p a re n t education 1*1-50 I. A tte n tio n given to lead e rsh ip tra in in g workshops in p a re n t education 51-5$

25 19 TABLE h Areas and Q uestions in Each Area Covered in th e Tax-supported C ollege and U n iv e rsity Q uestionnaires (Forms I and I I ) Areas Q uestion Numbers A. P ro fe ssio n a l p re p a ra tio n in p aren t education o ffe re d by th e agency 1-6 B. Inform ation serv ice o ffe re d to th e g en eral p u b lic 7-11 C. D ire c t se rv ic e s o ffe re d to th e p u b lic schools 12-11* D. G eneral s e rv ic e s o ffered to la y o rg a n izatio n s E. Encouragement given to s t a f f members to p a r tic ip a te in community a c t i v i t i e s 22-21* F. S erv ices o ffered d ir e c tly to p a re n ts G. P ro v isio n s made fo r co -o p erativ e r e la tio n s o f th e c o lle g e, p u b lic sch o o ls, an d /o r lay people H. P ro v isio n s made fo r d ir e c t s ta f f lead ersh ip in p a re n t education l*0-u5 I. A tte n tio n given to lead ersh ip tra in in g workshops in p a re n t education 1*6-50

26 20 D e fin itio n of Terms The follow ing d e fin itio n s have been Im portant to th e study: 1. P aren t education P aren t education is the area of fam ily l i f e education which d e a ls w ith helping p a re n ts understand th e ir ro le s as p a re n ts. I t d eals s p e c ific a lly w ith th e education of p aren ts in understanding th e p a tte rn s o f c h ild growth and developm ent, th e guidance o f c h ild re n in th e lig h t o f those p a tte r n s, and th e r e la tin g o f th e home to th e school in carry in g out th e educatio n of the c h ild. 2. P aren t education in p u b lic elem entary schools P aren t education in th e p u b lic elem entary schools c o n s is ts o f planned experiences or s e rv ic e s o ffered by th e schools to h e lp p aren ts gain in s ig h t in to and understanding o f c h ild growth and developm ent, th e school program, and th e ir ro le s as p a re n ts. 3. P aren t education in c o lle g es and u n iv e r s itie s P arent education in th e co lleg e s and u n iv e r s itie s c o n s is ts o f curriculum o ffe rin g s in p a re n t education to e ith e r lay or p ro fe ssio n a l lead ers o r le a d e rs in tra in in g, and any p ro fe s sio n a l serv ic es o ffe re d to p a re n t education groups i f t h i s p ro fe ssio n a l se rv ic e i s considered p a r t o f th e s ta f f member's p ro fe ssio n a l r e s p o n s ib ility. li. P ro fe ssio n a l p aren t education le a d e r A p ro fe ssio n a l p a re n t education leader is one who has met th e academic requirem ents and stan d ard s o f th e teaching profe ssio n, and who has d ire c te d h is tra in in g, ex p erien ce, and sp e c ia liz e d Knowledge, toward a v o catio n al care e r which has as a major o b je c tiv e th e educating o f p aren ts* 5. Lay Leaders in p aren t education A lay lead er in p a re n t education i s one whose main work and in te r e s t i s o u tsid e o f th e f ie ld o f p a re n t educatio n, b u t whose q u a litie s o f le ad e rsh ip are recognized by a p a r tic u la r study group. He may or may not be a p ro fe s sio n a lly tra in e d p erso n, but he does tr y to help h is group determ ine i t s needs and d e fin e i t s problem s. He does seek o u t r e lia b le sources of inform ation fo r h is group to study and he lead s d iscu ssio n s on th is m a te ria l. He does not assume th e ro le o f

27 21 an ex p ert in su b je c t m atter a re a s, b u t he t r i e s to become w ell informed on tech n iq u es o f working w ith people in groups. He a ls o seeks counsel and a s s is ta n c e o f p ro fe s s io n a l educators in h is lay le a d e rsh ip r o le. 6. L e a d e r-tra in e r A le a d e r -tr a in e r i s a p ro fe s sio n a l p a re n t ed u catio n le a d e r who works w ith a group o f la y le a d e rs to h e lp then develop s k i l l s and techniques n ecessary to e s ta b lis h and o p erate p a re n t study groups or to p re se n t p a re n t education m a te ria l in th e re g u la rly scheduled u n it m eetings. 7. L eadership tra in in g workshops L eadership tra in in g workshops are planned m eetings where one o r more p ro fe s sio n a l le a d e rs and a group o f la y leaders or p o te n tia l lead ers p a r tic ip a te c o -o p e ra tiv e ly in developing s k i l l s and techniques n ecessary to e s ta b lis h and o p erate p a re n t study groups o r t o p re se n t p a re n t education m a te ria l in th e re g u la rly scheduled u n it m eetings. Summary The main purpose o f th e study was to in v e s tig a te p a re n t education le a d e rsh ip fu n c tio n s or r o le s o f O h io 's p u b lic elem entary sch o o ls and tax-su p p o rted c o lle g e s and u n iv e r s itie s as th e y were p ra c tic e d in th ese agencies and as they were judged by ex p e rts in each agency. T his problem i s im portant to ed u cato rs sin ce th e home and th e school have the g r e a te s t ed u catio n al in flu e n c e on th e c h ild, and they should work to g e th e r fo r th e optimum development o f th e c h ild. The c o lle g e s and u n iv e r s itie s should broaden t h e i r s e rv ic e s to give tra in in g fo r e d u catio n al le a d e rsh ip to p ro fe s sio n a l ed u cato rs and community le a d e rs.

28 22 The b a3 ic assum ptions, scope and lim itatio n s, m aterials, method o f procedure, and d e f in itio n o f term s fo r the study were s ta te d. The nex t ch ap ter i s devoted to a g en eral h is to ry o f p a re n t education (P a rt I) and a h is to ry o f p a re n t education in Ohio (P a rt I I ).

29 CHAPTER I I HISTORY OF PARENT EDUCATION PART I. A GENERAL HISTORY OF PARENT EDUCATION The B eginnings No one knows e x a c tly when th e Idea o f educating p a ren ts fo r parenthood began. From th e e a r l i e s t days o f mankind p a re n ts took th e r o le o f teach in g th e ir c h ild re n th in g s th ey needed to know about l i f e. In p rim itiv e c u ltu re s, th e education o f ch ild re n was provided m ainly through the fa m ily. The e a rly Hebrew fam ily had s o le r e s p o n s ib ility fo r educating i t s c h ild re n. From approxim ately 1300 to 568 B.C. th e Hebrew fam ily was made th e c h ie f ed u catio n al i n s t i t u t i o n, and p a re n ta l in s tr u c tio n was made compulsory under Hebrew law. Education was b ased on r e lig io n. The B abylonians conquered Judah and, during th e p e rio d o f e x ile, th e Hebrews came in to c o n ta c t w ith a c iv iliz a tio n su p e rio r to t h e i r own. C ontact w ith another c u ltu re helped th e Hebrews r e a liz e th a t th e fam ily was no longer cap ab le o f fu n ctio n in g a s th e so le e d u catio n al agency. A fte r Jerusalem was r e b u ii t, much th o u g h t was given to th e education o f c h ild re n. The Hebrews were one o f th e e a rly c u ltu ra l groups to demand th a t p a re n ts send th e ir 1 c h ild re n to sch o o l. *S. E. F ro s t, J r. E s s e n tia ls o f H isto ry o f Education (B rooklyn, N.Y.: B a rro n 's E ducational S e rie s I n c., 19U7), pp *

30 2k "About four hundred y ears b efo re the C h ris tia n E ra, P la to s tre s s e d th e im portance o f e a r ly childhood and th e n e c e s sity f a r 2 fam ily c o -o p e ra tio n." He reco g n ized t h a t m others as w ell a s fa th e rs had a d ir e c t e f f e c t on th e education o f c h ild re n. F ro st s a id o f P l a t o 's th in k in g on th e fam ily : He fe a re d th e fam ily as a danger to group u n ity and s o lid a r ity. In Athens th e fam ily had f a ile d to teach th e young. Thus, he h eld t h a t th e good of th e s ta te demanded p u b lic c o n tro l o f b reed in g, n u rsin g, and t r a in ing o f c h ild re n. Only sla v e s were p erm itted t o have fam ily l i f e. 3 P la to emphasized th a t " a ll c h ild re n o f th e c itiz e n s must be compelled to a tte n d sch o o ls provided and s ta ffe d by th e s t a t e. There could be I4 no fam ily e d u c a tio n." Although many w r ite r s on th e h is to ry o f p a re n t education c r e d it P la to w ith recognizing th e im portance o f educating p a re n ts, a c tu a lly h is in t e r e s t was n o t in ed u catin g p aren ts fo r b e tte r parenthood, b u t r a th e r fo r a b e tte r s t a t e. Parenthood as such was not h ig h ly re sp e c te d in th e A thenian s o c ie ty. As th e w estern c u ltu re s became more complex, schools, e ith e r under r e lig io u s or s ta t e c o n tro l, assumed r e s p o n s ib ility f o r th e education o f c h ild re n. C e rta in d o c trin e s about c h ild r e n 's education were developed which in flu e n c e d t h e i r r e a rin g. Remnants o f th e s e P re s c h o o l and P a re n ta l E ducation, Twenty-Eighth Yearbook o f th e N ational S o c ie ty f o r th e Study o f E ducation, P a r t I (Bloomington, 111.* P u b lic School P u b lish in g C o., 1929), p F to s t, og. c i t., p. 3f>. ^ I b id., p. 36.

31 25 b e lie f s s t i l l a f f e c t p a re n ts ' a ttitu d e s and p r a c tic e s, and th e re fo re are im portant in th e h is to ry o f p a re n t ed u catio n. In th e t r a n s itio n p e rio d between th e a n c ie n t p e rio d o f European h is to r y and th e Middle Ages, A ugustine h eld th a t th e c h ild 's n a tu re was e v il and should be curbed by severe punishm ent.^ His idea was in vogue up to th e tw e n tie th cen tu ry. I t was p re v a le n t in England in th e sev en teen th centu ry, and was brought t o t h i s co u n try by s e t t l e r s o f th e American c o lo n ie s. John R obinson's book, C hildren and 6 T h eir E ducation s tre s s e d th e in h e re n tly e v il n a tu re o f c h ild re n. The d o c trin e o f a c h ild 's n a tu ra l e v iln e s s is o fte n r e f e r r e d to as th e d o c trin e o f o r ig in a l s in or th e d o c trin e o f in n a te t o t a l d e p ra v ity. Frank s ta te s th a t such a b e l i e f in an a u th o r ita r ia n concept helped make p a re n ts s t r i c t d is c ip lin a r ia n s.^ The id ea was based on th e tr a d itio n th a t i f p a re n ts r e a lly lo v e t h e ir c h ild re n th ey must save them from e v il ways and fu tu re d i f f i c u l t i e s by using a u th o r ita r ia n means to fo rc e them in to b ein g d ecent human b e in g s. A c tu a lly up to th e l a t e n in e te e n th c en tu ry l i t t l e was known about c h ild developm ent. The c h ild was thought o f a s a m in iatu re a d u lt. He was r e la tiv e ly unim portant in s o c ie ty. The i n te r e s t in th e ^ Ib id., pp. 6U H illy s tin e G o o d sell, A H isto ry o f th e Family a s a S o cial and E ducational I n s t i t u t i o n (Mew Vorks M acmillan C o., 191$), p. 3^7. 7 Lawrence K. Frank, " D isc ip lin e in Our Time," Childhood E ducation, Vol. XX, No. 1 (Septem ber, 19U3)» PP. 6-7.

32 26 c h ild v as based on h is p h y sic a l w elfare and h is fu tu re a s an a d u lt. According to Hurlock i t was n o t u n til th e tw e n tie th cen tu ry th a t th e g c h ild cane in to h is own as an in d iv id u a l. The A nerican Elem entary School s ta t e s : C e rta in fo rc e s and movements which had t h e i r o rig in s in th e n in e te e n th cen tu ry took d e f in ite fo ra and gained in scope and s ig n ific a n c e during th e n ext centu ry. Aaong th e se were th e s c ie n tif ic movement, which began in th e teach in g s and re se a rc h work of th e e a rly p sy c h o lo g ists; th e study o f c h ild developm ent, which had i t s o rig in s i n psychology, physiology and b io lo g y ; and th e New E ducation, w ith i t s dual emphasis on b e t t e r school liv in g and an improved s o c ie ty.^ Although th e r e vas l i t t l e understanding o f c h ild development p r in c ip le s as a g u id e to b e t t e r fam ily liv in g by th e end o f the n in e te e n th c e n tu ry, th e re w ere a few ed u cato rs whose thought was f a r in advance o f t h e i r tim e. These educators co n trib u te d immensely to our understanding o f th e growth and development o f th e c h ild and to the f i e l d o f p a re n t educatio n. Early Educators Who C ontributed t o P a re n t Education The educato rs mentioned below are a se le c te d group who have c o n trib u te d to th e understan d in g o f th e c h ild and to th e f i e l d o f p aren t e d u catio n. 0 E liz ab e th B. H urlock, C hild Development (1 s t e d.; New York: P re n tic e H a ll, I n c., 19U7), p p ^Harold G. Shane ( e d.), The American Elem entary School, T h irte e n th Yearbook o f the John Bevey S o ciety (New York: Harper and B ro th ers, 1953), Appendix p. UlO.

33 27 John Amos Comenius ( ) was b o rn in N iv n itz, in M oravia, o f Slav a n c e s try. He b e lie v e d th a t ed u catio n began a t b i r t h, and th e f i r s t school vas th e home. 10 M other's Knee." He c a lle d t h i s sch o o l, "th e School o f the... Coaenius re a liz e d th e n e c e s s ity fo r p a re n ts to know something about th e management o f c h ild re n th a t th ey m ight be a b le to la y th e fo u n d atio n s upon which th e te a c h e rs were t o b u ild, and he p repared fo r m others a d e ta ile d o u t lin e c a lle d "In fo rm atio n fo r M others, or School o f In fa n c y. "H John Locke ( L) liv e d a t a tim e when i t was b e lie v e d th a t knowledge vas in n a te. Locke h eld th a t th e re were no in n a te id eas since he could fin d no id eas which were u n iv e rs a lly known. His ta b u la 12 ra sa th e o ry d en ied th e o ld th e o lo g ic a l d o c trin e o f in n ate t o t a l d e p ra v ity. I t a lso re fu te d th e th e o ry th a t th e c h ild i s a m in iatu re a d u lt. H is work in flu en c ed th e th in k in g o f Rousseau, Basedow, and P e s ta lo z z i.* ^ Jean Jacques Rousseau ( ) opposed th e " c h ild i s a m in iatu re a d u lt th e o ry " as w e ll as th e d o c trin e o f o rig in a l s in. He b e liev ed ^ F r o s t, o. c i t., pp S. C u r tis, "H istory o f th e P a re n ta l Education Movement, B e tte r P a re n ts B u lle tin, V ol. I I, Mo. 8 (May, 1931), P* U. i s w r itte n. 12 The mind o f the c h ild a t b i r t h i s a t a b l e t on which nothing 13 HFVost, op. c i t., pp

34 28 th a t v ice began when man entered in to human r e la tio n s. He thought th a t th e education o f th e c h ild should beg in w ith th e fam ily and l a t e r be taken over by th e s t a t e. ^ Johann Bernhard Basedow (172l*-1790) w rote fo r th e guidance o f parents.*-* In h is th in k in g, learn in g i t s e l f was secondary to the ed u catio n al enviro n m ent.1^ Johann H ein rich P e sta lo z z i (171*6-1827) c re d ite d th e in s tin c tiv e fe e lin g o f th e c h ild toward h is mother a s an im portant f a c to r in developing th e hig h er a sp ects o f m an's m oral, s o c ia l, and r e lig io u s l i f e. According to P e s ta lo z z i, th e c h ild should be ta u g h t to make h is own judgm ents, 17 and h is environm ent should stim u la te h is f u l l development* He advised education fo r p a re n ts and t r i e d to b rin g p a re n ts to g e th e r fo r 18 m utual d isc u ssio n o f t h e i r problem s. F rie d ric h Froebel ( ) thought o f th e fa m ily as th e supreme human i n s t i t u t i o n. I t was b a s ic t o th e c h i l d 's developm ent, and i t gave th e c h ild h is f i r s t im pressions o f r e l i g i o n.1^ F rie d ric h Froebel was th e fa th e r o f th e k in d e rg a rte n. He, lik e P e s ta lo z z i, devoted ^ I b i d., pp *1. 1$I b i d., p. 11*1*. l 6I b i d., p. 11*5. 17I b id., pp C u r tis, eg. c i t.. p F ro st, og. c i t., p. 189.

35 29 himself to the instruction of mothers. Put he rejected P e sta lo z z i's 20 view th at the child belonged solely to the fam ily. Froebel believed th at the child belonged to both the family and society. Herbert Spencer ( ) believed th at education should prepare one for complete liv in g. Complete living was analyzed into c e rta in d e fin ite a c tiv itie s in which one must engage: physical, vocation, parenthood, and citize n sh ip. He thought th at c e rta in subjects ought to be studied for each of the above-mentioned a c tiv itie s. He f e lt th a t an understanding of physiology, psychology, and ethics was necessary 21 for preparation for parenthood. Francis W. Parker (1& ) studied P e sta lo z z i's and F roebel's works and was influenced by them. During the time th a t he was superintendent of schools a t Quincy, Massachusetts, he introduced new methods in the schools. Many educators became in tere sted in h is schools because they were fre e from much of the regim entation and form ality which characterized schools of h is time. Parker became p rin cip al of the Cook County Normal School in Chicago in He helped esta b lish the f i r s t parent-teacher study group in Chicago. This study group encouraged discussions among parents and te a c h e r s.^ ^ " F rie d ric h Wilhelm Auaust Fr> ebel," Encyclopaedia B ritannica, Vol. IX, 1955, P Frost, o. c i t., pp U. ^Siarding, Lowry W., "Influences of Commissions, Committees, and Organizations upon the Development of Elementary Education (Contin u ed )," Shane (e d.), The American Elementary School, op. c i t., d o C.

36 30 G. S ta n le y H all (181*6-1921:) in i t i a t e d th e c h ild study movement and is sometimes r e f e r r e d to as i t s f a th e r. I n 1883, he p u b lish e d The Conte n ts o f C h ild re n 's Minds on E ntering School. He worked tow ard th e e sta b lish m e n t o f a s c i e n t i f i c b a s is fo r le a rn in g. H is e a rly concern w ith th e p sy ch o lo g ical needs o f youth r e s u lte d in h is book 23 A dolescence, In 1867, H all e s ta b lis h e d th e Departm ent of C hild Study a t C lark U n iv e rsity. In 1909, A C h ild -U elfa re C onference was h eld a t C lark U n iv e rsity a t th e in v ita tio n o f H all f o r th e purpose o f b rin g in g to g e th e r s c ie n tif ic knowledge o f th e p h y s ic a l, m ental, and m oral developm ent o f c h ild re n, so th a t p a r tic ip a tin g o rg a n iz a tio n s m ight make t h i s in fo rm atio n a v a ila b le to a l l th o se c a rin g fo r c h ild re n. At th e end o f th e conferen ce, th o se a tte n d in g w ere o rg an ized a s th e Conference f o r C hild R esearch and W e lf a re.^ John Dewey ( ) h as in flu en ced e d u c a tio n a l th in k in g in t h i s country* He b e liev e d t h a t th e school could n o t be sep a ra te d from s o c ie ty, b u t t h a t th e school i s a s o c ia l i n s t i t u t i o n and m ust b e r e a l fo r th e c h ild. Dewey s tre s s e d th e c h i l d 's own ex p erien ce as th e 25 c e n tr a l f a c to r in th e le a rn in g p ro c e ss. The Dewey L aboratory School 23 a ia n e ( e d.), og. c i t., Appendix, pp. U0U-U05. ^ G ra c e Lanadon and Irv in g W. S to u t, The D is c ip lin e o f W ell- A djusted C h ild ren (New York: The John Day C o., 1952?), p. IB* 25 G ertru d e H ild re th, "Dynamics o f Learning in Childhood E d u c a tio n," Shane (e d.) The American Elem entary S chool, op. I t., p. 32.

37 31 under th e d ire c tio n o f Dewey and h is w ife was th e f i r s t r e a l la b o ra to ry school in t h i s co u n try. I t was begun in 1896 a t th e U n iv e rsity o f Chicago. P a re n ts, te a c h e r s, and p u p ils worked to g e th e r in th is e x p e ri- 26 m ental sch o o l. Other le a d e r s, in clu d in g A lfred B in e t, John B. Watson, E. L. Thorndike, F e lix A d ler, R obert Owen, and M aria M ontessori made m ajor c o n trib u tio n s to th e c h ild study and p a re n t e d u catio n movements. These in d iv id u a ls had Ideas advanced fo r th e ir time which b ro u g h t about changed a ttitu d e s in th e re a rin g o f c h ild re n. Even though e a r ly ed u cato rs ( e.g., Comenius, P e s ta lo z z i, and F roebel) were In te re s te d in o rg an izin g p a re n ts fo r th e purpose o f stu d y in g c h ild re n, t h e i r e f f o r ts in p a re n t ed u catio n were n o t rew ard - 27 in g. The p a re n ts did n o t respond t o th e le a d e r s ' en d eav o rs. In many e a r ly c u ltu r e s, th e fa th e r had a b so lu te power over h is fam ily. In s t i l l o th er c u ltu r e s, th e church or s ta te had supreme c o n tro l. Some p a re n t ed u cato rs have noted t h a t p a re n ts became m o tiv ated to study c h ild re n as th e s e stro n g a u th o r ita r ia n p a tte r n s were broken 28 down and w ere n o t re p la c e d by o th e r a u t h o r itie s. O ther ed u cato rs 26 Rose Lammel, "Experim ental C en ters a s T ra il-b re a k e rs and A c c e le ra to rs in C urriculum Change," Shane ( e d.), i b i d., p ^ C u rtis, og. c i t., p Edna Noble W hite, e t a l., "Research F indings o f th e White House C onference and T h e ir TapTTcations fo r P aren t E d u c a tio n," P a re n t E d u catio n, th e Second Yearbook, V ol. I I (W ashington, D.C.: N atlo n al C ongress o f P a re n ts and T each ers, A ugust, 1931), p. 2U.

38 32 have p o in te d o u t th a t p a re n t ed u catio n as a movement.. sprang from p a r e n ts ' aw areness o f th e in c re a sin g com plexity o f t h e ir problem s a s s o c ia l l i f e grew more complex and change more r a p id, and from t h e i r e f f o r ts to fin d s o lu tio n s to th e s e problem s and to a d ju s t to th e se changes. ^9 The H isto ry o f P a re n t E ducation in th e U nited S ta te s B a sic a lly th e re have been no c le a r - c u t d e f in itio n s o f p a re n t ed u catio n and th e re fo re as a f i e l d i t h o ld s no c le a r - c u t sta tu s.^ A r e c e n t S o cial Work Yearbook s ta te d, "th e p re s e n t tendency i s to view p a re n t and fam ily l i f e ed u catio n n o t as f i e l d s b u t as methods and 31 approaches which can be u t i l i z e d by a la rg e v a r ie ty o f p r o fe s s io n s." In re p o rts o f th e h is to ry o f p a re n t e d u c a tio n, th e term s p a re n t or p a re n ta l e d u c a tio n, p re -p a re n ta l e d u c a tio n, fam ily l i f e e d u c a tio n, and p a re n t and fam ily l i f e e d u catio n were found. These p h ra ses were o fte n used in d is c rim in a te ly. None o f th e term s had w idely accepted d e f in itio n s and seem ingly were d e fin e d a s narrow ly or as com prehensively as th e v is io n o f th e p erso n d e fin in g them. In th e l i t e r a t u r e i t was found th a t one au th o r would use th e term ^Edmund des. B runner, "Some Problem s in P a re n t E ducation from th e S tan d p o in t o f th e G eneral F ie ld o f A dult E d u c a tio n," P a re n t Educa^ tio n, Vol. I I, Mo. 3 (O ctober 1, 1935)> P* 5. ^ Jean C a r te r, P a re n ts in P e rp le x ity (Mew York: A sso cia tio n f o r A dult E d u catio n, 193o), pp * American ^ "F a m ily L ife E d u catio n," S o c ia l Work Yearbook, 13th issu e ( ), p. 2U2.

39 33 fam ily l i f e ed u catio n when r e f e r r in g to a s p e c ific co u rse on th e p h y sic a l a sp e c ts o f sex e d u catio n o ffe re d to seventh and eig h th grade boys. Another w r ite r would la b e l th e course "H ealth" and r e l a t e i t to fam ily l i f e e d u c a tio n, but n o t r e f e r t o i t a s a fam ily l i f e ed u catio n co u rse. T h is confu sio n made very d i f f i c u l t th e o rd erin g o f th e h is to r y o f p a re n t ed u catio n in to a p a tte r n. To h elp c l a r i f y th e confu sio n f o r th e purpose o f a h i s t o r i c a l p r e s e n ta tio n, th e follow ing term s have been d isc u ssed s e p a ra te ly. P a re n t o r p a re n ta l ed u catio n as a term was n o t used to any e x te n t u n t i l th e 's. Since th e n, i f p a re n t ed u catio n d e f in itio n s were analy zed, one could fin d a t l e a s t two common denom inators. F i r s t, th e em phasis would be p laced on th e education o f p a re n ts. Second, th e ed u catio n would be on a v o lu n ta ry b a s is. An o rg an ized course in " c h ild n u tr itio n " fo r p a re n ts, a s e r ie s o f newspaper a r t i c l e s planned f o r p a re n ts on "the c h ild and h is speech" a p a re n t study group m eeting re g u la rly to d isc u ss " p a re n t-c h ild r e l a t io n s h i p s, o r a c u ltu r a l program designed t o e n lig h te n p a re n ts about th e t r a d itio n s, liv in g c o n d itio n s, and problem s o f fa m ilie s th ro u g h o u t th e world could be co n sid ered examples o f p a re n t e d u c a tio n. The fo llo w in g d e f in itio n o f p a re n t e d u catio n i s a com prehensive one c ite d in an o u tstan d in g re se a rc h stu d y in th e f i e l d o f p a re n t e d u c a tio n. P a re n t e d u catio n i s a v o lu n ta ry co o p erativ e e f f o r t on th e p a r t of p a re n ts stu d y in g under q u a lif ie d le a d e rsh ip to in c re a s e t h e i r tinder stan d in g o f c h ild grow th and

40 3k developm ent, o f p a r e n t-c h ild r e la tio n s h ip s, o f fam ily l i f e, and of fam ily-com m unity re la tio n s h ip s v i t h c o n fidence and s a tis f a c tio n.^ In t h i s d e f in itio n, th e co n ten t covered i s e x te n siv e, th e narrowing f a c to r i s the d e lim itin g o f th e d e f in itio n to th e ed u catio n o f p a re n ts. B a sic a lly, th e n, th e same type o f m a te ria l is p resen ted in p a re n t education as i s covered in fam ily l i f e ed u catio n ; however, th e in fo rm atio n i s adapted to th e needs and in te r e s ts e x c lu siv e ly o f p a re n ts (se e fam ily l i f e e d u c a tio n, page 35). P re -p a re n ta l ed u catio n came in to th e e d u catio n al term inology during th e p e rio d follow ing World War I. At t h a t tim e, th e r e was in Europe a tre n d tow ard an o rg an ized "youth movement." In America, th e youth did n o t organize in t h i s manner, b u t th e r e was evidence th a t youth were r e a c tin g a g a in s t th e a u th o r itie s and san c tio n s of a d u l t s * ^ These s k e p tic a l youth o f th e postw ar p erio d c h allenged th e a u th o r ity, values, and id e a ls o f p a re n ts. E ducators sought to 32Helen Leland W itaer, The F ield o f P aren t E d u catio n, A Survey from th e Viewpoint o f R esearch, P aren t E d u catio n, Monograph I (Mew York: N atio n al C ouncil of P a re n t E ducatio n, I n c., 193U), p. 2, c itin g Memorandum o f P o lic ie s fo r th e O rg an izatio n and L ead ersh ip o f P a re n t E ducation A c tiv itie s w ith in Emergency feducation Programs t W ashington, b.c.t U.S. O ffice o f feducation, and th e E d u catio n al d iv is io n o f th e F ederal R e lie f A d m in istratio n, J u ly 25, 193U)» ^P ro b lem s f o r P aren t E d u cato rs, V ol. I I, based upon th e A ddresses and D iscussio n s of th e B ien n ial C onference o f th e N atio n al C ouncil o f P arent E ducation h e ld a t W ashington, D.C., November, P repared by Eduard C. Lindeman and F lo ra M. T hurston (New York* N a tio n al Council o f P a re n t E d u catio n, 1931)* p. 32.

41 35 d isc o v e r what youth needed to p rep are fo r m arriag e, paren th o o d, and m a tu rity. I t was in r e l a t io n to p re p a ra tio n of youth fo r home and fam ily l i f e in th e elem entary sc h o o ls, high sch o o ls, and c o lle g e s th a t p re -p a re n ta l ed u catio n as a term was used. The la b e l was extrem ely awkward and has never found wide acceptance* Family l i f e ed u catio n as a term was found in th e l i t e r a t u r e as e a rly as 1931.^ I t may have been used b e fo re t h a t, but p a re n t ed u catio n and p re -p a re n ta l ed u catio n were used more commonly. In th e 1930's th e te rn fam ily l i f e e d u catio n became p o p u la r, and i t has re ta in e d i t s p o p u la rity to the p re s e n t tim e* In 19U8, M uriel Brown s ta te d : E ducation fo r fam ily liv in g i s th a t branch o f a d u lt educatio n which d e a ls s p e c if ic a lly w ith th e v a lu e s, p r in c ip le s, and p r a c tic e s o f fam ily l i f e. I t has fo r i t s g en eral a b je c tiv e th e enrichm ent o f fam ily experience through th e more s k i l l f u l p a r tic ip a tio n o f a l l fa m ily members in th e l i f e o f th e fa m ily group. I t s o ffe rin g s in clu d e le a rn in g o p p o rtu n itie s fo r b o th sexes and a l l a g e s * 3 5 The S o c ia l Work Yearbook fo r 1957 s ta te d, "Family L ife E ducation in i t s b ro a d e st sense in c lu d e s a l l e d u c a tio n a l e f f o r ts designed to p rep are people o f any age to make th e most o f fam ily l i v i n g. " ^ I t ^ Ib id., p. 2iu 3 5 M uriel Brown, "E ducation fo r Family L ife," Handbook o f Adult E ducation in th e U nited S ta te s (New York: I n s t i t u t e o f A dult E d u c ^ t i o n, T eachers C o lleg e, Columbia U n iv e rs ity, 19U8)» p. 83* 36 S o c ia l Work Yearbook ( ), 0. c i t., p. 239.

42 36 la te r mentioned th a t, given th is in te rp re ta tio n, family l i f e education re la te s to adult education, elementary and high school cu rricu la, and higher education. Esther McGinnis pointed out th a t fam ily lif e education includes education for a ll stages of the family cycle. The stages can be b rie fly c la ssifie d into the beginning fam ily, the expanding fam ily, the launching fam ily, and the contracting family. Mtfrinnis also mentioned th a t family l i f e education has been used mainly in regard to secondary and higher education. However, at present she stated th a t the trend is to include a ll kinds of education about ch ild re a r ing, home management, marriage counseling, e tc., under th is broad term. The sa lie n t fa cto r about family lif e education is i t s scope. Parent education can be and is considered one of i t s fa c e ts. Parent and fam ily l i f e education is a redundant phrase, but i t is frequently found in present day lit e r a t u r e.3 This term is used to c la rify to the reader th a t a ll areas of family l i f e education are being discussed. 37 Interview with Esther McGinnis, P rofessor, School of Home Economics, Ohio S tate U niversity, December 18, ^ S o c ia l Work Yearbook (1957), og. c i t., pp. 239-Ui.

43 37 The P a re n t E ducation Movement In i t s e a rly h is to ry p a re n t ed u catio n was an e x c e lle n t example of an American fo lk movement. The o rg a n iz a tio n s which grew s te a d ily and s ta b iliz e d,e movement were lay i n i t i a t e d and dependent to a major e x te n t on la y le a d e rsh ip. The stre n g th o f th e se o rg an izatio n s has been recognized as "g ra ssro o t" stre n g th. The movement s ta r te d in the la te 's through th e I n te r e s t o f thousands o f sm all women's o rg a n izatio n s s c a tte re d throughout America women's c lu b s, m others' c lu b s, women's a id s o c ie tie s, home and school u n io n s, m others' round ta b le s, k in d erg a rten a s s o c ia tio n s, and o th e r groups o f th is type whose members were in te re s te d in 39 learn in g more about c h ild re n. I t was not u n t i l th e n in e te e n th cen tu ry th a t some o f th e se groups were amalgamated in to n a tio n a l o rg a n iz a tio n s which a re in e x iste n c e tod^y. Organized p a re n t ed u catio n stemmed from two main so u rces th ese e a rly p a re n t m eetings and th e p ro fe s sio n a l i n te r e s t in c h ild development c re a te d by such psychologic a l s tu d ie s a s Miss S h in n 's "Biography o f a Baby." U nderlying i t s f i r s t fo rty y ears o f a c tiv ity i s a p e r s is t e n t e f f o r t t o in v e st th e ex p ert w ith th e a u th o rity o f which p a re n ts f e l t them selves deprived. I ro n ic a lly enough, th e movement has become e d u c a tio n a lly and s o c io lo g ic a lly im portant c h ie fly because i t has f a ile d to do t h i s. New san ctio n s f o r p a re n ta l behavior have indeed been found, b u t sa n c tio n s o f q u ite a d if f e r e n t n a tu re.^ 0 -^H arry O v e rstre e t, and Bonaro O v e rstre e t, Where C hildren Come F i r s t, A Study o f th e P.T.A. Id ea (Chicago, I l l i n o i s : N ational Congress of1 P aren ts and T each ers, 19U9), p. 1*3* k M uriel Brown, "Trends in P a re n t E ducation," The Annals o f th e American Academy o f P o l i t i c a l and S o cial S cien ces, Education f'or S o c ia l C o n tro l, V ol. CLXXXII (November, 1935), P» 71.

44 36 Brown, in d isc u ssin g th e emphases o f th e p a re n t education movement a f te r th e p ro fe s s io n a ls entered th e f ie ld ( in th e 's), m entioned th e follow ing s ix s h if t s o f em phasis: The expert 1. Told th e p a re n ts what to do and how to do i t. 2. Taught p a re n ts th e p r in c ip le s o f c h ild developm ent. 3. Attempted to teach p a re n t-c h ild re la tio n s h ip s to th e p a re n ts. The p a re n ts and s p e c ia lis ts to g e th e r 1*. Study th e n a tu re o f p a re n t-c h ild r e la tio n s h ip s. 5. Study th e in te r r e la tio n s h ip s w ith in th e fam ily. 6. Study th e fam ily n d th e fam ily-com m unity r e l a t i o n s h i p s.^ At p re s e n t, th e c o -o p e ra tiv e endeavor o f p a re n ts and s p e c ia lis ts has broadened to include th e study o f family-community re la tio n s h ip s w ith "community" o fte n expanded to include th e n a tio n and the w o rld. Although th e i n t e r e s t in p a re n t ed u catio n seemed to have reached a peak in th e e a r ly 1930's, probably t h i s i s n o t a com pletely tru e p ic tu re. Since th a t tim e added e f f o r t has been p u t in to evalua tio n o f program s. E f f o rt has a ls o been p u t in to stren g th en in g th e c o n te n t o f fam ily l i f e ed u catio n and seeking a p p ro p ria te teach in g methods fo r th e f ie ld. R esearch in p a re n t ed u catio n i t s e l f has been very lim ite d. At th e p re se n t tim e th e re seems to be a renewed Li M I b id., p. 71*

45 39 in te re st in research in th is fie ld, and there are several research projects being conducted which should be of value to the f i e l d. ^ Organizations in the Field of Parent Education In the early h isto ry of the family l i f e education movement (then called parent education), a few organizations were regularly mentioned. These were the Child Study Association of America, the National Congress of Parents and Teachers, the American Association of U niversity Women, the American Horae Economics Association, the National Council of Parent Education, and the C hildren's Bureau. Along with these organizations were mentioned the university ch ild welfare research programs, and the "godmother" of the ea rly parent education movement, the Laura SpeIntan Rockefeller Memorial. The many volunteer organizations, federal bureaus, u n iv ersity programs, s ta te education department programs, and philanthropic foundations have P re se n tly two m ajor re se a rc h p r o je c ts are devoted t o p a re n t ed u catio n : (1) A re se a rc h p r o je c t e n t i t l e d, S o c ia l S cience and P aren t E ducation sponsored by th e R u sse ll Sage Foundation and th e C hild Study A sso ciatio n o f America was i n i t i a t e d September 1, 1955, and w i l l contin u e f o r th re e y e a rs. According to th e d e s c rip tio n in th e p r o je c t sh eet signed by O rv ille Brim, J r., th e P ro je c t D ire c to r, th e b a s ic assum ption is th a t th e f ie ld s o f both s o c ia l scie n ce and p a re n t education can b e n e f it from t h i s re s e a rc h. (2) The U n iv e rsity o f Chicago P aren t Education P r o je c t m s I n itia t e d A p ril 1, 1953 under th e d ire c tio n o f E th el Kawin. I t had a tw o-year g ran t from th e Fund f o r A dult Education e s ta b lis h e d by th e Ford Foundation. The P ro je c t had to do w ith developing m a te ria ls and methods to h elp p a re n ts c re a te fo r th e ir c h ild re n th e kind o f environm ent conducive to th e development o f n a tu re c itiz e n s a b le to fu n c tio n e f fe c tiv e ly in a f r e e dem ocratic so ciety *

46 ho played t h e i r prom inent p a r t s. I t was not p o s sib le to give d e ta ile d h i s t o r i e s o f a l l th e o rg a n iz a tio n s which played a r o le in th e e a rly p a re n t ed u catio n a n n a ls, so th e h is to ry o f the few o rg a n iz a tio n s p re se n ted most fre q u e n tly in th e l i t e r a t u r e have been review ed to g iv e the re a d e r in s ig h t in to the movement. These o rg a n iz a tio n s have been p resen ted according to a fu n c tio n a l p la n which was n o t based on th e ch ro n o lo g ical y ear o f the p a r tic u la r o rg a n iz a tio n 's beginning. o rg a n iz a tio n s have been given f i r s t. The h is to r ie s of th e th re e lay These have been follow ed by a h is to r y o f th e two p ro fe ssio n a l o rg a n iz a tio n s which were a c tiv e in the p a re n t education f i e l d as e a rly as th e 's. L ate r th e C h ild re n 's Bureau, C hild V elfare Research C en ters, and th e Laura Spelman R o c k e fe ller Memorial have been d isc u ssed. A ll o f th e se agencies had a c o -o p e ra tiv e working re la tio n s h ip during th e y e a rs th a t th e N ational C ouncil o f P a re n t Education was in e x iste n c e. The l a s t o rg a n iz a tio n which has been d iscu ssed i s th e N ational Council o f Family R e la tio n s which vas founded in 193&. I t was th e o rg a n iz a tio n th a t th e su rv iv in g elem ents o f th e N ational Council o f P aren t Education merged w ith in The p re s e n ta tio n o f th e se major o rg a n iz a tio n s has been follow ed w ith a d isc u ssio n o f o th e r in flu e n c e s on p a re n t and fam ily l i f e ed u catio n. These have been arranged according to a n a tu ra l chronologic a l p a tte r n i f th e n u rsery school and k in d erg a rten movements in th e U nited S ta te s are in te rp re te d as beginning a t th e tim e when n a tio n a l a s s o c ia tio n s in k in d erg a rten and n u rsery ed u catio n were e sta b lish e d *

47 ill Two aims have been th e crux o f th e p a re n t education and fam ily l i f e education movements. F i r s t, th e need fo r a broader e d u catio n in understanding th e growth and development o f th e c h ild and, second, th e im plem entation o f t h i s knowledge fo r th e b etterm ent o f fam ily liv in g and th u s o f s o c ie ty. Although th e term "p aren t" i s used throughout th e h is to r ie s o f th ese o rg a n iz a tio n s a more exact term would be "m o th ers." The m a jo rity o f th e f a th e rs have n o t taken a le a d e rsh ip r o le in p a re n t education a c t i v i t i e s. The C hild Study A sso ciatio n of America The C hild Study A sso ciatio n o f America had i t s beginning in th e l a t t e r p a rt o f th e n in e te e n th century ( 1888) when th e h i s t o r i c a l "fiv e m others" met to discuss problems o f childhood and c h ild n a t u r e. ^ Encouragement was given to the sm all group by F e lix Adler who b e lie v e d th a t parenthood was a vocation req u irin g knowledge, ap p lied in te llig e n c e, and th e wisdom th a t r e s u l t s from the combinat i o n. ^ This f i r s t group was c a lle d "The S o ciety fo r th e Study o f C hild N atu re." C hild S tu d y." In 1912, i t changed i t s name to "The F ed eratio n fo r The alms o f th e o rg a n iz a tio n were: To secu re, ta b u la te, and d is tr ib u te inform ation concerning methods o f c h ild study and t h e i r p r a c tic a l a p p lic a tio n s, to undertake o rg an ized re s e a rc h, to fu rn is h means o f coo p eratin g between s o c ie tie s having s im ila r aim s, and to ^ A lin e B. Auerbach, J o s e tte Frank, Anna W. N. Wolf, "Sidonie M atsner Gruenberg and th e C hild Study A sso c ia tio n," C hild Study, Vol. XXXIII, No. h (F a ll 1956), p. 16. W* C u rtis, op. c i t., pp. U-7.

48 U2 conduct conferences and le c tu r e s. I t s slogan was "to make our parenthood more in te llig e n t and o f th e h ig h est use to our children.**? In th e b eginning, th e o rg a n iz a tio n had as " a u th o ritie s " p h ilo so p h ers (Rousseau, P la to, Spencer, and F e lix A dler). L a te r w ith th e growth o f s c ie n tif ic knowledge, th e emphasis was changed from th e p h ilo so p h ic a l to th e s c i e n t i f i c. ^ The e a r ly study groups cen tered th e ir d iscu ssio n s on "readings" and " a b s tra c ts " w ritte n by p sy c h o lo g ists and ed u cato rs. As was tru e in th e o v e r-a ll p a re n t educatio n movement, the ex p ert was viewed w ith deep re s p e c t. In th e e a rly d isc u ssio n groups, reco g n itio n was given to th e sc h o la rly p re s e n ta tio n s o f th e American p sy ch o lo g ist John B. Watson who s tre s s e d th a t a l l behavior was "le a rn e d," co nditioned by environm ental f a c to r s. A tte n tio n was a lso focused on the works o f Sigmund Freud, the p h y sic ia n from Vienna who was s ta r tlin g th e w orld w ith h is ideas about b eh av io r. At th e same tim e, l i t e r a t u r e which p e rta in e d to p a re n t education was being dispensed through the s o c ia l hygiene, m ental h e a lth, and p ro g re ssiv e e d u catio n movements.^*? B a sic a lly th e w ritin g was lev eled a t the p ro fe s sio n a l re a d e r. The C hild Study A sso ciatio n attem pted to ^ S id o n ie Gruenberg (ch airm an ), P aren t E ducation, Types, C ontent, and Method. Report o f Sub-committee on Types of1p a re n t E ducation, Conte n t and Method. W hite House Conference on C h ild H ealth and P ro te c tio n (Hew York: C entury Company, 1 932), p. 77* ^ A u erb ach, og. c i t., p. 16. ^ I b i d., p. 17.

49 1*3 I n te rp r e t o b je c tiv e ly th e se p ro fe s sio n a l Ideas fo r i t s la y 1*8 audience* Study groups were organized in th e New York C ity a re a under a v id e v a rie ty o f au sp ices (se ttle m e n t houses, church es, community organx 1*9 iz a tio n s, housing developm ents). Study groups in a number o f c i t i e s a f filia te d with the Federation of Child Study. The growth and promise o f th e F ed eratio n in te re s te d th e Laura Spelman R o ck e felle r Memorial. As a r e s u l t, in 1923, a small sum o f money was g ran ted by th e Laura Spelman Fund o f the R o ck efeller Foundation to s t a r t a monthly B u lle tin t o se rv e a s a communication medium betw een th e stu d y groups and th e Federation. Two years la te r the B ulletin became the monthly (now 50,$1 q u a rte rly ) magazine C hild Study. As th e demand fo r group study contin u ed, th e d e a rth of competent le a d e rsh ip fo r p a re n t educatio n became c r i t i c a l. Supported by th e Laura Spelman R o ck e feller M emorial, 160 fe llo w sh ip s were e s ta b lis h e d : elev en o f th e se fe llc w s were from fo re ig n c o u n trie s. A course organized a t Teachers 1*8 M I b id., p *9 I t vas in connection w ith th e study groups th a t Mrs. S idonie M atsner Gruenberg became a c tiv e in th e A sso c ia tio n. She s ta r te d a s a member o f a p a re n t group, b u t soon took a le a d e rsh ip ro le and in tim e became D irecto r o f th e F ed eratio n. S h o rtly th e r e a f te r (1921*), th e s o c ie ty became th e C hild Study A sso ciatio n o f America. Throughout th e h is to r y o f th e A sso ciatio n Mrs. G ruenberg's v is io n and le a d e rsh ip have been o u tsta n d in g. She s t i l l serv es on th e s t a f f as a S p e c ia l C o n su ltan t. 5 athe C hild Study jo u rn a l has s u b sc rib e rs in ev ery s ta te and t e r r i t o r y o f th e Union bus w ell as fo rty fo re ig n c o u n trie s. ^ A u erb ach, c i t., p. 18.

50 C o lleg e, Columbia U n iv e rsity, in 192k, in co -o p e ra tio n w ith th e C h ild Study A sso c ia tio n, was th e forerunner o f to d a y 's expanding a tte n tio n to fa m ily l i f e ed u catio n in c o lle g e s and teach er tra in in g i n s t i t u t i o n s. At th e same tim e, to meet the p re ssin g need fo r le a d e rs th e A sso ciatio n s e t up i t s own tra in in g program fo r lay le a d e rs. At f i r s t the tr a in in g s tre s s e d co n ten t b u t la te r th e em phasis v as on developing tech n iq u es o f p a re n t group e d u c a tio n.^ Through th e y ears th e A sso ciatio n has encouraged lay members to serve on i t s v o lu n tary com m ittees under th e guidance o f s t a f f members. Some o f th e p re se n t com m ittees d ate back to th e tim e o f th e F ed eratio n o f C h ild Study u h ile o th e rs have been a c tiv a te d or d isco n tin u ed in accordance w ith th e need fo r them. In 1929, th e C hild Study A sso ciatio n opened a counseling s e rv ic e. This v a s a landmark in i t s h is to r y, fo r th e A s s o c ia tio n 's le a d e rs recognized t h a t some p a re n ts p a r tic ip a tin g in group d isc u ssio n s needed more s p e c ia liz e d a tte n tio n than th e s ta f f could o f f e r. P re v io u sly, th e A sso c ia tio n had re fe r r e d p a re n ts who needed th e ra p e u tic a s s is ta n c e to p h y sic ia n s and community ag en cies. In re c o g n itio n o f th e im portance o f p rev en tiv e work, a f u ll- tim e p s y c h ia tr is t v a s added to th e s t a f f. At a l a t e r d a te, a s s is ta n c e v a s given to non-members on re q u e s t.

51 16 At th e p re se n t tim e, th e counselin g s e rv ic e o f fe r s b r i e f counseling to p a re n ts when I t i s b e lie v e d th a t th e c h ild w ill b e n e f it i f h is p a re n ts change t h e i r a t t i t u d e tow ard him o r t h e ir h andling o f h i m." The C h ild Study A sso ciatio n h o ld s an a ll- d a y conference in New York C ity each sp rin g which is open t o th e p u b lic and which serv es as a two-way channel betw een th e A sso cia tio n and o th e r groups or in d iv id u a ls in te r e s te d in p a re n t e d u c atio n. The p a tte r n fo r th e s e y e a rly co n feren ces was s e t in O ctober, 1925 when th e A sso c iatio n h eld I t s C onference on Modem P arenthood. T his was th e f i r s t p u b lic confe re n c e d ed icate d to th e p a re n t and th e c h ild, N early 1500 p eo p le a tte n d ed it* 5 6 In th e same y ear th e A sso c ia tio n in v ite d a group o f re p re s e n t a tiv e s o f th i r t e e n n a tio n a l o rg a n iz a tio n s working in th e f ie ld o f p a re n t ed u catio n to a co n feren ce. As a r e s u l t o f t h i s m eetin g, th e N a tio n al C ouncil o f P a re n t Education was formed. Both o f th e se ag en cies w ere aid ed f in a n c ia lly through g ra n ts from th e Laura Spelman 57 R o ck e fe ller Memorial* The C h ild Study A sso ciatio n worked in c lo se re la tio n s h ip to th e N atio n al C ouncil o f P a re n t Education as one o f i t s member o rg an izat io n s. In , th e A sso c ia tio n conducted in c o -o p e ra tio n w ith ^ I b i d., p I b id *. p C u r tis, 0. e f t., pp* U-7*

52 U6 th e N atio n al C ouncil and th e N atio n al A dvisory C ouncil on Radio E ducation a m ajor re se a rc h study on p a re n t ed u catio n b ro a d c a stin g. T his study was p u b lish e d in 1939 by th e N atio n al A dvisory Council on Radio E ducation. By t h i s d a te, th e Laura Spelman R o c k e fe ller funds fo r th e N atio n al C ouncil were no longer a v a ila b le, and i t had to d i s contin u e i t s work. The C hild Study A sso c ia tio n arranged t o co n tin u e th e d is tr ib u tio n o f th e C o u n c il's rem aining p u b lic a tio n s. The C h ild Study A sso ciatio n an n u ally sponsors an I n s t i t u t e in P a re n t Education h eld th e two days im m ediately fo llo w in g i t s sp rin g conferen ce. The I n s t i t u t e i s planned by a w idely r e p re s e n ta tiv e committee from v a rio u s f ie ld s concerned w ith p a re n t ed u c a tio n. R ecently th e A sso ciatio n has p u b lish ed a P a re n t E ducation Exchange B u lle tin which i s aimed to h e lp p a re n t ed u cato rs throughout th e co u n try keep inform ed on a c t i v i t i e s in t h e i r f ie ld s. I n te re s te d p a re n t ed u c a to rs a re re q u e ste d to c o n trib u te m a te ria l to t h i s b u l l e t i n. In 1951, th e C h ild Study A sso ciatio n i n i t i a t e d an experim ental program fo r th e tra in in g o f p ro fe s s io n a l le a d e rs o f p a re n t g ro u p s. The A s s o c ia tio n 's i n t e r e s t in p a re n t ed u catio n has never lagged. Through th e y e a rs i t has p laced i t s m ajor em phasis on r e la tio n s h ip s w ith in th e fam ily. I t has a ls o re sp e c te d th e unique q u a lity o f th e in d iv id u a l p e rs o n a lity. According t o th e S o c ia l Work Yearbook, th e 58 Auerbach, og. c i t., pp

53 U7 Child Study Association is the only national agency exclusively devoted 59 to parent education. The National Congress of Parents and Teachers The National Congress of Parents and Teachers has more than ten and one-half m illion members throughout a ll the S tates and T e rrito rie s of the United S t a t e s.^ The oipanination is commonly recognized by both adults.and children in our society by the in itia ls P.T.A. To the average c itiz e n, the P.T.A. is thought of as a local u n it which unites the e ffo rts of p aren ts, teachers, school adm inistrators, and in terested c itiz e n s in a community in working toward the betterm ent of the schools. Actually the organization represented by these i n i tia ls is of national scope. I t has p a rtic ip a te d in an educational movement which has awakened in te re st in the ch ild and the community. The National Congress of Parents and Teachers grew out o f the asp iratio n s and vision of Mrs. Alice McLellan Birney of D allas, Texas, At the b irth of her th ird daughter, Mrs. Birney was impressed with the helplessness of the in fa n t, and she f e l t the need for mothers like h e rself to have an opportunity to learn more about children and th eir w elfare. About th is time Congress was in session, and Mrs. Birney thought how wonderful i t would be if there could be a m others Congress, which would enable mothers from a ll over th e nation to get 59 Social Work Yearbook (1957), 0. c i t., p. 239, 60 National Parent-Teacher, The.T.A. Magazine, Vol. L it, No. U (December, 19!?f). Inside fro n t cover.

54 U8 to g e th e r to le a rn about c h ild re n. She v is u a liz e d th e m others tak in g t h i s knowledge back t o t h e i r communities and p u ttin g i t in to p r a c tic e. The ex ecu tio n o f h er id ea to o k courage and work b e fo re I t f i n a l l y became a r e a l i t y. In th e summer o f 1895* A lice B irney vacatio n ed a t Chatauqua, New York. At t h i s a d u lt educatio n c e n te r she met women from a l l over th e country who encouraged th e developm ent o f her id e a. The problem o f o rg anizin g th e m others o f America was to o la rg e a job fo r any one woman. I t took work, s e c r e ta r ia l h e lp, and funds. Mrs. Birney met Mrs. George H earst (Phoebe A ppleton H earst) who was very much in te re s te d in th e w e lfa re o f c h ild re n. The m eeting o f A lice B irn e y,th e wonan w ith a v is io n, and Phoebe H e a rst, th e woman w ith a deep in t e r e s t in c h ild re n, as w ell as money to promote Mrs. B irn e y 's dream, brought about th e r e a liz a tio n o f th e M o th e r C o n g r e s s. The two women stand as th e cofounders o f th e N atio n al Congress o f P a re n ts and T each ers. The f i r s t m eeting of th e N atio n al Congress o f M others was held in W ashington, D.C. on February 17, About 2,000 people a tte n d ed th e conferen ce. They re p re se n te d lo c a lly organized women's o rg an izatio n s throughout th e co u n try. "The c a l l to th e h i s t o r i c f i r s t m eeting in F ebruary, 1897 e s ta b lis h e d fo r a l l tim e th e p la c e o f e d u catio n fo r home and fam ily liv in g both a s a p r o je c t and a purpose in th e N atio n al Congress o f Mothers.The m others were in te r e s te d in a l l f a c e ts o f ^ *The P arent-t eacher, O rg an iz atio n, I t s O rig in and Development (C hicago, : *rhe N atio n a l Congress o f P a r e n t s and te a c h e r s, l hu ), p. 1U3.

55 U9 a c h i l d 's l i f e as shown by sane o f th e o u tstan d in g people who p a r tic ip a te d in th e program, such as Maud B a llin g to n Booth, Frank Ham ilton C ushing, and G. S tan ley H a ll. The f i r s t rame o f th e o rg a n iz a tio n p laced s tr e s s on m o th ers' e d u c a tio n, r a th e r than p a re n t educatio n as i t i s known to d ay. Such an em phasis was n a tu r a l, fo r th e r e s p o n s ib ility fo r r e a rin g th e young c h ild was thought t o be m ostly th e m o th e r's. In i t s in fancy th e o rg a n iz a tio n was geared to th e study o f th e young c h ild and th e ed u catio n o f th e mother as a p a re n t and te a c h e r. The young c h ild was th e fo c a l p o in t of a l l e a rly c h ild stu d y g ro u p s. The M others' Congress as an o rg a n iz a tio n expanded in s iz e a s w ell as i n t e r e s t. In 190U th e Congress s ta r te d a campaign fo r th e o rg a n iz a tio n o f p a re n t-te a c h e r a s s o c ia tio n s to p ro cu re mother in flu e n c e in th e sch o o ls. 62 p a re n t educatio n movement. T his was th e b eg in n in g o f a d e f in ite As a r e s u l t o f th e campaign to secu re mother in flu e n c e in th e sc h o o ls, th e name o f th e N atio n al Congress o f M others was changed to The N atio n al Congress o f Mothers and P aren t-t each er A sso ciatio n s in A m ajor s tr e s s was p laced on th e study o f th e n a tu re, grow th, and developm ent o f th e c h ild. In 1921*, th e clumsy t i t l e o f th e N atio n al Congress o f M others and P aren t-t each er A sso ciatio n s was changed t o th e N atio n al Congress of P a re n ts and T eachers. 62 I b i d., p. 11*7

56 50 According to O verstreet, the National Congress throughout its h isto ry has been activ ely in te re ste d in supporting le g isla tio n which b en efits children. The ro ste r of the le g isla tio n would be too long to enumerate but i t has been concerned with laws for the p ro tectio n of ju v en iles, c h ild re n 's h ealth, child labor, b e tte r education, as well as recrea tio n f a c ilitie s * The National Congress of Parents and Teachers has from i t s inception been an educational organization. I t has as a major goal, the w elfare of the child. To reach the goal i t has worked to bu ild an informed public through educative means. I t has published pa-nuhlots and booklets, furnished loan papers to groups of parents, sponsored radio programs, published i t s National Parent-Teacher magazine, held lay leadership train in g workshops, and provided funds for promoting parent e d u c a tio n.^ The announced policy of the National Congress o f Parents and Teachers takes a stand against p o litic a l a c tiv ity o f a p artisan nature and holds the aim of co-operative re la tio n ship with teachers, adm inistration, and board o f education, rath er than pressure a c tiv ity.^ I t is probably the la rg e st and most widely known group In which parents function co-operatively w ith the schools* 63 O v e rs tre e t, o. c i t., p. 125* 61* I b id., pp *, 261*. 65 H arry L. S te a rn s, Community R e la tio n s and th e P u b lic Schools (Englewood C l i f f s, New J e rs e y : P re n tic e t a i l, Y nc., p* 52*

57 51 The above sta te m e n ts p re se n t a very b r ie f h is to r y o f th e N ational Congress o f P a re n ts and T eachers. Although i t would n o t be p r a c tic a l to g iv e a d e ta ile d h is to r y o f th e many a c t i v i t i e s and com m ittees o f the o rg a n iz a tio n from i t s b eg in n in g, th e follow ing Inform ation on i t s p a re n t e d u catio n program seems im portant to t h i s stu d y. The o rg a n iz a tio n 's le a d e rs have c o n s ta n tly accepted th e prem ise th a t p a re n ts should be educated fo r paren th o o d, y e t th e term p a re n t ed u catio n was not used in th e e a rly l i s t s o f n a tio n a l com m ittees. T his la c k was not s u rp r is in g, fo r sc h o o ls, c o lle g e s, and u n iv e r s itie s were n o t assuming le a d e rsh ip r e s p o n s ib ility fo r ed u catin g fo r p a re n t hood. In d isc u ssin g th e om ission o f p a re n t ed u catio n in i t s e a rly n a tio n a l com m ittees, the P aren t-t each er O rg an izatio n has th e fo llo w in g to say: ^The om ission o f p a re n t e d u catio n was7 lik e th e f a ilu r e o f th e l i t t l e g i r l in th e geography c la s s who sim ply could n o t fin d th e S ahara D e sert in N orth A fric a where i t was supposed to b e. I t was so b ig th a t i t was a l l over th e p la c e ; and th e l e t t e r s were so w id ely sp read th a t to th e c h ild th ey d id n o t appear a s belonging to a s in g le word.... In th e thought and a c t i v i t y of p a re n t-te a c h e r p io n e e rs p a re n t e d u catio n was l i t e r a l l y " a ll over th e p la c e. m66 As th e p a re n t-te a c h e r movement sp read, s c h o o ls, u n iv e r s itie s, and te a c h e r -tr a in in g c o lle g e s became in te r e s te d in p a re n t ed u c atio n. These ag en cies co -o p erated w ith la y o rg a n iz a tio n s, and p ro fe s s io n a l p. 1U7* The P aren t-t each er O rg a n izatio n, op. c i t., The Appendix,

58 52 leaders often served, as they do today, on committees of lay organizatio n s. Such was the case in the National Congress when in 1923 Bird T. Baldwin, Director of th e Iowa U niversity Child Welfare Research S tatio n, became chairman o f the standing committee on Child Development. This committee was la te r named the Bureau of Child Development and had as a primary purpose th e goal of promoting parent study groups. In 1928, a t the death of Baldwin, th e t i t l e was changed to a broader more accurate one, The Bureau of Parent 67 Education. Shortly th e rea fte r the National Congress dispensed with bureaus and the present Committee on Parent Education came into being. The committee has been a very active one. I t has had re sp o n sib ility for the development of p aren t education a c tiv itie s w ithin the organizatio n. From 1928 through 1936, fo r exam ple, th e committee c a rrie d on a n atio n w id e program, u sin g a generous g ra n t from th e Laura Spelman Fund o f th e R o c k e felle r Foundat io n. A f u ll tim e s p e c i a l is t, working under th e n a tio n a l chairm an, tra v e le d " a l l over th e p la c e," in to s ta t e a f t e r s t a t e, y ear a f t e r y e a r, s tr iv in g to advance th e p a re n t educatio n program by th re e im portant m eans. The purposes o f th e s e means were (1) to stre n g th e n each s t a t e 's re so u rc e s and h elp to c o -o rd in a te th e work o f a l l o rg a n iz a tio n s I n te re s te d in th e ed u catio n o f p a re n ts ; ( 2) to win th e c o -o p e ratio n ^ O v e r s tr e e t, o. c i t., p I b i d., p. 159.

59 53 o f ed u cato rs; and ( 3) to fu rn ish th e necessary advisory se rv ice needed to g e t lo c a l program s in good vorking order* By th e tim e th e g ran t and p ro je c t ended in 1936, th e re was a c lo s e r re la tio n s h ip between p a re n t-te a c h e r groups and schools and e d u cato rs. th e country. There were also p a re n t education study groups throughout Concom itantly, th ere were a number o f p aren t education conferences and in s t i t u t e s being held re g u la rly on colleg e campuses and elsew here. The P arent-t eachers A sso ciatio n had helped to se t th e stag e fo r p aren ts to le a rn, and many p a re n ts were eager to improve them selves in th e im portant job of being p a re n ts. An expanded p a re n t education program was Inaugurated in 19U9 by th e N ational Congress. I t s prim ary aim was to stim u la te s ta te programs to t r a i n lay le a d e rs. The follow ing p lan was developed to accom plish th is aim. The country was divided in to f iv e re g io n s, fa r w est, n o rth w est, m iddle w est, south, and n o rth e a s t. Five n a tio n a lly known p a re n t education s p e c ia lis ts (Ralph C. E k e rt, E thel Kawin, M ildred I. Morgan, E rnest G. Osborne, and K atharine H. Read) were appointed as p a rt-tim e c o n su lta n ts, each to serve th e s ta te congresses in one o f th e fiv e re g io n s. The re s p o n s ib ility o f th e se c o n su lta n ts were as fo llo w s: 1. To survey th e p aren t education needs of th e s ta te in each area and th e reso u rces a v a ila b le to h elp meet th e se needs 2, To help p a re n t education chairmen and o th er p a re n t-te a c h e r workers use th e se rv ic e s o f p ro fe ssio n a l persons more w isely ; to determ ine what kind of p ro fe s s io n a l-la y re la tio n s h ip s assure

60 51* r e a l teamwork; and t o le a rn hov to communicate more e ffe c tiv e ly w ith persons who do not f u lly re a liz e or appre ciate th e value o f p aren t education in th e ir own liv e s 3. To develop a program th a t included a workshop fo r th e tra in in g o f lay le a d e rs in th e area (see Chapter I I, P a rt I I, pages ) A sp e c ia l committee was s e t up by th e N ational Congress to guide th is e n te rp ris e and a lso to co -o rd in a te the a c t i v i t i e s of th e reg io n a l c o n su lta n ts. As t h i s p lan went in to a c tio n, workshops were held f i r s t in a l l fiv e reg io n s t o promote in te r e s t and a c tiv ity in p aren t education through every channel a v a ila b le to the P.T.A. These re g io n a l m eetings were so su ccessfu l th a t in November, 1950 th e Committee on th e Expanded P arent Education Program decided th a t i t was tim e f o r each s ta te congress t o hold i t s own workshop. These were to be state-w id e in scope and under the d ire c tio n o f a re g io n a l c o n su lta n t. The s ta te congresses p a rtic ip a te d w holeheartedly in t h i s phase o f th e expanded p a re n t educatio n program. S ix months b efo re th e term in atio n o f th e re g i o n al-c o n su lta n t p lan (March 1, 1951*) th e p aren t needs o f each s ta te had been surveyed. In each s ta te many o f th e reso u rces a v a ilab le to meet th ese needs were found and p lans were made to make f u ll 69 use o f them. ^ R a lp h H. Ojemann, Chairman o f th e Committee on th e Expanded P aren t Education Program, tiains and Goals in P aren t E d u catio n," N a tio n al P aren t-t each er, Vol. XLVIII, No. 1 (Septem ber, 1953) j S >. " K S K

61 55 The N ational Congress of P aren ts and Teachers has been cosponsor o f N ational Workshops under the lead ersh ip of Iowa and N orthw estern u n iv e r s itie s. I t s work in t h i s a re a has been summarized by th e O v e rstre e ts who w rote in 1949* As a f a r reaching outgrow th o f th e se u n iv e rs ity a c tiv i t i e s the N ational Congress o f P a re n ts and Teachers has e s ta b lish e d a th re e -y e a r program In p a re n t-te a c h e r educatio n, making N orthw estern U n iv ersity th e cen ter o f teaching and research in th e f ie ld o f home, sch o o l, and community r e la tio n s. A g ran t o f $25,000 fo r th e experim ent has been made by th e N ational Congress, and a many-sided program has been planned by th e p re sid e n t of th e Congress and th e dean o f th e School o f Education, J. M. Hughes, a s s is te d by a s te e rin g committee o f fa c u lty members and Congress le a d e rs. E. T. NcSwain, p ro fe sso r o f education and dean o f U n iv ersity C ollege, i s d ire c to r o f th e p r o je c t.70 In tak in g a le a d e rsh ip ro le in p aren t e d u c a tio n, th e N ational Congress b e lie v e s th a t p a re n ts should have the b e s t o p p o rtu n ity fo r s e l f ed u catio n, and i t i s a t th e p re se n t tim e contin u in g t o b u ild a s o lid program aimed a t stren g th en in g e x istin g program s, helping to organize groups in communities where th re e i s no p a re n t ed u catio n, and h elp in g to b u ild c lo s e r working re la tio n s h ip s w ith p a re n t education agencies and t h e i r p erso n n el. The American A sso ciatio n o f U n iv e rsity Women S ince i t s beginning in th e l a t t e r p a rt o f th e n in e te e n th c en tu ry, The American A sso ciatio n o f U n iv e rsity Women has su p p o rte d and c a rrie d out re se a rc h c o n trib u tin g to th e w elfare o f th e fam ily. Although, u n lik e th e two p rev io u sly d iscu ssed la y o rg an izatio n s i t 70 O v e rstre e t, og. c i t., p. 264.

62 56 d id n o t have p aren t ed u catio n as i t s prim ary g o a l, y e t i t has always given p a re n t education a prom inent p la ce in i t s o v e ra ll a d u lt educatio n program. Since t h i s o rg a n iz atio n i s composed e n tire ly o f c o lle g e graduates i t th e re fo re would not be consid ered a ty p ic a l lay o rg an iz atio n. Program a c t i v i t i e s o f th e A.A. J.W, include the conducting o f study groups, p a r tic ip a tio n in community a f f a i r s, and p u b lish in g study-group o u tlin e s, b u lle tin s, pam phlets, and r e p r in ts of a r t i c l e s. 71 I t has a lib ra r y serv ic e and i t e x h ib its and d is tr ib u te s m a te ria ls. I t s o f f i c i a l p u b lic a tio n i s th e Jo u rn al o f th e American A sso ciatio n o f U n iv ersity Women. In a l l o f th ese a c t i v i t i e s p a re n t education and c h ild study have a d e f in ite p a r t. T his o rg a n iz a tio n, s ta r tin g w ith a handful o f members in 72 7 a 1882 and now numbering over luo,ooor^ a t the th re e -q u a rte r o f the century mark, has worked continuously to provide p a re n ts, te a c h e rs, s o c ia l w orkers, and o th e r in te re s te d a d u lts w ith a more s c ie n tif i c understanding o f c h ild re n from infancy through adolescence. I t has spent tim e ev alu atin g educatio n al methods and has made conscious 71 C u rtis, og. c i t., p p. 1* O rig in a lly e n title d th e A ssociation o f C o lle g ia te Alumnae, in 1921, th is A sso ciatio n and th e Southern A sso ciatio n of C ollege Women u n ite d to form th e American A sso ciatio n o f U n iv ersity Women. p. U Jo u rn al o f Home Economics, Vol. XLIX, No. 6 (June, 1957),

63 57 e f f o r ts to improve methods o f d ealin g w ith c h ild re n li homes, sch o o ls, and o th er a g e n c ie s.^ 75 The American Home Economics A sso ciatio n The American Home Economics A sso ciatio n, a p ro fe ssio n a l o rg an izatio n o fte n re fe rre d to as th e A.H.E.A., was organized in W ashington, D.C. in the year The o rg an izatio n was an outgrowth o f ten Lake P la c id (N.Y.) Conferences held annually from 1899 to The founder was E llen H, R ichards, a sa n ita ry chem ist, who was p a r tic u la r ly in te re s te d in improving th e home and fam ily. As Baldwin s ta te s in referen ce to th e A.H.E.A., "Although th e c h ild was in the subconscious o f a l l the a s s o c ia tio n 's th o u g h ts, he scarcely receiv ed 76 lip se rv ic e in th e o rg a n iz a tio n a l scheme b efo re th e 1920*s." At which tim e, agencies on a nation-w ide b a s is were becoming in te re s te d in c h ild development and p aren t education. In 1926, a g ran t from th e Laura Spelman R o ck efeller Memorial made a planned program in c h ile development and p a re n t education p o s sib le. The g ra n t was to b e used to make a study o f the more ^G ruenberg (chairm an), P aren t E ducation, Types, C ontent and Method, oft, c i t., p The b a sic m a te ria l p resen ted under th e A.H.E.A. heading except where otherw ise noted was adapted from Keturah B aldw in's, The A.H.E.A* Saga. ^ K etu rah Baldwin, The A.H.E.A. Saga (W ashington, D.C.: American Home Economics A sso c iatio n, 191*9;, p* 56. The

64 58 s ig n if ic a n t experim ents and new developm ents in home economics educatio n, p a r tic u la r ly in c h ild care and p a re n t educatio n. The r e s u lts o f th e study were to be p u b lish ed. The f i r s t grant was follow ed by a second g ran t in This money made th e A.H.E.A. custodian of funds fo r a Washington (D.C.) C enter fo r C hild Study and P arent E ducation. In 1928, a fund o f $80,000 was made a v a ila b le fo r th is th re e -y e a r co -o p erativ e p ro je c t to be planned by A.H.E.A., A.A.U.VJ., George Washington U n iv e rsity, U n iv ersity o f Maryland, N ational Research C ouncil, U nited S ta te s Bureau o f E ducation, U nited S ta te s Bureau o f Home Economics, and th e U nited S ta te s P u b lic H ealth S erv ice. A d esig n ated sum o f $5»000 was to be used fo r equipment. To assu re continuance o f th e Washington C hild Research C enter, an a d d itio n a l $25>000 was granted in December, This money provided fo r th e C e n te r's continuance through June, However, th e A.H.E.A. s a c tiv e connection w ith the Center term inated in The Washington C enter provided fo r a n u rsery school a s w ell as courses in c h ild behavior. I t a lso c a r rie d on re se a rc h in th e g eneral 77 f ie ld o f th e fam ily. A f ie ld worker in c h ild development and p a re n t education fo r th e A.H.E.A. served as s e c re ta ry fo r th e governing board o f th e C enter. The A.H.E.A. o f fic e co n trib u te d to the support o f a 77 Anna E. Richardson was th e f i r s t f ie ld w orker. A fter h er death in 1931, D r. E sther McGinnis c a rrie d on th e work fo r a y e ar; then Leno T. Dennis (now Mrs. C. E. Rockwood) was appointed f i e l d w orker. She worked on th e s ta f f u n t i l th e e x p ira tio n o f th e Spelman Fund g ra n t in 1935*

65 99 sp e c ia l research program c a rrie d on by th e C enter among the Corbin Hollow Folk o f th e V irg in ia M ountains. The f i r s t f ie ld worker was a c tiv e in th e N ational Council o f P aren t Education as w ell as an a c tiv e p a r tic ip a n t in th e 1930 White House Conference on C hild Health and P ro te c tio n. L ater A.H.E.A. f ie ld workers were a c tiv e a t n atio n a l conferences o f groups working in p a re n t education. They conducted re search p ro je c ts, and met w ith groups o f home econom ists in s ta te conferen ces. B ib lio g rap h ies were compiled and p u b lic a tio n s w ritte n in th e fam ily l i f e f ie ld, A few o f th e p u b lic a tio n s made p o s sib le through th e Laura Spelman R o ck efeller Memorial Fund w ere: C hild Development and P aren tal E ducation, A Survey o f Schools and C o lle g e s, Anna E. R ichardson, 192b. Home Economics and Education f o r Family L ife, E sther McGinnis, L iving T ogether in th e Family, Lemo T. D ennis, 193U. Teaching Family R elatio n sh ip s in th e High School, Lemo D. Rockwood, At th e e x p ira tio n o f th e Spelman g ran t in 1935, th e A ssociation continued to s e ll th e rem aining p u b lic a tio n s, and i t was decided by th e A sso ciatio n to co n tin u e work in th e fam ily l i f e a re a. At t h i s tim e, an inform ation s e rv ic e was s e t up. A p a rt-tim e worker was 78 This book, an e a rly te x t used in high sch o o ls, was very valu ab le to th e fam ily liv in g f ie ld. Between 193U-h3, 25,000 copies were so ld. The A sso ciatio n engaged Mrs. M ildred V eigley Wood to re v ise th e book and, in 19U6, th e new enlarged and illu s t r a t e d e d itio n o f Living Together in th e Family was p u b lish e d.

66 60 engaged to p rep are and re v ise b ib lio g ra p h ie s and to assemble an e x h ib it o f p u b lic a tio n s in c h ild development and p a re n t ed u catio n. L ater t h i s Family L ife Education S erv ice issu ed mimeographed re le a s e s fo u r to s ix tim es a y e a r. The Family L ife Education S ervice was d isco n tin u ed in 19Ul when i t was decided th a t th e c h ild development and fam ily l i f e m a te ria l could be dissem in ated through th e A s so c ia tio n 's o th er p u b lic a tio n s. In th e A sso c ia tio n, th e re was f i r s t a departm ent o f c h ild development and p a re n t ed u catio n, and l a t e r a d iv is io n o f fam ily r e la tio n s and c h ild developm ent. At p re se n t th e re is a su b je c t m a tter se c tio n cn fam ily r e la tio n s and c h ild developm ent. The o f f i c i a l p u b lic a tio n o f th e A.H.E.A. c a lle d The Jo u rn a l o f Home Economics is p ublished monthly except Ju ly and August. Each issu e has some space devoted to c u rre n t re se a rc h in fam ily r e la tio n s and c h ild developm ent, and throughout th e y ears many lead a r t i c l e s have been devoted t o t h i s to p ic. The A.H.E.A* c o n tin u e! to p u b lish o th e r m a te ria l in th e fam ily l i f e f i e l d. In 1952, a workshop on fam ily l i f e education was sponsored by th e A sso ciatio n In coo p eratio n w ith th e Hone Economics Branch o f th e O ffice o f E ducation, th e School o f Hone Economics a t The Ohio S ta te U n iv e rsity, and th e G rant Foundation. R ep resen tativ es from eleven s ta te s and th e D i s tr i c t o f Columbia atten d ed th e workshop. The purpose was to

67 61 p re p a re re so u rc e m a te ria ls to h e lp stre n g th e n th e te a c h in g o f fa m ily 79 r e la tio n s in h ig h sch o o l homemaking program s. The A.H.E.A. has c o -o p e ra te d th ro u g h the y e a rs w ith n a tio n a l o rg a n iz a tio n s and fe d e ra l ag en cies in te r e s te d in c h ild developm ent and p a re n t e d u c a tio n. I t has worked to su p p o rt l e g i s l a t i o n which would b e n e f it th e fa m ily. I t has been a c tiv e in p u b lic iz in g th e im portance o f fa m ily l i f e e d u c a tio n, and i t has t r i e d to in te r p r e t to th e p u b lic th e meaning o f b e t t e r fam ily liv in g and th e need fo r u n d erstan d in g c h ild re n. The A sso c ia tio n h as been g iv en c r e d it f o r having i n i t i a t e d and c a r rie d out w ith th e a id o f many o th e r groups th e N atio n al C onference on Family L ife h e ld in W ashington, D.C. in 191*6. The A.H.E.A. i n t e r e s t s have been in te r n a tio n a l as w ell as n a tio n a l. A p ap er on th e " A c tiv itie s in Family L ife E ducation in th e U nited S ta te s 191*7-149" was p rep ared by a com m ittee on c h ild d evelopment and fa m ily l i f e o f th e A sso c ia tio n f o r th e S ix th I n te r n a tio n a l C ongress o f Fam ily L ife in B ru s s e ls, 191*9. The A sso c ia tio n works c o -o p e ra tiv e ly w ith th e I n te r n a tio n a l Union o f Family O rg a n iz a tio n s. I t a ls o has an in te r n a tio n a l S c h o la rsh ip Fund which allo w s young women from o th e r c o u n trie s an o p p o rtu n ity to stu d y in th e U n ited S ta te s* 79 " R eport o f A c t i v i t i e s," Jo u rn al o f Home Economics* V ol. XLV, No. 7 (Septem ber, 1953), p. 1*83.

68 62 The N a tio n al C ouncil o f P a re n t E d u c atio n, In c o rp o ra te d The N ational C ouncil o f P a re n t E ducation cane in to being as a r e s u l t o f an in v ite d co n feren ce sponsored by th e C hild Study A s so c ia tio n in The fo llo w in g p arag rap h d e s c rib e s th e founding o f th e N atio n a l C ouncil o f P aren t E ducation a f t e r th e 1925 conferences In 1926 r e p re s e n ta tiv e s o f s e v e ra l n a tio n a l o rg an iz a t i o n s, u n i v e r s i t i e s, and re s e a rc h c e n te rs convened in New York to re p o rt dev elo p m en ts, to a s s e s s p ro g re s s, and to c o n sid e r needs. A c o n tin u a tio n com m ittee c a lle d an o th er conferen ce in 1927 a t D e tro it, in which i t was unanim ously ag reed th a t a n a tio n a l o f f i c e was needed (1) to stim u la te p a re n t education a c t i v i t i e s in e d u c a tio n and o th e r p ro fe s s io n s ; (2) to promote c o -o rd in a tio n ; and (3) to s e rv e as a c e n tr a l bureau o f in fo rm atio n and c o u n sel. O ther committee m eetings and co n feren ces fo llo w e d. The form o f a C ouncil o f o rg a n iz a tio n s was agreed upon and a c o n s titu tio n adopted, A sm all a p p ro p ria tio n was secu re d, and in 1928 an o f f i c e was opened. In November o f t h a t same y e a r, th e C ouncil convened th e f i r s t n a tio n a l confe re n c e o f p a re n t e d u catio n w orkers and h eld i t s f i r s t b u s in e s s m eeting. In June 1930 th e N a tio n a l C ouncil o f P a re n t Education was in c o rp o ra te d a s a n o n p ro fit educat io n a l a s s o c ia tio n in th e S ta te o f New York, w ith tw enty c o n s titu e n t m e m b e rs,^ In th e b eg in n in g, i t was agreed th a t th e C ouncil should fu n c tio n only as a s e rv ic e agency fo r in d iv id u a ls and o rg a n iz a tio n s in th e f i e l d, ta k in g care n o t to d u p lic a te or compete w ith th e work o f o th e r a g e n c ie s. Memorandum on a Program fo r th e N atio n al C ouncil o f P a re n t E d u c atio n, P a rt B, "The Founding and Development o f th e N a tio n al C ouncil o f P aren t E d u c a tio n," p re p a re d by Ralph P. Bridgman, E xecutive D ire c to r o f th e C o u n cil, December P. h. ( In th e f i l e s o f D r. E sth e r M cg innis.)

69 63 The program by th e re q u e s t o f member o rg a n iz a tio n s was e n larg ed to c o n s is t o f fo u r m ajor ty p es o f a c t i v i t i e s : I. I I. The o p e ra tio n o f a c le a rin g bureau o f in fo rm a tio n and co u n sel. A ctiv e c o o p e ra tio n w ith o th e r o rg a n iz a tio n s and p ro fe s s io n a l a g en cies (som etim es lo c a l se rv ic e program s b u t c h ie fly n a tio n a l program s which in tu rn p ro v id e su p p o rt and counsel to lo c a l groups) in ex p lo rin g o p p o rtu n itie s and in d e v is in g, s e ttin g up, and conducting experim en tal program s and d e m o n stratio n s. I I I. The stu d y and e v a lu a tio n o f program s, p ro c e d u re s, and tr e n d s. IV. The developm ent and c l a r i f i c a t i o n o f p o lic ie s and sta n d a rd s in com m ittees and co n feren ces o f r e p re s e n ta tiv e w o rk ers, and th e p u b lic a tio n, d i s t r i b u t io n, in te r p r e ta tio n to th e f i e l d o f r e s u l t a n t sta te m e n ts o f p o lic y and p ro fe s s io n a l s ta n d a rd s. * The C ouncil was one o f th e most outstanding parent edueat iuit o rg a n iz a tio n s o f i t s tim e. Parent e d u catio n in th e U n ited S ta te s has never been c o -o rd in a te d, b u t w h ile th e C ouncil was in th e prim e o f I t s e x iste n c e ( o ), i t serv ed as a c e n tr a l agency fo r w orkers in th e f i e l d. The C ouncil k ep t p ro fe s s io n a l le a d e rs inform ed on a l l ty p es o f a c t i v i t i e s th ro u g h i t s jo u rn a l, P a re n t E d u catio n. The C ouncil a t f i r s t was made up o f n a tio n a l a g e n c ie s. The o rg a n iz a tio n continued to grow, and in Jan u ary 1931:* in d iv id u a l p ro f e s s io n a l w orkers were ad m itted in to C ouncil m embership. I n 1936, th e N atio n al C ouncil o f P a re n t E ducation c o n s is te d o f th i r t y - f o u r o rg a n iz a tio n s and 516 in d iv id u a l members. 8 l I b i d., pp. U-5.

70 6k The C ouncil s tim u la te d work in p a re n t e d u c a tio n. An example o f t h i s was i t s c o -o p e ra tiv e program o f p a r e n t e d u catio n c a rrie d o u t w ith th e E xtension D iv isio n o f th e U n ited S ta te s D epartm ent o f A g ric u ltu re in 1935* A s p e c i a l is t in p a re n t ed u catio n was loaned to 82 th e E xten sio n S erv ice from th e C ouncil s t a f f. As a r e s u l t o f t h i s, x 63 a perm anent c i v i l s e rv ic e p o s itio n was c re a te d in The N atio n al C ouncil sponsored co n feren ces t o h elp p a re n t e d u cato rs b e tte r u n derstand t h e i r f ie ld o f work. Two p u b lic a tio n s, Community O rg a n iz a tio n s o f P a re n t E d u catio n, and Rudiments o f P a re n t E ducation A Guide fo r E d u catio n al A d m in istra to rs, both p u b lish ed in 1936, grew o u t o f th e s e c o n fe re n c e s. The C ouncil p u b lish ed o th e r m ajor p u b lic a tio n s. The re se a rc h s tu d ie s done by th e C ouncil s t a f f o r under t h e i r su p e rv isio n w ere p a r t ic u la r l y v alu ab le* The N a tio n al C ouncil fe llo w sh ip program was a m ajor c o n trib u tio n t o th e f i e l d. From U, th e C o u n c il's F ellow ship Committee encouraged th e developm ent o f program s o f p ro fe s s io n a l tr a in in g in seven g rad u ate schools. This encouragem ent came in co n n ectio n w ith th e p ro v is io n o f over 100 sc h o la rs h ip s and fe llo w s h ip s. Many o f th e p eo p le who re c e iv e d t h e i r p ro fe s s io n a l tra in in g th ro u g h th e C o u n c il's "Announcements o f th e N a tio n al C ouncil o f P a re n t E d u c a tio n," P a re n t E d u catio n, V ol. I I, No. 5 (Jan u a ry, 1936), p. 22, R ep o rt o f th e D ire c to r to th e Governing Board f o r th e F i r s t H alf o f th e Year O ctober 1, 1935-Septem ber 30, 1936, N a tio n a l C ouncil o f P a re n t E ducatio n, I n c., p. 1 ( in th e f i l e s o f D r. E sth e r M cg innis),

71 65 fe llo w sh ip s are s t i l l g iv in g le a d e rsh ip in fam ily l i f e ed u catio n *. X 81± to d ay. The N atio n al C ouncil was one o f th e th re e p ro fe s s io n a l a s s o c ia tio n s re p re s e n te d on the N a tio n al A dvisory Committee on Emergency N ursery Schools e s ta b lis h e d by th e U n ited S ta te s O ffic e o f E ducation. I t a ls o a s s is te d in o rg a n iz in g a program o f p a re n t ed u catio n and fam ily r e la tio n s h ip s u n d ertak en by th e F ed eral Emergency R e lie f Admini s t r a t i on. The N a tio n al C ouncil re c e iv e d i t s main su p p o rt from th e Laura Spelman R o c k e fe lle r Memorial ( ). I t a ls o re c e iv e d money from o th e r o rg a n iz a tio n s. D uring th e l a s t few y ears of i t s e x is te n c e i t fu n c tio n e d on a minimum b a s is. The G eneral E ducation Board o f th e R o c k e fe lle r Foundation a p p ro p ria te d money to th e N atio n al C ouncil o f P a re n t E ducation d u rin g th e tim e o f th e Emergency E ducation Program. A pparently a f te r th e Spelman g ra n t was te rm in a te d ( ), th e C ouncil could n o t f in d s u f f ic ie n t f in a n c ia l a id to c a rry on i t s program. Most o f th e N atio n al C ouncil P r o je c ts were te rm in a te d in The C hild Study A sso c ia tio n o f America co n tin u ed to d isp en se the N a tio n a l C ouncil o f P a re n t E ducation p r in te d m a te ria l a f te r th e 8 5 8W, p M inutes o f th e M eeting o f th e Governing Board h e ld in th e Palm er House, C hicago, , February 7, (In th e f i l e s o f Dr. E sth e r McGinnis who was p a rt-tim e c o n s u lta n t t o th e s t a f f o f th e C ouncil February 1-June 30, 1937.)

72 66 C ouncil was te rm in a te d. A few in te r e s te d le a d e rs attem p ted to c o n tin u e some o f th e work o f th e C ouncil by o rg an izin g an in fo rm al N atio n al Committee o f P a re n t E d u catio n, b u t w ith o u t f in a n c ia l a id t h e i r e f f o r t s met w ith l i t t l e su c c e ss, and in 1953* i t was merged w ith th e P a re n t 66 E ducation s e c tio n o f th e N a tio n al C ouncil on Fam ily R e la tio n s. The C h ild re n 's Bureau The C h ild re n 's Bureau came in to b ein g In I t was " to in v e s tig a te and r e p o r t.. upon a l l m a tte rs p e rta in in g to th e w e lfa re fi7 o f c h ild re n and c h ild l i f e among a l l c la s s e s o f o u r p e o p le." The C h ild re n 's Bureau was c re a te d by Act o f C ongress. I t was th e f i r s t p u b lic agency in the w orld whose fu n c tio n was to c o n sid e r as a whole th e c o n d itio n s, p roblem s, and w e lfa re o f ch ild h o o d. From i t s in c e p tio n, t h i s c e n te r o f re se a rc h and in fo rm atio n has been concerned w ith c h ild r e n 's h e a lth and w e lfa re a s w e ll as th e b e s t methods by w hich th ey m ight be prom oted. The C h ild re n s Bureau was e s ta b lis h e d becau se in d iv id u a ls and a s s o c ia tio n s s in c e re ly b e lie v e d t h a t th e c h ild re n were th e most im p o rtan t o f th e n a tio n 's re s o u rc e s and th a t th e F ed eral governm ent should f o s te r c h ild r e n 's developm ent and p r o t e c t i o n. ^ oz S o c ia l Work Yearbook ( ), og. c i t., p. 21*0. ^ T h e C h ild re n 's Bureau Y esterd ay, Today, and Tomorrow, U.S. D ept, o f Labor (W ashington, D.C.t U.S. Government P r in tin g O ffic e, 1937), p I b i d., p. 1.

73 67 The C h ild re n 's Bureau was tr a n s f e r r e d from th e D epartm ent o f Commerce and Labor to th e newly c re a te d U nited S ta te s D epartm ent o f Labor in At p re s e n t i t i s under th e D epartm ent o f H ealth, E d u catio n, and W elfare. Through i t s in v e s tig a tio n s th e C h ild re n 's Bureau has made f a c ts a v a ila b le f o r th e g u id an ce o f p ro fe s s io n a l g roups and adm inist r a t i v e ag en cies fo r d evelo p in g program s t o b e n e f it c h ild re n. I t h as c o -o p e ra te d w ith o th e r agencies in fo rm u latin g sta n d a rd s fo r v a rio u s p hases o f c h ild care and in in te r p r e tin g th e s e s ta n d a rd s. I t was given a d m in is tra tiv e r e s p o n s ib ility f o r th e f i r s t c h ild - la b o r law in , and th e a c t p ro v id in g F ed eral aid f o r th e prom otion o f M aternal and In fa n t H ygiene, , a ls o th e S o c ia l S e c u rity Act in , and th e F a ir Labor S tan d ard Act o f The M aternal and I n f a n t Hygiene Act o f 1921 was r e s t r i c t e d both in tim e lim it and coverage to h e a lth c a re o f th e m a te ria l and in fa n c y p e rio d. These g ra n ts w ere w ithdraw n in 1929 a t th e b eg in n in g o f th e d e p re ssio n. The need fo r t h i s s e rv ic e was v ery g r e a t. On August 16, 1935, th e S o c ia l S e c u rity A ct came in to e x is te n c e. T h is Act r e s to r e d th e m a te rn a l and c h ild h e a lth program w ith o u t lim ita tio n on th e age o f th e c h ild re n or th e d u ra tio n o f th e program. I t a ls o 89 " C h ild re n 's W elfare in th e U n ited S t a t e s," E ncyclopaedia B r ita n n ic a, Vol. V, 1955, pp* 1*

74 68 p ro v id ed fo r th e m eeting o f o th e r Kinds o f need in th e w e lfa re and h e a lth f i e l d s. 90 The C h ild re n 's Bureau has been in te r e s te d in im proving c o n d i tio n s fo r c rip p le d c h ild re n. I t has encouraged s ta te s to make s tu d ie s on motherd p en sio n s and widowd a id s. I t has c o n s is te n tly been a c tiv e in p ro te c tin g th e g en eral w elfare o f th e c h ild. E d u c atio n al work has b een a la r g e p a r t o f th e B u re a u 's a c t i v i t i e s. Many p a re n ts th ro u g h o u t th e co u n try a re f a m ilia r w ith th e p am p h lets, P re n a ta l C are, I n f a n t C are, Your C h ild from One to S ix, and Your C h ild from S ix t o Twelve put o u t a t a nom inal c o s t by th e B ureau. T h is Bureau a ls o p u b lish e s te c h n ic a l r e p o r ts as w e ll a s an o f f i c i a l b u l l e t i n, C h ild re n, which i s published s ix tim es a y e a r. The C h ild re n 's Bureau has a fam ily l i f e s p e c i a l is t on i t s s t a f f. One o f th e problem s o f our co u n try to d a y, ju v e n ile d e lin q u en cy, h as had c o n s id e ra b le stu d y by th e C h ild re n 's Bureau. The C h ild W elfare R esearch C en ters One o f th e m ost s ig n if ic a n t developm ents in th e f i e l d o f p a re n t and fam ily l i f e ed u catio n h a s been th e e s ta b lish m e n t o f c e n te r s fo r c h ild w e lfa re re s e a rc h. The c e n te rs a r e v a rio u s ly c a lle d b u re a u s, c l i n i c s, s t a t i o n s, o r i n s t i t u t e s and a re under th e a u sp ic es o f u n i v e r s i t i e s, p r iv a te fo u n d a tio n s, o r l o c a l, s t a t e, or f e d e ra l governm ent a g e n c ies. An example o f a u n iv e rs ity -s p o n s o re d c e n te r I s ^ M artha M. E l i o t, "A Twenty-Year P e rsp e c tiv e on S e rv ic e s t o C h ild re n," C h ild re n, Vol. I I, Mo. h ( J u ly, 1955), pp

75 69 th e Iowa C hild W elfare Research S ta tio n organized in 1917 and lo c ated a t th e U n iv e rsity of Iowa, Iowa C ity. The E lizab e th McCormick Memorial Fund e s ta b lis h e d in 1908 and lo c a te d in Chicago i s a sample o f a c e n te r sponsored by a Foundation,and th e Department of C hild Guidance o f Newark, New J e r s e y 's P u b lic School System, organized in 1916 as th e P sycho-e ducational C lin ic by th e Department o f M edical In sp e ctio n o f N ew ark,serves a s an i l l u s t r a t i o n o f a c lin ic under a c ity agency. These c e n te rs ten d to s tim u la te th e in te r e s ts o f s p e c ia lis ts in th e sciences r e la tin g to c h ild re n, give c o n tin u ity to re s e a rc h, attem p t to c o r re la te th e s c ie n tif i c fin d in g s on th e v arious a sp e c ts o f c h ild l i f e, have m odified th e c u rric u la o f undergraduate and graduate c o lle g e s, and u su a lly serve a s a c o -o rd in a tin g c e n te r f o r a l l in te r e s ts r e la tin g to c h ild re n in a given t e r r i t o r y. 92 Many o f th e e a rly founded re se a rc h c e n te rs re c e iv e d la rg e g ra n ts from th e Laura Spelman R o c k e fe lle r M emorial. A few o f the e a rly c e n te rs ( e.g., The W ashington C hild R esearch C enter, Washington, D.C.j and th e I n s t i t u t e o f C hild W elfare, T eachers C ollege, Columbia U n iv e rsity ) are no longer in e x iste n c e. The c e n te rs have given a permanent type o f le a d e rsh ip in th e fam ily l i f e ed u catio n f i e l d. P aren t education has been indebted to 91 For more d e ta ile d in fo rm atio n on "Child Research C en ters" see G ladys Gardner Jen k in s, H elen S h a c te r, and W illiam W. Bower, These Are Your C hildren (Chicago: S c o tt Foresman and C o., 1953)» PP«300-j0 5. P r e s c h o o l and P a re n ta l E ducation, og. c i t., p. 285.

76 70 th e se c e n te rs fo r both r e lia b le re se a rc h d a ta and th e p re p a ra tio n o f le a d e rs. The Laura Spelman R o ck efeller Memorial The Laura Spelman R o ck e felle r M emorial, founded in 1919 in memory of Mrs. ^John R o c k e fe lle r, S r., had o r ig in a lly been planned w ith th e id ea o f supporting p ro je c ts and causes which had claim ed h er p erso n al i n t e r e s t. When th e funds a t th e d isp o sa l o f th e tr u s te e s exceeded th e se lim ite d o p p o rtu n itie s, a w ider o b je c tiv e was sought in th e w e lfare o f women and c h ild re n. L a te r, la rg e r sums given by Mr. R o c k e fe lle r to th e Memorial made even t h i s o b je c tiv e to o narrow ; and in 1923, under th e d ire c to rs h ip o f B eardsley Ruml, th e Memorial embarked upon a broad p lan to support re se a rc h in the s o c ia l s c ie n c e s.93 This Memorial Fund made m ajor c o n trib u tio n s to a l l ty p es of o rg a n iz atio n s in te re s te d in th e w elfare and the study o f c h ild re n. I t c o n trib u te d to most o f th e o rg a n iz a tio n s p resen ted to d a te in th is p ap er. C hancellor H utchins o f th e U n iv e rsity of Chicago s a id in 1929* "The Laura Spelman R o ck e feller Memorial in i t s b r i e f but b r i l l i a n t c a re e r d id more than any o th er agency to promote th e s o c ia l sciences in th e U nited S ta te s. In 1928, The Laura Spelman R o ck e feller Memorial was merged w ith th e R o ck efeller Foundation. A few o f i t s s p e c ia liz e d fu n ctio n s which d id n o t f i t in to th e program o f th e Foundation were tra n s fe rre d ^^Raymond B. F osdick, The S to ry o f th e R o ck e feller Foundation (Mew York: Harper and B ro th e rs, 1 ^ 2 ), p. 136.

77 71 to a new o rg a n iz a tio n named the Spelman Fund of New York, The Memorial gave th e Spelman Fund $10,u00,000 to carry on i t s work. This fund, in tu rn, was l i q u i d a t e d,^ The R o ck e feller fo u n d atio n c re a te d by John D. R o c k e fe lle r, S r., in 1913 assumed r e s p o n s ib ility fo r re se a rc h in s o c ia l sciences when i t took over th e M emorial, The ex p en d itu res o f th e Laura Spelman R o ck e feller Memorial up 96 to January 3> 1929 were over f i f t y - f i v e m illio n d o lla r s. T his money made p o s sib le to a g re a t e x te n t the many p a re n t education a c t i v i t i e s and o p p o rtu n itie s which were c a rrie d on in th e la te 1920's and e a rly 's, The g ra n ts were given fo r a p erio d o f y e a rs, and sane of the g ra n ts d id not term in ate u n t i l th e 's, The N ational C ouncil on Family R e la tio n s The N ational Conference on Family R e la tio n s was organized in 1938* The name was changed to th e N atio n al C ouncil on Fam ily 97 R e la tio n s in 19U7. I t was organized to b rin g to g e th e r in one a s s o c ia tio n le a d e rs in re se a rc h, in te a c h in g, and in p ro fe s sio n a l serv ic e in th e f i e l d o f m arriage and th e fam ily. I t s purpose i s to advance th e c u ltu ra l valu es now p rin c ip a lly secured through fam ily r e la tio n s f o r p e rs o n a lity development and th e stre n g th o f th e n a tio n. I t seeks to 95 I b id., In tro d u c tio n, 96 I b id., In tro d u c tio n, 97 The S o cial Work Yearbook (1957), op. c i t., p, 2lt0,

78 72 u n ite in t h i s common o b je c tiv e persons working in a l l th e d if f e r e n t f ie ld s o f fam ily re s e a rc h, te a c h in g and w e lfa re.98 The q u a rte rly jo u rn a l, M arriage and Family L iv in g, i s th e C o u n c il's o f f i c i a l p u b lic a tio n. At th e n a tio n a l le v e l, th e C ouncil is th e la r g e s t sp e c ia liz e d o rg an iz a tio n in th e f ie ld o f fam ily l i f e. I t encourages th e holding o f re g io n a l, s ta te and lo c a l co n feren ces, and i t has an annual n a tio n a l conference* Other In flu e n ces on P aren t and Family L ife Education Growing co n cu rren tly w ith th e p a re n t and fam ily l i f e ed u catio n movement were th e h e a lth education and m ental hygiene movements. As th ese movements developed, th e re se a rc h in each movement emphasized th e im portance o f th e fa m ily. Each o f th ese movements has s tre s s e d a p rev en tiv e approach to fam ily problem s. Each has tr ie d to make p u b lic th e r e s u l t s o f i t s work and c o n trib u tio n s to fam ily l i f e ed u catio n. Because o f th e work o f th e se th re e movements th e r e is a growing emphasis on p o s itiv e h e a lth, and a growing fe e lin g th a t t h i s can be achieved b y the in d i v id u a l only i f and when i t is achieved by h is e n tire fa m ily.99 The r e s u l t s o f th e re se a rc h in each o f th e movements have given in s ig h t in to th e in d iv id u a l p e rs o n a lity, and th e im portance o f th e fam ily environm ent in developing h e a lth y p e r s o n a litie s. There i s a need fo r ^ M a rria g e and Family L iving, Vol. XVII, No. 7 (November, 1955)* In sid e f r o n t cover* ^B row n, "Education fo r Family L ife," oj>* c i t.., p. 90.

79 73 ex p e rts in th e v a rio u s f ie ld s to pool th e ir reso u rces and in te g ra te th e ir knowledge in planning and c arry in g out re se a rc h which w ill a f f e c t th e fam ily. I t is becoming more e v id e n t " th a t th e fam ily i s th e prim ary e d u c atio n a l agency in human s o c ie ty ; th a t i t s te ach in g s in e v ita b ly determ ine n o t only th e shape of th in g s p re se n t b u t a lso 100 th e shape o f th in g s to come." The W hite House C onferenceson C h ild re n and Youth The n a tio n a l i n t e r e s t in th e w elfare o f c h ild re n has been evidenced by th e fiv e White House Conferences on C hildren and Youth held under th e au sp ices o f the P re sid e n t o f th e U nited S ta te s. A conference has been h eld durin g each decade o f the tw e n tie th cen tu ry. The f i r s t conference ( Theodore R oosevelt) aroused in te r e s t in th e c re a tio n o f a c h ild r e n 's bureau in th e fe d e ra l government. The second ( Woodrow W ilson) expressed th e f i r s t im portant body o f 101 c h ild h e a lth and c h ild w elfa re sta n d a rd s. The th ir d White House C onference, on C hild H ealth and P ro te c tio n, was one o f th e la r g e s t to assem ble in th e n a tio n a l c a p ita l to co n sid er th e needs o f c h ild re n ( H erb ert Hoover). " I t was t h i s conference which produced th e C h ild re n 's C h a rte r, a statem en t o f id e a ls f o r th e guidance o f p r a c tic a l 102 e f f o r t in b e h a lf o f American c h ild re n." The fo u rth (191*0 - F ran k lin 100I b i d., p H arding, The American Elem entary S chool, op. c i t., p. 211*. 102The C h ild re n 's Bureau, Y esterday > Today * and Togorrowj op. c i t., pm

80 7U D. R oosevelt) s tre s s e d th e Im portance o f th e c h ild in a democracy and surveyed th e c o n d itio n s and se rv ic e s e s s e n tia l to th e w elfare o f c h ild re n. The f i f t h ( Harry S. Truman) was proposed by th e N ational Commission on C hildren and Youth which re p re sen te d s ix ty - seven o rg a n iz a tio n s concerned w ith th e w ell-b ein g o f c h ild re n. I t cen tered on th e h e a lth y p e r s o n a lity of th e c h ild in h is fam ily and community. I t o u tlin e d th e in te r r e la te d r e s p o n s ib ilitie s o f th o se who w ere c lo s e s t to th e d a ily R ecently the tre n d h a s liv e s o f ch ild ren.* ^ been fo r each s ta te to hold sta te -w id e m eetings in p re p a ra tio n fo r th e White House C onference. These m eetings involved a v a rie ty o f lay and p ro fe s sio n a l le a d e rs d ir e c tly in th e c o n s tru c tiv e planning and working fo r th e improvement o f conditio n s fo r c h ild re n in th e ir own s ta t e s. P ublished r e p o rts o f th e White House Conferences have been made a v a ila b le to th o se in te r e s te d. (See Chapter I I, P a rt I I, pages ) The N ursery School and th e K indergarten Movements Both th e nursery school and th e k in d e rg arte n movements have emphasized p a re n t ed u catio n throughout t h e i r h i s t o r i e s. The e a rly c h ild study a s s o c ia tio n s cen tered t h e i r emphasis on th e p reschool age le v e l as d id th e e a r ly c h ild p sy c h o lo g is ts. The re se a rc h c e n te rs e s ta b lis h e d a t u n iv e r s itie s were fo re ru n n e rs in e s ta b lis h in g n u rsery sch o o ls, p a r t o f whose purposes were th e educatio n o f p a re n ts. The major hone economics departm ents in u n iv e r s itie s in tro d u ced c h ild ^ ^ H ard in g, og, c i t., pp. 21i*-2l5.

81 75 study courses and established nursery schools. These departments gave emphasis to both preparental education and parent education. The emergency education program stressed parent education through nursery schools (see pages 76-77). The National Society for the Study of Education's Twenty-eighth Yearbook stressed preschool and parental education. The National Association for Nursery Education and the National Kindergarten Association have always included parent education in th e ir program goals. There is no doubt th a t the nursery school and kindergarten movements have spurred on and b u ilt a foundation for the fie ld of parent and family lif e education. Today most nursery schools and kindergartens are carrying on parent education as a basic p a rt of th e ir programs, for in order to help the young child grow and develop i t is necessary to help h is family. However, parent and family l i f e education is no longer r e s tric te d to in te re st in th e preschool child though th is age level has an important place in the o v er-all fie ld of family l i f e education. The Emergency Education Program The emergency education program had i t s beginning in I t was originated to give employment to the large number of teachers thrown out of work by the economic c r i s i s, and to build the morale of the many people who were needy and suffering from unemployment. When the emergency education program began, the plans of the Federal government called for parent education only in i t s nursery

82 76 school program. The early p a re n t education programs p rev io u s to th e emergency had emphasized th e young c h ild. However, in th e emergency p e rio d, th e re were some s ta te s ( e.g., Iowa) which had we11-developed p aren t educatio n programs serv in g p a re n ts o f a l l age c h ild re n. Many educators had begun to r e a liz e th a t p a re n t ed u catio n was an im portant a sp ect in th e ed u catio n of c h ild re n. Fam ilies needed help because o f th e many problems o f unemployment, u n c e rta in incomes, rap id changes in stan d ard s of liv in g, more le is u r e tim e, and s im ila r problem s. Leaders were cognizant th a t p a re n t education fo r p a re n ts o f preschool c h ild re n alone was f a r too r e s t r i c t e d. This p o in t was e s p e c ia lly emphasized by s o c ia l workers and ed u cato rs. F am ilies were m eeting c r i t i c a l problems and fam ily l i f e education was e s s e n tia l. Thus, the emergency ed u catio n program was strengthened and broadened to allow fo r p a re n t and fam ily l i f e ed u catio n to be provided through g en eral a d u lt e d u c atio n, v o catio n al e d u catio n, and lite r a c y education program s, a s w ell a s the emergency n u rsery sc h o o ls.* ^ 4 P a re n t and fam ily l i f e ed u catio n was needed. The program s were v o lu n ta ry, b u t a s can be seen by the follow ing d a t a, t h i s s e rv ic e was being used. In March, 1936, 91,203 in d iv id u a ls were being serv ed by 1,265 le a d e rs in 5*539 c la s s e s. In March, 1937, 701 lead ers served 66,297 p a re n ts through li,067 c la s s e s. The red u ctio n in 1937 could be explain ed on th e b a s is th a t many lead ers had been d e clared in e lig ib le 10^Edna Noble White, 'P a re n t E ducation in th e Emergency," School and S o c ie ty, V ol. XL, No (November, 193k)* PP»

83 77 for w ork-relief employment and others were not ready to take th eir places. At f i r s t, 10 per cent of the persons employed on any p ro je ct could be from n o n -relief groups. This gave opoortunity in the i n i t i a l period of organization to se le c t a few persons for leadership who otherwise would not have been availab le. As the program progressed, 105 the number of n o n -relie f teachers was gradually reduced. During the time the emergency program was in existence, new ideas were developed about methods and m aterials as well as in- service train in g for parent and family l i f e education. There was a continuous attempt to have permanently established parent and family l i f e education programs absorb as much as possible of the valuable work done by the emergency education program so th a t a t the end of the emergency period the permanent programs could continue th is work. This goal was accomplished only to a lim ited extent. The Second World /»ar and Postwar Period During the war period Gruenberg wrote: In these perilous tim es not th e le a st of the hazards which th e nation faces is the inherent th reat to family l i f e. Families must become adjusted to physical disruptio n, to rapid tra n sp la n ta tio n, to m aterial and social deprivations, to divergent lo y a ltie s, and to In te n sified emotional s tra in s. Nor can we disregard the tendency of fam ilies and communities alik e, in time of s tre ss, to throw over slowly evolved democratic procedures in a panicky r e tre a t to rig id controls, and a blind re so rt to Grace Langdon and Isabel J. Robinson, "Parent Education in the WPA Education Program," Parent Education. Social Objectives for P arent Education, Vol. IV, No. 2 (December, 193?)» PP» o2-6o.

84 78 force. There is no l i t t l e danger th a t in meeting the immediate demands of the emergency we may inadvertently sa c rific e those very values for which we are called upon to f ig h t.106 Both President Roosevelt and Prime M inister Churchill emphasized the 107 welfare of the home and family as a major stake in the war. The war was a p artic u la r stre ss period for fam ilies. Yet, because o f the research carried on with so ld ie rs in World war II much information was made available which w ill strengthen fam ilies in the fu tu re. One major finding came from the r e s u lts of the medical examinations for the S elective Service. Out of the f i r s t m illion men examined, 150,000 were found u n fit for m ilitary service because of physical d is a b ilitie s due d ire c tly or in d irec tly to m alnutrition. iod Other studies carried out on the o rig in and nature o f an x ieties and excessive fears produced much m aterial fo r fu rth er studies in peace tim e, and accentuated the importance of using p o sitiv e methods of teaching c h ild re n.10^ These findings gave strong indication th a t fam ilies needed help. During and a fte r th e war, th ere has been a le ss stable p attern of family liv in g. Families have continued to migrate to c itie s, many of the women who went to work during the war have continued to work, and s t i l l others have become employed outside of the home. Sidonie Matsner Gruenberg (e d.), The Family in a World a t War (New York: Harper and Brothers, 19U2), p I b id., pp Ib id., p % ro v n, "Education fo r Family L if e," oj>. c i t., p. 89.

85 79 Juvenile delinquency has been on the upswing the housing problem has remained acute, and the cold war, atom and hydrogen bombs h.vr2 fam ilies feel uneasy and insecure. The couples who had married during and r ig h t a fte r the war have had to ad ju st to crowded housing conditions, delayed formal education, readjustment to c iv ilia n l i f e, and many other problems of th is type. Many of these couples had children, and they have taken th e ir roles as parents seriously. In te re st in parent and family l i f e education has increased. Cooperative nursery schools with parents as organizers and a ssistin g teachers have become prevalent, and parents have taken a more active ro le in citize n s* committees and in organizations which have as a major purpose the improvement of the school. The whole problem of home-school-community re la tio n s has gained in significance and much research has been done and is being done in th is area. Although the colleges and public schools have not assumed much resp o n sib ility for parent and family lif e education, the trend is toward an increase in offerings of family lif e education courses a t both lev els. Some schools have also taken d e fin ite steps to build co-operative experiences between the parents and the schools. Two examples of successful experiments have been given below to show the type of experimental programs being carried on. The Elgin I llin o is Public School System has developed an inservice tra in in g program for the train in g of lay leaders for effectiv e group leadership. By February 1956, they had trained approximately 125 parent lay leaders in th e ir in-service seminars. As a re s u lt o f

86 80 th is program, there was a b e tte r working relatio n sh ip between the school personnel and p aren ts, and some of the suggestions of parents had been Incorporated into the school program. The Casis School in Austin, Texas is not a typ ical public school in th a t i t is jo in tly financed by th e U niversity of Texas and the Austin Board of Education, under an agreement to operate the school for demonstration and laboratory purposes. At the Casis School research p ro jects have been planned co-operatively by parents, teachers, c ity school adm inistrators, and U niversity of Texas representatives. The research findings have influenced school p ra c tic e s. Social s c ie n tis ts have been in terested in the dynamics of family in tera c tio n. Research has been carried on in dynamics of the group**^ as w ell as on clarify in g ro le s of family members.the many areas re la tin g to the family in which research has been conducted The Newsletter o f the Council on Cooperation in Teacher Education, Vol. X, No. 3 (February, 195b). ^ ^ The N ew sletter o f th e C ouncil on C ooperation in Teacher E ducation, Vol. X, No. U (A p ril, 195b). 112 For exam ple: E. M. Jen n in g s, "Forces That Lead to Group Agreement and D e c isio n," P erso n n el J o u rn a l, Vol. XXXV, No. 7 (December, 1956), pp ; C. A. T onsor, "The 'Sm all G roup': An Atom th e Schools C a n 't S p l i t," The C learin g House, Vol. XXIX, No. L (December, 195b), p p For example: H elen M. F in ch, "Young C h ild re n 's Concepts o f P a r e n t's R o le s," Jo u rn al o f Home Economics, Vol. XLVII, No. 2 (F eb ru ary, 1955)» p p ; J. H. "s". Bossard and E.S. B o lls, "P e rso n a lity Roles in th e Large F am ily," C hild Development, Vol. XXVI, No. 1 (March, 1955), pp

87 81 are too numerous to mention. very prevalent in th is fie ld. The action type of research has been One of the g reatest needs a t present is to find effectiv e methods and m aterials for presenting parent and family life education information, and also finding effectiv e methods of evaluating the work being done in th is fie ld. Recently there has been an increase in organizations serving parents of exceptional children. Most of these organizations have grown out of the desire of these parents to know more about th e ir youngsters so th a t they can provide the environmental experiences necessary for the healthy growth and development of th e ir children. One of the major growths in the fie ld has been the amount of professional information in popular form available to lay persons. Apparently parents have been reading th is m aterial for i t has been carried regularly in the widely circu lated popular magazines. There has been one d iffic u lty in th is approach to parent education and th at has been th a t some of these a rtic le s are excellent while others are not educationally sound, and i t takes the parents with insight and understanding of child development p rin cip les to be discrim inative readers. A few colleges have been putting on educational programs through th eir radio and tele v isio n sta tio n s. A lim ited number of colleges have experimented with cred it courses through telev isio n on topics related to family lif e education. Although there has been some research done on the use of radio in parent education, i t can be said that neither of these methods has been tested adequately. Benefits

88 82 from using these methods have presumably been increased through the techniques of planned listen in g groups. With th is method, the organized group can follow up the program with a discussion period. For some time to come u n iv e rsitie s and colleges w ill be experimenting with the use of telev isio n as an educational to o l. The re su lts of th is type of experimentation have positive im plications for parent and family life education. This b rie f resume of parent and family lif e education during and a fte r the second world war could give only highlights. I t showed that as a field family lif e education has progressed, but th a t i t s t i l l must be considered an infant as an organized educational fie ld. I t has started to gain academic resp ectab ility and there is now national awareness as to the importance of educating for family living. I t would seem th a t in the future more communities w ill have broader and b etter integrated parent and family lif e education services for th e ir children. The trend toward parent and family l i f e education, which began as a folk movement in the la te nineteenth century, has now consolidated to a point where lay persons and the professionals are each taking appropriate and sig n ifican t ro le s the lay persons organizing into groups for effec tiv e action and the professionals supplying much of the technical and professional assistance needed.

89 83 PART I I. PARENT EDUCATION IN OHIO In t h i s se c tio n, th e re has been no attem pt made to cover a com plete h is to ry o f p a re n t ed u catio n in Ohio, but a few im portant h ig h lig h ts p o in tin g up th e measure o f O h io 's concern fo r t h i s f ie ld have been g iven. I n te r e s t in K indergarten and Nursery Schools I t was mentioned in P a rt I o f t h i s ch ap ter th a t n u rsery schools and k in d e rg arten s in g en eral recognized th e need fo r p aren t ed u catio n and in co rp o rated i t in t h e i r o v e r-a ll programs. Schools e s ta b lis h e d to serve p resch o o l c h ild re n have been n a tu ra l p la c e s fo r p a re n ts and te a c h e rs to work toward p ra c tic e s which encouraged the optimum h e a lth o f th e c h ild, p h y s ic a lly, s o c ia lly, and e m o t i o n a l l y. * * ^ According to Read, "The n u rsery school i s one way to tra n sm it th e experience and fin d in g s o f re se a rc h c e n te rs to p ra c tic in g p a re n ts. P resch o o ls a re n o t new to Ohio. C aro lin e Louise Frankenburg, a fo llo w er o f fro e b e l, attem pted to s t a r t a k in d erg arten in h er b r o th e r 's home in Columbus, Ohio in lo3o. This k in d erg a rte n llli K atherine H. Read, The N ursery School, A Human R e latio n s h ip s Laboratory (P h ila d e lp h ia : W. B. Saunders Company, 1956), p I b id., p Some a u th o r itie s reco g n ize Frankenburg' s k in d erg a rte n as th e f i r s t one in th e U nited S ta te s w h ile o th er a u th o r itie s do not*

90 f a ile d, b u t in 1858, Frankenburg e s ta b lis h e d one which was su ccessfu l u n til she had to d isc o n tin u e i t two y e a rs l a te r fo r h ealth reaso n s. K indergarten s ta r te d to become popular in Ohio about Both p u b lic and p riv a te k in d erg arten s were e s ta b lis h e d. They did n o t have adequate f in a n c ia l backing and m others' clu b s were organized to give them support. Many m others jo in ed /th e clubs7 because they wanted t o le a rn th e se new methods in which c h ild re n learn ed by p la y and w ere recognized and allow ed to develop a s in d iv id u a ls. We f in d such clu b s l i s t e d under names some o f which in d i c a te th a t th e y w ere id e n tifie d w ith p u b lic as w ell as p r iv a te sch o o ls: Home and School League, Froebel Club, M others and T each ers' C lub, P a re n ts ' A u x ilia ry, Home and School Club, M others' Community Club, W elfare Club, C h ild W elfare A sso ciatio n. In the 's, p resc h o o l tra in in g c e n te rs were e s ta b lis h e d in some o f th e Ohio c i t i e s. These preschool la b o ra to rie s were used in m others' tra in in g programs under the su p e rv isio n o f th e p a re n ta l education d iv is io n s o f the u n iv e r s itie s. C leveland C ollege, The U n iv e rsity o f C in c in n a ti, and Ohio S ta te U n iv e rsity had th e th re e out~ standing programs (se e Ohio S tate-w id e P lan, page 93). An e a rly s ta tu te in Ohio provided a u th o riz a tio n to b o ard s of education to provide k in d e rg arten s i f th ey chose to do so, b u t i t was n o t u n t i l 1936 th a t th e Ohio le g is la tu r e in clu d ed k in d e rg arten s in 117F ifty Y ears. Ohio Golden J u b ile e Y e y * Congress o f P a re n ts and T each ers, In c. (G re e n fie ld, Ohio: P rin tin g and P u b lish in g C o., 1951), pp The Ohio G re e n fie ld

91 119 the s ta t e fin a n c ia l aid program, thereby implying th a t th e re should be a f r e e k in d erg arten in every elem entary sch o o l, or a t le a s t a v a i l ab le t o every c h ild. In 19^0, the preschool education sectio n o f th e Ohio Commission on C hildren and Youth re p o rte d th a t in Ohio, as in many s ta t e s, th e preschool ed u catio n al o p p o rtu n itie s v aried by co u n ties or s e c tio n s. The c i t i e s provided more k in d erg arten s th an th e exempted v illa g e or county sch o o ls, b u t even in the urban a re as th e re was a wide v a r ia tio n as to th e number of k in d e rg a rte n s. There was a lso a d iv e r s ity in the q u a lity o f th e k in d erg arten program s, even though stan d ard s fo r th e o p eratio n of p u b lic k in d e rg arten s had been form ulated by th e S ta te Department o f Education because s ta te money was in v o lv ed. The Ohio Commission (1950) recommended th a t k in d erg a rten s be e s ta b lis h e d in 121 every elem entary school supported by p u b lic funds. To d a te, th e general p ic tu re rem ains the same. Although c i t i e s, exempted v illa g e s, and co u n ties have in creased th e ir number o f p u b lic k in d e rg a rte n s, the urban are a s s t i l l o f fe r th e g r e a te s t o p p o rtu n itie s w hile the c o u n tie s as y e t lag f a r behind. N ursery schools have become popular to o. According to M e rrill P alm er's d ire c to ry o f nursery schools and c h ild c a re c e n te rs, Ohio has 119 Inform ation receiv ed from th e le g a l ad v iso ry departm ent o f the S ta te Department o f E ducation. 120 O h io 's C hildren and Youth a t th e M idcentury, op. c i t., p. 2U.

92 86 th e follow ing ty p es o f n u rsery sch o o ls: p r iv a te, c o -o p e ra tiv e, community schools and c e n te rs, church sch o o ls, sch o o ls fo r e x c e p tio n a l 122 c h ild re n, and u n iv e rs ity la b o ra to ry sch o o ls. In 1950, no s ta te stan d ard s had been developed fo r n u rsery sch o o ls, day n u r s e r ie s, p la y sc h o o ls, or p riv a te k in d e rg a rte n s. P reschool c e n te rs which o p erated fo r more th an th re e hours a day were supposed to have been lic e n se d by w elfare o f f i c i a l s, but no one had r e s p o n s ib ility f o r su p erv isin g th e program, and th e re was no c e n tr a l 123 r e g is tr a tio n o f th e se groups. A ctu ally th e lic e n sin g o f day care c e n te rs (m entioned above) was d isco n tin u ed in However, a major step was taken in 1953 when n u rsery sch o o ls again came under Ohio law. The laws o f Ohio re q u ire every n u rsery which c a re s fo r c h ild re n fo u r or more hours a day to have a CERTIFICATE issu ed by th e D iv isio n o f S ocial A d m in istratio n o f th e Department o f P u b lic W elfare. This CERTIFICATE should be p o sted in a prom inent p la c e. I t w ill t e l l you how many c h ild re n th e n u rsery can a c c e p t, the ages o f th e c h ild re n, and when th e CERTIFICATE e x p ire s. A CERTIFICATE is only issu ed to a n u rsery which meets minimum stan d a rd s w ith re s p e c t to th e p e rso n n e l, space, equipm ent, and c a re of c h ild re n. Ohio law a lso re q u ire s every n u rsery serv in g s ix or more c h ild re n to d is p la y a POOD SERVICE OPERATIONS LICENSE issu ed b y th e lo c a l 122 C lark E. Moustakas and Minnie B erson, A D irecto ry o f N ursery and C hild Care C en ters in th e U nited S ta te s (D e tro it 2, Michigan: fh e M errill-p aim er S chool, i9 5 1 ), pp O hio s C h ild ren and Youth a t th e M idcentury, op. c i t., p. 2U.

93 87 county o r c ity h e a lth departm ent. d ated fo r the c u rre n t y e a r.^ U The LICENSE should be In a d d itio n to th e above r e g u la tio n s, some c i t i e s have s p e c ific a tio n s which govern nursery sch o o ls and p riv a te k in d e rg a rte n s. As y e t, th ere has been no c e r t i f i c a t i o n fo r n u rsery school te a c h e rs in Ohio. Nursery ed u cato rs and o th e r in te r e s te d in d iv id u a ls in Ohio c i t i e s ( e.g., C in c in n a ti, Toledo, C leveland, and re c e n tly Columbus) have organized preschool a s s o c ia tio n s which have as a main purpose improving n u rsery ed u catio n. R ecently a few o f O hiofs c o lle g e s and u n iv e r s itie s ( e.g., U n iv e rsity o f C in cin n ati and Ohio S ta te U n iv e rsity ) have o ffe re d workshops or c la s s e s fo r nusery school and day c a re te a c h e rs and adm inist r a to r s. The p re se n t support o f n u rsery school and k in d erg arten programs in Ohio g iv es evidence th a t p a re n ts are s t i l l in te re s te d in learn in g more ab o u t th e ir c h ild re n. They are w illin g to pay f o r n u rsery school and k in d e rg arten programs which e n ric h th e ir c h ild re n 's liv e s and h elp them g ain in s ig h t in to th e ir y o u n g ste rs' developm ent. Many Ohio p a re n ts are p a r tic ip a tin g in c o -o p e ra tiv e schools under the guidance o f tra in e d te a c h e rs. In most c a se s th e c o -o p e ra tiv e schools w ere 125 i n i t i a t e d by p a re n ts which i s a fu rth e r in d ic a tio n o f t h e ir d e s ir e to le a rn about young c h ild re n. 12U "A Guide f o r S e le c tin g C hild Care F a c i l i t i e s in Columbus and F ran k lin County (Columbus, Ohio: Council o f S o cial A gencies, 1956), p 'Alma A rm bruster, "What About P aren t-c o o p erativ e P reschool Groups?" NANE B u lle tin, Vol. V II, No. 2 (V in te r, 1952), pp. 5-6«

94 88 Ohio has p ro g ressed a s ra p id ly in improving accep tab le p re school o p p o rtim itie s as th e m ajo rity o f th e f o rty - e ig h t s ta te s. There Is need fo r continued le a d e rsh ip not only in improving stan d a rd s fo r th e preschool b u t a lso in educating th e g en eral p u b lic as t o th e im portance o f ra is in g th e stan d ard s. I t is a n tic ip a te d th a t i t w ill be some time b e fo re nursery school and k in d e rg arten experience w ill be a v a ila b le to th e m a jo rity o f Ohio s c h ild re n. T herefore th e p aren t education s e rv ic e s o f th e se in s titu tio n s s h a ll be m ainly r e s t r i c t e d to p a re n ts in urban areas or p a re n ts who can a ffo rd to send t h e ir c h ild re n to p riv a te p resch o o l program s. Ohio s S tate-w id e P lan fo r P a re n t Education When one reads th e g en eral h is to ry o f p a re n t ed u catio n, i t is ev id en t th a t th e country a s a whole was e n th u s ia s tic about p aren t education in th e 1920's and e a rly 's. Ohio was no ex cep tio n fo r i t was d u rin g th e se y ears th a t Ohio developed a sta te -w id e plan o f p a re n t e d u catio n. In read in g th e l i t e r a t u r e about the Ohio P lan, one gained th e im pression th a t i t was g re a tly needed and r a th e r s u c c e ssfu l. Yet th e program was brought to an abru p t and when S ta te 126 funds were c u r ta ile d d u rin g th e n a tio n a l d ep ressio n o f th e 1930's* *^*The change happened so ra p id ly th a t th e in v e s tig a to r could fin d no form al announcement in th e l i t e r a t u r e which explained th e sudden ending o f th e seem ingly su c c e ssfu l program. The l a s t B e tte r P aren t B u lle tin was p u b lish ed May, 1931* I t d id not m ention th a t th e program was t o be d isc o n tin u e d. P ro fe sso r H erschel Misonger o f The Ohio S ta te U n iv e rsity was ab le to supply th e reaso n f o r th e w ithdraw al of th e program*

95 89 The Ohio P la n The O hio P la n came in to b e in g a t th e r e q u e s t o f th e Ohio 127 C o n g ress o f P a r e n ts and T each ers* B ecause o f t h i s r e q u e s t, th e Ohio S t a t e U n iv e rs ity and th e S t a t e D epartm ent o f E d u c a tio n in a u g u ra te d a s e rv ic e d i v i s i o n o f p a r e n ta l e d u c a tio n in th e summer o f In th e S ta te D ep artm en t, th e work w as done u n d er t h e D iv is io n o f P a r e n ta l E d u c a tio n. I n th e U n iv e r s ity, th e w ork w as c a r r i e d o u t u nder th e D epartm ent o f A dult E d u c a tio n. J e s s i e A. C h a r te r s was th e head o f t h i s d e p a rtm e n t, a s w e ll a s th e d i r e c t o r o f th e d i v i s i o n o f p a r e n t a l e d u c a tio n. The work w as j o i n t l y fin a n c e d betw een t h e U n iv e r s ity and th e S ta te D ep artm en t, b u t a l l fu n d s w ere d is b u r s e d by th e U n iv e r s ity. A lthough th e id e a fo r t h e Ohio P la n o r ig in a te d w ith th e Ohio C o n g re ss, th e Ohio p a r e n t e d u c a tio n program was n o t in any way r e s t r i c t e d to p a r e n t- te a c h e r a s s o c i a t i o n s. The D epartm ent was a s e r v i c e d e p a rtm e n t and serv ed in d e p e n d e n t g ro u p s, and g ro u p s sp o n so red b y a l l ty p e s o f o r g a n iz a tio n s in c lu d in g th e Ohio C o n g re ss. The p la n a s i t d e v e lo p e d in c lu d e d program h e l p, m a t e r i a l s, l e c t u r e s, and o th e r s e r v ic e s to p a re n ts * stu d y g ro u p s; le a d e r s h ip t r a i n i n g, b o th la y and p r o f e s s i o n a l ; a p a r e n t s ' la b o r a to r y p r e s c h o o l; * ^ J e s s i e a. C h a r te r s, "The E d u c a tio n o f P a r e n ts in O h io," C h ild h o o d E d u c a tio n, V o l. V II, No. 5, " P a re n t E d u c a tio n," ( J a n u a ry, ), p. & I b i d., p. 260.

96 90 radio b ro a d c a sts; a magazine, The B e tte r P a re n ts B u lle tin ; and non- 129 c re d it as w ell as c re d it courses fo r p a re n ts. Mrs. C h a rte rs, as d ire c to r o f th e program, had access to th e f a c i l i t i e s o f th e U n iv ersity as w ell a s the S ta te Departments o f Education, Child W elfare, and P u b lic H ealth. The program had r ic h re so u rc e s, and according to th e l i t e r a t u r e, th e demand fo r p a re n t education over th e s ta te was g re a te r than could be met by the 130 d iv isio n of p a re n ta l education. The s t a f f o f the D iv isio n, made up o f a d ir e c to r, an a s s is ta n t d ir e c to r, two preschool te a c h e rs, a f i e l d w orker, and a s e c re ta ry was w ell prepared fo r i t s w o rk.* ^ The d ire c to r had worked w ith the I l l i n o i s Congress o f P aren t and Teacher A ssociations in i t s program e n title d, "Child Study Groups in Every P.T.A.". This program was very su c c e ssfu l, and th e experience Mrs. C h arters b rought to th e D iv isio n o f P a re n ta l E d icatio n in Ohio was in v a lu a b le. The a s s is ta n t d ire c to r was a p sy c h o lo g ist, Mrs. Amalie K. Nelson. One of h er r e s p o n s ib ilitie s was to su p erv ise th e preschool la b o ra to ry. The o th er s ta f f members were equally su ite d fo r«th e ir p o sitio n s'. 129 I b i d., p I b i d., p J e s s i e A. C h a r t e r s, "T he R e s p o n s i b i l i t y o f t h e S t a t e f o r t h e E d u c a t i o n o f P a r e n t s, " A d u l t E d u c a t i o n, V o l. V, N o. 2 (N o v e m b e r - D e c e m b e r, ), p. 1 0.

97 91 The Ohio S ta te Department o f Education in 1928 vas one o f tw elve s ta te departm ents in the country having sta te -w id e work in th e 132 f ie ld o f p aren t education* During th e sh o rt tim e th a t th e Ohio P lan was a c tiv e, a number o f a r t ic le s were w ritte n by th e sta ff* Radio programs were in demand, and lay leadersh ip one-day i n s t i t u t e s were organized throughout th e S ta te. The p aren t education program, of co u rse, was experim ental. The l i t e r a t u r e m entioned th a t th e p la n fo r g en eral co lle g e co -o p eratio n in lead ersh ip tra in in g was unique to 133 Ohio* J r e a lly m aterialized* However, a s can be seen in th e se c tio n below, th e p lan never An Attem pt to In co rp o rate C olleges in to th e Ohio Plan One o f th e f i r s t s te p s taken under th e Ohio p la n was an attem pt to g a in the co -o p eratio n o f th e Ohio c o lle g e s. The le a d e rs o f th e movement f e l t t h a t t h i s co -o p eratio n vas d e s ira b le i f n o t e s s e n tia l to th e p la n. In th e summer o f 1928, a l e t t e r vas se n t by th e head of th e new D epartm ent of A dult Education a t Ohio S ta te U n iv ersity to p re s id e n ts of a l l th e Ohio c o lleg es asking fo r inform ation about a v a ila b le serv ices in th e f ie ld o f p a re n t education. In t h i s way, th e new departm ent came in to co n tact w ith n early everyone in Ohio who vas 132 C arrol Day T ib b als and J e s s ie A. C h a rte rs, "The S ta tu s o f P a re n ta l Education in th e C olleges o f O hio," School and S o c ie ty, Vol. XXXV, No. 901 (A p ril 2, 1932), p. 1* J e s s ie A. C h a rte rs, "What Ohio I s Doing fo r P a re n ts," B e tte r P a re n ts B u lle tin, Vol. I I, No. 2 (November, 1930), p. 7.

98 92 p ro fe s sio n a lly In te re s te d in the education o f p a re n ts. The co lleg e p re sid e n ts were sym pathetic w ith the movement and in te re s te d in i t s 13U success. As was re p o rte d in th e general h is to ry (pages ) th e c o lle g e s on the n a tio n a l le v e l were a t t h i s tim e promoting re se arch in c h ild development and p aren t educatio n. I t was n a tu ra l th a t the Ohio p lan should depend on the c o lleg es fo r lead ersh ip in promoting i t s state-w id e program. An frivited conference was h eld October 19, 1929 on th e Ohio S ta te U n iv ersity campus to d isc u ss the s e rv ic e s which Ohio c o lle g e s might o ffe r to p a re n ts, e ith e r in courses, c o n su lta tio n c l in ic s, o r as lead ersh ip tra in in g c e n te rs. The conference members were re p re sen ta tiv e s o f n in eteen c o lleg es and seven o rg an izatio n s in te re s te d in p a re n t educatio n. This e n th u s ia s tic group voted f o r a second conference to be h e ld on F ebruary 21, The February conference was attended by fo rty p erso n s. D elegates were se n t by fo u rte e n c o lle g e s, and seven o th e r co lleg e o f f i c i a l s se n t l e t t e r s in lie u o f p erso n al atten d an ce. D iscussions a t th e second conference in d ic a te d h esita n c y on the p a r t o f many o f th e d e le g a te s to s t a r t a se rv ic e program in th e c o lle g e s. This re lu c ta n c e appeared to r e s u l t from two cau ses: (1) th e absence o f a 13U C arro l Day T ib b a ls, og. c i t., p. 1*66.

99 c le a rly expressed lo c a l need fo r the work, and (2) th e impending 135 fin a n c ia l d ep ressio n. In th e summer of 1931* th e Department o f Adult Education of the Ohio S ta te U n iv ersity decided to recheck th e data obtained by th e i n i t i a l college survey o f Of th e s ix ty -fiv e c o lle g e s co n tacted, fo rty -tw o answered th e re q u e st to send th e ir co llege catalogues* A q u estio n n aire was sent to th e se forty-tw o c o lle g e s, and tw enty-seven q u estio n n aires were re tu rn e d. In th e re p o rt o f th e stu d y, the w e ll- developed p aren t education programs a t Ohio S ta te U n iv e rsity, Cleveland C ollege, and U n iv ersity o f C in cin n ati were n o t included* The follow ing f a c ts and conclusions were given fo r the study: 1. C o lleg es, the p o te n tia l c e n te rs o f p aren t ed u catio n, were e a s ily a v a ila b le in every d i s t r i c t in Ohio* 2. Courses fundamental to th e f ie ld o f p a re n t education were o ffered in fo rty -tw o c o lle g e s, and th ir ty - f o u r c o lle g e s o ffe re d a d d itio n a l courses which would have been recommended to those in te re s te d in p a re n t educatio n. 3* P ro v isio n s were made in tw enty-four c o lle g e s fo r adm ission o f m ature stu d en ts who d e sire d to e n te r as s p e c ia l students* U. In a d d itio n to th e th re e la rg e c o lleg es w ith w ell-developed departm ents, fo u r c o lle g e s had d e f in ite work in th e f i e l d o f p a re n t education (V itten b erg, V ilb e rfo rc e, Kent, and W ilm ington).*^*

100 9h The fin d in g s also showed th a t le a d e rs were e s s e n tia l to th e p a re n t education movement. In order to secure a supply o f le a d e rs in Ohio th e re had to be some p lan fo r t h e i r tr a in in g. A c e rta in amount o f su p erv isio n and tra in in g could have been given by te a c h e r- tra in in g in s titu tio n s to lo c a l lay le a d e rs. S p e c ia lis ts were already a v a ila b le in the co lleg es who could have given t h i s tra in in g w ith l i t t l e e x tra expense to th e c o lle g e s. Most of th e c o lleg es did not recognize th e p o s s ib ilitie s o f u tiliz in g th e ir departm ents which were already in o p eratio n, and only a few of them had any p lan s fo r providing p a re n t education o p p o rtu n itie s fo r p a re n ts and le a d e rs in t h e ir se rv ic e a re as. Few college catalo g u es s ta te d whether th e in s titu tio n s would accep t s p e c ia l stu d en ts or n o t. This was an im portant c la s s if ic a tio n fo r m ature stu d en ts d e sirin g tra in in g in th e f i e l d of p a re n t educatio n. S ta te Supported P aren t Education Programs in th e P u b lic Schools C ity p a re n t education programs financed from s ta te v o catio n al education funds, d isb u rsed through th e S ta te Department o f Education, and supported by the c ity school Boards o f Education have been m aintained in Toledo (sin c e 1938), C leveland (sin c e 19l*ii), C in cin n ati (sin c e 19UU), Z a n esv ille (sin c e February, 19U6), and Youngstown

101 137 ( s i n c e S e p t e m b e r, 1 9 U 7 ). E a c h p r o g r a m h a s b e e n h e a d e d b y a p a r e n t o r f a m i l y l i f e e d u c a t i o n s p e c i a l i s t. T h e b e s t k n ow n o f t h e O h io p r o g r a m s i s t h e T o l e d o F a m ily L i f e 95 E d u c a t io n P r o g r a m. I t i s know n n a t i o n a l l y, f o r i t c a m e i n t o b e i n g a s o n e o f t h e f o u r e x p e r i m e n t a l f a m i l y l i f e e d u c a t i o n p r o g r a m s s p o n s o r e d b y t h e U n i t e d S t a t e s O f f i c e o f E d u c a t i o n i n * ^ I n T o l e d o, t h e p a r e n t e d u c a t i o n p r o g r a m i s o l d e r t h a n t h e e x p e r i m e n t i n f a m i l y l i f e e d u c a t i o n. E v e ly n E a s t m a n, t h e f i r s t f u l l - t i m e p a r e n t e d u c a t i o n s p e c i a l i s t e m p lo y e d b y t h e T o l e d o s c h o o l s, ca m e i n H e r a p p o in t m e n t w a s s t i m u l a t e d b y E n id L u n n, S t a t e S u p e r v i s o r o f Home E c o n o m ic s E d u c a t i o n. M is s L u n n w a s a n x i o u s t o h e l p O h io c o m m u n it ie s s t r e n g t h e n t h e i r e d u c a t i o n a l o f f e r i n g s f o r p a r e n t s a n d w a s w i l l i n g t o u s e v o c a t i o n a l f u n d s f o r h o m e - m a k in g e d u c a t i o n t o p r o v i d e t h e t r a i n e d l e a d e r s h i p n e e d e d. I t s e e m e d o n l y n a t u r a l t h a t t h i s s p e c i a l i s t s h o u l d b e c o n s i d e r e d a m em ber o f t h e s t a f f o f t h e F a a il x E d u c a t i o n P r o g r a m, w h e n t h i s g o t u n d e r w a y. ^ 9 I n t h i s r e p o r t, t h e e m p h a s is h a s b e e n p l a c e d o n t h e p a r e n t e d u c a t i o n p a r t o f t h e p r o g r a m s. I n t h e f i v e c i t i e s m e n t io n e d a b o v e, t h e s p e c i a l i s t s h a v e w o r k e d w i t h c o m m u n ity o r g a n i z a t i o n s a n d t h e p u b l i c s c h o o l s. S om e o f t h e c i t i e s h a v e h a d m o re v a r i e d p r o g r a m s t h a n t h e o t h e r s, b u t i n g e n e r a l, t h e s p e c i a l i s t s h i v e g i v e n t a l k s t o g r o u p s, o f f e r e d p a r e n t ^ I n f o r m a t i o n w a s r e c e i v e d f r o m t h e S t a t e V o c a t i o n a l Home E c o n o m ic s E d u c a t i o n o f f i c e ifur i e i W. B r o w n, W ith F o c u s o n F a m i l y L i v l n g. T h e S t o r y o f F o u r E x p e r im e n t s i n C o m m u n ity O r g a n i z a t i o n ^ o r F a m ily Life E d u c a t i o n. V o c a t i o n a l D i v i s i o n b u l l e t i n No. 2 L 9 (Home E c o n o m ic s E d u c a t i o n S e r i e s W o. 2 8 ; W a s h in g t o n D.C.t U n i t e d S t a t e s G o v e r n m e n t P r i n t i n g O f f i c e, F e d e r a l S e c u r i t y A g e n c y, O f f i c e o f E d u c a t i o n, ), P * 3* I b i d., p

102 96 education c la s s e s, c a rrie d o u t s tu d ie s o f needs in the f ie ld o f p a re n t ed u catio n, compiled and prepared p aren t ed u catio n m a te ria ls, h eld in s t i t u t e s fo r la y le a d e rs, reached p a re n ts through newspapers, ra d io, and te le v is io n, and stim u la te d in te r e s t in p aren t ed u catio n.^ J u s t the h ig h lig h ts o f th e work done by the p aren t education s p e c ia lis ts have been m entioned. That th e se programs were e ffe c tiv e seems to be in d ic a te d by th e f a c t t h a t the lo c a l boards o f education and th e S ta te Department o f Education have continued t h e i r support y ear a f te r y e a r. A q u estio n which n a tu r a lly a r is e s a t t h i s p o in t is why a d d itio n a l Ohio c i t i e s have n o t adopted such a program? O hio s Commission on C h ild re n and Youth The Ohio Commission on C hildren and Youth came in to being on May 11, 19U9, by executive order o f Governor Lausche. I t s purpose was to provide le a d e rsh ip in planning and d ire c tin g O h io 's p a r t i c i p a tio n in th e nation-w ide program o f th e M idcentury White House Conference on C hildren and Y o u t h. ^ P ro fe sso r H erschel W* Misonger o f Ohio S ta te U n iv e rsity was appointed Chairman o f th e Commission. An execu tiv e committee was s e t Inform ation was received from th e re p o rts o f th e fiv e programs tu rn e d in y e a rly t o th e S ta te S upervisor o f Home Economics* The r e p o rts a re in th e S ta te S u p e rv iso r's f i l e s. O h io 's C h ild ren and Youth a t th e M idcentury, op. c l t., p. U*

103 97 Ui2 up which had charge o f employing a s ta f f, adopting a program, and. organizing com m ittees. The Executive Committee met m onthly. One o f i t s f i r s t s te p s was to adopt Commission fu n ctio n s and d b je c tiv e s. A second step was to organize committees a t both th e county and s ta te le v e ls. A r e p o rt, O hio s C hildren and Youth a t th e M idcentury, was c o n trib u te d to by a t l e a s t 500 Ohioans. I t p resen ted a w ell-rounded p ic tu re o f th e work o f th e Ohio Commission. U nlike th e o th er White House Conferences (see P a rt I, pages 73-7U) th e 1950 Conference co n sisted o f th re e im portant sta g e s: 1. The Pre-C onference (19U8-50) gave c itiz e n s in lo c a l com m unities, counties, and s ta t e s an o p p o rtu n ity to g ath er needed f a c ts fo r a c tio n to improve co n d itio n s fo r c h ild re n and youth and to tra n s l a t e alre ad y accepted g o als in to p r a c tic e. 2. The Conference (December 3-8, 1950) gave 5#000 lay and p ro fe s sio n a l c itiz e n s an o p p o rtu n ity to meet in W ashington, D.C. to d isc u ss p ro p o sals fo r a c tio n and to a r riv e a t agreem ent on ways and means o f ach iev in g th e g o a ls. 3* The Post-C onference gave communities, co u n ties and s ta te s, and th e n atio n an o p p o rtu n ity to m obilize reso u rces f o r carry in g out immediate and long-range a c tio n program s.1^* 1 1 O money had been a p p ro p ria te d d ir e c tly to th e Commission. S a la r ie s fo r an ex ecu tiv e and an a s s is ta n t had been guaranteed by th e W elfare and H ealth departm ents. The Executive S e cretary began work on June 1, th e A s sis ta n t on June 15# 19U9. ^ ^Ohio s C hildren and Youth a t th e M idcentury, op. c l t., pp. l*-5* ^ * I b i d., p. U.

104 98 T h e O h i o f a c t - f i n d i n g c o m! t t e e s l a b o r e d e n t h u s i a s t i c a l l y o n t h e C o m i s s i o n ' s w o r k. T o e n c o u r a g e a f o l l o w - u p p r o g r a m o n t h e W h it e H o u s e C o n f e r e n c e t h e c o u n t y c o m m i t t e e s a n d t h e C o m m i s s i o n ' s S t a t e C o m m i t t e e w e r e r e q u e s t e d t o s u b m i t s p e c i f i c r e c o m m e n d a t i o n s f o r a c t i o n, b y S e p t e m b e r 1 0, T h e s e t w o s o u r c e s s u b m i t t e d 2 U 3 s e p a r a t e i t e m s. O n S e p t e m b e r 1 6, , t h e f u l l C o m m i s s i o n m e t f o r t w o d a y s t o s t u d y a n d d e b a t e t h e r e c o m m e n d a t i o n s. D u r i n g t h e s e m e e t i n g s, t h e f i n a l p l a t f o r m c o n s i s t i n g o f i t e m s w a s a c c e p t e d b y u n a n i m o u s v o t e. T h e s e r e c o m m e n d a t i o n s w e r e t o b e t h e b a s i s f o r t h e C o m m i s s i o n ' s o f f i c i a l f o l l o w - u p p r o g r a m. 1 ^ T h e f o l l o w i n g r e c o m m e n d a t i o n s w e r e l i s t e d f o r t h e c o m m i t t e e o n p a r e n t a n d f a m i l y l i f e e d u c a t i o n ( D i v i s i o n o n H om e a n d F a m i l y L i f e ) : 1. T h a t t h e s y s t e m a t i c s t u d y o f c h i l d d e v e l o p m e n t a n d n a t t e r s c o n c e r n i n g h o m e - s c h o o l r e l a t i o n s h i p s b e i n c l u d e d a s p a r t o f t h e p r o g r a m o f e v e r y p a r e n t e d u c a t i o n u n i t. 2. T h a t t h e P a r e n t - T e a c h e r A s s o c i a t i o n, C h i l d C o n s e r v a t i o n L e a g u e, a n d o t h e r s u c h o r g a n i z a t i o n s e x p a n d t h e i r e d u c a t i o n a l w o r k t h r o u g h c h i l d s t u d y g r o u p s. 3. T h a t b o a r d s o f e d u c a t i o n a n d s c h o o l a d m i n i s t r a t o r s t a k e r e s p o n s i b i l i t y t o m a k e c e r t a i n t h a t a p a r e n t e d u c a t i o n p r o g r a m e x i s t s i n e v e r y c ommu n i t y i n t h e s t a t e. U. T h a t e a c h c h u r c h u n i t r e c o g n i z e i t s i m p o r t a n t r o l e i n t h e m a i n t e n a n c e a n d s t r e n g t h e n i n g o f f a m i l y l i f e ; t h a t m o r e e m p h a s i s b e g i v e n t o a c t i v i t i e s w h i c h w h o l e f a m i l i e s c a n e n j o y t o g e t h e r ; t h a t a t t e n t i o n b e g i v e n t o t h e n e e d s f o r p r e m a r i t a l a n d f a m i l y c o u n s e l i n g a n d e d u c a t i o n a n d t h a t t h e c h u r c h g i v e s u p p o r t t o t h e d e v e l o p m e n t o f c o m m u n it y f a c i l i t i e s t o p r o v i d e s u c h s e r v i c e s. 11*5 I b i d., p. 79.

105 99 5. That increased emphasis be given to parent education in th e programs o f se rv ic e, c iv ic and p a t r io t i c groups, farm org an i z a tio n s, and agencies already sponsoring e x istin g p aren t education a c t i v i t i e s or a s sis tin g in the development of new ones. 6. That increased a tte n tio n be given by the s ta te o f fic e r s o f o rg an izatio n s sponsoring c h ild study groups, to th e development o f la y le a d e rs h ip from the membership o f such groups. 7. That e f f o r ts b e in creased by a l l o rg an izatio n s sponsoring c h ild study programs to draw fa th e rs in to study groups and in to lead ersh ip tra in in g. 8. That education fo r m arriage and fam ily l i f e, including th e n atu re and r o le of sex in human l i f e, be in te g ra te d throughout th e curriculum of th e elem entary and secondary schools and th e c o lle g e s.1^8 One o th er p e rtin e n t recommendation on p aren t education was made by th e S tanding Committee on T ra in in g and P erso n n el (Subcommittee on P rep aratio n of Family Counselors and P arent E ducators). This recommendation mentioned th a t tra in in g programs of schools preparing persons to serve or advise p aren ts and child ren would include tra in in g in ch ild psychology and development and fam ily r e la tio n s. I t a ls o sp ecified th a t p ro fessio n al people should assume r e s p o n s ib ility f o r acquiring th e necessary knowledge in these a re a s. 4l H W ithin a few days, a f te r th e White House Conference, P re sid e n t Truman d eclared a s ta te o f n a tio n al emergency. I t seemed obvious th a t th e e n tire country would need to be concerned w ith c i v il defense and 11*6 I b id., p U7 Ib id., p. 92.

106 Mobilization fo r a long period o f time.**4 G radually, th e work o f th e Coamission was seen to r e l a t e to th e C iv il Defense Program in Ohio* The S ta te D irecto r o f C iv il Defense proposed th e appointment o f th e Commission's Executive S ecretary to th e post o f S tate Coordinator fo r C h ild ren and Youth in C iv il Defense* approved th e p ro p o sal on January 27, 1951* The E xecutive Committee The C o ordinator was to serve in a dual cap acity. The e n tire a c tio n program of th e Commission was to be pushed, but th e phases which r e la te d to "Children and Youth 11*9 in Defense would be given a g re a te r emphasis* F o rtu n ately th e s ta te of n a tio n a l emergency turned o u t to b e short-term ed* The Ohio Commission d id have a follow -up program. N aturally a l l o f th e recommendations adopted by th e Commission could n o t be c a rrie d o u t, but they d id serve as a guide fo r th e f u tu re. Some of th e recommendations have become r e a l i t i e s. Probably th e g re a te s t accomplishment was th e way th e c itiz e n s showed th a t they could work co -o p erativ ely when they had a common goal* T h e C o l l e g e a n d U n i v e r s i t y P a r e n t E d u c a t io n W o rk sh o p s S p f t» r «d b y t h e d m o Congress o i B a r e n t s a n d T e a c h e r s, i n c Z T h r o u g h t h e y e a r s p r o f e s s i o n a l l e a d e r s h a v e b e e n l i m i t e d a s t o t h e n u m b er o f p e o p l e t h a t t h e y c a n w o rk w i t h i n p a r e n t e d u c a t i o n. I f

107 101 t h e r e i s a s h o r t a g e o f p r o f e s s i o n a l l e a d e r s * t h e n t h e r e s p o n s i b i l i t y u s t b e a s s u m e d b y l a y l e a d e r s. T h i s s o l u t i o n c a n o n ly b e e f f e c t i v e i f t h e l a y l e a d e r s h a v e t r a i n i n g f o r t h e i r w o r k. T h e O h io C o n g r e s s o f P a r e n t s a n d T e a c h e r s b e g a n a l o n g - r a n g e p r o g r a m i n hom e a n d f a m i l y l i v i n g i n * T h e p u r p o s e o f t h e n ew p r o g r a m w a s t o d e v e l o p a p r o g r a m where lay leaders could receive leadership trojjvng arid become effective leaders. T h e p l a n w a s o r g a n i z e d i n t h r e e s e c t i o n s : ( 1 ) A S t a t e w id e w o r k s h o p w a s t o b e s p o n s o r e d b y t h e O h io C o n g r e s s o f P a r e n t s a n d T e a c h e r s t o w h ic h m em b ers o f t h e s t a t e b o a r d o f m a n a g e r s * c o u n c i l p r e s i d e n t s * a n d a r e p r e s e n t a t i v e fr o m e a c h o f t h e s t a t e c o l l e g e s a n d u n i v e r s i t i e s w e r e t o b e i n v i t e d * T h i s s t a t e - w i d e w o r k s h o p w a s t o b e f o l l o w e d b y a n a r e a w o r k s h o p o n t h e cam p u s o f e a c h o f t h e s e c o l l e g e s a n d u n i v e r s i t i e s f o r t r a i n i n g l a y l e a d e r s o f t h e a r e a. ^ ( 3 ) I t w a s h o p e d t h a t t h e c o l l e g e s a n d u n i v e r s i t i e s m ig h t f i n d i t a d v i s a b l e t o e s t a b l i s h som e p e r m a n e n t c o u r s e s f o r t h e t r a i n i n g o f l a y l e a d e r s i n t h e f i e l d o f p a r e n t e d u c a t i o n. T h e f i r s t tw o p h a s e s o f t h e p r o g r a m h a v e b e e h com p l e t e d T h e s t a t e p a r e n t e d u c a t i o n w o r k s h o p w a s h e l d (N o v em b er * ) a t t h e D e s h l e r - W a l l i c k H o t e l * C o lu n b u s * O h i o. I t w a s u n d e r t h e d i r e c t i o n o f M is s E t h e l K aw in * R e g i o n a l C o n s u l t a n t i n P a r e n t E d u c a t I o n f o r t h e N a t i o n a l C o n g r e s s o f P a r e n t s a n d T e a c h e r s ( s e e p. 5 3 ). F i f t y - e i g h t c o u n c i l p r e s i d e n t s, m em b ers o f t h e b o a r d o f m a n a g e r s o f t h e O h io C o n g r e s s * a n d r e p r e s e n t a t i v e s o f t h e s i x s t a t e c o l l e g e s a n d u n i v e r s i t i e s, a n d C l e v e l a n d C o l l e g e ( W e s t e r n R e s e r v e U n i v e r s i t y ) w e r e p r e s e n t. T h e w o r k s h o p w a s s u c c e s s f u l. 1^1 T h e s t a t e u n i v e r s i t i e s w e r e B o w lin g G r e e n, K en t S t a t e * M ia m i, O h i o, O h io S t a t e, a n d C c n t r a l S t a t e C o l l e g e. o r t s a n d E v a l u a t i o n o f C o l l e g e a n d U n i v e r s i t y P a r e n t W o r k s h o p s. W ork sh o p E v a l u a t i o n C o m m itte e io h io C o n g r e s s o f P a r e n t s a n d T e a c h e r s, I n c., ) * p. 3 *

108 102 The purpose o f th e s ta te parent education workshop was to outlin e th e problems which faced Ohio lay lead ers in p aren t education and to plan w ith u n iv e rsity re p re se n ta tiv e s how th e u n iv e r s itie s and th e Ohio Congress o f P aren ts and Teachers m ight co-operate to meet th ese problem s. Following th e state-w id e workshop, Ohio was divided in to a reas surrounding each co lleg e and u n iv e rsity represented a t th e workshop. As the p la n s o f each u n iv e rsity fo r i t s workshop became organized, the p re sid e n t o f each council and o f each u n it in the u n iv e rsity area receiv ed inform ation about th e ensuing workshop from the s t a f f o ffic e o f th e Ohio Congress. ^ S ince th e program has been in e f f e c t, a state-w id e planning meeting fo r u n iv e rs ity re p re sen ta tiv e s and Ohio Congress o f P aren ts and Teachers re p re s e n ta tiv e s who have been involved in th e workshop plan has been held in the f a l l of the y e ar. At t h i s tim e the program has been ev alu ated and p lan s have been made fo r th e coming y ear. Each colleg e or u n iv e rsity has developed i t s own workshop in co -operation w ith the Ohio Congress. On th e w hole, th e re has been a g reat demand fo r t h i s lead ersh ip tra in in g. S ince the f i r s t workshops were h eld, Muskingham College and Akron U n iv e rsity, a t th e ir re q u e st, jo in ed the o th er p a rtic ip a tin g u n iv e r s itie s in carry in g out th e p la n. S everal tim es th e workshops have been f i l l e d t o c a p a c ity, and some e lig ib le in d iv id u a ls have had t o be tu rn ed down. S everal o f 1$3Ib id.. p. 8

109 th e u n iv e r s itie s have sponsored advanced tra in in g workshops. response in d icated th e g re at need fo r th is type o f tra in in g. This The coo p eratio n o f th e u n iv e rs itie s s ig n ifie d th a t they recognized th e, 151* need. The workshops u su a lly have centered on problems o f organizing, m aintaining, and programming study groups. They also have stre sse d methods o f handling groups and stim u latin g d iscu ssio n. Sane emphasis has been given to c h ild development th eory, b u t i t should be mentioned th a t lay le ad e rs have n o t been expected to assume th e ro le o f experts in c h ild development. However, they have learned a v a rie ty o f s u it^ able methods of p resen tin g m a te ria l, and they have become acquainted w ith c u rre n t lite r a tu r e in th e f i e l d. The workshops have stre s se d th e p a r tic ip a tio n o f members. This p a rtic ip a tio n has covered planning p e rio d s, working to g eth er in sm all groups, dem onstration o f tech n iq u es, and ev alu atio n of th e e n tire workshop. The r e s u lts of a follow -up study ccniucted by the Ohio Congress rev ealed th a t th e lead ersh ip tra in in g workshops have given lay lead ers more self-co n fid en ce. These le ad e rs have been tak in g i n i t i a t i v e in th e ir p a re n t-te a c h e r a s so c ia tio n s, and have been u tiliz in g methods i t t and m a te ria ls learned through t h e i r workshop ex p erien ce.

110 10k The O hio C h ild C o n s e rv a tio n League O hio F e d e r a tio n o f C h ild C o n s e rv a tio n L eagues came i n t o e x is te n c e a s a S t a t e f e d e r a t i o n o f le a g u e s o f t h e C h ild C o n s e rv a tio n L eague o f A m erica, t h e f i r s t o f t h e s e h a v in g b een fo rm ed i n O h io, In 1918* H ow ever, in D ecem ber, , f o u r te e n ( lii) o f t h e t h i r t y (3 0 ) le a g u e s came t o g e th e r i n an o r g a n iz a tio n m e etin g a t M a rian.... At t h a t m e e tin g, o f f i c e r s w ere e l e c t e d, w i t h M rs. A d d iso n B ain o f M ario n, a s P r e s i d e n t. The p r i n t e d program s o f th e 1920 and 1921 c o n v e n tio n s b e a r t h e h e a d in g and o f f i c e r s o f t h e o r i g i n a l o r g a n! z a ti o n.156 The name o f t h e o r g a n iz a tio n was changed t o t h e O hio C o n s e rv a tio n L eag u e, in The p u rp o se o f t h e F e d e r a tio n was t o d e v e lo p a c lo s e r r e l a t i o n s h i p among members o f th e le a g u e o f Ohio so t h a t th e in d iv id u a l le a g u e s an d members w ould p r o f i t, and th e u n ite d g ro u p s c o u ld become m ore e f f e c t i v e i n b r in g in g a b o u t l e g i s l a t i o n t o b e n e f i t c h i l d r e n in s o c i e t y. The o r g a n iz a tio n h a s an an n u al c o n v e n tio n, a s t a t e p a p e r, t h e O.C.C.L. Mews, a handbook f o r o f f i c e r s, and a l i b r a r y, a s w e ll a s e d u c a tio n a l S tu d y C o u rses* The s t a t e s lo g a n a d o p te d i n 1937 was "A C h ild V e il G u id ed T oday, Tomorrow W ill G u id e V e il H is Own D e s tin y." S in c e t h e Educat i o n a l S tu d y C o u rse s w ere made a v a i l a b l e i n 1939, t h e o r g a n iz a tio n h a s grown r a p i d l y. I n 19U9, a t o t a l o f 352 le a g u e s and 21 f e d e r a t i o n s w ith a m em bership o f n e a r ly 7,0 0 0 p e r s o n s was r e p o r t e d a t th e S t a t e 157 c o n v e n t i o n * 1 ^ T h e O h i o C h i l d C o n s e r v a t i o n L e a g u e, S t u d y G u i d e ( O h i o C h i l d C o n s e r v a t i o n L e a g u e, ), p. 6 * 157 I b i d., p p. 6-7*

111 105 The I n s t i t u t e o f C hild Development and Family ~ L ife, Ohio S ia ie tjnt v e rs t t y R ecently c o lle g e s and u n iv e r s itie s th ro u g h o u t th e country have expanded o r e s ta b lis h e d fam ily l i f e departm ents or fam ily study 158 c e n te rs. In t h i s v e in, The Ohio S ta te U n iv e rsity s e t up in 1955 an I n s t i t u t e o f C hild Development and Family L if e. T his I n s t i t u t e, sponsored by The G raduate S chool, h a s provided an in te r-d e p a rtm e n ta l and m u lti- d is c ip lin a r y approach to re s e a rc h and p ro fe s s io n a l tr a in in g in c h ild developm ent and fam ily l i f e. I t does n o t have a d eg ree- g ra n tin g fu n c tio n. O ffic e rs o f th e new i n s t i t u t e have included r e p re s e n ta tiv e s from th e f i e l d s of psychology, home econom ics, so cio lo g y, and s p e c ia l and a d u lt e d u c a tio n. The I n s t i t u t e p u b lish ed i t s f i r s t news l e t t e r in F ebruary, The I n s t i t u t e has sponsored a le c tu r e s e r ie s y e a rly. I t has o ffe re d an In te r-d e p a rtm e n ta l G raduate Sem inar. I t has re p o rte d c u rre n t re se a rc h in fam ily l i f e being c a rrie d on by f a c u lty and s tu d e n ts. The I n s t i t u t e h as been in te r e s te d in stim u la tin g re s e a rc h and tr a in in g in fa m ily l i f e e d u catio n. Summary The Ohio S tate-w id e P la n fo r P a re n t E ducation ( ) was designed t o b rin g o p p o rtu n itie s f o r c h ild study to p a re n ts o f every * ^For exam ple, th e U n iv e rsity o f F lo r id a 's Family L ife Program* The Family Study C enter o f th e U n iv e rsity o f C hicago, and th e program fo r Fam ily and Community L iving I n s titu te d by th e School o f Science* E ducation and H um anities a t Purdue U n iv ersity *

112 106 community in th e s ta te * The s t a f f o f th e D iv is io n o f P a r e n ta l E d u c atio n was to work th ro u g h and c o -o p e ra te w ith th e p u b lic s c h o o ls, c o lle g e s, and o th e r i n t e r e s t e d o rg a n iz a tio n s to ex te n d to p a re n ts th e know ledge o f c h ild dev elo p m en t. To an e x te n t th e p la n was s u c c e s s f u l, b u t i t co u ld n o t s u rv iv e w ith o u t th e c o lle g e s fu rn is h in g le a d e r s h ip, n o r w ith o u t fu n d s. C e r ta in ly some o f th e work done th ro u g h th e Ohio p la n may have l a i d th e groundwork f o r some o f th e p r e s e n t w o rth w h ile p a r e n t e d u c a tio n a c t i v i t i e s b ein g c a r r ie d on th ro u g h o u t th e s ta te * I n O hio, ch u rch g ro u p s, c o lle g e s and u n i v e r s i t i e s, p r iv a te s o c ia l w e lf a r e o r g a n iz a tio n s ( e. g., th e "Y 1 o r g a n iz a tio n s, m ental h y g ien e a s s o c i a t i o n s ), governm ent sponsored a g e n c ie s ( e. g., A g ric u l t u r a l E x te n sio n S e r v ic e ), p r i v a t e r u r a l o rg a n iz a tio n s (O hio Farm B u reau, l o c a l g ra n g e s ), and la y o rg a n iz a tio n s (C h ild C o n se rv a tio n L eague, American A s s o c ia tio n o f U n iv e rs ity Women, The O hio C ongress o f P a re n ts and T e a c h e rs) have a c c e p te d some r e s p o n s i b i l i t y f o r p a r e n t and fa m ily l i f e e d u c a tio n * * ^ The m ain w eakness i n th e Ohio p a r e n t e d u c a tio n s e rv ic e s h as b een t h a t no agency a c c e p ts r e s p o n s i b i l i t y f o r c o - o rd in a tin g th e a c t i v i t i e s o f th e s e a g e n c ie s. As a r e s u l t, many p a r e n t e d u c a tio n n e e d s o f O h io 's c i t i z e n s have b een unmet w hereas in some in s ta n c e s s e r v ic e s have been d u p lic a te d * 1 CO ' ^ O h i o 's C h ild re n and Youth a t th e M id cen tu ry, o p * c i t., p p *

113 CHAPTER III A QUESTIONNAIRE STUDY OF THE PARENT EDUCATION PRACTICES OF OHIO'S PUBLIC ELEMENTARY SCHOOLS AND TAX-SUPPCRTED COLLEGES AND UNIVERSITIES In th e h i s t o r y o f p a r e n t e d u c a tio n, t h e w r i te r p o in te d o u t t h a t th e p a r e n t e d u c a tio n movement was la y i n i t i a t e d. In th e 's, th e p r o f e s s io n a l group e n te re d th e p a r e n t e d u c a tio n movement. S in ce t h a t tim e t h i s group h a s c o n tr ib u te d i t s s p e c ia l com p eten cies to g iv e le a d e r s h ip in p a r e n t and fa m ily l i f e e d u c a tio n. The p r o f e s s io n a l le a d e r s h ip h as been c e n te re d i n v a rio u s o r g a n iz a tio n s, governm ent b u re a u s, r e s e a r c h c e n t e r s, and e d u c a tio n a l a g e n c ie s. The w r ite r found l i t t l e e v id e n c e in h e r h i s t o r i c a l s tu d y which in d ic a te d t h a t s p e c if ic le a d e r s h ip fu n c tio n s o r r o le s had b e e n d eterm in ed f o r th e m yriad o f a g e n c ie s w orking i n th e f i e l d o f p a r e n t e d u c a tio n. As a r e s u l t, th e r e h as b een and i s d u p lic a tio n o f s e rv ic e s a s w e ll a s a m issio n o f s e r v ic e s t o p a re n ts * I n t h i s s tu d y, th e w r i t e r was co n cern ed w ith t h e p a re n t e d u c a t i o n le a d e r s h ip f u n c tio n s o r r o le s o f O h io 's p u b lic elem en tary sc h o o ls and ta x -s u p p o rte d c o lle g e s and u n i v e r s i t i e s. The m ethod fo llo w ed was t o d e te rm in e th ro u g h th e u se o f q u e s tio n n a ire s w hat were th e a c tu a l p r a c tic e s b e in g c a r r ie d on in each agen cy, and w hat would b e an id e a l s e t o f p r a c t i c e s a s d eterm in ed by a Ju ry o f com petent ju d g e s f o r e a ch agency. T h is method h a s b een d e s c rib e d in d e t a i l in th e in tro d u c to r y c h a p te r, pages

114 108 In th e q u e s tio n n a ire stucfy, two forms (Form I and Form I I ) o f one q u e s tio n n a ire were used w ith th e p u b lic s c h o o ls, and two forms (Form I and I I ) o f a somewhat s im ila r q u e s tio n n a ire were used w ith th e c o lle g e s and u n i v e r s i t i e s. Form I in each case was used to d isc o v e r th e p a re n t e d u c a tio n p r a c tic e s o f th e agency and Form I I w hat th e approved p r a c tic e s were a s determ ined by com petent judges f o r th e agency. T h irty -o n e o f th e q u e stio n s in th e q u e s tio n n a ire f o r th e two ag en cies w ere d e sig n e d ly id e n tic a l. For th e purpose o f s im p lif ic a tio n o n ly th e le a d e rs h ip fu n c tio n s have been s ta te d in th e p re s e n ta tio n o f th e fin d in g s ; th e r e f o r e, exam ples o f th e form at o f b o th form s o f th e p u b lic sch o o l q u e s tio n n a ire have been g iv en below t o give th e re a d e r an u n d erstandin g o f how th e q u e s tio n s were asked. The P r a c tic e Q u e stio n n a ire (Form I ) The P u b lic School Q u e stio n n a ire Our S ch o o l: s c h o o l). (Each p r in c ip a l should answer f o r h i s s p e c ific Y M 1. P ro v id e s s e c r e t a r i a l h e lp to te a c h e rs who a re c o n ta c tin g p a r e n ts fo r c o n fe re n c e s, p re p a rin g l e t t e r s t o p a r e n ts, o r w orking on o th e r hom e-school com m unications. Y N 2. Has a program fo r h e lp in g each te a c h e r g a in in s ig h t in to th e ty p e o f work done by th e v i s i t i n g te a c h e r s, school n u r s e s, and o th e r s p e c ia l p erso n n el who have d i r e c t c o n ta c t w ith th e hone.

115 109 The O pinion Q u e stio n n a ire (Form I I ) Should th e Ohio p u b lic elem en tary s c h o o ls : Y N U 1. P ro v id e s e c r e t a r i a l h elp to te a c h e rs who a re c o n ta c tin g p a re n ts f o r c o n fe re n c e s, p re p a rin g l e t t e r s to p a r e n ts, o r w orking on o th e r hom e-school com m unications. Y N U 2. Have a program f o r h e lp in g each te a c h e r g a in in s ig h t in to th e ty p e of work done by th e v i s i t i n g te a c h e r s, sch o o l n u rs e s, and o th e r s p e c ia l p e rso n n e l who have d i r e c t c o n ta c t w ith th e home* The c o lle g e and u n iv e r s ity q u e s tio n n a ire s were d esig n ed to fo llo w th e same p a tte r n. "Our c o lle g e or u n iv e r s ity " was th e heading on th e p r a c tic e q u e s tio n n a ire (Form I ), and "Should O h io 's ta x -su p p o rte d c o lle g e s and u n i v e r s i t i e s " was th e heading on th e o p in io n q u e s tio n n a ir e (Form I I ). In t h i s c h a p te r, th e w r ite r has p re se n te d th e d a ta acco rd in g to th e fo llo w in g p la n. A few s ta te m e n ts have been made to g iv e th e re a d e r a background o f g e n e ra l in fo rm a tio n about th e stu d y. T his d is c u s s io n has been fo llo w ed by th e p u b lic school f in d in g s, th e n th e c o lle g e and u n iv e r s ity f in d in g s, and f i n a l l y a com parison o f th e fin d in g s o f th e two ag en cies* G en eral In fo rm a tio n about th e S tudy C au tio n m ust be u t i l i z e d in r e p o r tin g th e r e s u l t s o f a q u e s tio n n a ir e stu d y w here th e ch o ice o f answ ers o f f e r e d to th e r e c i p i e n t a re " y e s," "n o," o r " y e s," " n o," " u n c e r ta in." I n t h i s s tu d y a comment sh e e t was fu rn is h e d to re sp o n d e n ts who w ished to c l a r i f y p o in ts o r add in fo rm a tio n w hich seemed p e c u lia r to t h e i r s itu a t i o n s. Sane

116 110 I n d iv id u a ls in re sp o n d in g to th e p r a c tic e form s o f th e q u e s tio n n a ir e s m en tio n ed t h a t th e r e s t r i c t i o n o n th e c h o ic e o f an sw ers made i t d i f f i c u l t fo r them to d e c id e w h eth er o r n o t t h e i r a g e n c ie s o f fe r e d c e r t a i n s e r v ic e s. In some c a s e s, in d iv id u a ls added comments to s p e c if ic s ta te m e n ts w hich c l a r i f i e d t h e i r answ ers o r m arked th e d e g re e to w h ich th e p r a c t i c e was e x e c u te d. T h e re fo re a " y e s answ er may have m eant th a t a s p e c if ic p r a c tic e was common t o th e ag en cy, o r t h a t i t w as o ffe re d by r e q u e s t o n ly. I n g e n e r a l, th e re s p o n d e n ts seemed d e c id e d ly c o n s c ie n tio u s in f i l l i n g in th e q u e s tio n n a ir e s, and th ey r e a d i l y a d m itte d t h a t c e r t a i n p r a c t i c e s and s e rv ic e s w ere n o t o f f e r e d by t h e i r i n s t i t u t i o n s. S econdary to r e p o r tin g th e d a ta, b u t r e le v a n t to th o s e i n t e r e s te d in t h i s in v e s tig a tio n,w a s th e f a c t t h a t l e t t e r s and comments w r i t t e n to th e in v e s tig a to r from th e p u b lic sch o o l p a r t i c i p a n t s in d ic a te d t h a t th e q u e s tio n n a ir e was h e lp f u l to them. One l e t t e r s t a t e d, Our a d m in is tr a tiv e s t a f f w ould lik e J r copy o f t h i s q u e s tio n n a ire a s a means o f s tim u la tin g some o f th e d e s ir a b l e p r a c t i c e s w hich a r e n o t a t t h e p r e s e n t tim e a r e a l i t y i n o u r own system, b u t should b e in c lu d e d. A nother comment w as, "T h is q u e s tio n n a ir e p o in ts up a l l th e d e s ir a b le c h a r a c t e r i s t i c s o f a f i n e sch o o l-p aren t-co m m u n ity r e l a t i o n s h i p." Many p r in c ip a ls m entioned some s p e c i f i c p la n s t h a t th e y w ere c o n s id e rin g a s f u tu r e p a r e n t e d u c a tio n a c t i v i t i e s in t h e i r s c h o o ls. A la r g e m a jo rity o f t h e re s p o n d e n ts to th e p r a c t i c e q u e s tio n n a ir e s

117 I l l from each e d u c a tio n a l agency checked t h a t th e y d e s ir e d a copy o f th e r e s u l t s o f t h i s stu d y. The p r a c tic e q u e s tio n n a ir e s (Forms I ) w ere re tu rn e d from 183 p u b lic elem en tary sch o o ls ( 6 l p e r c e n t o f th e sam ple) and n in e ta x - su p p o rted h ig h e r e d u c a tio n i n s t i t u t i o n s (100 p e r c e n t o f th e i n s t i t u t i o n s ). A lthough th e s e two ty p e s o f e d u c a tio n a l a g en cies r e p o rte d t h a t th ey p r a c tic e d a number o f in c id e n ta l p a r e n t e d u c a tio n f u n c tio n s, th e re was an im p lic a tio n in th e d a ta th a t th e m a jo rity o f th e p u b lic elem en tary sc h o o ls a s w e ll a s ta x -su p p o rte d h ig h e r e d u c a tio n i n s t i t u tio n s d id n o t p ro v id e e x te n s iv e, c o n s c io u sly p la n n e d program s o f p a re n t e d u c a tio n. As m ight be e x p e c te d, th e p r a c t i t i o n e r s in b o th a g e n c ie s p r a c tic e d few er p a r e n t e d u c a tio n le a d e rs h ip f u n c tio n s th a n t h e i r ju d g es a ccep te d as a p p r o p ria te fu n c tio n s fo r t h e i r a g e n c ie s. In th e p u b lic school f in d in g s th e r e was a tre n d f o r th e c i t y sch o o ls t o p r a c tic e le a d e rs h ip fu n c tio n s to a g r e a te r e x te n t th a n d id th e co u n ty o r exem pted v illa g e s c h o o ls ; how ever, even th e c i t y sc h o o ls d id n o t p r a c tic e a s many as 50 p e r c e n t o f th e le a d e rs h ip fu n c tio n s approved b y th e ju d g e s. The P u b lic E lem en tary School P r a c tic e s The q u e s tio n n a ire on a c tu a l p r a c t i c e s (Form I ) was r e tu rn e d by 183 Ohio p u b lic e le m en ta ry s c h o o ls w hich was 61 p e r c e n t o f th e sam ple. T h is number in c lu d e d 85 c o u n ty, 88 c i t y, and 10 exem pted

118 112 v illa g e sch o o ls. The m a jo rity of th e schools in th e t o ta l stu d y served p u p ils in a t le a s t s ix grades (see T able 5)* Table $ Types o f Schools from Which th e Q u estio n n a ire Was R eturned, and th e G rades Served by These Schools Type o f School 1-6 k-6 G rades 1-8 Served K-8 O ther Combin a tio n s T o ta l Number o f Schools Exempted V illa g e County C ity 1U U5 h T o ta l The opinion q u e s tio n n a ire (Form I I ) was re tu rn e d by s ix te e n ju d g es. The method o f s e le c tio n o f th e se judges was given in C hapter I, pages 13-lU. The p u b lic school q u e s tio n n a ire was d iv id ed in to nine a re a s fo r th e purpose o f c la s s if y in g th e p a re n t e d u catio n fu n c tio n s. The a re a headings and th e q u e stio n s covered in each a re a have been p re se n te d in T able 3* page 18. The d a ta have been analyzed and re p o rte d according to th e nin e a re a s. Each a re a has been d isc u sse d s e p a ra te ly. 1 D ata based on in fo rm atio n found in th e E d u catio n al D ire c to ry o f th e Ohio S ta te Departm ent o f Education f o r

119 113 A fte r th e n in e a re a s have been p r e s e n te d, a b r i e f d is c u s s io n o f th e t o t a l q u e s tio n n a ire has been g iv e n a s a summary o f t h i s se c tio n * A rea A (Q u e stio n s 1-$ I n c lu s iv e ) The f iv e q u e s tio n s i n A rea A p e r ta in e d t o d i r e c t s e r v ic e s p ro v id e d t o th e f a c u lty t o e n a b le them t o c a r r y on hom e-school r e l a t io n a c t i v i t i e s. The fin d in g s f o r t h i s a r e a have been r e p o r te d in T able 6. At l e a s t th r e e - f o u r th s o f th e s ix te e n p u b lic sch o o l ju d g es approved each o f th e f iv e f u n c tio n s co v ered in Area A a s a p p r o p r ia te p r a c tic e s fo r th e p u b lic e le m e n ta ry s c h o o ls. At th e same tim e, a t l e a s t o n e -h a lf o f th e 183 p u b lic s c h o o ls r e p o rte d th a t th e y p r a c tic e d th re e o f th e f u n c tio n s w hich encouraged horae-school r e la tio n s * T here was c o n s id e ra b le v a r i a t io n in th e d eg ree to w hich th e s e f u n c tio n s w ere p r a c tic e d in th e c o u n ty, c i t ^ and exempted v illa g e s c h o o ls. The c i t y s c h o o ls (77 p e r c e n t) p ro v id e d s e c r e t a r i a l h e lp to t h e i r te a c h e r s engaged in hom e-school r e l a t i o n s work t o a g r e a te r e x te n t th a n th e co u n ty (1*8 p er c e n t) o r th e exem pted v i l l a g e sc h o o ls (60 p e r c e n t) d id. The d if f e r e n c e was more pronounced among th e p r a c tic e s o f th e th r e e ty p e s o f s c h o o ls on p ro v id in g a program f o r h e lp in g te a c h e r s le a r n a b o u t th e work o f s p e c ia l sch o o l p e rs o n n e l who h av e d i r e c t c o n ta c t w ith th e home. A p p a re n tly t h i s ty p e o f f u n c tio n depended on th e s iz e o f t h e sc h o o l o r community, f o r 70 p e r c e n t o f th e c i t y sc h o o ls re p o rte d th e p r a c t i c e, w hereas o n ly 1*6 p e r c e n t o f th e c o u n ty, and 20 p e r c e n t o f th e exem pted v i l l a g e sc h o o ls

120 Table 6 P e r c e n ts o f R espondents R ep o rtin g o r Approving S p e c if ic P r a c tic e s in P a re n t E ducation in Area A L e a d e r s h i p F u n c t i o n s R eported a s School P r a c tic e s by School A d m in istra to rs P er c e n t R ep o rtin g E x iste n c e o f th e P r a c tic e County C ity Exempted V illa g e T o t a l Yes N o (85) (88) (10) (183) Thought To be D e s ira b le P r a c tic e s by 16 Judges U n c e r ta in 1 * P r o v i d e s s e c r e t a r i a l h e l p t o t e a c h e r s w h o a r e c o n t a c t i n g p a r e n t s f o r c o n f e r e n c e s, p r e p a r i n g l e t t e r s t o p a r e n t s, o r working o n o t h e r h o m e - s c h o o l c o m m u n i c a t i o n s 1* H a s a p r o g r a m f o r h e l p i n g e a c h t e a c h e r g a i n i n s i g h t i n t o t h e t y p e o f work d o n e b y t h e v i s i t i n g t e a c h e r s, s c h o o l n u r s e s, a n d o t h e r s p e c i a l p e r s o n n e l w h o h a v e d i r e c t c o n t a c t w i t h t h e h o m e U H a s a n i n - s e r v i c e t r a i n i n g p r o g r a m i n h o m e - s c h o o l r e l a t i o n s * l*» G r a n t s r e l e a s e d t i m e t o t e a c h e r s w h o h a v e s p e c i f i c p a r e n t e d u c a t i o n r e s p o n s i b i l i t i e s * 75 19

121 T able 6 (c o n tin u e d ) L eadership Functions Reported as School P ra c tic e s by School A d m in istrato rs Per c e n t R eporting E xistence o f th e P ra c tic e County C ity T o tal (85) (88) (10) (183) Thought to be D esirab le P ra c tic e s by 16 Judges Yes No U?" c e r ta in 5. F urn ish es fa c u lty members w ith informatio n which would h elp them g ain in understan d in g th e ed u c a tio n a l needs o f th e f a m ilie s in th e community ho

122 116 d id so. S in ce th e p r in c ip a ls vho responded to th e q u e s tio n d id n o t d e s ig n a te on th e comment s h e e t w hether o r n o t t h e i r sch o o ls had s p e c ia l p e rs o n n e l, th e r e was no way f o r th e in v e s tig a to r to know why t h i s fu n c tio n was n o t p r a c tic e d as fre q u e n tly in co u n ty and exenpted v illa g e sc h o o ls as i t was in c i t y sch o o ls* The m a jo rity o f th e c i t y sch o o ls (73 P «r c e n t) and county sch o o ls (68 p e r c e n t) fu rn is h e d f a c u lty members w ith in fo rm a tio n about th e e d u c a tio n a l needs o f th e f a m ilie s in t h e i r com m unities. T h is fu n c tio n was p r a c tic e d by le s s th a n o n e -h a lf (UO p e r c e n t) o f th e exempted v illa g e s c h o o ls. Only 2k p e r c e n t o f th e 183 sc h o o ls re p o rte d t h a t th e y had an in - s e r v ic e tr a in in g program in hom e-school r e l a t io n s. The same p e rc e n ta g e g ra n te d r e le a s e d tim e to te a c h e r s vho had s p e c if ic p a re n t e d u c a tio n r e s p o n s i b ilitie s * A rea B (Q u estio n s 6-9 I n c lu s iv e ) The fo u r q u e s tio n s in A rea B p e r ta in e d to in fo rm a tio n s e rv ic e s o ffe re d to th e g e n e ra l p u b lic b y th e s c h o o ls. The fin d in g s f o r t h i s a r e a have been re p o rte d in T able 7. A t l e a s t t h r e e - f i f t h s o f t h e s i x t e e n j u d g e s a c c e p t e d t h e f o u r l e a d e r s h i p f u n c t i o n s i n A r e a B a s a p p r o p r i a t e p r a c t i c e s f o r t h e p u b l i c e l e m e n t a r y s c h o o l s. A t t h e s a m e t i m e, a t l e a s t t h r e e - f i f t h s o f t h e p u b l i c s c h o o l s p r a c t i c e d t w o o f t h e f o u r l e a d e r s h i p f u n c t i o n s * S i x t y - t w o p e r c e n t o f t h e p u b l i c s c h o o l s r e p o r t e d t h a t t h e y p r o v i d e d p e r i o d i c i n f o r m a t i o n o n h o m e - s c h o o l n a t t e r s t o t h e n e w s p a p e r s.

123 Table 7 P er c e n ts o f Respondents R eporting or Approving S p e c ific P ra c tic e s in P a ren t E ducation in Area B L ead ersh ip F u n ctio n s R eported as School P r a c tic e s by School A d m in istra to rs P e r c e n t R ep o rtin g E x iste n c e o f th e P r a c tic e County C ity Exempted T o ta l V illa g e (85) (88) (10) (183) Thought to Be D e s ira b le P r a c tic e s by 16 Judges Yes No Unc e r ta in 6. P r e s e n ts r a d io and t e l e v i s i o n program s on to p ic s r e l a t e d to c h ild developm ent* P ro v id e s p e r io d ic in fo rm a tio n on homesch o o l m a tte rs f o r d isse m in a tio n t o th e p u b lic fay new spapers* P ro v id e s p e r io d ic in fo rm a tio n on homesch o o l n a t t e r s f o r d isse m in a tio n to th e p u b lic fay r a d io and te le v is io n * Keeps th e p u b lic inform ed on l e g i s l a t i v e Is s u e s r e l a t e d t o sch o o l developm ent and Im provem ent* 67 6U * 6 - *These le a d e rs h ip fu n c tio n s w ere l i s t e d on b o th a g e n c ie s ' q u e s tio n n a ir e s

124 118 Each ty p e o f school p r a c tic e d t h i a fu n c tio n to a p p ro x im ate ly th e same d e g re e. The p u b lic sch o o ls f u r th e r re p o rte d t h a t 65 p er c e n t o f them k e p t th e p u b lic inform ed on l e g i s l a t i v e is s u e s r e l a t e d to school developm ent and im provem ent. T his was done by some from each ty p e o f sc h o o l. A ccording to th e s e d a ta, i t was n o t custom ary f o r th e p u b lic elem en tary sc h o o ls to use th e r a d io or th e t e le v is io n a s m edia fo r p re s e n tin g in fo rm a tio n t o th e p u b lic. Area C (Q u estio n 10) Area C co n ta in ed o n ly one q u e s tio n. I t d e a l t w ith th e reco g n i t i o n given to th e P a re n t-t e a c h e r A s so c ia tio n u n it by th e p u b lic elem en tary s c h o o ls. The sch o o l a d m in is tr a to rs were asked i f th ey gave fo rm al re c o g n itio n to th e P a re n t-t e a c h e r A s so c ia tio n a s th e o n ly o f f i c i a l la y o rg a n iz a tio n d e s ig n a te d t o work w ith th e s c h o o ls. Of th e 183 sc h o o ls, 70 p e r c e n t re p o rte d t h a t th ey gave o f f i c i a l r e c o g n itio n to th e P a ren t-t each er A sso c ia tio n u n i t. The c i t y sc h o o ls (82 p e r c e n t) and th e exempted v illa g e sc h o o ls (80 p e r c e n t) had a g r e a te r p ro p o rtio n o f a ffir m a tiv e r e tu r n s to t h i s q u e s tio n th a n d id th e county sc h o o ls (55 p e r c e n t). T h is was one o f th e s ix p r a c tic e s in th e t o t a l q u e s tio n n a ir e which th e Judges r e je c te d as an a p p ro p ria te fu n c tio n f o r th e p u b lic sc h o o ls. I t was th e only r e j e c t e d fu n c tio n p r a c tic e d by a t l e a s t o n e -h a lf o f th e s c h o o ls. Only 6 p e r c e n t o f th e ju d g es approved th e fu n c tio n (75 p e r c e n t o f th e Judges gave n e g a tiv e answ ers and 19 p e r c e n t u n c e rta in answ ers to t h i s q u e s tio n d ir e c te d to th e p u b lic s c h o o ls ). The g e n e ra l comment from th e Judges was t h a t p u b lic sch o o ls

125 119 should n o t g ive o f f i c i a l re c o g n itio n to any one o rg a n iz a tio n. S ev eral judges m entioned t h a t th ey would have approved th e fu n c tio n i f th e word "only" had been removed. The q u e stio n o f im portance in re g a rd to the s c h o o l's re c o g n itio n o f th e P aren t-t each er A sso ciatio n appeared to be w hether or n o t i t should be th e only la y o rg a n iz a tio n re c e iv in g re c o g n itio n by school o f f i c i a l s. Area D (Q u estio n s 11-1$ In c lu s iv e ) The f iv e q u estio n s in Area D p e rta in e d to g en eral s e rv ic e s o ffered t o la y o rg a n iz a tio n s by th e elem entary sch o o ls. The fin d in g s fo r th is a r e a have been re p o rte d in Table 8. At l e a s t f o u r - f i f t h s o f th e judges accepted th e f iv e fu n c tio n s In Area D a s a p p ro p ria te p ra c tic e s f o r th e p u b lic sch o o ls. On th e o th e r hand none o f th e fu n ctio n s w ere p ra c tic e d by a t l e a s t 50 p e r c e n t o f th e 183 p u b lic elem entary sc h o o ls. T h e m a j o r i t y o f t h e c i t y s c h o o l s ( 5 9 p e r c e n t ) r e p o r t e d t h a t t h e y d i d f u r n i s h a s s i s t a n c e t o l a y g r o u p s i n t h e s e l e c t i o n a n d u s e o f a u d i o - v i s u a l m a t e r i a l s o n p a r e n t e d u c a t i o n, a n d t h a t t h e y f u r n i s h e d s p e a k e r s a n d r e s o u r c e p e o p l e f o r l a y g r o u p s o n t o p i c s r e l a t e d t o c h i l d d e v e l o p m e n t * T h e s e d a t a s h o v e d t h a t t h e p u b l i c e l e m e n t a r y s c h o o l s i n O h io g a v e v e r y f e w g e n e r a l s e r v i c e s t o l a y o r g a n i z a t i o n s *

126 Table 8 P er cents o f Respondents Reporting or Approving S p ecific P ra c tic e s in P a re n t Education in Area D L e a d e r s h i p F u n c t i o n s R eported a s School P r a c tic e s by School A d m in istrato rs Per c e n t R eporting E xistence o f th e P ra c tic e County ( 8 5 ) C ity ( 88) Exempted V illag e ( 10) T o tal ( ) Thought to Be D e sira b le P ra c tic e s by 16 Judges Yes Uo Un" c e r ta in 1 1. F u r n i s h e s a s s i s t a n c e t o l a y g r o u p s i n t h e s e l e c t i o n a n d u s e o f a u d i o - v i s u a l m a t e r i a l s o n p a r e n t e d u c a t i o n U6 9U 1 2 * F u r n i s h e s s p e a k e r s a n d r e s o u r c e p e o p l e f o r l a y g r o u p s o n t o p i c s r e l a t e d t o c h i l d d e v e l o p m e n t * UO U 8 9U 1 3 * F u r n i s h e s b i b l i o g r a p h i e s a n d l i s t s o f p a m p h l e t s t o l a y g r o u p s o n t o p i c s r e l a t e d t o c h i l d d e v e l o p m e n t * 1 9 U l U Hi. F u r n i s h e s a u d i o - v i s u a l m a t e r i a l s o n t o p i c s r e l a t e d t o c h i l d d e v e l o p m e n t a n d h o m e - s c h o o l r e l a t i o n s t o l a y g r o u p s v i t h i n i t s s e r v i c e a r e a * 19 Uo UO

127 Table 8 (continued) L eadership F unctions Reported as School P ra c tic e s by School A d m in istrato rs P er cent R eporting E x isten ce o f th e P ra c tic e County C ity T o U l (85) (88) (10) (163) Thought to Be D e sira b le P ra c tic e s by 16 Judges Un- Y ts 1,0 * c e r ta in 1$. P ro v id es a statem en t o f p o lic y s e ttin g th e boundary lim its f o r la y o rg an izatio n s working in clo se a s s o c ia tio n w ith th e sch o o l 2$ ho These le a d e rsh ip fu n c tio n s w ere l i s t e d on both a g e n c ie s' q u e stio n n a ires*

128 122 A rea E (Q uestions In c lu s iv e ) The th re e q u e stio n s in Area E r e la te d t o th e encouragem ent given to s t a f f members to p a r t ic ip a te in g e n e ra l community a c t i v i t i e s. The fin d in g s f o r t h i s a re a have been re p o rte d in T able 9. At l e a s t f o u r - f i f t h s o f th e s ix te e n ju d g es accep ted th e th re e le a d e rsh ip fu n c tio n s in Area E as a p p ro p ria te fu n c tio n s f o r th e p u b lic elem entary sc h o o ls. At th e same tim e, a t l e a s t f o u r - f i f t h s o f th e p u b lic schools p r a c tic e d two o f th e th re e le a d e rs h ip fu n c tio n s in Area E. The sch o o ls encouraged s t a f f members to a tte n d m eetings where th ey could a s s i s t in c r e a tin g b e tte r la y -p ro fe s s io n a l coo p e ra tio n and u n d e rsta n d in g, and th e y encouraged s t a f f members to serv e on com m ittees which were o u tsid e o f th e s c h o o ls ' j u r is d ic tio n b u t w ere aimed a t community im provement. Each ty p e o f school p r a c tic e d th e s e two fu n c tio n s to approxim ately th e same d eg ree. The t h i r d le a d e rsh ip fu n c tio n in t h i s a re a (p ro v id e s an o f f i c i a l re p re s e n ta tiv e t o th e o rg an ized community c o u n c il which re p re s e n ts th e m a jo rity o f community ag e n c ie s) may n o t have been p r a c tic e d because many of th e com m unities m ight n o t have had such c o u n c ils. A r e a F ( Q u e s t i o n s U I n c l u s i v e ) A r e a F w a s t h e l a r g e s t o f t h e n i n e a r e a s i n t h e q u e s t i o n n a i r e. I t h a d s i x t e e n q u e s t i o n s, a n d s i n c e q u e s t i o n 25 h a d p a r t s A a n d 8, t h e a r e a c o n t a i n e d s e v e n t e e n l e a d e r s h i p f u n c t i o n s w h ic h p e r t a i n e d t o s e r v i c e s o f f e r e d d i r e c t l y t o p a r e n t s b y t h e s c h o o l. T h e f i n d i n g s h a v e b e e n p r e s e n t e d i n T a b l e 1 0 *

129 Table 9 Per c en ts o f Respondents R eporting or Approving S p e c ific P ra c tic e s In P arent Education in Area E L ead ersh ip F u n ctio n s R eported as School P r a c tic e s by School A d m in istra to rs P er cen t R eporting E x isten ce o f th e P r a c tic e County ( 8 5 ) C ity ( 88) Exempted V illa g e ( 10) T o ta l (183) Thought to Be D e sira b le P r a c tic e s by 16 Judges Yes No Unc e r ta in 16* Encourages s t a f f members to a tte n d m eetin g s where th e y can a s s i s t in c r e a tin g b e t t e r la y - p ro fe s s io n a l coo p e ra tio n and u n d erstan d in g ( e. g., P.T.A., c i t i z e n s ' co u n cils) * P ro v id es an o f f i c i a l r e p r e s e n ta tiv e to th e o rg an ized community c o u n c il which r e p re s e n ts th e m a jo rity o f community ag en cies* U Encourages s t a f f members to s e rv e on com m ittees which a re o u ts id e o f th e s c h o o l's j u r i s d i c t i o n b u t a re aimed a t im proving community c o n d itio n s d l *These le a d e rsh ip fu n c tio n s were l i s t e d on b o th a g e n c ie s 1 q u e stio n n a ire s*

130 T able 10 P er c e n ts o f R espondents R ep ortin g or Approving S p e c if ic in P a ren t E ducation in Area F L eadership Functions Reported as School P ra c tic e s by School A d m in istrato rs P er cent R eporting E xistence o f th e P ra c tic e County C ity Exempted Vi lla g e T o tal ( 85) ( 86) (10) (183) Thought to Be D esirab le P ra c tic e s by 16 Judges Yes No Unc e r ta in 19* P rovides a baby s i t t i n g serv ice to p a re n ts who a re p a r tic ip a tin g in a p a re n t educatio n a c tiv ity sponsored by th e school I n v ite s p a re n ts to planned educatio n a l experiences ( e.g., e x h ib its, openhouses, d em o n stratio n s) d esig n e d to inform them about th e school program* 81* Inform s p a re n ts o f th e reaso n s behind a l l m ajor curriculum changes 71* D is trib u te s pam phlets on c h ild growth and developm ent to p a re n ts 3«57 1*0 1*1* 88 12

131 Table 10 (continued) Leadership Functions R eported as School P ra c tic e s by School A d m in istrato rs P er cen t R eporting E xistence o f the P ra c tic e County C ity Exempted V illag e T otal (85) ( 88) (10)W (183) Thought to Be D esirab le P ra c tic e s by 16 Judges Yes No Unc e r ta in 23* Encourages p a re n ts to form s p e c ia l in t e r e s t groups ( e.g., s p e c ia l c la s s p a r e n ts 1 c lu b s, mothers* stu d y groups, band p a re n ts) to h elp stre n g th en and develop s p e c ia l i n te r e s t a re a s li. P ro v id es a p re -sch o o l or k in d e rg arten o r ie n ta tio n program f o r p a re n ts who are sending t h e i r c h ild re n fo r t h e i r f i r s t school experience * P ro v id es a m eeting room f o r: A. P aren ts in te re s te d in p a r tic ip a tin g in study group and u n it m eetings4 62 7U B. P a re n ts being tra in e d a s group le a d e rs in p a re n t education UU U P ro v id es c la s s e s which would a id p a re n ts in understanding c h ild growth and development8 1U

132 Table 10 (continued) L eadership F unctions R eported as School P r a c tic e s by School A d m in istra to rs P er c e n t R eporting E x isten ce o f th e P r a c tic e County Exempted C ity T o ta l V illag e ( 8 5 ) ( 8 8 ) ( 1 0 ) ( ) Thought to Be D e sira b le P r a c tic e s by 1 6 Judges Yes No Unc e r ta in 27. U ses p e rso n a l methods ( e. g., l e t t e r s, telep h o n e c a l l s ) in encouraging p a re n ts to a tte n d a c t i v i t i e s planned fo r them a t th e school* 8 8 9U CO CM P ro v id es co u n selin g s e rv ic e to p a re n ts whose c h ild re n a r e having s e rio u s problem s in school* U Uses th e p a re n ts in n o n -te ach in g r o le s in o p e ra tin g th e school program ( e. g., as playground o r lunchroom s u p e rv is o rs ) UU P ro v id es a p a re n t ed u catio n s e c tio n o f th e school lib r a r y fo r p a re n ts I n v ite s p a re n ts to a c t as chaperones a t school fu n c tio n s o r d r iv e r s on f i e l d t r i p s O rganizes p a re n t stu d y groups f o r th e purpose o f stu d y in g a s p e c ts o f c h ild developm ent

133 Table 10 (continued) L eadership F unctions 33. F urnishes p a re n ts w ith th e o p p o rtu n ity to p a r t ic ip a te in e v a lu a tio n s made o f th e hom e-school r e la tio n s program 3lt* P ro v id es p a re n ts w ith p r in te d inform a tio n on ro u tin e v^ys t h a t th ey can coo p e ra te w ith th e school in o rd er to in su re a p le a s a n t ex p erien ce f o r t h e i r c h ild re n ( e.g., school su p p lie s needed, a r r i v a l and d e p a rtu re tim e, lu n ch -tim e r e g u la tio n s, homework p o l i c i e s, e t c.) R eported a s School P r a c tic e s by School A ckninistrators P er c e n t R eporting E x isten ce o f th e P ra c tic e to Be D e sira b le P ra c tic e s by 16 Judges County J C ity J V illa a e T o ta l Yes No c e r ta in (85) (88) (10) (183) h *These le a d e rsh ip fu n c tio n s were l i s t e d on b o th a g e n c ie s' q u e s tio n n a ire s.

134 128 The ju d g es approved f i f t e e n o f th e sev en teen fu n c tio n s a s d e s ir a b le fo r th e p u b lic e le m e n ta ry s c h o o ls. At l e a s t tw o - th ir d s o f th e ju d g e s approved fo u rte e n o f th e f u n c tio n s, b u t one fu n c tio n (en co u rag es p a r e n ts to form s p e c ia l i n t e r e s t g ro u p s, e. g., Band P a re n ts or S p e c ia l C lass P a r e n t s 1 C lu b s) was approved by o n ly 56 p e r c e n t o f th e ju d g e s. However, 31 p e r c e n t o f th e ju d g es re p o rte d t h a t th e y w ere u n c e rta in as t o th e ir answ er in re g a rd to t h i s p r a c t i c e. Mdst p u b lic sch o o ls p r a c tic e d n in e o f th e A rea F f u n c tio n s. One o f th e s e p r a c tic e s was concerned w ith in v itin g p a r e n ts to a c t a s ch ap ero n es a t sch o o l a f f a i r s o r a s d r i v e r s on f i e l d t r i p s. Many o f th e p r in c ip a ls c ro s s e d o u t th e word " d r i v e r s. 11 The im p lic a tio n was t h a t p a r e n ts w ere asked to b e c h a p e ro n e s, b u t n o t asked t o be d r iv e r s fo r sch o o l a c t i v i t i e s. The f u n c tio n in q u e s tio n 19 ( d i s t r i b u t e s p am p h lets on c h ild grow th and developm ent to p a r e n ts ) was n o t p r a c tic e d by o n e - h a lf o f th e 183 s c h o o ls, b u t 57 p e r c e n t o f th e c i t y sc h o o ls d id r e p o r t th a t th e y d i s t r i b u t e d p am p h lets to p a r e n ts. The two fu n c tio n s w h ich th e ju d g e s in d ic a te d w ere n o t approp r i a t e p r a c t i c e s f o r th e s c h o o ls had to do w ith p ro v id in g a baby s i t t i n g s e r v ic e t o p a re n ts engaged in p a r e n t e d u c a tio n a c t i v i t i e s sp o n so red by t h e sc h o o l, and u sin g p a r e n ts in n o n -te a c h in g r o le s in th e sch o o l program. Only 29 p e r c e n t o f th e 183 sc h o o ls p ro v id e d a b aby s i t t i n g s e r v ic e to p a r e n t s, and o n ly 12 p e r c e n t u sed p a r e n ts in n o n -te a c h in g r o l e s in th e sc h o o l program *

135 129 The s e r v ic e s o f fe re d to p a r e n ts by t h e m a jo rity o f th e sc h o o ls were m ain ly th o s e s e rv ic e s w hich r e l a t e d d i r e c t l y to t h e i r e d u c a tio n a l program s ( e. g., th e sch o o ls inform ed p a re n ts o f th e re a s o n s b ehin d m ajor cu rricu lu m changes; th ey in v ite d p a re n ts t o p la n n ed e d u c a tio n a l e x p e rie n c e s d e sig n e d to inform them ab o u t th e sch o o l program s; th e y p ro v id e d p a re n ts w ith p r in te d in fo rm a tio n ab o u t school r o u tin e s ; th e y had k in d e rg a rte n o r ie n ta tio n program s fo r p a r e n ts who w ere sending t h e i r c h ild re n f o r t h e i r f i r s t sch o o l e x p e rie n c e, and th e y p ro v id e d c o u n sel to p a r e n ts whose c h ild re n w ere having s e r io u s problem s in s c h o o l). I n g e n e r a l, th e sc h o o ls d id n o t p r a c tic e fu n c tio n s which w ere n o t d i r e c t l y r e l a t e d t o th e school program s, e s p e c ia lly i f th e se p r a c t i c e s took sch o o l s t a f f tim e ( e. g., th ey d i d n o t p ro v id e c la s s e s f o r p a r e n ts ; th e y d id n o t o rg a n iz e p a re n t stu d y g ro u p s; th e y d id n o t p ro v id e a p a r e n t e d u c a tio n s e c tio n o f t h e sch o o l l i b r a r y ; n o r d i d th ey p ro v id e p a r e n ts w ith th e o p p o rtu n ity t o p a r t i c i p a t e in e v a lu a tio n s made o f th e h o n e-sch o o l r e l a t i o n s program s)* A r e a G ( Q u e s t i o n s 3 $ - U 0 I n c l u s i v e ) T h e s i x q u e s t i o n s i n A r e a G p e r t a i n e d t o p r o v i s i o n s m a d e b y t h e s c h o o l f o r c o - o p e r a t i v e r e l a t i o n s i n t h e c o m m u n it y i n r e g a r d t o h o n e - s c h o o l c o - o p e r a t i o n a n d p a r e n t e d u c a t i o n. T h e f i n d i n g s h a v e b e e n r e p o r t e d i n T a b l e 1 1 * A t l e a s t t w o - t h i r d s o f t h e J u d g e s a c c e p t e d e a c h <f t h e s i x l e a d e r s h i p f u n c t i o n s i n A r e a G a s a p p r o p r i a t e p r a c t i c e s f o r t h e p u b l i c

136 Table 11 Per cen ts of Respondents Reporting or Approving S pecific P ra c tic e s in P arent Education in Area G L eadership F unctions R eported as School P ra c tic e s by School A d m in istrato rs P er cen t R eporting E xistence o f th e P ra c tic e Exempted County C ity V illa g e T o tal (8$) (88) (10) (183) Thought to Be D e sira b le P ra c tic e s by 16 Judges Yes No Unc e r ta in 35. P ro v id es o p p o rtu n itie s where la y people have o ccasio n to work w ith te a c h e rs and a d m in istra to rs in making su g g estio n s about th e school curriculum * Secures la y c i t i z e n s ' su g g estio n s concern in g th e school curriculum through q u e s tio n n a ire s, group d is c u s s io n s, and s im ila r methodsm Seeks to develop a two-way communication system between th e school and th e home through planned d isc u s s io n p e rio d s w ith la y and p ro fe s s io n a l people a t roam m eetin g s, c itiz e n co u n cil m eetin g s, and o th e r such group m eetings Uo Encourages c itiz e n s to a tte n d school board m eetings 52 5U 70 5U

137 Table 11 (continued) L eadership F unctions R eported a s School P r a c tic e s by School A d n in is tra to rs P er cen t R ep o rtin g E x isten ce o f th e P r a c tic e County (65) C ity (88) 39* F u rn ish es a c le a rin g h o u se in w hich a l l a g e n c ie s in th e s c h o o l's s e rv ic e a re a w orking in p a re n t ed u catio n can exchange In fo rm atio n about each o t h e r 's o f fe r in g s and a c t i v i t i e s a Exempted V illa g e ( 10) T o ta l (183) 12 Thought to Be D e sira b le P r a c tic e s by 16 Judges Yes 88 No Unc e r ta in 12 UO* Prom otes o r c a r r i e s o u t hom e-school community s tu d ie s o f th e e d u c a tio n a l needs o f th e community* *These lead ersh ip fu n c tio n s were l i s t e d on b o th a g e n c ie s ' q u e stio n n a ire s*

138 132 elem entary sch o o ls. At th e same tim e, over o n e -h a lf o f th e schools p r a c tic e d o n ly one o f th e fu n c tio n s (th ey encouraged c itiz e n s to a tte n d school board m e e tin g s). In resp o n se to q u e stio n 37, l e s s than $0 p e r c en t o f th e 183 sc h o o ls, b u t s lig h tly over 50 p er c e n t o f th e c i t y sch o o ls p ra c tic e d th e le a d e rs h ip fu n c tio n which had to do w ith try in g to d ev elo p a two-way communication betw een th e home and th e school through planned d is c u s s io n p e rio d s in which la y and p r o fe s s io n a l p eo p le p a r tic ip a te d. I n g e n e ra l, th e p u b lic elem entary sch o o ls d id n o t p r a c tic e th e s e rv ic e s covered in Area G. A rea H (Q u estio n s iil-5 0 In c lu s iv e ) The te n q u e s tio n s in Area H had to do w ith p ro v is io n s made fo r d i r e c t s t a f f le a d e rs h ip in p a re n t e d u c a tio n. The fin d in g s have been re p o rte d in T able 12. The ju d g e s accepted n in e o f th e te n le a d e rs h ip fu n c tio n s a s a p p ro p ria te f o r th e p u b lic sc h o o ls. At l e a s t tw o -th ird s o f th e ju d g es san ctio n e d seven o f th e n in e approved p r a c tic e s, b u t o n ly 50 p e r c e n t accep ted th e fu n c tio n o f p ro v id in g money from th e s c h o o l's budget fo r a p a re n t e d u c a to r's s a la r y, and only 56 p er cen t approved th e fu n c tio n o f p ro v id in g money f o r a sch o o l sponsored p a re n t ed u c a tio n program, though in re fe re n c e to th e above-m entioned fu n c tio n s th e r e was o n ly one n e g a tiv e answer re p o rte d t o each. This m eant th a t th e m a jo rity o f th e ju d g e s who d id not a c c e p t th e fu n c tio n s w ere u n c e rta in as to t h e i r answ ers ab o u t them. The fu n c tio n which was r e je c te d hy th e judges p e rta in e d to p ro v id in g th e s e rv ic e s o f a

139 Tabic 12 Per c e n ts o f Respondents R eporting or Approving S p e c ific P ra c tic e s in P a ren t Education in Area H Ul* L ead ersh ip F u n ctio n s R eported As School P r a c tic e s by School A d m in istra to rs P er c e n t R ep o rtin g E x isten ce o f th e P r a c tic e County (8 5 ) C ity ( 88) Exempted V illa g e ( 1 0 ) T o ta l (183) Thought t o Be D e s ira b le P r a c tic e s by 16 Judges D e sig n a te s a sch o o l a d m in is tra to r t o a c t in an a d v iso ry c a p a c ity t o la y o rg a n iz a tio n s w orking w ith th e school* 33 UU 50 Uo Yes No Unc e r ta in U2. P ro v id e s th e s e rv ic e s o f a te a c h e r to work w ith a group o f la y le a d e rs a s an o c c a s io n a l c o n s u lta n t* U 6 U3* Endeavors to g e t a r t i c l e s on th e s c h o o l's experim ents and in n o v a tio n s in p a re n t e d u c a tio n p u b lish e d in p ro fe s s io n a l jo u rn a ls * UU* P ro v id e s money from th e sch o o l b u d g et t o d e fra y p a r t o r a l l o f th e s a la r y o f a p ro fe s s io n a l p a re n t e d u c a to r whose m ain r e s p o n s ib ility i s t o t r a i n la y le a d e rs in p a re n t ed u c a tio n and c o o rd in a te p a re n t e d u catio n a c t i v i t i e s i n th e community* 50 UU

140 Table 12 (co n tin u ed ) L eadership F unctions R eported a s School P r a c tic e s by School A d m in istra to rs P er cen t R ep o rtin g E x isten ce o f th e P r a c tic e County C ity Exempted T o ta l V illag e ( 10) (183) (85) J881 U5«F a m ish e s co n cise l i s t s o f p u rp o se fu l a c t i v i t i e s which have e d u c a tio n a l v a lu e f o r b o th la y o rg a n iz a tio n s and th e s c h o o l, to b e g iv en t o la y o rg a n iz a tio n s seeking w orthw hile p r o je c ts Thought to Be D e sira b le P r a c tic e s by 16 Judges Yes No Unc e r ta in U6. P ro v id es th e s e rv ic e s o f a te a c h e r to a c t a s le a d e r - tr a in e r o f a group o f p a r e n ts b ein g developed a s le a d e rs o f p a re n t groups* * U7. P ro v id e s fre q u e n t e v a lu a tio n o f th e hom e-school r e la tio n s program o f th e school h U8. P ro v id e s money from th e sch o o l budget to fin a n c e p a r t or a l l o f a school sponsored p a re n t e d u catio n program U

141 T able 12 (co n tin u e d ) L ead ersh ip F unctions R eported as School P r a c tic e s by School A d m in istra to rs P er cen t R ep o rtin g E x iste n c e o f th e P r a c tic e County C ity Exempted V illa g e T o ta l (85) ( 86) ( 10) (183) Thought to Be D e sira b le P r a c tic e s by 16 Judges Yes No Unc e r ta in U9. U ses p a re n t te a c h e r co n fere n c e s f o r re p o rtin g p u p i l 's p ro g re s s e ith e r w ith o r w ith o u t th e a d d itio n o f w r itte n r e p o r ts 5U Encourages te a c h e rs to make r e g u la r home v i s i t s hh 5U These le a d e rsh ip fu n c tio n s were l i s t e d on b o th a g e n c ie s' q u e s tio n n a ire s.

142 136 teach er t o a c t a s le a d e r -tr a in e r o f a group o f p a re n ts being developed as le a d e rs o f p a re n t groups. I t re c e iv ed approval fro UU per c e n t of th e ju d g es, and only 20 p er cen t o f th e judges answered "no" whereas th e o th e rs were undecided. The schools p ra c tic e d two of th e te n fu n c tio n s in Area H. These two fu n c tio n s were d i r e c t ly r e la te d to th e sch o o ls' ed u catio n al program s. Tw o-thirds o f th e schools used p a re n t-te a c h e r conferences fo r re p o rtin g p u p il p ro g re ss, and over o n e-h a lf o f the sch o o ls encouraged teach ers to make re g u la r hone v i s i t s. Although only 1*0 per cent o f th e 183 schools d esig n ated an a d m in istra to r to a c t in an ad v iso ry c ap acity to la y o rg a n iz a tio n s working w ith th e sch o o l, 50 per c e n t o f th e exempted v illa g e schools d id so* The p ercen tag e of "yes" answers re p o rte d by th e p r in c ip a ls to th e q u e stio n s in Area H were very low. For example, only 2 p er c e n t o f the 183 schools provided money from th e school budget f o r th e sala ry o f a p a re n t e d u c a to r, and only 6 per c e n t provided money f o r a school sponsored p a re n t ed u catio n program. From th e se d a ta, i t can be seen th a t few p ro v isio n s were made by the schools f o r d ir e c t s t a f f le a d e rsh ip in th e p a re n t ed u catio n area* Area I (Q uestions $ 1 -$$ In c lu siv e ) A rea I had f iv e q u e stio n s which were concerned w ith th e a tte n tio n given by schools t o lay le a d e rsh ip tr a in in g workshops* Each p r in c ip a l was asked i f h is school had been re q u e st at to h o ld la y le a d e rsh ip workshops which had as a purpose p ro v id in g la y le a d e rs

143 137 w ith knowledge and s k i l l s fo r e s ta b lis h in g and o p eratin g p a re n t study groups. I f such a re q u e st was n o t matte o f th e p r in c ip a l, he was to p la c e a check mark in th e space provided on th e q u e stio n n a ire and omit q u estio n s 51 through 55. O therw ise he was to answer th e q u e stio n s according t o what h is school d id. I t was a n tic ip a te d th a t th e m a jo rity o f th e 183 schools would omit th e Area I s e c tio n. The surm ise proved tr u e, fo r only seven schools (two c i t y and f iv e county schools) re p lie d to q u estio n s 51 through 55. The le a d e rsh ip fu n c tio n s (found on b o th a g e n c ie s' q u e stio n n a ire s) in th e se q u e stio n s have been given below. 51. Hold t h e workshop 52. F urnish space f o r such a workshop, b u t not assume r e s p o n s ib ility f o r planning or s ta f f in g i t 53* F urnish a s t a f f p erso n who a s s is te d th e in d iv id u a ls or o rg a n iz a tio n s in developing p la n s fo r th e workshop 5U. Refer the in d iv id u a ls or o rg a n iz a tio n s who made t h i s re q u e st to an o th er in s t i t u t i o n or agency which could a s s i s t them 55. Take th e p o s itio n th a t such a re q u e st i s o u tsid e o f th e s c h o o l's ed u catio n al r e s p o n s ib ility The seven schools which had been req u ested to hold workshops p ra c tic e d th e le a d e rsh ip fu n c tio n s in q u e stio n s 51) 52, and 53* The p u b lic school judges accep ted th e same th re e fu n c tio n s a s a p p ro p ria te p r a c tic e s fo r th e sch o o ls.

144 138 Suamary o f the Findings Reported on the P u b lic School Q uestionnaire (forms 1 and II) In the p u b lic school q u estio n n aire th ere were 55 q u estio n s, but question 25 had p a rts A and B so th e actu al count of lead ersh ip fu n ctio n s in th e q u estio n n aire was 56. At le a s t o n e-h alf o f th e judges accepted 50 of th e 56 lead ersh ip fu n ctio n s as ap p ro p riate p ra c tic e s fo r th e p u b lic elem entary schools. The m ajo rity o f the 50 lead ersh ip fu n ctio n s were approved by a t le a s t f o u r - f if th s o f the judges (see Table 13). Table 13 The Percentage of Judges Reporting Yes Answers to the F ifty Q uestions on the P u b lic School Q uestionnaire Which S ta te d th e L eadership F unctions Approved by Thee P ercen tag e o f Judges U 100 The Number o f Q uestions Receiving th e Percentage The six q u estio n s which were re je c te d by th e judges were numbers 10, 19, 29, 1*6, 5ii, and 55* Q uestion 10, on g iv in g re c o g n i tio n to th e Parent-T eacher A ssociation as th e only lay o rg an izatio n d esignated to work w ith th e school, contained th e only lead ersh ip fu n ctio n which was p ra c tic e d by the schools and re je c te d by th e judges. The judges rep o rted th a t the p u b lic schools should n o t recognize any one o rg an izatio n.

145 139 As was pointed out in the d iscu ssio n o f Area I, ju s t seven schools had been req u ested to hold lay lead ersh ip tra in in g workshops, so they were the only schools who answered q u estio n s 51 through 55» These seven schools p ra c tic e d the sane th re e leadership functio n s in th is area as those which were approved by th e judges. At le a s t o n e-h alf o f th e 183 p u b lic elem entary schools p ra ctic e d twenty le a d e rsh ip fu n ctio n s (nineteen approved fu n ctio n s) lis te d in the f i r s t f i f t y questions in the q u estio n n a ire. The judges had approved fo rty -sev en o f th e fu n ctio n s lis te d in the f i r s t f i f t y q u estio n s. The p u b lic schools gave very few g en eral serv ices to lay o rg a n izatio n s. The serv ices o ffered to p aren ts by the m ajo rity o f th e schools were mainly those serv ic e s r e la te d d ire c tly to th e ir educational programs ( e.g., they informed p aren ts o f th e reasons behind major curriculum changes, and they provided p aren ts w ith p rin te d inform ation about school ro u tin e s ). In g en eral, th e schools did n o t p ra c tic e fu n ctio n s which were n o t d ir e c tly re la te d to th e ir school programs ( e.g., they did not o ffe r p aren t education c la sse s to p a re n ts, nor did they provide a p a re n t education se c tio n o f th e school lib ra ry to p a re n ts ). The p u b lic schools d id not provide fo r co -o p erativ e re la tio n s in the community in regard to hone-school co -o p eratio n and p aren t education (see Area G ), n o r d id th e m ajo rity o f th e schools provide fo r d ire c t s ta f f lead ersh ip in th e p aren t education area except where th is lead ersh ip was d ire c tly re la te d to th e te a c h e rs ' c la s s room work ( e.g., they did use p a re n t-te a c h e r conferences fo r re p o rtin g p u p il p ro g ress, and they did encourage

146 UlO te a c h e rs t o make hone v i s i t s ). Very few sch o o ls p ro v id ed money f o r th e s a la ry o f a p a re n t e d u c a to r, o r fo r a sch o o l sponsored p a re n t e d u c a tio n program. At th e same tim e, i t was n o t custom ary f o r sch o o ls to g ra n t r e le a s e d tim e t o te a c h e rs doing hom e-school o r p a re n t e d u catio n w ork. The c i t y sch o o ls p r a c tic e d th e le a d e rs h ip fu n c tio n s to a g r e a te r d eg ree th an th e county o r exempted v illa g e sc h o o ls d id. The summary p re se n te d has been f o r in d iv id u a l sch o o ls and n o t sch o o l system s. I t i s p ro b a b le t h a t th e r e s u l t s would n o t be g r e a tly d i f f e r e n t i f th e stu d y had covered sch o o l system s though t h i s i s a problem w hich should be s tu d ie d. The T ax-su p p o rted C o lleg e and U n iv e rs ity P r a c tic e s Each o f th e n in e ta x -s u p p o rte d c o lle g e s and u n i v e r s i t i e s i n Ohio re tu rn e d a q u e s tio n n a ire f o r t h i s stu d y. The h ig h e r e d u c a tio n i n s t i t u t i o n s w ere th e U n iv e rs ity o f Akron, U n iv e rs ity o f C in c in n a ti, U n iv e rs ity o f T o led o, C e n tra l S ta te C o lle g e, K ent S ta te U n iv e r s ity, Bowling G reen S ta te U n iv e rs ity, Miami U n iv e r s ity, Ohio U n iv e r s ity, and Ohio S ta te U n iv e r s ity. The f i r s t th re e u n i v e r s i t i e s m entioned w ere m u n icip al u n i v e r s i t i e s, and th e o th e r s w ere S ta te c o n tr o lle d. Two o f th e m u n icip al e d u c a tio n a l i n s t i t u t i o n s were n o t in v o lv ed in th e Ohio C ongress o f P a re n ts and T eachers workshop program, and th e y l e f t th e s e c tio n on w orkshops (A rea I ) unansw ered. c o n tr o lle d c o lle g e d id n o t g ra n t advanced d e g re e s. A lso one S ta te A side from th e s e f a c t o r s, th e answ ers from th e n in e i n s t i t u t i o n s w ere s im ila r*

147 1U1 The c o lle g e o r u n i v e r s i t y q u e s tio n n a ir e w hich c a lle d f o r i n f o r m atio n re g a rd in g th e i n s t i t u t i o n 's p r a c t i c e s (Form I ) was s e n t to th e dean o f th e C o lle g e o f E d u c a tio n. He w as re q u e s te d to s e l e c t a s t a f f p e rso n to f i l l in th e q u e s tio n n a ir e. Each p e rso n w as asked to u se th e " u n c e r ta in column o n ly when he c o u ld n o t a s c e r t a i n th e in fo rm a t i o n. The i n s t r u c t i o n was fo llo w e d t o a m ajor e x te n t* The c o lle g e and u n i v e r s i t y q u e s tio n n a ir e was d iv id e d i n t o n in e a re a s f o r th e p u rp o se o f c l a s s i f y i n g th e p a r e n t e d u c a tio n f u n c tio n s j u s t a s th e p u b lic school q u e s tio n n a ir e w as. T hese a re a s have been r e p o r te d in T a b le U, page 19. The same p a t t e r n f o r p re s e n tin g th e c o lle g e and u n i v e r s i t y f in d in g s has b een fo llo w e d a s was u sed in r e p o r tin g th e p u b lic school f in d in g s. The o p in io n q u e s tio n n a ir e (Form I I ) was r e tu r n e d by tw elv e ju d g e s. The m ethod o f th e s e l e c t i o n o f th e s e ju d g e s was g iv en in C h ap ter I, page 15«A rea A (Q u e stio n s 1-6 I n c lu s iv e ) The s ix q u e s tio n s in A rea A p e r ta in e d to th e p r o f e s s io n a l p r e p a r a tio n f o r p a r e n t e d u c a tio n o f f e r e d by th e h ig h e r e d u c a tio n i n s t i t u t i o n s. The fin d in g s h a v e been r e p o r te d in T ab le lu* Only one le a d e r s h ip f u n c tio n w as p r a c t i c e d by more th a n o n e - h a l f o f th e c o lle g e s or u n i v e r s i t i e s, b u t fo u r f u n c tio n s w ere approved by o v e r o n e -h a lf o f t h e ju d g es a s d e s ir a b l e p r a c t i c e s f o r th e h ig h e r e d u c a tio n i n s t i t u t i o n s. The two f u n c tio n s w hich w ere r e j e c t e d by th e ju d g e s had t o d o w ith o f f e r in g a m ajor i n p a r e n t

148 T able U; P er c e n ts o f Respondents R eporting o r Approving S p e c ific P ra c tic e s in P a re n t E ducation in Area A L eadership F unctions Reported as C ollege o r U n iv e rsity P r a c tic e s by th e I n s t i t u t i o n s Thought to Be D e sira b le P r a c tic e s by 12 Judges Yes No U n certain Yes No U n certain 1. O ffers a m ajor in p a re n t ed u catio n a t th e d o c to ra l le v e l which p re p a re s p a re n t e d u catio n s p e c i a l is t s to ta k e p o s itio n s w ith school system s, community o rg a n iz a tio n s, churches, and o th e r ag encies Same a s 1, b u t a t th e M a ste r's le v e l Same a s 1, b u t a t th e B a c h e lo r's le v e l lu In clu d es a t le a s t one re q u ire d co u rse in th e elem entary te a c h e r tr a in in g curriculum where undergraduate s tu d e n ts stu d y hom e-school r e la tio n s In clu d e s a t l e a s t o n e p a re n t ed u catio n co u rse as p a r t o f th e re q u ire a u n d erg rad u ate program o f s tu d e n ts in elem entary te a c h e r tra in in g U 8 e- i\>

149 T able Hi (co n tin u ed) L eadership F unctions Reported as C ollege o r U n iv e rsity P r a c tic e s by th e I n s titu tio n s Yes No U n certain Thought to Be D e sirab le P ra c tic e s by 12 Judges Yes No U n certain 6» In c lu d e s a t l e a s t one re q u ire d co u rse in th e elem entary te a c h e r tr a in in g curriculum v h erc underg rad u ate s tu d e n ts work w ith p a re n ts under p ro fe s s io n a l su p e rv isio n Ui 56 o u

150 lui e d u catio n a t th e b a c h e lo r 's le v e l and in c lu d in g a re q u ire d course in th e elem entary te a c h e r ed u c atio n cu rricu lu m where u n d erg rad u ate s tu d e n ts worked w ith p a re n ts under p ro fe s s io n a l su p e rv is io n. Although th e judges approved o ffe rin g a p a re n t ed u catio n m ajor a t the d o c to ra l le v e l (67 p er c e n t) and a t th e m a s te r's le v e l (82 p er c e n t) only one h ig h er ed u catio n i n s t i t u t i o n answered th a t i t had a g rad u ate program w ith a m ajor in p a re n t e d u catio n. A c tu ally t h i s p a r tic u la r u n iv e r s ity d id n o t have a m ajor a re a la b e le d p a re n t e d u c a tio n, b u t a c a n d id a te could ta k e a m ajor in another f i e l d ( e. g., a d u lt ed u catio n or home econom ics) and have h is program planned w ith a m ajor em phasis on fam ily life or p a re n t e d u c a tio n. A s im ila r p la n m ight have been in e f f e c t in o th e r Ohio ta x -su p p o rte d c o lle g e s or u n i v e r s i t i e s, b u t i f s o, no comments were made to th a t e f f e c t by th e re sp o n d en ts. Five o f th e n in e h ig h er ed u catio n I n s t i t u t i o n s had a t l e a s t one re q u ire d co u rse in th e elem entary te a c h e r ed u catio n cu rricu lu m w here underg rad u ate s tu d e n ts s tu d ie d hom e-school r e l a t io n s. S eventy- five p e r cen t o f th e ju d g es approved th e p r a c tic e. On th e o th e r hand only one i n s t i t u t i o n had a re q u ire d p a re n t ed u catio n course w hereas 58 p e r cen t o f th e ju d g e s re p o rte d ap proval o f having I t. One u n iv e r s ity p ro fe s so r who f i l l e d in th e q u e s tio n n a ire s ta te d th a t th e r e is a r e a l need f o r d i r e c t e x p erien ce In th e school-hom e s itu a tio n fo r te a c h e rs in p re p a ra tio n. He f u r th e r commented t h a t t h i s need should be e v a lu a te d in p lan n in g th e o v e r - a ll p ro fe s s io n a l la b o r a to ry ex p erien ces o f p ro sp e c tiv e te a c h e rs. One comment made by

151 1U5 ap p ro x im ately o n e -h a lf o f th e judges was t h a t th e elem en tary ed u c atio n cu rricu lu m i s a lre a d y over-crow ded and th a t no new c o u rse s sh o u ld be added. A rea B (Q u estio n s 7-11 In c lu s iv e ) Area B had f iv e q u e s tio n s which w ere r e la te d to in fo rm a tio n s e rv ic e s o f fe r e d to th e g e n e ra l p u b lic by th e c o lle g e s and u n iv e r s i t i e s. The fin d in g s have been re p o rte d in T able 15. At l e a s t 75 p e r c e n t o f th e i n s t i t u t i o n s re p o rte d t h a t th ey p r a c tic e d fo u r o f th e f iv e le a d e rs h ip fu n c tio n s in A rea B, and a t l e a s t tw o - th ir d s o f th e ju d g es approved th e f iv e fu n c tio n s as d e s ir a b le p r a c tic e s fo r th e h ig h e r e d u c a tio n i n s t i t u t i o n s. The one fu n c tio n which o n ly UU p e r c e n t o f th e c o lle g e s and u n i v e r s i t i e s p r a c tic e d was on keeping th e p u b lic inform ed about l e g i s l a t i v e is s u e s r e l a t e d to sch o o l developm ent and im provem ent. A rea C (Q u estio n s 1 2 -lli In c lu s iv e ) The th r e e q u e s tio n s in A rea C had to do w ith d i r e c t s e rv ic e s o ffe re d to th e p u b lic sc h o o ls th ro u g h th e h ig h e r e d u catio n i n s t i t u t i o n s. The fin d in g s have been r e p o rte d in T able 16* The ju d g es ( a t l e a s t 92 p e r c e n t) approved each o f th e A rea C fu n c tio n s a s d e s ir a b le p r a c tic e s f o r th e h ig h er e d u c a tio n i n s t i t u t i o n s. The n in e c o lle g e s and u n i v e r s i t i e s p ro v id e d a s s is ta n c e t o th e p u b lic sch o o ls in t h e i r in - s e r v ic e t r a in i n g program s in hom e-school r e l a t i o n s. At l e a s t o n e -h a lf o f th e i n s t i t u t i o n s d id n o t p r a c tic e th e o th e r two fu n c tio n s in t h i s a r e a ; how ever, in r e l a t i o n t o one o f

152 T able 15 Per c e n ts o f R espondents R ep ortin g or Approving S p e c if ic P r a c t ic e s in P aren t E ducation in Area B L eadership Functions R eported a s C ollege o r U n iv e rsity P ra c tic e s Thought to Be D esirab le P ra c tic e s by th e I n s titu tio n s by 12 Judges Yes No U n certain Yes No U n certain 7* Keeps th e p u b lic inform ed o f forum s e r i e s, d ram atic ev en ts and m usical events o ffe re d by th e c o lle g e o r u n iv e r s ity and open to th e p u b lic U Keeps th e p u b lic inform ed on le g is la tiv e issu e s r e la te d to school developm ent and improvement* bh P re s e n ts e d u catio n al ra d io and te le v is io n p ro g re ss on to p ic s r e la te d to c h ild developm ent P ro v id es p e rio d ic Inform ation on hom e-collegecommunity m a tte rs fo r d isse m in a tio n to th e p u b lic by new spapers*

153 T a b ic 15 (C ontinued ) L eadership Functi ons R eported as C ollege or U n iv e rsity P r a c tic e s by th e I n s t i t u t i o n s Yes No U n certain Thought t o Be D esira b le P r a c tic e s by 12 Judges Yes No U n certain 11. P ro v id es p e rio d ic in fo rm atio n on hone-college< community n a tte r s f o r d issem in a tio n to th e p u b lic by ra d io and te le v is io n * *These le a d e rs h ip fu n c tio n s were l i s t e d on b o th a g e n c ie s' q u e s tio n n a ire s.

154 T ab le 16 Per c e n ts o f R espondents R ep ortin g or Approving S p e c if ic P r a c tic e s In P aren t E ducation in Area C L eadership F unctions Reported as C ollege o r U n iv e rsity P ra c tic e s by th e I n s titu tio n s Thought to Be D esirab le P ra c tic e s by 12 Judges Yes No U n certain Yes No U n certain 12. P rovides p ro fe s sio n a l a s s is ta n c e to p u b lic schools in t h e i r in -s e rv ic e tr a in in g program s in home-school r e la tio n s F u m ish es p u b lic sch o o ls w ith re se a rc h fin d in g s t o h elp them in t h e i r home-school r e la tio n s programs hu llu O ffe rs a sem inar to s t a f f members o f nearby p d b lic sch o o ls on problems in home-school r e la tio n s C" oo

155 1U9 th e s e p r a c tic e s (fu rn is h e s p u b lic sc h o o ls w ith re s e a rc h fin d in g s to h elp them In t h e i r hom e-school r e l a t io n s program s) th e c o lle g e s and u n i v e r s i t i e s r e p o rte d th a t UU per c e n t c a r r ie d on th e p r a c tic e, w hereas 33 per c e n t were n o t c e r ta in a s to t h e i r i n s t i t u t i o n s p r a c t i c e. A rea D (Q uestions In c lu s iv e ) Area D had seven q u e s tio n s w hich p e rta in e d to g e n e ra l s e rv ic e s o f fe r e d to la y o r g a n iz a tio n s. The fin d in g s have been p re se n te d in T able 17. At le a s t o n e - h a lf o f th e i n s t i t u t i o n s p r a c tic e d fiv e o f th e le a d e rs h ip f u n c tio n s, and a t le a s t o n e -h a lf o f th e ju d g e s approved seven o f th e fu n c tio n s in A rea D. The c o lle g e s and u n i v e r s i t i e s fu rn is h e d a s s is ta n c e to la y groups in th e s e le c tio n and use o f audiov is u a l m a te r ia ls, and they fu rn is h e d sp e a k e rs, f ilm s, lib r a r y s e r v ic e s, and b ib lio g r a p h ie s t o la y o r g a n iz a tio n s. The m a jo rity o f th e s e i n s t i t u t i o n s d id n o t make p am p h lets on c h ild grow th a v a ila b le to la y groups, n o r d id th e y make a v a ila b le a sta te m e n t o f s e rv ic e s o f fe r e d to lay groups thro u g h th e i n s t i t u t i o n s f a c i l i t i e s. From t h i s fin d in g, i t can be im p lie d t h a t th e s e rv ic e s o f fe r e d th ro u g h th e i n s t i t u t i o n s w ere a v a ila b le to la y o rg a n iz a tio n s upon re q u e s ts A rea E (Q uestions 22-2k I n c l u s i v e ) The th re e q u e s tio n s in Area E were r e l a t e d to th e encouragem ent g iv en by th e h ig h e r ed u catio n i n s t i t u t i o n s t o t h e i r s t a f f s to

156 Taisle 17 Per c en ts o f Respondents R eporting or Approving S p e c ific P ra c tic e s in P a re n t Education in Area D L eadership Functions Reported as C ollege or U n iv ersity P ra c tic e s by th e I n s titu tio n s Thought to Be D esirab le P ra c tic e s by 12 Judges Yes No U n certain Yes No U n certain 15. Makes a v a ila b le a l i s t o f p ro fe s s io n a l people who speak to lay groups an to p ic s r e la te d to c h ild development* Furnishes a s s is ta n c e to la y groups in th e s e le c tio n and use o f a u d io -v isu a l m a te ria ls on p a re n t education* O rovides a film -len d in g se rv ic e to la y o rg a n iz a tio n s w ith in i t s se rv ic e a re a " 56 hh P rovides lib ra r y serv ic e to lay o rg an i s a tio n s working in p a re n t education U F urnishes b ib lio g ra p h ie s and l i s t s of pam phlets to lay groups on to p ic s r e la te d t o c h ild developm ent* Makes pam phlets on c h ild growth and d ev elopment a v a ila b le to lay groups fre e or a t a nom inal c o s t hh

157 T able 17 (co n tin u e d ) L eadership F unctions Reported as C ollege or U n iv e rsity P r a c tic e s by th e I n s t i t u t i o n s Thought to Be D e sira b le P ra c tic e s by 12 Judges Yes No U n certain Yes No U n certain 21* Makes a v a ila b le to la y o rg a n iz a tio n s working in p a re n t ed u c a tio n a statem en t o f s e rv ic e s o ffe re d t o th e n through th e c o lle g e o r u n iv e r s ity f a c i l i t i e s Uh These Jeadership fu n c tio n s were l i s t e d on b o th a g e n c ie s ' q u e stio n n a ire s*

158 152 p a r t ic ip a te in g en eral community a c t i v i t i e s. The f in d in g s have been re p o rte d in T able 18. At l e a s t o n e -h a lf o f th e ju d g es approved each o f th e th re e fu n c tio n s as d e s ir a b le p r a c tic e s fo r the i n s t i t u t i o n s. The c o lle g e s and u n iv e r s itie s (89 p e r cen t) p ra c tic e d two o f th e fu n c tio n s which had t o do w ith encouraging s t a f f members to s e rv e on off-cam pus com m ittees aimed a t im proving community c o n d itio n s, and to a tte n d m eetings where th ey co u ld a s s i s t In c re a tin g b e t t e r l^ r - p r o f e s s io n a l c o -o p e ra tio n and u n d e rstan d in g. The m a jo rity o f th e i n s t i t u t i o n s d id n o t p ro v id e an o f f i c i a l r e p r e s e n ta tiv e to th e o rg an ized community c o u n c il which re p re s e n te d th e m a jo rity of th e community a g e n c ie s. T his fin d in g m ight be m isle a d in g, fo r o n e -fo u rth o f th e resp o n d en ts w ere u n c e rta in a s to t h e i r i n s t i t u t i o n s p r a c t i c e, and th o se r e s p ondents who answered "no" d id n o t comment on w hether t h i s was because th e i n s t i t u t i o n s community had no community c o u n c il o r because o f some o th e r re a so n. I f th e i n s t i t u t i o n s encourage t h e i r s t a f f s t o a tte n d m eetings fo r community b e tte rm e n t, i t seems p a ra d o x ic a l th a t th ey would n o t have an o f f i c i a l r e p r e s e n ta tiv e on an o rg a n iz e d comm unity co u n cil* Area F (Q uestions 2S-32 I n c lu s iv e ) Area F had e ig h t q u e s tio n s, b u t q u e s tio n 30 had th re e p a r t s, so th e a re a had te n le a d e rs h ip fu n c tio n s w hich p e rta in e d to s e rv ic e s o ffe re d d ir e c tly to p a r e n ts by th e i n s t i t u t i o n s. The fin d in g s have been re p o rte d i n T able 19*

159 T able 18 P er cen ts o f Respondents R eporting or Approving S p e c ific P ra c tic e s in P a re n t Education in Area E L eadership Functions Reported as C ollege or U n iv e rsity P ra c tic e s by th e I n s titu tio n s Thought to Be D esira b le P ra c tic e s by 12 Judges Yes No U n certain Yes No U n certain 22. Encourages s t a f f members t o serve on o f f - campus com m ittees aimed a t im proving comm unity conditions CM P rovides an o f f i c i a l re p re s e n ta tiv e to th e organized community co u n cil which re p re s e n ts th e m a jo r ity o f th e community agencies h li. Encourages s t a f f members to a tte n d m eetings where th ey can a s s i s t in c re a tin g b e tte r la y -p ro fe ssio n a l co o p eratio n and understanding ( e.g., c itiz e n 's councils) a These lead e rsh ip fu n c tio n s were l i s t e d on both a g e n c ie s' q u estio n n aires* vn u>

160 T abic 19 P er c e n ts o f R esp on d en ts R ep o rtin g or A pproving S p e c i f i c P r a c t ic e s in P a ren t E d u cation in Area F L ead ersh ip F u n ctio n s 25* I n v ite s p a re n ts to planned e d u c a tio n a l e x p e rie n c e s ( e. g., e x h ib its, open h o u ses, and d e m o n stra tio n s) d e sig n e d to inform them ab o u t th e c o lle g e program * 26. Sponsors te a s and o th e r s o c ia l a c t i v i t i e s to g iv e p a r e n ts a s p e c ia l o p p o rtu n ity t o v i s i t campus 27* Sponsors a v o lu n ta ry o r ie n ta tio n program f o r p a re n ts o f freshm en and t r a n s f e r s tu d e n ts so t h a t th e y m ight g e t a c q u ain ted w ith th e c o lle g e o r u n i v e r s i t y 's o f f e r in g s, o p p o r tu n itie s, and services** 26. Prom otes th e o rg a n iz a tio n o f c o lle g e or u n iv e r s ity p a re n t groups d esig n ed t o h e l p p a re n ts u n d erstan d th e c o lle g e s tu d e n t, h is program, and problem s R eported as C ollege Thought to Be or U n iv e rs ity P r a c tic e s D e s ira b le P r a c tic e s by th e I n s t i t u t i o n s by 12 Judges Yes No U n c e rta in Yes No U n c e rta in

161 Table 19 (continued) L eadership Functions R eported as C ollege or U n iv e rsity P ra c tic e s by the I n s titu tio n s Yes No U n certain Thought to Be D esirab le P ra c tic e s by 12 Judges Yes No U ncertain 29. P rovides c la s s e s which would a id p a re n ts in understanding c h ild growth and development a o P rovides a m eeting room fo r: A. P a re n ts being tra in e d as le a d e rs of lay groups in p a re n t ed u catio n h B. N o n -u n iv ersity p a re n ts in te re s te d in p a r tic ip a tin g in study groups hh C. P a re n ts p a r tic ip a tin g in organized c o lle g e o r u n iv e rs ity stu d y groups Uses p erso n al methods ( e.g., l e t t e r s, t e l e phone c a l l s ) in encouraging p a re n ts t o a tte n d a c t i v i t i e s planned f o r them on campus P rovides counseling s e rv ic e to p a re n ts whose c h ild re n a re having se rio u s problem s in c o lle g e ^These le a d e rsh ip fu n c tio n s were l i s t e d on both a g e n c ie s' q u e s tio n n a ire s.

162 156 At l e a s t o n e -h a lf o f th e ju d g es accep ted e ig h t, and a t l e a s t o n e -h a lf o f th e i n s t i t u t i o n s p r a c tic e d n in e o f th e te n le a d e rsh ip fu n c tio n s l i s t e d In Area F. The m a jo rity o f th e judges d id n o t approve sponsoring te a s and o th e r s o c ia l a c t i v i t i e s to g iv e p a re n ts a s p e c ia l o p p o rtu n ity to v i s i t th e campus, nor d id th e y s a n c tio n u sin g p e rso n a l methods ( e.g., l e t t e r s and telep h o n e c a l l s ) in encouraging p a re n ts to a tte n d a c t i v i t i e s p lan n ed f o r them on campus. The i n s t i tu tio n s p r a c tic e d both o f th e fu n c tio n s r e je c te d by th e ju d g e s. The one approved fu n c tio n th a t th e m a jo rity o f th e c o lle g e s and u n iv e r s i t i e s d id n o t p r a c tic e had to do w ith p ro v id in g a m eeting room f o r n o n -u n iv e rs ity p a re n ts in te r e s te d in p a r tic ip a tin g in stucty g ro u p s. In t h i s study no a tte m p t was made to d eterm in e th e d eg ree to w hich th e p r a c tic e s were c a r rie d o u t, or how th ey were ex ecu ted. A stu d y o f t h i s ty p e should be made, f o r some o f th e itm c tio n s may be p r a c tic e d to a lim ite d d eg ree. In t h i s a r e a, th e r e w ere two p r a c tic e s re p o rte d by th e i n s t i t u t i o n s which m ight be m isle a d in g. I t was p ro b ab le t h a t th e m a jo rity o f th e i n s t i t u t i o n s d id n o t have form al o r ie n ta tio n program s s e t 14) f o r p a r e n ts, b u t th ey no doubt had methods worked o u t f o r a cq u a in tin g p a re n ts w ith th e i n s t i t u t i o n s ' o f f e r in g s, o p p o r tu n itie s, and s e rv ic e s i f th e p a r e n ts d e s ire d t h i s in fo rm a tio n. I t was a l s o p ro b a b le t h a t th e c la s s e s p ro v id ed f o r p a re n ts w ere n o t s p e c ia l c la s s e s, b u t r e g u la r c r e d i t co u rses open to p a r e n ts who n e t th e p r e r e q u is ite re q u ire m e n ts.

163 157 Area G (Q uestions In c lu siv e ) There were seven q u estio n s in Area G which p e rta in e d to prov isio n s made fo r co -o p erativ e re la tio n s o f th e c o lle g e s, p u b lic sch o o ls, and/or lay people. The fin d in g s have been rep o rted in Table 20. At le a s t f o u r - f if th s of th e judges accepted each lead ersh ip fu n ctio n in Area G as d e s ira b le p ra c tic e s fo r the in s titu tio n s. The co lle g es and u n iv e rs itie s ( a t le a s t 67 per cen t) p ra c tic e d fiv e o f th e seven fu n ctio n s. The In s titu tio n s rep o rted th a t they provided o p p o rtu n itie s fo r p ro fe ssio n a l and lay people to work to g eth er in improving p u b lic school education, and th a t th ey sought the p u b lic school adm inistrat o r s ' and te a c h e rs suggestions on re v isin g the teach er education program. They a ls o rep o rted th a t they stim u lated re search in th e communities; th a t they c a rrie d out home-school community stu d ie s o f th e educational needs of th e communities; and th a t they encouraged school a d m in istra to rs to a c t in an advisory cap acity to lay o rg an izatio n s working in c lo se r e la tio n to th e schools. There was no way to determ ine whether o r not th e c o lle g e s and u n iv e r s itie s p ra c tic e d th ese fu n ctio n s re g u la rly according to an organized p lan or i f th ey p ra c tic e d them on occasion. The in s titu tio n s d id not secure lay c itiz e n s ' suggestions fo r teach er education through q u e stio n n a ire s, group d isc u ssio n s, and

164 Table 20 Per cents of Respondents Reporting or Approving S p ecific P ractices in Parent Education in Area G L eadership F u nctions Reported as College or University Practices by the In stitu tio n s Yes No Uncertain Thought to Be Desirable Practices by 12 Judges Yes No Uncertain 33. P ro v id e s o p p o rtu n itie s fo r p u b lic school a d m in is tra to rs, te a c h e r s, and la y p eo p le to work w ith c o lle g e I n s tr u c to r s in im proving p u b lic sch o o l e d u catio n 4 3U. S ecu res la y c i t i z e n s su g g e stio n s f a r te a c h e r tr a in in g th ro u g h q u e s tio n n a ire s, group d is c u s s io n s, and s im ila r methods4 35* Seeks th e a s s is ta n c e o f p u b lic school a d m in is tra to rs and te a c h e rs in r e v is in g th e te a c h e r e d u c a tio n program so as t o improve th e new te a c h e r 's o n -th e -jo b p a r tic ip a tio n in hom e-school r e la tio n s 36. S tim u la te s community o rg a n iz a tio n s ( e. g., P.T.A., A.A.U.W.) to c a rry out o r a s s i s t w ith p r o je c ts on b e t t e r hom e-schoolcommunity r e l a t io n s

165 Table 20 (continued) Reported a s C ollege Thought to Be L eadership F u n ctio n s o r U n iv e rsity P r a c tic e s by th e I n s t i t u t i o n s D e sira b le P ra c tic e s by 12 Judges Yes No U n certa in Yes No U n c erta in 37. F u rn ish es a c le a rin g house in which ag en cies in th e i n s t i t u t i o n 's s e rv ic e a r e a w orking in p a re n t e d u c atio n can exchange in fo rm atio n about each o t h e r 's o f fe rin g s and a c tiv itie s U 8 8. CO rn Encourages school a d m in is tra to rs to a c t in an ad v iso ry c a p a c ity to la y o rg a n iz a tio n s working in c lo s e r e l a t i o n t o th e sch o o ls U Prom otes or c a r r i e s o u t home-school-conrmmi ty s tu d ie s o f th e e d u c a tio n a l needs o f th e comm unity* These le a d e rsh ip fu n c tio n s were l i s t e d on b o th a g e n c ie s ' q u e s tio n n a ire s. VJT VO

166 160 sim ila r methods, nor d id they fu rn ish a clearinghouse in which agencies in th e ir serv ic e areas could exchange inform ation about p aren t education o ffe rin g s and a c t i v i t i e s. Area H (Q uestions 1 0-U5 In c lu siv e) The six questio n s in Area H had to do w ith p ro v isio n s made fo r d ire c t s t a f f lead ersh ip in p aren t education. The fin d in g s have been re p o rte d in Table 21. Each lead ersh ip function in Area H was accepted by a t le a s t o n e-h alf o f th e judges and four o f th e six fu n ctio n s were p ra c tic e d by a t le a s t one-half o f th e in s titu tio n s. I t was n o t a conmon p ra c tic e fo r th e c o lleg es and u n iv e r s itie s (22 per cen t) to provide money fo r th e sala ry o f a p aren t educator whose work was to tr a in lay le a d e rs, a c t as a consu ltan t to th e public sch o o ls, and coo rd in ate community p aren t education a c t i v i t i e s. N either was i t a common p ra c tic e fo r th e in s titu tio n s (1*1* per cent) to d eleg a te profe ssio n a l persons to be in charge o f p aren t education a c t iv itie s as p a rt o f th e ir re g u la r work lo ad s. The co lleg es and u n iv e rs itie s d id provide th e serv ices o f an in s tru c to r to work w ith a group o f lay lead ers as an occasional c o n su lta n t, o r to work as a lead e r- tr a in e r of a group o f p a re n ts being developed as d isc u ssio n lead ers fo r p aren t groups. They a lso designated a fa c u lty person to a c t in an advisory capacity to lay o rg an izatio n s working w ith th e schools* and they encouraged fa c u lty members to p u b lish a r t ic le s on th e ir experim ents and innovations in p a re n t education.

167 Table 21 Per cen ts o f Respondents Reporting or Approving S p e c ific P ra c tic es in Parent Education in Area H UO. L l. L ead ersh ip F u nctions Encourages f a c u lty members t o p u b lis h a r t i c l e s on t h e i r c o lle g e experim ents and in n o v atio n s in p a re n t ed u catio n in p ro fe s s io n a l Jo u rn a ls* P ro v id e s th e s e rv ic e s o f an in s tr u c to r to work w ith a group o f la y le a d e rs as an o c c a sio n a l c o n s u lta n t* R eported a s C o lleg e Thought to Be o r U n iv e rs ity P r a c tic e s D e sira b le P r a c tic e s by th e I n s t i t u t i o n s by 12 Judges Yes No U n c erta in Yes No U n c erta in *2. P ro v id e s a l l o r p a r t o f th e s a la ry o f a p r o fe s s io n a l p a re n t e d u c a to r whose m ain r e s p o n s ib ility i s to t r a i n la y le a d e rs in p a re n t e d u c a tio n, work as a c o n s u lta n t w ith th e p u b lic s c h o o ls, and c o o rd in a te p a re n t educatio n a c t i v i t i e s in th e comm unity* U3. D esig n ates a f a c u lty p erso n t o a c t in an ad v iso ry c a p a c ity t o la y o rg a n iz a tio n s workin g in c lo se r e l a t i o n t o th e p u b lic sch o o ls* * UU

168 T able 21 (co n tin u ed ) L ead ersh ip F u nctions R eported a s C o lleg e o r U n iv e rs ity P r a c tic e s by th e I n s t i t u t i o n s Thought to Be D e sira b le P r a c tic e s by 12 Judges Yes N o U n certain Yes N o U n c erta in lllu hs* D eleg ate s one o r wore p ro fe s s io n a l p erso n t o be in ch arg e o f p a re n t e d u catio n a s p a r t o f h i s ( t h e i r ) r e g u la r work lo ad Uli U 8 8 P ro v id e s th e s e rv ic e s o f an in s tr u c to r to a c t a s lc a d e r - tr a in e r o f a group o f p a re n ts b ein g developed as d is c u s s io n lead ers- fo r p a re n t groups* These le a d e rsh ip fu n c tio n s were l i s t e d on b o th a g e n c ie s ' q u e s tio n n a ire s v O' ro

169 163 A r e a I ( Q u e s t i o n s U 6-S O I n c l u s i v e ) The f iv e questions in Area I p e rta in e d to th e a tte n tio n given to la y lead ersh ip tra in in g workshops in p aren t eeu catio n. The respondents were to answer th e fiv e questions i f th e ir in s titu tio n s had been requested to hold th e workshops, otherw ise they were to o a it q u estio n s 1*6 through 55* Seven o f the nine in s titu tio n s had been req u ested to hold workshops. The fin d in g s from th ese seven i n s titu tio n s have been rep o rte d in Table 22* T h e J u d g e s ( a t l e a s t f o u r - f i f t h s ) a p p r o v e d a n d t h e i n s t i t u t i o n s ( a t l e a s t f o u r - f i f t h s ) p r a c t i c e d h o l d i n g t h e w o r k s h o p s a n d s t a f f i n g th e m. T h e o t h e r t h r e e l e a d e r s h i p f u n c t i o n s l i s t e d i n A r e a I w e r e n o t r eco m m e n d ed b y t h e j u d g e s n o r p r a c t i c e d b y t h e c o l l e g e s a n d u n i v e r s i t i e s * Sum m ary o f t h e F i n d i n g s R e p o r t e d o n t h e C o l l e g e a n ti U n i v e r s i t y Q u e s t i o n n a i r e ( f o r m s I a n d I I ) On t h e c o l l e g e a n d u n i v e r s i t y p r a c t i c e q u e s t i o n n a i r e (F o r m I ), o n e r e s p o n d e n t fr o m e a c h c o l l e g e o r u n i v e r s i t y r e p o r t e d f o r t h e i n s t i t u t i o n * S i n c e so m e o f t h e s e i n s t i t u t i o n s w e r e v e r y l a r g e, so m e c o n s i d e r a t i o n s h o u l d b e g i v e n t o t h e f a c t t h a t o n e f a c u l t y p e r s o n m ig h t n o t h a v e h a d k n o w le d g e o f a l l t h e p a r e n t e d u c a t i o n p r a c t i c e s a t t h e i n s t i t u t i o n. H o w e v e r, t h e r e w a s o p p o r t u n i t y f o r t h e r e s p o n d e n t t o r e p l y t h a t h e w a s u n c e r t a i n a b o u t t h e l e a d e r s h i p f u n c t i o n s, a n d t h e r e a l s o w a s a co m m en t s h e e t a t t a c h e d t o e a c h q u e s t i o n n a i r e f o r t h e u s e o f t h e r e s p o n d e n t *

170 T able 22 Per cents o f Respondents Reporting or Approving S p ecific P ractices in Parent Education in Area I L e a d e r s h i p F u n c t i o n s R e p o r t e d a s C o l l e g e o r U n i v e r s i t y P r a c t i c e s b y t h e I n s t i t u t i o n s T h o u g h t t o B e D e s i r a b l e P r a c t i c e s b y 1 2 J u d g e s Y e s N o U n c e r t a i n Y e s N o U n c e r t a i n 1*6. H o ld t h e w o r k s h o p * *7. F u r n i s h s p a c e f o r s u c h a w o r k s h o p * b u t n o t a s s u m e r e s p o n s i b i l i t y f o r p l a n n i n g o r s t a f f i n g i t * * *8. F u r n i s h a s t a f f p e r s o n w h o a s s i s t e d t h e i n d i v i d u a l s o r o r g a n i z a t i o n s i n d e v e l o p i n g p l a n s f o r t h e w o r k s h o p * * Os R e f e r t h e i n d i v i d u a l s o r o r g a n i z a t i o n s w h o m a d e t h i s r e q u e s t t o a n o t h e r i n s t i t u t i o n o r a g e n c y w h i c h c o u l d a s s i s t t h e m * 11* T a k e t h e p o s i t i o n t h a t s u c h a r e q u e s t w a s o u t s i d e o f t h e c o l l e g e o r u n i v e r s i t y ' s e d u c a t i o n a l r e s p o n s i b i 1 1 t y * 11* ^ T h e s e l e a d e r s h i p f u n c t i o n s v e r e l i s t e d o n b o t h a g e n c i e s ' q u e s t i o n n a i r e s ^ a b i e 2 2 h a s p r e s e n t e d t h e f i n d i n g s f r o m t h e s e v e n i n s t i t u t i o n s w h o r e s p o n d e d t o t h e q u e s t i o n s I n A r e a I * T w o h i g h e r e d u c a t i o n I n s t i t u t i o n s d i d n o t h a v e l e a d e r s h i p t r a i n i n g w o r k s h o p s * a n d t h e r e f o r e d i d n o t a n s w e r t h e s e q u e s t i o n s.

171 16$ E a c h o f t h e n i n e t a x - s u p p o r t e d i n s t i t u t i o n s i n O h io r e t u r n e d a p r a c t i c e q u e s t i o n n a i r e * T h e r e w e r e t w e l v e c o l l e g e J u d g e s w h o f i l l e d i n a n o p i n i o n q u e s t i o n n a i r e. I a n d I I ), t h e r e w e r e $ 0 q u e s t i o n s. O n t h e s e q u e s t i o n n a i r e s ( F o n t s Q u e s t i o n 3 0 h a d p a r t s A, B, a n d C, s o t h a t t h e a c t u a l c o u n t o f l e a d e r s h i p f u n c t i o n s o n t h e q u e s t i o n n a i r e s w a s $ 2. A t l e a s t o n e - h a l f o f t h e J u d g e s a p p r o v e d US o f t h e 5 2 l e a d e r s h i p f u n c t i o n s a s d e s i r a b l e p r a c t i c e s f o r O h i o ' s t a x - s u p p o r t e d c o l l e g e s a n d u n i v e r s i t i e s. T h e m a j o r i t y o f t h e k 5 l e a d e r s h i p f u n c t i o n s ( s t a t e d i n 1*3 q u e s t i o n s ) w e r e a p p r o v e d b y a t l e a s t t h r e e - f o u r t h s o f t h e J u d g e s ( s e e T a b l e 2 3 ) * T a b l e 2 3 T h e P e r c e n t a g e o f J u d g e s R e p o r t i n g Y e s A n s w e r s t o t h e F o r t y - t h r e e Q u e s t i o n s o n t h e Q u e s t i o n n a i r e s W h ic h S t a t e d t h e F o r t y - f i v e L e a d e r s h i p F u n c t i o n s A p p r o v e d b y T h a i P e r c e n t a g e o f J u d g e s T h e W u a b er o f Q u e s t i o n s R e c e i v i n g t h e P e r c e n t a g e k k T h e s e v e n q u e s t i o n s w h i c h w e r e r e j e c t e d b y t h e J u d g e s w e r e q u e s t i o n s 3, 6, 2 6, 3 1 * k 7, k 9 * a n d 5 o * Two o f t h e s e r e j e c t e d f u n c t i o n s f o u n d i n q u e s t i o n s 2 6 a n d 3 1 w e r e p r a c t i c e d b y t h e c o l l e g e s * T h e y s p o n s o r e d s o c i a l a c t i v i t i e s t o g i v e p a r e n t s a s p e c i a l o p p o r t u n i t y t o v i s i t t h e c a a p u s, a n d t h e y u s e d p e r s o n a l a s t h o d s ( e. g., l e t t e r s a n d

172 16# t e l e p h o n e c a l l s ) i n e n c o u r a g i n g p a r e n t s t o a t t e n d a c t i v i t i e s p l a n n e d f o r t h e m a n c a m p u s * A t l e a s t o n e - h a l f o f t h e n i n e i n s t i t u t i o n s p r a c t i c e d 3 3 l e a d e r s h i p f u n c t i o n s ( 3 1 a p p r o v e d f u n c t i o n s ). T h i s m e a n t t h a t t h e J u d g e s a c c e p t e d f o u r t e e n l e a d e r s h i p f u n c t i o n s w h i c h w e r e n o t p r a c t i c e d b y t h e c o l l e g e s. O v e r o n e - h a l f o f t h e i n s t i t u t i o n s p r a c t i c e d t h e m a j o r i t y o f t h e a p p r o v e d f u n c t i o n s i n A r e a s B ( i n f o r m a t i o n s e r v i c e s t o t h e g e n e r a l p u b l i c ), D ( s e r v i c e s t o t h e l a y o r g a n i z a t i o n s ), E ( e n c o u r a g e m e n t g i v e n t h e s t a f f t o p a r t i c i p a t e i n c o e m u n i t y a c t i v i t i e s ), F ( s e r v i c e s t o p a r e n t s ), G ( p r o v i s i o n s f o r c o o p e r a t i v e r e l a t i o n s a m o n g t h e c o l l e g e s, s c h o o l s, a n d l a y p e o p l e ), H ( p r o v i s i o n s f o r d i r e c t s t a f f l e a d e r s h i p i n p a r e n t e d u c a t i o n ) a n d I ( a t t e n t i o n g i v e n t o l a y l e a d e r s h i p w o r k s h o p s ). I n g e n e r a l, t h e c o l l e g e s d i d n o t h a v e s p e c i a l p e r s o n n e l f o r p a r e n t e d u c a t i o n, n o r d i d t h e y a s s i g n t h e i r r e g u l a r s t a f f m e m b e r s p a r e n t e d u c a t i o n r e s p o n s i b i l i t i e s a s p a r t o f t h e i r r e g u l a r w o r k l o a d s. T h e y g a v e l i t t l e a t t e n t i o n t o t h e p r e p a r a t i o n o f p a r e n t e d u c a t o r s i n t h e i r g r a d u a t e p r o g r a m ; t h e y d i d n o t r e q u i r e a c o u r s e i n p a r e n t e d u c a t i o n i n t h e i r u n d e r g r a d u a t e e l e m e n t a r y t e a c h e r e d u c a t i o n p r o g r a m, a n d t h e y d i d n o t e x t e n d p a r e n t e d u c a t i o n s e r v i c e s t o t h e p u b l i c s c h o o l s.

173 167 A C o m p a r is o n o f t h e P u b l i c E l e m e n t a r y S c h o o l a n d T a x - s u p p o r t e d C o l l e g e a n d U n i v e r s i t y F i n d i n g s T h e w r i t e r h a s a t t e m p t e d i n t h i s s e c t i o n t o i n t e g r a t e t h e f i n d i n g s o f t h e t w o a g e n c i e s o n t h e l e a d e r s h i p f u n c t i o n s f o u n d o n t h e q u e s t i o n n a i r e s o f b o t h a g e n c i e s * T h e r e s p o n s e s t o t h e i n d i v i d u a l q u e s t i o n s h a v e b e e n p r e s e n t e d i n d e t a i l e a r l i e r i n t h i s c h a p t e r. T h e f i n d i n g s o f t h e tw o a g e n c i e s h a v e b e e n c o m p a r e d i n t h e f o l l o w i n g s t a t e m e n t s. N o a t t e m p t h a s b e e n m a d e t o r e p e a t t h e p e r c e n t a g e o f t h e s c h o o l s o r h i g h e r e d u c a t i o n i n s t i t u t i o n s p r a c t i c i n g t h e s e f u n c t i o n s. U n l e s s o t h e r w i s e s p e c i f i e d t h e f u n c t i o n s d i s c u s s e d h a v e b e e n a p p r o v e d b y e a c h a g e n c y ' s j u d g e s. B o t h o f t h e a g e n c i e s i n t h e s t u d y h a v e a t t e m p t e d t o k e e p h o m e - s c h o o l o r h o m e - c o l l e g e - c o m m u n i t y i n f o r m a t i o n b e f o r e t h e p u b l i c. T h e s c h o o l s a n d c o l l e g e s h a v e d e p e n d e d t o a m a j o r e x t e n t o n t h e n e w s p a p e r s f o r t h i s p u r p o s e, b u t t h e m a j o r i t y o f t h e c o l l e g e s u s e d r a d i o a n d t e l e v i s i o n t o o. T h e m a j o r i t y o f t h e p u b l i c s c h o o l s h a v e t r i e d t o k e e p t h e p u b l i c i n f o r m e d o n l e g i s l a t i v e i s s u e s r e l a t e d t o s c h o o l d e v e l o p m e n t a n d i m p r o v e m e n t. T h e c o l l e g e s h a v e n o t a c c e p t e d t h i s r e s p o n s i b i l i t y a l t h o u g h t h e c o l l e g e j u d g e s a p p r o v e d i t a s a f u n c t i o n o f t h e h i g h e r e d u c a t i o n i n s t i t u t i o n s. A s m i g h t b e e x p e c t e d t h e m a j o r i t y o f t h e c o l l e g e s h a v e p r e s e n t e d r a d i o a n d t e l e v i s i o n p r o g r a m s o n t o p i c s r e l a t e d t o c h i l d d e v e l o p m e n t, b u t t h e m i n o r i t y o f t h e p u b l i c e l e m e n t a r y s c h o o l s h a v e c a r r i e d o n t h e s e r v i c e.

174 168 T h e c o l l e g e s g a v e m o r e a s s i s t a n c e t o l a y o r g a n i z a t i o n s t h a n t h e p u b l i c s c h o o l s d i d b u t e v e n t h e c o l l e g e s d i d n o t K e e p t h e l a y o e g a n i z a t i o n s i n f o r m e d o f t h e s e r v i c e s a v a i l a b l e t o th e m t h r o u g h t h e i r i n s t i t u t i o n s ' f a c i l i t i e s. I t w a s i m p l i e d i n t h e f i n d i n g t h a t t h e s e r v i c e s t o l a y o r g a n i z a t i o n s v e r e a v a i l a b l e o n r e q u e s t. T h e p u b l i c e l e m e n t a r y s c h o o l s a n d t h e h i g h e r e d u c a t i o n i n s t i t u t i o n s e n c o u r a g e d t h e i r s t a f f m e m b e r s t o p a r t i c i p a t e i n c o m m u n it y m e e t i n g s w h e r e t h e y c o u l d a s s i s t i n c r e a t i n g b e t t e r l a y - p r o f e s s i o n a l c o o p e r a t i o n a n d t i n d e r s t a n d i n g. T h e y a l s o e n c o u r a g e d t h e i r f a c u l t i e s t o s e r v e o n c o m m i t t e e s a im e d a t i m p r o v i n g c o m m u n ity c o n d i t i o n s. A m i n o r i t y o f s c h o o l s a n d c o l l e g e s p r o v i d e d o f f i c i a l r e p r e s e n t a t i v e s t o c o m m u n it y c o u n c i l s, b u t p r o b a b l y t h i s i s b e c a u s e m a n y c o m m u n i t i e s d o n o t h a v e s u c h c o u n c i l s. O f t h e s i x q u e s t i o n s a s k e d b o t h a g e n c i e s a b o u t s e r v i c e s t o p a r e n t s, t h e p u b l i c s c h o o l s a n s w e r e d f i v e a n d t h e c o l l e g e s s i x a f f i r m a t i v e l y. E a c h a g e n c y i n v i t e d p a r e n t s t o p l a n n e d e d u c a t i o n a l e x p e r i e n c e s a t t h e i r i n s t i t u t i o n s. E a c h p r o v i d e d o r i e n t a t i o n p r o g r a m s f o r p a r e n t s, a n d c o u n s e l e d p a r e n t s w h o h a d c h i l d r e n h a v i n g s e r i o u s s c h o o l o r c o l l e g e p r o b l e m s. E a c h p r o v i d e d m e e t i n g r o o m s f o r p a r e n t m e e t i n g s, a n d u s e d p e r s o n a l m e t h o d s o f c o n t a c t i n g p a r e n t s. T h e p u b l i c s c h o o l s d i d n o t u s u a l l y p r o v i d e s p a c e f o r p a r e n t s b e i n g t r a i n e d a s l e a d e r s o f l a y g r o u p s. A c c o r d i n g t o t h e c o m m e n ts o n t h e r e s p o n d e n t s ' q u e s t i o n n a i r e s, m o r e s c h o o l s w o u l d b e w i l l i n g t o d o t h i s i f t h e y w e r e r e q u e s t e d t o d o s o b y a n o r g a n i z a t i o n. I t i s d o u b t f u l i f t h e c o l l e g e s h a d a f o r m a l o r i e n t a t i o n p r o g r a m, b u t t h e y d i d o f f e r

175 169 o r i e n t a t i o n a s s i s t a n c e t o p a r e n t s. T h e o n e f u n c t i o n v h i c h t h e c o l l e g e J u d g e s d i s a p p r o v e d f o r t h e i r a g e n c y b u t v h i c h w a s a p p r o v e d b y t h e p u b l i c s c h o o l j u d g e s a n d p r a c t i c e d b y b o t h a g e n c i e s w a s t h e u s e o f p e r s o n a l m e t h o d s ( e. g., l e t t e r s a n d t e l e p h o n e c a l l s ) f o r c o n t a c t i n g p a r e n t s. T h e c o l l e g e J u d g e s f e l t t h a t t h i s w a s n o t a d e s i r a b l e p r a c t i c e f o r h i g h e r e d u c a t i o n i n s t i t u t i o n s. T h e f i v e l e a d e r s h i p f u n c t i o n s j u s t d i s c u s s e d p e r t a i n e d m a i n l y t o p a r e n t s e r v i c e s c l o s e l y r e l a t e d t o t h e s c h o o l o r c o l l e g e p r o g r a m s. T h e o n e q u e s t i o n v h i c h w a s a s k e d o f b o t h a g e n c i e s a n d v h i c h w a s n o t a s d i r e c t l y c o n n e c t e d w i t h t h e s c h o o l p r o g r a m v a s w h e t h e r o r n o t t h e a g e n c i e s p r o v i d e d c l a s s e s f o r p a r e n t s. V e r y f e w s c h o o l s p r o v i d e d t h i s s e r v i c e, b u t t h e m a j o r i t y o f t h e c o l l e g e s a n d u n i v e r s i t i e s r e p o r t e d o f f e r i n g s u c h c l a s s e s. I n a l l p r o b a b i l i t y t h e s e v e r e n o t s p e c i a l c l a s s e s f o r p a r e n t s, n o r i n f o r m a l, n o n - c r e d i t c l a s s e s, b u t r a t h e r f o r m a l c o u r s e s v h i c h v e r e o p e n t o p a r e n t s q u a l i f i e d t o t a k e th e m. O n ly a s m a l l p e r c e n t a g e o f t h e p u b l i c s c h o o l s a n d h i g h e r e d u c a t i o n i n s t i t u t i o n s o b t a i n e d l a y c i t i z e n s ' s u g g e s t i o n s o n s c h o o l o r c o l l e g e c u r r i c u l a. F e w o f t h e p u b l i c s c h o o l s p r o v i d e d o p p o r t u n i t i e s f o r p r o f e s s i o n a l a n d l a y p e o p l e t o w o r k t o g e t h e r o n e d u c a t i o n a l p r o b l e m s b u t m o s t o f t h e c o l l e g e s a n d u n i v e r s i t i e s r e p o r t e d d o i n g s o. T h e m a j o r i t y o f t h e c o l l e g e s p r o m o t e d o r c a r r i e d o u t h o m e - s c h o o l - c o m m u n i t y s t u d i e s, b u t f e w o f t h e p u b l i c s c h o o l s p e r f o r m e d t h i s s e r v i c e. T h e p u b l i c s c h o o l s a n d h i g h e r e d u c a t i o n i n s t i t u t i o n s d i d n o t p r o v i d e a c l e a r i n g h o u s e s e r v i c e i n p a r e n t e d u c a t i o n t o a n y

176 170 e x t e n t. T h e p u b l i c s c h o o l s r e p o r t e d t h a t t h e y r a r e l y e n c o u r a g e d t h e i r s t a f f s t o w r i t e a r t i c l e s o n t h e i r a g e n c y ' s i n n o v a t i o n s a n d e x p e r i m e n t s, h u t a h i g h p e r c e n t a g e o f t h e c o l l e g e s a n d u n i v e r s i t i e s g a v e t h i s e n c o u r a g e m e n t. T h e m a j o r i t y o f t h e s c h o o l s d i d n o t d e s i g n a t e a n a d m i n i s t r a t o r t o w o r k w i t h l a y g r o u p s w o r k i n g d i r e c t l y w i t h t h e s c h o o l s, b u t t h e c o l l e g e s d i d s p e c i f y a f a c u l t y p e r s o n f o r t h i s w o r k. T h e m i n o r i t y o f t h e s c h o o l s a n d t h e m a j o r i t y o f t h e h i g h e r e d u c a t i o n i n s t i t u t i o n s p r o v i d e d a t e a c h e r t o a c t a s a c o n s u l t a n t t o l a y g r o u p s a n d a l s o a s a l e a d e r - t r a i n e r o f l a y g r o u p s. T h e p u b l i c s c h o o l j u d g e s d i d n o t a p p r o v e o f t h e s c h o o l s f u r n i s h i n g l e a d e r - t r a i n e r s t o l a y g r o u p s. N e i t h e r t h e h i g h e r e d u c a t i o n i n s t i t u t i o n s n o r t h e s c h o o l s m a k e a p r a c t i c e o f p r o v i d i n g m o n e y f o r a p r o f e s s i o n a l p a r e n t e d u c a t o r ' s s a l a r y. T h e s c h o o l s h a v e b e e n r e q u e s t e d t o a v e r y l i m i t e d e x t e n t t o h o l d l a y l e a d e r s h i p t r a i n i n g w o r k s h o p s. T h e f e w t h a t h a v e b e e n a s k e d h e l d t h e w o r k s h o p s. S e v e n o f t h e n i n e h i g h e r e d u c a t i o n i n s t i t u t i o n s h e l d t h e s e w o r k s h o p s a n d a s s i s t e d i n s t a f f i n g a n d p l a n n i n g t h e m. I n r e f e r e n c e t o t h e 3 1 q u e s t i o n s ( 3 2 l e a d e r s h i p f u n c t i o n s ) d i r e c t e d t o b o t h a g e n c i e s, t h e p u b l i c s c h o o l J u d g e s a p p r o f e d 2 9 ( 9 1 p a r c e n t ) o f t h e f u n c t i o n s, a n d t h e p u b l i c e l e m e n t a r y s c h o o l s p r a c t i c e d 1 0 ( 3 5 p e r c e n t ) o f t h e a p p r o v e d f u n c t i o n s. T h e c o l l e g e J u d g e s a p p r o v e d 2 8 ( 8 8 p e r c e n t ) o f t h e com m o n a g e n c y f u n c t i o n s, a n d t h e c o l l e g e s p r a c t i c e d C 3 ( 8 2 p e r c e n t ) o f t h e s e. A l t h o u g h t h i s

177 171 s e c t i o n h a s n o t b e e n c o n c e r n e d w i t h t h e s p e c i f i c f u n c t i o n s d i r e c t e d t o o n e o f t h e a g e n c i e s, i t h a s b e e n c o n c e r n e d w i t h a c o m p a r is o n o f t h e a g e n c i e s ' p r a c t i c e s. T h e w r i t e r h a s p o i n t e d o u t t h a t o f t h e 21* l e a d e r s h i p U n c t i o n s d i r e c t e d o n l y t o t h e p u b l i c s c h o o l s, t h e j u d g e s a p p r o v e d 2 1 ( 8 6 p e r c e n t ) a n d t h e s c h o o l s p r a c t i c e d 1 0 (1*8 p e r c e n t ). On t h e 2 0 l e a d e r s h i p f u n c t i o n s d i r e c t e d o n l y t o t h e c o l l e g e s, t h e j u d g e s a p p r o v e d 1 7 ( 6 6 p e r c e n t ) a n d t h e c o l l e g e s p r a c t i c e d 8 (1*7 p e r c e n t ). Sum m ary T h e j u d g e s i n e a c h a g e n c y a p p r o v e d t h e m a j o r i t y o f t h e l e a d e r s h i p f u n c t i o n s o n t h e i r a g e n c y ' s q u e s t i o n n a i r e s. T h e p u b l i c s c h o o l s p r a c t i c e d l e s s t h a n o n e - h a l f o f t h e f u n c t i o n s a p p r o v e d b y t h e i r J u d g e s, w h e r e a s t h e h i g h e r e d u c a t i o n i n s t i t u t i o n s p r a c t i c e d a p p r o x i m a t e l y t h r e e - f o u r t h s o f t h e f u n c t i o n s a p p r o v e d b y t h e i r j u d g e s. T h e c o l l e g e s p r a c t i c e d a m uch h i g h e r p e r c e n t a g e o f t h e com m on f u n c t i o n s a p p r o p r i a t e f o r b o t h a g e n c i e s t h a n t h e p u b l i c s c h o o l s d i d. B o t h a g e n c i e s p r a c t i c e d a p p r o x i m a t e l y t h e s a m e p e r c e n t a g e ( p u b l i c s c h o o l s ^ 1*8. p e r c e n t ; h i g h e r e d u c a t i o n i n s t i t u t i o n s, 1*7 p e r c e n t ) o f t h e s p e c i f i c l e a d e r s h i p f u n c t i o n s d i r e c t e d t o t h e i r ow n a g e n c y. I f t h e p a r e n t e d u c a t i o n n e e d s o f t h e S t a t e a r e t o b e s e r v e d, t h e s e m a jo r t a x - s u p p o r t e d a g e n c i e s w i l l h a v e n o t o n l y t o d e t e r m i n e t h e i r r o l e s, b u t f i n d w a y s t o r e i n f o r c e a n d c o m p lim e n t e a c h o t h e r i n a n o v e r - a l l p a r e n t e d u c a t i o n p r o g r a m.

178 CHAPTER IV A RATIONALE FOR TAX-SUPPORTED EDUCATIONAL AGENCIES IN OHIO ACCEPTING R ESPO NSIBILITY FOR PARENT EDUCATION T h e p u b l i c e l e m e n t a r y s c h o o l s a r e t h e e d u c a t i o n a l a g e n c i e s w h ic h s e r v e t h e m a j o r i t y o f t h e c h i l d r e n i n t h e S t a t e. T h r o u g h t h e i r e d u c a t i o n a l p r o g r a m s, t h e y co m e i n c o n t a c t w i t h t h e f a m i l i e s o f a l l o f t h e s e c h i l d r e n. S i n c e t h e s c h o o l s a r e s u p p o r t e d b y t h e p e o p l e, a n d i n a s e n s e b e l o n g t o t h e p e o p l e, t h e s c h o o l s a r e t h e i d e a l a g e n c i e s t o f o s t e r v e i l - p l a n n e d p a r e n t e d u c a t i o n p r o g r a m s. T h i s p o i n t w a s d em on s t r a t e d o n t h e n a t i o n a l l e v e l i n 193U w h e n t h e S t a t e D e p a r t m e n t s o f P u b l i c I n s t r u c t i o n w e r e a s k e d t o o r g a n i z e a n d s u p e r v i s e t h e p a r e n t e d u c a t i o n p r o g r a m s u n d e r t h e e m e r g e n c y e d u c a t i o n p r o g r a m.1 P a r e n t s h a v e tw o b r o a d n e e d s f o r p a r e n t e d u c a t i o n. O ne o f t h e s e i s t h e n e e d t o u n d e r s t a n d c h i l d g r o w t h a n d d e v e l o p m e n t, s o t h a t t h e y m ay g u i d e t h e i r c h i l d r e n e f f e c t i v e l y. T h e o t h e r n e e d i s t o u n d e r s t a n d t h e s c h o o l ' s p r o g r a m, a n d t h e p a r e n t ' s r o l e i n a d j u s t i n g t o a n d c o - o p e r a t i n g w i t h t h e s c h o o l. T h e i d e a l a g e n c y t o h e l p p a r e n t s f u l f i l l t h e s e n e e d s i s t h e s c h o o l I t s e l f. I f t h i s r e s p o n s i b i l i t y w e r e a c c e p t e d a s a n i n t e g r a l p a r t o f i t s p r o g r a m b y t h e s c h o o l, t h e p a r e n t s w o u ld b e n e f i t t h r o u g h t h e i r i n c r e a s e d u n d e r s t a n d i n g o f t h e i r r o l e s a s p a r e n t s. T h e s c h o o l s w o u ld b e n e f i t t h r o u g h 1 M u r ie l W. B r o w n, "A C r i t i c a l S t u d y o f P a r e n t E d u c a t i o n A c t i v i t i e s i n E m e r g e n c y E d u c a t i o n P r o g r a m s," P a r e n t E d u c a t i o n, V o l. I, N o. li (N o v e m b e r, U ), p p

179 173 p a re n t understanding and support. The community would b e n e fit through th e combined e f f o r ts o f two o f i t s major groups working toward improving fam ily l i f e, and a lso because th e p a re n ts would be b e tte r prepared to tak e more a c tiv e ro le s in th e community o rg an izatio n s by bringing to th ese o rg an izatio n s new understandings, id e a ls, and r e a liz a tio n s o f community needs. But most o f a l l th e c h ild re n would b e n e fit through a b e tte r educational program which extends in to th e community and which i s rein fo rced by th e homes. This d iscu ssio n o f the school tak in g on p a re n t education r e s p o n s ib ilitie s as an extension o f i t s educational program does not mean i t should be the exclusive p aren t education agency in th e comm unity. But a s was tru e in th e p aren t education programs sponsored by the schools tinder th e emergency education program, th e schools should i n i t i a t e co -o p erativ e ventures In p aren t education by a s s is tin g th e v ario u s o rg an izatio n s in th e community working in p aren t education to co -o rd in ate th e ir e f f o r ts and broaden t h e i r programs to give th e b e s t p o ssib le lead ersh ip in th e f ie ld. J u s t so th e schools in t h e i r educatio n al programs fo r c h ild re n work coo p e ra tiv e ly w ith o ther agencies serving th e needs o f youth. The importance o f th e homes and th e schools in th e p e rso n a lity development o f ch ild ren has been stre sse d in th e l ite r a tu r e fo r a number o f y e a rs. The homes and th e schools are two agencies in th e community which ought to re in fo rc e each o th e r. The c h ild re n le a rn from a l l o f th e ir experiences on th e playground, in o rg a n iz a tio n s, on th e s tr e e t c o m e rs, in churches, and wherever e ls e they happen to

180 17U be* However, the homes and th e schools a re th e c h ild re n 's s ta b iliz e r s. I f th e se agencies are in c o n f lic t th e ch ild re n are ap t to be confused, i f th ese agencies a re harmonious, th e c h ild re n are a p t to be secu re. This does not imply th a t th e re should be no d iffe re n c e s o f opinion between th e schools and th e homes, fo r th is would be too g re a t a conform ity and lead to sta g n a tio n. I t does mean th a t b a s ic a lly the p aren ts should understand what th e sch o o ls' goals a r e, why they have th ese g o a ls, what th e ir problems are in carry in g out th e ir g o a ls, and how the p aren ts can help them in the sch o o ls' work. On th e other hand, the teach ers and adminis tr a to r s o f th e schools should have an understanding o f th e needs, and problems o f th e fa m ilie s they serv e. Based on th is understanding o f th e fa m ilie s, the schools ought to take th e in i t i a t iv e in providing p aren t education programs designed to help p a re n ts become more e ffe c tiv e in re a rin g th e ir c h ild re n. The homes and th e schools must b u ild mutual t r u s t and re sp e c t through working to g eth er fo r th e c h ild re n 's w elfare. I f t h i s s p i r i t o f give and tak e develops between th e two agen cies, th ey w ill be fre e to combine t h e i r e f f o r ts to work toward p o s itiv e g o als, and th e re w ill be le s s p lace fo r c ritic is m o f each o th e r. I t is im possible to s p l i t th e c h ild in to se c tio n s some o f which the home is resp o n sib le fo r guiding, and o th er se c tio n s which become th e r e s p o n s ib ility of th e school o r other community agencies* Community fo rces ought to try to h elp each c h ild reach h is growth p o te n tia l through in te g ra tin g t h e ir stren g th s* This is not an easy

181 175 assignm ent. Some communities because o f th e ir p e c u lia r a ttr ib u te s w ill be more su ccessfu l in helping th e ir ch ild re n than o th e rs. R egardless o f community d iffe re n c e s, i t i s not u n r e a lis tic to suggest th a t ste p s be tak en in each community to i n i t i a t e and m aintain home-school co -o p eratio n based on planned parent education programs sponsored by th e schools as an e x te n sio n o f t h e ir educatio n a l programs. For p aren t education to be e ffe c tiv e on a s ta t e wide b a s is i t must be made a v a ila b le to a l l p a re n ts. I f p a re n t education is sponsored by th e schools, i t ought t o be considered p a rt o f th e sch o o ls' o v e r-a ll educational re s p o n s ib ility. I f th is be tr u e, then u ltim a te ly such programs would have to be s ta ffe d w ith tra in e d perso n n el, and th e S ta te should be expected to fu rn ish fin a n c ia l support and lead ersh ip fo r th is extension o f the sch o o ls' educational program. The tax-supported co lleg es and u n iv e r s itie s a re c re ated to d isc o v e r, p re se rv e, and dissem in ate knowledge. T his is done through re se a rc h, teach in g, and th e performance o f educational s e rv ic e s. The higher education i n s titu tio n s ' r e s p o n s ib ility in p aren t education should be in accord w ith th e ir sp e c ia l com petencies. These agencies ought to be preparing p ro sp ectiv e te a c h e rs and a d m in istra to rs in re a liz in g th e importance o f th e fam ily in educating i t s c h ild re n. The c o lle g e s and u n iv e r s itie s should b e a s s is tin g fu tu re p ro fe ssio n a l lead ers in developing s k i l l s which w ill enable them to work w ith p a re n ts in in te rp re tin g th e school program and helping p aren ts to gain an understanding o f c h ild developm ent. These in s titu tio n s

182 176 should also be helping th e se p ro sp ectiv e lead ers le a rn about community org an izatio n ^ so th a t they can extend th e school lead ersh ip in to th e community. The higher educational in s titu tio n s are a lso in a p e c u lia r p o sitio n to give educational a ssista n c e to p u b lic school personnel working in th e f ie ld. The co lleg es and u n iv e rs itie s ought to o ffe r sem inars, workshops, and educatio n al m eetings cm home-school- community problems to th ese in d iv id u als whenever th e re i s an in d ic a tio n th a t th e se serv ic e s a re needed. Since th e se higher education in s titu tio n s prepare te a c h e rs, they have d ire c t communicatio n lin e s w ith th e p u b lic schools. They should encourage school a d m in istra to rs to seek co n su lta tio n serv ic es from th e c o lle g e s and u n iv e r s itie s in a re a s where they are competent and could be h e lp fu l ( e.g., on re se a rc h, s e ttin g up in -se rv ic e tra in in g program s, co n ten t problem s). The hig h er education in s titu tio n s emphases in the p aren t education f ie ld (u su ally re fe rre d to as a fa c e t o f fam ily l i f e education on th e higher education le v e l) should be on (1) providing graduate programs fo r s p e c ia lis ts in p a re n t ed u catio n, (2) stren g th en ing undergraduate te a c h e r-tra in in g programs in th e whole are a o f home-school-comnunity r e la tio n s, (3) serving as c o n su lta n ts to schools, lay o rg an iz atio n s, and o th er community agencies working in fam ily l i f e ed u catio n, (h) carrying out research in the whole a rea o f fam ily l i f e ed u catio n, ( ) using a v a ila b le mass media (ed u catio n al ra d io and te le v is io n ) to reach th e p u b lic w ith sound

183 177 e d u c atio n a l program s, and (6 ) stim u la tin g p ro fe s s io n a l and lay o rg a n iz a tio n s to improve t h e i r p a re n t ed u catio n s e rv ic e s. N a tu ra lly th e s e a g en cies should have p ro fe s s io n a l s t a f f in th e f i e l d o f fam ily l i f e and p a re n t ed u catio n to accom plish th ese a c t i v i t i e s. These i n s t i t u t i o n s should a lso work o u t a communication system among them selves so th a t each o f them can keep a b re a s t o f what th e o th e rs a re doing in fam ily l i f e e d u catio n a c t i v i t i e s, such as re s e a rc h, e x p e rim e n ta tio n, new program s, and so on.

184 CHAPTER V CONCLUSIONS AND RECOMMENDATIONS The p re v io u s c h a p te rs have p re s e n te d th e f in d in g s o f th e e n t i r e stu d y as v e i l a s a r a t i o n a l e fo r p u b lic elem en tary s c h o o ls and t a x - su p p o rted c o lle g e s and u n i v e r s i t i e s in Ohio a c c e p tin g r e s p o n s i b i l i t y f o r p a re n t e d u c a tio n. I n t h i s c h a p te r, th e w r i te r has p re s e n te d th e c o n c lu s io n s f o r th e s tu d y and th e recom m endations made f o r each ty p e o f e d u c a tio n a l agency s tu d ie d. C o n clu sio n s 1. The h is to r y o f th e p a r e n t e d u c a tio n movement shoved t h a t la y p e o p le th ro u g h t h e i r o rg a n iz a tio n s have d em o n strated t o th e e d u c a tio n a l a g e n c ie s a n eed fo r h e lp in th e f i e l d o f p a r e n t e d u c a tio n. In O hio, th e Ohio C ongress o f P a re n ts and T e ach ers has been th e m ost c o n s is te n t o rg a n iz a tio n in re q u e s tin g t h i s h e lp. 2. The e d u c a tio n a l a g e n c ie s have u s u a lly resp o n d ed to s p e c if ic r e q u e s ts made o f them by 1 ay o rg a n iz a tio n s seek in g p r o f e s s io n a l a s s is ta n c e, and to p la n s o f f e r e d b y governm ent a g e n c ie s ( e. g., th e p a r e n t e d u c a tio n program o f th e Emergency E d u c atio n Program ; th e U n ite d S ta te s O ffic e o f E d u c a tio n 's e x p e rim e n ta l program s in fa m ily l i f e e d u c a tio n ); b u t in m o st s t a t e s, in c lu d in g O hio, th e e d u c a tio n a l a g e n c ie s have n o t i n i t i a t e d any la r g e - s c a le p la n s on t h e i r own f o r d e v elo p in g p a r e n t e d u c a tio n

185 179 3* The Judges re p re s e n tin g th e p u b lic elem entary sch o o ls and th e ta x -su p p o rte d c o lle g e s and u n i v e r s i t i e s approved th e m a jo rity o f common le a d e rs h ip fu n c tio n s v h ich w ere l i s t e d on b o th a g e n c ie s ' q u e s tio n n a ire s. T h is m eant th a t each o f th e ag en cies have some fu n c tio n s to perform v h ic h would be co n sid e red a p p ro p ria te f o r b o th a g e n c ie s. Thus th e r e would be an ex p ected o v erlap p in g o f agency r o le s on g e n e ra l s e rv ic e s which e ith e r agency or b o th m ight o f f e r in p a re n t e d u c a tio n. b. The ju d g es o f each agency approved th e m a jo rity o f th e s p e c if ic le a d e rsh ip fu n c tio n s found only on t h e i r own i n s t i t u t i o n 's q u e s tio n n a i r e. Thus each agency h a s some unique le a d e rs h ip fu n c tio n s in p a re n t e d u c a tio n. 5. The c o lle g e s and u n i v e r s i t i e s o ffe re d a g r e a te r number o f s e rv ic e s in p a re n t e d u c a tio n th a n th e p u b lic sc h o o ls d id. T hese s e rv ic e s w ere in c id e n ta l and n o t o ffe re d a s a r e s u l t o f a p lan n ed program approach to p a re n t e d u c a tio n, nor d id th e y n e c e s s a r ily re p re s e n t th e b e s t u se o f th e a g e n c y 's s p e c ia l com petencies* 6. The p u b lic sc h o o ls re c o g n iz e d th e P aren t-t each er A s so c ia tio n as t h e i r c h ie f o rg a n iz a tio n fo r c a rry in g on th e p a re n t ed u catio n work f o r th e s c h o o ls, y e t few sch o o ls re p o rte d t h a t t h e i r a d m in is tr a to rs serv ed in an ad v iso ry c a p a c ity t o t h e i r P are n t-t e a ch e r A sso ciatio n s* 7. The h ig h e r ed u catio n i n s t i t u t i o n s have n o t p rep ared p ro fe s s io n a l p a re n t e d u c a to rs a t t h e g ra d u a te le v e l, b u t th e y a re c a rry in g on la y le a d e rs h ip tr a in in g program s. The need fo r th e s e la y le a d e rsh ip

186 180 t r a i n i n g p ro g ram s em phasize th e need f o r h ig h e r e d u c a tio n i n s t i t u t i o n s t o u se t h e i r co m p eten cies to p re p a re p r o f e s s io n a l e d u c a to rs who i n tu r n c o u ld do la y le a d e r s h ip t r a i n i n g. 8. Fam ily l i f e e d u c a tio n program s in f i v e c i t i e s h av e r e c e iv e d c o n tin u e d s u p p o rt from t h e i r sc h o o l b o a r d s. T h is i s an in d ic a tio n t h a t th e s e program s have se rv e d a p u b lic sc h o o l n e e d, y e t t h e r e have b e en no r e c e n t e x te n s io n s o f t h i s ty p e o f program in O h io. 9* S in c e th e tim e o f t h e Ohio s ta te - w id e p la n ( )* no o r g a n iz a tio n h a s ta k e n i n i t i a t i v e f o r p ro m o tin g o r c o - o rd in a tin g p a re n t e d u c a tio n on a s ta te - w id e b a s i s. JO. C o n sid e rin g th e o v e r - a l l f in d in g s from t h e Ohio h i s t o r i c a l s tu d y, and th e q u e s tio n n a ir e s tu d y, and ad d in g th e f a c t t h a t th e S ta te D epartm ent o f E d u c a tio n h as no s p e c ia l p r o v is io n f o r p a r e n t e d u c a tio n (su c h a s i s found in New York S t a t e and C a l i f o r n i a ), i t can be concluded t h a t O h io 's ta x - s u p p o r te d e d u c a tio n a l a g e n c ie s have n o t assum ed a m ajo r r e s p o n s i b i l i t y f o r p ro m o tin g p a r e n t e d u c a tio n. Recoramendat i ons The fo llo w in g recom m endations a r e b a se d on t h e c o n c lu s io n s o f th e s tu d y and t h e l i t e r a t u r e in th e p a r e n t e d u c a tio n f i e l d. The w r i te r h as g iv en c o n s id e r a tio n t o th e f a c t t h a t t h e r e i s a w id e v a r i a t i o n in th e ty p e s and q u a l i t y o f p a r e n t e d u c a tio n s e r v ic e s o f f e r e d b y th e in d iv id u a l s c h o o ls and h ig h e r e d u c a tio n i n s t i t u t i o n s in th e s tu d y. I n g e n e r a l, th e r e i s a n eed f o r e ach in d iv id u a l sch o o l

187 181 and h ig h e r e d u c a tio n i n s t i t u t i o n t o fo rm u la te a lo n g -ra n g e p la n f o r im proving i t s p a r e n t e d u c a tio n s e r v i c e s. Each ty p e o f agency m ust g e n u in e ly a c c e p t p a r e n t e d u c a tio n a s p a r t o f i t s o v e r - a l l e d u cat i o n a l r e s p o n s i b i l i t y b e fo re m ajor p r o g re s s can be made in t h i s a r e a. W ith r e s p e c t t o th e p u b lic e le m e n ta ry s c h o o ls, i t i s recommended t h a t 1. B oards o f e d u c a tio n and sch o o l a d m in is tr a to r s ta k e i n i t i a t i v e f o r m aking c e r t a i n t h a t a p a r e n t e d u c a tio n program e x i s t s in e v e ry community in O hio. 2. The s c h o o ls c o -o p e ra te w ith t h e i r p a r e n t e d u c a tio n u n i t s i n p ro v id in g c h i l d stu d y o p p o r tu n itie s f o r p a r e n ts on a u n iv e r s a l s c a le. a. The sc h o o ls ta k e th e i n i t i a t i v e in su rv e y in g o r h avin g su rv ey ed th e p a r e n t e d u c a tio n n eed s i n t h e i r co m m u n ities, and ta k e th e n e c e s s a ry s te p s t o a s s i s t in m eetin g th e s e n e e d s. b. W herever th e system o f g ra d e o r room m o th ers s e rv in g a s l i a i s o n p e rso n s betw een th e sch o o l and i t s p a r e n t e d u c a tio n o r g a n iz a tio n i s u sed th e s e l i a i s o n p e rso n s b e g iv e n t r a i n in g by th e sc h o o l to p re p a re them f o r t h e i r r o l e s. c. The sc h o o ls o f f e r t o p a r e n t e d u c a tio n o r g a n iz a tio n s such r e s o u r c e s a s program a i d s, c o n s u lta tio n s e r v ic e s, and l i b r a r y m a t e r ia ls.

188 182 d. School f a c i l i t i e s be made a v a ila b le t o p a re n t ed u c a tio n o rg a n iz a tio n s w herever t h i s a c tio n does n o t in t e r f e r e w ith th e r e g u la r school program. 3. S chools p ro v id e in -s e r v ic e tr a in in g program s f o r te a c h e rs which would in c lu d e tr a in in g in hom e-school r e l a t io n s, li. Depending on th e s iz e o f th e sch o o l, one or more te a c h e rs be given r e le a s e d tim e t o work on sc h o o l-p a re n t e d u c a tio n a c t i v i t i e s * 5. C o n s u lta tio n s e rv ic e be o ffe re d th ro u g h th e sch o o ls to p a re n ts who need co u n selin g on c h ild b ehav io r problem s v h ich a re w ith in th e realm o f a school c o u n s e lo r's com petencies* 6. Schools ta k e r e s p o n s ib ility fo r c o -o rd in a tin g p a re n t a c t i v i t i e s in th e community e s p e c ia lly in c i t i e s w hich sponsor an a d u lt educatio n program and where t h i s duty can be assumed by th e d ir e c to r o f a d u lt e d u c a tio n. 7* Every school n o t having an a d u lt e d u c a tio n program endeavor to s t a r t one. Schools have an o b lig a tio n to h e lp a d u lts keep m e n ta lly a liv e and so lv e t h e i r e d u c a tio n a l problem s. A dults who are th e b e n e f ic ia r ie s o f th e sch o o ls u s u a lly become su p p o rtiv e o f th e school program. An a d u lt e d u c a tio n program makes an e x c e lle n t a d m in is tra t i ve home fo r m ost o f th e s c h o o l's p a re n t e d u c atio n a c t i v i t i e s. 6. The S ta te D epartm ent o f E ducation make p ro v is io n f o r su p e rv iso ry s e rv ic e s fo r p a re n t ed u catio n in elem en tary sc h o o ls. T h is su p e r v is io n m ight b e p ro v id ed th ro u g h th e D iv isio n o f V o catio n al E ducation e s p e c ia lly i f t h i s d iv is io n w ere broadened t o p ro v id e f o r g e n e ra l a d u lt ed u c a tio n se rv ic e s*

189 The D iv isio n o f V ocational Education of th e S tq te Department of Education should o f fe r to su b sid ize p a re n t educatio n lead ersh ip tra in in g a c t i v i t i e s in a l l schools throughout th e s ta te th e same as i t i s doing fo r Youngstown, Z a n e sv ille, C in c in n a ti, C leveland, and Toledo. 10. The schools i n i t i a t e ste p s to ta k e re s p o n s ib ility fo r lay lead ersh ip tra in in g programs such as th o se p re s e n tly c a rrie d on in (1) c i t i e s sponsoring fam ily l i f e education program s, and (2) c o lleg es and u n iv e r s itie s cooperating w ith the Ohio Congress o f P a re n ts and Teachers in i t s lay lead ersh ip workshop program. 11. Wherever p o ssib le schools use th e p re ss, r a d io, and te le v is io n, as w ell as o th er community re so u rc e s, fo r in te rp re tin g th e ir educatio n a l programs to th e community. 12. The schools seek th e tax -su p p o rted colleg es and u n iv e r s itie s sp e c ia l com petencies wherever needed in s e ttin g up leadersh ip t r a i n ing program s, p a re n t educatio n surveys, in -s e rv ic e tra in in g programs, and o th er programs o f t h i s ty p e. With re sp e c t to th e tax-su p p o rted higher education i n s t i t u tio n s, i t i s recommended t h a t 1. As p u b lic schools and o th e r agencies become more a c tiv e in th e f i e l d o f p a re n t education th e tax-su p p o rted c o lle g e s and u n iv e r s itie s develop o r stre n g th en th e ir graduate programs in fam ily l i f e educati on.

190 181* 2. Each c o lleg e or u n iv e rs ity examine i t s undergraduate teach er tra in in g program w ith a view to in creasin g i t s emphasis on homeschool r e la tio n s. 3. A conscious e f f o r t be made by the undergraduate teach er educatio n fa c u lty to r e la te home-school r e la tio n s th eo ry to c la s s p ro je c ts and la b o ra to ry experiences w ith th e in te n t o f helping th e stu d en ts understand th e im portance o f keeping open th e channels o f communicatio n between th e home and th e school. 1*. Higher education in s t i t u t i o n s, through th e ir g rad u ate f a c u ltie s and departm ents or bureaus of re se a rc h, stim u la te and conduct re searc h in fam ily l i f e ed u catio n. 5. The seven colleg es and u n iv e r s itie s continue th e p re se n t p a re n t education la y -le a d e rsh ip tra in in g programs u n t i l th e p u b lic elem entary schools are prepared to tak e over t h i s r e s p o n s ib ility. At t h i s time th e co lle g e s and u n iv e r s itie s should co n cen trate on p rep arin g p ro fe ssio n a l fam ily l i f e ed u cato rs. 6. The I n s t i t u t e of Family L ife Education a t Ohio S ta te U n iv e rsity consider actin g as a c le a rin g house fo r fam ily l i f e education se rv ic e s and rese arch c a rrie d on by th e Ohio tax -su p p o rted c o lle g e s and u n iv e rs itie s * 7. The c o lle g e s and u n iv e r s itie s continue to give a s sis ta n c e to th e p u b lic schools in th e area o f home-school r e la tio n s, and wherever p o ssib le to improve and extend t h i s service*

191 The colleg es and u n iv e r s itie s in th e ir use of educatio n al te le v is io n include c h ild development and fam ily l i f e education as one o f th e ir co n ten t a re a s.

192 CHAPTER VI SUMMARY In th is study* th e w rite r was concerned w ith th e r o le s of O h io 's p u b lic elem entary schools and tax-su p p o rted te a c h e r-tra in in g i n s titu tio n s in th e im portant a re a o f p a re n t educatio n. There were two approaches to th e problem. One was th e h is to r ic a l study of th e p a re n t education movement w ith sp e c ia l re fe re n c e to Ohio h is to ry. The o th er was th e q u estio n n aire study o f th e p r a c tic e s o f the two agencies* both a s to a c tu a l p ra c tic e s and a s to d e s ira b le p ra c tic e s a s adjudged by com petent judges in each agency. The in v e stig a tio n was conducted to determ ine th e p re se n t ro le s o f th e educatio n al agencies and to make recommendations fo r fu tu re r o le s o f th ese in s titu tio n s. These recommendations have been based upon th e ju d g es' fin d in g s* th e h is to r ic a l study* th e l i t e r a tu re in th e fie ld * and from suggestions o f p ro fe sso rs working a t th e u n iv e rs ity le v e l in one o f th e areas o f fam ily l i f e educatio n. The H is to ric a l Study No attem p t has been made to summarize th e e n tire ch apter on th e h is t o r i c a l study* but th e w rite r has t r i e d to in d ic a te some fin d in g s from i t o f im portance t o th e o v e r-a ll study. The p a re n t education movement was la y i n i t i a t e d. The lay p eo p le recognized t h e i r need fo r knowledge and th ey sought th e h elp o f - 186

193 187 p ro fe s sio n a ls. The p ro fe ssio n a ls and la y groups had d if f ic u lty learn in g how to work to g e th e r in a f i e l d where both groups had a ttr ib u te s to o ffe r each o th e r. This problem has been worked out to a co nsiderable degree through re se a rc h an lay lead ers in p aren t education.* This re se a rc h has been h e lp fu l in d efin in g the la y le a d e r's importance to th e p aren t education f ie ld, and a lso th e la y le a d e r's r o le in r e la tio n to th e p ro fe ssio n a l le a d e r 's role* A tre n d vhich was p re v a len t in th e h is to ry was th a t g ran ts o f money gave impetus to p aren t education work. This was tru e when th e Laura Spelman R ockefeller Memorial funds were a v a ila b le, and a lso when government funds were a v a ila b le in the emergency p erio d o f th e 1930's. The Spelman funds provided fo r research in the f i e l d o f c h ild development and p a re n t education. They a lso provided fo r agencies to have sp ecia l personnel in p a re n t ed u catio n, and in th e middle 1920's and e a rly 's, they provided fo r a co -o rd in atin g agency (The N ational Council o f P aren t E ducation, now d efu n ct). Other foundations ( e.g., R u ssell Sage Foundation and th e Ford Foundation) have provided funds to fu rth e r p aren t education research* P arent education a c t iv itie s r e la te d c lo se ly to so cia l and economic changes. A fter th e f i r s t world war people were searching fo r answers to th e ir problems. This fa c to r gave momentum to p a re n t *Tvo examples o f lay 1 eadership stu d ie s were D iscovering Lay Leadership in P aren t Education conducted by Ruth Andrus and published In 1935 hy th e U n iv ersity o f th e S ta te o f New York P re ss, and Mary S h irle y 's stu d y, Can P aren ts Educate Each O ther? published by th e N ational Council o f P aren t Education in 19^35*

194 188 education, and i t was a t t h i s tim e th a t p re -p a re n ta l education came in to being* During th e n a tio n a l d ep ressio n o f th e 's, much a tte n tio n vas given to p a re n t education. Again during th e second world war and r ig h t afterw ard s, th e re was a s tr e s s p erio d for fa m ilie s and a tte n tio n was d ire c te d to fam ily l i f e education. During th is p erio d, th e fam ily l i f e and p aren t education movement vas not as organized as i t had been in th e 's, b u t th e educational in s titu tio n s were developing programs in fam ily l i f e education, th e magazines were f i l l e d w ith lead a r t ic le s on to p ic s r e la te d to parent and fam ily l i f e education, and th e White House Conference on C hildren and Youth stre sse d the h ealth y p e rso n a lity o f th e c h ild. This conference was th e f i r s t to have a pre-conference and a p o stconference to get th e c itiz e n s o f every S ta te involved in the o v e r-a ll problem o f improving conditions fo r ch ild re n. Since 1950, th e re has been a steady in te r e s t in parent education. By th a t time th e N ational Congress o f P aren ts and Teachers had i t s expanded p a re n t education program w ell tinder way, and in 1951 th e Ohio Congress had begun i t s long-range p lan vhich involved educational in s titu tio n s in a program o f lay le a d e r ship tra in in g in p aren t education. Higher education in s titu tio n s had begun to e s ta b lis h or expand fam ily l i f e education o r c h ild study c e n te rs, and se v e ra l comprehensive re se a rc h s tu d ie s had been in itia te d. The general n a tio n a l tre n d s re p o rte d fo r th e p aren t education movement held tru e fo r th e movement as i t ap p lied to Ohio*

195 189 In th e h is to r ic a l stu d y, i t vas found th a t the many a c t iv itie s c a rrie d on by the numerous o rg an izatio n s were n o t w ell co -o rd in ated. There v as l i t t l e evidence in th e h isto ry th a t in d iv id u al agencies had tr ie d to d efin e th e ir o p eratio n al ro le s in th e f ie ld. The p a tte rn seemed to be one o f autonomy, each agency carry in g on c e rta in ty p es o f fu n ctio n s vhich h is to r ic a lly had developed in i t vhether th e functio n s vere ap p ro p riate for th e agency o r n o t. T herefore, th ere are many d u p lic a tio n s and gaps in serv ices in parent education. Some of th e agencies ( e.g., th e p u b lic schools and higher education in s titu tio n s ) vhich vere v e il su ite d to c a rry on p aren t education a c t iv itie s vere not assuming th is r e s p o n s ib ility to any g re a t ex ten t in th e m ajo rity o f s ta te s. This vas one f a c to r vhich caused th e v r i t e r to become in te re s te d in conducting the study o f th e p ra c tic e s o f th e tax-supported educatio n al agencies in Ohio. The Q uestionnaire Study The p u b lic school q u estio n n aire (Form I, p ra c tic e ) vas sen t to the p rin c ip a ls o f 300 Ohio schools chosen by th e random sampling method. The sample vas re p re s e n ta tiv e o f the r e la tiv e number o f elem entary schools in exempted v illa g e, c ity, and county o rg an izatio n s in Ohio. One hundred and e ig h ty -th re e q u estio n n aires (61 p er c e n t) v ere retu rn ed. This number included 85 county, 88 c ity, and 10 exempted v illa g e schools. The p u b lic school q u estio n n aire (Form

196 190 II, opinion) was retu rn ed by six te e n o f th e seventeen judges chosen through c r i t e r i a s e t up fo r th e study. The colleg e and u n iv e rsity q u estio n n aire (Form I, p ra c tic e ) vas sen t to th e deans o f th e c o lleg es o f education a t the nine ta x - supported in s titu tio n s. Each i n s t i t u t i o n retu rn ed a q u e stio n n a ire. The colleg e and u n iv e rsity q u estio n n aire (Form I I, opinion) was retu rn ed by tw elve judges chosen through c r i t e r i a s e t up fo r th e study. According to th e se d a ta, n e ith e r th e p u b lic sch o o ls, nor the co lleg es and u n iv e rs itie s provided money fo r the sala ry o f a p ro fessio n a l parent educator whose work would include giving p aren t education le a d e rsh ip in the community. N either type of in s titu tio n had fa c u lty members designated to carry on p aren t education as p a rt o f th e ir re g u lar work load. This fin d in g meant th a t any p aren t education a c t i v i t i e s were added to th e re g u la r re s p o n s ib ility o f each agency's s ta f f. The im p licatio n o f th is finding was evident in th e re tu rn s from th e public sch o o ls. The 183 p rin c ip a ls who retu rn ed the long q u estio n n aire must have had some in te r e s t in p aren t education. A 1 arge m ajo rity of th ese respondents checked th a t they wanted a copy o f the r e s u l t s of th e study. The in v e s tig a to r received both l e t t e r s and remarks on the comment sh eet o f th e q u estio n n aire vhich in d ic a te d th a t th e p rin c ip a ls v e re try in g to improve th e ir p aren t education se rv ic e s. Yet th e r e s u lts o f th e q u estio n n aire study shoved th a t th e schools p ra c tic e d r e la tiv e ly few o f the fu n c tio n s l i s t e d on the q u estio n n a ire. The fu n ctio n s

197 191 p r a c tic e d w ere m ain ly th o s e d i r e c t l y connected w ith th e t e a c h e r 's classro o m work ( e. g., p a r e n t- te a c h e r c o n fe re n c e s and p re sc h o o l o r ie n ta tio n p ro g ram s), o r th e y w ere fu n c tio n s which to o k l i t t l e tim e ( e. g., encouraging c i t i z e n s t o a tte n d sch o o l b o a rd m eetings and encouraging f a c u lty members to a tte n d community m e e tin g s), o r th ey had a p u b lic r e l a t io n s v a lu e f o r th e sch o o l ( e. g., p e r io d ic a lly r e p o rtin g hom e-school in fo rm atio n through new spapers and keeping th e p u b lic inform ed on sch o o l l e g i s l a t i v e i s s u e s ). R e la tiv e ly few s e rv ic e s w hich involved s t a f f tim e and w hich were n o t d i r e c t l y connected w ith th e school program w ere p r a c tic e d. There was l i t t l e ev id en ce th a t t h e p u b lic s c h o o ls w ere g iv in g guidance to la y o rg a n iz a tio n s working w ith th e sch o o l, o r th a t th e y w ere tr y in g t o h e lp p a r e n ts gain an u n d e rsta n d in g o f c h ild developm ent, or t h a t th ey w ere try in g to s tim u la te p a re n t e d u catio n a c t i v i t i e s in th e community. The c o lle g e s and u n i v e r s i t i e s p ra c tic e d th r e e - f o u r th s o f th e approved le a d e rs h ip fu n c tio n s l i s t e d on t h e i r q u e s tio n n a ir e. They perform ed over f o u r - f i f t h s o f th e approved f u n c tio n s covered on b o th a g e n c ie s ' q u e s tio n n a ire s. However, th ey p r a c tic e d l e s s th an o n e - h a l f o f t h e f u n c tio n s d ir e c te d o n ly t o t h e i r ag en cy. O f th e s e tw enty s p e c if ic f u n c tio n s, seven had to do w ith g ra d u a te o r underg rad u a te e d u c a tio n o r e d u c a tio n a l s e rv ic e s t o th e p u b lic s c h o o ls. F ive o f th e s e seven fu n c tio n s were approved b y th e Ju d g e s, b u t o n ly two w ere p r a c tic e d by th e c o lle g e s. The h ig h e r e d u c a tio n i n s t i t u t i o n s

198 192 a c c e p te d a s p r a c tic e s fo u rte e n l e s s fu n c tio n s on th e t o t a l q u e s tio n n a ir e th a n th e ju d g es approved, and th ey a ccep te d o r p r a c tic e d two fu n c tio n s which were n o t approved. I t was a n tic ip a te d t h a t th e judges In each agency would a c c e p t th e m a jo rity o f th e f u n c tio n s, and t h i s was th e c a s e. I n th e s tu d y, th e r e was no a tte m p t made to d eterm in e th e d egree th e p r a c tic e was c a r r ie d o u t o r how i t was ex ecu ted. T his i s a problem f o r f u r th e r s tu d y. The in v e s tig a tio n d id n o t in c lu d e a stu d y o f th e school sy stem s; i t i s p o s s ib le t h a t th e system s p ro v id e some s p e c if ic s e rv ic e s in p a r e n t ed u c atio n which th e in d iv id u a l sc h o o ls do not p ro v id e. T his i s an a re a w hich should be in v e s tig a te d. Throughout th e stu d y th e in v e s tig a to r was aware o f th e r e l a t io n s h i p o f th e s e e d u c a tio n a l a g e n c ie s to th e Ohio C ongress o f P a re n ts and T e a ch ers. A stu d y o f th e r o le o f th e Ohio C ongress o f P a re n ts and T each ers in p a re n t e d u c a tio n as i t r e l a t e d t o ta x -s u p p o rte d educatio n a l a g e n c ie s sh o u ld b e made. The recom m endations made f o r th e p u b lic elem en tary sch o o ls and th e ta x -s u p p o rte d c o lle g e s and u n i v e r s i t i e s s tr e s s e d th e im portance o f th e s e i n s t i t u t i o n s o f fe r in g p a re n t e d u c a tio n s e rv ic e s w hich a re in acco rd w ith each a g e n c y 's s p e c ia l f a c i l i t i e s and co m p eten cies. The recom m endations a ls o em phasized th e need fo r th e m utual c o -o p e ra tio n o f th e s e a g e n c ie s a s w e ll as th e need f o r b o th a g e n c ie s to s tre n g th e n t h e i r p a re n t e d u catio n program s and ex ten d t h e i r e d u c a tio n a l in flu e n c e in to th e com m unities*

199 APPENDIX A PUBLIC SCHOOL LETTERS AND QUESTIONNAIRES - 193

200 T H E O H IO ST A T E U N IV E R SIT Y Novic* G. F aw cett, President C O L U M B U 8 10 COLLEGE OF EDUCATION B o u a p o r S h c i a l a n d A d c l t E d u c a t i o n 331 AmH<u O cto b er 7, 1957 Mr. P r in c ip a l, School, Ohio Dear M r. : F o r seme tim e O h io 's p u b lic elem en tary s c h o o ls, and ta x * su p p o rted, c o lle g e s and u n i v e r s i t i e s have shown an I n te r e s t in p a re n t e d u c a tio n. T his l e t t e r and q u e s tio n n a ire have t o do w ith a stu d y v h ich has a s i t s p urpose th e d eterm in in g o f th e fu n c tio n s o r r o le s o f th e above m entioned a g e n c ie s in th e f i e l d of p a r e n t e d u c a tio n. The stu d y i s b e in g co n d u cted by th e u n d ersig n ed u n d er th e d ir e c tio n o f P ro fe s s o r H e rsch el W. N iso n g er, D ire c to r o f th e B ureau o f S p e c ia l and A d u lt E d u c atio n a t Ohio S ta te U n iv e r s ity. To a s c e r ta in an a c c u ra te p ic tu r e o f O h io 's p u b lic elem enta r y s c h o o ls 1 c u r re n t p r a c tic e s in p a re n t e d u c a tio n, 300 elem enta r y sc h o o l p r in c ip a ls a re each b e in g re q u e ste d t o f i l l in th e q u e s tio n n a ire on p u b lic sc h o o l p r a c tic e s and s e r v ic e s. I t i s hoped t h a t you w i l l be w i l l i n g t o c o o p e ra te i n th e stu d y by f i l l i n g i n th e e n c lo se d q u e s tio n n a ire. A summary o f th e r e s u l t s o f th e t o t a l stu d y w i l l be a v a i l a b le t o each resp o n d en t who w ishes a copy. A s e lf - a d d r e s s e d, stam ped envelope i s e n c lo se d. you f o r y o u r c o o p e ra tio n. Thank S in c e re ly y o u rs, g o re ja n e Jo h n sto n H endrickson G raduate S tu d e n t Ohio S ta te U n iv e rs ity 148 E a s t g o rth S tr e e t W o rth in g to n, Ohio

201 T H E O H IO ST A T E U N IV E R SIT Y N ovice G. F aw cett, President CO LU M BU S COLLEGE OF EDUCATION B u u a u or S n c u i a n d A d u l t E d u c a t io n A in H a l l O c t o b e r 3 0 * D e a r P r i n c i p a l, Y o u a r e o n e o f O h i o p r i n c i p a l s o f e l e m e n t a r y s c h o o l s w h o w e r e m a i l e d, o n O c t o b e r 1, 1951, a p a r e n t e d u c a t i o n p r a c t i c e q u e s t l o n n a l r e, a l e t t e r o f e x p l a n a t i o n, a n d a s t a m p e d, s e l f - a d d r e s s e d e n v e l o p e. A t p r e s e n t, a p p r o x i m a t e l y o n e - h a l f o f t h e p r i n c i p a l s r e p r e s e n t i n g e x e m p t e d v i l l a g e, c o u n t y a n d c i t y s c h o o l s h a v e s h a r e d t h e i r s c h o o l s ' p a r e n t e d u c a t i o n p r a c t i c e s w i t h t h i s i n v e s t i g a t o r. I t i s h o p e d t h a t y o u a r e p l a n n i n g t o r e t u r n y o u r q u e s t i o n n a i r e. C e r t a i n l y w i t h p r o f e s s i o n a l m e e t i n g s, f l u e p i d e m i c s, a n d p r e p a r a t i o n f o r t h e h o l i d a y s e a s o n, t h i s f a l l p e r i o d h a s b e e n a b u s y o n e f o r O h i o p r i n c i p a l s. Y e t t h i s s t u d y i s i m p o r t a n t f o r O h i o S c h o o l s t o o. T h e g r e a t e r t h e n u m b e r o f s c h o o l s r e p o r t i n g t h e i r p a r e n t e d u c a t i o n p r a c t i c e s, t h e m o r e v a l i d t h e r e s u l t s w i l l b e. I f y o u h a v e b e e n m e a n i n g t o f i l l i n t h e q u e s t i o n n a i r e, w i l l y o u p l e a s e r e t u r n I t t o t h e i n v e s t i g a t o r b y N o v e m b e r 2 0? I n c a s e y o u r q u e s t i o n n a i r e h a s b e e n m i s l a i d, I am e n c l o s i n g a n e x t r a c o p y i n t h i s l e t t e r. S i n c e r e l y y o u r s, (T*\ NoreJane Johnston Hendrickson Oraduate Student Ohio State University E a s t N o r t h S t r e e t W o r t h i n g t o n, O h i o

202 196 /> (Form I, P r a c tic e ) F all Q uarter, 1957 Public School Practices Concerning Parent Education Name of School For the principals of elementary schools in O hio: This questionnaire is being sent to 300 public elementary school principals in Ohio. Each principal is requested to fill in the questionnaire from the administrative viewpoint of his own specific school. There is no expectation that your school doe* or does not engage in these practices or offer these services. Many of these statem ents were taken from the literature written on home-school relations. Some of these activities may have a place in a city school whereas they may not be adaptable to a county or exempted village schoot and vice-versa. A few of these activities you may find to be impractical for any public school system. For each question, please indicate whether or not your school offers the indicated service by circling the appropriate answer. Y = Yes N = No Remember a No answer is fully as acceptable as a Yea answer. Please keep in mind when you fill in this questionnaire that just practices and services assumed as a responsibility by your school and not by your school s parent-teacher association should be checked Yes. The primary purpose of this questionnaire is to determine the current practices of the public elementary schools. There is a space for any comments at the end of the questionnaire. Example: Our School: (E ach principal should answ er for his specific school). N 1. Furnishes discussion leaders for lay groups on topics related to child development If your school offers this service^ encircle Y as indicated. If n o t circle N.

203 196 Our school: (Each principal should answer for his specific school). Y N 1. Provides secretarial help to teachers who are contacting parents for conferences, preparing letters to parents, or working on other homeschool communications. Y N 2. Has a program for helping each teacher gain insight into the type of work done by the visiting teachtrs, school nurses, and other special personnel who have direct contact with the home. Y N 3. Has an in-service training program in homeschool relations. Y N 4. Grants released time to teachers who have specific parent education responsibilities. Y N 5. Furnishes faculty members with information which would help them gain in understanding the educational needs of the families in the community. Y N 6. Presents radio and television programs on topics related to child development. Y N 7. Provides periodic information on homeschool matters for dissemination to the public by newspapers. Y N 8. Provides periodic information on home-school matters for dissemination to the public by radio and television. Y N 9. Keeps the public informed on legislative issues related to school development and improvement Y N 10. Gives formal recognition to the PTA unit as the only official lay organization designated to work with oiir school. Y N 11. Furnishes assistance to lay groups in the selection and use of audio-visual materials on parent education. Y Y Y Y Y N 12. Furnishes speakers and resource people for lay groups on topics related to child development N 13. Furnishes bibliographies and lists of pamphlets to lay groups on topics related to child development. N 14. Furnishes audio-visual materials on topics related to child development and home-school relations to lay groups within its service area. N 15. Provides a statement of policy setting the boundary limits for lay organizations working in close association with the school N 16. Encourages staff members to attend jneetinga where they can assist in creating better lay-professional cooperation and understand- 7 ing (e.g., P.T.A., citizens councils). ;. a... I Y N 17. Provides an official representative to the organized community council which represents the majority of community agencies. Y N 18. Encourages staff membors to serve on committees which are outside of the school s jurisdiction but are aimed at improving community conditions. Y N 19. Provides a baby sitting service to parents who are participating in a parent education activity sponsored by the school. Y N 20. Invites parents to planned educational experiences (e.g., exhibits, openhouses, demonstrations) designed to inform them about the school program. Y N 21. Informs parents of the reasons behind alt major curriculum changes. Y N 22. Distributes pamphlets on child growth and development to parents. Y Y Y N Y N N 23. Encourages parents to form special interest groups (e.g., special class parents clubs, mothers study groups, band parents) to help strengthen and develop special interest areas. N 24. Provides a pre-school or kindergarten orientation program for parents who are sending their children for their first school experience. 25. Provides a meeting room for: A. Parents interested in participating in study group and unit meetings. B. Parents being trained as group leaders in parent education. Y N 26. Provides classes which would aid parents in understanding child growth and development. Y N 27. Uses personal methods (e.g., letters, telephone calls) in encouraging parents to attend activities planned for them at the school. Y N 28. Provides counseling service to parents whose children are having serious problems in school. Y N 29. Uses the parents in non-teaching roles in operating the school program (e.g., as playground or lunchroom supervisors). Y N 30. Provides a parent education section of the school lihrary for parents. Y N 31. Invites parents to act as chaperones at school functions or drivers on field trips. Y N 32. Organizes parent study groups for the purpose of studying aspects of child development. Y N 33. Furnishes parents with the opportunity to participate in evaluations made of the homeschool relations program. 3 Y N 34. Provides parents with printed information on routine ways that they cao cooperate with the school in order to insure a pleasant experience for their children (e.g., school supplies needed, arrival and departure time, lunchtime regulations, homework policies, etc.). Y N 35. Provides opportunities where lay people have occasion to work with teachers and administrators in making suggestions about the school curriculum. Y N 36. Secures lay citizens' suggestions concerning the school curriculum through questionnaires, group discussions, and eimihar methods. Y Y N 37. Seeks to develop a two-way communication system between the school and the home through planned discussion periods with lay and professional people at room meetings, citizen council meetings, and other such group meetings. N 38. Encourages citizens to attend school board meetings. Y N 39. Furnishes a clearinghouse in which all agencies in the schoops service area working in parent education can exchange information about each other s offerings and activities. Y N 40. Promotes or carries out home-school community studies of the educational needs of the community. Y N 41, Designates a school administrator to act in an advisory capacity to lay organizations working with the school. Y N 42. Provides the services of a teacher to work with a group of lay leaders as an occasional consultant Y N 43. Endeavors to get articles on the school's experiments and innovations in parent edu- - cation published in professional journals. Y Y N 44. Provides money from the school budget to defray part or all of the salary of a professional parent educator whose main responsibility is to train lay leaders in parent education and coordinate parent education activities in the community. N 45. Furnishes concise lists of purposeful activities which have educational value for both lay organizations and the school, to be given to lay organizations seeking worthwhile projects. Y N 46. Provides the services of a teacher to act as leader-trainer of a group of parents being developed as leaders of parent groups. Y N 47. Provides frequent evaluation of the homeschool relations program of the school 4

204 Y Y Y N 48. P rovides m oney from the school budget to finance p a rt or all of a school sponsored p are n t education program. N 49. U ses p are n t teacher conferences for reporting pupil s progress either w ith or without th e addition of w ritten reports. N 50. E ncourages teachers to m ake regular home visits. H as your school been requested to hold a lay leadership training w orkshop which has as a purpose providing lay leaders with knowledge and skills to establish and operate p aren t study groups? If not, place a check here and om it questions If so, did your institution Y Y N 51. H old the w orkshop? N 52. F urnish space for such a w orkshop, but not assum e responsibility for planning o r staffing it? Y N 53. F urnish a staff person w ho assisted the individuals or organizations in developing plans for the w orkshop? Y Y N 54. R efer the individuals o r organizations who made this request to another institution or agency w hich could assist them? N 55. T ake the position th at such a request is outside of the school s educational responsibility? N am e of person filling in the questionnaire P resen t position D ate Check here if you would like a copy of the results of this study

205 THE OHIO STATE UNIVERSITY N o v ic b G. F a w c e t t, Prerident COLUMBUS COLLEGE OP EDUCATION Bu u a u o r S pe c ia l a n d A d u lt E d u ca tio n 321 Airs H a l l O ctober 7, 1957 Mr. C ity S uperintendent o f Schools, Ohio Dear Mr. This l e t t e r i s w ritte n to ask you to be a judge fo r a p a re n t education study being conducted as p a r t o f the requirem ents fo r the Doctor of Philosophy degree a t Ohio S ta te U n iv e rsity. I t I s under th e d ire c tio n o f P ro fesso r H erschel W. N isonger, D irecto r o f th e Bureau of S pecial and A dult Education. As a judge on the p a rt o f the study which d eals w ith O hio's p u b lic elem entary s c h o o l's p ra c tic e s and s e rv ic e s concerning p a re n t educatio n, you a re req u ested to f i l l in th e enclosed opinion q u e stio n n a ire. The r e s u lts o f th e t o t a l study which in c lu d e s fu n ctio n s or ro le s o f O hio's tax-su p p o rted co lleg es and u n iv e r s itie s and p u b lic elem entary schools w ill be a v a ila b le to each respondent who wishes a copy. A self-a d d re sse d, stamped envelope is enclo sed. fo r your co -o p eratio n. Thank you S in c e re ly yours, Norejane Johnston Hendrickson G raduate S tudent Ohio S ta te U n iv e rsity U4.8 E ast North S tre e t W orthington, Ohio

206 TH E OHIO STATE UNIVERSITY 198 N ovice G. F awcett, President COLUMBUS 10 COLLEGE OP EDUCATION B u u a u o r S pe c ia l a n d A d u lt E d u ca tio n 311 A u i H a l l O ctober 29* 1957 Mr. C ity S uperintendent o f Schools, Ohio Dear Mr. : On October 7* 1957* you were m ailed a l e t t e r in v itin g you to be a judge fo r a p a re n t education study being conducted by the undersigned under th e d ire c tio n o f P ro fesso r H erschel W. Nisonger a t Ohio S ta te U n iv e rsity. As a ju d g e, fo r th e study, you were req u ested to f i l l in an opinion q u estio n n aire on p a re n t ed u catio n p ra c tic e s and serv ices in Ohio P u b lic Elem entary Schools. I f you p lan to f i l l in th e above-mentioned q u e stio n n a ire, w ill you p lease re tu rn i t to th e in v e stig a to r by November 15? S in c erely y o u rs, N orejane Johnston Hendrickson 1U8 E ast North S tre e t W orthington, Ohio

207 (Form TT, Opinion) 199 F a ll Q u arter, 1957 P u b lic School P ra c tic e s C oncerning P aren t E ducation This opinion q u estio n n aire is b ein g sent to tw elve Judges in th e Ohio p u b lic sch o o ls. Each Judge i s asked to h elp answer th e questio n : "What should be th e fu n ctio n ( r o le ) of O hio's public elem entary schools in p aren t education?" You are asked to give your opinion concerning p ra c tic e s and serv ices which m ight be undertaken to f u r th e r p a re n t ed u catio n. W ill ycu p lease in d ic a te your b e s t judgment by c ir c lin g th e code l e t t e r in fro n t of each statem ent which most n e a rly corresponds to your opinion about th e p ra c tic e described? P lease keep in mind th a t you a re being asked abcut the sch o o l's r e s p o n s ib ility fo r p ra c tic e s and se rv ic e s and not i t s p a re n t-te a c h e r a sso c ia tio n * s re s p o n s ib ility. There is a space f o r any ccnments a t th e end of th e q u estio n n aire. You a re requested to s e le c t one o f the follow ing answers fo r each question in th e q u estio n n aire. Examples a re given below. Choices: The Ohio p u b lic elem entary sch o o ls: Y -- Yes, should o ffe r th e serv ice o r engage in th e p ra c tic e. N No, should not o ffe r th e serv ic e nor engage in the p r a c tic e. U - - U ncertain as to w hether th e p u b lic elem entary schools should o ffe r th e se rv ic e or engage in th e p r a c tic e. Examples: Should th e Ohio p u b lic elem entary sch o o ls: (7 ) N U 1. F urnish d iscu ssio n lead ers f o r lay groups on to p ic s r e la te d to c h ild development. I f you agree th a t such a se rv ic e should be provided, you would c ir c le Y as in d ic a te d. Y ^Hj) U 2. Depend on th e p a re n t-te a c h e r a s so c ia tio n or o rg an izatio n to accep t th e m ajor re s p o n s ib ility f o r th e hane-school r e la tio n s program c a rrie d on by the school. I f you agree th a t such a p ra c tic e should be be engaged in, you would c ir c le N as In d ic a te d. -1 -

208 Should th e Ohio p u b lic elem entary schools: 200 y N U 1. Provide s e c r e ta r ia l help t o te ach ers who a re c o n ta ctin g p a re n ts fo r conferences, p rep arin g l e t t e r s t o p a re n ts, or working on o th er hcme-school can n u n icatio n s. Y N U 2. Have a program f o r helping each teach e r g a in in s ig h t in to th e type o f work done by th e v is itin g te a c h e rs, school n u rses, and o th er s p e c ia l perso n n el who have d ir e c t cont a c t w ith th e home. Y N U 3. Have an in -s e rv ic e tra in in g program in home-school r e l a tio n s. Y N U U. Grant re le a se d tim e to te a c h e rs who have s p e c ific p a re n t education r e s p o n s ib ilitie s. Y N U 5* F urnish fa c u lty members w ith inform ation which would help them gain in understanding th e ed u catio n al needs o f th e fa m ilie s in th e cccm unity. Y N U 6. P resen t educatio n al rad io and te le v is io n programs on to p ic s r e la te d to c h ild development. Y N U 7. Provide p erio d ic inform ation on home-school m atters fo r dissem in atio n to th e public by newspapers. Y N U 8. Provide p e rio d ic inform ation on heme-school m atters fo r d issem ination to th e p u b lic by rad io and te le v is io n, Y N U 9» Keep th e p u b lic informed on le g is la tiv e issu e s r e la te d to sch o o l development and improvement. Y Y N U 10. Give form al re c o g n itio n to th e P arent-t eacher A sso ciatio n (Ohio Congress) as th e only o f f i c i a l la y o rg a n izatio n d esig n ated to work w ith th e schools. N U 11. F urnish a s s is ta n c e to la y groups in th e s e le c tio n and use of au d io -v isu a l m a te ria ls on p aren t ed u catio n. Y N U 12- F urnish speakers and reso u rce people f o r la y groups on to p ic s r e la te d t o c h ild development. Y N U 13. F urnish b ib lio g ra p h ie s and l i s t s of pam phlets to la y groups on to p ic s r e la te d t o c h ild development. Y If U lu. F u rn ish a u d io -v isu a l m a te ria ls on to p ic s r e la te d t o c h ild development and home-school r e la tio n s to la y groups w ith in i t s serv ic e a re a. -2 -

209 Y N U 15. Provide a statem ent of p o liey s e ttin g th e boundary lim its fo r lay organizations working in clo se a s so c i a tio n w ith th e school. Y N U l 6. Encourage s ta f f members to a tte n d meetings where they can a s s is t in c re atin g b e tte r lay -p ro fe ssio n a l coopera tio n and understanding ( e.g., P.T.A., c itiz e n s ' c o u n c ils). Y N U 17. Provide an o f f ic ia l re p re sen ta tiv e to th e organized community council which rep resen ts th e m ajority of community agencies. Y N U 18. Encourage s t a f f members t o serv e on corrm ittess which a re outsid e of th e sc h o o l's J u ris d ic tio n but are aimed a t improving community co n d itio n s. Y N U 19. Provide a baby s ittin g serv ice to p aren ts who are p a r t i c ip a tin g in a p aren t education a c tiv ity sponsored by th e school. Y N U 20. In v ite p aren ts to planned educational experiences ( e.g., e x h ib its, open houses, dem onstrations) designed to inform them about th e school program. Y N U 21. Inform p a re n ts of th e reasons behind a l l m ajor curriculum changes. Y N U 22. D is tr ib u te pam phlets on c h ild growth and development to p a re n ts. Y N U 23. Encourage p aren ts to form sp e c ia l in te r e s t groups ( e.g., sp e c ia l c la ss p a re n ts ' clu b s, m others' study groups, band p aren ts) to help strengthen and develop sp e cial in te r e s t a re a s. Y N U 2k. Provide a pre-school or kindergarten o rie n ta tio n program fo r p aren ts who are sending th e ir ch ild re n fo r th e ir f i r s t school experience. 25. Provide a m eeting room f o r: Y N U A. Parents in te re s te d in p a rtic ip a tin g in stu d y group and u n it m eetings. Y N U B. Parents being tra in e d as group lead ers in p aren t education. Y N U 26. Provide classe s which would a id p aren ts in understanding c h ild growth and development

210 Y N U 27. Use personal methods ( e.g., l e t t e r s, telephone c a lls ) in encouraging p aren ts to a tte n d a c tiv itie s planned fo r them a t th e school. Y N U 28. Provide counseling serv ice to p aren ts whose ch ild re n are having serious problems in school. Y N U 2 9. Use th e parents in non-teaching ro le s in operating the school program ( e. g., as playground or lunchroom su p erv is o rs ). Y N U 30. Provide a parent education se c tio n of th e school lib ra ry fo r p a re n ts. Y N U 31 In v ite p aren ts to a c t as chaperones a t school functions or d riv e rs on f ie ld t r i p s. Y N U 32. Organize parent study groups fo r th e purpose of studying asp ects o f c h ild development. Y N U 33* Furnish p aren ts w ith th e opportunity to p a rtic ip a te in evaluations made of th e home-school re la tio n s program. Y N U 3^«Provide parents w ith p rin te d inform ation on ro u tin e ways th a t th e y can cooperate w ith the school in order to insure o p leasan t experience fo r t h e i r ch ild ren ( e.g., school supplies needed, a r r iv a l and departure tim e, lunch-tim e re g u la tio n s, homework p o lic ie s, e t c. ). Y N U 35* Provide o p p o rtu n itie s where la y people have occasion t o vork w ith teach ers and a d m in istrato rs in making suggestio n s about the school curriculum. Y N U 3 6. Secure la y c itiz e n s ' suggestions concerning th e school curriculum through q u estio n n aires, group d iscu ssio n s, and s im ila r methods. Y N U 37 Seek t o develop a two-way conm unication system between the school and th e home through planned discussion periods w ith lay and p ro fe ssio n a l people a t room meetings, c itiz e n council m eetings, and o th er such group m eetings. Y N U 3d. Encourage c itiz e n s t o a tte n d school board m eetings. Y N U 39* Furnish a c le a rin g house in which a l l agencies in the school's serv ice are a working in p aren t education can exchange inform ation about each o th e r's o fferin g s and a c t i v i t i e s U -

211 Y N U 40. Promote o r c a n y out hom e-school community s tu d ie s o f th e e d u c a tio n a l needs o f th e ccnm unity. 203 Y N IT 4 l. D esignate a school a d m in is tra to r t o a c t in an a d v iso ry c a p a c ity t o la y o rg a n iz a tio n s w orking w ith th e sch o o l. Y N U 42. P rovide th e se rv ic e s o f a te a c h e r t o work w ith a group o f la y le a d e rs a s an o ccasio n a l c o n s u lta n t. Y N U ^3. Endeavor t o g e t a r t i c l e s on th e s c h o o l's experim ents and in n o v atio n s in p a re n t ed u catio n p u b lish e d in p ro fe s s io n a l J o u rn a ls. Y N U 44. P rovide money from th e school budget to d e fra y p a r t o r a l l of th e s a la ry of a p ro fe s s io n a l p a re n t ed u cato r whose main r e s p o n s ib ility vculd b e to t r a i n la y le a d e rs in p a re n t ed u catio n and co o rd in ate p a re n t ed u catio n a c t i v i t i e s in th e community. Y N U 45. F u rn ish co n cise l i s t s o f p u rp o se fu l a c t i v i t i e s which would have ed u c a tio n a l v alu e f o r both la y o rg a n iz a tio n s and th e sch o o l, to be giv en to la y o rg a n izatio n s se e k in g w orthw hile p r o je c ts. Y N U 46. Provide th e se rv ic e s o f a te a c h e r t o a c t a s le a d e r- t r a i n e r o f a group of p a re n ts b e in g developed as le a d e rs of p a re n t groups. Y N U Vf. P rovide fre q u e n t e v a lu a tio n of th e hom e-school r e la tio n s program of th e school. Y N U 48. P rovide money from th e school budget to fin a n c e p a r t o r a l l o f a school sponsored p a re n t ed u catio n program. Y N U 4 9. Use p a re n t te a c h e r conferences f o r re p o rtin g p u p il's p ro g ress e i t h e r w ith o r w ithout th e a d d itio n of w r itte n r e p o r t s. Y N U 50. Encourage te a c h e rs t o make re g u la r heme v i s i t s. I f O h io 's p u b lic elem entary schools a r e re q u e ste d t o h o ld la y le a d e rs h ip tr a in in g workshops which have as a purpose p ro v id in g la y le a d e rs w ith knowledge and s k i l l s t o e s ta b lis h and o p e ra te p a re n t study g ro u p s, should th e y Y N U 51. Hold th e workshop? Y N U 52. F u rn ish space f o r such a workshop, b u t n o t assume re s p o n s i b i l i t y f o r p lan n in g o r s ta f f in g i t? - 5-

212 Y N U 53. F u rn ish a s t a f f p erso n t o a s s i s t th e in d iv id u a ls o r o rg a n iz a tio n s in developing p la n s f o r th e workshop? Y N U 5U. R e fe r th e in d iv id u a ls o r o rg a n iz a tio n s who made t h i s re q u e s t t o a n o th e r i n s t i t u t i o n o r agency which could a s s i s t them? Y N U 55* Take th e p o s itio n t h a t such a re q u e st i s o u tsid e of th e s c h o o l's e d u c a tio n a l r e s p o n s ib ility? Name o f p erso n f i l l i n g in t h i s q u e s tio n n a ire P re se n t p o s itio n D ate Check h e re i f you would lik e a copy o f th e r e s u l t s o f t h i s stu d y Comments:

213 APPENDIX B COLLEGE AND UNIVERSITY LETTERS AND QUESTIONNAIRES - 205

214 THE OHIO STATE UNIVERSITY N ovice G. F aw cett, President COLUMBU COLLEGE OF EDUCATION B u u a u o r S f s c i a l a n d A d u l t E d u c a tio n A l t * H a l l O ctober 7, 1957 Dr. Head o f Teacher Education U n iv e rsity o f Ohio Dear Dr. T his l e t t e r and th e q u estio n n aire which accompanies i t a re being s e n t to th e Heads of Teacher Education in th e Ohio ta x - supported co lleg es and u n iv e r s itie s as l i s t e d in th e E ducational D ire c to ry, Each Head is being req u ested to give th is q u estio n n aire to th e f a c u lty member on h is s t a f f who he f e e ls is q u a lifie d to re p o rt inform ation on p aren t education p ra c tic e s and serv ices a t h is in s titu tio n. T h is parent education stu d y is being conducted as p a r t o f the requirem ent fo r th e Doctor o f Philosophy degree a t Ohio S ta te U n iv e rsity. I t is under th e d ire c tio n o f P ro fesso r H erschel W. N isonger, D irecto r o f th e Bureau o f S p ecial and Adult E ducation. The main purposecf th e study is to determ ine th e p re se n t p aren t education fu n c tio n s or r o le s o f O hio's tax -su p p o rted c o lle g e s and u n iv e r s itie s and p u b lic elem entary schools. The r e s u lts o f th e stu d y w ill be a v a ila b le to each respondent who w ishes a copy. S ince th e re a re a lim ite d number o f tax-su p p o rted i n s titu tio n s o f higher education in Ohio, i t i s hoped th a t each o f th e in s titu tio n s w ill cooperate so th a t t h i s p a r t o f th e study w ill have h ig h v a lid ity. A se lf-a d d re sse d, stamped envelope i s enclo sed. fo r your cooperation. Thank you S in c e re ly y o u rs, Norejane Johnston Hendrickson G raduate S tu d en t Ohio S ta te U n iv e rsity 11*8 E a s t N o r t h S t r e e t W o r t h i n g t o n, O h io

215 THE OHIO STATE UNIVERSITY 207 Novici G. F awcett, Prtrident COLUMBUS 10 COLLEGE OP EDUCATION BcmtAU o r S m c ia l a k p A d u lt E d u c a tio n ) a i A m H a l l O ctober 29, 1957 Dr. Head o f Teacher Education U n iv e rsity o f Ohio Dear Dr. On October 7, 1957, a p aren t education p r a c tic e q u e stio n n a ire, a l e t t e r o f e x p lan atio n, and a stamped, self-ad d resse d envelope was sen t to each o f th e nine tax -su p p o rted colleg es o r u n iv e rs itie s in Ohio. At p re s e n t, seven in s titu tio n s have re tu rn e d the q u e stio n n a ire s. I t i s hoped th a t a l l o f th e se in s titu tio n s w ill p a r tic ip a te in th e study so th a t th e fin d in g s w ill be m eaningful. I f you have req u ested a s t a f f person from your u n iv e rs ity to f i l l in th e p a re n t education p r a c tic e q u e stio n n a ire, w ill you ask him to re tu rn i t to th e in v e s tig a to r by November 15? In case your q u e stio n n a ire h as been m is la id, I am enclosing another copy. S in cerely y o u rs, Norejane Johnston Hendrickson II4.8 East N orth S tre e t W orthington, Ohio

216 208 (Form I, P ra c tic e ) FaH Q u a rte r, 1957 C ollege and U n iv ersity P ra c tic e s Concerning P arent Education College o r U n iv ersity This q u estio n n aire is being sen t to tax -su p p o rted in s titu tio n s of higher education in Ohio which a re approved fo r te a c h e r tr a in in g. I t c a lls fo r inform ation about your co lleg e o r u n iv e r s ity 's c u rre n t p ra c tic e concerning v ario u s asp ects of p a re n t ed u catio n. There is no e x p ectatio n th a t your c o lle g e does o r does not engage in th e se p ra c tic e s o r o ffe r th e se s e rv ic e s. Many of th e se statem ents were adapted from th e lite r a t u r e on home-school r e la tio n s. Seme of th ese a c t iv itie s may have a place in a co lle g e o r u n iv e rs ity program and o th ers may n o t. For each q u estio n, p lease in d ic a te whether your c o lle g e o ffers th e in d ic a te d se rv ice by c ir c lin g th e ap p ro p ria te answ er. Y Yes N - No U U ncertain Remember a No answer is f u lly as acceptable as a Yes answer. I t is hoped th a t th e answer U ncertain w ill be used only on th o se s ta t e ments th a t ask fo r inform ation which cannot be a sc e rta in e d. The p r i- nery purpose of th e q u estio n n aire i s to determ ine c u rre n t p ra c tic e s of the c o lleg es and u n iv e r s itie s. There i s a space fo r any ccements a t th e end of th e q u e stio n n a ire. Example: Our c o lleg e or u n iv e rs ity : N U 1. Furnishes d isc u ssio n le a d ers f o r lay groups on to p ic s r e la te d to c h ild development. I f your co lleg e or u n iv e rsity o ffe rs th is se rv ic e, e n c irc le Y as in d ic a te d, i f n o t, e n c irc le N. I f th e inform ation is n o t a v a ila b le to you c ir c le U

217 Our c o lle g e o r u n iv e r s ity: 209 Y N U 1 Y N U 2 Y N U 3- Y N U k. Y N U 5. Y N U 6. Y N U 7- Y N U 8. Y N U 9* Y N U 10. Y N U 11. Y N U 12. Y N U 13. Y I II 14. O ffe rs a m ajor in p a r e n t e d u c a tio n a t th e d o c to r a l le v e l which p re p a re s p a re n t e d u c a tio n s p e c i a l i s t s t o ta k e p o s itio n s w ith sch o o l sy stem s, community o r g a n iz a tio n s, ch u rch es and o th e r a g e n c ie s. Same a s 1, b u t a t th e m a s te r 's l e v e l. Same a s 1, b u t a t th e b a c h e lo r 's l e v e l. In c lu d e s a t l e a s t one r e q u ire d co u rse in th e elem en tary te a c h e r t r a in i n g c u rric u lu m where u n d e rg rad u a te s tu d e n ts stu d y hem e-school r e l a t i o n s. In c lu d e s a t l e a s t one p a re n t e d u c a tio n co u rse a s p a r t o f th e re q u ire d u n d erg rad u ate program o f s tu d e n ts in elem ent a r y te a c h e r t r a in i n g. In c lu d e s a t l e a s t one r e q u ire d co u rse in th e elem en tary te a c h e r t r a in in g cu rric u lu m where u n d erg ra d u ate s tu d e n ts work w ith p a re n ts u nder p r o f e s s io n a l s u p e rv is io n. Keeps th e p u b lic inform ed o f forum s e r i e s, d ram atic e v e n ts and m u sical e v e n ts o ffe re d by th e c o lle g e o r u n i v e r s i t y and open t o th e p u b lic. Keeps th e p u b lic inform ed on l e g i s l a t i v e is s u e s r e l a t e d t o sc h o o l developm ent and im provem ent. P re s e n ts e d u c a tio n a l r a d io and te l e v i s i o n program s on to p ic s r e l a t e d t o c h ild developm ent. P ro v id es p e r io d ic in fo rm a tio n on hem e-college-com m unity m a tte rs f o r dissem m ination t o th e p u b lic by new spapers* P ro v id es p e r io d ic in fo rm a tio n on heme- c o lle g e - ccnm unity m a tte rs f o r d issem n in a tio n t o th e p u b lic by ra d io and t e l e v is io n. P ro v id e s p r o f e s s io n a l a s s is ta n c e t o p u b lic sch o o ls in t h e i r in - s e r v ic e t r a i n i n g program s in hom e-school r e l a t i o n s. F u rn ish e s p u b lic sc h o o ls w ith re s e a rc h f in d in g s t o h e lp them in t h e i r hom e-school r e l a t io n s program s. O ffe rs a sem inar t o s t a f f members o f n earb y p u b lic sch o o ls on problem s in hom e-school r e l a t i o n s.

218 Y N U 1 5. Y N U l 6. Y N U 1 7. Y N U l 8. Y N U 1 9. Y N U 2 0. Y N U 2 1. Y N U 2 2. Y N U 2 3. Y N U 21*. Y N U 2 5. Y N U 2 6. Y N U 2 7. Y N U 2 8. Y N U M akes a v a i l a b l e a l i s t o f p r o f e s s i o n a l p e o p le who s p e a k t o l a y g ro u p s on t o p i c s r e l a t e d t o c h i l d d e v e lo p m e n t. F u r n is h e s a s s i s t a n c e t o l a y g ro u p s i n t h e s e l e c t i o n a n d u s e o f a u d i o - v i s u a l m a t e r i a l s on p a r e n t e d u c a t i o n. P r o v id e s a f i l m - l e n d i n g s e r v i c e t o l a y o r g a n i z a t i o n s w i t h i n i t s s e r v i c e a r e a. P r o v id e s l i b r a r y s e r v i c e t o l a y o r g a n i z a t i o n s w o rk in g i n p a r e n t e d u c a t i o n. F u r n is h e s b i b l i o g r a p h i e s a n d l i s t s o f p a m p h le ts t o l a y g ro u p s on t o p i c s r e l a t e d t o c h i l d d e v e lo p m e n t. M akes p a m p h le ts on c h i l d g ro w th a n d d e v e lo p m e n t a v a i l a b l e t o l a y g ro u p s f r e e o r a t a n o m in a l c o s t. M akes a v a i l a b l e t o l a y o r g a n i z a t i o n s w o rk in g i n p a r e n t e d u c a tio n a s ta t e m e n t o f s e r v i c e s o f f e r e d t o th e m th r o u g h t h e c o l l e g e o r u n i v e r s i t y f a c i l i t i e s. E n c o u ra g e s s t a f f m em bers t o s e r v e on o ff-c a m p u s co m m itt e e s a im e d a t im p ro v in g ccm niunity c o n d i t i o n s. P r o v id e s a n o f f i c i a l r e p r e s e n t a t i v e t o t h e o r g a n iz e d com m u n ity c o u n c i l w h ic h r e p r e s e n t s t h e m a j o r i t y o f t h e com m u n ity a g e n c i e s. E n c o u ra g e s s t a f f m em bers t o a t t e n d m e e tin g s w h e re t h e y c a n a s s i s t i n c r e a t i n g b e t t e r l a y - p r o f e s s i o n a l c o o p e r a t i o n a n d u n d e r s ta n d in g ( e. g., c i t i z e n 's c o u n c i l s ). I n v i t e s p a r e n t s t o p la n n e d e d u c a t i o n a l e x p e r ie n c e s ( e. g., e x h i b i t s, open h o u s e s, a n d d e m o n s tr a tio n s ) d e s ig n e d t o in fo rm th em a b o u t t h e c o l l e g e p ro g ra m. S p o n s o rs t e a s a n d o t h e r s o c i a l a c t i v i t i e s t o g iv e p a r e n t s a s p e c i a l o p p o r tu n i t y t o v i s i t t h e cam p u s. S p o n s o rs a v o l u n t a r y o r i e n t a t i o n p ro g ra m f o r p a r e n t s o f fre s h m e n a n d t r a n s f e r s t u d e n t s s o t h a t t h e y m ig h t g e t w ith t h e c o l l e g e o r u n i v e r s i t y 's o f f e r i n g s, o p p o r t u n i t i e s, a n d s e r v i c e s. P ro m o te s t h e o r g a n i z a t i o n o f c o l l e g e o r u n i v e r s i t y p a r e n t g ro u p s d e s ig n e d t o h e lp p a r e n t s u n d e r s ta n d t h e c o l l e g e s t u d e n t, h i s p ro g ra m, a n d p r o b le m s. P r o v id e s c l a s s e s w h ic h w o u ld a i d p a r e n t s i n u n d e r s t a n d i n g c h i l d g ro w th a n d d e v e lo p m e n t - 3 -

219 30. P rovides a m eeting room f o r: 211 Y N U A. P aren ts b e in g tr a in e d as le a d e rs of la y groups in p a re n t e d u c a tio n. Y N U B. Non-university parents interested in participating in stu d y g ro u p s. Y N U C. P aren ts p a r t ic ip a tin g in o rg an ized c o lle g e o r u n iv e r s ity stu d y gro u p s. Y N U 31* Uses p e rso n a l methods ( e.g., l e t t e r s, telep h o n e c a l l s ) in encouraging p a re n ts t o a tte n d a c t i v i t i e s p lanned f o r them on campus. Y N U 32. P rovides c o u n se lin g s e rv ic e t o p a re n ts whose c h ild re n a re having s e rio u s problem s in c o lle g e. Y N U 33* P rovides o p p o rtu n itie s f o r p u b lic sch o o l a d m in is tr a to rs, te a c h e r s, and la y p eo p le t o work w ith c o lle g e in s tr u c to r s in ln p «o rin g p u b lic sch o o l e d u c a tio n. Y N U 3^* S ecures la y c i t i z e n 's su g g e stio n s f o r te a c h e r tr a in in g thro u g h q u e s tio n n a ire s, group d is c u s s io n s, and s im ila r m ethods. Y N U 3?* Seeks th e a s s is ta n c e o f p u b lic sch o o l a d m in is tra to rs and te a c h e rs in r e v is in g th e te a c h e r ed u catio n program so as t o improve th e new te a c h e r 's o n -th e -jo b p a r tic ip a tio n in hom e-school r e l a t io n s. Y N U 36. S tim u la te s community o rg a n iz a tio n s ( e.g., P.T.A., A.A.U.W.) t o c a r r y out o r a s s i s t w ith p r o je c ts on b e t t e r hem e-school-com m unity r e l a t io n s. Y N U 37. F u rn ish es a c le a r in g house in which ag en cies in th e i n s t i tu tio n s s e rv ic e a re a w orking i n p a re n t ed u catio n exchange in fo rm a tio n ab o u t each o t h e r 's o ffe rin g s and a c t i v i t i e s. Y N U 3 8. Encourages sc h o o l a d m in is tra to rs t o a c t in on a d v iso ry c a p a c ity t o la y o rg a n iz a tio n s w orking in c lo s e r e l a t io n t o th e sc h o o ls. Y N U 39* Promotes o r c a r r i e s o u t hom e-school-com m unity s tu d ie s o f th e e d u c a tio n a l needs o f th e community. Y N U UO. Encourages f a c u lty members t o p u b lis h a r t i c l e s on t h e i r c o lle g e experim ents and in n o v atio n s i n p a re n t ed u c a tio n in p r o fe s s io n a l jo u rn a ls. -1*-

220 Y N U U l. P ro v id es th e s e rv ic e s o f an i n s t r u c t o r t o work w ith a group o f la y le a d e rs as an o c c a s io n a l c o n s u lta n t. 212 Y N U U2, P ro v id es a l l car p a r t of th e s a la r y o f a p r o f e s s io n a l p a r e n t e d u c a to r whose m ain r e s p o n s ib ility i s t o t r a i n le y le a d e rs in p a r e n t e d u c a tio n, work as a c o n s u lta n t w ith th e p u b lic s c h o o ls, and c o o rd in a te p a re n t e d u c a tio n a c t i v i t i e s in th e community. Y N U 4 3. D esig n ates a f a c u lty p e rso n t o a c t in an a d v iso ry c a p a c ity t o la y o rg a n is a tio n s w orking in c lo s e r e l a t i o n t o th e p u b lic s c h o o ls. Y N U Mi. D eleg ates one o r more p r o f e s s io n a l p erso n s t o be in ch arg e o f p a re n t e d u c a tio n a s p a r t o f h is ( t h e i r ) r e g u la r work lo a d. Y IT U 1+5* P ro v id es th e s e rv ic e s of an i n s t r u c t o r t o a c t as le a d e r - t r a i n e r o f a group of p a re n ts b e in g developed a s d is c u s s io n le a d e rs f o r p a re n t g ro u p s. Has y o u r c o lle g e o r u n iv e r s ity been re q u e s te d t o h o ld a la y le a d e rs h ip t r a i n i n g workshop which h as a s a p u rp o se p ro v id in g la y le a d e r s w ith knowledge and s k i l l s t o e s ta b lis h and o p e ra te p a re n t stu d y groups? I f n o t, p la c e a check h e re and omit q u e s tio n s U I f s o, d id y o u r i n s t i t u t i o n Y N U b6. Hold th e workshop? Y N U U7. F u rn ish space f o r such a w orkshop, b u t n o t assume respon-.. s i b i l i t y f o r p la n n in g o r s ta f f i n g i t? Y N U U8. F u rn ish a s t a f f p e rso n who a s s i s te d th e In d iv id u a ls o r o rg a n is a tio n s in d ev elo p in g p la n s f o r th e workshop? Y N U R e fe r th e in d iv id u a ls o r o rg a n iz a tio n s who made t h i s re q u e s t t o a n o th e r i n s t i t u t i o n o r agency w hich co u ld a s s i s t them? Y N U 50. Take th e p o s itio n t h a t such a r e q u e s t was o u ts id e o f th e c o lle g e o r u n iv e r s ity * s e d u c a tio n a l r e s p o n s ib ility? Name o f p erso n f i l l i n g in t h i s q u e s tio n n a ire Present position Date Check h e re i f you would l i k e a copy o f th e r e s u l t s of t h i s stu d y -5

221 Ccaments

222 T H E O H IO ST A T E U N IV ER SITY 211* Novicx G. F aw cett, Prerident C O LU M BU 8 10 COLLEGE OF EDUCATION B u u a u o r S n c ia L a n d A d u l t E d u c a t io n 331 A w i H a l l O ctober 7, 1957 D r. P r o fe s s o r, School o f U n iv e rs ity, Ohio Dear D r. T h is l e t t e r I s w r itte n to ask you to be a judge f o r a p a re n t e d u c atio n study b ein g conducted a s p a r t o f th e req u irem en t fo r th e D octor o f P h ilo so p h y degree a t Ohio S ta te U n iv e rs ity. I t i s under th e d ir e c tio n o f P ro fe s so r H erschel V. N iso n g er, D ire c to r o f th e Bureau o f S p e c ia l and A dult E ducatio n. As a judge on th e p a r t o f th e study w hich d e a ls w ith O h io 's ta x -su p p o rte d c o lle g e ^ and u n i v e r s i t i e s ' p r a c tic e s and s e r v ic e s, you a re re q u e ste d to f i l l in th e en clo sed opin io n q u e s tio n n a ire. The r e s u l t s o f th e t o t a l stu d y, w hich co v ers fu n c tio n s o r r o le s o f O h io 's ta x -su p p o rte d c o lle g e s and u n iv e r s itie s and p u b lic elem en tary sch o o ls w ill be a v a ila b le to each resp o n d ent who w ishes a copy. A s e lf-a d d re s s e d, stamped envelope is en c lo sed. f o r your cooperation* Thank you S in c e re ly y o u rs, N orejane Jo h n sto n H endrickson G raduate S tu d e n t Ohio S ta te U n iv e rs ity 11*8 E a st N orth S tr e e t W orthington, Ohio

223 T H E O HIO STATE UN IVERSITY N ovice G. F aw cett, President COLUMBUS 10 COLLEGE OP EDUCATION B u u a u o r S ric ia L a n o A d u lt E d u c a t io n 531 A its H a l l O ctober 29, 1957 D r * P ro fe sso r, School o f U n iv ersity, Ohio Dear Dr. On October 7, 1957, you were m ailed a l e t t e r in v itin g you to be a judge fo r a p a re n t educatio n study being conducted by th e undersigned under th e d ire c tio n o f P ro fesso r H erschel W. Nisonger. As a ju dge, fo r th e study, you were req u ested to f i l l in an opinion q u estio n n aire on p a re n t education p ra c tic e s and serv ic e s in O h io 's tax -su p p o rted co lleg es and u n iv e r s itie s. I f you p lan to f i l l in th e above-m entioned q u estio n n a ire, w ill you p le ase re tu rn i t to th e in v e s tig a to r by November 1$? S in cere ly y o urs, N orejane Johnston Hendrickson 1U8 E ast North S tre e t W orthington, Ohio

224 (Form I I, Opinion) 216 F a l l Q u a r t e r, C o l l e g e a n d U n i v e r s i t y P r a c t i c e s C o n c e r n in g P a r e n t E d u c a t i o n T h i s o p i n i o n q u e s t i o n n a i r e i s b e i n g s e n t t o t w e l v e J u d g e s i n i n s t i t u t i o n s o f h i g h e r e d u c a t i o n i n O h io. T h e s e J u d g e s r e p r e s e n t d i s c i p l i n e s r e l a t e d t o t h e f i e l d o f p a r e n t e d u c a t i o n. E a c h J u d g e i s a s k e d t o h e l p a n s w e r t h e q u e s t i o n : "What s h o u l d b e t h e f u n c t i o n ( r o l e ) o f O h i o ' s t a x - s u p p o r t e d c o l l e g e s a n d u n i v e r s i t i e s i n p a r e n t e d u c a t i o n? " Y ou a r e a s k e d t o g i v e y o u r o p i n i o n c o n c e r n i n g p r a c t i c e s a n d s e r v i c e s w h ic h n i g h t b e u n d e r t a k e n t o f u r t h e r p a r e n t e d u c a t i o n. W i l l y o u p l e a s e i n d i c a t e y o u r b e s t J u d g m e n t b y c i r c l i n g t h e c o d e l e t t e r i n f r o n t o f e a c h s t a t e m e n t w h ic h m o s t n e a r l y c o r r e s p o n d s t o y o u r o p i n i o n a b o u t t h e p r a c t i c e d e s c r i b e d? T h e r e i s a s p a c e f o r a n y c c e m e n t s a t t h e e n d o f t h e q u e s t i o n n a i r e. Y ou a r e r e q u e s t e d t o s e l e c t o n e o f t h e f o l l o w i n g a n s w e r s f o r e a c h q u e s t i o n i n t h e q u e s t i o n n a i r e. E x a m p le s a r e g i v e n b e l o w. C h o i c e s : O h i o ' s t a x - s u p p o r t e d c o l l e g e s a n d u n i v e r s i t i e s : Y N - Y e s, s h o u l d o f f e r t h e s e r v i c e o r e n g a g e i n t h e p r a c t i c e. - N o, s h o u l d n o t o f f e r t h e s e r v i c e n o r e n g a g e i n t h e p r a c t i c e. U - U n c e r t a i n a s t o w h e t h e r t h e c o l l e g e s o r u n i v e r s i t i e s s h o u l d o f f e r t h e s e r v i c e a t e n g a g e i n t h e p r a c t i c e. E x a m p le s : S h o u l d O h i o ' s t a x - s u p p o r t e d c o l l e g e s a n d u n i v e r s i t i e s : U 1. F u r n i s h d i s c u s s i o n l e a d e r s f o r l a y g r o u p s o n t o p i c s r e l a t e d t o c h i l d d e v e l o p m e n t. I f y o u a g r e e t h a t s u c h a s e r v i c e s h o u l d b e p r o v i d e d, y o u w o u ld c i r c l e Y a s i n d i c a t e d. 2. O r g a n i s e l a y s t u d y g r o u p s f o r t h e p u r p o s e o f s t u d y i n g a s p e c t s o f c h i l d g r o w t h a n d d e v e l o p m e n t. I f y o u a g r e e t h a t s u c h a p r a c t i c e s h o u l d n o t b e e n g a g e d i n, y o u w o u ld c i r c l e N a s i n d i c a t e d. -1 -

225 S h o u l d O h io * a t a x - s u p p o r t e d c o l l e g e s a n d u n i v e r s i t i e s : 217 Y N U 1. O f f e r a m a jo r I n p a r e n t e d u c a t i o n a t t h e d o c t o r a l l e v e l w h ic h p r e p a r e s p a r e n t e d u c a t i o n s p e c i a l i s t s t o t a k e p o s i t i o n s w i t h s c h o o l s y s t e m s, c o m m u n ity o r g a n i z a t i o n s, c h u r c h e s a n d o t h e r a g e n c i e s. Y N U 2. Sam e a s 1, b u t a t t h e m a s t e r ' s l e v e l. Y N U 3. Sam e a s 1, b u t a t t h e b a c h e l o r ' s l e v e l. Y N U U. I n c l u d e a t l e a s t o n e r e q u i r e d c o u r s e I n t h e e l e m e n t a r y t e a c h e r t r a i n i n g c u r r i c u l u m w h e r e u n d e r g r a d u a t e s t u d e n t s s t u d y h a n e - s c h o o l r e l a t i o n s. Y N U 5» I n c l u d e a t l e a s t o n e p a r e n t e d u c a t i o n c o u r s e a s p a r t o f t h e r e q u i r e d u n d e r g r a d u a t e p r o g r a m o f s t u d e n t s i n e le m e n t a r y t e a c h e r t r a i n i n g. Y N U 6. I n c l u d e a t l e a s t o n e r e q u i r e d c o u r s e i n t h e e l e m e n t a r y t e a c h e r t r a i n i n g c u r r i c u l u m w h e r e u n d e r g r a d u a t e s t u d e n t s w o rk w i t h p a r e n t s u n d e r p r o f e s s i o n a l s u p e r v i s i o n. Y N U 7> K e e p t h e p u b l i c i n f o r m e d o f fo r u m s e r i e s, d r a m a t ic e v e n t s a n d m u s i c a l e v e n t s o f f e r e d b y t h e c o l l e g e o r u n i v e r s i t y a n d o p e n t o t h e p u b l i c. Y N U 8. K e ep t h e p u b l i c I n f o r m e d o n l e g i s l a t i v e I s s u e s r e l a t e d t o s c h o o l d e v e lo p m e n t a n d im p r o v e m e n t. Y N U 9* P r e s e n t - e d u c a t i o n a l r a d i o a n d t e l e v i s i o n p r o g r a m s on t o p i c s r e l a t e d t o c h i l d d e v e l o p m e n t. Y N U 1 0. P r o v i d e p e r i o d i c I n f o r m a t i o n o n h c m e - c o l l e g e - c c m m u n i t y m a t t e r s f o r d i s s e m i n a t i o n t o t h e p u b l i c b y n e w s p a p e r s. Y N U 1 1. P r o v id e ; p e r i o d i c i n f o r m a t i o n o n h o m e - c o l l e g e - c o r a n u n l t y m a t t e r s f o r d i s s e m i n a t i o n t o t h e p u b l i c b y r a d i o a n d t e l e v i s i o n * Y N U 1 2. P r o v id e, p r o f e s s i o n a l a s s i s t a n c e t o p u b l i c s c h o o l s I n t h e i r i n - s e r v i c e t r a i n i n g p r o g r a m s I n h o m e - s c h o o l r e l a t i o n s. Y N U 1 3. F u r n is h, p u b l i c s c h o o l s w i t h r e s e a r c h f i n d i n g s t o h e l p th e m i n t h e i r h a n e - s c h o o l r e l a t i o n s p r o g r a m s. Y N U l k. O f f e r a t o s t a f f m em b ers o f n e a r b y p u b l i c s c h o m l s on problem s in h o o m - s c h o o l r e la tio n s. -2-

226 Y H Y N U 1 6. Y N U 1 7. Y K U 1 8. Y N U 1 9. Y N U 2 0. Y M U 2 1. Y N U 2 2. Y N U 2 3. Y N U 2k. Y N U 2 5. Y N U 2 6. Y N U 2 7. Y I U 2 6. Y I U a v a i l a b l e a l i s t o f p r o f e s s i o n a l p e o p l e w h o s p e a k t o l a y g r o u p s o n t o p i c s r e l a t e d t o c h i l d d e v e l o p m e n t. F u r n i s h a s s i s t a n c e t o l a y g r o u p s i n t h e s e l e c t i o n a n d u s e o f a u d i o - v i s u a l m a t e r i a l s o n p a r e n t e d u c a t i o n. P r o v i d e a f i l m - l e n d i n g s e r v i c e t o l a y o r g a n i s a t i o n s w i t h i n i t s s e r v i c e a r e a. P r o v i d e l i b r a r y s e r v i c e t o l a y o r g a n i s a t i o n s w o r k i n g i n p a r e n t e d u c a t i o n. F u r n i s h b i b l i o g r a p h i e s a n d l i s t s o f p a m p h l e t s t o l a y g r o u p s o n t o p i c s r e l a t e d t o c h i l d d e v e l o p m e n t. M ak e p a m p h l e t s o n c h i l d g r o w t h a n d d e v e l o p m e n t a v a i l a b l e t o l a y g r o u p s f r e e o r a t a n o m in a l c o s t. M ak e a v a i l a b l e t o l a y o r g a n i s a t i o n s w o r k in g i n p a r e n t e d u c a t i o n a s t a t e m e n t o f s e r v i c e s o f f e r e d t o th e m t h r o u g h t h e c o l l e g e o r u n i v e r s i t y f a c i l i t i e s. E n c o u r a g e s t a f f m en to ers t o s e r v e o n o f f - c a a g m s c o m m it! t e e s a im e d a t im p r o v in g c o m m u n ity c o n d i t i o n s. P r o v i d e a n o f f i c i a l r e p r e s e n t a t i v e t o t h e o r g a n i s e d cosh r a u n it y c o u n c i l w h ic h r e p r e s e n t s t h e m a j o r i t y o f t h e com m u n i t y a g e n c i e s. E n c o u r a g e s t a f f m em b ers t o a t t e n d m e e t i n g s w h e r e t h e y c a n a s s i s t i n c r e a t i n g b e t t e r l a y - p r o f e s s i o n a l c o o p e r a * t l c n a n d u n d e r s t a n d i n g ( e. g., c i t i z e n ' s c o u n c i l s ). I n v i t e p a r e n t s t o p l a n n e d e d u c a t i o n a l e x p e r i e n c e s ( d. g., e x h i b i t s, o p e n h o u s e s, a n d d e m o n s t r a t i o n s ) d e s i g n e d t o I n f o r m th e m a b o u t t h e c o l l e g e p r o g r a m. S p o n s o r t e a s a n d o t h e r s o c i a l a c t i v i t i e s t o g i v e p a r e n t s a s p e c i a l o p p o r t u n i t y t o v i s i t t h e c a m p u s. S p c n s o r r a v o l u n t a r y o r i e n t a t i o n p r o g r a m f o r p a r e n t s o f f r e s h m e n a n d t r a n s f e r s t u d e n t s s o t h a t t h e y m i g h t g e t tm q w M iittsd w i t h t h e c o l l a g e o r u n i v e r s i t y ' s o f f e r i n g s, o p p o r t u n i t i e s, a n d s e r v i c e s. P r o m o t e t h e o r g a n i s a t i o n o f c o l l e g e o r u n i v e r s i t y p a r e n t g r o u p s d e s i g n e d t o h e l p p a r e n t s u n d e r s t a n d t h e c o l l e g e s t u d e n t, h i s p r o g r a m, a n d p r o b l e m s. P r o v i d e! c l a s s e s w h ic h w o u l d a i d p a r e n t s l a u n d e r s t a n d i n g c h i l d g r o w t h a n d d e v e l o p m e n t -3-

227 3 0. P r o v i d e a m e e t i n g r o o m f o r : 219 Y. N U A. P a r e n t s b e i n g t r a i n e d a s l e a d e r s o f l a y g r o u p s i n p a r e n t e d u c a t i o n. Y H U B. N o n - u n i v e r s i t y p a r e n t s I n t e r e s t e d i n p a r t i c i p a t i n g i n s t u d y g r o u p s. Y N U C. I t e r e n t s p a r t i c i p a t i n g i n o r g a n! t e d c o l l e g e o r u n i v e r s i t y s t u d y g r o u p s. Y N U 3 1 * U s e p e r s o n a l m e t h o d s ( e. g., l e t t e r s, t e l e p h o n e c a l l s ) i n e n c o u r a g i n g p a r e n t s t o a t t e n d a c t i v i t i e s p l a n n e d f o r t h e n o n c a m p u s. Y N U 3 2. P r o v i d e c o u n s e l i n g s e r v i c e t o p a r e n t s w h o s e c h i l d r e n a r e h a v i n g s e r i o u s p r o b le m s I n c o l l e g e. Y N U 3 3 * P r o v i d e o p p o r t u n i t i e s f o r p u b l i c s c h o o l a d m i n i s t r a t o r s, t e a c h e r s, a n d l a y p e o p l e t o w o r k w i t h c o l l e g e i n s t r u c t o r s i n i n p a e v l n g p u b l i c s c h o o l e d u c a t i o n. Y N U 3^ «S e c u r e l a y c i t i t e n s ' s u g g e s t i o n s f o r t e a c h e r t r a i n i n g t h r o u g h q u e s t i o n n a i r e s, g r o u p d i s c u s s i o n s, a n d s i m i l a r m e t h o d s. Y N U 3 5 * S e e k t h e a s s i s t a n c e o f p u b l i c s c h o o l a d m i n i s t r a t o r s a n d t e a c h e r s i n r e v i s i n g t h e t e a c h e r e d u c a t i o n p r o g r a m s o a s t o im p r o v e t h e n ew t e a c h e r ' s o n - t h e - j o b p a r t i c i p a t i o n i n h o n e - s c h o o l r e l a t i o n s. Y N U 3 6. S t i m u l a t e c o a n u n l t y o r g a n i s a t i o n s ( e. g., P. T. A., A.A.U.W.) t o c a r r y o u t or a s s i s t w i t h p r o j e c t s o n b e t t e r h o m e - s c h o o l - o o s n u n l t y r e l a t i o n s. Y N U 3 7 * T u r n i s h e a c l e a r i n g h o u s e i n w h ic h a g e n c i e s i n t h e i n s t l - t u t i o d b s e r v i c e a r e a w o r k in g i n p a r e n t e d u c a t i o n c a n e x c h a n g e i n f o r m a t i o n a b o u t e a c h o t h e r ' s o f f e r i n g s a n d a c t i v i t i e s Y N U 38 * E n c o u r a g e s c h o o l a d m i n i s t r a t o r s t o a c t i n o n a d v i s o r y c a p a c i t y t o l a y o r g a n i s a t i o n s v a r k i n g i n c l o s e r e l a t i o n t o t h e s c h o o l s. Y N U 3 9 * P r o m o t e or c a r r y o u t h c m e - s c h o o l - c o m m u n i t y s t u d i e s a t t h e e d u c a t i o n a l n e e d s o f t h e c o m m u n ity. Y N U t o. E n c o u r a g e f a c u l t y m e m b e r s t o p u b l i s h a r t i c l e s o n t h e i r c o l l e g e e x p e r i m e n t s a n d i n n o v a t i o n s i n p a r e n t e d u c a t i o n i n p r o f e s s i o n a l J o u r n a l s. - it-

228 Y N U 1*1. P rovide th e s e rv ic e s o f an in s tr u c to r t o work w ith a group o f lay le a d e rs a s an o ccasio n al c o n s u lta n t. 220 Y N U 1*2. Provide a l l o r p a r t o f th e s a la ry o f a p ro fe s s io n a l p a re n t educato r whose main r e s p o n s ib ility would be t o t r a i n la y le a d e rs In p a re n t ed u catio n, work a s a c o n su lta n t w ith th e p u b lic sch o o ls, and co o rd in ate p a re n t educatio n a c t i v i t i e s in th e coomunity* Y N U 1*3. D esignate a f a c u lty p erso n t o a c t in an ad v iso ry cap a c ity to la y o rg a n isa tio n s working in c lo se r e la tio n t o th e p u b lic sch o o ls. Y N U W+. D elegate one o r more p ro fe s s io n a l persons t o be in charge of p a re n t ed u catio n as p a r t o f h is ( th e ir ) re g u la r work lo a d. Y N U 1*5. P rovide th e s e rv ic e s o f an I n s tr u c to r t o a c t as le a d e r- t r a i n e r of a group of p a re n ts b ein g developed a s d ie cue a ion le a d e rs f o r p a re n t groups. If Ohio s tax-supported colleges and universities are requested to hold lay leadership training workshops which have as a purpose providing lay leaders with knowledge and skills to establish and operate parent study groups, should they ~ Y N u 1*6. Hold the workshop? Y N u 1*7 Y If u 1*8, Y X V **9 Furnish space for such a workshop, but not assume responsibility for planning or staffing it? Furnish a staff person to assist the individuals or organizations in developing plans for the workshop? re q u e st to an o th e r in s t i t u t i o n o r agency which could a s s i s t them? Y N U 30. Take th e p o s itio n th a t such a re q u e st i s o u tsid e o f th e c o lle g e o r u n iv e r s ity 's e d u c a tio n a l re s p o n s ib ility? o f Judge) Present position: Date: Check h e re i f you would lik e a copy o f th e r e s u lts o f t h i s stu d y - 5 -

229 Cements

230 BIBLIOGRAPHY

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