Scholarly
    Communications Project


Document Type:Dissertation
Name:Laila B. Bare
Email address:LailaBare@juno.com
URN:1998/00414
Title:HANDBOOKS AS A FORMAT FOR LEARNING Understanding Handbooks Through A Systematic Analysis of Handbooks for Ministers' Wives
Degree:Ed.D
Department:Adult and Continuing Education
Committee Chair: Marcie Boucouvalas
Chair's email:marcie@vt.edu
Committee Members:Clifton Bryant
Shirley Gerken
Linda Morris
Vonda Powell
Keywords:Process of Learning,Transformative Learning,Clergy Wives,Two-Person Career,Greedy Institution,Qualitative Content Analysis
Date of defense:April 15, 1998
Availability:Release the entire work for Virginia Tech access only.
After one year release worldwide only with written permission of the student and the advisory committee chair.

Abstract:

The purpose of this research was to provide a better understanding of handbooks and to establish criteria guidelines for handbook selection and use. Content analysis utilizing the library as fieldwork identified 15 handbooks for MsWs meeting selection criteria for this study. Coding and diagramming of over 2000 pages resulted in identification of 15 themes which grouped into 3 types of relationships: personal (to self and God), familial (to husband and children), and congregational (to the church). Six of these themes were recognized as distinctive to the life of the MsW.

Three time frames (1940 to 1960, 1960 to 1980, and 1980 to 1998) were established, and handbooks were found to be consistent with the social context of their respective era. An unfolding picture of the life of the MsW as portrayed by key informants revealed a shift in emphasis, with earlier handbooks portraying a lifeworld revolving around role fulfillment, and later handbooks emphasizing development as a person. A lack of learning opportunities for MsWs was noted throughout the eras. A 30+ page appendix of metaphors indicates that MsWs use their gift of reasoning through word pictures. The authors taught lived world truth as they perceived it. This study indicated clues as to appropriateness of content in handbooks and safeguards to be taken in reading them for self-directed learning or other training purposes. The implication is that handbooks are adult education by default.

Two original products resulting from this research were a schemata of the process of using handbooks as a format for learning and selection criteria guidelines for choosing a handbook. The process may be utilized in self-directed learning (individual or guided) and within other educational settings, and the guidelines may be adapted to handbooks for other populations. This research should encourage related studies to broaden the knowledge base of understanding handbooks and recognizing their place in training, utilizing field research using literature sources, and assisting MsWs with learning how to effectively manage their myriad roles and relationships.


List of Attached Files

etd_2.pdf

At the author's request, all materials (PDF files, images, etc.) associated with this ETD are accessible from the Virginia Tech network only.


The author grants to Virginia Tech or its agents the right to archive and display their thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. The author retains all proprietary rights, such as patent rights. The author also retains the right to use in future works (such as articles or books) all or part of this thesis or dissertation.