Functional Context Theory

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Introduction

Dr. Thomas G. Sticht holds a Bachelors and Masters of Arts Degree. In 1965, Dr. Sticht obtained his Ph. D Degree with a major in experimental psychology and a minor in clinical psychology from the University of Arizona. He is renowned for his formulation of the Functional Context Theory. During his career, Dr. Sticht has received awards on numerous occasions. His awards include:

• The Albert J. Harris Award (1978)
• Elected into the Reading Hall of Fame (1994)
• UNESCO’s Mahatma Gandhi Medal Bronze (2003)
• International Adult and Continuing Education Hall of Fame (2013)

Dr. Sticht worked for twenty-five years on the UNESCO’s International Literacy Prize Jury (1979 – 2003). In addition, in 1997 his research on adult literacy education was deemed as being very influential within the last thirty years. Over the years, Dr. Sticht has made consultations in Canada (10 provinces), England, France, Germany, Ireland, New Zealand, Northern Ireland, Saipan, Scotland, Thailand and Wales through government agencies and organizations.

Personal Life

Dr. Thomas G. Sticht is married to Janice McDonald; he has three daughters Lindsay, Stefanie and Staci.

Education and Academic Career

From 2000, up until his retirement in 2013, Dr. Thomas Sticht worked as an Internal Consultant in Adult Education. He has held many positions throughout his career, which include:

• President and Senior Scientist at the Applied Behavioral and Cognitive Sciences, Inc.
• Vice President of the Human Resources Research Organization (HumRRO)
• Associate Director of the National Institute of Education (NIE)
• Visiting Associate Professor at the Harvard Graduate School of Education
• Research Professor of Industrial Psychology at the US Naval Post Graduate School
• Noted Scholar at the University of British Columbia in Vancouver, Canada
• Project Coordinator for the San Diego Consortium for Workforce Education and Lifelong Learning (CWELL) (1992 – 1998)
• Chairman of the California Workforce Literacy Task Force established by the California State Legislature (1989 – 91)

Additionally, he served on the:

• National Governor's Association Advisory Group for Achieving National Education Goal 6 (adult literacy)
• National Commission on Working Women
• Secretary of Labor's Commission on Achieving Necessary Skills (SCANS)
• National Commission on Testing and Public Policy

Research

Functional Context Theory is the approach in integrating vocation and literacy in education. Functional context theory relates what the learner learns to what work the learner does. It draws on activities and instructional materials based in the real-world using situations, documents and problems. Functional Context theory was developed in 1975 and its basis was formed on adult education and literacy training in areas of Reading, Writing and Mathematics in particular in military programs. Within the functional context theory, there are new methods of assessment; the theory does not use grade level scores but rather they use tests that measure the content.

David (2015) noted that the functional context theory is “considered a cognitive learning theory”. A cognitive theory explains that internal and external factors influence learning. Sticht (1997) postulated that the goal of the cognitive approach is to “explain what the students are to learn and why in such a way that they can always understand both immediate and long term usefulness of the course content.”

Students learn through varying learning styles, in order for educators to deliver this information in the best way possible, educators must develop their learning strategies to meet the student’s needs. David (2015) further opined that the unlike other cognitive theories the functional context theory realizes that the environmental influence plays an integral role in this theory. Dr. Sticht believed that a person’s learning strongly relied on their environmental influences and personal experiences.

According to the theory, it is very effective especially when the student is able to transfer what was learnt to their habits at work. This theory also goes hand in hand with situated learning theory, which is based on the premise that the information must be presented in a way that the settings would present the knowledge learnt.

According to an article written on Dr. Sticht by Culatta (2018), it states that the cognitive system primarily found in this approach “emphasizes the interaction of three components:

1. a knowledge base (i.e., long term memory) of what the individual knows
3. processing skills including language, problem-solving, and learning strategies
5. information displays that present information. The performance of a task requires knowledge about what one is reading or writing, processing skills for comprehension and communication, and displays of information to be processed.”

Sticht (1997) focusses on two aspects of the mind “knowledge base or long term and the working or short term memory”. Learning occurs when the learner “picks-up information from the outside environment and the internal knowledge base”.

The Navy tested this theory on its personnel through the development of a functional content course. This program was developed by Dr. Sticht and his colleagues in order to improve both the reading and mathematically skills of personnel and linked the instruction to their specific jobs within the Navy. This program used in the Navy was called Experimental Functional Skills Program. Prior to the development of the program, a task analysis must be conducted to determine the level of mathematical and reading skills needed for each job. The formation of technical manuals and instructional materials were birthed as a direct correlation to the result of the program.

In a report penned by Sticht (1975) it described the data based on the reading performance of 3, 000 adults who were situated at six Army Training Centers. When the program was instituted, the Reading Training performance was measured using a standardized test of general reading comprehension and a measure of job reading related to the job that the persons were placed in. Furthermore, “this research also investigated the feasibility of three alternative systems for providing job reading training concurrently with other components of job training, rather than as preparatory training”. Stemming from this research, the following findings were unearthed, Sticht (1975):

1. A substantial portion of job trainees are deficient in job reading skills
3. Six weeks of focused job reading training improved job reading skills to the seventh grade reading level (a gain of two reading grade level years specific to job reading skills)
5. Programs of integrated job reading and job skills training are feasible”

Culatta (2018), further stated that there are four (4) principles that make up the Functional Context Theory:

David (2015) based on his readings identified that teachers were developing instruction for freed slaves in 1861 after the civil war based on the Functional Context theory. The content was based on their past lives when they were free and also on their current living environment. Another example was of World War II soldiers who were educated using materials that related to their current jobs. Sticht’s research has continued to bring successes in the area of adult educational programs.

Functional Context theory can be relevant in the instructional design, instructional technology and distance education as it can incorporate the theory to assist individuals. In the current situation where adults are studying to compete in their workplaces, it would beneficial for them to use this theory where they will be gaining skills that are relevant for their area of expertise. In my opinion, it would be a better transition because they would be building on the skills they already know. It is easier than having them to start as a young adult and build from there. They would have already have the skills and it would be easily transitioning as they would return to work and practice it. Sticht’s work in Functional Context theory is a good path in the current society. 

Publications

Dr. Sticht has written, co-authored and edited many books throughout his career.

Books Edited:

Sticht, T.G. (Ed.) (1975). Reading for Working: A Functional Literacy Anthology. Alexandria, VA.: Human Resources Research Organization.

Cole, J. and Sticht, T.G. (Eds.) (1981). The Textbook in American Society. Washington, D.C.: The Library of Congress.

Sticht, T.G., Chang, F., and Wood, S. (Eds.) (1986). Cognitive Science and Human Resources Management: Advances in Reading/Language Research Volume 4. Greenwich, CT: JAI Press.

Sticht, T.G., Beeler, M.J., & McDonald, B. A. (Eds.) (1992). The Intergenerational Transfer of Cognitive Skills: Volume I: Programs, Policies, and Research Issues. Norwood, NJ: Ablex Publishing Corporation

Sticht, T.G., McDonald, B.A., & Beeler, M.J. (Eds.) (1992). The Intergenerational Transfer of Cognitive Skills: Volume 2: Theory and Research in Cognitive Science. Norwood, NJ: Ablex Publishing Corporation.

Books Authored / Co-Authored:

Sticht, T.G., Beck, L.B., Hauke, R.N., Kleiman, G.M., and James, J.H. (1974).Auding and Reading: A Developmental Model. Alexandria, VA.: Human Resources Research Organization.

Kern, R.P., Sticht, T.G., Welty, D., and Hauke, R.N. (1975). Guidebook for the Development of Army Training Literature. Alexandria, VA.: U.S.Army Research Institute for the Behavioral and Social Sciences.

Sticht, T.G., Armstrong, W.B., Hickey, D.T., and Caylor, J.T. (1987).Cast-off Youth: Policy and Training Methods from the Military Experience. New York: Praeger.

References

Culatta, R. (2018). Functional Context (Tom Sticht). Retrieved from InstructionalDesign.org: http://www.instructionaldesign.org/theories/functional-context/

David, L. (2015, February 28). Functional Context Theory (Sticht). Retrieved from Learning Theories: https://www.learning-theories.com/functional-context-theory-sticht.html

Demetrion, G. (2013, July 18). Discerning The Contexts of Adult Literacy. pp. 104-127. Reading Hall of Fame. (2010-2018). Thomas G. Sticht (Inducted 1994). Retrieved from Reading Hall of Fame: https://www.readinghalloffame.org/Thomas_Sticht Curriculum Vita https://www.readinghalloffame.org/sites/default/files/sticht_vita.pdf

Sticht, T. (1975). A Program of Army Functional Job Reading Training: Development, Implementation, and Delivery Systems. Alexandria: Human Resources Research Organization.

Sticht, T. (1975). A Program of Army Functional Job Reading Training: Development, Implementation, and Delivery Systems. Final Report. Alexandria: Human Resources Research Organization.

Sticht, T. (2005, September). Functional Context Education: Making Learning Relevant in the 21st. Retrieved from Copian: http://en.copian.ca/library/research/fce/fce.pdf

Functional Context Theory

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