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The problems of industrial arts teachers

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Content THE PROBLEMS OF INDUSTRIAL ARTS TEACHERS
A Dissertation
Presented to
the Faculty of the Graduate School
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy
by
William D. MaeQ,uarrie
June 1950
UMI Number: DP23995
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This dissertation, w ritten by
...........m L I M . D , . . . M C m R 5 IE..... .
under the guidance of hY&... F a cu lty Comm ittee
on Studies, and approved by a ll its members, has
been presented to and accepted by the C o u n cil
on Graduate Study and Research, in p a rtia l f u l
fillm e n t o f requirements fo r the degree of
D O C T O R O F P H I L O S O P H Y
Dean
Committee on Studies
r '1 -'\irman y Chairman
TABLE OF CONTENTS
CHAPTER PAGE
I. THE RESEARCH PROBLEM OF THE S T U D Y ............ . . 1
The problem.................................... 2
Problem justification ....................... 2
Philosophical background . . .. . .. . . . . . 9
Philosopher of industrial arts ............... 9
Our machine civilization ......................11
Creative activities of m a n ......................12
Impact of technology ......................... 13
Leisure and recreation ............. 14
Present-day education ....................... 16
Agriculture to mechanized society ...... 17
Purpose of education . ........................IS
Overview of the industrial arts movement .... 19
Early attempts at industrial education .... 20
Educational roots of industrial arts ..... 21
Early industrial education schools ........... 22
American industrial education ............... 23
Industrial arts movement ............... 23
Industrial arts as general education ........ 25
II. RELATED LITERATURE AND STUDIES..................... 29
Definitions of terms used . . . - ............... 29
Contributions of industrial arts ............. 31
• • •
111
CHAPTER PAGE
Objectives .......... 33
Related studies in the industrial arts ..... 33
Related studies with regard to technique .... 41
III. ORGANIZATION AND PROCEDURE OF S T U D Y .............. -49
Assumptions............................. 50
Definitions of terms ............................ 51
Limitations.......................................52
School district contact ............... .... 53
Problem statement contact .......... ..... 55
Problem cataloguing..................... 57
Opinionnaire f o r m ................................ 59
Importance degrees ............................ 59
Data sheet.......................................59
Opinionnaire contact................ 61
Collegiate institution t r i p .....................62
Tabulation................................. 65
IV. DATA ANALYSIS , . . ............................-68
t f New" shop teacher name collection ....... 69
Sampling.........................................70
Problems of industrial education teachers . . . 73
Statement form.................................. 74
Opinionnaire form ............................77
Problem list...................................... 79
Data sheet construction and procedure .......... 91
iv
CHAPTER PAGE
Shop teacher form of opinionnaire....... ... . 93
College professor form of opinionnaire ..... 94
Data and problem analysis....................98
Shop teachers1 background and training .... 102
Professional background................... 105
Patterns relating to students in respondents’
classes ................................... 110
College opinionnaire and data sheet analysis . . 115
Selection basis .........................116
Sex pattern................................ 118
Collegiate training patterns ........ .... 118
Collegiate employment patterns............. 118
Subject and student patterns .... ....... 122
Problems of industrial arts teachers analysis . 124
Basic tabulations..........................124
Percentage computations ..................... 126
Significant difference analysis . . ........... 131
Index number computation and analysis.......152
Index number computation....................153
V. THE PROBLEMS OF INDUSTRIAL ARTS TEACHERS.......167
Problems relating to shop administration .... 167
Problems relating to teaching technique .... 170
Problems relating to school administration . . . 180
Problems relating to other school personnel . . 185
Problems relating to shop maintenance.........188
V
CHAPTER PAGE
VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS EQR
FURTHER S T U D Y ......................................192
Summary..........................................192
Foundations for study ......................... 192
Questions which need answering ................ 193
Research technique .............................. 193
Research steps .................................. 194
Problem statements collection ............... 194
Problem statements organization ............. 195
Opinionnaire design ......................... 195
Opinionnaire data collection ................. 195
Opinionnaire data analysis.................... 195
Percentage analysis ............................ 196
Index number analysis...........................197
Data sheet analysis.............................197
Conclusions..................................... 19#
Do "new” industrial arts teachers have
professional problems ....................... 19#
Relationship of "new" and "old" teachers
problems.................................... 19 8
Type of students found in industrial educa
tion classes .........................199
Rating of problems by college groups ..... 199
Method and outcomes of study.................. 200
vi
CHAPTER' PAGE
Recommendations for further research........... 200
BIBLIOGRAPHY........................... 203
LIST.OF TABLES
TABLE PAGE
I* City and County School Districts Contacted for
Sources of Names of "New” Industrial Arts
Teachers * 71
II. School Districts Contacted for Sources of
Problem "Report Slips"...................... . 75
III. School Districts Contacted for Sources of
Opinionnaire Contacts and Responses ........... 95
IV. Opinionnaire Distribution and Responses from
Selected Collegiate Institutions ............. 99
V. Years of Teaching Experience as Indicated by
Two Secondary Teacher Groups ................. 101
VI. Teaching Area, Grade Levels, and Shop Subjects
Taught by Two Secondary Teacher Groups .... 103
VII. Work Experience, Undergraduate Majors, Collegiate
Institutions, Credentials Held, and Degrees
Held by Two Secondary Teacher Groups..........106
VIII. Social Class and Average I.Q,. of Students and
Occupational Level of the Parents of Students
Taught by Two Secondary Teacher Groups .... Ill
IX. National and Racial Backgrounds of Secondary
Students in Industrial Education Classes as
Indicated by Two Secondary Teacher Groups . . . 114
viii
TABLE PAGE
X. Instructional Areas of Two College Teacher Groups 117
XI. Sex, Undergraduate Majors, and Graduate Majors
of Two College Teacher Groups ................... 119
XII. Present Teaching Employment, Years Taught,
Academic Hank and Administrative Offices Held
by Two College Teacher Groups ................... 120
XIII. Subjects Taught, Shop Students Taking Industrial
Arts Classes, and Shop Students Taking Educa
tion Classes as Indicated by Two College Teacher
Groups..........................................123
XIV. Number of Responses and Per Cent Standings on a
Three-Point Scale of No, Average, and Great
Importance with Index Number of 93 Industrial
Arts Teacher Problems as Hated by Four Groups . 127
XV. Significant Differences at 3 Per Gent Level as
Indicated by Graphic Comparison of Frequencies
for 93 Problems................................. 150
XVI. Hank Order of Index Number Rating of "New”
Industrial Arts Teachers Compared with Three
Other Groups................................... 155
XVII. Level Hanking of 93 Problems by 4 Groups .... 159
XVIII. Relative Importance of 93 Problems as Rated by
"New” Industrial Arts Teachers................ 161
ix
TABLE PAGE
XIX. Relative Importance of 93 Problems as Rated by
"Old” Teachers .................... 162
XX. .Relative Importance of 93 Industrial Arts
Teacher Problems as rated by Education
Professors.................................. 163
XXI. Relative Importance of 93 Problems as rated
by Industrial Arts Professors.................. I64
LIST OF FIGURES
FIGURE PAGE
1. School District Administrative Contract for
Purpose of Obtaining Names of "New" Teachers . . 54
2. Letter and Forms sent to Shop Teachers for
Listing of Problem Statements ............ 56
3. Letter and Opinionnnaire Forms and Follow-Up Cards
Sent to Shop Teachers.......... 60
4. Letter, Opinionnaire Form and Data Sheet sent to
Teacher Training Institution . .............. 63
5. International Business Machine Hollerith Card for
Recording Data from Secondary Shop Teachers and
College Professors .............................. 66
,6. Graphic Comparison of Problem Frequencies for
"New" and "old" Teachers 134
7. Graphic Comparison of Problem Frequencies for "New"
Teachers and Education Professors ............... 139
8. Graphic Comparison of Problem Frequencies for "New"
Teachers and Industrial Arts Professors ........ 144
CHAPTER I
THE RESEARCH PROBLEM OF THE STUDY
This chapter is divided into three sections, namely,
(1) the problem this research is concerned with, (2) the
philosophical background of the industrial arts movement,
and (3) an overview of the industrial arts movement*
John T. Wahlquist notes that "practically every topic
in American education reflects controversy, and is subject
to some dispute."1 Certainly the area of industrial arts
has had its full share of heated debate. One of the major
purposes of this study is to provide factual information
which will somewhat lessen biased and illiberal discussion
concerning this field of education.
The Educational Policies Commission points out that
a free democratic state can be maintained only by "...pooling
the resources of the profession and enlisting the cooperation
of all sections of the American community.”2 The same "pooling
of resources must be effected in all branches of education.
So it is that this research should contribute to better under-
1 John T. Wahlquist, The Philosophy of American
Education. (New York: The Ronald Press Company, 1942)",
p. 3^0.
2 Educational Policies Commission, The Education of
Free Men in American Democracy. (Washington, D. C.:
National Education Association, 1941), p. 67.
2
standing of the background, purposes, problems, and hopes
of industrial education, in general, and industrial arts
specifically.
I. THE PROBLEM
The primary problem of this study is: Do new teachers
of industrial arts subjects have professional teaching
problems?
Secondary problems are:
(1) Are the problems of new shop teachers the same
as old shop teachers?
(2) To what extent are the indicated problems of
shop teachers anticipated and considered by professional
teacher training institutions?
(3) What kind of pupils are found in industrial
education classes on the secondary level?
(4) Is the technique of problem analysis as outlined
in this study useful in curriculum development?
In order to find answers to the above questions the
research approach will be that of "problem analysis.” Follow
ing the collection of a master list of problems confronting
new industrial education teachers, the thinking of four
homogeneous groups will be compared on an item analysis
basis.
Problem .justification. Veblen points out that an
3
emphasis on classical scholarship may lead to a .con
spicuous waste of time and labour on the part of the general
body of students..."^ Is the same true for some of the
subjects that teacher candidates in colleges are required to
master? There is evidence that such is the case* This
poses a problem for college teacher training curriculum
revisions. The same criticism may be specifically made of
much of the industrial arts teacher training. The hope is
that a way will be pointed to better industrial education
and the gaining of "psychological competence"^ which Overstreet
believes is so important.
From the secondary pupil’s viewpoint— that is, those
who must attend classes in the industrial arts— the need is
no less great. Reference is made to the fact that no longer
are skilled immigrants coming to this country in the great
numbers common a few years ago, and that consequently our
labor force must largely receive its basic training before
it is of use in our industrial society.^ Binne notes that
"men and groups of men have literally to re-educate them-
2 Thorstein Veblen, The Theory of the Leisure Class.
(New York: The Viking Press, 1912), p. 395.
^ H. A. Overstreet, The Mature Mind. (New York:
W. W. Norton and Company, 1949)> p. 19.
^ Paul Monroe, editor, A Cyclopedia of Education.
(New York: The Macmillan Company, 1912). Vol. 3, p. 429.
4
selves often basically, or perish." Is this not a sad
commentary on the selfishness of vested educational in
terests? The eminent philosopher, Sidney Hook, is deeply
aware of the "every-growing separation" between the
vocational opportunities afforded by society and that for
which the liberal art schools are training.?
Kight and Michelson's contend that the "solving of
present difficulties” is a curriculum concern.^ This is as
true for the teacher as well as for the pupil he is instruct
ing. ”The meaning and effectiveness of a curriculum or
method of teaching adopted can be judged only in terms of
the pattern into which it is introduced.This study
endeavors to get at ”work-a-day” facts rather than to
approach the problem from a purely academic or perusal-of-
the-literature direction. The "distinguishing between non-
^ K. D. Binne, "Approach to Issues Underlying
Curriculum Development," Journal of Educational Research,
41:562, April, 1948.
7
' Sidney Hook. Education for Modern Man (New York:
The Dial Press, 1946), p. 60.
^ Stanford S. Kight, and John M. Mickelson, "An
Experimental Comparison of Problem Centered and Subject
Matter Centered Types of Presentation of Units of
Instruction,” (unpublished Doctor1s dissertation, The-
University of Southern California, Los Angeles, 1947),
p. 8.
9 Lewis A. Dexter, ”The Analysis of Educational
Programs," School Review, 54:285, May, 1946.
5
10
essentials and essentials, the worthless and valuable”
in teaching techniques and curriculum construction is an
occupation which should be set up on a much more rigorous
and scientific basis.
Justifications for undertaking a study of this nature
are ample as is witnessed by the following remarks relating
to teacher training. According to Judd,
It was possible in times past to send graduates
of colleges into secondary-school teaching positions
with the assurance that they had mastered practically
the whole range of subjects which constituted the
program of secondary education.H
Judd does not lay the blame upon the colleges so much as
on the fact that the expanding secondary school population
has increased at such a rate that well-qualified teachers
simply cannot be trained. - * - 2 With all due respect to the
distinguished Professor, factors of outmoded and wasted
teacher training efforts may have some responsibility for
the weakness indicated.
Selvidge and Fryklund have indicated their great
concern for proper teaching practices and desirable pupil
1 n
Lewis H. Chrisman, "We Try to Teach Too Much,"
Journal of. Education, 131:213, October, 1943.
^ Charles H. Judd, "Education In Liberal-Arts
Colleges of Students Preparing to Teach in Public and
Private Secondary Schools," Bulletin of the Association
of American Colleges, 23:93, March, 1937, p. 93*
12 Ibid., p. 96.
6
outcomes in the following quotation, which provides a strong
justification for this study.
The results obtained, measured in terms of the de
velopment of students, represent the true success
of the teacher. We cannot measure that result, how
ever, until the teacher has taught; but the teacher
trainers and the prospective teachers need to know
in general what qualities and accomplishment on the
part of the teacher contribute to the desirable
development of the pupil. No very exhaustive study
has been made to discover these factors, and to place
upon them relative values, and yet this is perhaps
the most fundamental thing in the selection and train
ing of teachers. The nearest approach to it is the
list of points in the rating scale employed in some
of our school systems, and if these scales are correct
they give us a list of the essential points in which
teachers should be trained.13
Aside from the point that colleges are concerned, in
many cases, with the training of teachers it is desirable
to point out their need for "clarification of goals," as
Vaughn puts it. He goes on to say that
This brings into sharp definition the whole purpose
of higher education and provides a background pattern
against which the effectiveness of all operations may
be determined.1* * -
Barzun would like to see the colleges go a little more deeply
1 R. W. Selvidge and Verne Fryklund, Principles of
Trade and Industrial Teaching. (Peoria, Illinois: The
Manual Arts Press, 1946), p. 23.
1L
K. W. Vaughan, "Measuring the Outcomes of Higher
Education," The Carnegie Foundation for the Advancement of
Teaching Fortieth Yearbook, p. 39*
7
into "manual arts" on the basis of "scholarly competence, "-*-5
Phillips would like to see college industrial arts taught as
a "part of the core curriculum or core subjects. "-*-6 In this
connection reference should be made to the Student Workshop
at Dartmouth College**-? and the setting up in 1947-48 an
Industrial Arts Department at San Diego State College as
one branch of the general education program there. Although
teacher training was the primary purpose of the department,
the benefits derived from the "liberal arts” approach have
been outstanding.
Not to be forgotten is the secondary pupil himself.
Harap sees the vocational type of shop courses merging with
general courses1^ which may be called the industrial arts
movement. Davis believes that the "fate of our nation"
depends on our developing suitable methods of training lower
class children in basic skills of society. One branch of
^ Jacques Barzun, Teacher in America. (Boston:
Little, Brown and Company, 1945 J> p. 5664
1 ^
Augustus 0. Phillips, "Industrial Education for
Negroes in the South Atlantic Region," (unpublished
Doctor’s dissertation, The Ohio State University, Athens,
1935), p. 181.
17 °
1 Nelson Bryant, "The Dartmouth College Student
Workshop," The Industrial-Arts Teacher. 9:15, October, 1949*
■ I £
Samuel Everett, A Ohallenge to Secondary Education.
(New York: D. Appleton-Century Company, 1935), p. v.
these skills, Davis would designate as industrial.1^ Often
the upper class child is discriminated against by depriving
him of the worthwhileness of mastering mechanical skills.
Nor should superintendents and principles think of in-
dustrial arts shops as the "...last refuge for boys who are
unable or unwilling to make good elsewhere." 2^ The train
ing provided in school shops contributes vitally to the
"needs of the individual"21 regardless of his status.
Speaking from his better understanding of the negro, Phillips
says that
The activity approach to industrial arts study
satisfies many of the biological, psychological,
and educational needs of the individual. Unless
such needs are satisfied in a normal and construc
tive way, the individual organism will be forced
to destructive and abnormal forms of behavior and
will try to satisfy its needs through anti-social
methods.22
The above statement holds for other race as well. One
difficulty may well be that the industrial arts has failed
to take up the challenge, and thus to make shop work the
^ Allison Davis, Social Class Influences upon
Learning. (Cambridge: Harvard University Press, 1949), p. 23.
20
A. B. Mays, "Industrial Arts Education Number,"
Education, 65:623-4, lune, 1945*
21 May Ralph Klein, "Social-Economic Trends and Their
Influence Upon the Industrial Arts Curriculum," (unpublished
Masterrs Thesis, The Ohio State University, Aihens, 1935),
p. 2.
22 Phillips, op. cit., p. 109.
9
most vital and interesting subject in the school curriculum
to all social c l a s s e s . xt may well be, then, that the un
believably great demand for training mentioned by Smith
will raise industrial arts to its rightful place.^4
II. PHILOSOPHICAL BACKGROUND
The philosopher of industrial arts. In nearly all
organized bodies of knowledge and thinking, there are certain
individuals whose insight into the problems relating to a
particular field is so comprehensive as eventually to cause
his name to become associated with that field. Such a person
is Thorstein Veblen with regard to the industrial arts move
ment.
It was Veblen*s insight into numerous economic,
philosophic, and sociological problems current in his time
which led to some of the most constructive thinking ever to
come out of American scholarship. As was aptly said of him,
"Taking all knowledge for his province, he climbed a mountain-
top and surveyed the whole life of mankind
c. S. Van Deusen, "Place and Function of Industrial
Arts," Industrial Arts and Vocational Education, 29:258,
September, 1940.
O I
* Homer I. Smith, "Aims and Types of Industrial
Education", Industrial Arts and Vocational Education, 28:46,
February,-1939.
^ 9 "Veblen", Fortune Magazine, 36:133,
December, 1947.
Much of Veblen1s thinking revolves around his ideas
concerning man’s interest in creating beautiful and useful
things with his own hands. In 1914 he published a book
entitled The Instinct of Workmanship. Regardless of the
fact that the word "instinct" is now in some disrepute
among scholars the book is of great value in that it shows
in graphic order what it is that would make the place of the
industrial arts an important one in our present-day technolog
ical society.
In referring to the "instinct of workmanship," Veblen
points out that it
. . ., occupies the interest with practical expedients,
ways and means, devices and contrivances of efficiency
and economy, proficiency, creative work and technolog
ical mastery of facts.26
He goes on further to state that
The instinct of workmanship brought the life of
mankind from the brute to the human plane, and in
all the later growth of culture it has never ceased
to pervade the work of men.^7
A college professor is quoted as saying
When you see men around you actually creating beauti
ful things with their hands, I would like you to remember
that it was my opinion that actual labour in the arts
and crafts and industries is in infinitely, nobler
contribution to the happiness of mankind than clipping
0 f .
Thorstein Veblen, The Instinct of Workmanship.
(New York: The Macmillan Company, 1914) > p. 33*
27 Ibid., p. 37.
11
coupons and living on the sweat of other menfs brows.
The professor is quoted farther as saying
Here we are, then, a group of men on whom a
university has set its stamp. We produce nothing we
eat; we could not even lend a hand in the making of
anything we see around us; and truth compels me to
venture the suggestion that, in ninety-nine cases out
of a hundred, the chief motive of a college education
is to escape actual participation in just such work
as gives, or ought to give, joy to the worker. °
Our machine civilization. Writers have shown increas
ing concern over the direction that higher education is taking.
Recently this concern has taken more tangible form in revised
college curriculums. Wrinkle voiced this alarm when he
observed that people now live in a machine civilization,
not one of human l a b o r .30
This machine civilization in which we find ourselves
has had profound effects on us. In the first place, as
Veblen points out, the technological insight we have in any
culture is the product of group life
. . . and is held as a common stock, and as manifestly
28 ______, "What is Education?" The Phi Delta
Kappan, 31:4, September, 1949*.
29 Ibid., p. 4.
^ William L. Wrinkle, "Reconstructing Secondary
Education, ”A Challenge to Secondary Education. (New York:
D. Appleton^-Century Co., 1933), p. 222.
12
the Individual workman is helpless without access to
it.31
Veblen also points out elsewhere in his writings that whole
modes of life are changed, as is witnessed in the passing
of feudalism, by the advancing growth of c r a f t s m a n s h i p . 32
This growth of craftmanship also changes lines of thinking
in such dogmatic and undeviating areas as religion. Once it
was "What G-od hath ordained.” The handicraft era has helped
convey the concept of "What God hath wrought.”33
Creative activities of man. Sometime during man’s
early development, according to du Nouy, man took time off
from the business of finding food to indulge in ’ ’useless
gestures.”34 Truly these gestures were useless as far as
providing for the needs of maintaining an existence; but
how prophetic they were in pointing the way to a new develop
ment in the life of human beings. These ’ ’useless gestures”
were first found in the form of highly artistic drawings of
now extinct animals in southwestern Europe by a human being
we now call Cro-Magnon Man. Brown provides one answer as to
why men indulge in "useless gestures” when he suggests that
31
The Instinct of Workmanship, op. cit., p. 13&.
32 Ibid., p. 231.
33 Ibid.. p. 256.
3^ Pierre du Nouy, Human Destiny. (New York:
Bongmans, Green and Company, 1947 J > p. 53*
13
Only he who has actually worked with materials, who
has shaped them to his own liking, can be in intimate
communion with materials, and therefrom derive profound
pleasure, as they stand in their varying shapes and
textures comprising his physical environment.35
Impact of technology. Ogburn points out that
. . ."technology makes possible certain human achievements,
and we may also admit that without such material aids these
achievements would not be p o s s i b l e . ”^ Further, he declares
that these factors are like links in a chain. The link
signifying the factor of technology is not as apparent as the
link signifying the leader of a movement which was in the
forefront when the change came about.37 Ogburn cites the
invention of the cotton gin as a technological development
which had profound effect on existing cultures long after
it came into use. He asks a question and then provides an
answer when he says that
If the cotton gin had never been invented, would
the tensions between the northern and southern states
have reached an intensity great enough to start a con
flagration of war? The removal of an invention from
35 Kenneth W. Brown, "The Visual Arts in Secondary
Education— A Study to Develop Bases for Teaching the Visual
Arts in Secondary Education,” (unpublished Doctor’s disserta
tion, Ohio State University, 1942), p. 105.
36 william Fielding Ogburn, editor, Technology and
International Relations. (Chicago: The University of
Chicago Press, 1949)> P* 16.
^ I b i d ., p. 1 8 .
society, if no substitute is provided, would show how
far-reaching are its derivative influences.38
The impact of technology can be seen in yet another
light when it is realized that there are more than thirty
thousand gainful occupations today with more than a fourth
of the population working at jobs which did not exist a
generation ago.^9 It is not surprising that Bawdem can
state with assurance that boys trained in high school
industrial-arts shops provide lfthe most promising material”
in rapidly expanding industrial plants.^0
Leisure and recreation. A good case can be made for
the constructive and worthy use of leisure and recreation.
In varying degrees have past civilizations been confronted
with the leisure problem. In those states where everyone
was occupied, the problem of leisure was not critical; but
as the state matured and slaves took over the manual and
laborious tasks, a point was often reached where leisure
and recreation were so misused that progress was no longer
possible and thus decay and often disaster came about. We
3® Ibid.. p. 23.
39
Heber Sotzin, "Industrial Arts in a System of
Public Education.” Industrial and Vocational Education,
30:365, November, 1941*
Mays, o j d . cit., p. 627.
15
of the Twentieth Century, in the most mechanized state the
world has ever known, have a serious problem confronting us
in helping society to put "universal leisure” to worthy and
constructive use. This leisure is such as only a state
literally overflowing with millions of horsepower on im
mediate tap could produce. The question is, ”Will this
increasing leisure be put to good use?” The industrial arts
as a phase of general education can aid tremendously in the
solution of this problem. Martin H. Neumeyer says that
"modern machinery is undoubtedly the outstanding condition
ing factor of leisure, . . ."41 is the machine going to
produce a state of "conspicuous leisure” such as Veblen
saw, where all productive work would be inherently shameful,
thus leading to "invidious distinctions"?^ Instead it
should be that this mechanization and its resultant leisure
will so liberate society as to make possible the creative
construction of things in one’s own home workshop which a
few years ago would have seemed an impossibility. Such is
the happy world that homes provided with power-driven tools
can make true.As Brown puts it, "one may feel the joy
^ Martin H. Neumeyer and Esther S. Neumeyer, Leisure
and Becreation (New York: A. S. Barnes and Company, 1936),
p. 5.
Veblen, The Theory of the Leisure Class, op. cit.,
p. 194#
16
of working with materials. . ." and . . ."the satisfaction
that attends accomplishment ."44
Klein speaks of the problem of enforced leisure
growing out of unemployment, as well as simple reduction
of hours, as being relevant to industrial arts education.^
Phillips also emphasizes that the recreational activities
around the home may be enhanced by the training a young
person receives in the basic skills.46
Present-day education. Tbe education that must be
provided any young person in today’s society is a very
different thing from that which would suffice fifty years
ago. Dexter observes that
. . ., education is a process of social inter
action, carried on by specific personalities,
operating within a specific cultural and physical
env i ronment.47
Our "cultural and physical environment" is so complex that
mere reliance on the "fundamentals" provides no background
for a young person going out into the world of work. If the
» "Home \forkshops", Fortune Magazine.
January, 194$, P• 109 * -
44 Brown, pp. cit., p. 100.
Klein, op. cit., p. 11.
^ Phillips, op. cit., p. 115.
^ Dexter, op. cit., p. 284*
17
job of educating is well done, then according to Vaughn and
Mays
That person is educated whose native endowments
and aptitudes have been fostered and cultivated so
as to fit him for the work in which he can render the
greatest service both to society and to himself.48
Agriculture to mechanized society. One of the under
lying factors which has caused a great change to take place
in the education curriculum can be directly traced to the
transition from an agricultural to an industrial nation.4-9
Caswell and Gampbell, along with others, are completely
aware of this tremendous change-over.5° The awareness of
this change-over raises the question as to whether modern
education is doing much of a job of training for present-
day living. Barzun has serious doubts and wonders if
education is not endeavoring to turn itself into a commercial
venture and teach all subjects to all comers. To him it has
ceased to be a joke as Macaulay intended the remark to be. 51
John T. Wahlquist warns of the danger of Veblen's concept of
id
^ Samuel J. Vaughan and Arthur S. Mays, Content and
Methods of the Industrial Arts (New York: The Century
Company, 19247, p.7
^9 _______ 9 G-eneral Education in a Free Society
(Cambridge: Harvard University Press, 1945),P* 15.
Hollis L. Caswell and Doak S. Campbell,
Curriculum Development (New York: American Book Company,
19*35) > P. 1.
51 Barzun, op. cit., p. 253.
18
"trained incapacity.” He goes on to say that
This sort of "educated” person refuses to face the
real problems of the world by escape into the realm of
his imagination, the mysteries of the cult, and similar
wasteful procedures. . . .Institutions which were fine
in their day, and those imaginative institutions that
have never had any existence, become actual menaces.*2
Purpose of education. Overstreet indicates that the
schools are designed to do two things: (1) to pass on the
culture, and (2) to help young people to grow up and assume
\
their adult role. He has grave doubts that the education
*
program is doing the job in either case.^^ Schwichard is
in substantial agreement with Overstreet in a more optimistic
way.From a number of different viewpoints this theme
has already been emphasized. The culture of present day
mechanized society operates in and demands a broad under
standing by young people. They must understand the operation
of mechanical devices, and the social and economic implica
tions of technology.
Overstreet elaborates a good deal on the theme of
adult, mature behavior as being a most important develop
ment in our present day culture. One does not have to look
far to discover an example to illustrate what he means. The
Wahlquist, op. cit. . a p. 366.
53
^ Overstreet, o j d . cit.» p. 246.
Dean M. Schwichard, Industrial Arts in Education
(Peoria, Illinois: The Manual Arts Press, 1 9 2 9 T , p. 1 9 .
19
common expedient of driving an automobile not only required
mechanical skill of sorts, but the wheel in the hands of an
immature individual becomes a death machine of the first
order, while in the hands of a maturely thinking person it
becomes a means of incalculable liberation.
The above briefly illustrates the concern all in
dustrial arts educators feel in assuming the responsibilities
of their profession. Yeblen, Ogburn and ¥/rinkle have
emphasized such consideration, but often only to fall on
deaf ears.
III. OVER-VIEW OF THE INDUSTRIAL ARTS MOVEMENT
A short review of the developments in the past which
are traceable to present day concepts of industrial arts
is desirable if only for the purpose of illustrating that
deep roots are found in the dim past and that the movement
is no light fancy on the part of a few who would impose it
on the educational curriculum of all young people.
It hardly need be remarked that from time immemorial
man has found it necessary to occupy himself with manual
activities of varying degrees of skill. Material progress
could hardly have come about otherwise. No less is it the
case today, notwithstanding a multitude of automatic
machines and gadgets. In the end the skill which only the
trained hand and mind working in coordination can bring into
20
play makes possible the complex of mechanization found every
where. This high level of technology is largely the result
of a very broad background of "know-how” which in itself is
the result of technical training of some sort.
Early attempt~at industrial education. Anderson in
his excellent History of Manual and Industrial School
Education notes the various efforts made in the past to
train young people in this area. Anderson finds that
evidence of some form of manual training has been a part of
civilized life from the time of the Greeks and Romans
through the Middle Ages. Aristotle's Politics is concerned
f
about the educational program for cooksi while later on the
monks showed themselves to be able illuminators as well as
skilled goldsmiths and s i l v e r s m i t h s . ^5
According to Anderson the Renaissance was the real
beginning of the proposed, if not actual, setting up of
formal industrial education. The emphasis on this type of
training as developed by the Utopias of Moore and Rabelais,
and Campanella's City of the Sun provides considerable
evidence of the attention then being devoted to training
in mechanical skills.56
55
Lewis F. Anderson, History of Manual and
Industrial School Education (New York: D. Appleton and
Company, 1926), P* 4*
5 Ibid., p. 5.
21
Later, there is an industrial emphasis in the educa
tional thought of such 17th century scholars as Comenius,
Becher, Descartes, and Leibnitz on the Continent; Hartlib,
Petty, and Gowley in England; and Hoar, Budd, and Bush in
America.^
It was not until the industrial revolution of the
eighteenth century that there was much evidence of formal
industrial education making its appearance.
Educational roots of industrial arts. According to
Vaughn and Mays, Comenius, Pestolozzi, and Broebel should
be singled out for their contributions to the industrial
arts movement.59 Anderson finds that Comenius was a strong
advocate of industrial education in his Great Didactic. In
three of the four schools, which constitute Comenius’
complete educational system, provisions are made for in
dustrial education.6°
To a lesser extent did Pestalozzi make industrial
education a part of his educational program. He advocated
and practiced the plan of having his pupils work at farming,
^ Ibid., p. 12.
eg
Monroe, op. cit., Vol. 3, p. 426.
59
7 Vaughn, op. cit., p. 21.
Anderson, op. cit., p. 13.
22
spinning, weaving, etc. These were, however, not related to
intellectual development.
Early industrial education schools. Industrial
educators recall Froebel as one whose thinking was most
instrumental in starting the modern movement in shop work.
The first attempt to put Froebel*s thinking into actual
practice in formal school training seems to be in 1853
when the Emperor of Russia had Uno Cygnaeus reorganize the
primary schools of Finland. This, Cygnaeus did along
Froebelian lines. His courses in manual training included
woodwork, metalwork, basketry, pottery, etc.^2 In rapid
succession the following schools came into being. Russia
set up an industrial training program under the directorship
of Della Vos at th.e Imperial Technical Institute of Moscow
in 1868;^ (2) Sweden organized the first of the Sloyd
schools at Naas in 1872, under the guidance of Otto Solomon;^4
f3) France instituted a law requiring shopwork to be taught
61 Ibid., p. 23.
62
Vaughn, op. cit., p. 25.
^ John F. Friese, Course Making in Industrial Education.
(Peoria, Illinois: The Manual Arts Press, 1946), p. 43*
64
Vaughn, op. cit., p. 25.
23
in the schools in 1882;^5 (4) Germany organized the Manual
Training Seminary of Leipzig in 188?;^ and (3) England
began shopwork in the London schools in the same year.^7
American industrial education. The first whole
hearted steps taken in industrial education in this country
are traceable to Galvin M. Woodward when, in 1 8 7 9 , he
organized the Manual Training School of Washington University '
68
in St. Louis, Missouri. Woodward was one of the first
educators to become aware of "individual differences" in
c h i l d r e n .^9 Perhaps this would have been inevitable in any
case as shop work is characterized by competition in skills.
It would have been especially noticeable to Woodward as he
had adopted the Russian system involving the production of a
number of formal exercises, comparison of which would of
necessity show up differences in skill and ability.
Industrial arts movement. Sotzin finds that the
development of industrial arts as it is known today went
6 5
Monroe, op. cit.» Vol. 4 , p. 1 2 4 *
66 Ibid., Vol. 4 , p; 1 2 4 .
7 Ibid.. Vol. 4 , p . 1 2 4 .
68
Ray Stombaugh, A Survey of the Movements Culminat
ing in Industrial Arts Education in Secondary Schools,
Teachers College Contributions to Education. No. 6 7 0 . (New York:
Teachers College, Columbia University, 1 9 3 6 ) , p. 3 1 *
69 Ibid.. p . 4 1
24
through, five stages, (1) Exercise period, (2) Sloyd period,
(3) Arts and Craft period, (4) the Industrial period and (5)
70
the Industrial Arts period.' It is interesting to note
that the Exercise period was largely based on the Russian
system, and that the Sloyd period involved wood working,
while the Arts and Craft movement was an effort to combine
beauty with manipulative skills. The Industrial period, in
this country, was mainly vocational in nature with emphasis
on skills.
Fredrich Bonser is credited with first suggesting the
term "industrial arts" in 1912. According to Ashley the
term industrial arts
. . . was accepted with little question by leaders in
outstanding teaching positions. The concepts he gave
the term were satisfying in that they were in line
with leading contemporary educational thought.
Bonser*s term has worn well since then and has withstood many
attempts to substitute other industrial education terms for
it. The following section should give the reader a clearer
idea as to what Bonser and most shop men mean when they speak
of industrial arts.
7 0
Sotzin, op. pit., p. 366.
7 1
Lawrence F. Ashley, "Industrial Arts Education:
A Study of Programs in Undergraduate Teacher Education,"
(unpublished Doctor’s dissertation, The Ohio State University,
Athens-, 1936), p. 25.
25
Industrial arts as general education. If there is
one element that characterizes the industrial arts it is to
be found in the universal agreement among shop men that
industrial arts has a general education aspect. Fuyak
points out the emphasis which the industrial arts gives to
thinking, and not merely to hand skills.^2 Mays objects to
the pre-vocational emphasis which some would give to in
dustrial arts education, and points out the danger that the
general education angle might be played down.^ Schwichard
notes the substantial agreement among educators that
industrial arts education has long been recognized as
essential and fundamental in the general education of pupils
in the lower grades. He adds, that this agreement is not
so universal when applied to the later school years.7^
The general education given in industrial arts classes
is indicated by Selvidge and Fryklund when they say that
.In this field we seek to give the youth the in
formation and experiences which will interest him in
industrial life and enable him to do effectively the
things that most boys and men are called upon to do
without respect to their vocation.75
72
Mays, editor, Industrial Arts Education Number,
op. cit., p. 5#3*
73 Ibid., p. 576.
74
Schwichard, op. cit., p. 6
75
Selvidge, op. cit., p. 35
26
This widening of outlook has unique values in that social
awareness and morale is built up from a creative, manipula-
rjS
tive standpoint. That industrial arts emphasizes the
most fundamental procedure in education is seen in the
concept of "learning through a combination of seeing, hear-
7 7
ing, thinking, and doing,” Furthermore, the subjects
embraced by the industrial arts are "pertinent to dynamic,
modern-day living” and consequently hold a high level of
interest for school pupils. Another author speaks of
the possibility of developing an appreciation of the
7 9
dignity and nobility of creative labor. 7 Further, Birnbaum
writes that
. . .industrial arts are related to science, mathematics,
art, economics, sociology, and so through a cross section
of our culture. These statements when linked to the
psychological truth that activity is the basis of learn
ing, leads to the conclusion that the industrial arts
Maris M. Proffitt, chairman, Industrial Arts: Its
Interpretation in American Schools (United States Department
of the Interior, Office of Education Bulletin, 1937)> Uo. 34,
p. 2.
77
I. F. Friese, "Philosophy of Industrial Arts for
American Education,” Industrial Arts and Yo.aational Education.
29:2, January, 1940.
^ Robert Borri, ”The Organization, Content, and
Teaching of General Industrial Arts in Selected American
Secondary Schools,” (unpublished Doctorfs dissertation,
Pennsylvania State-College, 1942), p. 30.'
7 9
Harry N. Rivlin, editor, Encyclopedia of Modern
Education (New York': Philosophical Library, 1 9 4 3 T , P* 3 9 6 .
27
should be the integrating factor in the school cur
riculum.
The stamp of approval for including industrial educa
tion in the realm of general education may be found in John
Dewey’s Experience and Education. There he points out that
the justification for shops is not merely that mechanical
skills are acquired, but that students are led to . .
attend to the relation of means and ends, and then to con
sideration of the way things interact with one another to
produce definite effects.”
The above authorities have been referred to and quoted
for the express purpose of conveying the deep conviction
held by most industrial arts educators that their interest
in the subject is built on a solid general education base.
Theirs is a subject area badly misunderstood and often de
rided because in it one is expected to work with the hands
and produce creatively. To the industrial arts teacher the
dirtying of the hands is incidental to the growth that young
people make in deeper understandings of the industrial culture
in which they find themselves living.
The age we live in holds bright promise for the
50
Eliot Birnbaum, "Follow-up Study of Trade-
Industrial Arts as an Educational Panacea,” Industrial Arts
and Vocational Education, 29:19* January, 1940.
51
John Dewey, Experience and Education (New York: The-
Macmillan Company, 1938), p. 106.
28
industrial arts branch of education if society will but
recognize the needs of young people in a mechanized state.
Such education can do untold good if the vision is clear
and the purpose is maintained. On the other hand if not
successful, the shops of secondary schools and industrial
arts departments of colleges can partly be blamed for the
failure to adjust to and combat the dangers of the second
industrial revolution of automatic control mechanisms
go
■envisioned by Norbert Wiener.
The general organization of the rest of the study
will be that of (1) a review of related literature, (2)
a detailed description of the organization and procedure
of the study, (3) an analysis of the data collected, and (4)
a comparative review of the problems as they concern the
four groups.
go
Uorbert Wiener, Cybernetics (New York: John
Wiley and Sons, 194#), p. 37•
CHAPTER II
RELATED LITERATURE AND STUDIES
This chapter is concerned with (1) pertinent defi
nitions, (2) objectives of the industrial arts programs,
(3) studies related to this one in the industrial arts, and
(4) related studies using similar techniques for the
gathering and analysis of data. Although a careful search
has been made of the literature available, no claim'is
made to have uncovered all studies and writings which might
have a bearing on the subject. The search has been deep and
thorough enough, however, to unearth the necessary evidence
to support this study.
I. DEFINITIONS OF TERMS USED
There appears to be considerable agreement among
industrial arts educators as to a working definition of
industrial arts. The following are a few of the definitions
unearthed:
In a broad sense industrial arts may be defined as
follows: Industrial arts is the study of materials
and of the desirable changes made by hand or by the
several manufacturing processes from the raw state
into products designed to meet the consumer’s needs
and comforts for daily l i v i n g .
^ Louis V. Newkirk, and William H. Johnson, The
Industrial Arts Program (New York: The Macmillan Company,
1943), p." 5.
30
The subject has been defined as a study of the
changes, made by man, in raw materials to increase
their value, both monetary and aesthetic, and of the
problems of life related to making these changes.
It should include a study of these processes of in
dustry, the conditions under which these processes
take place, the vocational possibilities of these
industries, what relation the industry has to man
in his daily life, and the like. It is a social
subject and should be a contribution to the general
education of every student who expects to live with,
and use, the products of industry.^4
Industrial Arts is that part of general education
concerned with satisfying man’s innate desires to
construct with concrete materials, and the develop
ment of an intelligent understanding of our modern
industrial civilization; and the problems which have
resulted from it; throughNcontacts and experiences
with a wide variety of industrial products, processes,
and tools of manufacture.85
Industrial Arts is a phase of general education de
signed to provide learners with those experiences,
understandings, and appreciations desirable for all
citizens of an industrial civilization regardless of
their vocations. It is the study of materials, tools,
processes, and products carried out through the planning
construction, and discussion of articles related to
industry.
Industrial Arts is a varying but representative group
of handcraft and industrial machine experiences offered
so as to develop the needed general industrial know
ledge of all boys (and in modified form for girls) in
the complex and changing occupational-eeonomie-social-
politieal order of America.87
^ Yan Deusen, op. cit., p. 2*>£.
^ Heber A. Sotzin, A Brief Resume of Industrial Arts
(San Jose: Industrial Arts Laboratory Press, San Jose State
College, 1949), p. 24.
Borri, op. pit., p. 2.
^ Friese, op. pit., p. 2.
31
Note should be made with regard to the above defini
tions that considerable emphasis is given to the general
education values of the industrial arts while the skill
emphasis of the vocational arts is decidedly secondary.^
Contributions of industrial arts. Heber Sotzin
emphasized the following specific contributions industrial
arts can make to general education:
(1) It is an essential part of every pupil’s general
or liberal education.
(2) It serves the needs of the innate primary impulses
of man.
(3) It provides necessary training and experience
with concrete things which are no longer furnished by
the home.
(4) It assists in equipping pupils to meet social,
economic, and industrial problems in our present in
dustrial civilization by giving them an insight into
and an appreciation of things industrial.
(5) It has an economic value in that it provides for
a more intelligent understanding of production and con
sumption of industrial products and in the development
of “handyman” skills.
(6) It provides opportunities for exploring and dis
covering one’s aptitudes, capacities, and abilities.
(7) It contributes occupational and educational
guidance values.
(8) It provides opportunities for developing avoca-
tional and recreational abilities.
John K , Norton, and Margaret A. Norton, Foundations
of Curriculum Building (Boston: Ginn and Company, 1 9 3 6 ) ,
p. 477.
32
(9) It correlates and aids in vitalizing and clarify
ing other school subjects and areas of instruction.
(10) It has a high socializing value.^
Ashley is in substantial agreement with the above. Special
emphasis though, is given to the social contributions.^
Hankammer.qualifies his statement by insisting that the
industrial arts program must be "vitalized" before it can
meet the "responsibilities of general education."9^
Aside from the general education emphasis, a great
many other elements of a good industrial arts program are
9 2
indicated. Smith mentions the "cultural appreciations"7
to be gained, Reagh notes the lifelike and natural setting
in the industrial arts program which is conducive to learn
ing, ^ Fryklund and Bedell discuss the fact that the learner
must get down to "fundamentals" such as "knowing," being
able "to do," eto.9^
go
7 Sotzin, ojd. cit., p. 10.
9° Ashley, ojd. cit., p. 158.
91
Otto A. Hankammer, "Vitalized Industrial Arts Cur
riculum," Industrial Arts and Vocational Education, 29:314,
October, 1940.
9 2
7 Smith, ojd. cit., p. 47.
^ A. L. Reagh, "Trends Influencing Industrial Educa
tion," Industrial Arts and Vocational Education, 29:190, May,
1940.
^ V. C. Fryklund, and E. L. Bedell, "Course of Study
Construction in Industrial Education," Industrial Arts and
Vocational Education, 29:262, September, 1939.
II. OBJECTIVES
33
Industrial arts literature devotes considerable space
to goals and objectives. A repetition of these objectives
here would serve no useful purpose in the light of what has
already been noted; therefore the only two outstanding
sources will be referred to. The Forty-Fifth Yearbook of
the National Society for the Study of Education, Part I
contains an excellent summary of six basic goals.^ Of
course, the outstanding list of industrial arts objectives,
and one which has stood the test of time fairly well is that
of the Committee on Standards of Attainment in Industrial-
96
Arts Teaching of the American Vocational Association.
III. RELATED STUDIES IN THE INDUSTRIAL ARTS AREA
A number of studies have been unearthed relating to
industrial arts problems. Brown’s doctoral dissertation
is largely a philosophical study concerned with the ’ ’visual
arts in secondary education.” Industrial arts is of
^ Maris M. Proffitt, E. E. Ericson, and Louis V.
Newkirk "The Measurement of Understanding in Industrial
Arts,” The Forty-Fifth Yearbook, The National Society for the
Study of Education Part I, Chicago: 1946, p. 303*
96 William E. Roberts, chairman, American Vocational
Association, Industrial-Arts Section, Standards of Attainment
in Industrial Arts Teaching» Washington, D. C.: American
Vocational Association, 1934,pp. 43-47.
34
secondary importance in this respect. Brown*s careful review
of the literature constitutes his research. His approach is
pragmatic and he presents a strong case for John Dewey's
philosophy of esthetics. He also presents a strong case for
the making of things as being related to other factors in a
functional relationship, and objects to an artificial
separation of construction from other activities such as
design and designing.
Ashley is in agreement with Brown’s emphasis on
making things in the industrial arts. Ashley would like to
see shop teachers push "exploration,” "educational guidance,”
and ’ ’vocational guidance.
Bawdem also stresses "the learning of something
through the making of something," as is pointed out by Fred
Strickler
On the elementary level Gunther attempted to find out
whether a greater number of facts can be learned more quickly
and retained longer when a manipulative situation in the
industrial arts is used than when studying facts fromta text.
One hundred and forty three matched pairs of pupils from
97
Brown, op.cit., p. 105.
98
Ashley, op. cit., p. 154.
99
Fred Strickler, "Industrial and Vocational Education-
Psychology and Methods in High School and College." Heview
of Educational Research, 4:495, December, 1934.
35
grades three to six were subjected to special tests. The data
were then statistically analyzed. One of the findings of
this outstanding study was that
Greater learning and retention of facts as measured
by the tests devised by the experimenter were secured
by the use of the manipulative participation technique
than by the use of the conventional method of studying
the facts from books. The gains were uniformly higher
and the losses were uniformly lower with the group using
the group (experimental manipulative factor) method.
This was true, irrespective of grade or u n i t .100
Bing investigated the relative success of industrial
arts students against several other areas such as agriculture,
academic, home economics, etc. His conclusions are largely
summed up in the following:
. ♦ when the abilities of the non-practical arts
and of the Practical Arts groups are taken into con
sideration, no significant difference is evident, and
what slight difference does exist is apparently due
to ability rather than to the type of entrance credits
presented at the University.101
Hostetler carried out a co¶tive questionnaire-
type of doctoral study concerning fifty current issues in
industrial education. He sent the questionnaire to labor,
industrial executives, and educational representatives, and
Theresa C. Gunther, Manipulative Participation in
the Study of Elementary Industrial Arts Contribution to
Education No. 490 (New York: Columbia University Teachers
College, 1931), P- 41.
101
Kenneth L. Bing, "Success of Students Presenting
Practical. Arts Credits for Entrance to the University of
Missouri" (unpublished Doctor’s dissertation, University
of Missouri, 1941), p. 210.
36
despite the comparatively low response from labor, he claims
validity for the results. Of considerable interest to
industrial arts educators is his contention that "a college
education is more important to the.teacher of industrial arts
102
than trade experience,. . This has long been a . posi
tion held by the non-vocational shop teachers, but this is
one of the first pieces of research evidence to substantiate
such a position.
Seefeld’s doctoral study, out of Stanford University,
canvassed a wide field in obtaining the opinion rating of
over 1200 experts in defining the good or successful in
dustrial arts teacher in terms of seventy characteristics.
One point he makes is that
The good industrial arts teacher possesses the same
competences as any other secondary subject matter
teacher . . .1^3
A limited, although significant, study has been
sponsored by the American Vocational Association under the
chairmanship of Struck. The study is concerned with in
dustrial teacher education on the graduate level and suffers
in that, as a questionnaire-type of research, only 62 blanks
102
H. H. London, and Ivan Hostetler, "Guiding
Principles in Planning Postwar Programs of Industrial
Education," American School Board Journal, 112:66, June,1946.
Kermit A. Seefeld, "The Competences of Industrial
Arts Teachers," (unpublished Doctor’s dissertation, Stanford
University, 1949), p. 234.
37
were sent out with 32 usable responses obtained. Its justi
fication may be that the questionnaires were sent to insti
tutions and consequently would constitute a severe limitation
on the number of replies. The authors of the study note the
significant lack of standardization in the practices of
training in this field by the institutions reporting.10^
A further conclusion is that more careful consideration
should be devoted to what "experiences should be provided
to fulfill the function" of professional industrial educa
tion graduate study.
Another study concerned with Industrial Arts teacher
education in this country came out the same year as the
above and has considerable bearing on this study. Fryklund
sent out a comprehensive questionnaire to 180 collegiate
institutions. Of these, 112 were returned and the data
punched on Hollerith cards. Fryklund is primarily concerned
with institutions, faculties, aims, offerings, directed
teaching, projected changes, and points of general interest,
and, as such, is a significant study which deserves con
sidered attention by those concerned with setting up teacher
104 T h e o d o r e Struck, chairman, A Study of
Industrial Teacher Education at the Graduate Level, Washington
D.C. American Research Bulletin No. 2, December, 1941 > p. 31•
105
Ibid., p. 32.
38
1 C \ £ \
training programs. Fryklund recommends that there be
made a
Canvas of experienced teachers in the light of
their experiences as teachers and students to
discover their beliefs and recommendations con
cerning industrial arts teacher education.1°7
This is, in part, one of the purposes of this study.
Borrie finds in his questionnaire-type doctoral
study that woodworking, which was predominant up until
193&, is being replaced by increased activity in the metals
field.10* * Pierson in his master thesis indicates that
junior high school boys show a definite interest in-repair
work.109
As yet no mention has been made of the various studies
in the shop field related to the "job analysis" technique
of Allen. Three of these techniques will be indicated at
this time, as the method is an important one in the shop
field where vocational skills are being developed. It
might be well for industrial arts teachers to look into
Yerne C. Fryklund, Industrial Arts Teacher
Education in the United States (Bloomington, Illinois:
Mcknight and Mcknight, 1941), P. 11.
107 Ibid.. P. 99.
10* * Borri, o j d . pit., p. 139.
109 Gienn A. Pierson, "A Study of the Outside
Mechanical Activities and Interests of Boys of the Seventh,
Eighth and Ninth Grades," (unpublished Master*s thesis,
Miami University, 1934)j~p. 4&.
39
this technique with the idea of applying it to their needs.
On the whole, the technique is expensive and tedious which
may account for the lack of enthusiasm in its use.
Phillip’s doctoral study attempts to make a job
analysis of census returns to determine trends. Mainly, it
is a review of the literature and is limited to a considera
tion of the negro race. He used a "juror” method for
arriving at conclusions.
One of the most carefully worked up job analyses
is that of Paine. His trade manual for machine shop work
which constitutes the second volume of his dissertation is
ill
outstanding.
An equally outstanding doctoral study in the job
analysis field is that of Jones. His approach was to
classify 4000 pattern making drawings. One hundred twenty-
five typical jobs were selected and then submitted to a jury
of experienced pattern makers. Their conclusions formed the
1 1 o
basis for a course of study in this subject field.
Phillips, o j d• cit.,
111
H. W. Paine, "Revision of a Curriculum m a
Vocational High School by Means of the Trade Analysis
Approach,” Parts I and II, (unpublished Doctor’s
dissertation, University of Michigan, 1943).
112
Walter B. Jones, Job Analysis and Curriculum
Construction in the Metal Trades Industry. Contributions to
Education No. 227, (New York: Teachers College, 1926), p.6.
40
A final study relating to vocational education by
Campion should be singled out for its excellent research
technique which is as follows:
Basic assumption— starting base. Defined his
position, terms, philosophy, aims, and general plan of
procedure.
2. Expert opinion* Fifty leaders in American Voca
tional education sent letters requesting statement of most
important items they consider when a new vocational course
is being developed.
3* Consolidation of Expert Opinion. Five experts
selected twenty-one statements from the above letters.
4. Questionnaire. Two hundred experts mailed pre
liminary test.
5* Statistical evaluation. Set of criteria arrived
at statistically and arranged in order of importance. Degree
of importance computed in order to weigh each criterion.
6* Compilation. Conference method. Five experts re
viewed say, item number five. Stenographic record made of
criticism. Criteria revised and augmented.
7. Testing. Revised criteria listed in six going
programs. Three considered successful, three not successful.
Application. Revised criteria accordingly.
Applied criteria in three different fields to demonstrate
use.
9* Summary of results,11^
41
IV. RELATED STUDIES WITS REGARD TO TECHNIQUE
A number of outstanding studies can be referred to
which will provide precedence for this study. The subject
of teacher problems is an important one and considerable
literature can be found to indicate that careful attention
has been given it, although there is little evidence to
suggest that the findings have done much to revise existing
practices.
Michaelis' study is based on a list of actual questions
raised by social studies teachers. The list was submitted to
200 public-school authorities throughout the country with
118 replying on the basis of importance to secondary-school
social studies teachers. Three findings of importance to
this study should be noted. First, Michaelis warns that the
questions raised by the teachers ”. . . vary in terms of
specificity, directness, and depth of meaning,” second,
”. . . the list is not all inclusive,” and third, the ”. . ♦,
problems vary from school to school and teacher to teacher
113
Howard A. Campion, "Experimental Determination
of a Criteria for the Establishment of New Vocational
Courses,” (unpublished Doctor's dissertation, University
of Southern California, Los Angeles, 1941)>PP. 5-7*
42
both as to kind and to degree of importance The author
of the study points out that
It may be found that some of the questions rated
as being of little importance by the authorities
consulted in this study are currently of considerable
importance to individual teachers in certain school
systems
A second outstanding study, and one which relates
even more closely to the writer1s efforts than the previous
one, is that of Davis, Vance, and Taylor. Here the in
vestigators were primarily concerned with teacher problems,
and gathered their data from a request for problems distri
buted to 1300 teachers with 1,130 returned for tabulation.
Of the latter 1075 usable replies were obtained. Grades one
through twelve were sampled with the data analysis depend
ing on an item count. The teachers listed ”... specific
teaching or learning problems occurring with greatest
frequency in his daily t e a c h i n g . ” 1 * ^ Conclusions to be noted
are as follows:
The problem of making children wish to learn, al
though it varies upon different school levels . . .
occupies a place of major importance among the
John TJ. Michaelis, "Current Instructional
Problems in Secondary School Social Studies,” Social Eduea-
tion, 1 0 : 3 1 0 , November, 1 9 4 6 .
115 Ibid.. p . 3 1 0 .
116
Robert A. Davis, A. M. Vance and Hazel Taylor,
”The Teaching Problems of 1 0 7 5 Public School Teachers,”
Journal of Experimental Education, 9 * 4 1 , September, 1 9 4 0 .
43
sixteen major problems listed.
Poor reading ability is a complaint of teachers
on all levels of education from the first grade
through the twelfth.
Many teachers believe that the schools are so over
crowded with curricular and extra-curricular activities
that it is impossible to do any job well.11®
(1) The newer education is having the effect of
cheapening the general quality of the learning process;
and (2) the organization and methods of the school
encourage too rapid coverage of subject matter, a
condition resulting in a high degree of super
ficiality both in reading and learning in g e n e r a l . 1 1 *?
G-erletti using a similar technique as in the above
study made a problem analysis of juvenile police officers.
In this ease 189 problems were chosen from five surveys
across the country which netted a total of 2,333 problems.
The 189 problems were selected according to likeness. These
were used as the basis for the development of a syllabus
for training purposes.120
Sherman W. Terry has used the problem analysis tech
nique to good advantage also. He has taken the further step
of verifying the importance of the problems compiled from a
total of approximately 2,000 items by developing a check
117 Ibid.. p. 58.
118 Ibid., p. 59.
119 Ibid., p. 60.
120 John p. Gerletti, "A Problem Analysis of the Work
of The Juvenile Police Officer for the Purpose of Developing
Materials for an In-Service Training Program,” (unpublished
Doctor’s dissertation, University of Southern California,
Los Angeles, 1949)-
44
121
list which was resubmitted. His plan of research is
similar to this one in that the verification step has been
included, a step not used in the previous two studies.
Another point of similarity was his adoption of a three
point scale of (1) extremely important, (2) average im
portance, and (3) minor importance for determining relative
standings of the problems.
The classic study in the field of teacher problems
is probably that of Charters and Waples in their Commonwealth
Teacher-Training Study. Patty is not in agreement with this
opinion as he believes that Charters1 thinking
. . . rests upon a mechanistic interpretation of
changes which is antagonistic to the organic inter
pretations that is being currently accepted in
almost all fields of scientific activitv, social
and psychological as well as physical.1*3
Patty makes out a strong case for his position, but Friese
thought enough of Charters* curriculum building methods to
adapt it to a course of study construction method for
121
Sherman W. Terry, "Determining the Content of
a College Course in Office Management," (unpublished
Doctor1s dissertation, University of Southern California,
Los Angeles, 1949), p. 66.
122 Ibid.. p. 82.
123 william L. Patty, A Study of Mechanism in Eduoa-
tion: An Examination of the Curriculum making Devices of
Franklin Bobbitt, W. W. Charters, and C!. C. Peters From the
Point oT View of Relativistic Pragmatism, Contribution to
Education, No."""739 (New York: Teachers College, 1936), p. 2.
45
industrial education.12^ 1 "
The Commonwealth Study is a survey of teacher activi
ties and problems from primary through senior high school
grades. Activities were compared on the basis of different
types of teachers. The evaluation of activities with respect
to importance, difficulties of learning, and desirability of
teaching them in the training school was carried out on a
Jury basis. The reader may gain some sense of the magnitude
of the study when it is revealed that a grand total of 236,655
teacher activities were collected of which 12,000 were used
in a tentative classification, and 1001 finally selected for
the basic group. The activities were ranked and then cor
related by groups with an tfrn of .931 plus, minus, .004.
Charters points out that
It is believed that activities taught in the train
ing school curriculum should be selected only on the
basis of evidence regarding their value in classrooms
comparable to those in which students will later teach.
There is no reasonable likelihood that any type-
activity important to classrooms in general has been
omitted from the master-list.125
There is little research evidence to indicate to what extent
the f , master-listM of teacher activities has been put to use
in drawing up teacher training courses of study.
124
Friese, ojo. cit., p. 18.
125 y/. W. Charters, and Douglas Ifaples, The Common
wealth Teacher-Training Study (Chicago: The University of
Chicago Press, 1929), p. 23.
46
In investigating the teaching areas considered in the
Commonwealth Study, it was found that whereas vocational
education is listed as a special subject area, no reference
was discovered concerning the inclusion of the industrial
arts as a separate area.
Ten years after the Commonwealth Study, Charters asks
the academic question, "Does anybody use the activity
analysis?" He then proceeds to answer his own question by
reporting on an inquiry sent to 126 leaders in commercial
education, covering 32 states, requesting evidence concern
ing the uses of his study on An Analysis of Secretarial
Duties and Traits. Fifty-six replies were received, and to
a marked degree the answer was yes such studies are of con
siderable value.*^7 Charters also makes the pointed state
ment that
Educators can now write a curriculum on the cuff
because human protoplasm adapts itself to anything.
Children cover up the mistakes of their teachers.
When scientists have constructed measures for educa
tionists as accurate as those of engineers, teaching
wastes will be cut and curriculum engineering will be
come a routine of curriculum construction. Just be
cause we do not possess refined measure is no valid
reason for unwillingness to use as exact procedures
as we can invent.^2®
Charters, o£. cit., p. 80.
W. W. Charters, "Does Anybody Use Activity
Analysis?" Educational Research Bulletin, 15:134> May, 1939.
128 Ibid., p. 144.
47
Three other researches deserve mentioning here as
being concerned with some elements of this study. Cook and
Koeninger made a study in the form of a series of tests
which were submitted to students in introductory sociology
courses at the Ohio State University to determine learning
outcomes. The authors remark that
Time and again, we have been struck by a teaeher’s
utter lack of concern for basic aims and purposes.
. . .This leads to the suggestion that we need at
times to reconsider the things we are trying to
accomplish; to reflect again on what our classes
should be and do in terms of the changes in student
behavior which we desire as outcomes.129
The study concludes with this telling remark:
. . ., with no radical change in methods, a signi
ficant improvement in learning outcomes is possible.1^0
Whereas the above study is concerned mainly with
problems of teaching, the following questionnaire-study at
Wellesley College investigates student reasons for taking
certain courses and the reaction to the courses. Three
hundred students on the four grade levels of the college
were contacted. 1,564 usable questionnaires resulted.
Although the authors emphasize the subjective nature of the
study, the findings and conclusions seem to be well founded.
L. A. Cook, and R. C. Koeninger, "Measuring
Learning Outcomes in Introductory Sociology,” Educational
Research Bulletin, IS:247> December, 1939*
Ibid., p. 254.
4 8
In the writers1 opinion, three major points emerge
with especial significance. First of these is the
importance of effective teachers— individuals who
not only know their subjects but who also interest
and stimulate the students to higher levels of aca
demic enthusiasm. Second is the evidence of the
soundness of a student’s own interests as motivating
forces. Third is the striking contrast between.es
timates of elective and required courses. The re
ported inferiority of the latter is great enough to
raise forcibly the question as to whether subtler
methods of curriculum control should not be sought. ^1
The final study to be reported is mainly concerned with
high school graduate opinions. In Covert’s study 355 former
graduates (Class of 1941) were selected from the various high
schools in a certain county and were sent a 173 item question
naire six years after graduation, in 1947. A 75 percent
response was obtained. Covert’s problem was to discover
the value of curriculum offerings. The findings of his
study are encouraging to advocates of the so-called
’ ’practical arts” since the author points out that
Home making, industrial arts, and agriculture came
out first . . ., for about three times as many rated
these subjects of highest value as rated them of
lowest value.132
131
^ Edith B. Mallory, Margaret Huggins, and Bernice
Steinberg, ’ ’The Relationship Between Reasons Students Give
for Taking Certain Courses and Student Estimates of These
Courses,” Journal of Educational Psychology, 32:21, January,
1941.
132 Y/arrne 0. Covert, ”Graduates Opinions,” Clearing
House, 23:521, May, 1949.
CHAPTER III
ORGANIZATION AND PROCEDURE OF STUDY
To a certain extent this study is based on the con
viction that facts concerning curriculum development and
revision should be a cooperative matter. The teacher, or
expert, constructing a course of study is at a decided dis
advantage when working without the help that a sampling of
students* opinion would give him.1^ There is also the
strong opinion held by many, that teachers learn best by
ftdoing.wl34 question may be raised though, as to how
many curriculums have been developed on the basis of first
hand knowledge of problems and practices? Is it not possible
that curriculum construction might best be worked out on a
basis of what those who are "doing” think about the subject?
One purpose of this study is an attempt to set up a
curriculum revision and construction technique on a "problem
analysis" basis which will be something more than an academic
consideration. The procedures outlined in this chapter have
been validated by previous research practices and can go far
■*■33 Nay H. Simpson, "Students Help Set Criteria To
Aid in Deciding What to Study," Journal of Educational Re
search, 36:192, November, 1942.
Hilda Taba, "Improving our Instruction: Four
Basic Issues." Educational Leadership, 6:433> April, 1949.
50
towards setting up an "engineered” curriculum for practically
any teacher training course.
The importance of this approach is seen in one writerfs
remarks when he says that
. . . the teacher training institution cannot hope to
discharge its function fully unless it maintains
active contacts with teachers where they are at
work.135
This study attempts to set up a means of contacting the
teachers in the field. When it is realized that schools are
”. . . social experiments dealing with the needs of young
people on a stupendous scale” it becomes evident that a
veritable gold mine of information for the curriculum maker
136
is waiting to be tapped. ^
I. ASSUMPTIONS
The assumptions this study is based upon are as
follows:
1. The "problem analysis” approach is scientifi
cally sound and capable of turning up valid data for cur
riculum development.
2. Teachers on the job have problems which may be
unearthed by a mail technique, and that a normal sample can.
135
Mays, op. cit. a p. 624.
Judd, op. cit., p. 92.
51
be obtained,
3. The teachers out in the field have had a normal
teacher-training program.
4* Teachers out in the field and professors in
colleges are teaching in a normal class room situation
when sampled.
5. The techniques used in this study will produce
a normal and random sample of opinions.
II. DEFINITIONS OF TERMS
Definitions of terms pertinent to the study are as
follows:
1. A "new" teacher is one with three years or less
teaching experience.
2. An "old" teacher is one with four years or more
teaching experience.
3. Industrial arts is that phase of industrial educa
tion which is primarily concerned with the general education
of students.
4. Vocational arts is that phase of industrial
education concerned with skill training.
3. Industrial education is the all inclusive term
of shop training experience.
III. LIMITATIONS
52
The following is a list of the limitations placed
upon the study in order to make it a feasible problem for
the investigator.
1. Only the industrial education area would be in
cluded. This is a well defined segment of the total educa
tion picture whether on the secondary or collegiate level,
2. Primary emphasis would be placed on the problems
of shop teachers on the job.
3. Secondary emphasis would be given to industrial
arts teacher training practices and to the secondary shop
students.
A. The data would be collected in such a form as to
lend itself to punch card tabulation and analysis.
5. The study would be completed within a school year
in order to make available to respondents a summary of
findings.
6. The study would be limited to California institu
tions and teachers.
In the light of the above assumptions, definitions and
limitations of the study, the remainder of the chapter will
be devoted to a description of the procedures used to collect
data relating to the problems of "new" and "old" teachers,
as well as the reactions indicated by industrial arts and
53
education professors in collegiate teacher training institu
tions.
IV. ‘ SCHOOL DISTRICT CONTACT
As the investigator did not have available any ready
made lists of shop teachers in the State of California and
did not care to impose a factor of selectivity which organi
zational lists might carry with them he felt that the most
logical way to obtain names of t , newt f industrial arts teachers
would be to contact city and county school district shop
supervisors and superintendents. Accordingly a form letter
together with a file copy and a stamped and self-addressed
envelope was mailed to 123 school officials in all county
and city secondary school districts. See Figure 1 for a
copy of the letter. Ninety letters were mailed back to the
investigator with a total of 235 names of "new” teachers
which presumably met the three year limitation.
In order to carry out the comparative features of the
study, contact was made with the Los Angeles City Schools.
Permission was obtained to use the names of all secondary
industrial arts teachers in the system. This list necessarily
included a great many "old" teachers, which were placed in a
separate category from the "new" teachers to determine if
their problems differed to any degree. The inclusion of
these teachers from Los Angeles made available the largest
Re: N a m e s of N ew S eco n d a ry
In d u stria l A r ts T e a c h e r s
I am con d u ctin g a stu d y co n cern ed w ith the p r o b le m s of new te a c h e r s of s e c o n
d a ry in d u str ia l a r t s . A s I have b een unable to find a c e n tr a l so u r c e fo r the
n a m e s of th e se te a c h e r s , it has b een n e c e s s a r y fo r m e to a p p eal to the cou n ty
and c ity sc h o o l s y s te m s throughout the sta te for su ch n a m e s .
P e r h a p s you have so m e o n e who can q u ick ly d e te r m in e if th e r e a re any se c o n d a r y
in d u str ia l a r ts te a c h e r s w ith th ree or le s s y e a r s of tea ch in g e x p e r ie n c e in your
d is t r ic t . If s o , m a y I have th e ir n a m es and sc h o o l a d d r e s s e s ?
F o r your co n v en ien ce I am e n c lo sin g a sta m p ed and s e lf - a d d r e s s e d e n v e lo p e . The
data s h e e t m a y be to rn off and sim p ly m a ile d back to m e . A cop y is e n c lo s e d for
your r e c o r d s .
Should you c a r e fo r a su m m a r y of the fin d in g s of th is r e s e a r c h , I w ill be m o s t
happy to sen d you a cop y at the c o n c lu sio n of the stu d y . P le a s e in d ica te your d e
s ir e by ch eck in g in the sp a c e in d ica ted on the data s h e e t.
M ay I tak e th is opp ortu n ity to thank you fo r your k in d n e s s .
M ost s in c e r e ly y o u r s ,
W illia m D . M acQ u arrie
S ch o o l of E d u cation
(S u m m a ry R e'q 'd ) D A T A S H E E T (C ode N o . )
NEW INDUSTRIAL ART TEACH ERS
(T h ree y e a r s or l e s s tea ch in g e x p e r ie n c e )
N a m e S ch o o l A d d r e ss
55
concentration of shop teachers to be found in the state.
The master list of ”old” and "new” teachers totaled
662 with 214 finally being indicated as "new”. It was this
group of 662 industrial education secondary school teachers
which formed the basis for subsequent phases of the research.
Accordingly, their names and school addresses were listed on
three-by-five inch cards and filed in alphabetical order
for future use.
V. PROBLEM STATEMENT CONTACT
Since time was a pressing factor, a form letter was
sent out to all ”new” teachers and to a random sampling of
”old” teachers requesting the noting down of problems con
fronted in their professional work. See Figure 2 for samples
of letter and forms sent out. A total of 303 requests were,
mailed out with a response of 134 lists of problems. Forty-
nine self-designated ”new” teachers were included in this
group. Fourteen answers more were received after the closing
date, but a careful check indicated that these problem lists
did not contain anything significantly new from those already
received. Eight hundred and thirty-six separate problems
were obtained for purposes of drawing up the master list,
making an average of a little over six problems from each
respondent.
The industrial arts field is in particular need of an objective and im partial
study concerning teacher p rob lem s» It is with such a purpose in mind that
I am undertaking a study of this nature.
If you w ill pause for a moment and consider how "teacher problem s data”
might be collected , I think you w ill agree with me that the only feasible way
is by contacting teachers like yourself. For this reason I am writing you to
solicit a very few minutes of your tim e.
As I am interested in your first reaction s, lengthy consideration of your
"problems" is unnecessary, and perhaps you can even have the data in the
m ail on leaving school today. Enclosed please find data sheets with d irec
tions and a stam ped, self-ad d ressed envelope for your convenience.
P lease be assured that the information you supply w ill be used for research
purposes only and w ill not be identifiable as to source when finally written
up; so I beg you to "pull no punches" with resp ect to frankness in stating
your "problems" .
As soon as the problem s can be organized, I'll write you with regard to
supplying me with som e additional data which w ill be indicated by the
findings of this phase of the study. I want to assure you again that I'll not
make seriou s demands on your valuable tim e .
Your help in providing the data I need w ill autom atically put your name on
my m ailing list for the final summary of the completed study. I believe you
w ill find it of interest and value.
May I take this opportunity to thank you for your kindness and to assure you
that your help w ill be greatly appreciated.
Most sin cerely y o u r s,
W illiam Do MacQuarrie
School of Education
DATA SHEET Code N o , ( )
PROBLEMS OF INDUSTRIAL ARTS TEACHERS
D ir ec tio n s; On this and the attached sh eet are to be found 12 rectangular "report spaces",,
(a) Within a "report space" w rite only one problem or difficulty confronting you in your p r o
fessio n a l activities as a shop teacher or m em ber of a School fa c u lty . (b) Use as many
"report spaces" as needed . (c) Additional problem s (m ore than 12) m ay be indicated to suit
on the back of this sh eet, (d) State problem clea r ly , (e) Make it b rief, (f) Put down your
fir st rea ctio n s, (g) P o st in the m ail as soon as p o ssib le .
How long have you taught school? (C hetk one) Exam ple of use of "report space"
(Do Not U se Space)
in r e e years or le s s ^ j
Four y ea rs or m ore ( ) P roblem : ^ /
E xam ples of "problems":
(1) Student discipline .
(2) Supply ordering
(3) R elations with other te a c h e rs.
(4) How to organize a new unit in
woodshop
(5) How to inventory the shop.
Do not sign these sh e e t6 ?
T
Problem : Problem :
- |
Prnhlpm- P rob lem ?
!
i
P ro b lem : _____ I P r o b le m :
5. 6
FIGURE 2
LETTER AND FORMS SENT TO SHOP TEACHERS FOR
LISTING OF PROBLEM STATEMENTS
57
This and subsequent requests from teachers in the
field departed somewhat from the ordinary in that the writer
offered to send a summary of findings of the study on com
pliance with his requests. Although the problem collection
phase of the study does not indicate a very high response,
the following phase of the survey showed a much higher one.
This may have been due to the use of a series of follow-up
requests; but on the other hand, it may have resulted from
actual and sincere interest on the part of the respondents
and from the fact that a summary of the findings were to be
mailed them, a summary which might prove of considerable
value in determining what problems should receive special
consideration in their work.
Problem cataloguing. It had been decided that re
quests of respondents would not subject them to lengthy and
involved forms to fill in. There was then the problem of
drawing up a check list of problems along with a data sheet
which could be filled out in a comparatively short period
of time. This proved to be a very involved task, one which
in the end turned out to be a compromise— a compromise which
went in the direction of shortening the "opinionnaire" and
obtaining a higher response rather than lengthening it and
obtaining a more minute breakdown of problems checked with
a consequently lower response. As the data were to be
58
subjected to punch-eard tabulation it was desirable to
obtain a large number of responses.
As the respondents turned in their problems the sheets
were cut up into "report slips." This method had the advan
tage of keeping the problems intact, whereas if the respond
ents had been given separate slips the difficulty of keeping
track of them would have outweighed the advantages of not
having to take the time and trouble to cut them apart. This
technique proved satisfactory.
The "old” teacher problems were kept in a separate
file from the "new" teacher problems. Upon the accumulation
of these two piles of problems which the respondents turned
in by the due date, the slips were subjected to filing.
After filing the first hundred in each of the two piles the
writer found that a logical breakdown was taking place.
This breakdown resulted in five areas, namely, (1) Shop
Administration, (2) Teaching Technique, (3) School Personnel
Relationships, (4) School Administration, and (3) Shop
Building and Equipment problems. These areas were purely
arbitrary and no validity is claimed for the grouping. The
breakdown merely provided a convenient means of organization.
The problems of "new" and "old" teachers were so
similar that on drawing up the two lists it was found that
they might be combined into a master list for each of the
five listed areas, to make a total of 122 problems. The
59
following chapter will analyze the justification for the step
in more detail. Subsequent refinement reduced the number
to 93 separate problems which was felt adequately covered
the field with a minimum of duplication.
VI. OPINIONNAIRE POEM
Importance degrees. The major purpose of the study was
to determine the degree of importance that "new" teachers in
the field attached to the problems in their professional work.
A three-point breakdown of "No Importance," "Average Impor
tance," and "Great Importance," was selected as the most
feasible approach. Problems statement lengths were reduced
to a minimum in order to make possible the inclusion of the
93 on one sheet of paper using both sides.
In order to test the feasibility of such paring down,
the opinionnaire form was presented to ten different in
dividuals for criticism. Revisions were made in accordance
with the reactions obtained, and the final form was drawn
up as presented in Figure 3.
Data sheet. Since a number of points were needed to
aid in the analysis of the problems a data sheet was added
to the "opinionnaire." This data sheet included requests
for information which would pertain to the research. The
original collection of items to be included in the data sheet
UNIVERSITY O F SOUTHERN CALIFORNIA
UNIVERSITY PARK
LOS ANGELES 7
January 2, 1950
I would appreciate it if you could spare twenty minutes of your time
in filling out the enclosed opinionnaire. Your expert opinion is of
considerable value in this survey which is being conducted under my
sponsorship by ¥. D. MacQuarrie*
In my opinion this study will be professionally useful as it is
attempting to give valid direction to teacher training practices in
the industrial education area. The listed statements are the result
of a very careful examination of over eight hundred problems raised
by one hundred and fifty shop teachers selected on recommendation of
outstanding educational authorities. It is now necessary to determine
the degree of importance the entire field attached to these problems.
Your return of this opinionnaire will automatically place your name
on a mailing list for the summary of findings. Also, I would like to
give my personal assurance that your reactions will be held in complete
confidence. Under no circumstances will any data be treaceable to
their source.
Thank you for your kind help.
Most sincerely yours,
(Signed) Raymond Perry
Associate Professor of Education
PR O B L E M S OF SHOP T E A
by
W. D. M acQ u arrie
G en e ra l R em a rk s; Your c o n sid e r e d judgm ent is s o lic ite d in fillin g out th is op in ion n aire and data s h e e t. T h e se data
a r e n eed ed for an it e m a n a ly s is study w hich w ill be c a r r ie d out on H o llerith c a r d s . T he n u m b ers in the v e r tic a l
co lu m n s of the o p in ion n aire and the n u m b ers op p osite ch ec k s p a c e s on the data sh e e t are p r e -c o d in g n u m b ers and
should be d is r e g a r d e d by r e sp o n d e n ts. P le a s e do not sig n .
OPINIONNAIRE
D ire ctio n s: (A) E a ch sta te m e n t should be m en ta lly p refa ced w ith "The p r o b le m o f " . (B) A cco rd in g to a th ree
ste p s c a le of (1) no im p o r ta n c e , (2) a v e r a g e im p o r ta n c e , and (3) g r e a t im p o r ta n c e , how w ould you ra te ea ch p r o b le m
(C) P le a s e c ir c le the n u m b er in the co lu m n w hich b e s t in d ic a te s the d e g r e e of im p o rta n ce you attach to the p ro b le m
in your p r o fe s s io n a l a c tiv ity . (D) Do not skip any s t a t e m e n t s .
S am p le P r o b le m s : Im p o rta n ce
("The p ro b le m of":)
0
Z A v e r a g e
G reat
T he c ir c le d n u m b er s indicate:
Sorting sto ck (1)
©
2 3 (Not im portant)
R e la tio n s w ith other
staff m e m b e r s 4 5
©
( P r e s s in g p rob lem )
T he c la s s bully 7
©
9 (Som e im p o rta n ce )
B uilding c la s s m o r a le (2)
©
2 3 (No p rob lem )
P R O B L E M S R ELA TING TO
SHOP ADM INISTRATION
C la s s r e c o r d s --------- (1)
C o lle c tio n of m o n ey - - -
Shop o f f i c e r s --------------------
In ven toryin g shop - - - - (2)
L o ck er c h e c k --------------------
Shop o rg a n iz a tio n for
la r g e and s m a ll c l a s s e s -
T o ol c a r e ----------------------------- (3)
T o o l i s s u e ------------- . ---------
PR O B L E M S R EL A TIN G TO
TEACHING TECHNIQUE
Student a b s e n t e e i s m (4)
C lea n -u p p r o c e d u r e s ---------
Students who en ter the
c la s s late in the te r m — -
D o m in a tio n by advanced
stu d en ts in m ix e d c l a s s e s - (5)
C are of e q u i p m e n t —
Students fr o m b ilin g u a l
h o m e s ----------------------
Im p ortan ce
age
c i
0 ) 0 )
0 > ! h
Z < O
1 2 3
4 5 6
7 8 9
1 2 3
4 5 6
7 8 9
1 2 3
4 5 6
1 2 3
4 5 6
7 8 9
1 2 3
4 5 6
7 8 9
L ea rn in g h a b i t s -------------------- (6)
M istaught s t u d e n t s --------------
R e s p e c t for a u t h o r i t y ---------
C la s s d e m o n s t r a t i o n s (7)
D is h o n e s t y ------------------------ —
D i s c i p l i n e ------------------------------
E m o tio n a l in s t a b ilit y ------------ (®)
N o n in te r e ste d stu d en ts -
C la ss m o r a le - - - - - -
"H orse - p l a y " ------------------ (9)
D ignity of shop w o rk - -
Inattention - - - - - - - -
E valuating w ork - - - - - (10)
H om e train in g - - - - - -
" F undam entals" - - - - -
Individual n e ed s and
d iffe r e n c e s - - - - - - - (11)
N o is e - - - - - - - - - -
Individual r e s p o n s ib ilit y -
Im p ortan ce
o
00
J - l n J
0 ) 4 )
0 > M
Z < 0
1 2 3
4 5 6
7 8 9
1 2 3
4 5 6
7 8 9
1 2 3
4 5 6
7 8 9
1 2 3
4 5 6
7 8 9
1 2 3
4 5 6
7 8 9
1 2 3
4 5 6
7 8 9
PRO BLEM S RELATING TO
TEACHING TECHNIQUE
\o o n u n u e o |
f Impo rtance
o
3 A v era g e
G reat
P rid e in w orkm anship - - (12) 1 2 3
C onstruction of job
and in stru ction sh ee ts - - 4 5 6
R etention of subject
m atter - - - - - - - - - 7 8 9
N ew units of w ork - - - - (13) 1 2 3
L arge c la s s e s - - - - - 4 5 6
Stealing - - - - - - - - 7 8 9
Low IQ students - - - - - (14; 1 2 3
Safety habits and
p ro c ed u re s - - - - - - - 4 5 6
M ixed c la s s e s - - - - - 7 8 9
E con om y - - - - - - - - - (15 1 2 3
O riginating and d esig n
of new shop p ro jects - - - ' 4 5 6
The rep eat student - - - -
7 8 9
The n on-w orking studenl -(1 fc 1 2 3
R elated lea rn in g s and
in form ation - - - - - - 4 5 6;
M ech an ical sk ills - - - 7 8
9:
R e sp e c t for p roperty - - -(17 1 2
3;
PRO BLEM S RELATING TO
SCHOOL ADMINISTRATION
Budget allo tm en ts - - - - (18 1 2 3
Budgeting p ro ced u res - -
4 5 6
E n fo rcem en t of atten
dance law s - - - - - - - 7 8 9
F a cu lty and co m m ittee
m e e tin g s - - - - - - - - - (19 1 2 3
E lec tiv e sy s te m - - - - 4 5 6
C ounseling - - - - - - - 7 8 9
^Im portance
0
2 A vera ge
G reat
R igid and u n rev ised
cu rric u lu m - - - - - - - - -(2 0 ) 1 2 3
Making the shops the
"dumping grounds" - - - - - 4 5 6
A d m in istra tive backing
in d iscip lin e c a s e s - - - - - 7 8 9
C la ss teaching loads - - - -(2 1 ) 1 2 3
Too short p erio d s - - - - - 4 5 6
In stru ction al m a te r ia ls - - 7 8 9
R equisitioning p ro ced u res - (22) 1 2 3
Supply and equipm ent
sh o rta g es - - - - - - - - - - 4 5 6
P r o v isio n for em er g en c y
o r d e rs - - - - - - - - - - - 7 8 9
S u p ervision - - ---------- - - -(2 3 ) 1 2 3
PRO BLEM S RELATING TO
OTHER SCHOOL PERSONNEL
C la ss interru p tion s - — — - (24) 1 2 3
A ca d em ic attitude of
su p erio rity - - - - - - - - - 4 5 6
B orrow in g of su p p lie s,
to ols and equipm ent - - - - - 7 8 9
R elating shop p ro g ra m s
with r e s t of s c h o o l- - - - - (25) 1 2 3
The inherited shop from a
p rev io u s tea ch er - - - - - - 4 5 6
A ca d em icia n s counseling
the low value of shop
c re d its - - - - - - - - - - - - 7 8 9
Low grade students a ssig n ed
to shops fro m a ca d em ic
c l a s s e s - - - - - - - - - - - (26) 1 2 3
C aste status of students
taking sh o p - - - - - - - - - - 4 5 6
P r o fe ss io n a l jealou sy
am ong shop te a c h e r s - - - - 7 8
9,
Im portance
o
2 A v era ge
Great |
Students visitin g fro m
other c la s s e s without
authority - - - - - - - - -
W ork req u ested by other
sch o o l p erso n n el - - - -
(27) 1
4
2
5
3
6
PRO BLEM S RELATING TO
SHOP M AINTENANCE
Im p rop erly painted shops (2 8) 1 2 3
B uilding m ain ten an ce - - 4 5 6
D isp lay c a s e s - - - - - - 7 8 9
D ust re m o v a l sy s te m - -
(2$)
1 2 3
Equipm ent and tool
m ain ten an ce - - - - - - - 4 5 6
F lo o r b a se - - - - - - - - 7 8 9
Illum ination - - - - - - - (30) 1 2 3
Building im p ro v em e n ts - 4 5 6
J anitorial s e r v i c e s - - - - 7 8 9
Shop layout - - - - - - - - (31) 1 2 3
L ock er s p a c e - - - - - - - 4 5 6
Sound proofing - - - - - - 7 8 9
O bsolete equipm ent - - - (32) 1 2 3
O bsolete bu ild in g- - - - - 4 5 6
R oom space - - - - - - - 7 8 9
Seating fa c ilitie s for
d esk w ork - - - - - - - - (33) 1 2 3
H azardous equipm ent - - 4 5 6
W ash-up fa c ilitie s - - - - 7 8 9
I
DATA SHEET
D ir ec tio n s: C heck the box or b o x es w hich m o s t n e a rly provide the in fo rm a tio n fr o m your standpoint. P le a s e do
not skip any s e c t io n s .
What is the so c ia l
your stu d en ts' p a re n ts?
35-
P r o fe s s io n a l _____ 1
S e m i- p r o f
e s s io n a l _____ 2
White c o lla r s _____ 3
S killed L abor _____ 4
U n sk illed
L abor 5
0
What is the a v era g e
IO of your students ?
1 5 0-125
1 24-110
109-101
1 00-95
9 4 -8 5
8 4 -
3 6 -
1
2
3
4
5
6
0
What r a c ia l b ackgrounds
a r e r e p r e se n te d in your
c l a s s e s ? (P le a s e w rite
in p e r c e n ta g e s .)
A frica n
E u rop ean
M ex ic a n
O rien tal
O ther
T otal Too%
3 7 -3 8
3 9 -4 0
4 1 -4 2
4 3 -4 4
4 5 -4 6
In what a c tiv ity do
your stu d en ts spend
a m a jo r p o rtio n of
th eir tim e during
w o rk p e r io d s ?
Individual
p r o je c ts
Group
p r o je c ts
E x e r c is e s
P r o b le m s
Other
4 7 -
What d o es the a v e ra g e
p ro je ct in your c la s s e s
What grade le v e ls
do you now tea ch ?
What is the a v era g e
length of tim e a b e g in
ning student spends
w orking on a p r o jec t?
49-
1-2 w e ek s
3 -4 w e ek s
5 -6 w eek s
7 -8 w ee k s
9 -p lu s
In what broad shop su b ject
a r e a s do you now tea ch ?
Auto
G rafts
D rafting
E le c tr ic ity
E le c tr o n ic s
F o r g e
F oundry
H om e R epair
P rin tin g
M achine
S heet M etal
W eld
Wood
1-50
2
3
4
5
6
7
8
9 0
X
1-51
2
3 0
W rite down title s of any
other broad shop su b ject
a r e a s .
What c la s s if ie d type
of shop do you tea ch ?
5 2 -
Unit _____ 1
G en er a l _____ 2
0
In what Industrial
E ducation a r ea are
you now teach in g?
54-
V ocational
A rts ____ 1
Ind ustrial
A r ts 2
0
What d e g r e e s do
you now hold?
None
BA
BS
MA
MS
EdD
PhD
Other
55-
1
2
3
4
5
6
7
What c r e d e n tia ls
do you now hold?
E m e r g e n c y
G en . E le m .
G en . - J r .
High
S p ec. S e c .
G en . S e c.
J r . C ol.
Sm ith
H ughes
Other
56-
1
2
3
4
5
6
How m an y y e a r s have
you taught?
of your students'
fa m ilie s ? 3 4 -
c o st a student? 4 8 -
7th Grade
5 3 -
1 1
58-
1
Upper
$ .01 - .25 1 8th Grade 2 2 2
1 .26 - .50 2 9th Grade 3 3 3
M iddle 2 .51 - .75 3 10th G rade 4 4 4
L ow er 3
.76 - 1.00 4 1 1th G rade 5 5 5
0 1 .01 - 1 ,5 0 5 12th Grade 6 6 -1 0 6
1 .51 - 2 . 0 0 6 13th Grade 7 11-15 7
2 .0 1 - 3 .0 0 7 14th Grade 8 1 6-20 8
3 .0 1 - plus 8 0 2 1 -2 5 9
What is the a v e ra g e
o ccu p ation al le v e l of
0 2 6 -p lu s X
0
Have you had any w ork
e x p e r ie n c e in the a r e a s
in w hich you now teach ?
5 7 -
Y e s 1 No 2
What w a s your m a jo r
su b ject w h ile taking
your un d ergrad u ate
w ork ? 5 9 -
In d u stria l _______ 1
Other
0
W here did you take your
p r o fe s s io n a l tra in in g ?
C hico State C ol. ____ 1 -60
F r e s n o State ~ ~ 2
H um bolt State 3
O regon State ~ ~ ~ 4
P om o n a 5
San D ieg o State 6
San F r a n c is c o
State ____ 7
San J o se State 8
Santa B a rb a r a 9
Stanford X
U n iv . of C a lif. 1-61
U C L A 2
USC 3
W rite down n a m e s of
other in s tit u tio n s . 62
6 3 -6 5
1 .
60
Dear Fellow Shop Instructor:
On January 17 an opinionnaire relating to "The Problems
of Shop Teachers” was sent to you. As of this date I have
not received your answer.
To say that shop teachers have problems is an understate
ment, but if evidence as to their extent is not available .lit
tle is likely to be done about them. For this reason I’m ask
ing you to return the completed opinionnaire as soon as pos
sible for inclusion in my study.
Will you help to make the returns on this study uniquely
high? It will be to the shop teachers' credit as a group, it
will be a service to yourself as well as to future shop teach
ers, and 1*11 be most grateful personally for the extra effort,
I know, I am causing you.
Most sincerely yours,
(Signed) W. D. MacQuarrie
Dear Fellow Shop Teacher:
Would you be so kind as to fill out the opinion
naire relating to "The Problems of Shop Teachers"
sent you on January 17•
This is the last request that can be made as the
closing date for data collection is March 1. If
you will just take a few minutes of your time, I
am sure you will find that the completion of the
opinionnaire is easily and quickly done.
Your opinions are of great value to me and I*m
sure that future generations of shop teachers will
profit greatly by the effort you make.
Most sincerely yours,
FIGURE 3
LETTER AND OPINIOmiAIRE FORM AND FOLLOW-UP CARDS
SENT TO SHOP TEACHERS
was obtained by requesting a graduate curriculum class to
indicate on "report slips" those items which might be
pertinent. Two hundred and eleven slips were obtained and
subsequently catalogued according to likeness. The five
professors on the researcher*s committee were then asked
to criticize the list of items drawn up, and revision was
made accordingly.
It was felt that a letter from the candidate*s advisor
would be helpful in that it would put the request on an im
personal basis, and would also add a measure of prestige to
it. Accordingly, a letter signed by Dr. Raymond Perry was
graciously given the writer with permission to use it in
his study.
VII. OPINIONNAIRE CONTACT
The opinionnaire together with a stamped and self-
addressed envelope was mailed out to 662 industrial educa
tion teachers in the State of California. The response
totaled 44#, following the prodding of two follow-up mimeo
graphed postal cards.
One of the purposes of the study was to discover what
was the thinking of industrial arts and education professors
in teacher training institutions concerning the problems of
industrial arts teachers. For this purpose the opinionnaire
form to be sent the college professors was duplicated on
62
"cherry red" paper. The same colored paper was used for
the data sheet which was drawn up and revised on the same
basis as the shop teacher data sheet. The color of the
paper was chosen for the express purpose of making the form
stand out on any desk no matter how cluttered it might be.
See Figure 4.* in spite of doubt on the part of some indivi
duals, the forms were distributed.
Collegiate institution trip. In order to distribute
the "college” form of the opinionnaire a personal trip was
made around the state to the following institutions:
University of California at Los Angeles, Berkeley and
University of California, Santa Barbara College, Stanford
University, University of Southern California, Occidental
College, Claremont Graduate School, San lose State College,
Chico State College, Fresno State College, San Diego State
College, Los Angeles State College, and Los Angeles-Orange
County State College.
Approximately 2,500 miles of travel was required
but the time and effort were amply repaid by the response
of 102 usable returns out of a total of 149 handed out. There
is great likelihood that the response would have been con
siderably less on a mail basis. In many cases the contact
with the Department Head or even the Dean made up the
difference. No claim can be made regarding the sample as
February, 1950
You have been given this opinionnaire and data sheet on
"The Problems of Shop Teachers" because your thinking will
be most useful in the area of training secondary Industrial
Arts teachers. It is my sincere hope that the request to
fill out these sheets is not too much of an imposition.
As a first reaction is desired, not more than a half hour
of your time will be required.
A number of shop teachers have mentioned your institution
as providing their professional training. I therefore am
most anxious to obtain certain data which only you and a
few of your colleagues can provide.
So far this research project has turned up some interesting
data and I’m certain that more will result from your expert
help. Dr. Raymond Perry, my doctoral advisor, Mr. Claude E.
Nihart, Head Supervisor of Vocational and Practical Arts for
the Los Angeles City Schools, and Mr. Lee Ralston, Director
of Trade and Industrial Education for Los Angeles County
Schools are familiar with the study and have given me permis
sion to use their names as references approving it. The
findings should be of considerable value to both secondary
schools and collegiate institutions.
This information is confidential, so please do not sign the
form. Although this is a comparative study, I wish to assure
you that unfavorable or embarrassing references concerning
your institution will be avoided.
The attached stamped and self-addressed envelop is included
for your convenience. The collection of these data will be
concluded on March 1, so I trust that it will be possible for
you to mail the form to me before that date.
A summary of the findings of this research will be sent you
later.
May I take this opportunity to thank you for the time and
trouble I know you have been put to by the request.
Most sincerely yours,
William D. MacQuarrie
Teaching Assistant
School of Education
University of Southern California
February, 1950
You have been given this opinionnaire and data sheet on
"The Problems of Shop Teachers" because your thinking will
be particularly pertinent to the study I am carrying on.
As a first reaction is desired, not more than twenty minutes
of your time will be required. I trust that this request
to fill out the sheets will not be an imposition.
A number of shop teachers have mentioned your institution
as providing part of their professional training in spite
of an apparent removal from industrial education matters.
I am therefore in need of the data which only you and a
few of your colleagues can provide.
So far this research project has turned up some interesting
data and I'm certain that more will result from your expert
help. Dr. Raymond Perry, my doctoral advisor, Mr. Claude E.
Nihart, Head Supervisor of Vocational and Practical Arts for
the Los Angeles City Schools, and Mr. Lee Ralston, Director
of Trade and Industrial Education for Los Angeles County
Schools are familiar with the study and have given me permis
sion to use their names as references approving it. The
findings should be of considerable value to both secondary
schools and collegiate institutions.
This information is confidential, so please do not sign the
form. Although this is a comparative study, I wish to assure
you that unfavorable or embarrassing references concerning
your institution will be avoided.
The attached stamped and self-addressed envelop is included
for your convenience. The collection of these data will be
concluded on March 1, so I trust that it will be possible for
you to mail the form to me before that date.
A summary of the findings of this research will be sent you
later.
May I take this opportunity to thank you for the time and
trouble I know you have been put to by the request.
Most sincerely yours,
William D. MacQuarrie
Teaching Assistant
School of Education
University of Southern California
P R O B L E M S OF SHOP TEA C H ERS
by
W. D. M acQ u arrie
G^ngjra^J^emarks: Your c o n sid e r e d judgm ent is so lic ite d in fillin g out th is op in ion n aire and data s h e e t. T h e s e data
a r e n eed ed for an h e m a n a ly s is study w hich w ill be c a r r ie d out on H o llerith c a r d s . T he n u m b ers in the v e r t ic a l
co lu m n s of the op in ion n aire and the n u m b ers op p osite ch e ck s p a c e s on the data sh e e t a r e p r e -c o d in g n u m b e r s and
should be d is r e g a r d e d by r e sp o n d e n ts. P le a s e do not s i g n .
OPINIONNAIRE
D ir e c tio n s: (A) R ead each sta te m e n t p r efa ce d w ith the th ought, "The p r o b le m o f" (B) A s an in s tr u c to r of p o
te n tia l shop t e a c h e r s , how m u ch im p o rta n c e do you a c c o r d ea c h p ro b lem in your c o u r se w ork ? (1) No im p o r ta n c e ,
(2) S om e im p o r ta n c e , (3) G rea t im p o r ta n c e . S e le c t the co lu m n w hich m o s t n e a r ly fits your judgm ent and c ir c le the
n u m b er . (Note: The n u m b ers a re for p r e -c o d in g p u r p o se s only and should be d is r e g a r d e d by the r e sp o n d e n t.) (D) Do
the sa m e for e a ch s u c c e s s iv e p r o b le m sta te m e n t. (E) P le a s e do not skip any it e m s .
S am p le P ro b le m s : Im p ortan ce
("The p r o b le m of":)
0
£ -Average
G reat
The c ir c le d n u m b e rs in d icate:
Sorting stock (l)
©
2 3 (Not im portant)
R e la tio n s w ith other
staff m e m b e r s 4 5
©
(H ighly im portant)
The c la s s bully 7
b
9 (Som e im p o rta n ce)
B uilding c la s s m o r a le (2)
©
2 3 (Not im portant)
Im p o rtan c e
Im p o rta n c e
P R O B L E M S R EL A TIN G TO
SH OP ADMINISTRATION
o
2 A v erag e
G re a t
o
2 A verage
< U
U
C
C la ss r e c o r d s — -----------
(1)
1 2 3 L e a rn in g h a b i t s --------------------
(6)
1 2 3
C ollection of m on ey - - - 4 5 6
M istaug ht stud ents ------------ 4 5 b
Shop o f f i c e r s -------------------- 7 8 9
R e s p e c t for a u t h o r i t y --------- 7 8 9
Inventorying shop - - - -
(2)
1 2 3
C la ss d e m o n s t r a t i o n s ---------
(?)
1 2 3
L o c k e r ch eck -------------------- 4 5 6
Di shone s t y ---------------------- -------- 4 5 6
Shop o rg a n iz atio n for
la rg e and s m a ll c l a s s e s -
Tool c a r e ----------------------------
Tool i s s u e -------------------------
(3)
7
1
4
8
2
5
9
3
6
D i s c i p l i n e ------------------------------
E m o tio n a l i n s ta b i li ty ------------
N o n in te re ste d stud ents -
(8)
7
1
4
7
8
2
5
8
9
3
6
9
P R O B L E M S R E L A T IN G TO
T EA CHING TEC H NIQU E
" H o r s e - p la y " - - - - - -
Dignity of shop w o rk - -
(9)
1
4
2
5
3
6
Student a b s e n t e e i s m ---------
(4)
1 2 3
Inattention - - - - - - - - 7 8 9
C le an -u p p r o c e d u r e s --------- 4 5 6
E v aluating w o rk - - - - - (10) 1 2 3
Students who e n te r the
c la s s late in the t e r m ------
D o m inatio n by advanced
stud ents in m ix e d c l a s s e s -
C a re of e q u i p m e n t --------- -
Students f r o m bilingual
h o m e s ----------------------------------
(5)
7
1
4
7
8
2
5
8
9
3
6
9
H om e train in g - - - - - -
" F u n d a m e n ta ls " - - - - -
Individual nee d s and
d iffe re n c e s - - - - - - -
N oise - - - - - - - - - -
Individual r e s p o n s ib ility -
(11)
4
7
1
4
7
5
8
2
5
8
6
9
3
6
9
PR O BL E M S RELATING TO
TEACHING TECHNIQUE
^ o n u n u e a j
f Im portance
0
3 Averagej
G re a t
P rid e in w ork m an sh ip - ~ (12) 1 2 3
C onstruction of job
and instruction sheets - - 4 5 6
Retention of subject
m a t te r - - - - - - - - - 7 8 9
New units of w ork - - - - (13) I 2 3
L a rg e c la s s e s - - - - - 4 5 6
Stealing - - - - - - - - 7 8 9
Low IQ students - - - - - (14; 1 2 3
Safety habits and
p ro c e d u r e s - - - - - - - 4 5 6
Mixed c la s s e s - - - - - 7 8 9
E conom y - - - - - - - - - (15 1 2 3
Originating and design
of new shop p ro je c ts - - - 4 5 6
The re p e a t student - - - -
7 8 9
The non-w orking student - ( i t 1 2
3
R elated learning s and
in form atio n - - - - - - 4 5 6,
M echanical skills - - - 7 8 9
R e sp ect for p ro p e rty - - -(17 1 2 3
PR O B L EM S RELATING TO
SCHOOL ADMINISTRATION
Budget allo tm en ts - - - - (18 1 2 3
Budgeting p ro c e d u r e s - 14 5 6
E n fo rc e m e n t of a tten
dance laws —------- - - - 7 8 9
F a c u lty and co m m ittee
m e e tin g s - - - - - - - -
- (19
1 2 3
E lective s y s te m - - - - 4 5 6
Counseling - - - - - - - 7
8 9
| Im portance
4 t -
0
3 A v era g e
G reat
R igid and u n rev ised
c u rricu lu m - - - - - - - - -(2 0 ) 1 2 3
Making the shops the
"dumping grounds" - - - - - 4 5 6
A d m in istra tiv e backing
in d iscip lin e c a s e s - - - - - 7 8 9
C la ss teaching loads - - - -(2 1 ) 1 2 3
Too sh ort p erio d s - - - - - 4 5 6
In stru ction al m a te r ia ls - - 7 8 9
R equisitioning p roc ed u re s - (22) 1 2 3
Supply and equipm ent
sh o r ta g e s - - - - - - - - - - 4 5 6
P r o v isio n for em e rg en c y
o r d e r s - - - - - - - - - - - 7 8 9
S u p ervision - - ---------- - - -(2 3 ) 1 2 3
PRO BLEM S RELATING TO
OTHER SCHOOL PERSONNEL
C la ss interru p tion s - - - - (24) 1 2 3
A ca d em ic attitude of
su p erio rity - - - - - - - - - 4 5 6
B orrow ing of su p p lie s,
to ols and equipm ent - - - - - 7 8 9
R elating shop p ro g ra m s
with r e st of s c h o o l- - - - - (25) 1
2
3
The inherited shop fro m a
p reviou s teach er - - - - - - 4
5 6
A ca d em icia n s counseling
the low value of shop
cred its - - - - - - - - - - - - 7 3 9
L ow grade students a ssig n e d
to shops fro m a cad em ic
c l a s s e s - - - - - - - - - - - (26) 1
2
3
C aste status of students
taking sh op - - - - - - - - - - 4 5 6
P r o fe ss io n a l jea lo u sy
am ong shop te a c h e r s - - - -
, 7
8 9
iortance
o
3 A vera ge
Great |
Students v isitin g fro m
other c la s s e s without
authority - - - - - - - - -
W ork req u ested by other
sch o o l p e rso n n e l - - - -
(27) 1
4
2
5
3
6
PRO BLEM S RELATING TO
SHOP M AINTENANCE
Im p ro p e rly painted shops (28) 1 2 3
Building m aintenance - - 4 5 6
Display ca se s - - - - - - 7 8 9
Dust re m o v a l sy s te m - -
(29)
1 2 3
E quipm ent and tool
m aintenance - - - - - - - 4 5 6
F lo o r base - - - - - - - - 7 8 9
Illumination - - - - - - - (30) 1 2 3
Building im p ro v e m e n ts - 4 5 6
J a n ito ria l s e r v i c e s - - - - 7 8 9
Shop layout - - - - - - - - (31) 1 2 3
L ock er sp a c e - - - - - - - 4 5 6
Sound proofing - - - - - - 7 8 9
Obsolete equipm ent - - - (32) 1 2 3
Obsolete building- - - - - 4 5 6
R oom space - - - - - - - 7 8 9
Seating facilities for
d esk w ork - - - - - - - -
(33) 1 2 3
H azardo us equipm ent - - 4 5 6
W ash-up facilities - - - - 7 8 9

64
adequately covering the field, but a tabulation which will be
discussed in detail in the next chapter indicates that good
coverage was obtained in the six subject areas making up the
breakdown.
Two letters accompanying the college form were drafted
by the writer, one suitable for an institution actually
training industrial arts teachers in all its ramifications,
and another for institutions where no formal shop program
was in operation. See Figure 4.
In all cases, on receiving from an administrator at
the institution the names of the professors who would meet
the qualifications of the study, a letter was addressed to
the professor containing the opinionnaire and data sheet,
with a stamped and self-addressed envelope. These were
then placed in the professor1s mail box or, whenever
practical, left on his desk. Within two weeks after the
trip a letter of appreciation was mailed to each individual
contacted.
Two items should be mentioned in connection with the
distribution of the college form. First, anonimity was
emphasized by requesting that no signature be appended to
the form. Names were collected on a special form for each
institution. Second, the professor was assured he would
receive a summary of findings regardless of whether he filled
out the opinionnaire or not. These two points may have
6$
helped to account for a response of 102 completed forms
out of a total of 149 distributed.
The question may be raised as to why the investigation
included such strictly academic institutions as Claremont
Graduate School. The explanation is that when the shop-
teacher form started coming back, the first hundred were
checked to determine where professional training had been
taken. A great number of institutions were indicated, in
cluding not only practically every teacher training institu
tion in California, but also a large number liberally spread
over the country. The collegiate institutions which had
been indicated as training in some way ten or more of these
respondents were included in the distribution of college
forms. For comparative purposes it was desired to learn
what the emphasis between the two-types of institutions
might be in training of the industrial arts teacher. This
phase of the study is gone into more detail in Chapter IV.
VIII. TABULATION
The data were punched on IBM Hollerith cards. See
Figure This part of the procedure was expedited by
means of pre-coding all items. By pre-coding, a minimum
of editing was necessary. As it was, various respondents
included items which had not or could not be anticipated.
For instance, it was impossible to foretell what middle-
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67
western and eastern teacher training institutions would have
to be included. Consequently, a much wider variety turned up
than ever had been anticipated. In such cases the slight
amount of editing caught such items for purposes of data
analysis.
The punched cards were then subjected to tabulating
procedures which are discussed in complete detail in the
next chapter.
CHAPTER IV
DATA ANALYSIS
W. W. Charters and others may have bemoaned the fact
that their thinking has not been more universally accepted
in the matter of curriculum development. Were curriculum
work a simple and comparatively cut-and-dried proposition it
might be possible to see more definite and objective controls
applied to it, with consequent progress. Schwichard has
pointed out that "nothing in the whole education program
ever springs directly into being out of the clear sky, with
out a substantial background of development to justify, or
we may even say demand, its being brought forth."1*^ Perhaps
a "functional" approach to curriculum construction will take
place when the backlog of studies, thinking, and writing has
been built up to a more adequate level. If colleges and
universities are taking their time in ". . .scrutinizing
the product and critically formulating the aims and
values. . as Vaughan puts it, perhaps there is good
reason.
Certainly a number of serious charges can be lodged
against questionnaire type of studies. Berberich lists
137
Schwichard, op. cit., p. 17.
Vaughan, op. cit., p. 14.
69
several such, as (1) the use of several hundred items in a
single questionnaire, (2) the use of questions that are
leading, (3) questions that require elaborate explanation,
(4) questions which are not easily understood, t5) questions
which produce biased answers, or (6) which require subjective
j udgment.^39
I. ”NE¥” SHOP TEACHER NAME CGHECTION
The original list of shop teacher names for this
study was obtained through a mail contact with a number of
public officials throughout the state. This group is pre
sumed to be ”. . .well-informed people, superior to the
judgments and conclusions of Tom, Dick, and Harry,” as
regards their professional activities.1^0 A return of 90
answers out of 123 requests produced a percentage return of
73 per cent. This response is in approximate line with
median percentage of replies for f,city superintendents or
member of central office,” of 75.4 per cent.1^1 It might be
39 John B. G-erberich, ”Study of the Consistency of
Informant Responses to Questions in a Questionnaire,” Journal
of Educational Psychology, 38:299, May, 1947.
140 prancis Smith, "Objectivity as a Criterion for
Estimating the Validity of Questionnaires.” Journal of
Educational Psychology, 26:490, October, 1935.
Ralph D. Norman, "Review of Some Problems Related
to the Mail Questionnaire Technique,” Educational and
Psychological Measurement, 8:236, Summer, 194&.
70
recalled that no follow-up device was used* See Table I for
districts contacted and responses. A total of 235 names were
turned in, and it can be said with considerable assurance
that this list includes a big percentage of "new" teachers
taking up teaching positions in California during the last
three years.
Sampling. The sample name collections in the above
request and in subsequent requests are based on commonly
accepted thinking regarding sampling procedures. In the
first place, a sample is a M, . . limited number of observa
tions or cases from a population or universe."1* 1 ' 2 Claim is
made that the sample is fairly representative1^ 0f
entire population since every effort was made to discover the
names of all "new” industrial arts teachers by contacting
every secondary school district in the state. Further, claim
is made that the sample is adequate1^ for the purposes of
this study as a 73 per cent response was obtained from the
administrators, which compares favorably with other sampling
type of studies which are not subjecting the data to
Helen M. Walker, "Sample," Walter S. Monroe,
Editor, Enclyclopedia of Educational Research, (Mew York:
The Macmillan Company, 1941), p. 99^.
Frederick E. Croxton and Dudley J. Cowden, Applied
General Statistics (New York: Prentice-Hall, 1939)> p. o.
Walker, loc. cit,.,
71
TABLE I
CITY AND COUNTY SCHOOL DISTRICTS CONTACTED FOR SOURCES OF
NAMES OF "NEW" INDUSTRIAL ARTS TEACHERS
City school
district
County school
district
*Alameda ^Alameda
Albany Alpine
*Alhambra Amador
Antioch-Live Oak Butte
^Bakersfield Calaveras
Berkeley Parkhurst ^Colusa
Beverly Hills Contra Costa
^Burbank *Del Norte
*Chico *E1 Dorado
Chino Fresno
^Compton *Glenn
Coronado ^Humboldt
*Eureka *Imperial
^Fresno Inyo
^Glendale Kern
Grass Valley Kings
^Huntington Beach Lake
^Inglewood Lassen
Long Beach *Los Angeles
Los Angeles Madera
^Marysville Marin
^Modesto ^Mariposa
Montebello ^Mendocino
^Monterey ^Merced
*Napa *Modoc
^Oakland *Mono
*Oroville
Monterey
Pacific Grove Napa
Palo Alto ^Nevada
*Pasadena Orange
* Petaluma *Placer
Piedmont * Plumas
^Pittsburg Riverside
^Indicates that a response was received.
(To be continued)
72
TABLE I (CONTINUED)
CITY AND COUNTY SCHOOL DISTRICTS CONTACTED FOR SOURCES OF
NAMES OF "NEW" INDUSTRIAL ARTS TEACHERS
City school
district
County school
district
Pomona Sacramento
*Porterville San Benito
❖Redondo Beach ❖San Bernardino
❖Redwood City ❖San Diego
❖Richmond ❖San Joaquin
Riverside ❖San Luis Obispo
Roseville San Mateo
Sacramento ❖Santa Barbara
❖Salinas ❖Santa Clara
❖San Bernardino Santa Cruz
San Buenaventura Shasta
❖San Diego ❖Sierra
San Francisco ❖Siskiyou
San Jose ❖Solano
❖San Leandro *Sonoma
San Luis Obispo Stanislaus
❖San Mateo Sutter
❖San Rafael ❖Tehama
Santa Ana ❖Trinity
❖Santa Barbara *Tulare
Santa Clara Tuolumne
❖Santa Cruz Ventura
*Santa Monica Yolo
Santa Rosa
South San Francisco
❖Stockton
Taft
Torrance
Tulare
❖Vallejo
❖Visalia
❖Watsonville
❖Woodland
❖Yuba
x — .. — '
Indicates that a response was received.
73
rigorous statistical procedures. The data collected'in this
study are not sufficiently precise to warrant elaborate
statistics. Ho claim is made, however, that the names
collected constitute a random s a m p l i n g . ^45 it is manifest
that not all samples had an equal chance of being picked,
since a selective “element took place when the request went
out for names, and when some, administrators failed to
respond.
In his discussion concerning measuring devices such
as examinations used in colleges, Vaughan notes that
. . ., the essential problem is to discover what
it is to be tested. Once this is identified and
accurately described, measurement techniques can
usually,be devised to provide a quantitative scale
for i t . W
Vaughan1s remarks hold no less true for this study. Here
it is concerned with the problems of industrial arts
teachers, a concern which requires identifying and accurately
describing the problems, and then devising methods for
measuring the degree of their importance. Accordingly, the
next step undertaken was that of determining what the
problems of industrial arts teachers are.
II. PROBLEMS OF INDUSTRIAL EDUCATION TEACHERS
The technique used for this phase of data collection
^45 Walker, loc. cit.,
^46 YaUgnan, ojq. cit., p. 39.
74
is based on the methods described in Functional Education^**7
and How to Write a Course Syllabus by C. C. Crawford.1^ The
procedure has been described in the previous chapter, hence
it is sufficient to indicate that, out of 303 requests for
statements of their professional problems, 85 "old" teachers
and 49 "new" teachers reported. The percentage of returns was
thus only 44 per cent which not as high as might be desired,
but for purposes of this study is "adequate." See Table II
for sample coverage. As 836 problems were collected for
analysis, and subsequent problems coming in did not turn up
significantly new items, it was felt that sufficient effort
had been devoted to this collection phase of the study. For
that reason no follow-up devices were used.
Statement form. Often letters were appended to the
forms returned, but a careful analysis of these remarks is
not the purpose of this study, hence they will be avoided.
A few typical reponses are indicated herein to give the reader
an idea what form the responses took in the problem state
ments.
Teaching six classes a day and three preparations.
This requires a lot of home work.
T I 7
' C. C. Crawford, Functional Education (Los Angeles:
C. C. Crawford, 1949)*
C. C. Crawford, How to Write a Course Syllabus
(Los Angeles: C. C. Crawford, 194$).
75
TABLE II
SCHOOL DISTRICTS CONTACTED FOR SOURCES OF PROBLEM
"REPORT : SLIPS”
School district Number of contacts Number of answers
Alameda 1
Alturas 1 1
Bell
4 1
Burbank
4 1
Colusa 1
Canoga Park
3 1
Crescent City 2
Eureka 2 1
Fernsdale 1 1
Gardena
5 2
Hollywood 6 2
Huntington Park 10
3
lone 1
LaJolla 2 1
Lomita 4
Los Angeles
137 53
Miranda 1 1
Modesto 4 2
Montebello 2 1
North Hollywood 6
3
Petaluma 2
Pomona 1
Portola 1 1
Redondo Beach 2
Richmond 3
Riverside 11
4
Sacramento
5 3
Salinas 11 8
San Bernardino
7 3
San Diego 12 8
San Pedro 2
San Rafael 1
San Jose 2 1
Santa Ana 1
Santa Barbara
3
2
So, San Francisco 2 1
South Gate 5
2
Stockton 3
2
Sun Valley 1 1
Tujunga 2
Ventura 1 1
Williams 1
Wilmington 5 4
Woodland 2 2
Totals 28} 117
76
In shop work— where material has to be paid for by
student— how are we going to teach students who have
no money for projects?
Teachers are made to do too much paper work that
should be done by clerical help— attendance, student
activity, finance, aptitude records, tardiness.
Finding time in my own busy schedule to build up
the shop as I would like to— Yike!!!
Other teachers continually wanting me to build
furniture and cabinets for them and then not expect
ing to pay for the materials.
How to teach properly a class split and put into
two adjacent rooms, one group mechanical drawing and
one group bench woodwork.
How to teach new material to beginning students in
a class consisting of new and advanced pupils without
wasting the time of advanced students.
Discipline— many students are still being sent to
the shops because they cannot be handled in other type
of classes.
There is yet to be found a curriculum which meets
the need of the industrial arts student.
Chronic violations of classroom privacy. In a
twenty minute period while a process in industrial
arts was being demonstrated, there were 17 inter
ruptions. (by actual count).
More cooperation from supervisors and less criticism,
A ”pat on the back” goes a long way once in awhile.
Why isn’t there some sort of selection for students,
entering industrial arts?
Student discipline. I had to learn on the job, I
don’t feel it is stressed enough in teacher training
institutions.
Training program for industrial arts teachers in
adequate— There are enough time-consuming courses, but
not enough time given to the common problems of in
dustrial arts teachers.
This investigator was impressed with the tenor of most of the
problem statements turned in. The feeling was conveyed, in
most eases, that the problems were much more severe than
generally considered by rank and file educators. That this
was not necessarily the case in the opinionnaire phase of
the study is pointed evidence that a collection and analysis
of problems is not always sufficient, A further step, in
the case of this study, became necessary in order to find
out what an adequate sampling of the group might indicate.
There is some doubt as to the wisdom of attempting to con
struct a curriculum from statements of problems, since the
subjective reaction on the part of the investigator, to
particularly strong responses might cause more emphasis to
be placed on certain items than actually is warranted.
Opinionnaire form. While the questionnaire or
opinionnaire technique has been sharply criticized, it
nevertheless has excellent qualities which when used properly,
make it -of great value in the analysis of educational
problems. G-erberich believes that
There is no reason to assume that questionnaire
data are any less accurate than other forms of com
munication such as the interview or personal docu
ment .149
1L9
Gerberich, ojd. cit., p. 305.
78
He even goes on to say that
There is, . . widely current common-sense
impression which this and other researches call
into doubt; namely, that factual questionnaire in
formation is more reliable than attitudinal or
introspective data. The data show that the reverse
is true insofar as we may judge accuracy by
consistency.1^
In line with the above thinking, the opinionnaire has been
used as a device to discover relevant facts concerning the
problems of shop teachers. Accordingly, the following
points were instrumental in helping decide the content,
form, and procedures used in* his opinionnaire.
1. The designation of "opinionnaire" because ex
pressions of thinking were desired on controversial points.
2. Follow-up devices would be used as a means of
increasing the returns.^-52
3. The opinionnaire should be short.153
4. Statistical treatment by machine methods should
be provided f o r . ^ 5 4
150 Ibid., p. 305.
151 William Albig, Public Opinion (New York: McGraw-
Hill Book Company, 1939)? p. 1
Norman, ojd. cit., p. 236.
153 Ibid., p. 237.
154 Ibid., p. 237.
79
155
5. The use of signatures should be avoided.
6. Special attention would be devoted to gathering
evidence of degree of importance of the p r o b l e m s . 1 ^
Figures 3 and 4 illustrate the final opinionnaire
in two forms.
III. PROBLEM LIST
In an effort to cut down the length of the opinionnaire
as much as possible, the reduction process of the problems
went through a number of steps. These steps were as follows:
A. "Old" and "New" teacher sort and reduction
processes.
1. As "report slips" came in the "old" and "new"
teacher problems were placed into separate
groups.
2. All slips in each group were placed in bunches
on basis of similarity.
3. Key words or statements were noted in alphabet
ical order and slips tabulated to form "old"
and "new" teacher problem master lists.
R. P. Fischer, "Signed Versus Unsigned Personal .
Questionnaires," Journal of Applied Psychology, 30:225, June,
1946.
C. J. Marsh, "Student Evaluation of Course
Objectives in Psychology?, Pedagogical Seminary, 60:3&3>
June, 1942.
B. Composite sort and reduction.
1. As the two lists in A3 above showed such
similarity-as to obviate any significant
difference, the two were combined into one
master list of 132 .problems. See Master
Problem List, below.
2. All problems were then examined for
similarities which a restatement might reduce
still further. See Basic Problem List below.
3. Each statement on the Basic Problem List"was-y
was examined for possible reduction in length
when used in connection with the phrase "The
problem of" This list formed the statements
finally included in the opinionnaire. See
Figures 3 and 4.
The reader should be advised again that the fivp headings
under which the problems have been organized are arbitrary
and no validity is claimed for the arrangement. As was
stated in Chapter III this break-down was used merely as a
device to aid in organizing and handling the data.
MASTER PROBLEM LIST
1. Keeping class records...
2. Cleanup procedures.
3. Collection of money from students for materials and
supplies.
81
4. Delegation and enforcement of responsibilities to
students such as shop foreman and supply clerk.
5. Inventorying shop.
6. Locker check.
7. Instructor’s maintenance of shop equipment and
facilities.
8. Shop organization for handling students in large
and small classes.
9. Tool care.
10. Tool issue.
11. Teaching techniques which will adapt themselves to
student absenteeism.
12. Meeting the needs of students who enter the class
late in the term.
13# Teaching appreciation of good design.
14. Application of audio-visual aids to shop instruc
tion.
15* Teaching proper care of equipment and tools.
16. Instilling good clean-up procedures and habits.
17. Corrective teaching of skills and understandings
for students who are mistaught in previous shop classes.
18. Developing successful courses of study for mixed
classes.
19. Curriculum construction for the shops.
20. Demonstration of shop techniques to students.
82
21. Techniques of student discipline.
22. How to handle the uninterested student.
23. Bringing about a good class spirit.
24. Teaching the dignity of shop work.
23. Evaluating-student work.
26. Teaching the "fundamentals .t r
27. Adequately meeting the individual needs and
differences of students.
28. Bringing about individual responsibility in
students.
29. Construction of job and instruction sheets.
30. Introducing new units of work.
31. How to handle large classes.
32. Teaching better work procedures.
33. Teaching low IQ students.
34. Teaching mixed classes.
35. Origination and design of new shop projects.
36. Teaching the repeat student.
37. Teaching the non-working student.
38. Getting the students to use the shop reference
library.
39. Teaching related learnings and information.*
40. Developing good safety procedures and habits
among the students.
41. Teaching the mechanical skills related to the
subject.
83
42. Teaching background knowledges and understandings
of the subject.
43. Teaching student respect for private property.
44. Preparation, administration, and evaluation of
test materials.
45. Teaching good work spirit and habits among students.
46. Class interference by other school personnel.
47* Academic teachers* attitude of superiority.
46. Borrowing of supplies, tools, and equipment by
others.
49. Discrimination against shops in programing.
50. Difficulties in relating shop programs with rest
of school.
51. The inherited shop from a previous teacher.
52. Academicians counseling the low value of shop
credits.
53. More than one teacher in the shop during the
school day.
54. Poor shop public relations.
55. Failure of others to appreciate and understand
the shops.
56. Low grade students being assigned to shops from
academic classes.
57. Student attitude of low caste status when pro
gramed to the shop.
58. Professional jealousy among shop teachers.
59. Students visiting from other classes without
authority.
60. Work requests by other school personnel.
61. Low budget allotments to shop.
62. Poor budgeting procedures.
63. Poor enforcement of attendance laws.
64. Inadequate provisions for audio-visual aids.
65. Large number of faulty committee meetings.
66. Competition for students because of elective
system.
67. Poor counseling.
68. Rigid and unrevised curriculum.
69. Making the shops a "dumping ground” for un
desirable students.
70. Poor administrative backing in discipline cases
71. Discrimination against shop teachers in class
loads.
72. Extra-curricular loads for shop teachers.
73. Too short class periods for shop activities.
74. Failure of administration to provide encourage
ment and appreciation.
75. Tacit administrative approval of high student
bills.
76. Lack of adequate instructional materials.
85
77- Programing of large shop classes.
78. Disportionate number of low IQs programed to
shops•
79- Mixed grade level classes.
80. Supply and equipment requisitioning procedures.
81. Supply and equipment shortages.
82. Failure to provide for emergency orders.
83. Failure to provide for shop safety.
84. Poor supervision.
85. Lack of administrative understanding of shop
problems.
86. Poor building maintenance.
87. Improperly painted shops.
88. Lack of display cases.
89. Improper dust removal system.
90. Too much "horse-play."
91. G-et-by-only attitude.
92. Habitual inattention.
93.-Lack of adequate home training.
94. I-don't care attitude.
95- Low interest level.
96. Low intelligence.
97- Excessively noisy.
98. Little pride in workmanship.
99. Failure to accept individual responsibility.
86
100. Poor retention of subject matter.
101. Stealing.
102. Small appreciation of safety rules.
103. Failure to work at skills mastery.
104. Wastefulness.
105. Poor thinking processes.
106. Poor work habits.
107. Poor equipment and tool maintenance by school
maintenance department.
108. Improper floor base for particular shops.
109. Poor illumination.
110. Building improvements lag.
111. Poor janitorial services.
112. Improperly laid out shop.
113. Locker space lack.
114. Students from bi-lingual homes.
115. Carelessness on part of students.
116. Students showing improper respect for equip
ment and private property.
117. Student absenteeism.
118. Poor learning spirit.
119. Disrespect for authority.
120. Dishonesty.
121. Unhappy students.
122. Emotional instability.
BASIC PROBLEM LIST
87
Problems Relating to Shop Administration.
1. Keeping class records.
2. Cleanup procedures.
3. Collection of money from students.
4. Delegation and enforcement of shop officers*
responsibilities.
5. Inventorying shop.
6. Locker check.
7. Instructor’s maintenance of shop equipment and
facilities.
8. Shop organization for handling students in large
and small classes.
9. Tool care.
10*„ Tool Issue.
Problems Relating to Teaching Technique.
11. Teaching techniques which will adapt themselves
to student absenteeism.
12. Clean up procedures.
13. Handling the aggressive and fight inclined
student.
14. Meeting the needs of students who enter the class
late in the term.
15. Preventing domination by advanced students in
mixed classes.
88
16. Teaching proper care of equipment.
17. Teaching students from bi-lingual homes.
18. Developing good learning habits.
19. Reteaching mistaught students.
20. Teaching respect for authority.
21. Class demonstration of shop techniques and
procedures.
22. Handling dishonesty.
23. Student and class discipline.
24. Emotional instability.
25. Non-interested students.
26. Developing good class morale.
27. Reducing ”horse-play.”
28. Teaching the dignity of shop work.
29. Habitual inattention.
30. Evaluating student work.
31. Inadequate home training.
32. Teaching the ^fundamentals.”
33* Individual needs and differences.
34. Excessive noise.
35. Developing individual responsibility.
36. Teaching pride in workmanship.
37. Construction of job and instruction sheets.
38. Teaching retention of subject matter.
39. Introducing new units of work.
89
40. Teaching the large class*
41. Stealing.
42. Teaching the low IQ student.
43. Developing good safety habits and procedures.
44. Teaching mixed classes.
43* Developing thrift in materials use.
46. Originating and design of new shop projects.
47. Teaching the repeat student.
48. Developing the capacity to think.
49. Teaching the non-working student.
$0. Teaching related learnings and information.
51. Teaching the mechanical skills related to the
subject.
52. Getting student respect for private property.
Problems Relating to Other School Personnel.
53. Class interruptions by staff members.
54. Academic teachers attitude of superiority.
55. Borrowing of supplies, tools, and equipment.
56. Difficulties in relating shop programs with
rest of school.
57. The inherited shop from a previous teacher.
58. Academicians counseling the low value of shop
credits.
59. Dow grade students being assigned to shops from
academic classes.
90
60. Caste status of students taking shop.
61. Professional jealousy among shop teachers.
62. Students visiting from other classes without
authority.
63- Work requests by other school personnel.
Problems Relating to School Administration.
64* Low budget allotments to shops.
65* Poor budgeting procedures.
66. Poor enforcement of attendance laws.
67* Shop public relations.
6S. Large number of faculty and committee meetings.
69* Competition for students because of elective
system*
70* Poor counseling.
71* Rigid and unrevised curriculum.
72. Making the shops a "dumping ground."
73. Administrative backing in discipline cases.
74. Discrimination against shop teachers in class
loads.
73* Too short class periods.
76. Lack of encouragement and appreciation.
77* Lack of adequate instructional materials.
7B. Requisitioning procedures.
79* Supply and equipment shortages.
91
50. No provision for emergency orders.
51. Poor supervision.
Problems Relating to Shop Maintenance.
52. Poor building maintenance.
53. Improperly painted shops.
54. Lack of display eases.
55. Improper dust removal system.
S.6. Poor equipment and tool maintenance.
S7. Improper floor base.
SS. Poor illumination.
S9. Building improvements lag.
90. Poor janitorial services.
91. Improper shop lay-out.
92. Locker space lack.
93* Lack of sound proofing.
94* Obsolete equipment.
95. Obsolete shop building.
96. Inadequate room space.
97- Lack of seating facilities for desk work.
93. Hazardous equipment.
99. Poor wash-up facilities.
100. Lack of storage space*
IV. DATA SHEET CONSTRUCTION AND PROCEDURE
Mention has been made in the previous chapter as to
92
how the data sheet was originally drawn up through the use
of "report slips" from a graduate curriculum class. In many
respects the items included were determined on a basis of
their logical relations to the opinionnaire subject matter of
shop teacher problems. A further aid to selection of data
sheet items was determined by an interest in sociological
problems and from a search of the literature. With regard
to the secondary teacher form, Figure 3, the following
points helped to determine the inclusion of certain data
sheet items.
1. The view is often voiced by shop teachers that
the industrial arts draws a lower class of student. That
being the case, teacher training procedures might have to
be altered in the light of Allison Davis* researches, namely—
"the pivotal meaning of social classes to the student of
behavior is that they limit and pattern the learning en
vironment;. . ."^-57
2. Occupational levels occupied by parents of in
dustrial arts students. Little literature is available on
this point.
3. The belief held by a large number of shop teachers
that the shops are actually the "dumping ground" for low
intelligence and misfit children.
Davis, op. cit., p. 10.
93
4. Racial background of students in industrial arts
classes.
5. Subjects now being taught in industrial arts
classes, and whether there is such a thing as "higher or
lower order of subject dn the - curriculum."1*^
6. Kinds of credentials and degrees held by shop
teachers.
7. Institutions where industrial education teachers
take their training.
8. The "new" and "old" teachers, and the difference,
if any, in their problems.
The basis for the "college" data sheet was formed
along lines similar to the above. In this case, however,
particular attention was given to subject areas taught in,
class compositions, and years taught in the institution.
V. SHOP TEACHER FORM OF OPINIONNAIRE
Mention has been made regarding the returns from this
phase of the study, so suffice to say that out of 662 mailed
requests to fill out the opinionnaire and data sheet, a
return of 44# was obtained. This is a 66.7 per cent
response which compares favorably with the median of 66
per cent found by the National Education Association survey
158
Hankammer, op. pit., p. 316.
of percentage of replies for the category of "school principal
or other school employee."^59
The sample is considered adequate since all corners
of the state were sampled in sufficient numbers to make
for good coverage, as shown in Table III. Although returns
came in during a two-month period,' no differences on opinions
have been allowed for, it having been found by Pace in his
excellent questionnaire study that "... there are no
significant differences between early and late returns.”^60
YI. COLLEGE PROFESSOR FORM OF OPINIONNAIRE
The college professor form of the opinionnaire dis
tribution and collection procedures have also been discussed
previously. A percentage return of 68.5 per cent exceeds
the National Education Association median of percentage
returns from its category of "college professors or students"
which is 60.4 per cent.^^-1 * In spite of the comparatively
small number of 102 returns out of 149 requests, the sample
is "adequate" if not subjected to too rigorous statistical
"**^9 Borman, op. cit.» p. 238.
C. R. Pace "Factors Influencing Questionnaire
Returns from Former University Students." Journal of
Applied Psychology. 23:396, June, 1939. -
Norman, op. cit., p. 238.
95
TABLE III
SCHOOL DISTRICTS CONTACTED FOR SOURCES OF "OPINIONNAIRE”
CONTACTS AND RESPONSES
School district Answered Not answered Total
Alameda 1 1
Alhambra 1 1
Alturas 1 1
Angels Camp 1 1
Arvin
3 3
Auburn 2
4
6
Bakersfield 4 3 7
Barstow 1 2
3
Bell
5 2 7
Burbank
3 3
Calusa 1 1
Campbell 1 1
Campo 1 1
Canoga Park 1
4 5
Chico 1 1
China Lake 2 2
Chino
3
1
4
Chula Vista 1 1
Compton 1
3 4
Coronado 2 2
Crescent City 2 2
Delano 2 2
Dos Palos 1 1
El Centro 1 2
3
Encinitas 1 1
Eureka 2 1
3
Fernsdale 1 1
Fresno 2 2
Gardena 9 9
Glendale 4 4
Grassmont 1 1
Hamilton 1 1
Hayward 2 2
Hollywood 7 4
11
Hopland
1 1
Huntington Park 9
2 11
Imperial 1
1
Inglewood 4
4
lone 1
1
(Tobe continued)
96
TABLE III (CONTINUED)
SCHOOL DISTRICTS CONTACTED FOR SOURCES OF "OPINIONNAIRE"
CONTACTS AND RESPONSES
School district Answer ed Not answered Total
Julian 1 1
Kernsvilie 1 1
LaJolla 1 1 2
Lawndale
7 7
Leggett 1 1
Linden 1 1
Lodi 2 1
3
Lompoc 1 1
Lomita
4
1
5
Los Angeles
199 91
290
Los Banos 1 1
Los Gatos 1 1
Manteca 1 1
Marysville 1 1 2
Mendocino 1 1
Miranda 1 1
McFarland 1 1
Modesto
3
1
4
Montebello 1 1 2
Monterey 2 2
Mountain View 1 1
Napa 2 2
4
National City 1 2 3
North Hollywood 10 3 13
Oakland 5
1 6
Oceanside 1 1
Orlano 1 1
Pasadena
5 4 9
Petaluma 2
2
Pittsburg 1
1
Pomona 1
1
Portola 1 1
Ramona
1 1
Redondo Beach 2
2
Richmond
3
1 4
Rio Vista 1
1
Riverside 9 7
16
Sacramento 4
2 6
Salinas 10 4 14
San Bernardino 4 3
7
(To be continued)
97
TABLE III (CONTINUED)
SCHOOL DISTRICTS CONTACTED FOR SOURCES OF "OPINIONNAIRE”
CONTACTS AND RESPONSES
School district Answered Not answered Total
San Diego 10 2 12
San Fernando a 2 10
San Andreas 1 1
San Pedro
7 7 14
San Rafael 1 1
San Jose 2 2
Santa Ana 1 2
3
Santa Barbara 2 .1
3
Santa Maria' 2 2
Santa Monica
3 3
South San Francisco 1 1 2
South Gate
4 5 9
Stockton
3
1
4
Sunnyvale 1 1 2
Sun Valley 1 1
Taft 1 1
Tahoe City 1 1 2
Tujunga a 2 10
Ukiah i 1
Vallejo 2 2
Van Nuys
5
2
7
Venice
5 4 9
Ventura 1 1
Victorville 1 1 2
Visalia 1 1
Vista 2 2
Watsonville 1 1
Weaverville 1 1 2
Williams 2 2
Wilmington
4 3 7
Woodland 2 2
Willits 1
*
1
Totals
214
662
9$
treatment. See Table IV for evidence of sampling coverage.
As an indication of the direction of college professors’
thinking, the study presents useful data. It is important
to emphasize, however, that additional research work in
this area is necessary before more precise conclusions can
be drawn.
In a study such as this, care has been taken to avoid
the collection of meaningless and incorrect replies.
G-erberich has found that many studies have failed to make
been provided for.
VII. DATE AND PROBLEM ANALYSIS
In line with successful commercial practices in
public opinion polling techniques, this study attempts to
obtain two pairs of homogeneous groups by means of
analyzing first the data sheet results and then sorting
the opinionnaire responses, so as to match as nearly as
possible the categories decided upon. This was done on the
International Business Machine Counter-Sorter, which made
possible the selection of two contrasting piles of punch
cards in the Secondary teacher area and two in the col
legiate professorial area. A miscellaneous group of cards
allowance for such a contingency.1^2 Such allowances have
erberich, op. cit., p. 305
99
TABLE IV
"OPINIONNAIRE" DISTRIBUTION AND RESPONSES FROM SELECTED
COLLEGIATE INSTITUTIONS
Number Usable
Institution of responses
opinionnaires received
distributed
University of California— Los Angeles
3
2
University of California— Berkeley
7 7
University of California--Santa Barbara IS
14
Stanford University 11
4
University of Southern California
13
a
Occidental College
5 3
Claremont Graduate School 2 1
San Jose State College 22 20
Chico State College 10
9
Fresno State College 11 6
San Diego State College
15
12
Los Angeles State College
19
a
Los Angeles-Orange County State College 14 a
Totals 149 102
100
was obtained in each case which failed to fit into either
pile.
The attaining of homogeneous groups was only approxi
mately achieved, and a disservice to curriculum research
studies would result if great validity were claimed for
the data patterns. However, the results of the analyses
are accurate enough to definitely direct educators’ thinking
in the field of industrial arts specifically and in curricular
research methods generally.
The main purpose of this study was to attempt to find
out what ’ ’new” industrial arts teachers have professional
problems. Accordingly, the data collected under the heading
of ’ ’how many years have you taught?” in data sheet of the
secondary teacher form became the basis for the two-part
division. Table V indicates the number of respondents con
tained in each group. The ’ ’new” group, by definition has
three or less years of teaching experience, while the ’ ’old”
group has four years or more, the assumption being that the
number of years refers to any teaching experience and not
necessarily to tenure in the school where the respondent was
teaching. At least one respondent indicated that his check
mark under this heading referred only to his present position.
How many more also should have indicated such a situation is
not known. It is believed that such discrepancies are low
in any case.
101
TABLE V
TEARS OF TEACHING EXPERIENCE AS INDICATED BY TWO
SECONDARY TEACHER GROUPS
Number of years "New" teachers "Old" teachers
taught Number Per cent Number Per c ent
1 76 40
2 62
33
3 51 27
4 20 &
5
12
5
6-10 ,
5# 22
11-15 42 16
16-20
24 9
21-25 54 21
26 plus
49 19
Totals
1&9 259
102
Shop teachers’ background and training. Whereas
it is desirable to present two highly contrasted groups in
Table V, which is the case, in order to segregate opinions
on the basis of teacher tenure, Table VI-A to C, inclusive,
should show definite pattern similarities in order to
reduce the effect from these areas as much as possible.
Accordingly, Table VI-A to C, inclusive, is presented to
indicate the pattern of professional work of the teachers.
A perfect match is indicated in Table VI-A, which is
obviously a chance condition. In order to keep the numbers
as high as possible it was felt the vocational arts teachers
should be included along with the industrial arts teacher re
actions. Again this may be justified on the basis of similarity
of patterns shown in these tables, save for Table V.
A devication of only 1 per cent is indicated in Table
VI-B concerning grade levels taught. High similarity may
be assumed in this category which would tend to make
differences in opinions from the two groups mainly that of
teacher tenure. The reader’s attention is directed to the
fact that most shop teachers, especially in the industrial
arts, teach in more than one grade level, hence the large
total sums in Table VI-B whereas the actual number of
respondents in each group is 189 and 259 respectively.
Table VI-C shows considerable similarity in the 13
shop subject areas listed. At least three of the subject
103
TABLE VI
TEACHING AREA, GRADE LEVELS, AND SHOP SUBJECTS TAUGHT
BY TWO SECONDARY TEACHER GROUPS
"New” teachers "Old” teachers
Numb er Per cent Number Per cent
A* Teaching area
Vocational arts 21 11
29 11
Industrial arts 173
39 247 39
Totals
199
276
B. Grade levels taught
7th 63 10
94 11
3th SO
13
120
14
9th 125
20
155 19
10th 117
19 146 13
11th
114
13
149
13
12th 111 17 14#
13
13th 10 2 10 1
14th 9 . 1
7
1
Totals 629 329
0. Shop sub.iect area
Auto 23 6 22
5
Crafts 42 10
17 4
Drafting 46 11 69 16
Electricity
.33
3
44
10
Electronics 3 2 17 4
Forge 36 3
33
3
Foundry 23 5 23 5
Home repair 9
2 12
3
Printing 13
4 34
3
Machine
35
3
39 9
Sheet metal 43 11 42 9
Weld 31 7
23
5
Wood
73 13 64 14
Totals 455 459
104
fields which indicate definite contrasts can be shown to
differ for good, even if subjective reasons. (1) Crafts
ordinarily has not been considered a shop subject but
rather one in the art area. The movement from art to
industrial arts would necessarily throw new shop teachers
into this field. Then too, many old teachers consider it
beneath them to teach crafts from both the standpoint of
training and of status in the eyes of their peers. (2)
The differences to be noted in Drafting may be accounted
for on the basis of a hierarchy of subject matter. Many
old teachers feel that they have "arrived” when permitted
to teach Drafting, and consequently are continually striv
ing to obtain assignments in this subject field. Moreover,
it is generally considered an easier subject to teach since
the wear and tear of noise and bustling activity often
found in such subjects as Wood or Metal Shops are completely
lacking in Drafting, and therefore a more "academic"
atmosphere prevails. (3) Printing shows a contrast of 4
per cent to 8 per cent for the reason that the trend in
modern shop curriculums is away from printing towards that
of graphic arts. The latter is a much broader subject
field which appeals to students, teachers and administrators
alike. Often the whole field of printing has been completely
removed from the shop curriculum, thus a smaller number of
new teachers find employment in this subject. It is
105
difficult to account for the differences to be discerned
in the last subject area listed, namely, Wood, but 4 per cent
indicated difference is certainly small compared to other
factors which might operate to cause differences in
opinion.
A total of 113 other shop subjects ranging from Art
to Cooking were listed by the respondents. Art Metal and
General Metal comprised the two largest groups. Since most
shop subject can be put into one category or a combination
of subject-categories listed in the table, it did not seem
necessary to go to the additional time-consuming effort of
analyzing these in detail. Accordingly, then, it may be
said that, in general, the two groups show considerable
subject-pattern similarities.
Professional background. Table VII-A to E, inclusive,
is presented to show the kind of backgrounds the two groups
of teachers have. Considerable contrast is indicated in Table
VII-A, Work Experience. This is to be expected since the
"new” teacher, on the simple basis of chronological age,
would not have had as great an opportunity of working in
industry as the "old.?* The surprising thing is that the
"new” teacher has as much industrial experience as he does.
The undergraduate major, Table VII-B as indicated
by the two groups show a 9 per cent difference. Several
subjective reasons might be presented to account for the
106
TABLE VII
WORK EXPERIENCE, UNDERGRADUATE MAJORS,- COLLEGIATE
INSTITUTIONS, CREDENTIALS HELD, AND DEGREES HELD
BY TWO SECONDARY TEACHER GROUPS
"New1 ? teachers "Old" teachers
Number Fer~cent Number Per cent
A, Work experience in
area being taught
Yes
154 33 233 92
No
Totals 186 '
17
21
254
8
B* * Undergraduate ma.ior
Industrial 161 84 200
75
Other
Totals
?1
1$2
16 66
266
25
C. Collegiate institution
Chico State College 8
4 3
1
FreSno State College 6
3 5
1
Humbolt State College 2 1 1 0
Oregon State College
Pomona College
5
2 10
1
2
0
San Diego State College
San Francisco State
College
2
2
1
1
3
1
San Jose State College
29 13
20
5
Santa Barbara College 92 „ 41 117 27
Stanford University
University of California
4
2 4
1
Berkeley
University of California
8 4 33
8
Los Angeles
University of Southern
32 14 135 31
Cali fornia
Totals
32
222
14 93
425
22
(To be continued)
107
TABLE VII (CONTINUED)
WORK EXPERIENCE. UNDERGRADUATE MAJORS, COLLEGIATE
INSTITUTIONS. CREDENTIALS HELD, AND DEGREES HELD
BY TWO SECONDARY TEACHER GROUPS
"New" teachers "Old" teachers
Number Per cent Number Per cent
D. Credentials held
Emergency
15
6
5
1
General elementary 2 1
13 3
General junior high 11
5 17 4
Special secondary 152
65
185 48
General secondary
34 14 79
21
Junior college
4
1
Smith Hughes
15
6 72
19
Other 6
3 13 3
Totals
235 388
Degrees held
None
19 9 63
22
B. A. 132 65
108
37
B.So 34 17
56 19
M.Ao 9 4 15 5
M*S. $
4 19 7
Ed.D. 2 1
Ph.D.
Other 2 1
25 9
Totals 204
288
108
difference, but none of these would definitely provide the
answer. It is desirable to note, however, that two respond
ents mentioned "Education" as being their major, while one
each noted Fine Arts, Building Trades, Mathematics, and
Mechanical Engineering as being his major.
Under the heading of "Professional Training. .
in Table VII-C a number of contrasts may be noted. Some
differences may be readily accounted for, while others
remain an enigma. Whether the sampling techniqLue caused the
differences in the "Chico" category is now known, as the
college there has operated an Industrial Arts Department for
a considerable number of years.
Fresno State College would show a contrast in favor
of new teachers, as only in recent years has it become very
active in the field of industrial arts. It is in recent
years also, that San Jose State College has become more
active in the shop field, with a considerably expanded shop
subject offering. Santa Barbara College of the University
of California has expanded greatly in recent years. It is
notable as the largest training institution in the under
graduate field for this subject area in California. Save
for Stanford University, each University indicates a
considerable increase in the "old" category over the "new."
This might be judged likely on an a priori basis since the
older teachers have gone back to these institutions to do
109
graduate work. Contrasts are considerable in this classified
area and it would have been desirable to have had a break
down of undergraduate and graduate classifications to aid
in checking similarities. As it now is, a summer session*s
work at a university has as great weight as four years at a
college. Two hundred and nine notations were made concern
ing work taken in institutions other than those noted in
Table VII-C. These ranged generally over the country except
for the southeastern part, while some respondents even
indicated college training in England and Scotland, though
not in continental Europe.
The investigator recognizes the rather high contrasts
to be noted in Table VII-C but believes that a general smooth
ing out of data differences has taken place which greatly
reduces serious effects from this direction.
Credentials held, as indicated in Table VII-D also
fail to show high similarity. This may be the result of
chronological age differences between the two groups.
Surprising to this investigator are the contrasts to be
noted in the Emergency, Special Secondary, General Secondary,
and Smith-Hughes categories. Twelve respondents noted that
they held various administrative credentials, two special
Smith-Hughes, and three Limited Industrial Arts Credentials.
Definite contrasts are noted in Table VII-E relating
to degrees held by respondents. Of-special interest is the
110
28 per cent difference to be noted in the "BA,” classifica
tion, with 13 per cent in reverse to be found in the "None”
classification. It is obvious that new teachers can hardly
expect positions without.a Bachelor degree of some sort.
Ten respondents noted that they held Bachelor of Education
degrees while one M. Ed., one "Medical," and two Mechanical
Engineer degrees were thrown in for good measure.
Patterns relating to students in respondentsf classes.
Although subjective judgments are not usually considered-de
sirable in a study of this type, the investigator decided to
run the risk of such a course of action and include four data
item requests which depend on the respondentsT subjective
judgments. It would be difficult to attain a high response
if the opinionnaire were too lengthy or required a good
deal of "front office" records examination by respondents.
Accordingly, it was decided to ask for subjective information
to see if anything conclusive or useful to the study would
turn up. The information contained in Table VIII-A to C,
inclusive, must be classified under a subjective heading
and the reader is cautioned not to read anything more into
the tabulated results than one would assume from a quick
"off the cuff" judgment.
A large number of shop men believe that the in
dustrial arts department in their school is the "dumping
ground" for all misfits and lower class students. No doubt,
Ill
TABLE VIII
SOCIAL CUSS AND AVERAGE I.Q. OF STUDENTS AND OCCUPATIONAL
LEVEL OF THE PARENTS OF STUDENTS TAUGHT BY TV/O
SECONDARY TEACHER GROUPS
"New" teachers "Old" teachers
Numb er )Per cent dumber Per cent
A. Social class
Upper £
4
6 2
Middle
93 49
161
59
Lower 96
47 104 39
Totals 202
271
B. Average I#Q.
150-125
1 0
124-110 6
3
10
3
109-101
34 17
60 21
100- 95 78 3S
£7 31
94- 85 64
32 86 30
84—
19 34
12
Other 2 1 3
3
Totals
203
286
O c?upatioiLal-.j--ey-e i
of parents
Professional 6
3 7 2
Semi-professional 19 9 35
11
White collar 17
8
49 15
Skilled labor 89
40
123
38
Unskilled labor 88 40 101 32
Other 2 1 6 2
Totals
-32T
112
lower class students do migrate from academic classes to
the shops for a number of good reasons, not the least of
which is the unspoken admission on the part of administrators
that the shops are the only place where such a student can
be kept in order. Even if this is a "left-hand compliment"
it still is to the credit of the shop teacher, and should
be taken as such.
Table VIII-A shows slight agreement between the two
groups of responding teachers in their estimate of social
class of their students. IVhereas, 47 per cent of the "new"
teachers believe their students to be from lower class
homes, only 39 per cent of the "old" teachers thus estimate
their students.
A maximum disagreement of 8 per cent is indicated by
the two groups as regards occupational levels of students’
parents, Table VIII-C. This is a slightly closer agreement
than indicated in the Social Class Table mentioned above.
Of interest is the estimate of both groups that at least
32 per cent of the parents are to be found in the unskilled
labor classification. In constructing the classifications
for Table VIII-C Occupational Levels, the investigator
failed to include a category of agriculture workers or
farmers. Three respondents mentioned this omission. Another
respondent felt unable to turn in an estimate, as his class
groups represented "quite a cross section."
113
Considerable agreement as to the level of intelligence
of students in industrial education classes is indicated in
Table VIII-B. These data indicate that the average shop
student is below average in intelligence. Two respondents
noted that they did not know the level of intelligence,
while another wrote that "Time will not permit computing
the average. Our Industrial Arts Department is not a dumping
ground for low I. Q,.s" An analysis based on the researches
of Davis, mentioned' elsewhere in this study, might prove
differently, but nevertheless, the two groups of shop
teachers bear out the low I. Q,. contention.
The most controversial data request item concerned
racial backgrounds of the students, Table IX. The reader is
cautioned not to draw too definite conclusions from these
data as they merely point in certain directions and certainly
are so subjective as to place grave doubt on their factual
validity. In the first place, sociologically speaking, the
headings are open to criticism. The Mexican classification
is not a race, as one respondent took pains to point out.
The justification for so titling the classifications is
based on the contention that these headings have general
agreement among teachers as to definitions, although the
case might not be true when using such accurately defined
headings as caucazoid, mongoloid, and negroid. Numerous
points were raised by the respondents themselves. For
TABLE IX
NATIONAL AND RACIAL BACKGROUNDS OF SECONDARY STUDENTS IN INDUSTRIAL EDUCATION CLASSES
AS INDICATED BY 2 SECONDARY TEACHER GROUPS
Per African European Mexican Oriental Other
cent "New" "Old* “New" "Old" "New" "Old" "New" "Old" "New" "Old"
range teachers teachers teachers teachers teachers teachers teachers teachers teachers teachers
Num- Per Num- Per Num- Per Num- Per Num- Per Hum- Per Num- Per Num- Per Num- Per Num- Per
ber cent ber cent ber cent ber cent ber cent ber cent ber cent ber cent ber cent ber cent
100 1
.5 14 7
11 4 3 3
2 1
90-99 5 5
a
5 41
21 42 17
2 1
5
2 1 1
14 13
30
17
SO-89 3 3
2 1
13
6 16 6 1 1 6 2
7 7 14
a
70-79 3
2 10
5 15
6 2 1
3
1 2 2
7 4
60-69
2 2 2 1
13
6
5
2
* 4
2 a
3
2 2
5 5
10 6
50-59
1 1 1
• 5 7 3
6 2
5 3 7 3
2 2 1 1 6
3
40-49
1 1
4
2
7 3
2 1 a
5
6 2 1 l
7 7 5 3
30-39
2 2
5 3 5
2 10
4
12
7
10
4
1 i
5 5
11 6
20-29 5 5 13
a
5
2
14
6 12
7 30
13
a 9
6
5
6 6
9 5
10-19 15 15
21 12 16
9
21 a
31
20
39 17 13 15
26 20
13
12 a
5
0 - 9 66 66 104 65
72 34
110
44
*5 5 3 131 5 3
61 70 94 74 43 39 74
42
To“ 100
tals
164 203
252 162
245
aa 127 106 176
114
115
instance, one noted that 80 per cent of his students were
American. Another wrote that his students were 99 per cent
white, while two indicated an Indian classification. Six
respondents failed to classify Jewish students under any
of the table classifications, and yet another went to
considerable length to give the small percentage of Italian
and Portugese students in his classes. The final touch was
added when one respondent said "Do not have this information
available. We treat pupils as pupils."
Despite the raps against Table IX, however, it is
significant that in each of the five classifications a
high degree of similarity exists between the estimates of
the two teacher groups.
■VIII. COLLEGE OPINIOHNAIRE DATA SHEETS ANALYSIS
Data information for the College Eorm of this opinion-
naire has been set up in tables and will be analyzed in much
the same manner as the Secondary Teacher Eorm. The reader’s
attention is again drawn to the point that these data are
for the purpose of showing the kind of pattern on which the
•opinions of respondents may be superimposed. Conclusions
relating,to data will not, ordinarily, be made; but in
cases where this is the case it will be indicated that the
data point in a certain direction and do not necessarily
represent validated facts. This qualification is doubly
116
important since the number of usable opinionnaires from the
"Education” group was 58 while the "Industrial Arts" group
totaled 38. These are rather small samples for the popula
tions but constitute a fairly large number in the light of
the strenuous effort made to obtain this size sample and
still remain within the limitations imposed upon the research.
Selection basis. Table X, Instructional Areas of
Two College Teacher G-roups, illustrates the comparative
dividing line for this phase of the study. Using the IBM
Counter-Sorting Machine, tabulated cards were so selected
as to present the indicated pattern of non-inclusion of
Industrial Arts Content, Skills, and Methods in the
Education group. An analysis of the Industrial Arts group
places 66 per cent of the College subjects in the shop
category, while only 10 per cent are estimated to be under
Educational Methods or Content headings. Two per cent
come under "Other" heading, the remaining 22 per cent are
in Teacher Training which may fairly be assumed to be
related to industrial arts problems. Subsequent evidence
in other tables to be presented will show that such a sharp
line of demarcation between the two groups is not the case,
but it was decided that a more homogeneous grouping would
make unusable such a large number of respondent reactions
that the gain would be offset by the loss in sample size.
As it was, 6 cards were eliminated by the choice indicated
above.
117
TABLE X
INSTRUCTIONAL AREAS OF TWO COLLEGE TEACHER GROUPS
Instructi onal
area
Education
professors
Industrial arts
professors
Number Per cent Humber Per cent
Industrial arts content
19 id
Industrial arts skills 32 31
Industrial arts methods
17 17
Educational methods
25
26
7 7
Educational content
13 14 3 3
Teacher training 50
53
22 22
Other 7 7
2 2
Totals 95
102
118
Sex pattern. As to be expected, Table XI-A indicates
that none of the Industrial Arts professors are women. The
surprising thing is that such a low percentage of women are
represented in the Education, group.
Collegiate training patterns. Table XI-B indicates
a high degree of contrast between the two groups as regard
undergraduate majors. The same is true for Table XI-C
but to a considerably lesser extent, as fewer universities
offer specialized work in industrial education on the
graduate level.
Collegiate employment patterns. These data are
presented to give the reader a picture of the two occupa
tional groups of college respondents making up this phase
of the study. Contrasts are discerned between the
institutions represented in Table XII-A. Fresno State
College is evenly divided which is odd in the light of the
large Industrial Arts Department operating there and the
sizable number of opinionnaires received from the shop group.
Accounting for this difficulty can only be surmised. Possibly
the respondents did not properly fill in the section relating
to instructional areas contained in Table X. If such be
the case, then the remaining discrepancies can be accounted
for. The difference is so slight, however, that only in
significant changes in the final data analysis relating to
119
TABLE XI
SEX, UNDERGRADUATE MAJORS, AND GRADUATE MAJORS OF TWO
COLLEGE TEACHER GROUPS
Education Industrial arts
professors professors
Number Per cent Number Per cent
A. Sex of respondents
Male 52
91 35
100
Female
5 9
Totals
~5f
35
B. Undergraduate major
Industrial education
4 7 23
74
Other 52 90 10 26
No answer 2 3
Totals
~31T
"73"“
C. Graduate major
Industrial education
4 7
20
53
Other
51
33 16 42
No answer
3
5
2
5
Totals . 35" 35
-
120
TABLE XII
PRESENT TEACHING EMPLOYMENT, YEARS TAUGHT, ACADEMIC RANK
AND ADMINISTRATIVE OFFICES HELD BY TWO COLLEGE
TEACHER GROUPS
Education Industrial arts
professors professors
Mumter Per c ent Wumber Per cent
A# Present teaching
employment
Chico State College
3 5 5 ’ 13
Fresno State College
3 5 3
8
Claremont Colleges 1 1
San Diego State College
9 17 2
5
San Jose State College
7
12 12 32
Santa Barbara College
14 37
Stanford University
3 5
University of California
Berkeley 6 10 2 5
University of California
Los Angeles 1 1 2
5
University of Southern
California
7
12
Los Angeles State
College 8
15
Los Angeles-Orange
County State College
7 12
Occidental College
3 5
Totals 58
3S
B* Years taught
1 17 29 5 13
2 12 22 6 16
3 7
12 6 16
4 5 9
6 16
5 ‘
2
3
6-10 4 7 2
5
11-15
2
3
2 5
16-20
3 5
2
5
21-25
1 2
4
11
26 plus 2
3 3
8
No answer
J
5
2 5
Totals
38
38
(To be continued)
TABLE XII (CONTINUED)
PRESENT TEACHING EMPLOYMENT, YEARS TAUGHT, ACADEMIC RANK
AND ADMINISTRATIVE OFFICES HELD BY TWO COLLEGE
TEACHER GROUPS
Education
professors
Industrial arts
professors
Number Per cent Number Per cent
C. Academic rank
Lecturer
Instructor
Assistant professor
Associate professor
Full professor
Other
3
1
19
23
10
2
5
1
33
39
17
5
3
B
17
5
5
B
21
45
13
13
Totals 58
D. Administrative office
held
Department head
Dean
Other
Totals
7
1
50
58
12
2
B6
4
3A-
38^
10
90
122
opinions would result from any corrections. Further, such
difficulties could hardly be discovered until the final stages
of the data analysis, which makes any changes next to
impossible.
Table XII-B shows decided similarity in classifications
of years taught in the institution, except for the first four
years. A suggestion that Education Departments in colleges
are expanding at a faster rate than Industrial Arts Depart
ments seem to be indicated by the disportionate percentages
in the first and second year classification.
The academic rank of education professors appears
generally higher than industrial arts professors, as in
dicated in Table XII-C. One cannot but note the very
sizable differences to be found in the instructor, assistant
and associate professor classifications.
Table XII-D illustrates the level of interest that
the administrative officers accorded the study. Not only is
there a good balance percentage-wise, but considering the
number of such administrators who might possibly be expected
to respond to the request for their opinions, the totals are
remarkably high.
Sub.ject and student patterns. Table XIII-A indicates
the extent that industrial arts subjects are represented in
the two groups. Although there should be practically no
representation in the education group, an examination of the
123
TABLE XIII
SUBJECTS TAUGHT, SHOP STUDENTS TAKING INDUSTRIAL ARTS
CLASSES, AND SHOP STUDENTS TAKING EDUCATION CLASSES
AS INDICATED BY TV/O COLLEGE TEACHER GROUPS
Education
professors
Industrial arts
professors
Number Per c ent Number Per cent
A. Subjects taught in
industrial arts dept.
Auto
3
Crafts 2
9
Drafting
3 12
Electricity
3
2
Electronics 2
Forge 2 2
Foundry 1 2
Home repair 1 1
Printing 1
3
Machine
3 5
Sheet metal 2
5
Weld 1
3
Wood 2
15
Totals 21
55
64
75
B. Shop students taking
industrial arts classes
90-100.*............. 6 16
SO- 89 2 4
11
70- 79 1 2
5
60- 69 1 1 2
50- 59 6 16
40- 49
30- 39 1 2
5
20- 29 8 21
10- 19 1
4
11
0- 9 3
1 2
No answer 49 4
11
Totals 58 38
C. Shop students in
education classes
90-100'.....
SO- 89
70- 79
1
3
60- 69
50- 59
l 2
40- 49
l 2
30- 39
20— 39 2
3
10- 19 3 5
1
3
0- 9 37 64 5 13
No answer 14 24 31
81
Totals “58 " 38
124
percentages on the basis of the grand total shows that there
is a sizable per cent indication there, but with the contrast
definitely in favor of the industrial arts group. A shift
of three men to the education group might possibly account
for the numbers and for such a situation.
Table XIII-B illustrates the relationship between
the two groups as regards shop students taking industrial
arts classes. Much the same conclusion can be drawn from
the percentage comparisons as suggested above. Table XIII-C
reverses the comparison by indicating the percentages of
shop students taking education classes.
IX. PROBLEMS OF INDUSTRIAL ARTS TEACHER ANALYSIS
If the preceeding data sheet analyses can be accepted
as presenting somewhat homogeneous patterns in each of the
four groups, then a base has been established to analyze the
problems confronting shop teachers on the secondary school
level. It is believed that the evidence marshalled to
present a clear and honest picture indicates substantially
that such is the case. It is on this foundation that the
present section is constructed.
Basic tabulations. The determination of the two pairs
of respondent opinions made possible the major tabulation
step of counting reactions on three levels of importance for
the 93 listed problems.
Much thought was given to the divisions of importance
for reasons of economy in time and space. More serious was
the need to determine the number of importance levels which
would enable the respondent- to make a clear-cut decision.
Accordingly, a search of the literature was undertaken.
Terry’s doctoral study used a three-point scale after the
reaction of respondents point to the facts that ”. . .a
four-point scale was attempting to draw too fine a line.’ ’^ ^
This decision is in line with the literature findings of this
study.
In order to make the three importance levels clear
and concise the phrases, ”no importance,” ’ ’average importance,
and ’ ’great importance” were used. This has proved satis
factory, with no criticisms voiced by the respondents.
Referring to Figures 3 and 4 the reader can see how the 93
problems were organized under the five major headings and
pre-coding numbers assigned for tabulation purposes on the
counter-sorting machine.
On first glance the pre-coding numbers were misunder
stood by a number of respondents, but since this was quickly
cleared up by the general remarks and directions, it is
believed that a minimum of difficulty was experienced by the
respondents in filling out the forms.
1 2 6
As the respondents mailed in the opinionnaire form,
a punched card containing all the information was made. See
Figure 5. A white card was used for secondary school res
pondents and an orange one for college professors. In this
manner it was possible always to keep the two groups separated.
Upon determining the two pairs of respondent groups,
the data were counted for each item and noted on a master
sheet. See Table XIV. Since these data were not going to
be subjected to complex statistical computations, percentages
were calculated immediately. The reader will note that an
additional combined percentage for the second and third
percentages is also included. This figure will be discussed
under the heading of "significant differences" later. Finally
the number counts for the three points were weighed so as
to make possible the figuring of an index number for each
problem.
Percentage computations. An original intent with
regard to this research was to work primarily with the
per cent computations of each problem. This is standard
practice with commercial opinion polling services. Such a
course eventually proved impractical as the item analysis
progressed. For the sake of comparing this approach with
that of an index number analysis, the percentage phase of
the study was carried to the stage where it would be
TABLE XIV
NUMBER OF RESPONSES AND PER CENT STANDINGS ON A THREE-POINT SCALE OF NO, AVERAGE, AND GREAT
IMPORTANCE WITH INDEX NUMBER OF 93 INDUSTRIAL ARTS TEACHER PROBLEMS AS RATED BY FOUR GROUPS
Education Industrial arts
Problem Problem "New" teachers "Old" teachers professors professors
number Rat-? Num- Per Index Num- Per Index Num- Per Index Num- Per Index
ing ber cent no. ber cent no. ber cent no. ber cent no
1. Class records n 22
a
115
g 51
2 . Collection of n 49
money a
85
g 51
3 . Shop officers n 64
a 88
g 34
4. Invento rying n 54
shop a 91
g 43
5. Locker check n 102
a 62
g
22
6 . Shop organization n 35
for large and a 65
small classes
g
78
7 . Tool care n 13
a
63
g
111
8 . Tool issue n 67
a 62
g 57
9 . Student n 61
absenteeism a 88
g
38
10„ Clean-up n 22
procedures a 89
g
76
11. Students who n 35
enter class a
93
late in the term
g
61
12. Domination by n
89
advanced students a 65
in mixed classes
g 35
13. Care of equip n 10
ment a 70
g
109
14. Students from n 93
bilingual homes a 67
g
28
15. Learning habits n 11
a 89
g 89
16. Mistaught n 62
students a 86
g 41
17. Respect for n 24
authority a 82
g
82
18. .Class demonstra n 33
tions a 80
g 76
19. Dishonesty n 45
a 81
g 63
20. Discipline n 20
a 80
g 89
21. Emotional n 49
stability a 105
g 34
22. Non-interested n 39
students a 95
g 54
23. Class morale n 61
a 70
g
58
24. "Horse-play" n 16
a 92
g
81
12 1.15 23 9 1,34 11
61 123 48 29
27 88* 110 43 91* 25
26 1.01 77 30 .96 24
46 111 44 31
28 74 66 26 70 10
35 .84 106 42 .72 21
47 111 44 30
18 65 35 14 58 12
29 .94 72 28 .90 18
43 137 54 25
23 71 46 18 72 23
55 .55 111 44 .68 26
33 112 44 34
12 45 30 12 56 5
20 1,24 38 15 1.38 12
36 80 33 20
44 80 133 52 85 34
7 1.52 18 7 1.57 14
33 75 29 16
60 93 163 64 93 35
36 .95 63 25 1.05 17
33 114 45 25
31 64 76 30 75 23
33 .88 54 21 1.06 9
47 131 52 39
20 67 69 27 79 17
11 1.29 30 12 1.34 12
48 110 43 32
41 89 116 45 88 21
19 1.14 42 16 1.15 15
49 133 52 a
32 81 80 32 84 9
47 .71 101 40 .78 10
34 111 43 38
19 53 44 17 60 17
5 1.52 14 6 1.56 12
37 85 33 18
58 95 155 61 94 36
49 .65 119 47 . 67 16
36 98 39 31
15 51 36 14 53 18
6 1.41 14 6 1.57 0
47 80 32 13
47 94 158 62 94 53
33 .89 72 28 .95 7
45 121 48 28
22 67 60 24 72 30
12 1.31 25 10 1.48 8
44 84 . 33 39
44 88 147 57 90 19
17 1.23 40 16 1,32 5
42 83 32 29
41 83 133 52 84 35
24 1.95 46 18 1.21 10
43 95 37 34
33 76 113 45 82 22
11 1.36 32 12 1.38 5
42 94 37 36
47 89 131 51 88 25
26 .92 53 21 1.04 2
18 141 55 23
56 74 62 24 79 41
21 1.10 47 18 1.14 2
29 127 32 26
50 79 82 50 82 38
32 .98 44 17 1.23 0
37 H O 43 15
31 68 101 40 83 51
8 .94 31 12 1.36 16
49 100 39 38
43 92 123 49 88 12
17
1.21 1 3 1.61
38 12
33
25 63* 23 64 97*
37 .78 13 37 .86
47 14 40
16
63 8 23 63
33 .85 8 23 .97
48 20 57
19 67 7 20 77
27 1.08 1
3 1.42
38 19 53
35 73 16 44 97
40 .68 14 39 .67
52 20 56
8 60 2 5 61
18 1.42 1 3 1.67
30 9 25
52 82 26 72 97
21 1.32 1 3 1.75
25 7 19
54 79 28 78 97
26 1.09 3 9 1.34
39 17 49
35 74 15 42 91
14 1.15 4 11 1.25
60 19 53
26 86 13 36 89
18 1.17 3 8 1.56
49 10 28
33 82 23 64 92
23 .91 . 10 28 .89
62 20 55
15 77 6 17 72
15 1.15 16 44 .72
59 14 39
26 85 6 17 56
18 1.31 0 0 1.83
27 6 17
55 82 29 83 100
25 .72 12 34 • 78
47 20 55
28 75 4 11 66
0 1.77
2 6 1.80
20 3 9
80 100 30 85 94
11 1.35 6 17 1.17
43 17 49
46 89 12 34 83
12 1.16 3 8 1.42
59 15 42
29 88 18 50 92
7.. 1,43 1 3
1.78
42 6 17
51 93 29 80 97
15 1.18 5 14 1.30
52 15 42
33 85 16 44 86
8 1.30 3 9 1.39
54 16 44
38 92 17 47 91
3 1.59 2 6 1.31
35
20 57
62 97 13 37 94
3 1.55 5 14 1.08
39 23 64
58 97 8 22 86
0 1.77 3 8 1.66
23
6 17
77 100 27 75
92
24 .94 8 22 1.30
58 9 25
1« 76 19 53 78
(To be continued)
TABLE XIV (CONTINUED)
NUMBER OF RESPONSES AND PER CENT STANDINGS ON A THREE-POINT SCALE OF NO, AVERAGE, AND GREAT
IMPORTANCE WITH INDEX NUMBER OF 93 INDUSTRIAL ARTS TEACHER PROBLEMS AS RATED BY FOUR GROUPS
Education Industrial arts
Probleip Problem Rat-a "New" teachers "Old" teachers professors professors
number ing Num- Per Index Num- Per Index Num- Per Index Num- Per Index
ber cent no. ber cent no. ber cent no. ber cent no.
25. Dignity of n 48 25 .76 43 17 1.24 11 17 1.23 4 11 1.58
shopwork a 100 52 109 43 29 44 7 20
g 43 23 75* 104 40
* 1 *
0 - \
to
26 39 83- 25 69 89*
26. Inattention n
31
16 1.09 32 13
1.21
5 8 1.18 5 14 1.17
a 110 58 138 54 43
66 20 56
g 48 26 84 85 33 87 17 26 92 11 30 86
27. Evaluating work n 35 18 .84 44 17 1.24 2
3
1.68 1 3 1.66
a
94 50 107 42 17 26 10 28
g
60 32 82 103 41 83 47 71 97 24 69 97
28. Home training n 41 22 1.08 51 20 1.12
. 15 23 .77 9 25 1.03
a
91 48 122 48 30 46 17 47
g 57 30 78 82 32 80 20 31 77 10 28 75
29. "Fundamentals" n 17 9 1.31
18
7 1.55 8 13
1.22
3
8 1.47
a 94 50 79 31 34 53 13 26
g 77 41 91 157 62 93
22 34 87 20 56 82
30. Individual needs n 11 7 1.46 17 6 1.43 0 0 1.89 1 3 1.64
and differences a
79 41 110
43 7 11 11 30
g 99 52 93 129 41 84 59 89 100 24 67 97
31. Noise n 60 32 .85 65 25
1.02
25 38 .70 11 31 .83
a 98 52 121
47 37 55 20 55
g 31 16 68 71 28 75 5 7
62
5 14 69
32. Individual n
14 7 1.43
10
4 1.54 2
3 1.70 1 3 1.64
responsibility a 80 43 98 39 16 24 11 30
g 94 50 93 147 57 96 48 73 97 24 67 97
33» Pride in n 19 10 1.29 13 5
1.61
4 6 1.57 0 0 1.80
workmanship a 92 50 72 30 20 31 7 20
g 73 40 90 160 65 95 41 63 94 28 80 100
34. Construction of n
33
18 1.19 37 15 1.19 13 20 1.06
3 9 1.06
job and instruc a 91 50 123
51 36 54 27 77
tion sheets
g 59 32 82 83 34 85 17 26 80 5 14 91
35. Retention of n 11 6 1.21 20 8 1.20 6 9 1.03 3 9 1.06
subject matter a 121 66 145 58 50 78 27 77
g
52 28 94 79 24
82 8 13 91 5 14 91
36. New units of n 36 20 1.00 44 18 1.10 6 9 1.31
2 6 1.26
work a 111 61 140 58 32 50 22
63
g 36 19 80 58 24
82 26 41 91 11 31 94
37. Large classes n 28 15 1.38 30 12 1.46 6 9 1.15 3 9 1.26
a
57 31 73 30 42 66 20 57
g
100 54 85 144 58 88 16 25 91
12
34 91
38. Stealing n 58 32 .96 56 23 1.15 17 26 1.03 9 26 1.28
a
75 a 97 39 29 45 7 20
g
50 27 68 93 38 77 19 29 74 19 54 74
39. Low I. Q. n 27 15 1.17 37 15 1.15 4 6 1.28 5 14 1.14
students a
99 54 126 51 39 60 20 57
g 58 31 85 84 34 85 22 34 94 10 29 86
40. Safety habits n 24 13 1.31 36 14 1.40 10 15 1.49 0 0 1.94
and procedures a 78 43 75 31 13 20 4 1.1
g
81 44 37 135 55 86 42 65 85 31 89 100
41. Mixed classes n 82
45 .75 85 35 .93 23 35 .77
12
35
.80
a
64 35 92 37 34 53 18 51
g 37 20 55 69 28 65 8 12
65 5 14 65
42. Economy n
35 19 1.05 46 19 1.11 16 25 .89 2 6 1.31
a 105 57 127 51 40 61 20 57
g 44 24 81 72 30 81 9 14 75 13 37 94
43» Origin and n 30 17 1,28 38 15 1.24 14 22 1.22 1 3 1.51
design of new a 72 39 110 45 23 35 15 43
shop projects
g
81 44 83 97 40 85 28 43 78 19 54 97
44. The repeat n 97 53 .53 132 54 .53 9 13 1.08 14 40 .68
student a 76 a 95 39 42 65 18
51
g
11 6 47 18 7 46 14 22
87 3 9 60
45. The non-working n
17 9 1.36 40 16 1.22 12 19 1.06 8 23 1.00
student a
83 45 113 47 34 55 19 54
g 84 46 91 92 37 84 16 26 81 8 23 77
46. Related learn n 35 19 1.00 29 12 1.21 2 3 1.47 0 0 1.51
ings and a 114 62 135 55 30 47 17 48
information
g 35 19 81 82
33
88 32 50 97 18 52 100
47. Mechanical n 29 16 1.03 23 9 1.30 12 18 1.09 1 3 1.17
skills a 121 66 125 51 35 54 27 77
g 34 18 84 97 40 91 18 28 82 7 20 97
48. Respect for n 7 4 1.65 6 2 1.73 5 8 1.66 1
3 1.77
property a 54 29 55 22. 27 42 6 17
g 124 67 96 185 76 98
33 50 92 28 80 97
490 Budget n 33 18 1.19 34 14 1.35 17 26 .98 1 3
1.62
allotments a 80 45 98 40 32 ' 49 11 32
g 67 37 82 114 46 86 16 25 74 22 65 97
(To be continued)
$ZT
TABLE XIV (CONTINUED)
NUMBER OF RESPONSES AND PER CENT STANDINGS ON A THREE-POINT SCALE OF NO, AVERAGE, AND GREAT
IMPORTANCE WITH INDEX NUMBER OF 93 INDUSTRIAL ARTS TEACHER PROBLEMS AS RATED BY FOUR GROUPS
a
Problem Problem Rat-
number ing
"New" teachers "Old" teachers
Education
professors
Industrial arts
professors
Num
ber
Per
cent
Index
No.
Num
ber
Per Index
cent No.
Num
ber
Per
cent
Index
No.
Num
ber
Per
cent
Index
No.
50o Budgeting n 47 26 .96 49 20 .95
21 32 .85 3 9 1.21
procedures a
93 52 149 61
33 51 21 61
g
40 22 74* 46 19
80* 11 17 68* 10 30 91*
51. Enforcement of n 62
34 .84 88 36 85 27 42 .63 16 47 .65
attendance laws a 84 47 95 39 35 54 14 41
g 34 19 66 62 25 64 3 4 58 4 12 53
520 Faculty and n 72 40 .71 81
33
.82 9 14 1.14 4 12 1.15
committee a 89 49 128 52 39 60 21 62
meetings
g 19 11 60 36 15 67 17 26 86 9 26 88
53- Elective n 75 42 .71 77 32 .82 16
25 .91 10 29 .76
system a
83 46 129 53 38 59 22 65
g
22 12 58 37 15 68 10 16
75
2 6 71
54. Counseling n 40 22 1.78 28 11 1.42 4 6 1.69 0 0 1.76
a
55 31 78 36 12 18 8 23
g 85 47 78 130 53 89 49 76 94 26 77 1.00
550 Rigid and unre n 90 49 .71 89 37 .88 11 17 1.43 7 20 1.25
vised curricu a 55 31 94 39 15 23 12 34
lum
g 37 20 51 59 24 63 39 60 83 16 46 80
56. Making the shops n 29 16 1.40
25
10 1.55 8 12 1.40 7 20 1.25
the "dumping a 51 28 59 24 22 35 12 34
grounds"
g
102 56 84 160 66 90 34 53 88 16 46 80
57. Administrative n 54 30 1.14 48 20 1.38 9 14 1.18 5 14 1.34
backing in a 49 27 57 23 35 54 13 37
discipline
g
79 43 70 141 57 80 21 32 86 17 49 86
58. Class teaching n 35 19 1.28 23 9 1.54 8 12
1.15
2 6
1.43
loads a 61 34 68 28 39 60 16 46
g
86 47
81 154 63 91 18 28 88 17 48 94
59. Too short n 55 30 .99 81 33 .95 11 17 .97 6 17 1.06
periods a 72 40 95 39 45 69 21 60
g 54 30 70 69 28 67 9 14 83 8 23 83
60. Construction n 45 25
1.06 52 21 1.15 7 11 1.43
2 6 1.71
materials a 81 44 102 42 23 35 6 17
g
56 31 75 90 37 79 35 54 89 27 77 94
61. Requisitioning n 64 35 .87 76 31 .89 27 41 .66 2 6 1.23
procedures a 78 43 116 48 33 51 23 66
g
40 22 65' 49 21 69 5 8 59 10 28 94
62. Supply and n 44 24 1.18 46 19 1.19 18 28 .91 2 6
1.37
equipment a 62 34 105 43 35 54 18 51
shortages
g
76 42 78 93 38 81 12 18 72 15 43 94
63* Provisions for n 57 31 1.02 56 23
1.08 23 36 .72 4 11 1.20
emergency a 65 36 109 45 36 55 21 60
orders
g
60 33 69 79 32 77 5 19 74 10 29 89
6 4. Supervision n 86
47
.68 84 34 .85 8 49 1.26 3 9 1.49
a 69 38 111 46 32 39 12 34
g 27 15 53 48 20 66
25
12
51
20 57 91
6 5. Class inter n 86 47 .68 54 22 1.16 24 37 .71 10 29 1.00
ruptions a 70 38 97 40 36 55 15 43
g 27 15 53 92 38 78 5 8 63 10 28 71
66. Academic atti n 82
45 .69 84 33 .89 26 42 .76 11 32 .83
tude of a 75 41 103 42 25 40 19 34
superiority
g 25 14 55 57 25 67 11 18 58 5 14 48
6?. Borrowing of n 90 49 .64 120 49 .64 28 43 .66 4 11 1.11
supplies, tools, a 68 37 93 38 31 48 23 66
and equipment
g 25 14 51 31 13 51 6 9 57 8 23 89
68. Relating shop n 50 27 .98 54 23 1.11 9 14 1.43 1 3 1.60
programs with a 85 47 108 44 19 29 13 37
rest of school
g 47 26 73 81 33 77 37 57 86 21 60 97
6 9.The inherited shop n 56 31 1.08 111 46 .72 31 48 .60 12
35 .80
from a previous a 55 30 86 38 29 45 18 51
teacher
i 71 39 69 44 18 56 5 7 52 5 14 65
700 Academicians n 70 39 .96 61 25 1.11 20 31 1.00 9 25 1.20
counseling the a 48 26 96 40 25 38 10 29
low value of shop g 64 35
61 85 35 75
20 31 69 16 46 75
credits
71. Low grade stu n 30 16 1.35 29 12 1.41 10 15 1.18 9 25 1.03
dents assigned to a 58 32 86 35 33 51 16 46
shops from
g 95 52 84 128 52 87
22 34 85 10 29 75
academic classes
72, Caste 3tatus of n 74 41 .80 102 42 .77 17 26 l.Oo 16 46 .80
students taking a 70 39 93 39 27 42 10 29
shop
g 37 20 59 46 IV 58 21 32 1U 9 25 54
(To be continued)
129
TABLE XIV (CONTINUED)
NUMBER OF RESPONSES AND PER CENT STANDINGS ON A THREE-POINT SCALE OF NO, AVERAGE, AND GREAT
IMPORTANCE WITH INDEX NUMBER OF 93 INDUSTRIAL ARTS TEACHER PROBLEMS AS RATED BY FOUR GROUPS
Education Industrial arts
Problem Problem Rat-a "New1 1 teachers "Old" teachers professors professors
number ing Num- Per Index Num- Per Index Nura- Per Index Num- Per Index
ber cent No. ber cent No. ber cent No. ber cent No.
73. Professional n 150 82 .25 182
75 .33 40 61 .43 18 51 .54
jealousy among a 20 12 50 20 22 34 15 43
shop teachers
g 13 6 18* 12 5 25* 3 5 39* 2 6 49*
74. Students visiting n 90 49 .66 124 51 .72 36 55 .52 13 37 .80
from other clases a 68 37 65 26 24 37 16 46
without authority g 27 14 51 56 23 49 . 5 8 45 6 17 63
75. Work requested n 60 33 .95 61
25 1.00 24 37 .71 5 14 1.17
by other school a 76 41 121 • 50 36 55 19 45
personnel
g 47 26 67 61
25 75 5 8 63 11 31 76
76. Improperly paint n 40 22 1.18 54 22 1.18 29 45 .67 2 6 1.40
ed shops a 71 38 93 38 27 42 17 49
g 73 40 78 98 40 78 8 13 55 16
45 94
77c Building n 56 30 1.00 56 23 1.00 17 27 .91 6
17 1.26
maintenance a 72 40 132 54 36 56 14 40
g
56 30 70 56 23 77 11 17 73 15 43 83
78. Display cases n 50 27 1.01 41 17 1.22 19 30 .84 4 11 1.31
a 82 45 109 45 36 56 16 46
g
52 28 73 92 38 83 9 14 70 15 43 89
79. Dust removal n 58 31 1.04 62
25 1.13 20 31 .97 5 14 1.31
system a 60 33 87 36 26 a 15 42
g
66 36 69 94 39 75 18 28 69 16 44
86
80. Equipment and n 49 27
1.10 56 23 1.15
16
25 1.19
1 3 1.71
tool maintenance a 68 37 96 39 20 31 8 23
g 67 36 73 93 38 77 28 44 75 26
74 97
81. Floor base n 75 41 .76 86 35
.82
24 39 .73
6 18 1.00
a 75 a 113 47 31 50 22 64
g
32 18 59 43 18 65 7 11 61 6 18 82
82. Illumination n 39 21
1.31 27 11 1.51 13
21 1.21 0 0 1.74
a 50 27 66 27 14 22 9 26
g
96 52 79 152 62 89 36 47 79 26 74 100
83. Building im n 37 20 1.17 36 15 1.22 15 24 .94 3 9 1.11
provements a 79 43 116 48 38 59 25 71
g
68 37 80 89 37 85 11 17 76 7 20 91
84. Janitorial n 90 49 .65 84 34 .84 22 34 .81
5 15 1.03
service a 69 37 114 47 32 50 24 68
g 25 14 51 46 19 66 10 16 66 6 17 85
85. Shop layout n 39 21 1.21 36 15 1.33 15 24 1.25 1 3 1.88
a 68 37 92 37 18 28 3 9
g 77 42 79 118 48 85 31 48 76 31 88 97
86. Locker space n 33 18 1.35 39 16 1.34 19 31 .89 1 3 1.48
a 53 29 83 34 31 50 16 46
g
98 53 82 123 50 84
12
19 69 18 51 97
87. Sound proofing n 64 35 .96 59 24 1.18 21
33 .89 10 29 .91
a
63 34 82 34 29 45
18 51
g 57 31 65 103 42 76 14 22 67 7 20 71
88. Obsolete n 47 26 1.12 a 17 1.30 18 28 1.06 3 9 1.45
equipment a 68 37 90 37 . 25
38 13 37
g 69 37 74 113 46 83 22 34 72 19 54 91
89» Obsolete n 65 35 .98 59 24 1.11 18 28 .95 5 14 1.37
building a 56 31 100 41 31 48 12
35
g 63 34 65 85 35 76 15 24 72 18 51 86
90. Room space n 50 27 1.17 43 18 1.35 16
25
1.08 0 0 1.68
a 52 28 73 30 27 42 11
•31
g
82
45 73 128 52 82 21
33 75 24 69 100
91.Seating facilities n 48 26 1.21 60 25 1.16 17 27 .91 1
3 1.54
for desk work a 50 27 85 35 36 56 14 40
g
86 47 74 99 40 75
11 17 73
20 57 97
92. Hazardous equip n 77 42 .88 89 37 1,00 15 23 1.40 2 6 1.74
ment a 52 28 64 26 8 13 5 14
g 55 30 58 89 37 63 41 64 77 28 80 94
93. Wash-up n 70 38 .92 77 32 •93 19 30 .95 2 6 1.26
facilities a 58 36 105 43 29 45
22
63
g
56 30 62 61 25 68 16 25
70 11 31 94
a (n) indicates a rating of no importance. «
(a) indicates a rating of average importance.
(g) indicates a rating of great importance.
* This is the sum of the last two percentages for each problem and is used to compute the significant
differences.
130
131
possible to calculate critical ratios. Other than the use
of the percentages for this purpose a general conclusion
may be drawn that they are of minor importance when the
index number methods of averaging are used.
X. SIGNIFICANT DIFFERENCE ANALYSIS
The writer has long held the view that a critical
ratio or significant difference analysis is highly important
in studies involving percentages. Certainly this view is not
held generally by commercial public opinion polling establish
ments. In fact, the contrary is often the case. The argu
ment is that if there are five chances out of one hundred
that the evidence points in a certain direction, then business
is concerned about it. Little stock is placed in the argu
ment that the difference is not due to chance but to some
other factor. Business is not concerned with such absolute
values, hence trends take on considerable importance; and
if the research shows even a slight trend, then it is
subject to analysis and consideration.
Fisher takes a dim view of mere averaging and contends
that the major difference between present and past statisti
cal methods is the concern shown for variation. But
R. W. Fisher, Statistical Methods for Research
Workers, (London: Oliver and Boyd, 1941), p. 3*
132
variation is not the main object of study today. Commercial
statistical services would take violent exception to Fisher’s
contention.
In any case this study attempt to determine dis
crimination on the basis of certainty, rather than mere
subjectivity.**-6f> ^ major difficulty immediately arose
when the three-point scale was applied to any existing
methods for obtaining critical ratios. It was manifest
that it would be extremely difficult in any way but on a
two or one-point scale. The outcome was to attempt the
awkward method of combining the second and third percentages
so as to make a two-point scale of no importance and average-
and-great importance. It is desirable to state, at this
time, that the whole approach is based on the assumption
that no basic changes will result by such a combination
of percentages as long as percentages are from equivalent
items— and combined in the same manner— are used for
comparative purposes.
The graphic method of determining significance on
the five per cent level used by Lefever was finally adopted
165
Frederick B. Davis, Item-Anal.ysis Data— Their
Computation, Interpretation, and Use in Test Construction
(Cambridge: Graduate School of Education, Harvard University,
1946), p. &.
133
i
as the means to test the desirability of the plan. Follow
ing his lead, a number of blank forms were duplicated which
in their completed state, are presented as Figures 6, 7 and
8. Each set of five plots represent the five groups of
problems found in the opinionnaires, thus making a total of
fifteen plots. An examination of the combined percentages
for Problem 1 for "new" and "old” teachers shows that 88
per cent of the first group and 91 per cent of the latter
rated the problem as being of average-and-great importance.
Plotting these figures on Figure 6-A places the combined
point in the upper right hand corner. This plotting was
done for all 93 problems in each combination of (1) "new"
and "old" secondary teachers, (2) "new" secondary teachers
and education professors, and (3) "new" teachers and
industrial arts professors.
Points intersecting on the solid diagonal possess no
discriminatory value, while points falling on either side
show increasing discrimination as they widen the gap from
the line. Points falling in the upper right hand quadrant
show high agreement between the two estimating groups. If
the point falls in the lower left hand quadrant then little
importance would be accorded the problem by either group.
Should the point fall in the upper left hand quadrant the
-*•66 Charlotte Buhler, Karl Buhler, and D. Welty Lefever,
Development of the Basic Rorschach Score with Manual of
Directions (Los Angeles:Buhler, et. al. publishers, 1948) p.98.
134
+ 5 +-4 +3 +2 +1 0
Percentage
of
Occurrence
"New"
Teachers
100
80 . .
40..
/A
20
60 40 50 20
Percentage of Occurrence
"Old" Teachers
FIGURE 6
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES
FOR "NEW" TEACHERS AND "OLD" TEACHERS
A. Problems 1-6
135
■+5 +4 + 3 + 2
+ 1
Percentage
of
Occurrence
"New”
Teachers
100
80 . .
• * 2 ,
• 1 +
40 -
50 60 40 20
Percentage of Occurrence
"Old"Teachers
FIGURE 6 (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES
FOR "NEW" TEACHERS AND "OLD" TEACHERS
B. Problems 9-4&
1 3 6
Percentage
of
Occurrence
"New”
Teachers
+ 5 * + " 4 +3 + 2 +1 0
100
S<* « y
/ ? s%
i T 4 -
^ 5 0 •//
80
70
51
40 -
30
20
50 60 20
Percentage of Occurrence
"Old” Teachers
FIGURE 6 (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES
FOR "NEW" TEACHERS AND "OLD" TEACHERS
C# Problem 49—6>4
137
Percentage
of
Occurrence
"New"
Teachers
- f 5 * t " 4 +3 + 2 1 0
100
80 . .
60..
• 7o
40 -
30'
20
60 40 50 20
Percentage of Occurrence
"Old" Teachers
FIGURE 6 (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES
FOR "NEW" TEACHERS AND "OLD" TEACHERS
D* Problems 65-75
13$
Percentage
of
Occurrence
"New"
Teachers
+ 5 +4 +3 +2 fl 0
100
ac / /
•ps
80 . .
y d J
/ *°y*ao /
jr / •y?/
/ /c7
/ #9A 89
78
70
40
7“
20
60 40 50 20
Percentage of Occurrence
"Old” Teachers
FIGURE 6 (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES
FOR "NEW" TEACHERS AND "OLD" TEACHERS
E. Problems 76*93
139
Percentage
of
Occurrence
"New”
Teachers
H-5 +*4 13 + 2 +1 0
100
80 . .
• 6
60
30.
20
10
40 50 60
Percentage of Occurrence
Education Professors
FIGURE 7
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES FOR
"NEW” TEACHERS AND EDUCATION PROFESSORS
A. Problems 1-8
140
Percentage
or
Occurrence
"New”
Teachers
+ 5 +-4 + 3 + 2 +1 0
100
4-8*
// 5 5 " *
y. 7
< r
80 . .
40 -
30
10
40 50 60 20
Percentage of Occurrence
Education Professors
FIGURE 7 (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES FOR
"NEW” TEACHERS AND EDUCATION PROFESSORS
B. Problems 9-4-8
141
Percentage
of
Occurrence
"New”
Teachers
+ 5 - + - 4 +3 + 2 +1 0
100
80
• 4 3
/ • 51
60
•5 z,
• 53
• 5 5
30-/
20
10
60 40 50 20
Percentage of Occurrence
Education Professors
FIGURE 7 (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES FOR
"NEW" TEACHERS AND EDUCATION PROFESSORS
C. Problems 49-64
142
Percentage
of
Occurrence
"New"
Teachers
+ 5 +*4 +3 +2 +1 0
100
80
• 48
60..
*72
„ -3
30-^
20
10
60 40 50 20
Percentage of Occurrence
Education Professors
FIGURE 7 (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES FOR
"NEW" TEACHERS AND EDUCATION PROFESSORS
D. Problems 65-75
143
+ 5 +“ 4 t3 + 2 +1
0
Percentage
of*
Occurrence
"New"
Teachers
100
S S 8S
O *V
' 7B*/
7y v *
so ..
82.
60..
92
84-
40 -
10
40 50 60 20
Percentage of Occurrence
Education Professors
FIGURE 7 (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES FOR
"NEW" TEACHERS AND EDUCATION PROFESSORS
E0 Problems 76-93
144
Percentage
or
Occurrence
"New”
Teachers
•+5 +*4 +3 +2 +1 0
100
80
3 •
5 •
40 .
40 50 60 20
Percentage of Occurrence
Industrial Arts Professors
FIGURE 6
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES FOR
"NEW" TEACHERS AND INDUSTRIAL ARTS PROFESSORS
A* Problems 1-6
145
Percentage
of
Occurrence
"New”
Teachers
+ 5 i~4 + 3 + 2 + 1 0
100
80 . . •a
20
•It
30
20
10 * ^
60 20 10
Percentage of Occurrence
Industrial Arts Professors
FIGURE d (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES FOR
"NEW” TEACHERS AND INDUSTRIAL ARTS PROFESSORS
B. Problems 9-4#
1 4 6
Percentage
of
Occurrence
"New”
Teachers
■+5 +-4 + 3 +2 +1 0
100
• s t ,
y/49
/•iit •
/
, •$<>
$9 4*
» •if 7 -
/ *43 /
41 • /
80 . .
40 . .
60 40 50 20
Percentage of Occurrence
Industrial Arts Professors
FIGURE 6 (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES FOR
"NEW” TEACHERS AND INDUSTRIAL ARTS PROFESSORS
C. Problems 49-64
147
Percentage
or
Occurrence
"New"
Teachers
+ ^ -h4 t3 -*"2 +1 0
100
80 . .
• 72,
40 -
30.
20
50 60 40 20
Percentage of Occurrence
Industrial Arts,Professors
FIGURE 8 (CONTINUED)
GRAPHIC CCMPARISON OF PROBLEM FREQUENCIES FOR
"NEW" TEACHERS AND INDUSTRIAL ARTS PROFESSORS
D* Problems 65-75
143
■+5 +*4 t3 +2 +1
Percentage
of
Occurrence
”Kewn
Teachers
100
90-*
/ / 9? c $£
/7J : % 6 °' ? i
7_
80
40 -
20
40 50 60 20
Percentage of Occurrence
Industrial Arts Professors
FIGURE 8 (CONTINUED)
GRAPHIC COMPARISON OF PROBLEM FREQUENCIES FOR
"NEW” TEACHERS AND INDUSTRIAL ARTS PROFESSORS
E. Problems 76-93
149
Mnew, f teachers -would find it a pressing problem, but should
it fall in the lower right hand corner then the other group
would find it of great import.
The plus and minus number designations along the top
and right edges were included so as to accord with the lead
set in the above named reference. The same holds true for
the dotted diagonal lines which indicate 20 per cent
difference between succeeding dotted diagonal lines. It
has later proved that the plotted points bunched so closely
that the above inclusions were superfluous.
In order to determine the reliability of the
differences of the plotted points a curve is drawn correspond
ing to a critical ratio of two and having the approximate
equivalent of the five per cent level of confidence. The
following quadratic equation was solved in order to plot
such a curve:
nin2Pi2-2nin2PiP2+ n1n2p22= 4n2p;]_-4n2Pl2 + 4n1p2-4QiP22
tf. . .p^ and P2 are the proportions of groups 1 and 2
respectively possessing the sign in question and where np and
n£ are the numbers of cases in the two groups.”-^? Points
found outside the plotted curve thus represent significant
differences at the five per cent level.
A summary of the findings is found in Table XV". If
167 Ibid.. p. 98.
TABLE XV
SIGNIFICANT DIFFERENCES AT 5 PER CENT LEVEL AS INDICATED BY GRAPHIC
COMPARISON OF FREQUENCIES FOR 93 PROBLEMS
Problem
area
Problem
number
Problem significant (S) for:
MNe»fn teachers over others Others over "New” teachers
"Old" Education Industrial
teachers professors arts
professors
' ‘ Old” Education
teachers professors
Industrial
arts
Professors
Shop 1 S
adminis 4 S
tration 5
S S
6 S
7 S S
8 S S
Teach
9
S S S
ing 12 S
technique 13 s
14
S
16 S
18 s
21 S s
22 S
23 S s
24 s s
25
s s
30 s
31
s
35
s
36 s s
41
s
42 S
43
s
44
s
45
s s
46 s s s
47
s s
School 49
s
adminis 50 s
tration 52
s s
53
s S
54
s s S
55
s s s
56 s
(To be continued)
151
TABLE XV (CONTINUED)
SIGNIFICANT DIFFERENCES AT 5 PER CENT LEVEL AS INDICATED BY GRAPHIC
COMPARISON OF FREQUENCIES FOR 93 PROBLEMS
Problem significant (S) for:
Problem Problem "New” teachers over others Others over "New1 * teachers
area number f , 01dn Education Industrial “Old" Education Industrial
teachers professors arts teachers professors arts
professors professors
School
57
S s s
adminis
53
s s s
tration
59
s s
(conr t) 60 s s s
61 s
62 s
63
s s
64 s s
School
65
s s
pe rson— 66 s
nel
67
s
6 8 s s
69
S s s
70 s
72 s
73
s s
Shop 76 s s
main 73 s s
tenance
79
s
BO s
31 s
32 s s
84
s s s
85
- s s
86 s s
87
s
88 s s
89
s s
90 s
91
s
92 s s
93
s
Totals
7 7
2 21
17
38
Percentages
7.5 7.5
2.2 23 18 o3 a
1 5 2
they are considered separately, the results have some meaning
ful value, but as a device for determining differences which
are significant when related to index number computations
there are a number of serious discrepancies. For instance,
significance between percentages can be shown on the
above cited charts and yet the index numbers may be ap
proximately equal, Problem 1 being our example. Conversely,
index numbers between two groups may be widely separated
and yet not show significance as is the case with Problem
5. The difficulty probably revolves around the fact that
combined percentages and index numbers represent such
diverse ways of analyzing the data that actually they
are not comparable.
XI. INDEX NUMBER COMPUTATION AND ANALYSIS
In this type of study index-number averaging and
ranking make possible analyses and bases for recommendations
which are of great value to educators. Further, the bases
for drawing conclusions in the index-number computations
are less complex with regard to statistical procedures.
Indeed, their very direct relationships should have scientific
appeal which the rank and file teacher can apply to advantage
in his work. Consequently, the next section has much to offer
in the field of curriculum research and course of study
development.
153
Index number computation. This study has folloy/ed
the line of Terry after arriving independently at the same
conclusions regarding the problem of weighting the three-
point scale of the opinionnaire. u The scale for weighting
the opinion selections for each problem is as follows:
A. No importance.................. 0
B. Average importance ...... 1
G. Great importance ....... 2
Should there be only 10 respondents, and all of them rated a
problem as having "no importance," the index number would
become "0", i. e., 10 x 0 divided by 10 equals 0. If the
10 ratings should be "average importance" then the index
number would be 10,x 1 divided by 10 for an index number of
1.00. It may now be recognized by the reader that the
obtaining of an index number is a variation of the averaging
procedure since the total number of replies is divided into
the sum of the products in each of the three ratings, the
products having been obtained by multiplying the number of
replies in each rating by its corresponding weighted number.
Referring to Table XIV the index number for Problem
1 was obtained for "new" teachers as follows:
Number Weighted
Respondents Number
1. Class Records
No importance 22 X 0 * 0
Average " 115 1 = 115
Great " 5 1 2 » po2
Total TSB 217
217 - 1.15 - Index Number
1W
154
Should a scale of 1, 2, and 3 have been used instead of 0,
1, and 2 the only difference would have been to increase the
value of the number to the left of the decimal point by 1,
thus making the Index Number 2.13.
An examination of the problem of index numbers, then,
will show that on a scale of 0, 1, and 2 the lowest possible
rating would be "0" while the maximum would be "2”. Hence
forth, in this phase of the study, whenever index number
ratings are referred to, the reader is cautioned to remember
the scale of weighting is 0, 1, and 2 with a maximum of 2.00
and a minimum of 0.00. The scale has proved satisfactory,
even if arbitrary. There was no justification for making
the matter of index numbers anything but basically as simple
and direct as possible.
All 93 problems in each of the four groupings of "new"
secondary teacher, "old" secondary teacher, Education
Professors, and Industrial Arts Professors, had an index
number computed. In order to carry out the primary purpose
of the study, namely, to find out what the problems of "New"
shop teachers are, the index numbers were ranked under the
"new" heading, while the index numbers for the same problem
under other three headings were placed to the right as may
be seen in the accompanying Table XVI. The reader, no doubt,
168 Ibid., p. 158.
155
TABLE XVT
RANK ORDER OF INDEX NUMBER RATING OF "NEW" INDUSTRIAL ARTS
TEACHERS COMPARED WITH THREE OTHER GROUPS
Problem "New" "Old" Education Industrial
numb er teachers teachers professors arts
professors
19 1.95 1.21 1.18 1.30
54
1.78 1.42
1.69
1.76
48
1.65 1.73
1.66 1.77
7 1.52
1.57 1.32
1.75
13
1.52 1.56
1.31 1.83
30 1.46 1.43 1.89 I.64
32
1.43 1.54
1.70
I.64
15 1.41 1.57 1.77
1.80
56 1.40
1.55
1.40
1.25
37
1.38 1.46 1.15
1.26
20 1.36 1.38 1.30
1.39
45
1.36 1.22 1.06 loOO
71 1.35 1.41
1.18
1.03
86
1.35 1.34 .89
1.48
17 1.31
1.48 1.16 1.42
29 1.31 1.55
1.22
1.47
40
1.31
1.40
1.49
1.94
82
1.31 1.51
1.21
1.74
10
1.29 1.34 1.17 1.56
33 1.29 1.61 1.57
1.80
43
1.28 1.24
1.22
1.51
58 1.28
1.54 1.15 1.43
6 ,1.24
1.38 1.42 1.67
18 lo23 1.32 1.43
lo78
35
1.21 1.20 1.03 1.06
85
1.21 1.33 1.25
1.88
91
1.21 1.16 .91 1.54
34 1.19 1.19
1.06 1.06
49 1.19 1.35
.98 1.62
62 1.18 1.19 .91 lo37
76 1.18 1.18
.67
1.40
39 1.17 1.15
1.28 1.14
83 1.17
1.22 .94 1.11
90 1.17 1.35
1.08 1.68
1
1.15 1.34
1.21 1.61
11 1.14 1.15 .91 .89
57 1.14
1*38 1.18 1.34
88 1.12 1.30 1.06
1.45
22 1.10
1.14 1.55
lo08
80 1.10
1.15 1.19 1.71
26 1.09
1.21 1.18
1.17
28 1.08 1.12
.77 1.03
69
1.08 .72 .60 .80
60 1.06 1.15 1.43 1.71
42 1.05 1.11 .89 1.31
79 1.04 1.13 .97 1.31
47 ■1.03
lo30
1.09 1.17
(To be continued)
156
TABLE XVI (CONTINUED)
RANK ORDER OP INDEX NUMBER RATING OF "NEW" INDUSTRIAL ARTS
TEACHERS COMPARED WITH THREE OTHER GROUPS
Problem
number
"New"
teachers
"Old"
teachers
Education
professors
Industrial
arts
professors
63 1*02 1.08 .72 1.20
2 1.01 .96 .78 .86
78 1.01 1.22
.84 1.31
36 1.00 1.10
1.31 1.26
46 1.00 1.21 1.47 1.51
77
1.00 1.00
.91 1.26
59 .99 .95 .97 1.06
23 .9 8 1.23 1.77 1.66
68
.93 1.11 1.43
1.60
39 .93 1.11
.95 1.37
3$
.96
1.15 1.03 1.28
50 .96
.95 .85 1.21
70 .96 1.11 1.00 1.20
87 .96 1.18 .89 .91
8
.95 1.05 1.09 1.34
75 .95
loOO
.71 1.17
4 ' .94
.90 1.08 1.42
24 .94 1.36
.94 •
1.30
21 .92
1.04 1.59 1.31
93
.92
.93 .95
1.26
16 .39 o95 1.35 1.17
9
1.06
1.15 1.25
92 1.00 1.40
1.74
61 .37 .89
.66
1.23
31 .35
1.02 .70 .83
3 • 84 .72 085 .97
27 .84 1.24
1.68
1.65
51 • 84 .85 .63 .65
72 .30 .77
1.06 .80
25
.76 1.24 1.23
1.58
81 .76 .82
.73
1.00
41 .75 .93 <>77
.80
12
.71
.78
1.15
.72
52 .71
.82 1.14 1.15
53 .71 .82 .91
.76
55 .71
.88
1.43 1.25
66
.69 .89
.76 .83
64
.68
.85
1.26
1.49
65
068 1.16
.71
1.00
74 066 .72 .52 .80
14 065 .67
.72 .78
34 .65 . 84
.81 1.03
67 .64 p 64
.66 1.11
5 .55
.68 .68
.67
46
.53 .53
1.08 • 68
73 .25 .33 .43 .54
157
can see what was being done when this ranking table was set
up. Immediately, however, problems of procedure arose. In
attempting to reduce the data to a comprehensible form,
rank order tables for each group were drawn up showing the
relationship of the other three groups to the one being
ranked. None presented the picture in such a way as to be
very useful to the educator wishing to discover answers to
problems in this area. Another effort was made to draw up
a table to show the plus or minus index number difference
of each of the three other groups in relation to that of
the "new" teacher. This step finally led to the method which
summed up and placed in a suitable form the data collected
in the study.
A graphic method may be employed by which the index
number data can be grouped into categories. A horizontal
line is drawn with an index number scale from 2.00 to 0.00
superimposed, a variety of scalings is possible. If, as was
done In this study, eleven vertical lines at .20 intervals
are drawn which divide the angular line in ten equal spaces,
it is then possible to range index numbers along the horizontal
line and thus place the problems into ten categories. The
"levels of importance” chosen for use in this form are 9 to 0
so- as to conform with the reasoning already presented as
regards index numbers. Thus 9 indicates a level of maximum
importance and 0, one of no importance.
158
Table XVII illustrates the level rankings of the 93
problems as judged by the four groups. In this form a rather
simplified range of numbers may be examined and -worked with.
It is felt that, in itself, a good deal of valuable informa
tion is presented, but still not in such a manner as to be
readily digested by curriculum workers examining it under
work-a-day conditions. A final step of organizing the data
seemed to be in order.
Tables XVIII, XIX, XX, and XXI presents the data by
the four groups in such a manner that both ranking importance
of problems and problem area may be quickly determined. For
instance should a "new” teacher desire to know what problem
is estimated to be most important, the furthermost left hand
number in Table XVIII would provide the answer. In this case
it is number 19, or Dishonesty.
The numbers in each problem area are listed in descend
ing order for each level, and the reader should not assume
that, in a vertical direction, the problem numbers vary in
importance. It is only in a horizontal direction that this
will be the case.
Should a school administrator wish to determine which
problems are important for the "new” and "old” shop teacher
groups, a comparative examination of Tables XVIII and XIX
will provide the answers. A variety of needs may be met
through the use of the tables representing the four groups,
159
TABLE XVII
LEVEL RANKING OF 93 PROBLEMS BY 4 GROUPS
(Level scale: 9— maximum importance
0— minimum importance)
Area Problem
number
"New"
teachers
"Old"
teachers
Education
professors
Industrical
arts
professors
Shop 1
5
6
5
S
adminis- 2
5 4 3 4
tration 3
4 4 4 4
4
2
4 5 7
5
2
3 3 3
6 6 6
7
S
7 7 7
6 S
a
4 5 5
6
Teaching 9
4 5 5
6
techniques 10 6 5
6
7
11
5 5 4 4
12
3 3 5 3
13 7 7 6 9
14 3 3
6
3
15 7 7
S
9
16 4 4
6
5
17
6 7 5 7
IS 6 6
7
S
19 9
6
5
6
20 6 6 6 6
21 4 5 7
6
22
5 5 7 5
23 4
6 S S
24 4
6
4
6
25 3
6 6 7
26
5
6
5 5
27 4
6 S ; S
2S
5 5 3 5
29
6 7
6 7
30
7 7 9
S
31 4 5 3 4
32
7
6 S S
33
6 S
7 9
34 5 5 5 5
35
6 6
5 5
36 5 5
6 6
37
6 7
6 6
33 4 5 5
6
39 5 5
6 5
40 6 6
7 9
41 3 4 3 4
42 5 5 4
6
43
6 6 6 7
44
2 2 5 3
45
6 6 5 5
46 5
6 7
S
47 5
6 7 5
43 S S S S
160
TABLE XVII (CONTINUED)
LEVEL RANKING OF 93 PROBLEMS BY 4 GROUPS
(Level scale: 9— maximum importance
0— minimum importance)
Area Problem
number
"New"
teachers
"Old"
teachers
Education
professors
Industrial
arts
professors
School
49 5
6 4
3
adminis 50
4 4 4
6
tration
51 4 4 3 3 '
52
3 4 5 5
53 3 4 4 3
54 3
7
3 3
55 3 4 7
6
5 6 7 7 7 6
57 5
6
5 5
53 6
7 5 7
59 4 4 4 5
60
5 5 7
3
61
4 4 3
6
62
5 5 4
6
63 5 5 3
6
64 3 4
6
7
Other
65 3
6
3 5
school 66
3 4 3 4
personnel 67
3 3 3 5
63
4 5 7
3
69 5 3 3 4
70
4 5 4
6
71
6 7 5 5
72
4 3 5 4
73
1 2 4 4
74 3 3
2
4
75 4 4 3 5
Shop 76
5 5 3 7
mainten 77 5 4 4
6
ance 73
5
6 4
6
79 5 5 4
6
30 5 5 5
3
31
3 4 3 5
32 6 7 7
3
33 5
6 4 5
34 4 4 3 5
35
6 6 6 9
36 6 6 4 7
37 4 5 4 4
33
5
6 5 7
39 4 5
4
6
90
5
6 5
3
91
6 5 4 7
92 4 4 7
3
93 4 4 4
6
161
TABLE X V III
RELATIVE IMPORTANCE OF 93 PROBLEMS AS RATED BY "NEW"
INDUSTRIAL ARTS TEACHERS
Problem Problem Descending importance Total Index
area number 9 8 7 6 5 4 3 2 1 0 number
Other
65
Shop 1
7
6 1
3
adminis to 2
tration 8
Teaching
9 19 48 13 10 11
9
12
tech to
15 17
22 16
14
niques 30 18 26 21
25
32 20 28
23 41
29 34 24
33
36 27
35 39 31
37
42 38
40 46
43 47
48
45
school to
71 69
68
65
person 70 66
nel 72 67
75 75 74
Shop 76 82 76
87
81
mainten to
85 77 89 84
ance 86 78 92
91 79 93
80
83
88
93
90
5
4
44
School
49
adminis to 54 56 58 49 50 52
tration
57 51 53
60
59 55
62 61
64
64 63
8 4.37
40 5.32
16 4.62
73
11 3.64
18 4.77
Totals
M
S.D.
5.10
1.42
18 26 22 14 93 4o75
162
TABLE XIX
RELATIVE IMPORTANCE OF 93 PROBLEMS A3 RATED BY "OLD" TEACHERS
Problem Problem Descending importance Total Index
area number 9 8 7 6 5 4 3 2 1 0 number
Shop 1
adminis- to
t ration 8
7 1 8 2 5
6 3
4
8 4.87
Teaching 9 33
10 18
9
tech to 48
13 19 11
nique
15
20 21
17 23
22
29 24 28
30
25 31
37
26
34
27 36
32 38
35 39
40 42
43
45
46
48 47
School
49 54 49
60
adminis to 56
57
62
tration 58 63
16 12 44
41 14
64 64
Other
65 71 65
68 66
67
school to 70
75 69
person 72
nel
75 74
Shop 76 82 78 76
77
81
main to
83 79 84
tenance
85
80 92
86
87 93
88
89
93
90 91
Totals 2 13 26
23 19
8
M 5° 57
S.D*
1.35
■
40 5.63
50
51
52
53 16 5.00
55
59
61
73
11 3.90
18 5.11
93 5.18
163
TABLE XX
RELATIVE IMPORTANCE OF 93 INDUSTRIAL ARTS TEACHER
PROBLEMS AS RATED BY EDUCATION PROFESSORS
Problem Problem Total Index
area number
9
8
7
6
5 4 3
2 1 0 number
Shop 1 6
7 ' 1 3
2
adminis to
4 5
8
4.75
tration 8 8
Teach 9 30 15 18
13 9 11
14
ing to 23 21 16 10
24 28
tech
27
22
19
12 42
31
niques 32
33
20
17 47 41
48 40
25
26 40 5.60
46
29 34
36 35
37
38
39 44
48 43 45
School
49 54 55 64
52
49 51
adminis- to 56 57 50 61
t ration 60 58
53 63
16
4.31
59
64
62
Other
school
65
to
68
71
72
70
73
65
66
74
person*
nel
75
67
69
75
Shop 76 82 85 80 77
76
main to 92 88 78 81
tenance 90
79
86
83
86
87
89
91
93 93
11 3.82
18 4.44
Totals
M
S. D.
5.38
1.60
13 13 21 21 17 93 4 .9 7
1 6 4
TABLE XXI
RELATIVE IMPORTANCE OF 93 PROBLEMS AS RATED BY
INDUSTRIAL ARTS PROFESSORS
P ro blem P roblem Descending importance Total Index
area number 9 8 7 6 5 4 3 2 1 0 number
Shop 1 1 4 8 2
5
-
adminis to 6
3
8 6.00
tration 8
7
Teach
9 13
18 10
9
16 11 12
ing to
15 23 17 19
22
31 14
tech
33 27 25
20 26 41 44
nique 40 30 29
21 28
32
43 24 34
40 6.18
46 36 35
48
37 39
38 45
48 42
47
School
49 49 58 50 52
51
adminis
54 64 55 59 53
tration 60 56
57
16 6.00
61
62
64 63
Other
65
68 70
65 69
school to 66 72
person 67
73
nel
71
11 5.09
74
75 75
Shop 76
85
80 76
77
81
87
mainten to 82 86 78
83
ance 90 88
79 84
18 6.56
92 91 89
93 93
Totals 5 18 12 23 20 9 6
M 6.47
S.D. 1.92
93 6.08
165
with not the least of these being the possibilities open to
teacher-trainers in the selection and choice of problems to
be considered for industrial arts teacher-training purposes.
The above mentioned tables have been provided with
"level”-index numbers, range 9 to 0 for each problem area,
for comparative purposes. An averaging of each group*s
level-index numbers shows that industrial arts professors
have the highest level rating with a value of 6.08, "old"
teachers rank second with a valuation of 5.1#, education
professors, third with 4.97, and "new” teachers last, with
a level index number of' 4*75. Further statistical measures
are provided with the addition on the tables of the mean
averages and standard deviations. The industrial arts
professors having the largest level-index number S.D. of
1.92, education professors 1.60, "new" teachers 1.42, with
the "old” teachers ranking last with an S.D. of 1.35.
A summation of the above paragraph shows that all the
groups rate the problems above average in importance which is
understandable in light of the selection process originally
undertaken to determine the problems. While the industrial
arts professors have the widest range of estimations the
"old” teachers have the narrowest.
A concluding point must be mentioned as a caution to
curriculum workers and for the reader’s benefit. The ranked
problem numbers by "levels” in Tables XIX to XXI show relative
166
importance only from greatest to least. In no way do the
problem numbers indicate reliable differences, and in line
with the remarks presented in the section devoted to signifi
cant differences it would seem undesirable to attempt to
relate the findings of that section to this one. As long as
the reader remains within the limits stated above, he can be
assured that the data has been drawn up with strict and
rigorous regard for scientific methods and procedures.
Further steps along this line should await the time when
equal opportunities for the careful working up of the data
are provided.
CHAPTER V
THE PROBLEMS OF "NEW" INDUSTRIAL ARTS TEACHERS
The present chapter will bring together the thinking
of previous sections as it relates to the problems of "new"
industrial arts teachers, specifically, and to "old" shop
teachers, education professors, and industrial arts profes
sors generally, A small percentage of the problems present
such unusual features as to have caused respondents to note
special remarks concerning them. These remarks will be
indicated whenever it is felt that they have such pronounced
bearing on the problem that rigorous research practices would
demand their inclusion in the study. The material will be
arranged under major headings of Problem Areas, and sub
headings of Problems, with a summing up of the major headings
in each case. Tables X7III to XXI provide the data for the
following remarks.
I. PROBLEMS RELATING TO SHOP ADMINISTRATION
The eight problems included under this heading by no
means constitute a complete list of such difficulties, but
rather do they constitute those problems which respondents
have indicated to be of more than general concern to them.
1. Problem of class records. Of average importance
168
to first three groups with industrial arts professors con
sidering it of great importance.
2. The problem of collection of money. Of average or
less than average importance for all groups. One shop
teacher and one industrial arts professor felt strongly
that collecting money was not rightly one of their jobs.
3* The problem of shop officers. Rated slightly
below average by all, one industrial arts professor felt
that the term should have been "personnel" instead of "shop
officers." There is evidence that the regular industrial
arts teachers understood the term "shop officers" since it
is common practice to have such student-officers aid in the
conduct of the shop.
4. The problem of inventorying shop. Compared to
other problems the "new" teacher finds this one of very little
importance, "old" teachers and education professors rate it
average, while industrial arts professors find it above
average in importance. One of the latter .professors found
inventorying activities of importance, in that it helped in
". . . making requisitions."
5* The problem of locker check. "New" teachers find
this problem of little importance, while the other three
groups rate it only slightly more so. Apparently, this is an
169
isolated problem which rates high importance only in certain
school situations,
6, The problem of shop organization for large and
small classes. The two teacher groups rate this slightly
above average in importance, with the professional groups
each placing successively more importance in it.
The problem of tool care. Each of the teacher
groups find this one of fairly great importance, with the
education professors rating it less so, and the industrial
arts professors judging it more so.
problem of tool issue. This problem rates
only average importance, with the "new" teachers lowest
and the industrial arts professors highest. This reaction
is contrary to the experience of some shop teachers which
may be a difficulty in a specific situation. One teacher
writes that a "tool-room man" is the device suitable for
solving such problems, but it is generally recognized by
teachers that other means of tool issue are highly satis
factory.
To summarize the above area of problems relating to
shop administration, Table XVIII, XIX, XX and XXI show that,
of the four teacher groups, "new" shop teachers rate the
area lowest with a "level" index number of 4.27. Education
170
professors rate it next lowest, "old" teachers third, while
industrial arts professors rate it highest with a level index
number of 6*00. All the groups save the last rate it below
average in importance,
XI. PROBLEMS RELATING TO TEACHING TECHNIQUE
Forty problems make up this list which constitutes, in
many respects the broadest and most important of any problem
area, with all groups save industrial arts professors giving
it the highest average index number rating for any of the
problem areas.
9. The problem of student absenteeism. "New" teachers
rank this below average in importance, industrial arts
professors rate it slightly above average; while the other
two groups range between.
10. The problem of clean-up procedures. Save for
"old" teachers, all the groups rate this problem a little
above average. There is some indication that "new" teachers
eventually pick up techniques which cause the problem to
assume somewhat less importance.
IT* The problem of students who enter the class late
in the term. One teacher remarks that "if too late, no grade."
Considered generally, this attitude needs qualification in
171
light of the findings of this study, namely, that the average
shop teacher is seriously concerned with the growth of his
students and is not nearly so hard-hearted as the above
remark might indicate. "New” and "old" teachers rate this
problem as average, with both education and industrial arts
professors slightly below.
12. The problem of domination by advanced students in
mixed classes. The original collection of problems from the
teachers indicated that f T mixed classes” produced serious
difficulties. This appears to be a restricted situation of
"domination” and apparently rates of little importance to
the groups, except for education professors who find it of
average importance.
3*3• The problem of care of equipment. All groups find
this particular problem of great concern, which is understand
able since much depends on the working shape of equipment in
shops. In fact, certain teaching activities come to a stand
still when equipment is damaged through carelessness. An in
teresting observation is that both teacher groups find the
problem of high importance, which indicates that it is a
continuing one. Education professors have the lowest and
industrial arts professors the highest index number ratings
for the group.
172
14. The problem of students from bl-lingual homes*
Low importance accorded by all groups except educational
professors.
15. The problem of learning habits. All groups rate
this high, with the professorial groups successively hitting
the higher levels. There is indication that the teacher
groups find it a continuing problem, as it might well be.
16. The problem of mistaught students. Despite the
need to depend on the mechanical skills and understandings
developed in other shops, the teacher groups accorded this
problem less than average importance, with the education
professors above average and the industrial arts professors
between. Original problem-statements indicated that this
was a most pressing problem, but the findings of the opinion-
naire-phase suggest otherwise.
3-7* problem of respect for authority. The "new"
teachers find this problem only a little above average in '
importance, but the "old" teachers later find it becoming
more so. Perhaps the reduction in importance of other
problems in later years cause this one to assume greater
proportions.
18. The problem of class demonstrations. The
professorial groups consider this a rather important problem,
173
while the teachers find it, in actual practice, only a little
more than average. This appears to be a continuing problem
regardless of tenure.
19. The problem of dishonesty. This most pressing
problem for "new" teachers becomes progressively less impor
tant with experience, until the "old” group finds it of but
little more than average importance. Neither college group
finds it more important than the "old” group.
20. The problem of discipline. Uniform agreement of
but slightly more than average importance is indicated by all
groups. One teacher notes that discipline is in direct rela
tion to size of class. The estimates suggest that the
problem of discipline is often an isolated one--despite some
isolated vocal individual— and is not a pressing problem for
the profession in general.
21* The problem of emotional stability. The "new"
teacher finds this problem of less than average importance,
with the "old" teachers increasing it to average. The educa
tion professors find it of much importance, while the in
dustrial arts professors rate it slightly more than average.
Three individuals suggest the -organizatipn of special classes
for such problem-students.
22. The problem of the noninterested students. One
174
respondent would like to "eliminate these students," but the
two teacher groups find it of average importance only. The
education professors find it of considerable importance.
23. The problem of class morale. "New" teachers find
the problem of less than average importance, while the "old"
group rate it a little above average. This situation again
suggests that with the gradual elimination of some problems,
other problems in the teacher’s experience begin to stand
out. The professorial groups both find this problem to be
one of great importance.
24. The problem of "horse-piay." This commonly used
term among shop men has a little more than average importance
for "old" teachers, and "new" ones find it less than average.
The educational group is in accord with the "new" teachers,
while the industrial arts professors are in agreement with
the "old". One teacher remarks that he would like "to do
without." This dangerous play-activity of students, appears
generally to be under good control.
25• ffke problem of the dignity of shop work. The
"new" teacher finds this of minor importance, with the "old"
group according it above average importance. The professorial
groups are in agreement with the latter.
26. The problem of inattention. One college professor
175
of education classes qualifies his estimation of the importance
of this problem with "depends on situation.” Both "new” and
"old” teachers think it is of average importance, with the
latter ranking it slightly higher. The college groups agree
that it is of average importance.
27. The problem of evaluating work. "New" teachers
find it slightly below average, and "old" teachers rate it
slightly above average in importance. Both the college
groups find it pressing in importance.
28. The problem of home training. All the groups
except education find this problem of average importance. Why
the education group rates it of only minor importance can
but be surmised. Possibly the explanation is that the educa
tion group is not aware of the below-average type of students
found in shop classes— as is shown elsewhere in this study.
29. The problem of "fundamentals." "Old" teachers
find the problem of greater importance than the "new" group.
The same holds true of industrial arts professors over
education professors. All the groups, however, rate the
problem quite important.
30. The problem of individual needs and differences.
The education group rank this on the highest level, with the
industrial arts group only a little less high. Both the "new"
176
and "old” teacher groups rank.it of considerable importance,
but not as highly so as the others.
31. The problem of noise. This problem should be
relegated to the doubtful list, since four respondents were
sufficiently confused as to whether the noise referred to
students or equipment as to make their reactions essentially
meaningless. How many more might have felt the same way is
a moot point. One college instructor remarked "I can't even
talk in my lab. Have to go- outside to instruct." For what
it is worth then, the ratings would suggest that the problem
is average or below average in importance.
32. The problem of individual responsibility. The
problem is the first in the list to suggest that it is of
greater importance in early teaching years than in later.
Both the college groups rate this problem as being highly
important.
33. The problem of pride in workmanship. While it is
of little more than average importance to "new" teachers,
the "old" group rate it of high importance. The industrial
arts college group rate it on the highest level.
34. The problem of construction of job and instruction
sheets. All groups accord this average importance only.
35. The problem of retention of subject matter. Both
177
the teacher groups rate this problem of greater importance
than the average rating given it by the college groups.
36. The problem of new units of work. While the
teacher groups rate this problem of average importance, the
college groups find it somewhat more important.
37. The problem of large classes. "Old" teachers find
it more important than "new” ones who rate it above average,
The college groups rate it the same as the "new".
38. The problem of stealing. Contrary to many
voiced opinions, the groups rate this problem of only average
importance. The "new" teacher group rate it lowest, with
the evidence suggesting that with increased teaching experiences,
it will assume a little more importance.
39. The problem of low I.Q,. student. None of the
groups feel that this is much more than average in importance.
The estimates presented by the teacher groups on the data
sheets indicate that the shop students actually are below
average in intelligence; therefore, one can but conclude that
the teachers have handled the problem adequately by reason of
the high interest factor inherent in shop work, combined with
much personal attention. Two teacher respondents suggest
the programing of "special small classes," but the evidence
shows that in the existing class sizes the problem is under
control.
17 &
4*0* problem of safety habits and procedures. It
is understandable that industrial arts professors would rate
this problem of high importance. The teacher groups find it
of only a little more than average importance. The problem,
for them, is a continuing one on about the same level through
out their teaching experience.
41. The problem.of mixed classes. Contrary to the
size of the problem-statement piles which accumulated under
this heading* the evidence points to the fact that the
problem is of little importance to "new” teachers, and that
the "old" teachers find it of less than average importance.
Some questions arose as to what type of mixed classes were
being referred to, but in general, it may be assumed that
the groups understood that the problem referred to any type
of mixed group and not to specifics.
^2. The problem of economy. Both teacher groups find
this problem of average importance. The education professors
find it less so and the industrial arts professors more so.
43. The problem of originating and design of new shop
pro.jects. The industrial arts group finds this problem quite
important, while the other groups rate it only a little more
than average. This is contrary to what many shop men assume
the situation to be.
1 7 9
44. The problem of the repeat student. Only slight
importance.is accorded this problem by the two teacher
groups and by the industrial arts professor group. The
education professors find it of average importance.
k-5 • The problem of the non-working student. The
two teacher groups find this to be of more than average
importance, while the professorial groups judge it to be
average.
4*6• The problem of related learnings and information.
Professional college teacher-trainers place considerable
emphasis on this problem. For "new” teachers the problem has
only average importance, but it appears that as experience
and tenure are gained, it becomes slightly more so.
47. The problem of mechanical skills. "Old" teachers
find the problem of slightly more importance in their
activities than do the "new" who rate it average. A sur
prising thing is the high level accorded it by the education
professors.
48. The problem of respect for property. All groups,
equally, accord this problem a very high level rating. One
may safely say that this is a serious and continuing problem
which might well have additional attention given it by the
teacher trainers in the colleges.
180
A summarizing statement regarding the 40 problems re
lated to teaching techniques suggests that all groups rate
these problems above average in importance. An average index
number of 5.32 is obtained for t T newf T teachers which while
lowest of the four groups, is still the highest for their
group in any problem area. It is fair to say that as
teacher tenure develops the newer teachers will find that
these problems take on increasing importance. The "old"
teacher group indicates an average rating for this area of
5.63. The education professors are slightly lower with a
5.60 average rating, while industrial arts professors move
up to 6.18 which is next to the highest level index number
rating for their group in any problem area.
III. PROBLEMS RELATING TO SCHOOL ADMINISTRATION
This broad area composed of 16 problems has been set
up under such a heading so as to bring into focus a number
of shop teacher difficulties relating to school administration
on both the school level itself, and that of head office.
Shop teachers have indicated in their original problem state
ments that this area produces a number of sensitive situations.
The opinionnaire data phase should help to clarify these
problems. It has long been recognized by shop people that
their calling is different from that of other teaching areas,
in that requisitioning of supplies and materials is a large
181
segment of their duties. This apparently has not been
adequately appreciated by administrators. The problem of
programing discrimination which shop teachers have felt
is deliberate policy on the part of the administration,
will also be considered here.
49- The problem of budget allotments. nNewn teachers
find it of only average importance, with the "old* group
later giving it more importance. Education professors
apparently have had small reason to consider it, while
industrial arts professors rate it highly in their course
work.
50. The problem of budgeting procedures. All groups
save the industrial arts professors find this problem of
little less than average importance. This suggests that,
on the whole, budgeting procedures are set up on an equitable
basis.
51. The problem of enforcement of attendance laws.
This problem falls slightly below average in importance, the
teacher groups rating it only a little more important than
the professorial groups. The problem apparently is not as
serious as some teachers assume it to be.
52. The problem of faculty and committee meetings.
While "new” teachers find this problem of slight importance,
182
the "old” group find it a little more so. The writer is
inclined to think that this may be due to the fact that the
younger group is much more adaptable to a so-called academic
atmosphere. Average ratings are accorded by the two college
groups.
53. The problem of the elective system. Some teachers
believe that the elective system of programing students
mitigates against a normal student personnel in their classes.
The fact is that the "old" teachers find it a little below
average in importance, and the "new" group find it even less
so. Education and industrial arts professors perhaps consider
the problem on a different basis from that of shop teachers,
but even so they rate it below average. This is probably
a considerably over-rated problem and does not merit the
attention given it.
54* The problem of counseling. This problem is similar
in most respects to the above. Shop teachers often believe
that there is considerable discrimination against their de
partment by counsellors. They also find that there is
considerable work and effort involved in counseling when they
themselves must do it. The problem is accorded a very high
importance ranking by all groups, with the "old" teacher
group rating it less high than the other three. This problem
might well receive considered attention on the part of
admini strato rs.
183
55. The problem of the rigid and unrevised curriculum.
The shop teacher group finds this a problem of below average
importance, with the trend in the direction of increasing
importance as tenure lengthens. Education professors rate
this problem fairly high, while the industrial arts professors
rate it a little above average.
56. The problem of making the shops the !tdumping
grounds.w Surprisingly uniform agreement is accorded the
high importance of this problem by all except the industrial
arts group who rate it less important. It denotes that
administrators should look into this problem most carefully
to see what can be done about an admittedly serious problem.
57. The problem of administrative backing in
discipline cases. All groups rank this on an average
importance basis. The "old1 1 teachers find it of slightly
more importance than the f t newT t group.
58. The problem of class teaching loads. "New"
teachers rate this above average in importance, with the "old”
group even higher.
59* The problem of too short periods. There was
unanimity in rating this problem slightly below average
except for the industrial arts professors who indicated an
average rating. One teacher respondent wished for double
184
periods, but again the opinionnaire findings do not bear out
the vocal objections often heard regarding this situation.
60. The problem of instructional materials. The
teacher groups rate this of average importance, with the
college groups considerably higher.
61. The problem of requisitioning procedures. All
save industrial arts professors rate this one below average.
62. The problem of supply and equipment shortages.
The teacher groups find this of average importance, with
the education professors below, and the industrial arts
professors above average. At least two teachers wrote
that this problem was a grave one in their particular
situations.
63. The problem of provision for emergency orders.
The groups rate this problem essentially the same as the
one above,-save for education professors who accord it slight
importance.
64. The problem of supervision. This below-average-
in-importance problem for the teachers is considered by the
college groups to be above average. At least two cases
arose which indicated serious isolated problems.
To summarize the above section, the education
185
professors have the lowest level index number of 4.31> the
"new" teachers second lowest with a number of 4.62, "old"
teachers third with 5*00; while the industrial arts professors
come up with 6,00. Compared to their own averages, the first
group is low, the second about average, the third definitely
below, while the last is about equal to its average. On the
whole it is possible to say that the problems in this area
are about average for the total number of respondents.
IV. PROBLEMS RELATING TO OTHER SCHOOL PERSONNEL
This problem area is similar in many respects to the
previous one. Particular care has been taken to segregate
difficulties not concerned with administration as such. The
reader will probably be able to detect a slight over-lapping
which could not be helped without extended explanation.
65. The problem of class interruptions. "New"
teachers definitely do not think this is a very important
problem, while the "old" group find it of above average
importance. The same relationship holds with the education
and industrial arts groups respectively.
66* The problem of academic attitude of superiority.
All groups rate this of less than average importance, with
"old" teachers and industrial arts professors finding it
more so than "new" teachers and education professors.
67. The problem of borrowing of supplies, tools, and
equipment. Only the industrial arts professors find this
problem even approaching an average rating. The other groups
accord it slight importance.
68. The problem of relating the shop programs with
rest of school. "N.ew" teachers find it of less than average
importance, with the "old" group raising it to an average
level. Education professors accord it considerable importance,
while the industrial arts professors rank it of great impor
tance .
69. The problem of the inherited shop from a
previous teacher. While the "new” teachers think this is an
average problem, the "old" teacher and education professors
think it is only slightly important. The industrial arts
professors stand between the two estimates. This is under
standable since new teachers often are confronted with such
a problem, while older teachers return year after year to
their own room.
70. The problem of academicians counseling the low
value of shop credits. An education professor writes that this
"should not be the case," and a shop teacher notes strong
agreement. The tabulated results indicate that "new" teachers
find it of less than average importance,, with the "old" group
187
placing it on an average level. As usual, the industrial arts
professors find it above average in importance.
71. The problem of low grade students assigned to shops
from academic classes. , f Newt T teachers rate this above
average, with the f , oldn teachers even more so. The college
groups think it is only average in importance.
72. The problem of caste status of students taking
shop. The teacher groups find this problem below average,
with the college groups judging it about average in im
portance .
73. The problem of professional jealousy among shop
teachers. Of very small importance to all groups.
74. The problem of students visiting from other
classes without authority. Of only slight importance to
all groups.
75. The problem of work requested by other school
personnel. All groups except the industrial arts professors
rate this less than average in importance.
A summary of this problem area shows that ! , neww teachers
accord these problems the lowest rating of 3*64, which is also
their lowest level index number rating for any problem area.
The education professors are next in line with 3.82, which
188
also puts this area lowest for themselves. The "old" teachers
are third with an average index number of 3.90, which is also
lowest for any problem area. The industrial arts professors
are highest for the group, but still rate the problem area
lowest for themselves— 5.09.
Y. PROBLEMS RELATING TO SHOP MAINTENANCE
This area of 18 problems is the one which most
definitely set the shop departments apart from other school
work.. Few teachers in other departments are required to be
concerned with the physical plant to the extent that shop
teachers are. Health, safety, design for every movement of
student personnel, as well as accessibility to supplies are
but some of the difficulties with which shop teachers are
confronted. This investigation, however, indicates that the
shop teachers are not overcome by the scope and difficulties
of these problems.
76. The problem of improperly painted shops. The
teacher groups find it of average importance, with the
education professors finding it of slight importance, and
the industrial arts professors rating it high.
77. The problem of building maintenance. "New"
teachers find it more important than the "old" group but
still only average. Industrial arts professors rate it above,
and education professors below average.
189
78. The problem of display cases. "New" teachers
average, "old" teachers above. The professorial groups
rate this problem the same as the previous one, above and
below average, respectively.
79. The problem of dust removal system. Average im
portance for the teacher groups, and the same college ratings
as above. A note from one teacher points up the fact that
for certain school situations the problem can be a serious
health hazard.
80. The problem of equipment and tool maintenance.
All groups rate this of average importance except the
industrial arts professors who place it on a great im
portance level.
81. The problem of floor base. Of less than average
importance for all except industrial arts professors.
82. The problem of illumination. College professors
and "old" teachers rate this of considerable importance,
with the "new" teachers finding it less so, but still above
average.
^3. The problem of building improvements. "New"
teachers and industrial arts professors find this of average
importance. "Old" teachers rate it above, and education
professors below average.
190
84. The problem of janitorial services. Both the
teacher groups rate it slightly below average, while the
education professors do so to a considerable extent.
Industrial arts professors rate it of average importance.
85. The problem of shop layout. Slightly above
average for all groups except industrial arts' professors
who give it highest ranking.
86. The problem of locker space. Both teacher groups
find it above average in importance, education professors
place it below average, and industrial arts professors put
it in a high category.
^7. The problem of sound proofing. While nold! !
teachers accord this problem average importance, the re
maining groups find it to be less than average.
88. The problem of obsolete equipment. MNew"
teachers and education professors rate this problem average,
with T,oldM teachers, and industrial arts professors successively
placing it on higher levels.
89. The problem of obsolete building. Slightly
less than average for ! T newn teachers and education
professors, Average for MoldT t teachers, and above average
for industrial arts professors.
1 9 1
90 • The problem of room space. "New" teachers and.
education professors rate this one average, with "old"
teachers above, and industrial arts professors on the great
importance level.
91* The problem of seating facilities for desk work.
Most important for industrial arts professors, "new" teachers
next, "old" teachers average, and education professors below
average.
92. The problem of hazardous equipment. Below average
rating by both teacher groups, high importance rating by
college professorial groups.
93* The problem of wash-up facilities. Only the
industrial arts professors rate this problem above average
in importance. Other groups rate it below.
To sum up the last section, it is apparent to the
reader that the industrial arts professorial group con
sistently rates these problems higher than the other groups.
Their level index number if 6.56, which not only is highest
for all the groups, but is also the highest industrial arts
professor rating in any problem area. The "old" teacher
group has next highest rating of 5.11. "New" teachers are
third with 4.77. Education professors•rate lowest, as perhaps
should be the case, with 4.44.
CHAPTER VI
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS FOR FURTHER STUDY
The material included in this chapter, as indicated
above, will (1) summarize the study with regard to problem,
method, and findings, (2) draw basic conclusions, and (3)
make recommendations for further researches as they relate
to this study.
I. SUMMARY
Foundations for study. This research is the out
growth of an interest in the education of young people as
such, but specifically in relation to industrial arts
education. Very particular thought has been given the
subject in all its ramifications, ranging from the teaching
of students in the secondary schools to the training of
prospective teachers in the arts of industry on the college
level. Definite direction has been given this study by
university graduate work as well as by experience in
organizing a new industrial arts program for a college. The
outcome has been to formulate a number of questions, some
of which could readily be answered by a perusal of the
literature, but others which could be clarified only by a
research such as this one.
193
Questions which needed answering. The primary-
problem of this study is: Do new teachers of industrial arts
subjects have professional problems?
Secondary problems are:
(1) Are the problems of new shop teachers the same
as those of old shop teachers?
(2) To what extent are the indicated problems of shop
teachers anticipated and considered by professional teacher
training institutions?
(3) What kind of pupils are found in industrial
education classes on the secondary level?
(4) Is the technique of problem analysis as outlined
in this study useful in curriculum development?
Some definite answers to these questions have been provided
by this research,— answers which have intrinsic value for
educators and students.
Research technique. A careful search of the literature
revealed a *large quantity of material devoted to industrial
education, some of which related directly to this study, but
much of which concerned matters not germane to the specific
questions raised above. This necessitated a new modus
operandi. Accordingly, the investigator undertook to apply
a nfunctional" approach to these questions, in the light of
his graduate training. The approach has been designated as
194
a "problem analysis" method and, as such, should characterize
the research. A rigorous application of scientific rules of
research have been adhered to on the pattern of the
"functional" school.
Research steps. The study breaks down into the follow
ing major categories: (1) Problem statement collection, (2)
Problem statements organization, (3) Opinionnaire design, (4)
Opinionnaire data collection, and (5) Analysis of opinionnaire
data.
(1) Problem statement collection. Administrators in
123 secondary school districts throughout California were
contacted for names of "new" shop teachers,— "new” being a
designation for those teachers who had but three years or
less of experience. A return of 90 answers provided a list
of 235 names presumed to meet the three-year limitation. In
addition, one large secondary school district was contacted
to provide a readily accessible group of "old" shop teachers,—
"old” designating those teachers with four or more years of
experience.
All the "new" teachers and a sampling of "old" teachers,
totaling 303 in all, were contacted for statements of problems
confronting them in their professional work. They returned
134 problem lists containing 836 separate problems.
195
(2) Problem statements organization. The 836
problems made possible the drawing up of a master list of
122 problems. Successive revisions reduced the number to
93 problems which met requirements of uniqueness and number.
(3) Opinionnaire design. Two forms of opinionnaire
were designed with suitable data sheets, one for secondary
industrial education teachers, and another for college
professors in both education and in industrial arts areas.
While the form for the secondary teachers was white, the
form for the professors were printed on cherry-red paper, so
as to stand out on the busiest of professor’s desks. All
opinionnaire and .data items were pre-coded for Hollerith
card punching and length was kept to a minimum.
(4) Opinionnaire data collection. A mail technique
was used for sending out 662 opinionnaire forms to the shop
teachers, with a return of 44#• A trip up and down the
state was undertaken to distribute, personally, 149 college
opinionnaires. A return of 102 was attained.
(5) Opinionnaire data analysis. As the forms were
returned by respondents, IBM Hollerith cards were punched
with the data. Following commercial opinion analysis
practices, the investigator organized two pairs of card
piles,— one for the secondary shop teachers, and one for the
196
college professors. On a comparative basis, the data on the
two card piles in each group were analyzed. Every effort
was made to make each card pile as nearly homogeneous as
possible.
A counter-sorting machine was used for item counts
on a three-point scale of (l).no importance, (2) average
importance, and (3) great importance. The data were noted
and percentages and index numbers subsequently computed.
It was on the basis of the percentages and index numbers
that the two major data analysis procedures for the study
depended.
Percentage analysis. Since the data were collected on
the basis of a three-point scale, any adaptation of a
critical ratio analysis was impossible. Therefore, an
effort had to be made to convert the data to a two-point
scale of no importance and importance. This was accomplished
by the, expedient of combining the two highest rating levels
into one level of average-and-great importance. In this
manner a percentage figure for each problem could be obtained.
From the collected data a graphic comparison plot of problem
percentages was made on the basis of "new” teachers versus
each of the other three groups of educators. The construction
of a 5 cent level of confidence curve with a critical
ratio of two, enabled the determination of the reliable
significance of the 93 problems in the three combinations of
197
groups *
Index number analysis. The second, and more fruitful,
investigation developed with regard to manipulation of index
number computations for each problem. A scale of 2.00, 1.00,
and 0.00 denoting respectively, ”great importance,nnaverage
importance,” and f , no importance” as used. The index numbers
for ”new” teachers were ranked and compared to the ratings
by the other groups. This unwieldy ranking later developed
into ”level” rankings of 9 to 0 importance. In final form
the problems were listed on a basis of descending importance
by levels, and by problem area. The resulting tables for
each of the four groups present all pertinent information
such as importance of problems and relative standings.
Data sheet analysis. While pertinent data relating
to the educators * background and training were essential
in determining patterns upon which the opinionnaire data were
based, they were by no means the most important data being
sought.. . The composition of classes on both the secondary
and collegiate levels were of profound interest. These data
were arranged on a comparative basis of ”new” versus ”old”
secondary teachers, and education versus industrial arts
professors. The data on class compositions and conditions
are admittedly based on subjective estimates and no claim is
made for their preciseness, albeit there is research evidence
198
to the effect that such data often are reasonably accurate.
No contention is made that these subjective data are so
accurate as to constitute verifiable evidence one way or
another. The data does indicate directions and trends—
a knowledge of which was necessary for the carrying out of
the study. s
II. CONCLUSIONS
On broad lines the following conclusions can be
substantiated by the findings of this study:
1. Vo "new" industrial arts teachers have
professional problems?
(1) Yes, they do, but in an average rating for all
problems, these teachers rate the problems lower than the
other three comparing groups.
(2) They have next to the lowest dispersion of
problem ratings based on an importance estimate.
(3) Problems concentrated in "teaching technique”
and "shop maintenance" areas are the most pressing.
(4) Problems concentrated in "school administration"
and "other school personnel" areas present least
difficulties.
2. Relationship of "new" and "old" teacher problems.
(1) Problems which present difficulties in early
199
teaching experience are, on the whole, replaced in
later years by other problems. This may be the
result of in-service training.
(2) "Old” teachers have a higher mean average
rating than the "new" group, but a lower standard
deviation.
3* Type of students found in industrial education
classes.
(1) The average shop student belongs to lower-
middle and lower social classes.
(2) He ranges predominately on the lower side
of the I.Q,. scale.
(3) His parents are predominately from the skilled
and unskilled laboring classes.
4. Rating of problems by college groups.
(1) Ratings by education professors with regard
to mean average, standard deviation, and index numbers
for problems by levels stand between the "new" and
"old" secondary teachers.
(2) The most important problem area as rated by
education professors is "teaching technique," and
the least important is relationship with "other
school personnel."
(3) Industrial arts professors have the highest
200
mean average and standard deviation of problem level •
ratings,
(4) Industrial arts professors rated all problem
areas highest when compared with the other groups,
(5) The same professors rate problems related to
,fshop maintenance” highest, and problems of relation
ships with ”other school personnel” lowest,
5• Method and outcomes of study.
(1) The "functional” research technique of problem
analysis and verifying, does turn up useful material
for curriculum workers.
(2) Specific curricular data for industrial arts
teachers on the secondary and collegiate levels have
been made available by this study.
(3) The determination of significant differences
from data based on a three-point scale is not advisable.
(4) Problem analysis on a three-point scale may
successfully be undertaken on a basis of index number
ranking.
(5) Index numbers may be moved to level ratings
for easy understanding and comparison.
III. RECOMMENDATIONS POE FURTHER RESEARCH
A fair segment of suggested problems have been turned
201
up which might provide avenues for further research. Three
of the most important are as follows:
1. A follow-up study based on the 93 problems for
comparative purposes might be undertaken with profit a few
years from the date of this study. Two outcomes might be
expected. First, it would provide a check on the methods
and conclusions of this study. Second, it would point up
any changes in teacher training practices which may have
taken place in the industrial arts field.
2. There is definite need for a research which will
enable significant differences to be easily obtained on the
basis of index numbers.
3. Further research is needed to determine the student
personnel of secondary industrial arts classes. Should the
evidence verify the tentative findings of this study, namely,
that the social class is lower in this education area, then
it might prove desirable to develop courses of study in line
with the thinking of Davis as mentioned elsewhere in this
study.
Finally, when one considers the high degree of
mechanization of our society, one can but appreciate the
great need for training in the arts of industries. This
field provides bases for the attainment of practical skills,
hobbies, and other constructive pursuits which will help
202
channel the ever expanding leisure of our citizenry into
satisfying and rewarding avenues. To this end, careful
research in the field of industrial arts is worthwhile to
our society economically, physiologically, psychologically,
and sociologically.
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BIBLIOGRAPHY
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207
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E. ■UNPUBLISHED MATERIALS
Ashley, Lawrence F,, "Industrial Arts Education: A Study of
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1936. 176 pp.
Bing, Kenneth Lionel, "Success of Students Presenting Practical
Arts Credits for Entrance to the University of Missouri,”
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State College. 181 pp.
211
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A Study to Develop Bases for Teaching the Visual Arts in
Secondary Education." Unpublished Doctor’s dissertation,
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Campion, Howard A., "Experimental Determination of a Criteria
for the Establishment of New Vocational Courses."
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218 pp.
G-erletti, John D. , "A problem Analysis of the Work of the
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Materials for an In-Service Training Program."
Unpublished Doctor’s dissertation, The University of
Southern California, Los Angeles, 1949. 151 pp.
Kight, Stanford S., and John M. Mickelson, "An Experimental
Comparison of Problem Centered and Subject Matter
Centered Types of Presentation of Units of Instruction."
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Southern California, Los Angeles, 1947.
Klein, May Ralph, "Social-Economic Trends and Their Influence
Upon the Industrial Arts Curriculum." Unpublished
Master’s thesis, The Ohio State University, Athens,
1935, 140 pp.
Paine, H. W., "Revision of a Curriculum in a Vocational High
School by Means of the Trade Analysis Approach."
Unpublished Doctor’s dissertation, The University of
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Phillips, Augustus C., "Industrial Education for Negroes in
the South Atlantic Region.” Unpublished Doctor’s
dissertation, The Ohio State University, Athens, 1941.
209 PP.
Pierson, Glenn A., "A Study of the Outside Mechanical
Activities and Interests of Boys of the Seventh, Eighth,
and Ninth Grades." Unpublished Master’s thesis, Miami
University, Oxford, Ohio, 1934. 54 PP.
Seefeld, Kermit A., "The Competences of Industrial Arts
Teachers.” Unpublished Doctors dissertation, Stanford
University, 1949, 258 pp.
Terry, Sherman Y/., "Determining the Content of a College
Course in Office Management.” Unpublished Doctor’s
dissertation, The University.of Southern California,
Los Angeles, 1949. 4&& PP.

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Asset Metadata

Creator MacQuarrie, William D. (author)

Core Title The problems of industrial arts teachers

Degree Doctor of Philosophy

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, industrial,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c26-412650

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