The Nature Of Elementary Teacher Education In Certain Liberal Arts Colleges And Universities In California

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Content This dissertation has been microfilmed exactly as received Mic 60-4472 WIEBE, Elias Henry. THE NATURE OF ELEMENTARY TEACHER EDUCATION IN CERTAIN LIBERAL ARTS COLLEGES AND UNIVERSITIES IN CALIFORNIA. University of Southern California Ed*D,, 1960 Education, teacher training University M icrofilms, In c., Ann Arbor, Michigan THE NATURE OP ELEM ENTARY TEACHER EDUCATION IN CERTAIN LIBERAL ARTS COLLEGES AND UNIVERSITIES IN CALIFORNIA A D is s e rta tio n P resented to th e F acu lty of th e School of Education The U n iv e rsity of Southern C a lifo rn ia i In P a r t i a l F u lfillm e n t of the Requirem ents fo r th e Degree Doctor of E ducation by E lia s Henry Wiebe June I960 This dissertation, written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. Date J m e. 1560........................................................ .......... I Dean Guidance Committee Chairman TABLE O F C O N T E N T S Page LIST OF TABLES................................................................................ iv LIST OF FIG U R ES............................................................................ x Chapter I . THE PROBLEM..................................................................... 1 Statem ent of the Problem Importance of the Study L im itatio n s D e fin itio n s of Terms O rganization of the Study I I . REVIEW OF THE LITERATURE........................... 15 S e le c tio n L ib e ra l A rts and General Education P ro fe ssio n a l Education Course Sequence P ro fe ssio n a l Laboratory Experiences I n s tr u c tio n a l Procedures Follow-up I I I . PROCEDURES.................................................. 54 P relim in ary Procedures A nalysis of College Catalogues The In terv iew The Q uestionnaire IV. FINDINGS: COLLEGE CATALOGUES ^ ....................... 71 S e le c tio n P ro fe ss io n a l E ducation Courses P ro fe ssio n a l Laboratory Experiences Summary V. FINDINGS: INTERVIEW.............................................. 93 S e le c tio n L ib e ra l A rts and General Education P ro fe ssio n a l Education Course Sequence P ro fe ssio n a l L aboratory E xperiences i i Chapter In g tx . u c -tio n a l Procedures 2 F o l i o w - ^ P Su m m a r y VI. FINDINGS s Q UESTIO NNAIRE . . . . .......................143 Pers o n a l Data rp Qacj 3.er E ducation Courses I j j s t ^ u c t l o n a l Procedures pro f 0 S S ± ° n a l Laboratory Experiences E v a l^ at:5* on 0* College Program Teac£*e r Competences Comm^n' t s Summa r y V II SUMMARY O F FINDINGS, CONCLUSIONS AND REC0B5ME^NDATI0NS...................................... . . . . 232 Proc«3d u jre s Summary o f Findings Conc3-u s i o n s and R®commendations R ecom m endations fo r Further Study BIBLIOGRAPHY . - ........................................................................................261 APPENDIXES . . - ........................................................................................2 7° I . Q U E S T IO N S INCLUDED IN T H E IN TER V IEW . . . . 271 I I . TH E QUEST IONNAIRE............................................................. 274 y LIST O F TABLES Table Page 1« Number of Names and Addresses Obtained from the Colleges ......................................... . . . . . . 66 2. Number of Respondents from Each College . . . . 67 3» College Catalogue L is tin g of C r ite r ia Used in S e le c tio n of Elem entary Education Students . 73 4. O pportunities fo r Counseling and Guidance Described in C ollege Catalogues . . . . . . . 74 O bjectives of the C o l l e g e s .................................................. 76 6 . Semester Hour Requirements in L ib era l A rts . . . 78 7 . O bjectives of the Elementary Teacher Education P ro g ra m ................................. ..................................................82 8 . College Catalogue Semester Hour O fferings in E ducational Foundations ............................................. 84 * 9» College Catalogue Semester Hour Requirements in Methods Courses ...................................................... 86 10. College Catalogue Requirements in O bservation and in Student T e a c h in g .................................................. 88 11. Summary of College Catalogue Requirements in Education in Semester H o u r s ............................... • 92 12. College Year of I d e n tif ic a tio n and Admissions to the Teacher Education Program as In d icated by College Educators ........................... 94 13* T ests Used in S e le c tio n of Elem entary Teacher Education Students ......................................... . . . 98 14. Remedial Techniques Used to Assure Adequacy in S ta tu to ry S ubjects .................................................. 100 15• Procedures fo r R e-E valuation of Elem entary Teacher Education S tudents .................................... 102 iv Table 1 6. 17. 18. 19. 2 0. 21. 22. 23. 24. 25. 26. 27. 28. 29. E valuation of College Educators Regarding Acceptance of Elementary Teacher Educa tio n Program by L ib e ra l A rts F aculty . . . Report of College Educators Regarding L ib eral A rts P rofessors Teaching Elementary Teacher Education Courses . . . . .................................... Lower D ivision P re re q u is ite s fo r Upper D ivision Education Courses ............................... Per Cent of T otal College Enrollment in Elementary Teacher Education Programs . . • Judgment of College Educators Regarding Influence of Various F actors on the E le mentary Teacher Education Curriculum . . . Report of College Educators Regarding R evision of Elementary Teacher Education Curriculum Report of College Educators Regarding R ationale fo r R evision of the Elementary Teacher Education Program . . . . .................. Number of College Educators In d ica tin g V ari ous P rovisions fo r Educational F o u n d a tio n s ................................................ . . • . Report of College Educators Regarding Arrangement of Methods Courses ....................... Opinion on Balance Between Educational Foundations Courses and Methods Courses . . Year of Graduation of Respondents ....................... Grade Levels of Teaching Experience of Graduates ....................................................................... College Year in Which Graduates were F ir s t Introduced to C hildren in a College Course ........................................................................... College Courses in Which Graduates were F i r s t Introduced to C hildren ........................................ Page 104 109 110 112 115 117 119 124 126 129 146 147 149 151 Table 30. 31. 32. 33- 34. 35- 36. 37. 38. 39. 40. 41. 42. 43. Page The Value of E d u catio n al Foundations Courses Taken by G r a d u a t e s ........................................................153 Opinion of Graduates Regarding the P ro p o rtio n of Time Devoted to E d u catio n al Foundations Courses They had T a k e n ..................................... 155 E d u catio n al Foundations Courses Not Included in T heir Programs Which Graduates Wished They Might Have T a k e n ..........................................156 Value of Methods Courses Taken by G raduates . 158 Opinion of Graduates Regarding R e la tiv e Amounts of Time Devoted to Methods Courses T a k e n ........................................................... .... 159 Methods Courses Not Included In T heir Programs G raduates Wished They Might Have Taken . . 161 Value of Student Teaching and O bservation fo r G raduates ................................ 16 3 Opinion of Graduates Regarding the R e la tiv e Amounts of Time Devoted to S tudent Teach ing and O b s e r v a tio n .............................................. 164 P ro fe s s io n a l L aboratory Courses Not Included in Their Programs Graduates Wished They Might Have T a k e n ............................................................ 166 Use of Various I n s tr u c tio n a l Procedures in E ducation Courses Other Than th e Course in A udiovisual E d u c a t i o n .......................................... 167 Opinion of Graduates Regarding the P ro v isio n s fo r In d iv id u a l D ifferen ces in E ducation C o u r s e s ............................................................... 169 Opinion of Graduates Regarding the E x ten t of Overlap in E ducation C o u r s e s ............................. 170 Lack of P ro v isio n of C e rta in P ro fe s s io n a l L aboratory E xperiences .................... ..... 172 F i r s t P ro v isio n of C e rta in L aboratory E xperi ences in Courses Other Than E ducation C o u r s e s ...................................................... 174 v i Table 44. 45. 46. 4 7 . 48. 49. 50. 51. 52. 53. 54. 55. 56. Page C e rta in Laboratory Experiences Reported as . Occurring During Education Courses . . . . 176 P ro v isio n of C e rta in P ro fe s sio n a l Laboratory E x p e r ie n c e s ...................... 178 Number of Graduates R eporting Various Types of Contact With C hildren Before D irected T e a c h i n g ............................................................................. 180 Number of Hours Graduates In d icated They Were A ctu ally in Charge of a C lass During D irected T e a c h in g .......................... 182 Hours of O bservation by a College S upervisor During D irected Teaching .................................... 184 Opinion of Graduates Regarding R e la tiv e Amounts of Time Devoted to L ib e ra l A rts and General E ducation C o u r s e s .................................186 Opinion of Graduates Regarding R e la tiv e Amounts of Time Devoted to Education F o u n d a tio n s .........................................................................187 Judgment of Graduates Regarding P ro v isio n of P ersonal Counseling and Guidance and Contact With P ro fesso rs ......................................... 189 Judgment of Graduates Regarding the Adequacy of Their L ib e ra l A rts and General Educa t io n P r e p a r a t i o n ............................................................190 Judgment of Graduates Regarding the Adequacy of Methods Courses ........................... . . . . . 192 Opinion of Graduates Regarding the Influence of Church R elatedness on Their T o tal C ollege Experience ..................................... 193 Opinion of Graduates Regarding the Influence of Church R elatedness Upon th e Elem entary Teacher Education Program .................................... 194 Judgment of Graduates Regarding Emphasis C ollege Programs Should Give to Competence as a D irecto r of L e a r n in g ......................................... 197 v i i Table 57- 58. 59. 60. 6 1. 62. 63. 64. 65* 66. 6 7. 68. Opinion of G raduates Regarding T heir Prepa r a ti o n to Perforin Competently as a D ire c to r of Learning .............................................. Judgment of Graduates Regarding Emphasis C ollege Programs Should Give to Competence as a Counselor and Guidance Worker . . . . Opinion of Graduates Regarding T heir Prepa r a ti o n to Perform Competently as a Counsel or and Guidance Worker ......................................... Judgment of Graduates Regarding Emphasis C ollege Programs Should Give to Competence as a M ediator of the C ulture ............................ Opinion of Graduates Regarding T heir P repara tio n to Perform Competently as a M ediator of the C ulture ........................................................... Judgment of Graduates Regarding Emphasis C ollege Programs Should Give to Competence as a Link With th e Community ............................ Opinion of G raduates Regarding T heir P rep ara tio n to Perform Competently as a Link With th e C o m m u n ity ................................................. Judgment of Graduates Regarding Emphasis C ollege Programs Should Give to Competence as a Member of the S t a f f ........................ . . . Opinion of Graduates Regarding T heir P repara tio n to Perform Competently as a Member of th e S ta f f ................................................................ Judgment of Graduates Regarding Emphasis C ollege Programs Should Give to Competence as a Member of th e P ro fe ssio n ............................ Opinion of Graduates Regarding T heir P rep ara tio n to Perform Competently as a Member of the P ro fe ssio n • • • • ......................................... Judgment of Graduates Regarding Emphasis C ollege Programs Should Give to U nderstand ing th e Use and Value of Camping Education v i i i Page I 1 198 : 200 202 203 205 207 208 210 211 213 t 214 216 Table Page 69* Opinion of G raduates Regarding Adequacy of Their P re p a ra tio n in th e Use of Camping E ducation ............................................................ 217 70. Number and Per Cent of Respondents From Each College Making W ritten Comments ............................ 219 71. Comments Regarding Education Courses ........................ 221 72. Comments Regarding P ro fe ss io n a l L aboratory E x p e r ie n c e s ............................................................................ 224 LIST O F FIGURES Figure Page 1. Location of C o l l e g e s ........................................ 56 C H A P T E R I THE PROBLEM j I i Education in America faces i t s g r e a te s t ch a llen g e . j The g re a te s t experiment in u n iv e rs a l education in world i h is to ry w ill soon have been underway fo r i t s f i r s t one hundred y ea rs. What was once re fe rre d to as "the surge" of elem entary school c h ild re n , is now accepted as the normal number to be expected fo r the fo reseeab le fu tu re . P re s e r v a tio n and Improvement of the dem ocratic way of l i f e is a major ta s k of the school. In f a c t , our very su rv iv a l may be dependent upon how w ell the school accom plishes th i s ta sk . R e-ev alu atio n of the school and of i t s place and fu n c tio n in our p re se n t s o c ie ta l and in te r n a tio n a l s e ttin g c a ll s fo r aggressive le a d e rsh ip . The schools of our American democracy w ill never be b e tte r than our te a c h e rs. T herefore, teach er education a ls o faces i t s g re a te s t challenge. j i i Teacher education is concerned w ith the p re p a ra tio n j of persons who w ill guide the learn in g a c t i v i t i e s of c h i l - j dren while they a re in school. But the te a c h e rs who a re I being prepared to meet the challenges of t h i s c r u c ia l j tim e face a much broader ta s k than mere classroom in s tr u c tio n . Teacher education programs must be geared to meet th ese a d d itio n a l needs. The co lle g e s which have assumed th e ta s k of preparing in d iv id u a ls fo r e n try in to the i teaching p ro fe ssio n have been charged w ith grave respon s i b i l i t y which c a r r ie s w ith i t serio u s im p lica tio n s not only fo r p ro sp ectiv e te a c h e rs and fo r our n a tio n ’s c h i l dren, but fo r the very p re se rv a tio n of our way of l i f e . I n s t it u ti o n s preparing teac h ers must c o n sta n tly analyze t h e i r programs in term s of the o b je c tiv e s of the c o lle g e . They must fu rth e r s c ru tin iz e t h e i r programs in th e lig h t of the ro le s a teac h er must play in to d ay ’s complex so c ie ty . S ta te supported i n s t i t u t i o n s , e s p e c ia lly in C a lifo rn ia , fin d th e i r f a c i l i t i e s taxed to the lim it. The p riv a te l i b e r a l a r ts co lleg e faces sim ila r problems but may be able to make fu rth e r c o n trib u tio n s in the tra in in g of te a c h e rs. With more and more agreement being reached among educators in regard to the competences req u ired of a good te a c h e r, the l i b e r a l a r t s co lleg e is in a p o s itio n to o ffe r le a d e rsh ip In exploring a v a rie ty of approaches to th e tra in in g of elem entary school teac h ers in order to in su re the development of th ese competences. S tatem ent of the Problem The problem of th i s study was: What i s the n a tu re of the elem entary te a c h e r ed u catio n program in c e r ta in independent, church r e la te d , l i b e r a l a r t s c o lle g e s and u n iv e r s itie s in C a lifo rn ia ? S ix a sp e c ts of elem entary teac h er education in th ese c o lle g e s were s tu d ie d . These were (1) th e s e le c tio n of persons fo r adm ission to th e program, ( 2 ) th e l i b e r a l a r t s and g e n e ra l education programs fo r te a c h e rs , ( 3 ) the sequence of courses in p ro fe s s io n a l ed u c atio n , (4) th e n atu re of p ro fe s s io n a l la b o ra to ry ex p e rien ces, ( 5 ) the e x te n t of the use of c e r ta in in s tr u c tio n a l p ro cedures, and (6 ) the n atu re and e x te n t of follow -up of g ra d u ates. W ithin t h i s broad framework c e r ta in s p e c if ic ques tio n s were ra is e d in order t o secure d a ta . As a r e s u l t , the scope of the study was determ ined by the qu estio n s asked. The follow ing s e c tio n s d e t a i l the q u estio n s used. S e le c tio n of teac h er ed u catio n stu d e n ts The follow ing q u estio n s were ra is e d regarding s e le c tio n proceduress 1. What means were used to r e c r u i t persons f o r the program? 2. How e a rly were p o te n tia l can d id ates id e n tifie d ? 3. When were th ey adm itted to th e teac h er ed u catio n program? 4 4. What c r i t e r i a were used t o determ ine adm ission to the program? 5« What t e s t s were used to a ssu re stu d en t adequacy in th e s ta tu to r y su b je c ts? 6. What rem edial measures were used to develop adequacy in those cases where stu d en ts were sub-standard? 7» What was th e n a tu re of r e -e v a lu a tio n p ra c tic e s i follow ing i n i t i a l adm ission procedures? 8. What was the n atu re of counseling and guidance se rv ic e s which c o n trib u te d to the s e le c tio n ' process? L ib e ra l a r t s and g en e ral education ! programs fo r teac h ers The follow ing q u estio n s were ra is e d regarding l i b e r a l a r t s and g en e ral education: 1. What were the o b je c tiv e s of the l i b e r a l a r t s co lleg es? 2. How did church re la te d n e s s in flu e n c e the c o lle g e and the elem entary te a c h e r ed u catio n program? 3* What were the s p e c if ic requirem ents in c e r ta in l i b e r a l a r t s a r e a s , fo r a g rad u atio n m ajor, and f o r graduation? 4. Were any v a r ia tio n s in th ese requirem ents p e r m itted fo r stu d e n ts in elem entary teac h er education in comparison w ith th o se in the l i b e r a l a r t s program? 5- Were th e re lower d iv is io n p r e r e q u is ite s fo r upper d iv is io n courses? 6* Were s p e c ia l e f f o r t s being made to provide | g e n e ra l ed u catio n courses fo r teac h ers? j I i 7* How adequate was the program in l i b e r a l a r t s in ! th e opinion of th e graduates? j 5 8. What was th e e x te n t of u n ity between the l i b e r a l a r t s fa c u lty and the teach er education fa c u lty ? 9« How was the u n ity th a t did e x is t achieved? P ro fe s sio n a l education course sequence j A s e rie s of questions was asked regarding th e pro- j ! fe s s io n a l education course sequence. They were as follow s; 1. What were the o b je c tiv e s of te a c h e r education? 2. What p ro p o rtio n of th e t o t a l number of stu d e n ts i in the co lleg e was in th e elem entary teach er education program? 3. What fa c to rs determ ined the n atu re of the elem entary teac h er education program? 4. When was the l a s t major re v is io n of the elemen ta r y teach er educatio n curriculum ? What changes were made? What was the b a sis fo r th ese changes? Were fu rth e r changes contem p lated ? Were th e re lim ita tio n s which prevented fu rth e r changes? 5» How were ed u c atio n a l foundations developed? What was t h e i r value to graduates? Were the time and emphasis given to each ap p ro p riate? How adequate did graduates th in k th e i r p rep ara tio n was in th ese areas? 6. How was a philosophy of education developed? 7« How were methods courses provided? Were they fu n c tio n a l and p r a c tic a l? 1 8. How adequate was the balance between founda tio n s courses and methods courses? 9 . How was concensus in p o in t of view among a l l I those in the elem entary teac h er education pro- | gram achieved? I 6 P ro fe s s io n a l la b o ra to ry experiences Q uestions were asked regarding th e n atu re and pro v is io n of p ro fe ss io n a l la b o ra to ry ex p erien ces. The follow ing questions were asked? 1. What p ro v isio n was th e re fo r the study of ch ild ren ? When was i t done and in ■what courses? 2. What p ro v isio n was made fo r a v a r ie ty of pro fe s s io n a l la b o ra to ry experiences? 3. How were methods courses made more fu n c tio n a l? 4. What was the n atu re of observ atio n and of the d ire c te d teaching experience? I n s tr u c tio n a l procedures A number of questions were ra is e d regarding the use of c e r ta in in s tr u c tio n a l procedures. The qu estio n s asked were th e following* 1. To what e x te n t were c e r ta in in s tr u c tio n a l pro cedures used? 2. How was p ro v isio n made fo r in d iv id u a l d i f f e r ences? 3. How adequate was stu d en t co n tac t w ith p ro fesso rs? 4. What was the e x te n t of overlapping in ed ucation > courses? Follow-up graduates j The follow ing qu estions were asked regarding | follow -up of graduates: 1. What inform al means of follow -up were used by th ese colleges? 7 2. What form al means of follow -up were used by th ese co lleg es? 3. What were some f a c to r s lim itin g follow -up e f f o r ts ? i I Importance of the Study | i In the next se v e ra l decades the l i b e r a l a r ts | c o lle g e s of C a lifo rn ia may w ell face the g re a te s t challenge; they have ever faced. Enrollm ent demands w ill re q u ire c e r- t a i n changes and re-ad ju stm en ts in p resen t programs. L ib e ra l a r ts co lleg es w ill need to make d ec isio n s reg ard ing th e e x te n t of t h e i r involvement in p ro fe ss io n a l education and e s p e c ia lly in the p re p a ra tio n of elem entary school te a c h e rs . F u rth er requirem ents by the C a lifo rn ia S ta te Department of Education regarding elem entary teach er c re d e n tia lin g may demand changes in the programs of th ese c o lle g e s. F u rth er study of the n atu re of p resen t elem entary teac h er education programs is of importance to sm all l i b e r a l a r t s co lleg es which are in the a c c re d ita tio n p ro cess. The n atu re of p re se n t programs, suggestions of p re se n t problems by those in charge of th ese programs, and ! suggestions fo r improvements by both educators in the 1 programs and graduates from th ese programs, would be of a s s is ta n c e in improving fu rth e r the q u a lity of teach er 8 ed u catio n . C e rta in a sp e c ts of elem entary te a c h e r ed u catio n in th e l i b e r a l a r t s c o lle g e s of C a lifo rn ia have been reviewed in p a st s tu d ie s . However, few s tu d ie s have compared f in d ings from s e v e ra l d if f e r e n t so u rces. I t seemed v i t a l to the fu tu re of elem entary te a c h e r education in th e S ta te j i of C a lifo rn ia t h a t t h i s kind of a study be made. The . f a c t th a t C a lifo rn ia has been one of th e lead in g s t a te s in le v e l of the requirem ents fo r c re d e n tia lin g and th e f a c t th a t th e c o lle g e s of C a lifo rn ia an n u ally prepare many te a c h e rs , should make t h i s study of some n a tio n a l i n t e r e s t as w e ll. The i n i t i a l a c t i v i t y of th e elem entary te a c h e r educatio n program in l i b e r a l a r t s c o lle g e s is to determ ine what c o n s titu te s p erso n a l f i t n e s s fo r te a c h in g , and how such f i t n e s s can be id e n tif ie d and, i f p o s s ib le , developed. A d e f in itio n of teaching competence was developed by the C a lifo rn ia Council on Teacher E ducation. (3) I t was f u r th e r adopted by vario us groups. (17:5-6) With th is d e f in itio n to serve as a c r i t e r i o n , the p ro fe s s io n a l school should engage in f u r th e r re se a rc h reg ard in g the i n atu re of i t s emphasis on teaching competence and th e adequacy of i t s p re p a ra tio n of competent te a c h e rs . This was attem pted as a p a rt of t h i s study of the n atu re of elem entary teac h er ed u catio n programs. These c o n sid e ra tio n s seemed t o make d e s ira b le a i study of elem entary te a c h e r edu catio n in l i b e r a l a r t s i ! c o lle g e s and u n i v e r s i t ie s in C a lifo rn ia . L im itatio n s ! S e v e ra l kinds of lim ita tio n must be noted in con- j i n e c tio n w ith t h i s study. Some lim ita tio n s were s e t by | th e in v e stig a to r} other lim ita tio n s were p ro ced u ral. Because of the la rg e number of areas which might be stu d ied in elem entary te a c h e r education in th e l i b e r a l a r ts c o lle g e s in C a lifo rn ia , c e r ta in lim ita tio n s were s e t in r e la tio n to the are a s which were to be in v e s tig a te d in i th e course of t h i s study. These lim ita tio n s were based p a r t i a l l y upon a review of th e l i t e r a t u r e and p a r t i a l l y upon th e p r a c t ic a l problems faced in te a c h e r ed u catio n . The areas which were stu d ied have a lre a d y been d esc rib ed . C e rta in other lim ita tio n s were in h e re n t in the procedures employed in the stu d y . The sources of inform a tio n were c a ta lo g u e s, in te rv ie w s, and q u e s tio n n a ire s , and each of th ese sources of d ata was su b je c t t o lim ita - ! i I : !tio n s . C ollege catalo g u es a re o ften used as p u b lic r e l a - | 1 . jtio n s devices u s e fu l in a t t r a c t i n g s tu d e n ts . This would i ' | n e c e s s a rily lim it the d e t a i l w ith which programs and | | ! i courses would be d esc rib ed . Another lim ita tio n in th e use ! > 1 1 ! | of catalogues as a source of o b je c tiv e d a ta was the f a c t t h a t o fte n they a re in need of in t e r p r e ta ti o n by someone fa m ilia r w ith th e programs being d e sc rib e d . A fu r th e r lim ita tio n was the f a c t th a t th e d e s c rip tio n s of th e pro grams included in t h i s study were from catalo g u es fo r only one academic y ea r, 1956. The in terv iew technique of g ath erin g d a ta is su b je c t I to c e r ta in lim ita tio n s . The comments of the in d iv id u a l being interview ed are n e c e s s a rily s u b je c tiv e . S u b je c tiv i t y was fu r th e r in creased due to th e f a c t th a t only one member of the s t a f f was in terv iew ed . C e rta in ly in some areas f u r th e r inform atio n and d if f e r in g opinions would have been given by other s t a f f members. Furtherm ore, lim ita tio n s of time a v a ila b le n e c e s s ita te d a g e n e ra l d is cu ssio n of c e r ta in a sp e c ts of th e problem. In no case was a leng th y p erso n al study of any program p o s s ib le . Another lim ita tio n in th is p a r tic u la r study was the f a c t th a t the d ata v o lunteered were recorded in w ritin g by ; the in te rv ie w e r. Though a mimeographed schedule was used in each in terv iew , the r a p id ity w ith which in fo rm atio n was volunteered made necessary h u rrie d n o ta tio n s which were j l a t e r ty p e w ritte n . ~ A number of lim ita tio n s are in h e re n t in th e ques- I i tio n n a ire approach. The q u estio n s included were c a r e f u lly j framed, but were su b je c t to in te r p r e ta tio n by th e respond- j ent on the b a s is of h is ex p erience. This in creased th e 11 i | s u b j e c t i v i ty of the re sp o n se s, i The sample to which th e q u e stio n n a ire was m ailed was of n e c e s s ity lim ite d to th e grad u ates of c e r ta in y e a rs, and r e f l e c t s only the programs in which th ey them- : selv es were involved, A fu r th e r lim ita tio n in the sample was the p o s s i b i l i t y th a t those who re tu rn ed the q u e stio n n a ire may not have been re p re s e n ta tiv e of the t o t a l p o p u latio n . The f a c t th a t th e re was a period of from one to th re e years since th e respondents had been in the program might have been a lim ita tio n . I t was c e r ta in ly a ls o a s tre n g th in th a t the responses r e f le c te d judgments made a f t e r a c tu a l experience. D e fin itio n s of Terms While th e terms used in th i s study a l l are found fre q u e n tly in the l i t e r a t u r e , i t seemed d e s ira b le to in d ic a te s p e c if ic a lly th e meanings a sso c ia te d w ith the terms as th ey were used in t h i s study. L ib e ra l a r t s As used in th is study, th e term " l i b e r a l a r ts " ^refers to the broad p re p a ra tio n fo r liv in g affo rd ed by c e r ta in c o lle g e s and b u i l t most o fte n around th e a re a s of th e h u m an ities, the sc ie n c e s, th e s o c ia l sc ie n c e s, and in Isome c o lle g e s fo re ig n language, r e li g io n , and philosophy. i iThese broad are a s of le a rn in g a re d i s t i n c t from ; p ro fe s s io n a l ed u catio n . i ; G eneral ed u catio n In t h i s study "g e n e ra l Education" r e f e r s to th o se phases of the program of the co lle g e in which a s p e c ia l e f f o r t i s made to ask th e stu d e n t to d ea l w ith p erso n al and s o c ia l problems which a re n ecessary to meet the new goals and demands of modern liv in g . P ro fe s s io n a l ed ucation course sequence The phrase " p ro fe s s io n a l education course sequence" as used in t h i s study r e f e r s t o a course of study in the l i b e r a l a r t s co lle g e designed to give p re p a ra tio n in c e r t a i n phases of p ro fe s s io n a l c o n te n t. In t h i s study i t is p a r ti c u l a r ly d istin g u is h e d from p ro fe s s io n a l la b o ra to ry e x p e rien ces. P ro fe s s io n a l la b o ra to ry experiences In th is study " p ro fe s s io n a l la b o ra to ry ex periences" r e f e r to those co n ta c ts w ith c h ild re n provided through o b se rv a tio n , p a r tic ip a tio n , and te a c h in g , which make a ; d ir e c t c o n trib u tio n to the understanding of in d iv id u a ls : and t h e i r guidance in th e te a c h in g -le a rn in g p ro cess. ! E d u catio n al foundations i "E ducational fo u n d atio n s" a re th e i n t e l l e c t u a l j d is c ip lin e s of h is to r y , philosophy, psychology, and 13 so cio lo g y which a re m eaningfully r e la te d to teac h er educa tio n as h is to r y of ed u c atio n , philosophy of education, e d u c a tio n a l psychology, and ed u c a tio n a l sociology. Methods course ! In th is study th e term '’methods course" is used to j * mean any course in how to te a c h . I t in clu d es both courses in how to te a c h a p a r tic u la r su b je c t and courses sometimes c a lle d g en e ral methods. Teaching competence In th i s study "teaching competence" r e f e r s to what th e e f f e c tiv e teach er i s ab le to do. I t is an attem pt to d efin e teach in g success or of id e n tify in g f a c to r s r e la tin g to i t . The d e f in i t io n used in t h i s study was developed by th e C a lifo rn ia Council on Teacher E ducation. (3, 17) O rg an izatio n of the Study T his f i r s t ch a p te r has d e a lt w ith th e n atu re of the problem which was the concern of t h i s study. I t has f u r th e r In d ica te d the are a s which were a s p e c ia l concern of t h i s in v e s tig a tio n , and suggested the q u estio n s to which answers were sought. I In th e second ch ap ter is presented th e r e s u l t of a | review of th e r e la te d l i t e r a t u r e d ealin g w ith the s e v e ra l j i asp e cts of th e problem. Chapter I I I f i r s t in d ic a te s th e p re lim in ary proce- j dures used in securing a sample of c o lle g e s w illin g to ■ . I | cooperate in t h i s in v e s tig a tio n . This ch ap ter then d ea ls w ith the procedures used in a study of the c a ta lo g u e s, the | arranging of in terv iew s w ith those handling elem entary • • ! i educatio n in th e se c o lle g e s , th e d eterm in atio n of i n t e r - I ! ! view q u estio n s and th e measures taken to secure a sample of graduates to whom a q u e stio n n a ire could he m ailed. The dev isin g of the q u e stio n n a ire is fu rth e r d iscu ssed to g e th e r w ith an a n a ly sis of the n atu re of t h e .f i n a l sample of graduates included in the study. : The fin d in g s of t h i s in v e s tig a tio n in regard to the ; v ario u s a sp e c ts of the study a re presented in Chapters IV, V, and VI. The d ata from co lle g e catalo g u es a re ta b u la te d ; and presented in Chapter IV. The fin d in g s from the i n t e r views a re re p o rted in Chapter V, w hile the d ata from the ta b u la tio n of q u e stio n n a ire re tu rn s are describ ed in Chapter VI. A summary of th e fin d in g s to g e th e r w ith conclusions and recommendations based on them a re included in Chapter ; i v n . i ! Following the main body of th e study are a b i b l io - j jgraphy and two appendixes. C H A PTER II REVIEW OF THE LITERATURE R esearch in the area of teac h er ed u catio n in the l i b e r a l a r t s co lleg e has been lim ite d by a number of th e , c o n d itio n s which have r e s t r i c t e d teac h er education re se a rc h in g e n e ra l. In p a rt th is lim ita tio n has been brought on by the d i f f i c u l t i e s of c o n tro lle d experim enta tio n in a s o c ia l s e ttin g and by the problem of conducting m eaningful lo n g itu d in a l s tu d ie s . The p re c ise n atu re of the r e s u ltin g re se a rc h gaps have been c le a r ly o u tlin e d by C u r tis ; He s ta te d : There was l i t t l e re se a rc h , sponsored or re p o rte d by te a c h e r education i n s t i t u t i o n s , which was designed to r e l a t e s y s te m a tic a lly t h e i r p re se rv ic e and in s e r v ice programs to success in p u b lic -sc h o o l teach in g . . • • Few stu d ie s were re p o rted to ev a lu a te the c o n trib u tio n to teaching success of programs or courses in g en eral ed u c atio n , p u b lic -sc h o o l teach in g f i e l d s , psychology and ed u catio n , and p ro fe ss io n a liz e d su b je c t m a tte r. (33*208) Many s tu d ie s designed t o in v e s tig a te te a c h e r educa- ! tio n in th e l i b e r a l a r t s co lle g e have focused on the j ' i j b asic issu e s of s e le c tio n , l i b e r a l a r t s and g en e ral educa- | i i j tio n , p ro fe s s io n a l education course sequence, p ro fe s s io n a l j j la b o ra to ry ex p e rien ces, in s tr u c tio n a l p ro cedu res, and j i ! follow -up procedures. These c a te g o rie s seem to be | c r u c ia l and w i l l be used as a s tr u c tu r e fo r th e review of |th e l i t e r a t u r e found in t h i s c h a p te r. S e le c tio n Though some persons have m aintained th a t p re se rv ic e s e le c tio n of te a c h e rs is incom patible w ith dem ocratic 1 id e a ls of ed u catio n , s e le c tiv e procedures have been i n t r o duced in to v i r t u a l l y a l l c o lle g e s . At the tu rn of th e ce n tu ry re se a rc h was s lig h t and sp o rad ic , and only r e c e n tly have even o n e-h alf of te a c h e r !tra in in g i n s t i t u t i o n s employed one or more s e le c tiv e pro cedures. U n til 1940 re se a rc h d e a lt la r g e ly w ith i n v e s t i g atio n s in to the competences n ecessary f o r su c c e ssfu l te a c h in g , though some f u r th e r study was a ls o made of the p re d ic tio n of teachin g a b i l i t y . ( 5 5*3 0 1) Although re se a rc h from 1940 to 1943 doubled over th a t of 1936-1940, i t did not fu rn is h a s c i e n t i f i c b a s is ! if or the p re se rv ic e s e le c tio n of te a c h e rs . I t d id , how ev e r, p o in t to the emergence of m u ltip le measures fo r s e le c tio n . The re se a rc h of t h i s period was la r g e ly lim ite d to |the study of the c h a r a c t e r is ti c s of su c c e ssfu l te a c h e rs 1 iand th e r e la tio n of s u c c e ssfu l teaching to p re d ic tio n of i success. T ypical of t h i s e f f o r t were the s tu d ie s of Ryans (5 2), B arr and o th e rs. (28 and 29) The i n t e r e s t I evidenced in t h i s problem i s in d ic a te d by th e summary of | re se a rc h jb y Domas and Tiedman which included over a | ; i | thousand s tu d ie s . (34) A g re a t d eal of th e re se a rc h re p o rte d in r e la ti o n j ; I | I to s e le c tio n was g en eral in n a tu re . Some d ata were con- j t r a d ic to r y and, according to S to u t, in d ic a te d L ,a b e l i e f j which is h e a rte n in g , even though a c tu a l p ra c tic e is much le s s c o n s i s t e n t .• * (56:208) T ypical of the kind of re se a rc h which has been done is a re c e n t, exhaustive study of s e le c tiv e adm ission and r e te n tio n p ra c tic e s in c o lle g e programs of teac h er educatio n which was made by S to u t. (55 and 56) She found ! ; th a t over n in e ty per cen t of a l l a c c re d ite d fo u r year i n s t it u t i o n s stu d ied accepted fiv e b a sic q u a lif ic a tio n s as im portant c r i t e r i a fo r adm ission to teac h er ed u catio n . The q u a lif ic a tio n s included em otional s t a b i l i t y , moral and I e t h i c a l f i t n e s s , g en e ral in te llig e n c e , dem onstrated a b i l i t y ; to work w ith c h ild re n , and p ro fe s s io n a l i n t e r e s t and m o tiv atio n . Almost a l l of the c o lle g e s stu d ied evaluated th e | ; above mentioned c h a r a c t e r is ti c s a t the time the stu d en t | i I was adm itted t o c o lle g e . Tw o-thirds of them provided f u r - I Ith e r e v a lu a tio n when th e stu d en t ap p lied fo r adm ission t o j r te a c h e r ed u catio n , and th re e -fo u rth s of the c o lle g e s made ! a f i n a l e v a lu a tio n a t th e time of adm ission to stu d en t 18 j |te a c h in g . F ifte e n per ce n t of th e i n s t i t u t i o n s stu d ie d jhad no p e rio d ic review of th e students* re c o rd s, w hile j ;tw o -th ird s refu sed stu d en t teach in g t o some o r ig in a lly i :adm itted to te a c h e r ed u catio n . However, tw o -th ird s of the c o lle g e s graduated more th an se v e n ty -fiv e per cen t of j I ! those o r ig in a lly adm itted to c o lle g e . j S to u t found a s i g n i f i c a n t ly g re a te r percentage of p u b lic i n s t it u t i o n s excluding a p p lic a n ts fo r adm ission to te a c h e r education programs th an do church r e la te d and p riv a te c o lle g e s . However, she f e l t t h a t higher i n i t i a l adm ission stan d ard s of the l a t t e r may have p a r t i a l l y accounted fo r t h i s . (56:307-308) Another survey of s e le c tio n p o lic ie s in teach er ed u catio n was conducted by the Committee on the R e la tio n of the C ollege to Teacher Education of th e C a lifo rn ia C ouncil on Teacher E ducation. (65) In v e s tig a tin g c o l- |le g e s which included many of the same group of a c c re d ite d I c o lle g e s used in the p re se n t stu d y , th ese re se a rc h e rs re p o rted th a t a v a r ie ty of achievem ent, p e rs o n a lity , in te llig e n c e , i n t e r e s t , a t t i t u d e , speech, h andw riting, ; I i |h e a rin g , and v is io n t e s t s were being used fo r purposes of |s e le c tio n . _ j | R ecent s tu d ie s of p re se rv ic e s e le c tio n re a ffirm th e j opinion of Sanford and Trump t h a t : "Research s tu d ie s do j |n o t p o in t to a s c i e n t i f i c b a s is fo r p re se rv ic e s e le c tio n 19 ! of t e a c h e r s .” (59*1394) F u rth e r re se a rc h Is e s s e n t i a l ! to o b tain a s a t i s f a c t o r y c r i t e r i o n of te a c h in g su cc ess. I What i s needed i s an in te g ra te d system of s e le c tiv e i i ; adm ission and r e te n tio n , a n a ly s is and s e le c tio n of job o p p o rtu n itie s , s e le c tiv e placem ent and e x te n siv e fo llo w - up. This approach to th e problem might w e ll p o in t a way j out of p re se n t co n fu sio n . I L ib e ra l A rts and G eneral E ducation I t is accepted w ith o u t q u e stio n t h a t the elem entary | school te a c h e r should be a l i b e r a l l y educated p erson . In f a c t , “about o n e-h alf of th e s t a t e s s p e c ify p r e s c r ip tio n s of g e n e ra l ed u catio n in c e r t i f i c a t i o n re q u ire m e n ts .” (39*122) The P r e s id e n t's Commission on Higher E ducation s p e c ifie d th e n atu re of t h i s g e n e ra l ed u catio n and sa id t h a t i t should be l i b e r a l e d u c atio n " in term s of l i f e ' s problems as men face them. . . . G eneral ed u c atio n is : l i b e r a l e d u c atio n s h if te d from i t s o r ig in a l a r i s t o c r a t i c i n t e n t to th e se rv ic e of dem ocracy." (24:29) L ib e ra l a r t s c o lle g e s have faced many problems as j ; th ey have attem pted to adapt t h e i r curriculum to both j i g e n e ra l ed u catio n and p ro fe s s io n a l e d u c a tio n . (18:32-35) ! | | This i s p a r ti c u l a r ly tru e of elem entary te a c h e r ed u c atio n ; sin ce th e h is to r y of th e tr a in in g of elem entary te a c h e rs I in t h i s coun try has been very c lo s e ly a s s o c ia te d w ith th e 20 norm al school movement. This movement, in i t s beg in n in g , emphasized a narrow p ro fe s s io n a l ed u catio n and had l i t t l e in common w ith e x is tin g h ig h er ed u catio n and w ith th e high school te a c h e r tr a in in g programs conducted by the l i b e r a l a r t s c o lle g e s . The normal school became th e te a c h e r ’s c o lle g e and } as such was only g ra d u a lly accepted as a p a r t of the community of l i b e r a l a r t s c o lle g e s . Indeed, t h i s i s o l a t i o n between th e l i b e r a l a r t s c o lle g e and th e te a c h e r ’s i c o lle g e continued w ell in to the tw e n tie th ce n tu ry . I t was not u n t i l 1927 t h a t th e North C e n tra l A sso c ia tio n opened i t s g e n e ra l l i s t to te a c h e r ’s c o lle g e s which could j q u a lify by i t s s ta n d a rd s. (1 8 j35) The problem of elem entary teac h er ed u catio n in th e l i b e r a l a r t s c o lle g e was f u r th e r com plicated by th e f a c t th a t many such i n s t i t u t i o n s did not c o n sid e r te a c h e r educa- i tio n to be a p a r t of t h e i r m issio n . In f a c t , In 1928 Meyer completed a study ”to provide th e needed in fo rm atio n to determ ine whether or not th e sm all l i b e r a l a r t s or academic c o lle g e s should p la n to give p ro fe s s io n a l j courses of in s tr u c tio n aiming a t more adequate te a c h e r t r a i n i n g . ” (4) Meyer found some i n t e r e s t on th e p a r t of i l i b e r a l a r t s c o lle g e s in p rep arin g secondary school te a c h e rs . i This re lu c ta n c e to t r a i n te a c h e rs , e s p e c ia lly elem entary te a c h e rs, has continued. A study of the members of th e American A ssociation of Colleges completed by M orris in 194-9 found only s lig h t support fo r the pro posal " th a t l ib e r a l a r t s co lleg es should undertake to prepare elem entary school te a c h e rs ." (68:110) i A review of the h is to ry of the re la tio n s h ip between j l i b e r a l a r ts co lleg es and te a c h e rs ' co lleg es re v e a ls th a t the c o n f lic t has been due to a lack of the needed under standing and a s p i r i t of compromise between the two p o in ts . of view. The lack of compromise and the subsequent re a c tio n to i t was revealed in the 1917 re p o rt of the Carnegie Foundation fo r the Advancement of Teaching. This study recommended th a t fo rty per cent of a l l c u rric u la r requirem ents fo r those preparing to teach should be in the f ie ld of education. A rig id counter p o sitio n which opposed th is requirem ent was taken by the l i b e r a l a r ts c o lleg es. (4:112-113) Meyer reported a 1922 study of c u rric u la r tendencies in the p ro fe ssio n a l p re p aratio n of teach ers and quotes Roberts as s ta tin g th a t: There is no in d ic a tio n th a t l i b e r a l a r ts co lleg es a re aiming to meet Carnegie requirem ents. . . • The tendency is c le a rly in the d ire c tio n of not re q u irin g more than is a b so lu te ly necessary to meet minimum s ta te requirem ents. (4:118) j The f r i c t i o n continued as l a te as 1933 according to findings reported by Evenden in Teacher Education C u rricu la ! 22 i | as a p a r t of th e n a tio n a l survey of th e ed u catio n of te a c h e rs . (23) Evenden l a t e r s ta te d t h a t , w hile the i !curriculum of th e te a c h e r s 1 c o lle g e and t h a t of th e I l i b e r a l a r t s co lle g e was s im ila r , the l i b e r a l a r t s c o lle g e s were meeting only minimum c e r t i f i c a t i o n r e q u ir e ments and “added only begrudgingly to t h e i r c u r ric u la in ways to leave t r a d i t i o n a l programs as n e a rly untouched as p o s s ib le .1 1 (36:339) A beginning of the understanding which is coming t o be accepted today was ev id en t in th e su g g estio n of the Commission on Teacher E ducation of the American Council on E ducation. This agency proposed th a t th re e -e ig h th s of th e co lle g e experience of the p ro sp ec tiv e teac h er should have as i t s prim ary o b je c tiv e s those p ro p e rly a s c rib a b le to g en eral edu cation. (16:82) H errick suggested th a t in the process of compromise I both the l i b e r a l a r t s fa c u lty and teac h er education s p e c ia li s ts would have to make c e r ta in con cessio n s. I t would mean making the most of th e s p e c ia l c o n trib u tio n s j of each. (40:328) This p o s itio n seems to assume th a t g re a te r p ro g ress ! iw ill be made as l i b e r a l a r t s c o lle g e s accep t a more I d ir e c t r e s p o n s ib ility f o r th e p re p a ra tio n of te a c h e rs . i H errick pointed out the im p lic a tio n s of th i s p o s i- j |ti o n fo r both the l i b e r a l a r t s fa c u lty and th e teac h er I ! 23 e d u c atio n f a c u lty . (40*328-329) The te a c h e r education fa c u lty must understand the n e c e s s ity of a good g en eral ed u catio n . I t must cooperate w ith th e l i b e r a l a r ts f a c u lty , and i t must be ab le to p erceiv e and apply common purposes to te a c h in g . The l i b e r a l a r t s fa c u lty must recognize the common concern of g en e ral and p ro fe s s io n a l j educatio n and cooperate c lo s e ly w ith the p ro fe s s io n a l ed u catio n fa c u lty . The m utual sk ep ticism concerning the r e la tiv e im portance of each o th e r ’ s f i e l d s by both te a c h e r educa tio n s p e c i a l i s t s and l i b e r a l a r t s su b je c t m atter s p e c ia l- j i s t s w i ll re q u ire the co n cen trated e f f o r t s of th e t o t a l f a c u lty fo r r e s o lu tio n . Such a goal appears reasonable since a t l e a s t one l i b e r a l a r t s co lleg e has receiv ed n a tio n a l a tte n tio n because of th e in te g r a tio n of e f f o r t by the l i b e r a l a r t s and te a c h e r ed u catio n s p e c i a li s t s . (40, 37) As t h i s e f f o r t i s made by other c o lle g e s , Stone says th a t i t w ill lead to a co o p erativ e r e la tio n s h ip which w i l l prove m utually h e lp fu l. (54:111) There w ill be j in creased communication and understanding of common needs. ! j Teacher ed u catio n w i l l be planned in c o n s u lta tio n w ith the ! co lle g e f a c u lty as a whole and be in f u lf illm e n t of over- j a l l i n s t i t u t i o n a l purposes. Thus i t w i l l command esteem by the ex cellen ce of i t s stan d ard s. 24 The r e la t i v e time and emphasis which should "be given to l i b e r a l a r ts and p ro fe s s io n a l ed u catio n in the tr a in in g of te a c h e rs cannot be f i n a l l y fix e d . V arious fa c to rs inclu d in g the unique iss u e s of s t a t e c e r t i f i c a t i o n requirem ents and i n s t i t u t i o n a l p h ilo so p h ies and o b je c tiv e s i i are o p erativ e in reaching a d e c isio n . The v a r ie ty of j tr a in in g programs is ev id en t in a study C o t tr e l l made of i one hundred f i f t y member i n s t i t u t i o n s of the American ! A sso ciatio n of C olleges fo r Teacher E ducation. (18) The p ro p o rtio n of the t o t a l under-graduate program devoted to g en eral ed u catio n ranged from te n to e ig h ty -fiv e per c e n t, i S im ilar v a r ia tio n s were in d ic a te d in a study made by Gross. (19) A fte r a 1948 study of th e elem entary teac h er educa tio n programs o ffered in a c c re d ite d te a c h e r ed ucation i n s t i t u t i o n s of C a lifo rn ia , In g e b ritso n re p o rted th a t "no co lleg e has y et a rriv e d a t a tru e g en e ral ed u catio n fo r i t s lower d iv is io n s tu d e n ts ." (64:^1) Persky concluded from a study of opinions of graduates of the E arly E ducation and Teacher Education j Departments of New York U n iv e rsity th a t i t would be d e s ira b le to in c re a se g e n e ra l educatio n requirem ents. ( 6 9 s ll3 ) F u rth er re se a rc h c le a r ly i s needed in order to e s ta b lis h more sh arp ly th e r e l a t i v e place of both te a c h e r 25 ed u catio n and l i b e r a l a r t s ed u catio n and to e f f e c t a balance accep tab le to both emphases. F o rtu n a te ly , p ro g re ss seemingly is being made in th e achievement of t h i s essen- i t i a l o b je c tiv e and a t l e a s t one educator who has tra c e d the h is to r y of th is c o n f lic t was hopeful enough to con- i i elude t h a t a complete c o o rd in a tio n of th e two programs was ! very p o s s ib le . (1) P ro fe s s io n a l E ducation Course Sequence The p re se n t s t a t e of a f f a i r s reg ard in g curriculum in te a c h e r education is expressed by Armstrong, who says; The curriculum fo r te a c h e r edu cation has undergone no fundam ental change w ith in the p re se n t cen tu ry . In f a c t th e re is no curriculum fo r te a c h e r edu cation in the same sense th a t th e re is a curriculum fo r law, m edicine, d e n tis tr y and pharmacy. There is a c u r ric u lum fo r one segment of the teaching p ro fe s sio n , v i z . , elem entary school te a c h e rs . (22;46) Even though A rm strong's view i s tr u e , the problem of an adequate p ro fe s s io n a l curriculum in elem entary teach er education is s t i l l not solved. However, some progress is being made in i t s s o lu tio n . E v o lu tio n of th e elem entary te a c h e r ed u catio n curriculum The lack of agreement ev id en t in the p o in ts of view i expressed regarding elem entary teac h er ed u catio n is not new. D ifferen ces of opinion are based p rim a rily on two is s u e s . The f i r s t concerns th e changing ro le of the 26 school and consequently a ls o th e ro le of th e te a c h e r In v ario u s p erio d s of h is to r y . The second is due to th e | i i d iffe re n c e s of opinion of e x p e rts in te a c h e r edu catio n as | ( ! to how t h i s r o le might he c a rrie d out and what p re p a ra tio n j I should he provided. j i In a review of te a c h e r education p ra c tic e s from i | 1500 u n t i l th e p re se n t, H ockett has in d ic a te d how th e r o le j of the school and of the te a c h e r have in flu en ced elemen ta r y teac h er ed u catio n . (8:9 and 10) He re p o rte d l i t t l e change in the ro le of th e elem entary school from 1^00 to 1800. During t h i s period th e tr a in in g of te a c h e rs was n e g lig ib le . The r e a l beginning of teac h er tr a in in g stems from th e emphasis which P e s ta lo z z i gave to o b je c t te a c h in g , to o ra l language, and to n atu re study. H ockett b eliev ed th a t an a n a ly s is of the s e c u la r iz a tio n of the curriculum which began in the f i r s t h a lf of the n in e te e n th cen tu ry demanded an attem pt to provide ed u catio n a p p ro p ria te to the c i t i zens of a democracy. This s h i f t from a r e lig io u s to a se c u la r emphasis and the changes in s o c ia l philosophy which accompanied i t demanded re v is io n of th e te a c h e r education curriculum so as to provide te a c h e rs equal to th ese new ta s k s . j S t i l l l a t e r H ockett (8:10) re p o rte d th e work of th e Committee of F ifte e n of th e N ational Education 27 A sso c ia tio n which, in flu en ced by H e rb a rt's concept of form al d is c ip lin e and th e c o r r e la tio n of s tu d ie s , sug g ested th a t the form al ed u catio n of c h ild re n should be concerned w ith a study of the environm ent. The s e le c tio n and arrangem ent of o b je c ts of study in t h i s environment were to be determ ined by f a c u lty psychology. According to t h i s th e o ry , language was sa id to be the tru e b a sis fo r c o r r e la tio n , w ith a rith m e tic of next im portance, follow ed by geography and h is to r y . Based on t h i s conception of ed u catio n the committee recommended th a t four years of high school or academy be the minimum fo r elem entary school te a c h e rs , w ith normal school experience d e s ira b le . This normal school tr a in in g was to include psychology, which would provide the p r in c ip le s and methods of te a c h in g . Other courses were to be methodology, school economy, and h is to ry of ed u catio n , follow ed by o b serv atio n and p ra c tic e te a c h in g . (8s10) The period from 1890 to 1920 saw a t r a n s i t i o n from the te a c h in g -su b je c t-m a tte r view to th e d ire c tin g -le a rn in g - a c t i v i t i e s concept. Emphasis was s h ifte d from su b je c t m atter to th e le a rn in g pro cess and H e rb a rt's ap p ercep tio n th eo ry of le a rn in g was rep laced by the a c t i v i t y th eo ry of le a rn in g . (4s131) T h o rn d ik e's laws of le a rn in g based upon e a rly ed u c a tio n a l re se a rc h ru d e ly u p set Herf)art and h is ; fo llo w e rs. Beginning w ith h is pioneer work many opinions land p o in ts of view were changed. (5*132-153) A ll of t h i s I added to the problems of elem entary teac h er ed u catio n . S ev eral s tu d ie s in th e tw en ties a ls o added th e opinions of th o se prepared by c u rre n t programs of te a c h e r ed ucation. In 1921 K irk ley asked te a c h e rs who had been te a c h ing two, f iv e , and te n years to l i s t " v ir tu e s 1 1 and " c r itic is m s ” of th e i r p re p a ra to ry programs. (43) Accord ing to th is stu d y , stu d en ts mentioned v alu es gained from edu catio n methods courses and from management courses as " v irtu e s " w hile " c ritic is m s " were made of th e dogmatic a tt i tu d e s of co lleg e te a c h e rs . O’B rien a ls o used stu d e n t opinion p o lls in h is attem p t to get re a c tio n to the teach er ed u catio n tr a in in g program. (49) He re p o rte d th a t the stu d en ts surveyed recommended le s s time fo r th e h is to r y i of ed ucation and more time fo r psychology, measurements, and a d m in is tra tio n . A n a tio n a l survey of educatio n of te a c h e rs in 1933» and e s p e c ia lly as re p o rted in Volume I I I , Teacher Educa tio n C u rric u la , served as a stim ulus fo r the ex p ressio n 1 of a g re a t many ideas reg ard in g th e n atu re of th e elemen- | I ta r y te a c h e r education curriculum . (23) j j Anderson and P eik re p o rte d a number of recommenda- I tio n s from the survey. (58*1397-1398) I t was s ta te d t h a t 29 more emphasis should be placed on complete re c ru itm e n t, s e le c tio n , and follow -up guidance programs. The study recommended the program of te a c h e r edu catio n h e, a t a minimum, a f iv e year program. The survey suggested recon- j j s tr u c tio n of the curriculum in term s of th e needs of th e j I type of teach in g p o s itio n considered in r e l a t i o n to j so c ie ty . According to those in charge of th e stu dy, th e challenge of t r a d i t i o n a l programs should be on the b a s is of s c h o la rly m astery of f i e l d s to be ta u g h t, a s e n s i t i v i t y to s o c ia l need, knowledge of education as such, and a re v ealed competence in the development of s k i l l in te a c h ing. More fu n c tio n a l g e n e ra l education was c a lle d f o r . I t was recommended th a t the p ro fe s s io n a l-te c h n ic a l educa tio n should include the n atu re and development of le a rn in g , p ro fe s s io n a l o r ie n ta tio n to edu catio n as a s o c ia l i n s t i t u tio n , s t a t i s t i c s , t e s t s and measurement, teach in g proce d u r e s in teaching f i e l d s , stu d e n t te a c h in g , i n i t i a l su p e rv isio n during a p ro b a tio n ary p e rio d , in s tr u c tio n in stu d en t h e a lth , and in s tr u c tio n in e x tr a - c u r r ic u la r a c t i v i t i e s . In s tr u c tio n leading to the development of | p ro fe s s io n a l a ttitu d e s ' was a f i n a l recommendation made. Many a r t i c l e s in p ro fe s s io n a l jo u rn a ls have subse qu ently d iscu ssed th e p ro fe s s io n a l elem entary teac h er education curriculum . Yearbooks of e d u c a tio n a l org an iza- j tio n s have a ls o included th e se d isc u s sio n s. Four re p re - ! s e n ta tiv e d isc u ssio n s a re re p o rte d . As e d ito r of The E d u catio n al F r o n ti e r . W illiam H. t 1 K ilp a tric k noted se v e ra l suggestions in 1933* He ! believ ed th a t th e p ro fe s s io n a l program of te a c h e r educa tio n should be organized as d i r e c t ex p erien ces which would be b u i l t around s ig n if ic a n t problems of an immediate n a tu re . (2:262-2?8) Koopman, w ritin g in th e Fourth Yearbook of th e John Dewey S o c ie ty , suggested p a r tic ip a tio n in group th in k in g and group le a d e rsh ip as p ro fic ie n c ie s in which the teac h er must be tr a in e d . He a ls o pointed out th e n e c e s s ity of the understanding a teac h er must have of community processes and of in d iv id u a l growth and develop ment. He in d ic a te d t h a t e v a lu a tio n procedures were of im portance and th a t study of techniques fo r e v a lu a tio n must be included in th e program as w e ll as the means of in te rp re tin g th e e d u c a tio n a l program to the p u b lic . (13*88) More development of th e re la tio n s h ip between pro f e s s io n a l courses and stu d e n t teaching was s tre s s e d by Bigelow who a ls o suggested an extended, off-campus stu d en t teaching experience. ( 3 0 : 3 9 5) Emans r e it e r a te d a l l of th ese and added f u r th e r d e s c rip tio n s regarding t h e i r im plem entation. He suggested j jth a t a r ic h background of g e n e ra l education is needed I Iwhich would aid in a thorough grounding in su b je c t m a tte r. ! He favored stu d e n t teach in g as a period of i n s t i t u t i o n a l l y j | supervised and guided exp erience w ith the stu d e n t te a c h e r j being assign ed more and more r e s p o n s ib ility over a longer period of tim e. (35*163-164) Recent re se a rc h stu d ie s have a ls o added to th e ! i s o lu tio n of th e problems involved in the elem entary 1 teach er ed u catio n curriculum . Persky examined th e New York U n iv e rsity School of Education program fo r childhood and elem entary te a c h e r tra in in g by using responses of graduates and a d m in istra t o r s ' r a tin g s . (69) She concluded th a t the minimum ; amount of p ro fe s sio n a l ed u catio n in th e e x is tin g program should be continued and th a t g en e ral ed u catio n re q u ire - : ments should be m aintained or in c re a se d . S tudent te a c h ing, c h ild developm ent, and curriculum were ra te d as the courses of g r e a te s t v alu e. Persky a ls o in d ic a te d t h a t I i f p a r tic ip a tio n as a c i t i z e n of the community i s recog nized as a j u s t i f i a b l e o b je c tiv e of g e n e ra l education in th e te a c h e r education cu rricu lu m , then the program has ; not achieved t h i s goal to a s a tis f a c to r y degree. j Graduates expressed confidence in com petencies developed |i n t h i s program which included understanding of the th e o rie s of c h ild development, understanding of in d iv id u a l j c h ild re n , stim u la tin g i n t e r e s t in the c h ild re n fo r |le a r n in g , and group ra p p o rt and le a d e rsh ip . Graduates 32 indicated a need for a n a ly sis of the causes of an xiety of teachers in the areas of teaching scien ce , music, a r ith m etic, and reading. (69:135) College teach ers, co lle g e of education sen io rs, p racticin g teach ers, and supervisors re cen tly evaluated the teacher education program at the U n iversity of Wyoming. (71) Interviews and questionnaires were used to gather data in regard to s k i l l s and a ttitu d e s which were selected as c r ite r ia of teaching competence. Pro fe ss io n a l education courses were gen erally rated as making the g rea test contribution. S ev eral stu d ie s have focused on the program of elem entary teach er tr a in in g in the S ta te of C a lifo rn ia . P o s itiv e response to teac h er tr a in in g programs was reported' by Hockett (63) and McNaughton. (66) H ockett asked alumni of the U n iv e rsity of C a lifo rn ia a t Los Angeles to ev alu ate t h e i r te a c h e r tr a in in g program. Students in d icated th a t they f e l t w e ll prepared in p la n n in g , i n i t i a t i n g , and c a rry in g out a u n it of work, in understanding problem c h ild re n , in teaching th e common branches of le a rn in g , and in classroom o b serv atio n and management. McNaughton e l i c i t e d opinions reg ard in g the p re p a r a to ry program fo r te a c h e rs a t S tanford from fa c u lty members, te a c h e rs , and su p erv iso rs of th ese te a c h e rs and : 33 ! re p o r te d g e n e ra l s a t i s f a c t i o n w ith th e program h u t noted ! s e v e r a l su g g ested changes and im provem ents» (66) Weak n e sse s were noted in g u id an ce , in fo llo w -u p , in o v e rla p of i c o u rs e s , in gaps in e x p e rie n c e s p ro v id e d , in th e s e l e c ti o n j of m eaningful a c t i v i t i e s , in th e la c k of d em o cratic p a r - i i : t i c i p a t i o n in p la n n in g , and in th e la c k of long term j i p lan n in g by each s tu d e n t to a c q u ire th e p a t t e r n of com p e te n c ie s re q u ire d f o r s u c c e s s f u l te a c h in g . In a n o th e r stu d y G allag h e r found t h a t elem en tary te a c h e rs p laced g r e a t e s t v alu e on c o u rse s which gave them a g e n e ra l survey of elem en tary s u b je c ts , which c o n trib u te d ; in fo rm a tio n abou t th e n a tu re and grow th of c h ild r e n , and which pro vided methods t h a t could be used s u c c e s s f u lly in classroo m s i t u a t i o n s . (62) In a stu d y of a c c r e d ite d te a c h e r t r a i n i n g i n s t i t u tio n s in C a lif o r n ia in 1948, In g e b rits o n f e l t t h a t th e j m ajor o b je c tiv e of p ro v id in g d em ocratic p a r t i c i p a t i o n was n o t being m et. (6 4 :5 2 -7 6 ) He found t h a t th e m a tte r of ov erlap of co u rse s was being h ap h azard ly h an d led . In g e - ; b r i ts o n re p o rte d th a t even though a l l b u t one i n s t i t u t i o n j I had p r o f e s s io n a l c u r r i c u l a organized i n t o c o u rse s u s u a lly | ta u g h t by one r e g u la r s t a f f member, l i t t l e in t e g r a t i o n j I was p ro v id e d . P lanning of p r o f e s s io n a l c o u rse s t o p a r a l l e l ! i i I e x p e rie n c e s w ith c h ild r e n was in ten d ed b u t n o t c a r r ie d out e x te n s iv e ly . He re p o rte d t h a t of th e c o lle g e s ! s tu d ie d : ! Only one has a s p e c if ic requirem ent of o u t-o f- school ex p erien ces w ith organized c h i l d r e n 's groups. . . . There is p r a c t i c a l l y no o p p o rtu n ity p rovided, th e r e f o r e , in th e se programs fo r working w ith c h i l d ren in school sponsored a c t i v i t i e s b efo re the j p erio d of d ire c te d te a c h in g . (64:68) | I P r i n d i v il l e analyzed th e o rg a n iz a tio n and adm inis- j j : t r a t i o n of te a c h e r e d u c atio n programs in C a lifo rn ia S ta te j C o lleg es. (70) He recommended more emphasis on c h ild growth and developm ent. ' In 1951 Dutton stu d ie d the elem entary te a c h e r edu- ! c a tio n program in C a lifo rn ia as a p a rt of a la r g e r study : of the C a lifo rn ia C ouncil on Teacher E ducation. (14) He found many d iffe re n c e s in th e number and c o n te n t of p ro - ! ; f e s s io n a l ed u catio n co u rse s. He concluded: "The te c h n i- : c a l phases of teach in g are re c e iv in g to o much emphasis in many te a c h e r educatio n i n s t i t u t i o n s . " (14:23) While much of th e l i t e r a t u r e in th e te a c h e r educa- ! tio n curricu lu m r e l a t e s to th e p a s t, a few w rite r s have ; noted p re se n t tre n d s and have p ro je c te d in to the f u tu r e . The L iaiso n Committee of th e R estudy of the Needs I of C a lifo rn ia in Higher E ducation noted among o th er ; tre n d s in te a c h e r ed u catio n th e p ro v is io n of la b o ra to ry j | and f i e l d experien ces e a r l i e r in teac h er ed u catio n and f o r | j a longer p erio d of tim e throughout th e p ro fe s s io n a l | sequence. (20:170) They a ls o commented on the re a rra n g e - 1 ; ment of th e p ro fe s s io n a l sequence in to la r g e r blocks of !tim e o rg an ized in term s of fo u r m ajor a re a s of p r o f e s s io n a l |know ledge. These were p s y c h o lo g ic a l fo u n d a tio n s , s o c io l o g i c a l fo u n d a tio n s , c u rric u lu m , m ethods, and m a te r ia ls of i n s t r u c t i o n , and la b o r a to r y and f i e l d e x p e rie n c e s . H e rric k su ggested th e fo llo w in g as p o s s ib le f u tu r e tre n d s in th e p r o f e s s io n a l t r a i n i n g of te a c h e r s : 1. C ontinuous, re s p o n s ib le e x p e rie n c e s w ith c h i l d re n and youth in sch o o ls and out f o r fo u r y e a rs . 2 . The fo u n d a tio n a re a s and u n d e rsta n d in g s of c u rricu lu m and i n s t r u c t i o n developed around and in r e l a t i o n t o common p e r s i s t e n t ta s k s of a l l te a c h e rs . 3» P r o fe s s io n a l co u rse s ta u g h t in r e l a t i o n t o th e s tu d e n t’s la b o r a to r y e x p e rie n c e s w ith c h ild r e n and a t th e tim e of h is m ajor a p p li c a t i o n of th e knowledge of them. 4. I n s t r u c t i o n a l e x p e rie n c e s and co u n se lin g which would a id him to develop a p h ilo so p h y of te a c h ing and l i v in g . (40:330) The n a tu re of th e elem en tary sch o o ls in our s o c ie ty and th e co n sid ered op in io n s of e x p e rts in elem en tary te a c h e r e d u c a tio n have b o th c o n trib u te d to th e c u rric u lu m of elem en tary te a c h e r e d u c a tio n and have p o in te d t o an in c r e a s in g ly e f f e c t i v e t r a i n i n g program f o r th e te a c h e rs of our sc h o o ls. iC ontent of p r o f e s s io n a l co u rses i | In th e m a tte r of e d u c a tio n c o u rse s and t h e i r c o n te n t j land i n t e r n a l o rg a n iz a tio n , th re e m ajor p la n s fo r th e | s e le c tio n of experiences in teac h er ed u catio n a re found j i I in th e l i t e r a t u r e . The f i r s t , an e a rly p lan s t i l l found i i in some c o lle g e s , is a sequence made up of a numher of ; se p a ra te courses in which experiences follow the in te r n a l | i lo g ic or s tr u c tu r e of the s u b je c t. In some c o lle g e s very j , j s p e c ia l a tte n tio n is being given to the sequence of th e se | co u rses. A s p e c ia l e f f o r t is made to b u ild an under standing of c h ild re n and youth. (18s159) In 1946 an e f f o r t was made to bring to g e th e r re la te d areas of le a rn in g , and th is e f f o r t gave b i r t h to ;the second p lan fo r th e arrangem ent of the sequence. (16:94 and 95) in t h i s p lan , la rg e r block courses were developed which combined elem ents from v ario u s p ro fe s s io n a l f i e l d s . Some of th e se la rg e r courses d e a l w ith the in atu re of man and the s o c ie ty in which he fu n c tio n s , human growth and development, and th e le a rn e r and the ;curriculum . F in a lly , a th ir d p lan attem pts to r e l a t e a la rg e p a rt of the p ro fe s s io n a l sequence to d ir e c t experiences in teach ing s itu a tio n s . Content from the v ario u s f i e l d s jof education is used in meeting the problems of preparing :fo r work in stu d en t te a c h in g , in working d i r e c tl y w ith j I c h ild re n and youth, and in r e f le c tin g on and ev a lu a tin g j i | I th a t ex p erien ce. (18s162 and 163) I i i Goodlad has suggested s t i l l another approach th a t I would sy n th esize th e curriculum on the b a s is of fo u n d atio n ■ fie ld s. (38:394) He f e l t t h i s could be done by o rg an iz- 1 i ing courses of study around th e s o lu tio n of s ig n if ic a n t education problems. He suggested fu r th e r th a t the pro sp e c tiv e te a c h e r have d ir e c t experiences w ith c h ild re n and the community before stu d en t te a c h in g . These d ir e c t experiences should be u t i l i z e d to c l a r i f y fundam ental concepts developed in th e education c o u rse s. He f e l t th a t th ese experiences may w ell be th e fo c a l p o in t of the curriculum , e s p e c ia lly as th e re are planned c o n ta c ts w ith c h ild re n , the community, s o c ia l ag en cies, and th e sch o o ls. O rg an izatio n al sequence of elem entary te a c h e r education Another problem in th e o rg a n iz a tio n of the elemen ta r y te a c h e r education curriculum is the d eterm in atio n of the sequence of p ro fe s s io n a l co u rses. D ifferen ces of i opinion e x is t here as they do in connection w ith the con te n t of courses in the p ro fe s s io n a l program. In a d isc u ssio n of the problems involved in the d eterm in atio n of the sequence, C o ttr e ll p o in ts out th a t ; the p ro fe s s io n a l sequence must be made up of those ; elem ents which c o n trib u te d ir e c tly to the te a c h e r 's under- jstan d in g of c h ild re n and youth, the n atu re of the le a rn in g 1 |p ro c e ss, the so c ie ty in which he w ill fu n c tio n , the use |o f methods and m a te ria ls in in s tr u c tio n , e v a lu a tio n , the 38 cu rricu lu m and a d m in is tra tio n of the sch ool, and th e broader problems of the p ro fe ssio n as they r e l a t e to American s o c ie ty and th e fu n c tio n of the school. (18:211) A fte r t h i s d isc u ssio n of the co n ten t of the program I j of te a c h e r ed ucation C o t tr e ll goes on to say th a t th e j p ro fe s s io n a l sequence must be continuous and f a r reach in g , j i I t s purpose should be th e development of each in d iv id u a l through experiences which w ill c o n trib u te to h is growth as he ac q u ires the accepted teaching competences. (1 8 :2 1 1 ): In d iscu ssin g the o rg a n iz a tio n of the p ro fe s s io n a l sequence C o ttr e ll i d e n t if ie s two b asic approaches. The f i r s t approach is to organize th e p ro fe s s io n a l courses in a graduated sequence p a r a lle lin g g en e ral ed u catio n in a l l four years of n o lle g e . The second approach is to organize th e p ro fe s s io n a l course work as a block a t the end of the period of g en e ral education. (18:231) These two b a sic plans and th e ir v a r ia tio n s have r e s u lte d in continuous co n tro v ersy in te a c h e r ed u catio n . As Borrowman sa id : "There is no evidence th a t agreement ;reg ard in g the tim ing of th e p ro fe s s io n a l sequence is n ea rer now th an i t was a decade ago." (31:452) • Two s tu d ie s have re fe rr e d to t h i s problem in |C a lifo rn ia c o lle g e s . Moore stu d ied the o rg a n iz a tio n and j a d m in is tra tio n of teac h er educatio n in C a lifo rn ia l i b e r a l i < ! i ja rts c o lle g e s . (6 7) He suggested a continuous e v a lu a tio n j o f the p ro fe s s io n a l sequence to in su re a planned, in h e r e n tly s e q u e n tia l curriculum . P r in d iv ille analyzed the o rg a n iz a tio n and a d m in is tra tio n of te a c h e r ed u catio n pro grams in C a lifo rn ia S ta te C olleg es. He recommended b e tt e r j j a r t i c u l a t i o n of p ro fe s s io n a l co u rses. ( 7 0) j i Some prom ising exp erim en tatio n w ith arrangem ent of p ro fe s s io n a l education courses is being re p o rte d from v ario u s c o lle g e s . Some of th e more re c e n t re p o rts a re ; review ed. A comparison of two plans of arran g in g the sequence of courses and experiences in teach er ed u catio n was made a t the S ta te U n iv e rsity Teachers College a t New P a ltz , New York. (32) In p lan one stu d en ts were given t h i r t y - s ix hours of p ro fe s s io n a l education courses spread over a period of four y ears. In p lan two, th e t h i r t y - s i x hours were taken in the ju n io r and sen io r y e a rs. On the b a s is of undergraduate re c o rd s, em ployers' opin io n s, and g ra d u a te s' opinions, th e re were c o n tra d ic to ry fin d in g s . However, employers favored p lan one sin ce those who were so tra in e d ex celled in th e areas of human r e l a t i o n s , p e r- i sonal c h a r a c t e r is t i c s , classroom planning, and in the teaching of elem entary school s u b je c ts . The stu d en ts who ! took plan two tended to p re fe r i t . i Wilson College a t Chambersburg, P ennsylvania, under j a g ra n t from th e Ford Foundation, has been conducting an j 40 experim ent in te a c h e r ed u c atio n in a l i t e r a l a r t s c o lle g e f o r th e p a s t fo u r y e a rs. I t s program is ty p ic a l except t h a t the elem entary ed u c atio n u n it is d e sc rib e d as fo llo w s: As a la rg e f l e x i b l e u n i t , t h i s course seeks to j avoid co m p artm en talizatio n and o v er-lap p in g found in j some se p a ra te cou rses designed to cover t h i s f i e l d . j I t a ls o perm its the stu d e n t to p lace more emphasis j upon a re a s where in d iv id u a l needs demand c lo s e r j stu d y and i t in te g r a te s the t o t a l background p rep a- j r a tio n of th e p ro sp e c tiv e te a c h e r. (61) The d i r e c to r , R obert B e ll, w rite s of the e v a lu a tio n j of th e program: The in te g ra tin g u n it , as i t is c a lle d , seems to be working out q u ite s a t i s f a c t o r i l y in t h a t we have a sm all number of form er stu d e n ts employed c u r r e n tly as te a c h e rs over a r a th e r broad a re a la r g e ly between Chicago and the E ast C oast. W e have done a thorough job of follow -up v i s i t a t i o n during th e p a s t few years and f e e l t h a t our form er stu d e n ts a re perform ing In a h ig h ly c r e d ita b le manner. (60) A study is now under way a t the C ollege of Educa ti o n , Wayne U n iv e rsity , in which a random sample of 105 stu d e n ts has been s e le c te d fo r a p i l o t p r o je c t in te a c h e r ed u c atio n . Three groups of t h i r t y - f i v e stu d e n ts w i l l be kept to g e th e r fo r four y e a rs. S tudent te a c h in g w i l l be scheduled when stu d e n ts a re read y , r a th e r th an a t a c la s s le v e l. (57) The curriculum In elem entary te a c h e r ed u catio n is becoming more sta n d a rd iz e d d e s p ite th e changing ro le of the te a c h e r and the d iffe re n c e s of opinion of e x p e rts in ! te a c h e r ed u c atio n . S everal plans have a ls o been \ developed to provide adequate content and in te r n a l organi z a tio n fo r the curriculum . P rogress is a ls o being made in the reaching of an agreement regarding the organiza tio n a l sequence of elem entary teach er education. P ro fe ssio n a l Laboratory Experiences Today the term "p ro fe ssio n a l la b o ra to ry e x p e ri ences" has come to include a l l experiences w ith c h ild re n both before and during stu d en t teach in g . Included are a l l types of co n tacts w ith c h ild re n , school and community a c t i v i t i e s , and the more t r a d i t i o n a l observatio n and stu d en t teaching experiences. U n til re c e n tly l i t t l e a tte n tio n was given to a c t i v i t i e s other than ob servation and stu d en t teach in g . There has been a growing concern regarding the n atu re and p ro v isio n of p ro fe ssio n a l la b o ra to ry exp eriences. In d ica tiv e of th is tren d are a number of re c e n t surveys and p u b lic a tio n s . A sp e c ia l committee which played an im portant p a rt in in creasin g the r e la ti v e importance of d ir e c t e x p e ri ences was th e Committee on Standards and Surveys of the American A sso ciatio n of Teachers C olleges appointed in 1945 to examine the ro le of studen t teac h in g . The s p e c ia l committee enlarged th e scope of i t s in q u iry to include a l l d ir e c t experiences in p re -se rv ic e teach er education. The 42 study led to th e p u b lic a tio n of School and Community L aboratory Experiences in Teacher Education (7) and th e i o f f i c i a l adoption of th e recommendations of th e committee j as one p a rt of the e v a lu a tio n schedule of th e American j A sso ciatio n of C olleges fo r Teacher E ducation. (6) I t ! i o u tlin e d many experiences which have sin ce become an in te g r a l p a rt of th e ed u catio n of te a c h e rs . In an e f f o r t to determ ine what changes had occurred 1 in programs of teach er ed u catio n w ith re s p e c t to the use of p ro fe s s io n a l la b o ra to ry ex p erien ces, Lindsey surveyed c u rre n t p ro fe s s io n a l l i t e r a t u r e and d o c to ra l stu d ie s and compared re p o rts of co lle g e s fo r the years 1948 and 1953* She concluded th a t the evidence c le a r ly in d ic a te d a s ig n if ic a n t in cre ase in p ro v isio n s fo r p ro fe s sio n a l la b o ra to ry ex p erien ces. (21:112-115) Other o rg an izatio n s in te re s te d in te a c h e r educatio n a ls o added impetus to t h i s movement by f u r th e r exploring t h is phase of the program. The A sso ciatio n fo r Student Teaching in i t s 1948 yearbook e n ti t le d P ro fe s sio n a l L aboratory Experiences describ ed la b o ra to ry experiences in , ! c h ild growth and development c la s s e s , In In tro d u c tio n to ; Education co u rses, as w ell as re p o rtin g community e x p e ri- | ences by off-campus stu d en t te a c h e rs . (11) The 1954 j j I yearbook, Developing F a c i l i t i e s fo r P ro fe s s io n a l Labora- ! | | to ry Experiences in Teacher E du cation , d iscu ssed the j : development and fu n c tio n s of co lle g e c o n tro lle d and coop- ! e r a tin g la b o ra to ry sch o o ls. (10) Two phases of the p ro fe s s io n a l la b o ra to ry e x p e ri ence may be d istin g u ish ed * p re -s tu d e n t teaching and stu d en t teac h in g . C e rta in p ra c tic e s in stu d en t teaching a re gaining more g en eral acceptance. However, C o t tr e l l f e e ls t h a t th e re is no c e n tr a l body of p rin c ip le s or p ra c tic e s p e r ta in in g to o th er types of p ro fe s s io n a l la b o ra to ry exper ien ce s. He say s, " A c tiv ity in th is area is c h a ra c te riz e d by a t r i a l and e rro r type of experim en tation as much as by c a r e f u lly considered p lan s" (18:201). Some prom ising pro grams have been developed, however. Two g en e ral plans have been developed. One p lan might be c h a ra c te riz e d as the in te g ra te d approach in which every e f f o r t is made to co o rd in ate and in te g r a te e x p e ri- ences in the co lleg e classroom and in the elem entary school classroom . T ypical of t h i s p lan was a program developed a t th e U n iv ersity of Texas in 1949. In th i s approach d ir e c t experiences began in the freshman year w ith a clo se c o o rd in a tio n of classroom and co lle g e exper i e n c e s . (47:311-314) In a program attem pted a t N orthern I l l i n o i s S ta te 1 !T eacher’s C ollege the stu d en t in h is sophomore year spent !e ig h t hours per week observing c h ild re n . This was 44 supplemented by te n hours of c la s s in s tr u c tio n . During the ju n io r year o n e-h alf day was spent in th e classroom j every week fo r a period of tw elve weeks. The sen io r year j ! provided a stu d en t teach in g experience supplemented by j in d iv id u a l study of problems as viewed by th e stu d en t j te a c h e r. An attem pt a t u n if ic a tio n and in te g r a tio n of j a l l of th ese experiences was th en made w ith the develop- j ment of a philosophy of l i f e a f t e r th e stu d e n t teaching p erio d . (48:440-446) Another plan might w ell be c h a ra c te riz e d as a core p lan . This p lan is b e st d escrib ed by a program which was developed a t Drake U n iv e rsity . (46:87-91) The core con s is te d of la rg e c e n te rs of i n t e r e s t such as understanding the le a rn e r and the le a rn in g p ro cess, understanding the s o c ia l o rd er, understanding the curriculum of the modern school. A ll of th ese were b u i l t around d ir e c t e x p e ri ences. This s e rie s of " i n t e r e s t c e n te rs " continued throughout th e p ro fe s s io n a l ex p erien ce, concluding w ith an attem p t a t helping the stu d e n t c l a r i f y h is own educa tio n philosophy. The p ro fe s s io n a l la b o ra to ry experience which has been most o fte n provided is th a t of stu d en t teac h in g . At ! p re se n t two g en e ral approaches are found. .In the - f i r s t , the stu d en t teaching experience culm inates the te a c h e r ; j education program by providing a f u l l day p a r tic ip a tio n in the classroom a t the conclusion of th e co lleg e program. i jThe second plan provides a h a lf day experience but extends | t ; th i s experience over a longer period of tim e. In th is j l a t t e r plan p ro v isio n is made to c lo s e ly in te g ra te fu rth e r j ' methods courses and observ atio n experiences w ith t h i s j period of student teach ing . (18:207) j Another approach is described by C o ttr e ll and com bines the b est fe a tu re s of each of the above p lan s. (18:205-210) I t fuses theory and p ra c tic e by providing observation and d isc u ssio n and has a t i t s h e a rt a period of weeks in which the stud ent teac h er is freed from other o b lig a tio n s to spend the f u l l day in a school. I t is b u i lt upon b asic ed u c atio n a l theory as i t r e la te s to a c tu a l p ra c tic e in the schools and th is is used as a unifying thread which p u lls to g eth er the In tro d u cto ry th eo ry , th e a c tu a l experien ce, and the f i n a l ev a lu a tio n . ;( 1 8:2 1 0) In the most complete survey of a c tu a l p ra c tic e in studen t teaching in various teacher tra in in g i n s t i t u t i o n s , Rucker concluded th a t the p resen t demand fo r fu n c tio n a l courses has placed observ atio n and p a r tic ip a tio n and the i stu d en t teaching experience in the foreground of teach er ! I education. (50:263) He id e n tif ie d the follow ing tren d s j ' ! ;in teacher education: (1) stu d en t teaching is a f u l l time j ;experience, (2) more use is made of la b o ra to ry 46 I i I e x p e rie n c e s , (3) more off-cam pus e x p e r ie n c e s 'in s tu d e n t te a c h in g a re being p ro v id e d , in c lu d in g community e x p e r i ences in th e lo c a le where s tu d e n t te a c h in g i s perform ed, : I (4) th e re i s an in c re a s e in th e tim e a llo tm e n t g iv e n j f s tu d e n t te a c h in g and o th e r la b o ra to r y e x p e rie n c e s , | j (5) th e re is an in c re a s e in the amount of academic c r e d i t awarded f o r s tu d e n t te a c h in g , (6) la b o r a to r y e x p e rie n c e s , in c lu d in g s tu d e n t te a c h in g , a re used as a re fe re n c e p o in t of th e whole c u rric u lu m in te a c h e r e d u c a tio n , and (7) s tu d e n t te a c h in g f o r a g iv en s tu d e n t te a c h e r i s o ffe re d on more th a n one grade le v e l . The concept of p r o f e s s io n a l la b o r a to r y e x p e rie n c e s has been e n larg ed g r e a t ly in th e p a s t f i f t e e n y e a rs . While o r i g i n a l l y most concerned w ith o b s e rv a tio n and s tu d e n t te a c h in g , i t has now been expanded to in c lu d e many scho ol and community c o n ta c ts . V arious p la n s have been d ev ised t o I n te g r a te th e s e e x p e rie n c e s i n t o th e p re p a ra t i o n of th e elem en tary sch o o l te a c h e r. P ro g re ss i s a ls o being made in making th e s tu d e n t te a c h in g e x p e rie n c e more m eaningful. I n s t r u c t i o n a l P ro cedures I t i s im p o rtan t t h a t th o se who te a c h in c o l l e g i a t e |e le m e n ta ry e d u c a tio n programs u se th e b e s t methods so t h a t j ! i |t h e i r s tu d e n ts w i l l , in t u r n , be r e s o u r c e f u l and c r e a t i v e | :te a c h e r s . U n fo rtu n a te ly , th e r e i s evidence t o su g g est ! th a t th is id e a l is not being achieved and th a t a s t a t i c iapproach to th is problem e x is ts . Z irbes concludes th a t: A nachronistic p ra c tic e s a re s t i l l p re v a le n t. Lec tu r e s , qu izzes, and exam inations are s t i l l standard in the co lleg e courses of stu d en ts who should be experiencing enlightened le a d e rsh ip in coop erative th in k in g , purposeful le a rn in g , and fu n c tio n a l le a d e r ship. (27*22) During the p ast se v e ra l decades th e re have been many surveys which have attem pted to determ ine th e kinds of in s tr u c tio n a l procedures being used and th e e x te n t to which they are being employed. R esearch has a ls o been done in an attem pt to determ ine the e ffe c tiv e n e s s of various in s tr u c tio n a l procedures. While the r e s u lts of many of th ese surveys and re se a rc h stu d ie s are inconclu s iv e , se v e ra l of them w ill be reviewed and r e s u lts summarized. Survey of I n s tru c tio n a l procedures being used In 1952 Luderman sen t a q u estio n n aire to seventy- fiv e midwestern s ta te te a c h e rs ’ co lleg es in q u irin g as to th e ir use of le c tu r e , s o c ia liz e d r e c i ta tio n , sp e c ia l re p o rt, re se a rc h , v is u a l a id s , and f ie ld t r i p s as methods io f in s tru c tio n . (45*309-312) Student opinion was !e l i c i t e d . The le c tu re method was used most o ften and jstu d en t opinion toward i t s use was fa v o ra b le . The s o c ia l- |ized r e c ita ti o n was the second choice of the stu d en ts and Iwas used to some ex ten t by the p ro fe sso rs. The use of 48 i v is u a l a id s was h ig h ly recommended by th e stu d e n ts but j j i ■ I ' l i t t l e used by th e i n s tr u c to r s . Luderman concluded t h a t | i I ; th e re is no one b e st method of in s tr u c tio n , but th a t th e re j : i !i s a tren d toward more classroom p a r tic ip a tio n . He noted th a t many s tu d ie s a re being undertaken and th a t b e tt e r ; ' I teach in g in th e p u b lic schools must f i r s t come from j i examples s e t in teac h er tr a in in g i n s t i t u t i o n s . In a re c e n t survey of teach in g procedures used in tw en ty -e ig h t m idwestern and so u th e a ste rn c o lle g e s and u n i v e r s i t i e s , Umstaadt found th e le c tu re being used ex ten s iv e ly . However, d isc u ssio n was found to be gaining in :favor and many audio v is u a l techniques were being employed. (26) The continued im portance of i n s t r u c t io n a l methods Is pointed up by a re c e n t p u b lic a tio n of th e A sso c ia tio n fo r S tudent Teaching in co o p eratio n w ith th e N ational |S o ciety of C ollege Teachers of Education e n t i t l e d Improv ing I n s tr u c tio n in P ro fe s s io n a l E ducation. (12) Cer t a i n ly th o se in te re s te d in th e tr a in in g of te a c h e rs must c o n tin u a lly explore th i s area so e s s e n ti a l l y r e la te d to e f f e c tiv e p re p a ra tio n . lE ffe c tlv e n e s s of c e r ta in in s tr u c tio n a l procedures ; During the p a st s e v e ra l decades th e re has been jconsiderable re se a rc h in an attem pt to d isco v er the i r e l a t i v e value of d if f e r e n t methods. While r e s u l t s of : many of th ese stu d ie s a re in c o n c lu siv e , a review of sev e r a l s tu d ie s p o in ts t o some prom ising tre n d s in the d isco v ery of e f f i c i e n t in s tr u c tio n a l methods. In a study conducted by Remmers the methods of in s tr u c tio n - le c tu r e , l e c t u r e - r e c i t a t i o n , and sm all group r e c i t a t i o n were compared. While found achievem ent h ig h e st fo r the l e c t u r e - r e c i t a t i o n procedure, stu d e n t a t t i t u d e s favored the sm all group r e c i t a t i o n method. ( 2 5) In d iv id u a l and group p ro je c ts have been suggested as p o ssib le in s tr u c tio n a l procedures. S h irle y and Hevner re p o rte d t h a t the p ro je c t method when used in la b o ra to ry psychology courses was su p e rio r fo r th e above average stu d e n t. (53) Since d isc u ssio n has o fte n been used as a method of in s tr u c tio n in c o lle g e c la s s e s , Ruja attem pted to i survey the l i t e r a t u r e in an e f f o r t to d isco v er evidence th a t in d ic a te d the e ffe c tiv e n e s s of t h i s method. (51) A fte r review ing the fin d in g s re p o rted in tw en ty -e ig h t s tu d ie s , Ruja found i t d i f f i c u l t to make comparisons because of la c k of u n ifo rm ity in the procedures of th e i d if f e r e n t stu d ie s and concluded th a t much work needs to : be done in th e area of id e n tify in g the most e f f e c tiv e jmethods of c o lle g e te a c h in g . In d iscu ssin g ed u catio n co u rse s, H ilto n concluded t h a t i t i s p o ss ib le to d e fin e more sh a rp ly and se n s ib ly what beginning te a c h e rs may be expected to do. He a ls o suggested t h a t th e r e la tio n s h ip between ed u catio n and academic courses might be c l a r i f i e d . He urged th e reduc t i o n of u n d esira b le overlap and r e p e t it i o n . He b eliev ed th a t th e sequence could be arranged more s e n s ib ly and th a t th e re could be a c lo s e r harmony of the th e o r e tic a l and th e p r a c t i c a l . (41*420-421) Hughes and Shlzvko suggested th a t developments in th e b e h a v io ra l scien ces have im p lic a tio n s fo r te a c h in g - le a rn in g s itu a tio n s and may be u s e fu l in d e te rm in a tio n of e f f e c tiv e methods of in s tr u c tio n . E s p e c ia lly im portant i s supplying a more perm issive and su p p o rtiv e classroom clim ate which improves the two-way communication between te a c h e rs and stu d e n ts. They f e l t th a t more p ro v isio n must be made fo r in d iv id u a l d iffe re n c e s in order to help stu d e n ts le a rn e f f e c tiv e ly . They urged t h a t th e p o te n tia l of sm all groups be used in developing and modifying behav i o r . They suggested th a t the place of th e l e a r n e r ’ s purposes and values be recognized in th e le a rn in g p ro c ess. (42:211-216) More dem ocratic classroom procedures were recom mended by P r in d iv ille a f t e r h is study of te a c h e r edu catio n programs in C a lifo rn ia S ta te C olleges. (70:191) Graduate opinion has a ls o been e l i c i t e d in an 51 attem pt to determ ine th e e f fe c tiv e n e s s of c e r ta in in s tr u c - i t i o n a l procedures. P ersky, in a q u e stio n n a ire study of j i New York U n iv e rsity g ra d u a te s, re p o rte d th a t the teac h in g j i i techniques of most value to th e stu d e n t were f ir s t- h a n d | | ex p erien ces, a c tiv e p a r tic ip a tio n , f i e l d work, c la s s d is - j ! c u ssio n , in d iv id u a l c o n feren c es, f i e l d t r i p s , and stu d e n t i i r e p o r ts . L ectures were ra te d th ir d in value as a teach in g technique. (69:70-74) In h is study Moore in d ic a te d th a t g rad u ates noted the e ffe c tiv e n e s s of th e c lo se guidance of p ro fe ss o rs . (67) Surveys have in d ic a te d th a t many d i f f e r e n t in s tr u c t i o n a l procedures are being used in th e p re p a ra tio n of elem entary te a c h e rs . Some evidence is a ls o being presented which in d ic a te s the g re a te r e ffe c tiv e n e s s of some of th ese procedures. However, the p re se n t s t a t e of knowledge is incom plete. Much rem ains to be done before conclusive judgments can be reached. Follow-up Follow-up i s recognized as a p a rt of th e personnel s e rv ic e s of teac h er ed u catio n i n s t i t u t i o n s . Some re se a rc h I in t h i s area has been done, but as S to u t s a id , "The p a u c ity of follow -up s tu d ie s being made by i n s t i t u t i o n s j t ! p o in ts a ls o to another g re a t need*1 (56:210). | 52 i | Stone reviewed the lite r a tu r e on in s t it u t io n a l I follow -u p from 1929 u n t il 1957* He reported only lim ited I a c t iv it y in t h is area and in dicated the need fo r more in s t it u t io n a l concern in follow -u p . The p recise nature of the inadequacy of follow -u p was revealed in the f in a l report of th e Committee of the C aliforn ia Council on Teacher Education on the Study of the Adequacy of Teacher Education. This report showed th at of the th irty -o n e C a lifo rn ia c o lle g e s one-fourth attempted to fo llo w up a l l graduates w h ile one-fourth attempted to fo llo w up only graduates w ith teaching cre d e n tia ls who accepted p o s itio n s . Techniques used in th ese follow -u p stu d ies included q u estion n aires to graduates, q u estion n aires to those employing graduates, and v i s i t s by c o lle g e p erson n el. More than h a lf of the c o lle g e s made changes as a r e s u lt of inform ation obtained from follow -up stu d ie s. (15*7) In con clu sion i t can be noted th at some forward s tr id e s are being made in th is phase of teacher edu cation . G uidelines fo r a follow -up program were developed by the Committee on the Adequacy o f Teacher Education of the |C a lifo rn ia Council on Teacher Education. The committee suggested th at the program of follow -u p be planned and carried out by the d irecto r of placement and fa c u lty |members. Students should be impressed w ith the importance !of follow -up during t h e i r p re s e rv ic e t r a i n i n g . They f e l t j i t h a t s u f f i c i e n t d a ta must be obtained and t h a t some of i th e d a ta m ight be obtained a t co n feren ces f o r g ra d u ates who a re in t h e i r f i r s t year of te a c h in g . I t was f u r th e r suggested th a t follow -up should co n tin u e beyond the f i r s t year and t h a t in fo rm atio n obtained should be used f o r continuous a p p r a is a l of th e te a c h e r e d u c a tio n program in a l l i t s a s p e c ts . (15*8 and 9) The committee suggested t h a t a l l g ra d u ates be f o l lowed up in a co o p e rativ e endeavor using a v a r ie ty of tech n iq u es over an extended p erio d of tim e . (15*8 and 9) The review of l i t e r a t u r e in elem entary te a c h e r ed u catio n in l i b e r a l a r t s c o lle g e s has focused on th e ib a sic is s u e s of s e le c tio n , l i b e r a l a r t s and g e n e ra l educa t i o n , p ro fe s s io n a l ed u catio n course sequence, p ro fe s s io n a l i la b o ra to ry e x p e rie n c e s, in s t r u c t i o n a l p ro c ed u res, and |fo llc w -u p . Some re se a rc h has been done in a l l of th e se a r e a s . Some of t h i s re se a rc h has r e la te d to the l i b e r a l a r t s c o lle g e , but much s t i l l needs to be done to make elem entary te a c h e r ed u catio n in th e l i b e r a l a r t s c o lle g e more adequate and e f f i c i e n t . CHAPTER I I I | j i PROCEDURES j The problem of t h i s study was to determ ine the i n a tu re of c e r ta in a sp e c ts of th e elem entary teach er educa- ! tlo n programs in c e r ta in independent, church r e la te d , l i b e r a l a r t s c o lle g e s and u n i v e r s i t ie s in C a lifo rn ia . P re lim in a ry Procedures A p re lim in ary l e t t e r was se n t to n in e te e n l i b e r a l a r t s c o lle g e s and u n iv e r s itie s in C a lifo rn ia w ith le s s th an 1^00 stu d en ts e n ro lle d . A ll but th re e of th ese c o lle g e s were a c c re d ite d by th e Western C ollege A ssocia tio n and approved by th e C a lifo rn ia S ta te Department of E ducation to recommend g rad u ates fo r the G eneral Elemen ta r y C re d e n tia l. The th re e c o lle g e s not so a c c re d ite d and approved, granted bachelor degrees which were accepted by the C a lifo rn ia S ta te Department of E ducation fo r creden- t i a l i n g purposes. In the l e t t e r to th e se c o lle g e s i t was in d ic a te d th a t a sm all co lleg e was in th e process of re v is in g i t s program fo r th e p re p a ra tio n of elem entary school te a c h e rs . : A study was proposed to answer c e r ta in q u estio n s reg ard in g th e n a tu re and e x te n t of t h i s re v is io n . I t was suggested 5 * 55 i ! t h a t t h i s study would involve a v i s i t to each of th e c o l- ! i leg es and a follow -up of some of i t s g ra d u a te s. Favorable j l I ! r e p lie s were receiv ed in d ic a tin g i n t e r e s t in th e study and | I w illin g n e ss to co o p erate. | The map of C a lifo rn ia , F igure 1, in d ic a te s th e j lo c a tio n of th e n in e te e n c o lle g e s which were co n tacted and I the key i d e n t i f i e s the c o lle g e . An a s t e r i s k (*) b efo re the names of four of the c o lle g e s in d ic a te s th ose which were not included in th e study fo r v ario u s re a so n s. One co lle g e chose not to be in clu d ed . A nother, i t was d i s covered, had a fiv e -y e a r elem entary te a c h e r ed u catio n i program and was elim in ated sin c e only fo u r-y e a r programs were s tu d ie d . Two o th er c o lle g e s tra in e d te a c h e rs alm ost e x c lu s iv e ly fo r t h e i r own denom inational elem entary school programs. As d e ta ile d plans fo r the study were developed, i t became ev id en t th a t the re se a rc h w ell could be conducted in th re e phases determ ined la r g e ly by the sources o£ n ecessary inform ation. I t was c le a r th a t some of the d ata needed were a lre a d y a v a ila b le in v ario u s p rin te d m a te ria ls . This : seemed to n e c e s s ita te a li b r a r y study of th e catalo g u es of ;th e c o lle g e s included and a study of a c c r e d ita tio n re p o rts , ! 1 j |o f th e W estern College A sso c ia tio n and the C a lifo rn ia I |S ta te Board of E ducation. 56 Fig. 1 .—L ocation of C olleges A College of the Holy Names B Marymount College *0 San F rancisco College fo r Women *D Dominican College E Westmont College j*F La S ie rra College ! G O ccidental College H Mount S t. Mary*s I Redlands U n iv ersity K College of the P a c ific L La Verne College M Upland College *N P a c ific Union College 0 Immaculate H eart College P College of Notre Dame R Chapman College S George Pepperdine College V W h ittie r College X Pasadena College ^Colleges contacted but not included in study. I t was fu rth e r evident th a t more d e ta ile d inform a- ; tio n on some p a rts of the programs might w ell be obtained i by an in terv iew w ith elem entary teach er educators a t each | ; t I I of the c o lle g e s. j I The need fo r even more d e ta ile d inform ation re g a rd - ; i i I ing the programs and re a c tio n s of those a c tu a lly involved j i in them suggested a th ird phase of the study, namely, a q u estio n n aire to be completed by graduates of th ese c o l le g e s. A n alysis of College Catalogues One source of inform ation regarding the n atu re of elem entary teach er education in c e r ta in l i b e r a l a r t s co lleg es of C a lifo rn ia was re a d ily a v a ila b le . This source was the catalogue of each c o lle g e , and th e re fo re a copy of the most re cen t catalogue was secured. As has been described in Chapter I , the answers to q uestions in the follow ing areas were sought: s e le c tio n , : l i b e r a l a r t s and g en eral education, p ro fe s s io n a l education course sequence, p ro fe s sio n a l lab o ra to ry ex p erien ces, I j in s tr u c tio n a l procedures, and follow -up procedures. The a n a ly sis of the co lleg e catalogues yielded j j inform ation on a l l of th ese areas except th e area of | follow -up. A day was spent in the o ffic e of the Western College ! : A sso ciatio n and, through the co u rtesy of th e executive s e c r e ta r y , perm ission was secured to stu d y th e re p o rts of th e c o lle g e s to the W estern C ollege A sso ciatio n and to I th e C a lifo rn ia S ta te Department of E ducation. I t was a ls o :p o ssib le to study th e re p o rts of th e v i s i t i n g committees to the c o lle g e s . In a few cases where th e re p o rts were :not a v a ila b le a t the o f f ic e , they were stu d ie d a t th e co lle g e s a t the time o f th e in te rv ie w . Because of the c o n f id e n tia l n atu re of t h i s m a te ria l i t was not re p o rted in t h i s stu dy. The in fo rm atio n was u s e fu l, however, in suggesting fu r th e r are a s of study in th e catalo g u es and a ls o in the fo rm u latio n of q u estio n s fo r th e in terv iew and th e q u e stio n n a ire . Recording of d ata The d ata from the catalo g u es were ta b u la te d on la rg e sh ee ts of paper. Where p o s s ib le , d e s c rip tio n s and terms having sim ila r meanings, though d if f e r e n t w ording, were grouped to g e th e r. Where p o s s ib le , th e se were then ta b u la te d in c h a rt form. R eporting the d ata In re p o rtin g the d ata i t was p o ssib le in some :In sta n c e s to re p o rt them in q u a n tita tiv e term s, in o th e rs |t o re p o rt them in c h a rt form, and in some in sta n c e s i t was I n ecessary to re p o rt d ata in n a r ra tiv e form. The In terv iew In terv ie w s were arranged w ith persons in d ir e c t charge of elem entary te a c h e r ed u catio n programs in the c o lle g e s included in th e study. There were th re e g en e ral purposes underlying th e in te rv ie w s. In the f i r s t place i t was f e l t th a t the in te rv ie w s would provide one form of v a lid a tio n of the d ata secured from catalo g u es and accred i t a t i o n r e p o r ts . Secondly, i t was p o ssib le to secure more d e ta ile d inform ation reg ard in g c e r ta in a sp e c ts of the v ario u s programs as th e y had been o u tlin e d in th e c a ta logues and in the a c c r e d ita tio n re p o rts . F in a lly , i t was im portant to the purposes of th e study to g a th e r c e r ta in in form ation which could be secured only by means of an in terv iew w ith the person in each co lle g e who had p erso n al knowledge of th e te a c h e r ed u catio n program. The In terv iew Schedule Problems posed by th e stu d y of th e catalo g u es and the a c c r e d ita tio n re p o rts formed the b a s is fo r many of th e q u estio n s included in the in te rv ie w . F u rth er problems I regard in g tre n d s and c o n tro v e rs ia l is su e s in teac h er educatio n had a ls o been suggested by the review of th e j ! l i t e r a t u r e . These two sources were used to c o n stru c t th e j in terv iew schedule. In order to make th e in terv iew as stan d ard ized as | p o s s ib le , th e q u estio n s to be used were arranged in 60 t e n t a t iv e order* The dean of a co lle g e who was a ls o p e rso n a lly acquainted w ith the ed u catio n d iv is io n of h is c o lle g e served as a t r i a l in terv iew e e. As a r e s u l t of t h i s t r i a l in terv iew q u estio n s were expanded, re v is e d , or e lim in a te d . The in terv iew q u estio n s were then d u p lic a te d , and the l i s t was used as the b a s is fo r conducting a l l in te rv ie w s. A copy of th e q u estio n s in the in terv iew schedule is included in Appendix A. A number of are a s r e la te d to te a c h e r edu catio n were included in the in terv iew schedule. These were s e le c tio n , l i b e r a l a r t s and g en e ral ed u c atio n , p ro fe s s io n a l ed u catio n course sequence, p ro fe s s io n a l la b o ra to ry ex p e rien ces, in s tr u c tio n a l procedu res, and follow -up procedures. Another a re a of q u estio n in g was included to explore means used to assu re co n stan t e v a lu a tio n and improvement of th e elem entary te a c h e r ed u catio n program. In te rv ie w procedures The t r i a l in terv iew was u s e fu l in h elping to determ ine c e r ta in procedures to be follow ed in the i n t e r view. Q uestions were asked as th ey appeared on the d u p lic a te d l i s t r e fe rr e d t o e a r l i e r . When answers were vague, they were asked ag ain or were s ta te d in another | way. In some c a se s, f i r s t answers c a lle d fo r fu r th e r ! probing f o r c la r if ic a tio n * The time devoted to each in te rv ie w v a r ie d , as some persons in terv iew ed v o lu n teere d more in fo rm atio n than o th e rs . Most of th e in te rv ie w s were completed w ith in an hour or an hour and a h a l f . j I In each case th e in te rv ie w e r was g re e te d w ith i j warmth and c o r d i a li t y . T h is, coupled w ith th e e v id e n t j ! fran k n ess of the in te rv ie w e e s , gave some in d ic a tio n of i ! the v a l i d i t y of th e answers given. In a l l in sta n c e s hut two, the persons in terview ed were ed u catio n d iv is io n or departm ent of e d u c atio n c h a ir men. In th e se two in s ta n c e s th ey were p ro fe s s o rs of ed u catio n who were c lo s e ly connected w ith th e program. The d a ta were recorded in w ritin g on the d u p lic a te d ! form as th e in te rv ie w proceeded. The n o tes w r itte n in long hand a t th e tim e of th e in te rv ie w were l a t e r ty p e w r itte n . T reatm ent of d a ta The d a ta provided by th e in te rv ie w were th e n tab u la te d and summarised. Where p o s sib le th e y were re p o rte d in ta b u la r form. Where t h i s was im p o ssib le, d a ta were I re p o rte d in n a r r a tiv e . The Q u estio n n aire : In order to g ath er f u r th e r in fo rm atio n reg ard in g |elem entary te a c h e r e d u c atio n programs in th e s e le c te d l i b e r a l a r t s c o lle g e s of C a lif o r n ia , i t was f e l t t h a t th e i i 62 i stu d e n ts prepared by th e se programs should be given an i i i ; i |o p p o rtu n ity to d esc rib e and e v a lu a te them. j ; i t P re p a ra tio n of th e q u e stio n n a ire As a r e s u l t of th e in fo rm atio n gained from stu dy of th e lite r a tu r e * th e c a ta lo g u e s, the a c c r e d ita tio n r e p o r ts , | and conducting of th e in te rv ie w s, a l l of which were com- \ p le te d before any p a rt of the q u e stio n n a ire study was begun, c e r ta in areas were suggested fo r in c lu s io n in the q u e s tio n n a ire . The a re a s included were p erso n al d a ta , l i b e r a l a r t s and g e n e ra l ed u catio n , p ro fe s s io n a l ed u catio n ; co u rse s, p ro fe s s io n a l la b o ra to ry ex p erien ces, in s tr u c tio n a l j procedures, and teac h er competence. A fter a p re lim in ary q u e stio n n a ire had been compiled from v ario u s so u rces, as in d ic a te d , i t was re fin e d in se v e ra l ways. The f i r s t rough d r a f t was c r i t i c i s e d by se v e ra l co lleg e p ro fe s s o rs , graduate s tu d e n ts , and p u b lic j ;school elem entary te a c h e rs . I t was then re v is e d . The i f i r s t re v is io n was subm itted to the in v e s t ig a t o r ’s Com m ittee on S tu d ies a t the U n iv e rsity of Southern C a lifo rn ia . t I jSuggestions from the committee were included in a second re v is io n . Also u s e fu l in the re v is io n were the comments lof 1957 graduates of Upland C ollege who had completed th e [questionnaire in th is form. A th ir d r e v is io n was th en j —r • 1 i I made and lith o g rap h ed . The f i n a l form of th e q u e stio n n a ire lis found in th e Appendix B. The f i r s t page of th e q u estio n n aire was in the j form of a l e t t e r which in d ic a te d the p a rt th a t graduates should have in the re v is io n of elem entary teac h er educa tio n programs. I t a ls o made c le a r the p rio r cooperation of the co lleg e of the respondents in making a v a ila b le names and ad d resses. Anonymity was assured and e a rly | I cooperation in com pleting the q u estio n n aire was re q u ested . ; A business re p ly envelope was included. Two types of question s were asked in the q u estio n n a ire . One type asked fo r inform ation reg ard in g the program and another type asked fo r opinions regarding the j n atu re and adequacy of the program. I Answers to questions were recorded by check marks and o p p o rtu n itie s were affo rd ed to f i l l in w ith other a lte r n a tiv e s than those suggested. An opportunity was a ls o provided a t the clo se of the q u e stio n n a ire to respond ; to an open ended question regarding suggestions fo r the improvement of the elem entary teacher education program in the co lleg e from which the respondent had graduated. i Since camping education is in c re a s in g ly becoming an j in te g r a l p a rt of elem entary education, i t was deemed d e s ira b le th a t inform ation be gathered regarding the judg ment of graduates regarding emphasis the use and under standing of camping education should have in the elem entary te a c h e r education program. They were a ls o asked to in d ic a te opinions regarding th e adequacy of th e ir p rep ara tio n to use and understand camping edu cation. I I In a d d itio n to the other phases of p re p a ra tio n j eovered in the q u e stio n n a ire , the f i n a l page of the ques- | tio n n a ire was a l i s t i n g of teac h er competences as developed! by Kinney and the C a lifo rn ia Council on Teacher Education j e n title d The Measure of a Good Teacher (3 ), and s t i l l fu rth e r re fin e d as Teacher Competence: I t s Nature and Scope (17)» The statem ent of competences was r e s ta te d and placed in the q u e stio n n a ire . The graduates were asked to do two th in g s w ith the statem ent of competences as i t appeared in the q u e stio n n a ire . F i r s t , they were asked to in d ic a te opinions regarding th e emphasis co lleg e programs should place on p re p a ra tio n to perform c e r ta in fu n c tio n s. Then they were asked to in d ic a te opinions regarding the adequacy w ith which t h e i r co lleg e programs had prepared them to perform these fu n c tio n s of te a c h e rs. Sample At the time of th e in terv iew every e f f o r t was made to secure the names and addresses of a l l elem entary educa- tio n graduates who were c re d e n tia le d in 1954, 1955> and i1956. The names were obtained from g rad u atio n records or j i j departm ent of education re c o rd s, and the addresses were ' then secured from the alumni o ffic e re co rd s. In se v e ra l j 65 c a se s th e y were com piled and provided by th e c o lle g e . ; j This procedure r e s u l te d in a l i s t of 1410 names j land a d d re sse s which re p re s e n te d th e g ra d u a te s of th e s e e ig h te e n c o lle g e s f o r a th r e e - y e a r p erio d (Table 1 ). The j ; j f i r s t q u e s tio n n a ire m ailin g was made t o a l l of th e s e j g ra d u a te s . Of th e 1410 q u e s tio n n a ire s m ailed , 144 were ! re tu rn e d u n d e liv e re d because of la c k of p ro p er a d d re s s . This r e s u lte d in a p o t e n t i a l sample of 1266 g ra d u a te s . A fo llo w -u p p o s ta l card urging e a r ly c o o p e ra tio n was m ailed a f t e r two weeks. A month l a t e r a second ques tio n n a ir e was m ailed to a l l th o se who had n o t responded. F u rth e r e lim in a tio n s from t h i s t o t a l were made as r e tu r n s began to come in . C lo ser study of th e d a ta a lre a d y a t hand showed t h a t in one in s ta n c e , C ollege C, th e program was a f iv e - y e a r program. S ince th e stu d y was concerned only w ith fo u r-y e a r program s, g ra d u a te s of t h i s i n s t i t u t i o n were dropped. I t was a ls o le a rn e d t h a t gradu a te s of c o lle g e s F and N were tra in e d f o r denom inational sch o o l work r a th e r th an p u b lic school s e r v ic e . They a ls o were e lim in a te d . The f i n a l t o t a l p o s s ib le sample th u s was reduced to 1165 g ra d u a te s. Of t h i s p o te n t i a l of 1165 names, 325 u sab le r e tu r n s w ere re c e iv e d . < i I Table 2 in d ic a te s p e r tin e n t in fo rm a tio n re g a rd in g th e s e r e tu r n s . Column 1 l i s t s th e code l e t t e r assig n e d to | TABLE 1 .—Number of Names and Addresses Obtained from the C olleges Code L etter Names and Addresses Assigned C ollege Obtained A 75 B 13 C 80 E 55 F 12 G 149 H 32 I 143 K 182 L 126 M 10 N 9 0 83 P 18 R 46 S 113 V 147 X 117 T otal 1410 *Not included in study. 67 TABLE 2 .—Number of Respondents from Each C ollege Code L etter Assigned C ollege Number of Respondents A 18 B 3 E 15 G 52 H 5 I 40 K 37 L 37 M 9 0 14 p 5 R 14 S 19 V 33 X 25 T o ta l 325 68 | each of the f if t e e n c o lle g e s and Column 2 In d ica tes the i j number of graduates from each c o lle g e who responded by | returning completed q u estion n aires. Though the per cen t of returns seemed low, the data compiled by Larson regarding the proportion of graduates ; who a c tu a lly teach is p ertin en t h ere. Larson says: Not a l l persons who complete c r e d e n tia l req u ire ments are expected to accep t p o sitio n s in the public sch o o ls. . . . In the past years the per cen ts of those who had not become teach ers by the f a l l of the year in which they had completed c r e d e n tia l req u ire ments were . . • 46.13 per cent in 1954; 46*53 per cent in 1955; 43.04 per cent in 1956. (44:451) This report in d ic a te s th at perhaps only 55 per cent of those train ed for teaching in the c o lle g e s studied in 1954, 1955» and 1956 a c tu a lly taught in the sch ools of C a lifo rn ia . Of the 1165 p o te n tia l respondents who might have returned q u estio n n a ires, i t thus might be assumed th at ; only f i f t y - f i v e per cent or 641 may have taught. The t o t a l number of q u estion n aires tabulated in the study was 325. I t may be seen, th e r e fo r e , th at the q u estion n aires tabulated were about h a lf the t o t a l number which might ; reasonably have been thought to have taught and thus to | c o n stitu te the e n tire sample of graduates su ita b le for i j in c lu sio n in the study. T abulation and re p o rtin g of q u e stio n n a ire datai The d ata from the q u estio n n aires were ta b u la te d by i i item on la rg e sh e e ts. These were f i r s t ta b u la te d by co lleg e in order to provide fo r l a t e r comparison i f neces- i sary . This was p o ssib le since a l l the q u e stio n n a ire s had j j been coded. The t o t a l s from the la rg e r ta b u la tio n sh eets were then tra n s fe rre d to sm aller sheets on which were recorded the data fo r a sin g le q u estio n n aire item co lleg e by c o lle g e . The t o t a l s were tra n s fe rre d to summary ta b le s .; T otals were converted in to per cents fo r e a s ie r in te r p r e ta tio n . As rep o rted in th e ta b le s , the per cents were rounded to the n e a re st per cen t. Summary The questions included in the q u estio n n aire were determined from the review of the l i t e r a t u r e , the a n a ly sis of the catalogues and a c c re d ita tio n r e p o r ts , and from the in terv iew s. The q u estio n n aire was d is tr ib u te d to the elem entary teach er education graduates of these co lleg es fo r the years 1954, 1955 > and 1956. The re tu rn s were tab u lated and rep o rted in ta b le s which a re included in the , chapter on q u estio n n aire fin d in g s. The ch ap ters which follow p resen t fin d in g s from an I a n a ly sis of the catalogues and a c c re d ita tio n r e p o r ts , | from the in te rv ie w s, and from the q u e stio n n a ire s. Another j chapter p re se n ts a comparison of fin d in g s from th ese j 70 I v ario u s sources. - i C H A PTER IV i FINDINGS: COLIEGE CATALOGUES i In t h i s ch ap ter th e fin d in g s and a n a ly s is of d a ta ifound in the study of c o lle g e catalo g u es a re found. The |d a ta from a study of the ca ta lo g u e s are re p o rte d in th e are a s of s e le c tio n ) l i b e r a l a r t s , and g e n e ra l ed u catio n , p ro fe s s io n a l ed u catio n c o u rse s, and p ro fe s s io n a l la b o ra to ry ex p erien ces. A f i n a l s e c tio n summarizes fin d in g s in :the l a s t th re e areas m entioned. S e le c tio n The d ata reg ard in g s e le c tio n found in th e c o lle g e catalo g u es a re re p o rte d under the headings of adm ission^ ;to the elem entary te a c h e r ed u catio n program, re -e v a lu a tio n |o f s t a t u s , and counseling and g u id a n c e -se rv ic e s. Admission i Findings in adm ission a re reported- reg ard in g time |o f adm ission and c r i t e r i a used in adm ission. Time of adm ission to th e elem entary te a c h e r educa- i I tlo n program. —Two c o lle g e s made no statem en t in t h e i r catalo g u es about the adm ission of stu d e n ts t o th e elemen t a r y te a c h e r ed u catio n program. In e ig h t c o lle g e s stu d e n ts I 72 | were adm itted in t h e i r sophomore year and in fo u r they i I were adm itted as ju n io rs . One c o lle g e ca ta lo g u e suggested j i th ey must he adm itted before stu d en t te a c h in g . j C r i t e r i a used in adm ission t o th e elem entary ■ te a c h e r ed ucation program. — -An exam ination of Table 3» • j page 73> in d ic a te s th e v a r ie ty of c r i t e r i a l i s t e d by v a r- ’ ious co lle g e catalo g u es in s e le c tin g persons f o r adm ission | to elem entary teach er ed u catio n programs. I t can be seen th a t nine c r i t e r i a a re most o fte n mentioned w ith grade I p o in t r a t i o , p h y sic a l f i t n e s s , and speech and voice most o fte n used. In a d d itio n to th e se c r i t e r i a , s e v e ra l o th ers ! as shown in Table 3 re ceiv ed a sin g le m ention. IH e-ev alu atio n of s ta tu s Five c o lle g e s did not re p o rt in t h e i r catalo g u es any c r i t e r i a or procedures used in re -e v a lu a tio n of the js ta tu s of stu d en ts a t any time a f t e r th ey were f i r s t adm itted to the elem entary te a c h e r ed u catio n program. In seven c o lle g e s stu d en ts were screened ag ain j u s t before adm ission to stu d en t teach in g and in two c o lle g e s stu d e n t : performance was reviewed ag ain p rio r to f i n a l recommenda tio n f o r a c r e d e n tia l. One c o lle g e reviewed th e re c o rd s j i 1 I of elem entary teach er ed u catio n stu d en ts every sem ester. j | | | ^Counseling and guidance se rv ic e s i As can be seen from Table 4, page 74* the c o lle g e i TABLE 3 •"•“College Catalogue L istin g of C r ite r ia Used in S e le c tio n of Elem entary Education Students Hank Order C rite rio n Frequency of Mention 1.5 Grade p o in t r a t i o 15 1.5 P hysical f i t n e s s 15 3. Speech and voice l l 4. S ta tu to ry t e s t s 9 5- P sychological t e s t s 7 6. P ersonal c h a ra c te r 5 / • P ro fe ssio n a l a p titu d e 4 o • General c u ltu re t e s t 3 9. Recommendation of p ro fe sso rs 2 14.5 S eriousn ess of purpose 1 14.5 N atural i n t e r e s t in teaching 1 14.5 Proper sequence of courses 1 14.5 Experience w ith c h ild re n 1 14.5 A ccredited courses 1 14.5 Interview 1 14.5 A music course 1 14.5 Many sided in te r e s t s 1 74 TABLE 4. — O pportunities fo r Counseling and Guidance Described in College C atalogues Frequency of M ention Provided by: Major departm ent chairman 5 F acu lty members 3 P ro fe sso r in major departm ent 1 Academic ad v iser 1 Interv iew s 1 Guidance program 1 T o tal 12 ! 75 i ! ca ta lo g u e s d esc rib ed a v a r ie ty of means by which th e c o l- ! jle g e s were attem p tin g to provide counsel and guidance fo r j t h e i r s tu d e n ts . Most o fte n the chairman of th e departm ent | i served as co u n selo r, and in a t l e a s t te n of the c o lle g e s ‘ i t seems alm ost c e r ta in th a t th e counselor would have j been a c o lle g e p ro fe s s o r. Undoubtedly th e th re e c o lle g e s th a t did not d esc rib e t h e i r program in the catalo g u e may w ell have had such a s e rv ic e . L ib e ra l A rts and G eneral Education Since a l l of the c o lle g e s stu d ied were l i b e r a l a r t s c o lle g e s , an a n a ly s is was made of th e o b je c tiv e s of each i n s t i t u t i o n , as s ta te d in th e c a ta lo g u e s, as w ell as requirem ents in th e l i b e r a l a r t s as l i s t e d and any d e s c rip tio n s of s p e c ia l attem p ts a t providing in te g ra te d g e n e ra l education co u rses. ; O b jectives of c o lle g e s The d a ta found reg ard in g the o b je c tiv e s of the c o lle g e s as s ta te d in th e catalo g u es a re re p o rte d in Table 5, page 76 • As can be seen in th e t a b le , the th re e i o b je c tiv e s most o fte n l i s t e d were emphasis on C h ris tia n | : |s p i r i t u a l v a lu e s, which a ls o in clu d es emphasis on C ath o lic ; I philosophy, v o c a tio n a l and p ro fe s s io n a l p re p a ra tio n , and |em phasis on C h ris tia n c u ltu r e . Other o b je c tiv e s mentioned I a ls o are lis t e d in Table 5. I t would c e r ta in ly seem TABLE 5*— O bjectives of th e C olleges Rank Order Frequency of Mention 1. S trengthening C h ris tia n s p i r i t u a l valu es 14 2 . V o cational and p ro fe s s io n a l p re p a ra tio n 9 3. Providing C h ris tia n c u ltu re 7 5. Providing broad ed u catio n 5 5. E ffe c tiv e communication develop ment 5 5. Developing c itiz e n s h ip 5 8 • P roviding p r a c t i c a l c u ltu re 4 8 . P e rs o n a lity development 4 8 . B uilding h a b its of h e a lth f u l liv in g 4 9. Emphasizing the p lace of women in th e world 3 1 2 .5 B uilding a h e rita g e of dem ocratic c u ltu re 2 1 2 .5 Providing b a sic s k i l l s 2 1 2 .5 B uilding a e s th e tic values 2 1 2 .5 Developing le a d e rsh ip 2 17. Speaking knowledge of a fo re ig n language 1 17. I n t e l l e c t u a l development 1 17* S o c ia l development 1 17. S ch o larsh ip 1 17- Homemaking 1 17- Knowledge of the world 1 17- Human r e la tio n s h ip 1 17. Concern fo r o th ers 1 i 77 I treasonable to assume t h a t though o b je c tiv e s such as i i |i n t e l l e c t u a l development were not s p e c if ic a l ly m entioned, i |they were a c tu a lly o b je c tiv e s of a l l of th e c o lle g e s . i Requirem ents in l i b e r a l a r t s F indings reg ard in g th e requirem ents in th e l i b e r a l a r t s a re re p o rte d in regard to the broad are a s of th e j l i b e r a l a r t s , requirem ents fo r a m ajor, and requirem ents fo r g ra d u atio n . Requirem ents in l i b e r a l a r t s a r e a s . — ■ The ta b u la tio n ! i of hourly requirem ents l i s t e d in co lle g e catalo g u es in l i b e r a l a r ts is shown in Table 6, page 7 8 , and in d ic a te s th a t th e c o lle g e s had v ario u s requirem ents in fiv e broad a re a s. A fu rth e r study of th e ta b le In d ic a te s th a t allow ing fo r over-lapping most of th e c o lle g e s re q u ired between tw elve and eig h teen hours in th e h u m an ities, between e ig h t land twelve hours in the s o c ia l s c ie n c e s, and the m a jo rity i : of c o lle g e s re q u ired between e ig h t and tw elve hours in scien ce. S ix c o lle g e s re q u ire d four to e ig h t hours in jre lig io n and philosophy and f iv e c o lle g e s re q u ire d e ig h te e n j ! 1 t o tw e n ty -six hours in r e li g i o n and philosophy. Table 6 a ls o shows a g re a t v a r ia tio n in the number of hours jrequired in fo re ig n language, w ith s e v e ra l c o lle g e s having | no s p e c if ic requirem ent, the most common requirem ent being jbetween e ig h t and tw elve hou rs. TABLE 6 .—Semester Hour Requirements in L iberal A rts A B E G H I J K L M 0 P R s X Humanities 6 12 12- 4- 10 14 10 11 8- 13- 10 12- 15 16- 14 14 8 11 14 18 22 S o cial 6 12 12 24 10 22 14 11 12 13 5- 0- 15 12 12 Sciences 6 6 Sciences 12 9 8 12 *7- 12 12 6- 8 12 9- 9- 10 8 11- g 12 12 12 12 R eligion and 6 20 14 4 26 4 4 6 6 11 14 32 15 8 11 Philosophy Language 4- 16 0- 16 0- 8 0- 3 0- 8 0- 12 0- 8 4 3- 12 6- 10 Upper D ivision 24- 24 18- 36 18- 24 24 24 24 21- 30 24 25- 24 24 Major 30 48 24 32 47 Graduation 128 128 122 124 128 120 124 124 128 128 124 128 124 124 124 ^ 3 0 0 Requirem ents fo r the com pletion of a major. — A ll of !th e c o lle g e s re q u ired a major fo r g ra d u atio n . The number jo f hours most o fte n re q u ire d in the c o lle g e s i s in d ic a te d |i n Table 6 as being between eig h teen and tw enty-four hours, w ith one co lle g e having an education major re q u irin g j fo rty -se v e n hours and an o th e r, an education major re q u irin g f o r ty - e ig h t hours. F u rth er study of the catalo g u es showed th a t in e ig h t c o lle g e s the major could be in ed u catio n . In the other seven c o lle g e s an academic major or some s u b s titu te fo r t h i s major was re q u ire d . One co lle g e suggested two twelve u n it sequences to s u b s titu te fo r a m ajor. Another a ls o suggested th is p o s s i b i l i t y or a g en e ral non-major program of t h i r t y - s i x hours. Two other c o lle g e s a ls o provided th i s g en eral non-major program. In one co lle g e the major req u ired only twenty hours of upper d iv is io n iwork b esides the requirem ents in elem entary ed u catio n . Another v a r ia tio n was provided in a c o lle g e which made p o ssib le an eig h teen u n it l i b e r a l a r ts c o n c e n tra tio n . G raduation re q u irem en ts. —The g re a t m ajo rity of c o lle g e s re q u ired 124-128 hours fo r g ra d u atio n . One r e q u ire d 120 hours and another 122. S p e c ia l attem pts in providing in te g ra te d g e n e ra l education courses i Ten co lle g e catalo g u es mentioned g e n e ra l educatio n; however, only four c o lle g e s d escrib ed attem p ts a t pro vidin g in te g ra te d g e n e ra l ed u catio n courses in g re a t enough d e t a i l to be noted here* One c o lle g e explained t h a t i t sought to u n ify and in te g ra te a l l i t s g en eral ed u catio n courses around C h ris t i a n id e a ls . Requirem ents were b u i l t around s ix broad areas in clu d in g communications, man in contemporary s o c ie ty , the p h y sical and b io lo g ic a l w orld, h is to r y , humanities, and p h y sic a l ed u catio n . W ithin each of th e se areas courses were suggested. These courses to ta le d from t h i r t y - s i x to f o r ty h o u rs. Another co lleg e s e t up a course which used h is to r y as the u n ify in g p rin c ip le and considered each stag e of man's s o c ia l, r e lig io u s , economic, and p o l i t i c a l develop ments and h is a r t i s t i c , m u sical, and l i t e r a r y achievem ents. This co u rse, a tw enty -fou r u n it block, was re q u ire d of a l l freshmen and sophomores. I t served as a core supplemented by other requirem ents in the h u m anities, sc ie n c e s, r e l i gion, and philosophy. A th ir d co lleg e had a ls o developed a s e r ie s of in te g ra te d co u rses. These were courses in th e fin e a r t s , n a tu ra l sc ie n c e , b asic communications, and s o c ia l scien ce which were req u ired of a l l freshmen and sophomores. T hirty-tw o u n its of th e lower d iv is io n requirem ents were included in th ese co u rses. 81 I A fo u rth co lleg e in d ic a te d th a t though g en eral jeducation was provided throughout the curriculum , fiv e ! |lower d iv is io n courses were designed to in tro d u ce th e stu d en t to the development of w estern c u ltu re and i n s t i t u tio n s , and to the growth and in flu en ce of scien ce in the modern’ w orld. These courses included the hum anities, so c ia l sc ie n c e s, and n a tu r a l sc ie n c e s, fo r a t o t a l of eig h teen hours. P ro fe ssio n a l Education Courses The d ata a v a ila b le from co lleg e catalo g u es re g ard ing p ro fe s sio n a l education courses are rep o rted under the headings of o b jectiv es of th e elem entary teac h er education program, p ro v isio n fo r ed u c atio n a l fo u n d atio n s, and requirem ents in methods courses. O bjectives of the elem entary te a c h e r education program Eleven of the co lleg e catalogu es l i s t e d s p e c ific o b jectiv es fo r elem entary teac h er education. The v a r ie ty of o b je c tiv e s and those most o fte n in d ic a te d can be seen I in Table 7> page 82. As t h i s ta b le shows, th re e o b je c tiv e s were mentioned most o ften in co lleg e c a ta lo g u e s. The !p re p a ra tio n of p ro fe s s io n a lly competent te a c h e rs was most ;o ften mentioned. Then follow ed th e o b je c tiv e of prep aring ;teach ers fo r the schools of C a lifo rn ia and th e o b je c tiv e i jof preparing l i b e r a l l y educated in d iv id u a ls . Other 82 ! TABLE 7 . — O bjectives of the Elem entary Teacher Education Program Hank Order O bjective Times Mentioned 1. To prepare te a c h e rs : Who are p ro fe s s io n a lly competent 9 2. For the schools of C a lifo rn ia 8 3. Who are l i b e r a l l y educated in d iv id u a ls 7 5. With su p erio r p e r s o n a litie s 3 5- Trained in c h ild development 3 5. With C h ris tia n concerns 3 5. With a knowledge of s o c ia l i n s t it u t i o n s 3 9. Trained in s o c ia l re la tio n s h ip s 2 9. With e th ic a l id e a ls 2 9. Aware of fa c to rs in the learn in g 13-5 process 2 Trained by a l l co lleg e d e p a rt ments 1 13*5 With wide in te r e s ts 1 13.5 Able to guide youth 1 13.5 To p a r tic ip a te in a dem ocratic so c ie ty 1 13.5 To be community lead ers 1 13.5 With re sp e c t fo r c h ild r e n ’s p e r s o n a litie s 1 13.5 P ro fe s sio n a l in su b je c t f i e l d s 1 13.5 With id e a ls of se rv ic e 1 13.5 Able to e x e rc ise c r i t i c a l judgment 1 83 o b je c tiv e s given a re a ls o l i s t e d in the ta b le as re c e iv in g a sin g le m ention. I t would c e r ta in ly seem reasonable t o assume th a t w hile c e r ta in o b je c tiv e s such as p reparing te a c h e rs w ith wide i n t e r e s t s were not s p e c if ic a lly men tio n ed by the c o lle g e s , th ey would s t i l l have been co n sid ered im portant by a l l the c o lle g e s . ! P ro v isio n fo r ed u c atio n a l foundations Table 8, page 84, in d ic a te s th e v ario u s p ro v isio n s which ca ta lo g u e s in d ic a te d th a t th ese c o lle g e s were making j fo r ed u c atio n a l fo u n d atio n s. Table 8 should be read in the follow ing manner. The c o lle g e s a re in d ic a te d by code l e t t e r . Requirements in the foundations areas are in d i cated by th e number of u n its re q u ire d . Where they were suggested as e le c tiv e s they a re in d ic a te d by an a s t e r is k (*). The ta b le shows c le a r ly th a t a l l c o lle g e s had a requirem ent in c h ild psychology and th a t ten had an ad d i ti o n a l requirem ent in ed u c a tio n a l psychology. Not a l l areas of ed u c atio n a l foundations were so w ell provided. P h ilo so p h ic a l foundations were re q u ired in fo u r c o lle g e s . However, only one had a s p e c if ic requirem ent in s o c io lo g i- j c a l fo u n d a tio n s, though another o ffe red an e le c tiv e c o u rse .| H isto ry of ed u catio n was a re q u ire d course in only one c o lle g e . | The f a c t th a t not a l l c o lle g e s in d ic a te d d e f in ite j T ftR i.i?. 8 .—College Catalogue Semester Hour O fferings in Educational Foundations 1 - - - - - - - - - - - - - - - - - — - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I 1 I A B E G H I J K L M 0 P R s X 1 I H isto r ic a l H istory of Education * * * * 3 i i P h ilosop h ical j Philosophy of Education 1 3 3 3 2 i S o cio lo g ic a l Educational Sociology School and Community 3 * P sych ological Child Psychology Educational Psychology 2 2-3 2 3 2 3 3 2 3 3 3 2 2 3 3 2 2 2 2 3 5 3 3 2 |Introduction to Education 2-3 2 3 2 2 i iP rin cip les of Education or Curriculum 2 3 2 2 2 6a 3 3 2 3 5 3 3 1 > Total i 4-8 7 11 10 8 11 11 8a 9 10 4 8 10 11 5 ♦ E lective aIncludes Child Psychology o o I p ro v isio n s f o r ed u c atio n a l foundations should n o t be iin te rp re te d to mean th a t th e se were not provided. Five ;of th e c o lle g e s used the in tro d u c tio n to edu catio n course ;fo r th e s e purposes. The course d e s c rip tio n s in p r in c ip le s and curriculum in d ic a te d th a t they o fte n served to provide th ese fo u n d a tio n s. The p ro v isio n of h i s t o r i c a l , p h ilo - 1 s o p h ic a l, s o c io lo g ic a l, and p sy ch o lo g ical fo u n dations were 1 o b je c tiv e s s p e c if ic a lly mentioned in the d e s c rip tio n s of th ese co u rses. I Requirem ents in methods courses Table 9, page 86, should be read in a manner s im ila r to th e previous ta b le . The hourly requirem ents in v ario u s ; I methods courses are in d ic a te d in the ta b le , and where th ey are suggested as e le c tiv e s they are in d ic a te d by an a s t e r is k (* ). The t o t a l s include the number of th ese e le c tiv e s courses re q u ire d . Nine c o lle g e s had courses which were g en eral methods courses as in d ic a te d e ith e r by t h e i r t i t l e or by the d e s c rip tio n of th e co u rse s. A study of course d e s c rip - j tio n s led to th e conclusion th a t many catalo g u es were not jvery s p e c if ic in ex p lain in g th e n atu re of the co u rse. j i i iHowever, most o fte n the courses were in d ic a te d as having a jconcern w ith m a te ria ls , methods, proced ures, and techniques t |of th e elem entary school. P rin c ip le s of curriculum ‘ development was a concern as expressed in th re e T A B L E 9*—C ollege Catalogue Semester Hour Requirements in Methods Courses j i A B E G H I J K L M 0 P R S X General Methods 6 6 4 6 4 7 5 3 2 j Arithmetic i 2 2 2 * 1 2 1 2 i Art t 2 3 2 2 2 2 2 2 4 1 7 4 2 Music 2 3 2 3 3 2 2 2 2 2 1 5 . 2 * j Language Arts 2 3 * 1 1 4 * P h ysical Education 2 2 2 3 4-5 2 3 1 2 2 3 * Reading 2 2 2 ♦ 2 1 5 3 2 i : Science 2 2 2 ♦ 1 ♦ 'S ocial Studies 2 2 2 * 2 3 2 ! H ealth Education 2 2 1 T ests 3 2 * 2 2 Audiovisual Education 2 2 2 2 2 2 2 2 2 2 2 Childrens L iterature 2 2 2 2 i 1 T otals 1 8 1 4 2 2 2 1 2 0 6 1 2 - 1 3 1 4 1 3 1 5 1 9 10 2 4 2 2 1 0 * £ i ♦ E l e c t i v e aincludes 7 hours of methods to he elected I 87 d e s c rip tio n s . Techniques of teaching the b asic s u b je c ts j {was mentioned as an o b je c tiv e in some d e s c rip tio n s . 1 |S p e c ia l a tte n tio n was given in four d e s c rip tio n s to th e I development of u n its of work. Three g en e ral methods ! {courses a ls o included p ro v isio n fo r meeting the C a lifo rn ia i {State Department of Education requirem ent fo r au d io v isu al ' i education. Other le a rn in g s mentioned in th e course d e s c rip tio n s were le sso n planning, p a r tic ip a tio n , and learn in g how to meet in d iv id u a l d iffe re n c e s in the c la s s room. F u rth er study of the ta b le shows th a t s p e c ia l methods courses in a r t , m usic, and p h y sic a l education were I most o fte n req u ired by a l l of the c o lle g e s . Methods in au d io v isu al education were in te g ra te d in to other courses by four c o lle g e s . A study o f Table 9 in d ic a te s the great v a r ie ty of I requirem ents and p ro v isio n s for methods cou rses. A fu r - i th e r study of the t o t a l hours req u ired in methods courses i shews a range from e ig h t hours to tw enty-four hours. As Table 10, page 88, shows, fiv e of the c o lle g e s included a workshop experience in connection w ith stu d en t {teaching, fo r which th e stu d en t was given c r e d i t. This | was described as a workshop approach to problems in s tu - ; I | dent teach in g . One catalo g u e said i t was a d ire c te d j learn in g experience and another said i t included a weekly T A B L E 1 0 .—College Catalogue Requirements in Observation and in Student Teaching A B E G H I J K L M 0 P R S X Student Teaching 10 8 13 8 8 8 8 8 8 12 8 8 10 8 8 Student Teaching Workshop 2 3 2 2 2 Observation 1-2 2 3 2 2 Total 13-14 13 15 8 8 13 8 8 10 12 8 10 10 10 8 oo oo i 89 conference period* The most complete d e s c rip tio n o u tlin e d i t as a practicum which would con sid er th e c la s s r e g i s t e r , I d is c ip lin e , h e a lth , s a fe ty and f i r e p re v e n tio n , p aren t ;co n feren ces, p u p il e v a lu a tio n , and th e p erso n a l competen c ie s of stu d e n t te a c h e rs . The d e s c rip tio n s of stu d en t teach in g in the c o lle g e i icatalogue gave fu r th e r in fo rm atio n reg ard in g the e x p e ri ence. In te n of the c o lle g e s i t was a one-sem ester co u rse, in the o ther f iv e i t was spread over two sem esters. Two c o lle g e s re q u ired fiv e f u l l days in th e classroom per week f o r one sem esterj another re q u ired two mornings per week ;devoted to o b serv atio n and o n e-h alf day fiv e days per week devoted to d ire c te d te a c h in g . E ight c o lle g e s suggested :th a t conferences were a p a rt of the d ire c te d teaching ex p erience. Counsel and guidance by the co lle g e su p erv iso r was a ls o suggested. Three re fe rr e d to o b serv atio n and I th re e to p a r tic ip a tio n as a p a r t of th e ex p erien ce. Another described the experience as a g rad u al in tro d u c tio n ;to the d u tie s and p ra c tic e s of teach in g . P ro fe s s io n a l Laboratory E xperiences P ro fe s s io n a l la b o ra to ry experiences describ ed in i |th e catalo g u es were community p a r tic ip a tio n , o b serv a tio n , stu d en t te a c h in g , and th e workshop accompanying stu d e n t i |teac h in g . 90 Community p a r tic ip a tio n One c o lle g e catalo g u e described a requirem ent I which c a lle d fo r p re s e n ta tio n of evidence of su c c e ss fu l j i work experience w ith an organized group of c h ild re n , grades one to e ig h t, fo r not le s s th an f o r ty clock hours | | w ith in th re e years of th e d ate a c r e d e n tia l was to be j f granted* O bservation As can be seen in Table 10, page 88, fiv e c o lle g e s re q u ire d a course in o b serv atio n preceding the stu d e n t teaching experience. The d e s c rip tio n s of th e se courses i in d ic a te d th a t they included c o n ta c t w ith c h ild re n through ! o b serv atio n and p a r tic ip a tio n in the classroom . The d e s c rip tio n s a ls o mentioned th a t th e re would be accom panying le c tu r e s and conferences to d isc u ss procedures and e d u c a tio n a l p r in c ip le s . One catalogue a ls o in d ic a te d la b o ra to ry ex p erien ces. S tud ent teaching The number of hours of c r e d it given in stu d en t teaching in th e d if f e r e n t c o lle g e s is in d ic a te d in Table 10, page 88. I t in d ic a te s a range of from e ig h t to | t h i r t e e n hours w ith eleven of the c o lle g e s giving e ig h t hours c r e d it. Summary | A summary of c o lle g e catalo g u e requirem ents In [education as shown In Table 11, page 92, In d ic a te s a range of tw en ty -e ig h t to fo rty -s e v e n hours. The la rg e m a jo rity of c o lle g e s re q u ired between t h i r t y and f o r ty hours of J ! I !work in ed u catio n . j The balance between foun d atio n s courses and methods I courses i s a ls o pointed up by Table 11. I t is s ig n if ic a n t t o note th a t four c o lle g e s have alm ost equal requirem ents in both a re a s . S lig h tly over h a lf of th e c o lle g e s re q u ired a t l e a s t tw ice as many hours of methods courses as they did of fo undations c o u rse s, and two c o lle g e s re q u ired alm ost four tim es as many hours of methods courses as th ey did of foundations co u rses. A comparison of t o t a l requirem ents in ed u catio n in Table 11, w ith the t o t a l number of sem ester hours re q u ire d ifo r g rad u atio n as in d ic a te d in Table 6, page 7 8 , shows th a t in most of' the c o lle g e s between o n e-fo u rth and o n e -th ird of the t o t a l g rad u atio n requirem ents could have been in educatio n. T A B L E 1 1 .—Summary of College Catalogue Requirements in Education in Semester Hours A B E G H I J K L M 0 P R S X Foundations 4- 7 11 10 8 11 11 8 9 10 4 8 10 11 5 Methods 8 18 14 22 21 20 6 12- 13 14 13 15 19 10 24 22 19 Observation and Student Teaching i l ia 13 15 8 8 13 8 8 10 12 8 10 10 10 8 Total 3^ 34 48 39 36 30 31- 32 30 32 37 31 28 44 43 32 vo 10 i CHAPTER V I FINDINGS; INTERVIEWS I The fin d in g s from th e d a ta obtained in in te rv ie w s Iwith c o lle g e ed u cato rs a re re p o rte d in t h i s chapter# Q uestions included in th e in te rv ie w schedule a re l i s t e d in > Appendix A. This c h a p te r w i l l p re se n t fin d in g s in th e a re a s of s e le c tio n , l i b e r a l a r t s and g e n e ra l e d u c a tio n , ; I p ro fe s s io n a l ed u catio n course sequence, p ro fe s s io n a l la b o r - j ;ato ry e x p e rie n c e s, i n s t r u c t i o n a l p ro c ed u res, and follow -up p ra c tic e s# S e le c tio n To aid in determ ining th e n a tu re of s e le c tio n pro ce d u res, q u e stio n s were asked of the c o lle g e ed u cato rs in are a s r e la te d to i d e n t i f i c a t i o n of p o t e n t i a l c a n d id a te s, j adm ission to th e te a c h e r ed u c a tio n program, assu ran ce of ^adequacy of s tu d e n ts , and r e - e v a lu a tio n of stu d e n t s t a t u s . jl d e n t i f i c a t l o n of ca n d id a te s and j ! adm ission to th e program A ll of the c o lle g e s attem pted to i d e n t i f y p o t e n t i a l j jelem entary te a c h e r ed u catio n stu d e n ts as e a r ly as p o s s ib le , j lit can be seen from Table 12, page 94, t h a t most f r e - ! ! i q u en tly c o lle g e s id e n tif ie d p o s s ib le elem entary te a c h e r 93 TABLE 12.—College Year of Id e n tific a tio n and Admission to the Teacher Education Program as Indicated by College Educators Frequency Freshman Sophomore Junior T otal Id e n tific a tio n 5 8 2 15 Admission 5 8 2 15 r I I 95 i i | education students during the sophomore year. I t Is a ls o ! | s ig n ific a n t to note th a t o n e-th ird of th e co lleg es were j able to id e n tify them during the freshman year. Id e n tif ic a tio n was f a c i li t a t e d in various ways. In j some c o lle g e s , en terin g students had alre ad y in d icated I in te r e s t in teaching in th e ir admission a p p lic a tio n s . In ■ other c o lle g e s , th ere was a d e f in ite e f f o r t by those in I I 1 i elem entary teacher education t o meet a l l en terin g fre s h men and to provide inform ation and counsel. Teacher j ; education clubs were a ls o o ften used by the co lleg es as ; recruitm ent resources. Five of the co lleg es used the ! C alifo rn ia Student Teachers A ssociation as a recruitm en t agency. Two colleges used other education clubs fo r th is purpose. These clubs e n te rta in e d in te re s te d students a t formal te a s . They a ls o had sp e c ia l meetings a t which recruitm ent was the primary purpose. Regular meetings I were a ls o used to arouse in te r e s t in re c ru itin g others fo r teacher education. In the co lleg es where these recru itm en t procedures : were not used, i t was in d icated th a t inform al means were i I i i used to contact p o te n tia l te a c h e rs. No planned program | of recruitm ent was follow ed. j ! ' I | In one-half of the co lleg es adm ission to the j |elem entary teacher education program was during the | sophomore year, as rep orted in Table 12, page 94. Again 96 i t i s s ig n if ic a n t to note t h a t o n e -th ird of th e c o lle g e s i adm itted freshm en to th e program. I t can a ls o be seen I |from Table 12 th a t two c o lle g e s did n o t adm it stu d e n ts to i i ;te a c h e r educatio n u n t i l th e ju n io r y ea r. This la te n e s s in ; screening was mentioned as a weakness by one ed u cato r. F in a l a c tio n on approval of stu d e n ts fo r adm ission ito th e elem entary teac h er ed u catio n program was given in j :s e v e ra l ways. Two plans were u s u a lly follow ed. In the j f i r s t p la n , th e D ire cto r of Teacher E ducation took f i n a l •; i ;a c tio n regarding adm ission a f t e r an in te rv ie w w ith th e j stu d e n t. This plan was follow ed by th re e c o lle g e s . Under the second p la n , f i n a l a c tio n was taken by committees c a lle d by v ario u s names such as Teacher Educa tio n C ouncil, Teacher E ducation Committee, Teacher T ra in ing Committee, Teacher S e le c tio n Committee, and Teacher i i E l i g i b i l i t y Committee. These committees were most o fte n composed of re p re s e n ta tiv e s from the elem entary te a c h e r ;edu cation fa c u lty and re p re s e n ta tiv e s from v arious academ ic; a re a s . In s e v e ra l c o lle g e s re p re s e n ta tiv e s from the Departments of P h y sic al E ducation, Music, and A rts were i i ia ls o in clu d ed . Various a d m in is tra tiv e o f f ic e r s were included in se v e ra l o th er c o lle g e s . Under t h i s p la n , f i n a l ! I I adm ission was granted a f t e r exam ination of v ario u s ty p es j | of info rm ation a v a ila b le reg ard in g th e c a n d id a te . These j iincluded th e measures of stu d e n t adequacy d iscu ssed below | 97 and a ls o Involved an In te rv ie w .w ith th e person seeking i admission* i i i !A ssurance of stu d e n t adequacy ; The c o lle g e ed u cato rs interview ed in d ic a te d a ! I v a r ie ty of means were used t o a ssu re th e adequacy of p e r- j | sons adm itted to the elem entary te a c h e r ed u catio n program, j iIn a d d itio n to the counseling which was done a t v ario u s ! ; ! tim es in th e e a rly years of c o lle g e , r a tin g s hy p ro fe sso rs | were subm itted to give f u r th e r in d ic a tio n of th e q u a l i f i c a t i o n s of th e persons making a p p lic a tio n f o r admission* I In a d d itio n to th e custom ary p h y sic a l exam ination as I re q u ire d by s t a t e law, o th er t e s t s were used to a s s e s s stu d e n t s ta t u s . The v a r ie ty of t e s t s used is in d ic a te d in j ; i Table 1 3 , page 98. Most commonly used were g en eral I achievem ent t e s t s , w ith in te llig e n c e t e s t s , p e rs o n a lity t e s t s , and t e s t s in v ario u s s p e c ia l a re a s being used le s s I ; !fre q u e n tly . From th e se d ata i t would appear th a t achievem ent in | I s ta tu to r y su b je c ts was th e g r e a te s t concern of most of the |c o lle g e s a t th e tim e of adm ission to th e elem entary te a c h e r |education program. P o ssib ly more of the c o lle g e s may have jused p e r s o n a lity and in te llig e n c e t e s t s a t o th er p o in ts in 1 t h e i r adm ission and r e te n tio n procedures, although such use was n ot mentioned s p e c if ic a l ly . I I f a stu d e n t did not perform a c c e p ta b ly on th e t e s t s 98 TABLE 1 3 .— T ests Used in S e le c tio n of Elem entary Teacher E ducation S tuden ts T ests Number of C olleges R eporting Use Achievement C a lifo rn ia Achievement T ests 6 S tan fo rd Achievement Test 3 Iowa Every P u p il Test 3 M etro p o litan Achievement T est 1 P e rs o n a lity C a lifo rn ia Test of P e rs o n a lity 1 M innesota M ultiph asic P e rs o n a lity Inventory 1 M innesota Teacher A ttitu d e Inventory 1 Group Rorshach - 1 In te llig e n c e American Council on E ducation 2 P sy ch o lo g ical Examination O tis In te llig e n c e T est 1 S p e c ia l S ubject T ests Science R esearch A sso ciates T est; Reading 1 S p ellin g 1 W ellesly S p ellin g S cale 1 Ayres Handwriting Scale 1 99 ad m in iste red , v ario u s o p p o rtu n itie s were provided to improve sc o re s. However, as i s shown in Tahle 14, page i ! ! 100, most o fte n the in d iv id u a l was expected to use h is i | own i n i t i a t i v e to seek ways and means of making improve- | ment. In other c o lle g e s stu d e n ts w ishing to s ta y in th e i i | program were re q u ired to fo llo w the procedure provided by th e c o lle g e . In some c o lle g e s , in s tr u c to r s in methods i courses in th e teach in g of s ta tu to r y su b je c ts in which th e re was an in d ic a te d weakness were n o t i f i e d , and th e in d iv id u a l was fre e to ask fo r s p e c ia l rem edial work. Curriculum la b o ra to ry m a te ria ls were used f o r t h i s pur pose. Five c o lle g e s o ffe red s p e c ia l rem edial courses fo r which th e re was no academic c r e d i t . One c o lle g e recom mended p o ssib le courses in the lo c a l pu b lic ju n io r c o lle g e iwhich i t was f e l t might provide needed rem ed iatio n . I f rem ediation attem p ts proved u n su c c e ssfu l, s e v e ra l I procedures were follow ed. In one c o lle g e , graduate s tu den ts e n ro lle d in counseling courses provided a s s is ta n c e . In other c o lle g e s r e t e s t s were given a f t e r rem ed iatio n . Though only one co lleg e person interview ed suggested th a t | a f t e r rep eated f a ilu r e to meet accepted stan d ard s th e ! ;in d iv id u a l was counseled out of th e te a c h e r ed u catio n program, other c o lle g e s may have follow ed t h i s same p rac t i c e . That alm ost h a lf of th e c o lle g e s had only inform al ioo ! ! I I | I TABLE 1 4 .—Remedial Techniques Used to Assure Adequacy in S ta tu to ry S ubjects Technique Frequency of Use In d iv id u a l i n i t i a t i v e 7 S p ecial rem edial courses 5 P ro v isio n in methods courses 2 Junior College courses 1 T otal 15 101 re -e v a lu a tio n of stu d e n ts adm itted to th e elem entary te a c h e r edu cation program is shown in Table 15 9 page 102* Such inform al re -e v a lu a tio n was most o fte n made by the ! D irecto r of Elem entary Teacher E ducation. In s e v e ra l i ■ —c o lle g e s , th e persons interv iew ed commented th a t th e ! ! ! n atu re of t h i s r e -e v a lu a tio n depended upon the in d iv id u a l I involved. In one c o lle g e the need f o r r e -e v a lu a tio n was ; determ ined by the performance of the in d iv id u a l stu d e n ts in methods co u rses. R eports from p ro fe ss o rs in v ario u s courses were used t o in d ic a te th e need fo r re -e v a lu a tio n , jA t one c o lle g e , the person interview ed in d ic a te d th a t the •'closeness" of a l l th o se in th e program made form al | re -e v a lu a tio n unnecessary, sin ce a l l those in th e program were ab le to share in fo rm atio n reg ard in g th e p ro g ress of the stu d e n ts . Formal re -e v a lu a tio n b efo re en tran ce to stu d en t | teaching was most o fte n done by a com m ittee. When I re -e v a lu a tio n was done by the person in charge of elemen- ; ta r y te a c h e r ed u catio n , grade p o in t r a t i o was th e c r i t e r i o n • used. This was u s u a lly done every sem ester; however, in ; I one co lle g e the grade p o in t r a t i o was reviewed every j th re e months. 1 i ! S ev eral fu rth e r comments were made reg ard in g s e le c tio n of teac h er c a n d id a te s. One person interview ed |b e lie v e d t h a t the s e le c tio n process came to o l a t e in the 102 TABLE 1 5 .—Procedures fo r R e-E valuation of Elementary Teacher Education Students Number R eporting Inform al 7 Formal: Before stu d en t teaching 5 P e rio d ic a lly by means of grade p o in t r a t i o 3 T otal 15 | 103 ! c o lle g e program. Two o th er c o lle g e ed u cato rs f e l t t h a t I th e s e le c tio n p rocess was a r e a l s tre n g th of th e elemen- j t a r y te a c h e r ed u catio n program in t h e i r p a r tic u la r ■ i n s t i t u t i o n . L ib e ra l A rts and G eneral Education Since a l l of th e c o lle g e s were l i b e r a l a r t s c o lle g e s iand th e focus of t h i s study was the n a tu re of elem entary I . 1 teac h er ed u catio n in such c o lle g e s , i t was n ecessary t o determ ine from the persons in terv iew e d , the e x te n t of the acceptance of th e elem entary te a c h e r ed u catio n program by th e l i b e r a l a r t s f a c u lty . I t was a ls o n ec essary to d e te r - j mine the place of the te a c h e r ed u catio n f a c u lty in over a l l i n s t i t u t i o n a l planning and, co n v ersely , th e place of th e l i b e r a l a r t s fa c u lty in te a c h e r ed u catio n planning, jProgram d iffe re n c e s f o r those stu d e n ts m eeting requirem ents fo r a degree w ith a l i b e r a l a r t s major and fo r those in ! ; I elem entary te a c h e r ed u catio n were a ls o determ ined in the in terv iew . Acceptance of elem entary te a c h e r j I ed u catio n The acceptance of elem entary te a c h e r ed u catio n by I jthe l i b e r a l a r t s fa c u lty was d iscu ssed w ith c o lle g e educa- ! j ( {tors to determ ine the e x te n t of such acceptance and ! |p o ssib le reasons fo r i t . I Table 16, page 104, summarizes th e comments made by 104 I I TABLE 1 6 .—E v alu atio n of C ollege Educators Regarding Acceptance of Elem entary Teacher Education Program by L ib e ra l A rts F acu lty Measure of Acceptance Number R eporting Complete 8 Good, but could be improved 5 Poor 2 T o ta l 15 I 105 |c o lle g e edu cators in response t o an in q u iry reg ard in g th e |degree of acceptance of the elem entary te a c h e r ed u catio n jprogram hy the l i t e r a l a r t s f a c u lty . The d a ta presen ted i I show th a t the teac h er ed u cato rs interview ed in d ic a te d t complete acceptance in e ig h t c o lle g e s . Comments made hy those interview ed fu r th e r expanded p o ss ib le reasons f o r t h i s acceptance. One c o lle g e educator suggested th a t a l l fa c u lty people were l i b e r a l a r t s people by tr a in in g . Another f e l t th a t a l l f a c u lty peo ple, in clu d in g ed u catio n f a c u lty , had a ty p ic a l l i b e r a l a r t s p o in t of view. A fu rth e r comment in d ic a te d th a t the te a c h e r ed ucation fa c u lty was •'sold" on th e l i b e r a l a r t s b e l i e f . In one c o lle g e , te a c h e r education was thought of as a p ro fe s s io n a l school in a l i b e r a l a r t s c e n te r. That t h i s measure of acceptance had not always been th e case was evident from the statem en t of one c o lle g e iperson who in d ic a te d th a t th e re had been some b i t t e r f e e l ing between the l i b e r a l a r t s fa c u lty and the teac h er ! education fa c u lty seven or e ig h t years ago, but th a t the |fe e lin g was no longer a c r i t i c a l f a c to r in acceptance of 'te a c h e r education. -f One of those who in d ic a te d th a t acceptance was good j |b u t could be improved, suggested th a t h is s itu a tio n was |n o t so bad as some. Another co lle g e educator suggested a |s l i g h t fe e lin g of a n tip a th y from th e hum anities 106 i i j departm ent. i i C ollege educato rs In d ic a te d th a t n eg a tiv e fe e lin g s I toward th e teac h er ed u catio n program were s t i l l being I expressed in two c o lle g e s . In one c o lle g e , th ese fe e lin g s i i stemmed from th e mathem atics and science departm ents. In I another co lle g e i t was in d ic a te d th a t th e re were s t i l l j ' i ;some d isp arag in g remarks being made e s p e c ia lly from th e fa c u lty in the v ario u s sc ie n c e s. S ev eral p o ssib le reasons were given fo r th e measure ; of acceptance which was being experienced . One co lle g e educator in d ic a te d th a t i t was th e r e s u l t of "blood, sw eat, and te a r s and l o t s of t o l e r a t i o n . ” The n e c e s s ity of care in the s e le c tio n of te a c h e r ed u catio n fa c u lty mem bers was in d ic a te d by two of the co lle g e ed u cato rs. In one c o lle g e acceptance became more complete as the d e p a rt ment of education became s tro n g e r. The a t t i t u d e of the I r e lig io u s order in charge of one c o lle g e was given as th e reaso n fo r th e measure of acceptance. In one c o lle g e , science in s tr u c to r s had become more accep tin g as they came |to r e a l iz e th a t o n e-h alf of t h e i r stu d en ts would be elemen- | ' ; ita r y school te a c h e rs . In another co lleg e the head of the |academic departm ent in which th e stu d en ts had chosen a jmajor was assigned th e planning of the complete co lle g e ! program. This tended to make the co o p erativ e s p i r i t more j ev id e n t. In s t i l l another c o lle g e proposals fo r changes | in th e teac h er education program were kept Inform al and | discussed w ith the dean of th e co lle g e before being i recommended to th e curriculum committee. This procedure ! I j tended to assure c o rd ia l en tertain m en t of suggestions and : t o assu re more ready acceptance of th e t o t a l program. Three co lleg e educators Interview ed f e l t th a t th e la c k of balance of requirem ents between th e l i b e r a l a r t s and p ro fe ssio n a l education was a weakness of the c o lle g e . One educator rep o rted th e l i b e r a l a r ts program as a s tre n g th , and another In d icated a s tre n g th of the co lleg e program lay in the co o peration of the t o t a l fa c u lty and in the g en e ral education co u rses. In a l l of the c o lle g e s , education fa c u lty members were on some college-w ide curriculum planning committee, | w hile the l i b e r a l a r t s people, in tu rn , p a r tic ip a te d in : the planning of the te a c h e r education program in a v a r ie ty ; of ways. In a d d itio n to the cooperative planning mentioned i above, in most of the c o lle g e s l i b e r a l a r t s fa c u lty mem bers tau g h t methods courses other than in a r t , m usic, or | p h y sical ed ucation, and in o th ers they p a r tic ip a te d in teach er education in more inform al ways. Another means of providing fu rth e r co o peratio n between the l i b e r a l a r t s fa c u lty and teac h er education fa c u lty was the f a c t th a t some of th e s p e c ia l methods I courses were taught by persons in the academic departm ents i v> * > i 108 ! of th e college* Table 17, page 109, In d ic a te s the e x te n t jof th i s type of in terch an g e. I t is ev id en t th a t the js p e c ia l areas of music and a r t provided th e g r e a te s t avenue fo r t h i s co o p erativ e e f f o r t . Other areas are a ls o in d ic a te d . In a d d itio n i t was a ls o pointed out th a t in i i two cases teach er education persons had tau g h t in academic j a re a s . V a ria tio n s in l i b e r a l a r t s or g en eral educatio n requirem ents Most co lleg es did not in d ic a te p ro v isio n fo r any d iffe re n c e s in the l i b e r a l a r t s or g en e ral education requirem ents fo r elem entary teach er education stu d en ts and those in the g en eral ed u catio n or l i b e r a l a r t s program. Four co lleg es in d icated a h eav ier course load f o r teac h er education studen ts including an added h e a lth co urse, an a d d itio n a l psychology co u rse, and a d d itio n a l req u ired read in g s. A ll co lleg es had some s p e c ia l lower d iv is io n p re r e q u is ite s which were re q u ired of elem entary teacher |education stu d e n ts. As Table 18, page 110, shows, a course in g en eral psychology was req u ired by a l l c o lle g e s . :A number of co lleg es a ls o had s p e c ia l requirem ents in a r t ! ! i and music co urses. These courses were in a d d itio n to those re q u ired in ithe usu al l i b e r a l a r ts program. 109 TABLE 17•—R eport of C ollege Educators Regarding- L ib e ra l A rts P ro fe sso rs Teaching Elem entary Teacher Education Courses L ib e ra l A rts Areas of P ro fe sso rs Number R eporting A rt 6 Music 6 Science 2 P h y sic al Education 2 H ealth 1 Psychology 1 Speech 1 110 TABLE 1 8 .—Lower D iv isio n P r e r e q u is ite s fo r Upper D iv isio n E ducation Courses Area Number of C olleges Required Recommended Psychology 15 Music 11 2 A rt 7 3 I l l P ro fe ss io n a l E ducation Course Sequence V arious q u estio n s were d iscu ssed w ith co lleg e I ed u cato rs In r e l a t i o n t o the p ro fe s s io n a l elem entary teac h er ed u catio n course sequence. B efore d e ta ile d ques tio n s were ra is e d i t was thought im portant to determ ine th e r a t i o of th e t o t a l number of stu d en ts in the c o lle g e | I to the number who were in elem entary teac h er ed u catio n . I t is ev id en t from Table 19, page 112, t h a t , in the m ajor- | i t y of th e c o lle g e s , between te n and t h i r t y - t h r e e per cen t ; of the stu d e n ts were in elem entary te a c h e r ed u catio n . In th re e c o lle g e s o n e-h alf of th e stu d e n ts were in elem entary teac h er ed u catio n , and in two c o lle g e s a t l e a s t tw o -th ird s ; of the stu d e n ts were in t h i s departm ent. C e rta in ly t h i s r a t i o would have some e f f e c t upon the other academic departm ents and t h e ir o ffe rin g s . Many questions were asked of th ose in terv iew ed , in r e la ti o n to the elem entary te a c h e r educatio n curriculum . The in flu en ce of v ariou s f a c to r s upon the curriculum was determ ined. F urther q u estio n s were ra is e d regarding re v is io n of th e curriculum . D etailed q u estio n s were asked ; i I ' regard ing the time of r e v is io n , the r a tio n a le fo r r e v is io n ,i and lim ita tio n s on fu tu re changes in the curriculum . P ro- j i { v is io n s fo r e d u c atio n a l foundations and fo r methods ! . > I courses were d iscu ssed in some d e t a i l . j i j ; I While in c e r ta in c o lle g e s o b serv atio n courses were 112 TA BLE 19*—Per Cent of T otal C ollege Enrollment in Elementary Teacher Education Programs Per Cent in Elem entary Teacher Education Number of C olleges R eporting 10-20 5 25-33 5 50 3 66 2 113 Included as a d e f in ite p a r t of th e p ro fe s s io n a l ed u catio n course sequence and though d ire c te d teach in g was a p a r t of th e p ro fe s s io n a l course sequence in a l l c o lle g e s , th e j i n atu re of th ese courses was such th a t i t seemed t e s t to d isc u ss th e q u estio n s ra is e d reg ard in g them in co n nection w ith other p ro fe s s io n a l la b o ra to ry ex p e rien ces. i Elem entary teac h er ed u catio n curriculum In the in te rv ie w s, s e v e ra l areas of q u estio n in g were pursued in r e la tio n to th e elem entary te a c h e r educa t io n curriculum . Q uestions were ra is e d reg ard in g th e in flu en ce of v ario u s f a c to r s on the cu rricu lu m , the r e v is io n of the curriculum and p ro v isio n fo r continuous curriculum improvement. The balance between e d u c a tio n a l foundations courses and methods courses was a ls o d isc u sse d . F u rth er q u estio n s were then asked reg ard in g th e p ro v isio n fo r ed u c atio n a l fou ndations courses and th e p ro v isio n fo r methods c o u rse s. A f i n a l q u estio n was asked reg ard in g th e measures taken to develop a coo rdinated program and u n ity in the p o in t of view of tho se on the elem entary teac h er education f a c u lty . i In flu en ce of v ario u s f a c to r s on th e cu rricu lu m . - - The persons interview ed in the c o lle g e s were asked to | 1 in d ic a te th e r e la ti v e in flu e n c e of v a rio u s f a c to r s on th e i elem entary teac h er ed u catio n cu rriculum . T heir comments ! were recorded as to degree of in flu e n c e on a check sh ee t i I which was a p a r t of th e in te rv ie w schedule. The f a c to r s ra te d were the e f f e c t of t r a d i t i o n , the o b je c tiv e s of the ! c o lle g e , changes in the curriculum of th e elem entary scho ol, church r e la te d n e s s , and C a lifo rn ia S ta te Department of E ducation c e r t i f i c a t i o n req u irem en ts. As w ell might be expected, th e f a c to r which ex e rted th e g r e a te s t in flu en ce on the elem entary te a c h e r ed u catio n curriculum was th a t of th e o b je c tiv e s of th e c o lle g e . This is very e a s ily seen in Table 20, page 115* In f a c t i t i s , by f a r , the most i n f l u e n t i a l f a c to r sin ce i t can be seen th a t fo u rte e n c o lle g e s f e l t t h i s in flu e n c e to be g re a t. Much le s s s ig n if ic a n t was the in flu e n c e of c e r t i f i c a tio n requirem ents of the C a lifo rn ia S ta te Department of Education. Ten c o lle g e s f e l t t h i s in flu e n c e . T ra d itio n ex erted an in flu en ce which was f e l t by s ix c o lle g e s ; how ev e r, nine co lle g e s did not f e e l th a t i t had any in flu e n c e . I t is* in te r e s tin g to n o te , to o , th a t a l l but one of the co lle g e ed u cato rs f e l t t h a t th e curriculum of th e elemen ta r y school exerted some in flu e n c e upon th e teac h er edu cation curriculum . In th e m a jo rity of c o lle g e s , t r a d i t i o n and church re la te d n e s s were ra te d as having no in flu e n c e upon the curriculum . i One c o lle g e in d ic a te d th a t sin ce i t was a newly I e s ta b lis h e d fo u r-y e a r l i b e r a l a r t s c o lle g e i t had a number TABLE 20.—Judgment of College Educators Regarding Influence of Various F actors on the Elementary Teacher Education Curriculum Extent of Influence Factors Great Soma None Objectives of college 14 1 0 C alifo rn ia B tate Department Education c e r tif ic a tio n of requirem ents 4 6 5 Curriculum of the elementary school 0 14 l T rad itio n or s ta tu s quo 1 5 9 Church re la te d n ess 0 6 9 j 116 i | o f d i s t i n c t advantages, a major one being the absence of !t r a d i t i o n . The f a c t th a t th e s ig n ific a n c e of church re la te d n e s s i |i s ra te d as one of th e sm a lle st in flu e n c e s on th e elemen ta ry teac h er education curriculum must be in te rp re te d in th e l i g h t of th e f a c t t h a t th e o b je c tiv e s of th e c o lle g e s a re c lo s e ly r e la te d to the r e lig io u s values of each c o l le g e . However, the persons interview ed expressed t h e i r opinion in r e la ti o n to the in flu e n c e of church re la te d n e s s s p e c if ic a lly on the te a c h e r education program. R evision of th e elem entary teac h er educatio n cu rriculum . —Questions were asked reg ard in g the time of re v is io n , the r a tio n a le fo r re v is io n , f u r th e r changes which might be contem plated, and lim ita tio n s which made th ese changes d i f f i c u l t . Table 21, page 117 > shows th a t th e m a jo rity of th e c o lle g e educators in d ic a te d th a t they were co n tin u o u sly re v is in g t h e i r elem entary te a c h e r education curriculum . In the other seven c o lle g e s some major re v is io n had been made in the e ig h t years preceding the tim e of th e i n t e r - i jview. I t may have been p o ssib le th a t some of th e c o lle g e s jwhich claim ed to be making g rad u al and continuous c u r ric u - i lum re v is io n s were m erely m aintaining th e s ta tu s quo. That t h i s was c e r ta in ly n o t tru e of some of the c o lle g e s 117 TABLE 2 1 .—R eport of C ollege Educators Regarding R ev isio n of Elem entary Teacher E ducation C urriculum Date of R evision Number R eporting Gradual and continuous 8 1949 1 1950 1 1951 1 1952 1 1955 2 1957 1 ! 118 iI s ev id en t from Table 22, page 119, which l i s t s eleven !f a c to r s which provided a r a tio n a le fo r changes. The I I reaso n most o fte n given fo r changes in th e elem entary j i i ! te a c h e r ed u catio n program was f u r th e r c o r r e la tio n of j I i co u rse s. However, i t i s of i n t e r e s t to note th a t two c o l- j ' ! I leg es re v ise d th e ir curriculum by changing from c o r re la te d j courses to s p e c if ic co u rse s. Four c o lle g e s mentioned th a t : impending a c c r e d ita tio n v i s i t s had c a lle d fo r s e l f - e v a lu a tio n and t h i s in tu rn had suggested n ecessary c u r riculum changes. Improved screen in g procedures were mentioned as reasons fo r r e v is io n by s e v e ra l c o lle g e s . 1 Two co lle g e educators in d ic a te d re se a rc h which, though not e la b o ra te d upon, had suggested c e r ta in curriculum changes. R evision of requirem ents fo r the g rad u atio n major other than in te a c h e r ed u catio n a ls o demanded f u r th e r re v is io n of the curriculum . Two c o lle g e s had re v ise d t h e i r elem entary teac h er ed ucation curriculum in order t o reduce the t o t a l number of hours re q u ired in the program. Two c o lle g e s had re v ise d t h e i r curriculum to provide s p e c if ic courses j i r a th e r th an c o rre la te d co u rse s. Time scheduling had n eces- j s i t a t e d some change in one program, and the stren g th en in g \ i jof foundations areas was given as th e r a tio n a le fo r change i in another program. j | C e rta in ly , each c o lle g e b u i l t i t s elem entary te a c h e r I |ed u catio n curriculum in order to provide i t s g rad u ates w ith 119 TABLE 2 2 .—R eport of C ollege Educators Regarding R atio n ale f o r R evision of the Elem entary Teacher Education Program Rank Order R ation ale Number Reporting 1 C orrelation of courses 7 2 E valuation in connection w ith a c c r e d ita tio n 4 3 .5 R evision of lib e r a l a rts graduation major 3 3 .5 Screening improved 3 6 Research 2 6 Reduction of t o t a l requirem ents 2 6 From correla ted to s p e c ific courses 2 8 .5 More r e a li s t i c time scheduling 1 8 .5 More community exp eriences 1 8 .5 Strengthening of foundations 1 8 .5 Requirements of teaching 1 120 th e competences n ecessary fo r tea ch in g . One c o lle g e { educator emphasized t h i s f a c t in p o in tin g out t h a t th e i r a tio n a le fo r th e re v is io n of th e elem entary te a c h e r edu c a tio n curriculum in h is c o lle g e was a c a r e f u l study of i th e b asic requirem ents necessary fo r su c c e ss fu l teach in g j I and the p ro v isio n of courses and experiences which would j provide adequate p re p a ra tio n t o meet th e se needs. F u rth er suggested fu tu re re v is io n s mentioned by th e co lleg e educators were in th e areas of e d u c a tio n a l foundations c o u rse s, c o r r e la tio n of co u rse s, and in lengthening of the time n ecessary to complete th e program. One co lleg e intended to re q u ire e d u c a tio n a l foundations ; courses in sociology and psychology. More c o r r e la tio n of courses was planned by another c o lle g e , and s t i l l another was going to develop i t s "block" courses in to more th an i mere catalogue d e s c rip tio n s . S ev eral c o lle g e s intended to i re q u ire th re e years of upper d iv is io n c o lle g e work or two I years of study plus s ix summer sessio n s in order to make I i t p o ssib le to complete th e work re q u ire d w ithout fo rc in g t h e i r stu d en ts to c a rry im possibly heavy course lo a d s. Three lim ita tio n s to f u r th e r curriculum change were jd iscussed by co lle g e e d u c a to rs. These were th e s iz e of th e c o lle g e , q u a lif ic a tio n s of th e s t a f f , and C a lifo rn ia S ta te Department of E ducation c e r t i f i c a t i o n req u irem en ts. S ize of the stu d en t body would impose lim ita tio n s ! in se v e ra l ways, according to the c o lle g e e d u c a to rs. One | f e l t t h a t f u r th e r changes could not he made u n t i l a d d i- i t i o n a l s t a f f was provided sin c e th e re were to o many stu d en ts to he ad eq u ately provided f o r . Another person, in a co lle g e of approxim ately 1000 s tu d e n ts , f e l t th a t the i co lle g e was a t optimum s iz e . One c o lle g e educator sug- ; g ested th a t a la rg e r stu d e n t hody re q u ire d a d d itio n a l s t a f f members who, in tu rn , would bring an enlarged p o in t of view to the program w hile a t the same time b rin g in g ; fu rth e r s p e c ia liz a tio n to c e r ta in areas of the elem entary teac h er education curriculu m . L im itatio n s in s t a f f were pointed to as being p a r t i c u l a r l y s ig n if ic a n t in the ed u c atio n a l foundations a re a s . I t was f e l t th a t te a c h e rs w ith s u f f i c ie n tl y broad p re p a ra tio n to teach th e se courses ad eq u ately were d i f f i - v , c u lt to fin d . Another co lle g e educator said th a t th e re would be no major change in the curriculum fo r te a c h e r p re p a ra tio n sin th e co lle g e u n t i l th e C a lifo rn ia S ta te Department of Education re v ise d i t s c r e d e n tia l requirem en ts. The co lle g e educators who re p o rted continuous |e v a lu a tio n and improvement of t h e i r programs in d ic a te d th a t 't h i s was done in a v a r ie ty of ways. One co lle g e ev aluated I jits t o t a l program every f iv e y e a rs. This e v a lu a tio n i :pointed to the need fo r improvement which demanded | rev isio n * In another c o lle g e , perso nnel p e r io d ic a lly ! asked th e q u estio n : "What d i d n 't we teach ?" and used t h i s ! _ * ! e v a lu a tio n as a h a s is fo r f u r th e r improvement. S ev eral co lle g e ed u cato rs in d ic a te d th a t they were j : i engaged in exp erim entation which might p o in t th e way to I ; t fu tu re re v is io n of th e curricu lum . In two of the c o lle g e s j : t h i s was very inform al and of a lim ite d n a tu re . For example, in one co lle g e i t involved experim en tatio n w ith th e teaching of French in a k in d e rg a rte n . Two c o lle g e s had r a th e r form al re se a rc h p ro je c ts underway. With the a id of a fo undation g ra n t, one c o lle g e j was attem p ting to determ ine whether scores on the Minne so ta M ultip h asic P e rs o n a lity Inventory and the Group Rorshach Test could he used in th e p re d ic tio n of success or f a i l u r e . Another c o lle g e was cooperating w ith s e v e ra l i ju n io r c o lle g e s in providing an in te rn s h ip program fo r i s e le c te d persons. With in te n s if ie d tra in in g th ese persons th en tau g h t on p ro v is io n a l c r e d e n tia ls w hile c lo s e ly supervised hy the c o lle g e . Seven of the c o lle g e s te s te d a l l ed u catio n m ajors w ith the Graduate Record Exam ination. Advanced Test in I E ducation. This e v a lu a tio n , used as a g ro ss measure, | ! ! sometimes pointed to needed curriculum r e v is io n . | . j } P ro v isio n fo r courses i ! s C ollege educators were fu rth e r questioned reg ard in g I 123 th e p ro v isio n fo r ed u c a tio n a l found ations courses and methods co u rses. P ro v isio n fo r e d u c a tio n a l fo u n d a tio n s. —As a lre a d y suggested in th e study of th e c a ta lo g u e s, i t was ev id en t t h a t ed u c a tio n a l foundations were being provided by the j c o lle g e s in s e v e ra l ways. Table 23» page 124, shows the fin d in g s reg ard in g courses educators in d ic a te d as being found atio ns co u rse s. The ta b le shows th a t the In tro d u c tio n to Education course was being used to provide some of th ese foundations in s e v e ra l of th e c o lle g e s . Other c o lle g e s had d e f in ite course requirem ents in the s p e c if ic found ations a re a s . S t i l l another course which was o fte n used to supply founda tio n s was the P rin c ip le s of Education or Curriculum course. I t can be seen from th e ta b le th a t s t i l l another way of meeting the need fo r foundations was suggested by the co lle g e ed u cato rs. They in d ic a te d th a t in the psycho lo g ic a l and s o c io lo g ic a l fou ndations a r e a s , in tro d u c to ry academic courses in th e se areas were used fo r th i s purpose.; I t can be seen from Table 23> page 124, th a t th e re j ! was very e x c e lle n t p ro v isio n fo r courses in th e psycho- j ; lo g ic a l fo undations a r e a s . E d u catio n al foundations in th e ! j i h i s t o r i c a l and s o c io lo g ic a l are a s were o fte n not provided j by s p e c if ic co u rses. However, c o lle g e s attem pted to p ro - j ! ! j vide th ese in d if f e r e n t courses as in d ic a te d in Table 23• j T A B L E 2 3 .—Number of College Educators Indicating Various Provisions for Educational Foundations Foundations Area Type of Course H is to ric a l Psychological P hilosophical S o ciological Introductory academic course 15 2 In tro d u ctio n to Education 3 Required education course 1 15 4 1 Other required courses 7 P rin c ip le s or Curriculum 4 1 4 E lectiv e 1 1 No sp e c ific provision indicated 4 2 4 I 125 | Since a l l of th e c o lle g e persons interview ed in d i- t |c a te d a concern fo r .the development of a philosophy of l | education on th e p a rt of t h e i r s tu d e n ts , i t i s c o n s is te n t t ; th a t Table 23 should show some concerted e f f o r t on th e ; p a rt of th e c o lle g e s to meet t h i s need* The f a c t t h a t ! se v e ra l of th e se c o lle g e s were C ath o lic i n s t i t u t i o n s makes | j l j th e e x te n t of th e p ro v isio n f o r philosophy more u n d ersta n d -| ; a b le . ! The courses most o fte n suggested by the c o lle g e educators as p o ssib le a id s in accom plishing t h i s purpose | were th e Philosophy of E ducation courses plus other re q u ire d philosophy c o u rse s. The educators in a l l of th e ! c o lle g e s in d ic a te d th a t the course in P rin c ip le s of Educa- |t i o n or Curriculum was an aid to the development of a philosophy of education. P ro v isio n fo r methods c o u rse s . —The v a r ie ty of means io f p ro v isio n fo r methods courses by means of g e n e ra l !courses and s p e c ia l courses was a lre a d y ev id en t in th e I study of the co lleg e c a ta lo g u e s , Table 9, page 86. This |i s fu r th e r emphasized in Table 24, page 126, which in d i- j i c a te s th e d iffe re n c e s in approach in th e teac h in g of I ' I |methods c o u rse s. Nine c o lle g e s were using some a rra n g e - jment of g e n e ra l methods co u rse s. However, two of th e se I i c o lle g e s were moving toward se p a ra te methods co u rse s. S ix c o lle g e s were using se p a ra te methods c o u rse s, but fo u r 126 TABLE 2 4 .—R eport of C ollege Educators Regarding A rrange ment of Methods Courses Arrangement Number R eporting S a tis f ie d w ith g en e ral methods courses Now using some g en eral methods courses but going to se p a ra te methods courses S a tis f ie d w ith se p a ra te courses Now using sep a rate course and going to g en e ral methods courses 4 2 127 s ta te d th ey would lik e to move t o g e n e ra l methods co u rse s. S ev eral reasons fo r t h i s confused s t a t e of a f f a i r s were suggested. One co lle g e educator in a co lleg e which had form erly used a g e n e ra l methods course and then re tu rn e d to th e use of se p a ra te methods courses in d ic a te d th a t i t was due to j ! s t a f f i n a b i l i t y to d e a l ad equately w ith a l l a sp e c ts of | the curriculum . Another one in d ic a te d th a t the l i b e r a l a r ts fa c u lty was opposed to fu rth e r c o n so lid a tio n of methods co u rses. S ev eral co lleg es used public school people, who were s p e c ia li s t s in p a r tic u la r a r e a s , to te a c h s p e c if ic | methods co u rses. This made the teach in g of g en e ral methods; courses d i f f i c u l t . The presence of th e se p a rt time people ; was in d ic a te d as a s tre n g th in se v e ra l programs. However, one co lle g e person suggested th a t i t was e s p e c ia lly d i f f i - j c u lt to make th ese people a p a r t of the team and t h a t t h i s i was a weakness in the program. Weaknesses were a ls o in d ic a te d in s e v e ra l s p e c if ic methods co u rses. These were th e methods courses in s c i - j ence, a r t , and c h ild r e n 's l i t e r a t u r e . A ll co lle g e s attem pted to assu re some unanim ity of | ! th in k in g by means of departm ental and d iv is io n a l m eetings i |h e ld a t p e r io d ic a lly scheduled tim es or as problems a ro se , j i ; Since most of the co lle g e f a c u l t i e s were sm all, many f e l t 128 1 t h a t th i s was not a problem. One person in d ic a te d th a t i j .there was a g re a t d eal of "to g e th e rn e ss." Another co lleg e > suggested th a t th e re was a need fo r p e rio d ic m eetings to I help reduce f r i c t i o n . S everal co lleg es used handbooks and other p rin te d m a te ria ls which c la s s if ie d t h e i r programs and presented p o in ts of view and a philosophy of education i which were valuab le in the development of a u n ifie d pro gram. Balance between ed u c atio n a l foundations courses and j methods c o u rse s. —Table 25, page 129, in d ic a te s th a t nine co lleg e educators were s a t i s f i e d w ith the balance between ed u catio n al foundations courses and methods courses. Four I co lleg e ed u cato rs, however, f e l t th a t methods courses were being given too much im portance, while two f e l t th a t foundations courses received too much a tte n tio n . S everal comments were made which were p e rtin e n t to th i s is su e . One co lleg e educator f e l t th a t in th e program of h is co lleg e th e re was a "loophole" in the ed u catio n al foundations a re a s. Another suggested th a t th i s area needed; j more emphasis, but th a t th e re were se v e ra l lim ita tio n s to j fu rth e r c u r ric u la r change. This educator f e l t th a t q u al- j I i ; if ie d s t a f f would bring about c e r ta in changes in the pro p o rtio n now e x is tin g in h is c o lle g e . He f e l t t h a t tech-! | j niques of teaching were more e a s ily learned and p ra c tic e d I when they had been b u i l t upon a broad foundation base TABLE 25«— Opinion on Balance Between E d u catio n al Founda tio n s Courses and Methods Courses Number E xpressing Opinion Methods given to o much im portance 4 Good Balance 9 Foundations given to o much importance 2 ; 130 I !which c l a r i f i e d ed u c a tio n a l th eo ry . L im ita tio n because of !s t a f f was suggested by an o th er educator who f e l t th a t w ith jth e growth of h is c o lle g e more q u a lifie d s t a f f would be ;added in the foun dations a r e a s . Those who f e l t th e need fo r more foundations courses may w ell have r e f le c te d the opinion of one educator • I who said t h a t what was needed was not more methods c o u rse s, I but r a th e r a d if f e r e n t arrangem ent of th ese co u rse s. ! The whole problem of the optimum balance between foundations and methods courses was w ell summarized by one co lleg e person interview ed who suggested t h a t th e re had never been a f i n a l answer to th e q u estio n of how much a teac h er needed to understand h im se lf, b efo re he could teac h s cane one e ls e . P ro fe s s io n a l L aboratory E xperiences During th e in terv iew q u estio n s were ra is e d reg ard in g p ro fe s s io n a l la b o ra to ry ex p erien ces. O p p o rtu n ities fo r th e study of c h ild re n were d isc u sse d . Q uestions were ra is e d regarding p ro v isio n f o r the a lte r n a tio n of t h e o r e t i - ; ;c a l and d ir e c t ex p erien ces. The a v a i l a b i l i t y of curriculum | la b o ra to rie s was a ls o determ ined, and f u r th e r q u estio n s were| i " l lasted reg ard in g stu d en t te a c h in g . I | i jO p p o rtu n ities fo r c h ild study The c o lle g e ed u cato rs interview ed were asked re g a rd - iing o p p o rtu n itie s fo r persons in t h e i r programs to study 131 c h ild re n . They re p o rted c r o s s - s e c tio n a l and lo n g itu d in a l s tu d ie s , as w e ll as study of in d iv id u a l c h ild re n . C ro s s -s e c tio n a l study of c h ild re n was provided by the c o lle g e s in vario u s c o n ta c ts w ith c h ild re n a t d i f f e r en t grade le v e ls in p u b lic and p riv a te school s itu a tio n s . Some c o n ta c t was a lre a d y made in the In tro d u c tio n to E ducation c o u rse s, and fu r th e r c o n ta c t was made during p h y sic a l edu catio n methods c la s s e s . Courses in c h ild psychology affo rd ed a d d itio n a l o p p o rtu n itie s . O bservation and dem onstration during methods courses were a ls o used fo r t h i s purpose. L ongitudinal stu d y of the same group of c h ild re n over a p eriod of se v e ra l years was provided only in c id e n t a l l y in most c o lle g e s . One c o lle g e attem pted to provide co n ta c t w ith the public school c h ild fo r th re e y e a rs, but t h i s was not n e c e s s a rily w ith th e same group of c h ild re n . A "case study" of an in d iv id u a l c h ild was re q u ired in e ig h t c o lle g e s . In s ix c o lle g e s the "case study" was made during th e c h ild psychology co u rses, and in two c o lle g e s i t was req u ired as p a rt of the d ire c te d teach in g experience. One co lle g e educator described a program in which i stu d en ts were f i r s t introduced to an in d iv id u a l c h ild in th e p sy ch o lo g ical foundation s course; th en , in connection w ith the curriculum co u rse, they contacted a sm all group i of c h ild re n . In the methods courses stu d e n ts had fu r th e r 132 ; experience w ith sm all groups of c h ild re n and f i n a l l y in ! stu d en t teach in g they d ire c te d th e le a rn in g experiences of I a classroom of c h ild re n . This "in v erte d pyramid approach,*1 i ; going from c o n ta c t w ith an in d iv id u a l c h ild to a classroom ; of c h ild re n , was pointed to as a s tre n g th . The f a c t th a t stu d e n ts might have been exposed to c h ild re n in groups b efo re te a c h e r tra in in g experiences j : was suggested by one c o lle g e ed u cato r. He f e l t t h a t the re lig io u s o rie n ta tio n of most of the stu d en ts in h is ; co lleg e would have presupposed th a t th ey had worked w ith c h ild re n in church sch o o ls. P ro v isio n fo r a lte r n a tio n of ! t h e o r e tic a l and d ir e c t experiences A ll of the co lle g e persons interview ed d escrib ed attem p ts in t h e i r programs to make courses more m eaningful and to r e la te the t h e o r e tic a l and the p r a c t ic a l . Though i ; only fo u r co lle g e edu cators in d ic a te d th a t th ey f e l t th a t la c k of p ro v isio n fo r d ir e c t experiences was a weakness in t h e i r programs, a l l persons interview ed in d ic a te d a s e rie s ; of experiences to stre n g th e n th is asp ect of th e i r p re p ara- j tio n of te a c h e rs. ‘ | These experiences were most o fte n provided in p u b lic j |sc h o o ls. Five co lleg e re p re s e n ta tiv e s commented on the j e x c e lle n t coo p eratio n of the pu b lic schools in making s e r - j |v ic e s and f a c i l i t i e s a v a ila b le . Two c o lle g e p erso n s, ! 133 i however, f e l t t h a t t h i s co o p erativ e r e la tio n s h ip might he ! improved. j -n A v a r ie ty of o p p o rtu n itie s fo r stu d e n t o b serv atio n |o f c h ild re n and p a r tic ip a tio n in th e i r le a rn in g e x p e ri- jences was planned by the c o lle g e s . These exp eriences were i ' i : provided in fo u r d i s t i n c t ways. A ll c o lle g e s provided i j j them in in tro d u c to ry and foundations c o u rse s. Each c o lle g e ; a ls o scheduled o b serv atio n s in connection w ith methods co u rses. Five c o lle g e s had courses la b e le d "O bservation1 1 fo r which c r e d it was given. A few c o lle g e s provided •a c tu a l p a r tic ip a tio n in classroom ex p erien ces w ith c h ild re n I •before stu d e n t teach in g . These plans were d escrib ed in 1 g re a te r d e t a i l . A ll of the co lle g e s provided some exposure to schools and c h ild re n in the In tro d u c tio n to Education I c la s s . In th e c o lle g e s where a case study was re q u ire d jin connection w ith the p sy ch o lo g ical fo u ndations th is ! !re q u ired fu r th e r o b se rv a tio n s. O bservations were a ls o provided in connection w ith o th er foundations co u rses. Most of the o p p o rtu n itie s to c o n ta c t schools and •children before stu d en t teach in g were provided in connec- itio n w ith methods co u rses. The n atu re of th e se c o n ta c ts v aried g r e a tly . They were described in term s of co u rses, hours of o b serv atio n a t d i f f e r e n t grade le v e ls , and number of o b serv a tio n s. Five c o lle g e s provided a c tu a l courses in o b se rv a tio n . Here planned ex p erien ces were provided fo r th e s tu d e n ts . One c o lle g e re q u ire d s ix hours of ob serva- I tio n weekly fo r a p erio d of s ix weeks. Two c o lle g e s i ; re q u ire d fo u r hours of o b se rv a tio n per week over a p erio d ‘ of a sem ester. Another re q u ire d one hour of o b se rv a tio n i per week f o r tw elve weeks. This l a s t ex p erien ce was in j ; • i i th e same classroom in which the stu d e n t was to do h is ; : I id ir e c te d teac h in g d uring th e follow ing sem ester. Another c o lle g e re q u ire d a f u l l morning of o b se rv a tio n weekly f o r i a p erio d of e ig h t weeks. This o b se rv a tio n was t o be made I a t two grade le v e ls . i 1 S e v e ra l c o lle g e s suggested only th a t th e re must be ! ! 1 ! o b serv a tio n in co n n ectio n w ith methods c o u rse s. One c o l leg e re q u ire d o b se rv a tio n a t f iv e grade le v e ls . S ev eral s p e c ifie d a requirem ent of two hours of o b se rv a tio n in : connection w ith each methods c o u rse . Other c o lle g e s |d e sc rib e d th e i r requ irem ents in term s of o b se rv a tio n s , |in d ic a tin g s i x to e ig h t o b serv a tio n s per sem ester. S t i l l • o th er c o lle g e s l i s t e d req u irem en ts ranging from one hour per week f o r one sem ester to fo u r hours per week per sem ester. i | V arious attem p ts were made to make courses more I |m eaningful by means of o b se rv a tio n . In s e v e ra l c o lle g e s th e te a c h e rs of th e methods cou rses were a ls o th e te a c h e rs of dem o nstration le s s o n s . F u rth e r p ro v is io n of c o n tin u ity | 135 between th e t h e o r e ti c a l and th e p r a c t ic a l was provided In |tw o c o lle g e s by s p e c ia l means. In one c o lle g e th e su p er- j |v is o r of stu d e n t teach in g was a ls o the methods te a c h e r, land in a n o th e r, one p ro fe sso r was in charge of the tr a in in g | of a group of stu d e n ts over a two year p e rio d . ! Though one co lle g e educator in d ic a te d th a t a member of h is s t a f f did not b e lie v e in dem onstration le s s o n s , th ese were o fte n used in connection w ith methods courses by the c o lle g e s . One c o lle g e in d ic a te d a s p e c ia l p ro v is io n fo r a !period of a c tu a l p a r ti c i p a t i o n w ith c h ild re n in a c la s s - i I room s i t u a t io n before d ire c te d te a c h in g . The s tu d e n ts in t h is co lle g e were re q u ired t o spend two hours per week fo r a period of e ig h t weeks in a c tu a l p a r tic ip a tio n in th e classroom . Another c o lle g e educator suggested th a t t h i s |same s o r t of experience would soon become a p a rt of h is Icollege program. A ll co lle g e edu cato rs in d ic a te d th a t th ey had curriculum la b o ra to r ie s which provided adequate m a te ria ls „ land f a c i l i t i e s fo r the use of ed u catio n stu d e n ts . i S tud ent teaching i C ollege edu cators responded to v ario u s q u estio n s regarding stu d en t teac h in g . These r e la te d e s p e c ia lly to means of a s c e rta in in g re a d in e s s fo r stu d e n t te a c h in g , i t s place in the ed u c atio n a l sequence, the lo c a tio n of the I 136 p lace of stu d e n t te a c h in g , th e le n g th of th e ex p e rien ce, |and grade le v e ls a t which stu d e n t teach in g was done. R eadiness fo r stu d en t teach in g was assumed by th e t |c o lle g e s . I t was presumed th a t the stu d e n t was ad eq u ately | prepared because of th e sequence of courses and the exper- liences which preceded i t . Where re a d in e ss was not ev id en t |th e stu d e n t was sometimes given s p e c ia l co u n selin g , or he was d e fe rre d and given an a d d itio n a l sem ester of course work, or he was allowed to graduate and then to do h is I stu d en t teaching as a p o st g ra d u ate. I f not " re a d y ,” some ;c o lle g e s elim in ated th e stu d en t from the elem entary te a c h e r j Ieducation program. One educator suggested th a t alm ost a l l those who would not be ready f o r stu d e n t teachin g in the suggested i sequence had been "weeded o u t." In a l l of the c o lle g e s stu d en t teaching was done in |the sen io r y ear. In te n c o lle g e s i t was a one sem ester ex p erien ce, u s u a lly the second sem ester, and in fiv e c o l- i leg es i t was a two sem ester experience. j S ev eral co lle g e ed u cato rs suggested th a t th i s might !not be the most id e a l arrangem ent in th a t th e tim e in t e r v a l ' ! jbetween methods courses and th e stu d en t teach in g e x p e ri- ! | jence was much to o long. I - i In th re e c o lle g e s stu d e n t teaching was a f u ll- d a y ex p erien ce. Each of th ese c o lle g e s in d ic a te d t h i s as a I 137 i ; s tre n g th of t h e i r elem entary te a c h e r ed u catio n program* i ! A ll of the c o lle g e s placed t h e i r stu d en t te a c h e rs ! In p u b lic sch o o ls. This arrangem ent seemed q u ite s a t i s - i ' ! fa c to ry to most c o lle g e s . However, one c o lle g e suggested th a t the p re p a ra tio n of m aster te a c h e rs in the schools was I n o t always adequate. In eleven of the c o lle g e s stu d en t teach in g was done i a t two d i f f e r e n t grade le v e ls . One co lle g e provided t h i s I experience w ith the c h ild re n being in two d i f f e r e n t so c io - i economic le v e ls . In th e other four c o lle g e s i t was done ; a t only one grade le v e l. Some of the problems involved in th e p ro v isio n of one or two le v e ls of stu d e n t teach in g were pointed to by one of th e persons in terv iew ed . He in d ic a te d th a t though the v i s i t i n g a c c r e d ita tio n committee from th e C a lifo rn ia S ta te Department of E ducation suggested \ stu d e n t teach in g a t two l e v e l s , the m aster te a c h e rs p re - | fe rre d th a t i t be on only one le v e l. E ducators in s ix c o lle g e s in d ic a te d th a t i f , a f t e r th e stu d en t teaching experience the stu d en t s t i l l did not I appear t o be prepared to begin te a c h in g , the experience !would be extended. The other c o lle g e s had no such p ro - j v is io n ; however, one c o lle g e person suggested th a t i f t h i s j i | occurred in h is co lleg e the stu d e n t would be advised to i major in anotfier area i f he s t i l l wished to rem ain in j i |c o lle g e . I 138 I n s tr u c tio n a l Procedures j | The c o lle g e ed u cato rs interview ed were questioned j | reg ard in g only one p a r tic u la r in s tr u c tio n a l procedure. 1 | This was the p ro v isio n fo r in d iv id u a l d iffe re n c e s . A ll c o lle g e ed ucators f e l t th a t the courses and ex periences in ; elem entary te a c h e r edu cation were providing fo r in d iv id u a l i : : • j | d iffe re n c e s by re q u irin g re p o rts and p ro je c ts su ite d to \ \ i in d iv id u a l needs and i n t e r e s t s . Sm all c la s s e s were mentioned as f a c i l i t a t i n g c a re f u l co u n selin g , e s p e c ia lly in the choice of e le c tiv e s . In a d d itio n to c a re fu l co u n selin g , other in s tr u c tio n a l proce- dures suggested were the use of u n its and group d isc u s sio n , j Follow-Up In an e f f o r t to determ ine follow -up p ra c tic e s a l l of the c o lle g e persons interview ed were asked regarding t h i s a sp e c t of t h e i r programs. i A ll of them suggested th a t the c o lle g e s were doing a g re a t d e a l of inform al follow -up work. A number of : co lleg e persons in d ic a te d th a t th i s was e s p e c ia lly tru e ; sin ce most of th e te a c h e rs tra in e d by them were h ire d in the immediate surrounding a r e a s , making follow -up a sim ple jm atte r. This was e s p e c ia lly tru e in r e l a t i o n to the p o s s i- i ! b i l i t y of v i s i t s . S ev eral c o lle g e s had t r ie d to v i s i t | j those in the immediate v i c i n i t y of th e c o lle g e . In one co lleg e th e s t a f f members v is ite d the te a c h e rs th ey had 139 ! p rep ared only i f asked t o do so fo u r c o u n se lin g p u rp o se s. I i Q u e stio n n a ire s had te e n used f o r fo llo w -u p by j tw elve o f th e c o lle g e s . Three c o lle g e s used a q u e s tio n - | n a ire fo llo w -u p every y e a r. O ther c o lle g e s used t h i s i | tech n iq u e p e r io d ic a lly . One c o lle g e re c e iv e d r a tin g s ev ery seven y ea rs from th e p r in c ip a ls em ploying t h e i r i te a c h e rs . Two c o lle g e s employed t h i s tech n iq u e w ith i j s e le c te d groups o f g ra d u a te s . In one c o lle g e , a g ra d u a te stu d e n t surveyed g ra d u a te s . Two c o lle g e s re p o rte d fo llo w - ' i up e f f o r t s in p re p a ra tio n f o r a c c r e d ita tio n v i s i t s . One : c o lle g e re p o rte d th a t t h e i r e f f o r t s to fo llo w -u p g ra d u a te s ! | were blocked by th e county sch o o ls o f f ic e of th e county in I ; which most of t h e i r te a c h e rs were employed. Though a l l of th e c o lle g e p ersons in terv iew e d sug g este d t h a t th ey were doing in fo rm al fo llo w -u p work, th e form al program s fo r th e most p a r t seemed sp o ra d ic and I in e f f e c tu a l. Reasons g iv en for. th e f a i l u r e to do more ad eq u ate fo llo w -u p were most o fte n f in a n c ia l in n a tu re or due to I la c k of p e rso n n e l. Summary T his c h a p te r has p re se n te d fin d in g s from in te rv ie w s j 1 i | w ith c o lle g e e d u c a to rs in th e f i f t e e n c o lle g e s in clu d ed in j |t h i s stu d y . W hile e d u c a to rs re p o rte d t h a t a l l c o lle g e s ! | attem p ted to id e n tif y p o t e n ti a l te a c h e rs as soon as 140 p o s s ib le , In most c o lle g e s i d e n t i f i c a t i o n and ad m issio n o ccurred d u rin g th e sophomore y e a r. In tw elv e c o lle g e s f i n a l ad m issio n was by a com m ittee on th e b a s is of a number of c r i t e r i a . Adequacy in s t a t u t o r y sch o o l s u b je c ts was determ ined by achievem ent t e s t s and r e s p o n s i b i l i ty fo r re m e d ia tio n was most o fte n a m a tte r of in d iv id u a l re sp o n - I s i b i l i t y . R e -e v a lu a tio n a f t e r ad m issio n to th e program was form al in e ig h t o f th e c o lle g e s . The o th e r seven c o lle g e s re -e v a lu a te d only in fo rm a lly . C ollege e d u c a to rs f e l t t h a t th e te a c h e r e d u c a tio n program and f a c u lty w ere co m p letely ac cep ted in e ig h t i c o lle g e s . In th e o th er c o lle g e s th e degree of th i s a c c e p t-! ance v a rie d . The m easure of accep tan ce a tta in e d was th e r e s u l t of c o o p e ra tiv e e f f o r t s . L i t t l e v a r ia ti o n in l i b e r a l a r t s req u irem en ts was found betw een th o se in elem en tary te a c h e r e d u c a tio n and th o se in th e l i b e r a l a r t s program . In te n o f th e c o lle g e s betw een te n and t h i r t y - t h r e e p er c e n t of th o se e n ro lle d w ere in e lem en tary te a c h e r e d u c a tio n . The te a c h e r e d u c a tio n c u rric u lu m was most in flu e n c e d by th e o b je c tiv e s o f th e c o lle g e . O ther i n f l u - j ences were changes in th e c u rric u lu m of th e elem en tary sc h o o l, church r e la te d n e s s , t r a d i t i o n , and c e r t i f i c a t i o n i re q u ire m e n ts. Though most program s were being c o n tin u a lly ; re v is e d on th e b a s is of a number of r a ti o n a l e , th e c o r r e - \ l a t i o n o f c o u rse s was most o fte n in d ic a te d as a re a so n I f o r r e v is io n . L im ita tio n s to f u r th e r c u rric u lu m changes i | were s iz e of th e c o lle g e , q u a lif ic a tio n s of th e s t a f f , | and c e r t i f i c a t i o n re q u ire m e n ts. P sy c h o lo g ic a l fo u n d a tio n s were most o fte n a d e q u a te ly ! p ro v id e d , though c o lle g e s w ere a tte m p tin g t o meet needs ; in a l l e d u c a tio n a l fo u n d a tio n s a r e a s . Lack of agreem ent was ex p ressed re g a rd in g th e means of p ro v id in g methods c o u rse s. Nine c o lle g e s were u sin g an arrangem ent o f a g e n e ra l methods c o u rse , w h ile o th e r c o lle g e s w ere u sin g s p e c if ic methods c o u rse s. S e v e ra l c o lle g e s were undecided in th e approach th e y were p lan n in g to use in th e f u tu r e . ; Nine e d u c a to rs ex p ressed s a t i s f a c t i o n w ith th e b alan ce betw een e d u c a tio n a l fo u n d a tio n s co u rse s and methods c o u rse s . C o lleg e e d u c a to rs re p o rte d t h a t c r o s s - s e c tio n a l stu d y of c h ild re n was provided in v a rio u s c o n ta c ts w ith c h ild re n a t d i f f e r e n t grade le v e ls . L o n g itu d in a l stu d y of i : th e same group of c h ild re n was provided only in c id e n ta lly . ••Case s tu d ie s ” were re q u ire d in e ig h t c o lle g e s . A ll c o lle g e s made a tte m p ts to a l t e r n a t e t h e o r e ti c a l and d i r e c t experien ces* This was done by p ro v id in g o b se r v a tio n of c h ild re n in in tro d u c to ry , fo u n d a tio n s , and i methods c o u rse s. R ead in ess fo r d ire c te d te a c h in g was assumed to 1 e x i s t in th e c o lle g e s . A g r e a t v a r ie ty of re q u ire m e n ts 142 and accompanying e x p e rie n c e s in d ir e c te d te a c h in g was in d ic a te d by th e d i f f e r e n t c o lle g e e d u c a to rs . In s e v e ra l c o lle g e s a len g th en ed e x p e rie n c e was p ro v id ed fo r th o se n o t read y to te a c h a f t e r th e u su a l e x p e rie n c e . C o lleg e e d u c a to rs f e l t t h a t p ro v is io n was being made fo r in d iv id u a l d iffe re n c e s and t h a t sm all c la s s e s f a c i l i t a t e d c a r e f u l c o u n s e lin g . Other i r s t r u c t i o n a l p ro ced u res m entioned by th e e d u c a to rs were th e use of u n its and th e use of group d is c u s s io n . A ll o f th e c o lle g e s in d ic a te d th e y were doing a g re a t d e a l of in fo rm al fo llo w -u p . V is its were th e most j o fte n used p ro c ed u re, s in c e most of th e g ra d u a te s of th e s e ; c o lle g e s were placed in th e v i c i n i ty of th e c o lle g e from w hich th e y had g ra d u a te d . Q u e stio n n a ire fo llo w -u p had been used by most of th e c o lle g e s . Form al program s of fo llo w -u p were sp o ra d ic and u n sy ste m a tic . L im ita tio n s to more e f f e c tu a l fo llo w -u p were f in a n c ia l in n a tu re or due to la c k of p e rso n n e l. CHAPTER VI FINDINGS: QUESTIONNAIRE In t h i s c h a p te r th e fin d in g s based on a n a ly s is of resp o n ses to th e q u e s tio n n a ire a re found. The d a ta a re p re se n te d in th e o rd er in w hich th e q u e s tio n s a re found in th e q u e s tio n n a ire . A copy of th e q u e s tio n n a ire i s found in Appendix B. The q u e s tio n h a ire was c o n s tru c te d around th e a re a s o f co n cern t o t h i s stu d y and was d iv id ed in to seven broad c a te g o r ie s . The f i r s t s e c tio n asked f o r d a ta re g a rd in g th e y ea r of g ra d u a tio n of th e re sp o n d e n ts and th e le n g th and le v e l of p u b lic school te a c h in g e x p e rie n c e . The fo llo w in g s e c tio n r e la te d to te a c h e r e d u c a tio n c o u rse s. G raduates In d ic a te d t h e i r f i r s t c o n ta c t w ith c h ild re n in c o lle g e c o u rse s. Then follow ed a l i s t i n g of th e u su a l co u rses in clu d ed in th e elem en tary te a c h e r c u rricu lu m in th e c o lle g e s s tu d ie d . The g ra d u a te s were i iasked to r a te th e se c o u rse s In two ways. They were asked t I to in d ic a te th e v alu e of th e co u rse to them and th e r e l a - |t i v e amounts of tim e w hich th e y b e lie v e d should have been |a l l o t t e d to each. i The th ir d s e c tio n was designed t o secu re an I 144 i in d ic a tio n of th e use of c e r t a i n i n s t r u c t i o n a l p ro ced u res i by p ro fe s s o rs of e d u c a tio n . I t a ls o asked th e g ra d u a te s i |t o in d ic a te th e p ro v is io n f o r in d iv id u a l d if f e r e n c e s and th e e x te n t of o v erlap p in g in e d u c a tio n c o u rse s . ! The f o u r th s e c tio n was devoted t o p ro fe s s io n a l ila b o ra to ry e x p e rie n c e s. S in ce i t was p o s s ib le t h a t some ; | of th e se m ight have been prov id ed in c o u rse s o th e r th a n |e d u c a tio n , th e re sp o n d e n ts in d ic a te d th e f i r s t o ccu rren ce j of th e e x p e rie n c e . They a ls o In d ic a te d th e number of tim es each ex p e rien ce was p ro v id ed . A f i n a l p a r t of t h i s I I js e c tio n was devoted to in fo rm a tio n re g a rd in g d ire c te d ; te a c h in g . j A f i f t h s e c tio n c a lle d f o r an e v a lu a tio n of th e t o t a l c o lle g e program . The g ra d u a te s in d ic a te d t h e i r o p in io n re g a rd in g th e r e l a t i v e amounts of tim e devoted to th e l i b e r a l a r t s or g e n e ra l e d u c a tio n program , to s p e c if ic l i b e r a l a r t s a r e a s , and to c e r t a i n e d u c a tio n a l fo u n d a tio n s a r e a s . They f u r th e r noted th e adequacy of p e rso n a l coun s e lin g , c o n ta c t w ith th e p ro f e s s o r s , and the n a tu re of methods co u rses in g e n e ra l. A f i n a l q u e s tio n in t h i s ■ j s e c tio n concerned th e in flu e n c e of th e c h u rc h -re la te d n e s s ! ; i :of t h e i r c o lle g e upon t h e i r e x p e rien ce in c o lle g e . i The s ix th p a r t of th e q u e s tio n n a ire was a sta te m e n t of te a c h e r com petences. The g ra d u a te s were asked to in d ic a te th e em phasis w hich th e y f e l t c o lle g e e d u c a tio n 145 i program s should g iv e t o p re p a ra tio n in th e s e te a c h in g com- i i ! p e te n c e s. They were a ls o asked to in d ic a te f u r th e r th e i ; n a tu re of t h e i r c o lle g e program s by in d ic a tin g th e ad e quacy w ith w hich they^had been p rep ared to c a rry out th e ; fu n c tio n s l i s t e d . A f i n a l item in t h i s s e c tio n was an j e v a lu a tio n of t h e i r p r e p a ra tio n in a newer a re a of th e ' i elem en tary sch o o l c u rric u lu m , camping e d u c a tio n . ! ! | A f i n a l s e c tio n of th e q u e s tio n n a ire was an open- ! ; i ended s u g g e stio n fo r th e re sp o n d e n ts t o in d ic a te any j su g g e stio n th e y m ight have t o improve th e p r e p a ra tio n of | elem en tary sch o o l te a c h e rs in th e c o lle g e from w hich th e y ; had g ra d u a te d . P e rso n a l Data The q u e s tio n n a ire was m ailed to th e g ra d u a te s of ; th e c o lle g e s f o r th e y e a rs 1954, 1955> and 1956. The d a ta in T able 26, page 146, show t h a t th e ! re sp o n d en ts were alm ost e q u a lly d iv id e d among th e se y e a rs o f g ra d u a tio n . The second item in th e q u e s tio n n a ire re q u ire d t h a t | th e resp o n d e n ts re p o rt th e number of y e a rs each had ta u g h t j \ j ; a t a p a r ti c u la r grade l e v e l . T able 27> page 147, shows | th a t th e s e g ra d u a te s in d ic a te d th e y had ta u g h t a t a l l ! ! grade l e v e l s . W hile i t can be seen from th e ta b le t h a t th e g r e a te s t number had ta u g h t a t th e prim ary l e v e l , s t i l l i | a number had ta u g h t a t a l l le v e ls of th e elem en tary g ra d e s . 146 TABLE 2 6 .—Year of Graduation of Respondents C ollege Number of R espondents 1954 1955 1956 A 10 7 1 B 0 0 3 E 8 3 4 G 17 20 15 H 1 2 2 I 11 11 18 J 16 9 8 K 16 11 10 L 9 17 11 M 3 2 3 0 0 6 8 P 0 2 3 R 3 4 7 S 7 8 4 X 11 . 7 7 T o ta ls 112 109 104 TABLE 27»—Grade L evels of Teaching E xperience of G raduates Grade Level K 1 2 3 4 5 6 7 8 Number of G raduates 28 47 68 62 51 54 47 23 22 j 148 I iS in c e th e re sp o n d en ts had ta u g h t a t a l l g rade le v e ls , j ! t h e i r r a tin g s of th e v a rio u s a s p e c ts o f t h e i r c o lle g e t | p re p a ra tio n re p re s e n t r e a c tio n s on th e b a s is of ex p e rien ce a t a l l le v e ls of th e elem en tary sch o o l program . T eacher E d u ca tio n C ourses T his s e c tio n of th e q u e s tio n n a ire was desig n ed t o 1 i is e c u re in fo rm a tio n re g a rd in g f i r s t c o n ta c t w ith c h ild r e n , th e co u rse in which t h i s c o n ta c t was made, judgm ent as t o ; th e v alu e of v a rio u s c o u rs e s , and th e o p in io n of th e | g ra d u a te s re g a rd in g th e r e l a t i v e amount of tim e devoted t o j | v a rio u s c o u rse s. : j F i r s t o o n ta c t w ith c h ild re n From Table 28, page 149, i t can be seen t h a t th e most fre q u e n t tim e when s tu d e n ts f i r s t c o n ta c te d c h ild re n ! in c o n n e ctio n w ith a c o lle g e c o u rse , was d u rin g th e f i r s t j sem ester of t h e i r ju n io r y e a r. For th e m a jo rity of th e : re sp o n d en ts th e re had been such c o n ta c ts d u rin g th e ju n io r ; y e a r. The la r g e s t number of th e se c o n ta c ts was d u rin g th e f i r s t sem ester. The tim e w hich was in d ic a te d as being ith e second most fre q u e n t, was d u rin g th e s e n io r y e a r. One j j in e ig h t of th e g ra d u a te s d id n o t c o n ta c t c h ild re n in : i |c o n n e c tio n w ith a c o lle g e co u rse u n t i l th e f i n a l sem ester i of h is s e n io r y e a r. R e la tiv e ly few re sp o n d e n ts re p o rte d c o n ta c t d u rin g th e freshm an or sophomore y e a r. i i 1 149 TABLE 2 8 .—C o lleg e Year In Which G raduates Were F i r s t In tro d u ced to C h ild re n in a C ollege Course Year F i r s t S em ester Second Sem ester T o ta l Number P er Cent Freshman 4 3 7 2 Sophomore 17 26 43 13 Ju n io r 117 52 169 53 S en io r 62 40 102 31 No Response 0 0 4 1 T o ta l 325 100 ! 150 ! T able 29> page 151> in d ic a te s t h a t th e c o u rse s in !which t h i s f i r s t c o n ta c t was m ost fr e q u e n tly made were im ethods courses* Second most fre q u e n tly l i s t e d was th e ! ! ; co u rse in stu d e n t te a c h in g . F if ty - f o u r p er c e n t c o n ta c te d | c h ild re n e it h e r d u rin g m ethods co u rses or d u rin g s tu d e n t I te a c h in g . In tro d u c tio n t o E d u catio n and C hild Psychology were th e co u rses in w hich a n o th e r t h i r t y p er c e n t c o n ta c te d i i ; ch ild re n * T ogether th e s e fo u r co u rses r e p re s e n t e ig h ty - fo u r p er c e n t of a l l th e f i r s t c o n ta c ts w ith c h ild r e n . :Such form al c o n ta c t o ccu rred n o t only d u rin g th e s e c o u rse s I b u t a ls o in th e o th e r co u rse s in d ic a te d by th e t a b le . I V alue of co u rses and o p in io n re g a rd in g r e l a t i v e Amounts of tim e devoted to them ! The n e x t s e c tio n of th e q u e s tio n n a ire was s e t up ; to determ ine th e o p in io n of th e resp o n d e n ts re g a rd in g e d u c a tio n co u rses ta k e n . E ig h teen s p e c if ic co u rse s were !l i s t e d w ith an o p p o rtu n ity provided to m ention o th e r c o u rse s. The g ra d u a te s were asked to r a t e th e v alu e of each |c o u rs e . They were a ls o asked to give t h e i r o p in io n jre g a rd in g th e r e l a t i v e amount of tim e devoted t o i t . ; I | These co u rses a re re p o rte d in th re e c a te g o rie s * e d u c a tio n a l fo u n d a tio n s c o u rs e s , methods c o u rse s, and p ro f e s s io n a l la b o ra to ry c o u rse s . | i ; S in ce n o t a l l of th e g ra d u a te s in th e sample had 151 I i i. / TABLE 29*—C ollege C ourses in Which G raduates were F i r s t In tro d u ced to C h ild ren Course G raduates Number Per c e n t Methods co u rses 100 31 S tu d en t teac h in g 74 23 In tro d u c tio n to E ducation 52 16 C hild Psychology- 47 14 G eneral Psychology 12 4 E d u ca tio n al Psychology 10 3 In tro d u c tio n to S ociology 2 1 Other 22 7 No response 6 3 T o ta l 325 100 ta k e n each co u rse l i s t e d ) th e t o t a l number ta k in g each co u rse v a r ie s . In each ca se th e d a ta re p o rte d in p e r c e n ts i s based upon th e t o t a l number who had ta k e n each c o u rse . E d u c a tio n a l fo u n d a tio n s .--A surv ey o f Table 30 j page 153 > shows th a t a l l co u rse s l i s t e d were th o u g h t t o be of some v alu e or g re a t v alu e by th e m a jo rity of s tu d e n ts . The re sp o n se s as to c o u rse s in psychology a re somewhat c o n fu sin g . I t was re p o rte d e a r l i e r in th e stu d y of th e c a ta lo g u e s in Table 9, page 86, th a t only two c o lle g e s o ffe re d c o u rse s in which th e p sy c h o lo g ic a l fo u n d a tio n s were combined in to a s in g le c o u rse . I t is q u ite p o s s ib le t h a t g ra d u a te s of th e se c o lle g e s may have e le c te d o th e r c o u rse s in p sy c h o lo g ic a l fo u n d a tio n s. The r a tin g of th e v alu e of th e s e co u rses may n o t a c c u ra te ly in d ic a te th e number who to o k each co u rse l i s t e d . In th e space prov id ed in th e q u e s tio n n a ire fo r l i s t i n g o th e r c o u rse s, one resp o n d e n t ra te d th e co u rse in H is to ry of E d ucation as having been of g r e a t v a lu e , and a n o th e r ra te d E d u c a tio n a l S ociology of g r e a t v a lu e . Table 30 shows t h a t , w ith th e e x c e p tio n of th e In tro d u c tio n to E d u catio n c o u rse , e ig h ty - f iv e p er c e n t of a l l re sp o n d e n ts f e l t t h a t th e c o u rse s were of v a lu e . The co u rses f e l t to be of g r e a te s t v alu e were th e psychology c o u rse s. Taken as a whole th e fin d in g s from th e d a ta in T A B L E 30*—The Value of Educational Foundations Courses Taken by Graduates Course G reat Value Some Value No Value Number No. % * No. % * No. % * Taking Course C hild Psychology 125 49 117 46 12 5 254 E d u catio n al Psychology 46 22 134 64 31 14 211 C hild and E ducational Psychology (combined) 82 43 103 53 8 4 193 P rin c ip le s of Education or Curriculum 71 26 162 60 39 14 272 In tro d u c tio n to Education 2 3 9 144 58 83 33 250 ♦Based on response to each item separately* H VJl u> ! 154 T able 31, page 155» show t h a t th e g ra d u a te s were w e ll s a t i s f i e d w ith th e r e l a t i v e amount of tim e g iv en to th e |com bined co u rse in p sy c h o lo g ic a l fo u n d a tio n s and to c h ild | psychology. A la rg e number of g ra d u a te s in d ic a te d th a t I r e l a t i v e l y to o much tim e had been devoted to c o u rse s in : 1 . I :e d u c a tio n a l psychology and p r in c ip le s of e d u c a tio n or j : c u rric u lu m . Enough o f th e g ra d u a te s had t h i s o p in io n of !th e co u rse in In tro d u c tio n to E d u catio n t o r a is e some q u es- i : ;tio n re g a rd in g i t s v alu e and r e l a t i v e im p o rtan ce. 1 I t was p o s s ib le to determ ine from th e q u e s tio n n a ire j I fin d in g s th e number who had n o t tak en g iv en c o u rse s and to i ;d isc o v e r from among th o se th e ones who would have d e s ire d I ; t o tak e them. The d a ta re g a rd in g e d u c a tio n a l fo u n d a tio n s a re p re sen ted in T able 32, page 156. I t should be read in th e fo llo w in g m anner. Column one shows th e number who had n o t itak en th e c o u rse , column two shows th e number who would have lik e d to have ta k e n th e c o u rse , and column th re e shows th e p er c e n t th a t t h i s number i s o f th o se who d id n o t ta k e th e c o u rse . , j j The ta b le shows th a t most of th o se who had n o t ta k e n th e s e c o u rse s f e l t no need fo r them. T his seems to demon- | 1 js tr a te t h a t th e s e s tu d e n ts , in g e n e ra l, f e l t no la c k In t h e i r program s in th e se a r e a s . j ! Methods c o u rs e s . When viewed as a w hole, T able 33? T A B L E 3 1 .— Opinion of Graduates Regarding the Proportion of Time Devoted to Educational Foundations Courses They Had Taken P ro p o rtio n Too Small P ro p o rtio n Adequate P ro p o rtio n Too Large Number Course No. % * No. % * No. Taking Course !C hild and E ducational Psychology (combined) 26 14 147 76 20 10 193 E d u catio n al Psychology 22 10 144 70 45 20 211 ;C hild Psychology i 52 9 176 69 26 12 254 P rin c ip le s of Education or Curriculum 18 7 190 70 64 23 272 IIn tro d u c tio n to Education 4 2 142 56 104 42 250 ♦Based on response to each item se p a ra te ly . H vn vn TABLE 3 2 .—E ducational Foundations Courses Not Included in T heir Programs Which G raduates Wished They Might Have Taken Course Number W ho Had Not Taken Course Number Per Cent E d u catio n al Psychology 114 14 12 C hild Psychology 71 7 10 C hild and E ducational Psychology (combined) 132 10 8 In tro d u c tio n to Education 75 2 1 P rin c ip le s of Education or Curriculum 53 0 0 H vn ON 157 page 158, shows t h a t over e ig h ty p er c e n t o f th e g ra d u a te s found a l l of th e methods c o u rse s of g r e a t v alu e or of some v a lu e . Four of each te n g ra d u a te s found g r e a t v alu e in fo u r methods c o u rse s . These were re a d in g , a r t , a u d io v is u a l e d u c a tio n , and g e n e ra l m ethods. At l e a s t one in th re e found a n o th e r f iv e c o u rse s to be of g r e a t v a lu e . The co u rse w hich few est re sp o n d e n ts found o f g r e a t v alu e was a ls o th e co u rse most o fte n r a te d as being o f no v a lu e . T his would seem to p o in t to th e need f o r c o n s id e r a tio n o f th e p la c e and v alu e of th e co u rse in t e s t s and m easures. A g re a te r p er c e n t of g ra d u a te s seem to have found th e b a s ic methods c o u rse s of g r e a te s t v a lu e , w hile some o f th e more s p e c ia liz e d m ethods were n o t f e l t to be as v a lu a b le . The o p in io n of g ra d u a te s re g a rd in g th e r e l a t i v e amount of tim e w hich was devoted to methods co u rses w hich th ey had ta k e n i s re p o rte d in Table 34, page 159* I t shows th a t w e ll over one in th re e of th e g ra d u a te s w ished t h a t more tim e m ight have been devoted to c o u rse s in th e te a c h in g of re ad in g and s c ie n c e . One in fo u r o f th e g ra d u a te s ex pressed t h i s same o p in io n re g a rd in g s o c ia l sc ie n c e and language a r t s , as d id one in f iv e in r e l a t i o n t o a rith m e tic and g e n e ra l m ethods. The ta b le in d ic a te s t h a t two co u rse s should be re c o n sid e re d in r e la t i o n to th e r e l a t i v e amount of tim e T A B L E 33*—Value of Methods Courses Taken by Graduates 1 Course G reat Value Some Value No Value Number Taking Course No. % * No. % * No. % * Beading 112 44 120 45 30 11 262 A rt 126 44 122 43 36 13 284 A udiovisual Education 128 41 155 49 31 10 314 G eneral 100 40 124 50 25 10 249 Science 75 37 103 50 27 13 205 A rithm etic 91 36 121 48 40 16 252 Music 113 36 141 4? 42 17 296 P h y sic al Education 102 36 144 50 41 14 287 S o c ia l S tu d ies 92 34 143 53 33 12 268 Language A rts 64 29 129 58 29 13 222 T ests and Measures 43 20 138 61 42 19 223 ---------------------------------------------------------------- p . ♦Based on response to each item s e p a ra te ly . oo j T A B L E 3 4 .— Opinion of Graduates Regarding R elative Amounts of Time Devoted to Methods Courses Taken Course P ro p o rtio n Too Small P ro p o rtio n Adequate P ro p o rtio n Too Large Number Taking Course No. % * No. % * No. % * Reading 102 39 143 54 17 7 262 Science 73 36 144 55 18 9 205 S o c ia l S tudies 58 26 147 63 36 11 26 7 Language A rts 59 26 142 65 21 9 222 A rithm etic 56 22 168 66 28 15 252 G eneral Methods 53 21 163 65 33 14 249 P h y sic a l E ducation 47 16 209 73 31 11 287 T ests and Measures 31 14 143 64 49 22 223 A rt 37 14 202 71 45 16 284 Music 42 14 218 74 36 12 296 A udiovisual Education 32 10 221 70 21 20 314 ♦Based on response to each item s e p a ra te ly i-1 : I VO i i 160 d evoted to them . These a r e th e c o u rse s in a u d io v is u a l e d u c a tio n and in t e s t s and m easu res. T his seems to be in d ic a te d by th e fin d in g t h a t one in f iv e of th e g ra d u a te s w ere d i s s a t i s f i e d w ith th e r e l a t i v e amount o f tim e d evoted t o th e s e c o u rs e s . W ith th e s e e x c e p tio n s g ra d u a te s f e l t w e ll s a t i s f i e d w ith th e r e l a t i v e amount of tim e devoted to methods c o u rse s w hich had been a p a r t o f t h e i r program . S e v e ra l o th e r m ethods c o u rse s w ere l i s t e d as having j been of some v a lu e . F ive p erso n s found a co u rse in k in d e r g a rte n -p rim a ry m ethods o f v a lu e and th re e r a te d a co u rse in c h i l d r e n 's l i t e r a t u r e as being of some v a lu e . One p e r son m entioned th e v alu e of each of th e fo llo w in g c o u rs e s : C lassroom Management, E x c e p tio n a l C h ild re n , and R em edial R ead in g . The number o f g ra d u a te s who had n o t ta k e n th e m ethods c o u rse s i s l i s t e d in T able 35, page 161. I t can be seen a t once th a t th re e m ethods c o u rse s were m ost o fte n n o t in c lu d e d . Alm ost th ir ty - s e v e n per c e n t o f th e re sp o n d e n ts had n o t ta k e n a co u rse in methods o f te a c h in g s c ie n c e .J More th a n one in th re e had n o t ta k e n c o u rse s in language a r t s and t e s t s and m easu res. One in fo u r o f th o se who had n o t ta k e n m ethods of te a c h in g re a d in g or sc ie n c e w ished t h a t th e y m ight have ta k e n th e c o u rs e . One in th r e e ex p ressed t h i s same d e s ir e ; TABLE 35*—Methods Courses Wot Included in T heir Programs G raduates Wished They Might j Have Taken Course Number W ho Had Wot Taken Course Number Per Cent* Reading 63 25 40 Science 120 47 40 A rithm etic 73 24 33 Music 29 7 33 Language A rts 1031 26 25 S o c ia l S tu d ies 57 9 18 A rt 41 7 14 G eneral Methods 76 11 14 T ests and Measures 1 102 14 14 P h y sic a l Education 38 2 £ A udiovisual Education 11 1 9 ♦Based on response to each item s e p a ra te ly 162 if o r a r ith m e tic and m usic, w h ile th e same was tr u e fo r one i ! I I in fo u r in r e l a t i o n t o language a r t s , and fo r one in f iv e t in s o c ia l s tu d ie s . W ith th e e x c e p tio n of m usic th e s e co u rse s a g a in !re p re s e n t th e b a s ic elem en tary sch o o l s u b je c ts . j The o th e r co u rses l i s t e d d id n o t seem t o have been j j needed by most of th o se who d id n o t ta k e them. P ro fe s s io n a l la b o ra to r y c o u rs e s . — The g re a t v alu e which g ra d u a te s found in d ir e c te d te a c h in g i s shown in ;Table 3 6 , page 1 6 3 . Alm ost a l l of th e g ra d u a te s had ta k e n j d ire c te d te a c h in g . Only f iv e of t h i s number found i t of : no v a lu e , w hile n in e ty p er c e n t found i t of g re a t v alu e and an o th er e ig h t per c e n t found i t of some v a lu e . O bser v a tio n was found to be alm ost as h ig h ly v a lu e d , w ith n in e ty - f iv e p er ce n t r a tin g i t a s being of g re a t v alu e or of some v a lu e . That alm ost h a l f of th o se who had ta k e n an o b serv a tio n co u rse would have lik e d a r e l a t i v e l y la r g e r amount of tim e devoted to i t , is in d ic a te d in Table 37? page 164. i T his a ls o in d ic a te s , c o n v e rse ly , th a t a v e ry sm all number iOf g ra d u a te s th o u g h t t h a t to o much tim e had been devoted | to o b se rv a tio n . The o p in io n of th e g ra d u a te s was alm ost e q u a lly d iv id ed between th o se who th o u g h t th a t th e tim e devoted to d ir e c te d te a c h in g was adeq u ate and th o se who ithought more tim e should have been devoted to i t . T A B L E 36*—Value of Student Teaching and Observation for Graduates G reat Value Some Value No Value Number No. % * No. % * No. % * Taking Course S tudent Teaching 281 90 25 8 5 2 311 O bservation 185 69 71 26 l l 5 2 67 v i ♦Based on t o t a l response to each item s e p a ra te ly / O N to TABLE 37• — Opinion of Graduates Regarding the R e la tiv e Amounts of Time Devoted to S tudent Teaching and O bservation Too Small Adequate Too Large Number W ho Had Taken No. % * No. % * No. % * Course O bservation 129 49 121 45 17 6 267 D irected Teaching 143 46 161 52 7 2 311 ♦Based on response to each item s e p a ra te ly H o\ - I S * ! 165 i | As shown in Table 3 8 , page 166, alm o st h a l f of j i th ose who had not taken d irected teaching and ob servation f e l t th a t a r e la t iv e ly la rg er proportion of tim e should i have been devoted to th ese ex p erien ces. I n s tr u c tio n a l Procedures The next se c tio n o f the q u estion n aire asked th e j !respondents to in d ic a te the use of variou s in str u c tio n a l procedures by p ro fesso rs in education courses other than :the course in a u d io v isu a l education* I t a ls o asked them to ra te two re la ted a rea s. They Indicated the ex ten t of the p ro v isio n for in d iv id u a l d iffe r e n c e s in th e ir educa- i : !tio n courses and the ex ten t to which th ey f e l t there had been overlapping in th ese co u rses. Use of c e r ta in in str u c tio n a l !procedures The d a ta found in Table 39, page 1 6 7 , show th a t |th ree in str u c tio n a l procedures were most o ften e x te n siv e ly ! used by p ro fesso rs in ed ucation cou rses. These were le c - Iture, c la s s d isc u ssio n , and in d iv id u a l p r o je c t. Though i ; inot reported as e x te n siv e ly used, th re e-fo u rth s of the I ! |graduates in d icated th a t dem onstrations were o c c a sio n a lly j jused. F ield t r ip s , group p r o je c ts , and film s tr ip s or j i s lid e s were le a s t o ften used. I t would seem from the data presented in th is ta b le th a t though the le c tu r e i s s t i l l the most e x te n siv e ly used In str u c tio n a l procedure, c la s s } | TABLE 3 8. —P ro fe ssio n a l Laboratory Courses Not Included in Their Programs G raduates I Wished They Might Have Taken Number W ho Had Not Taken Course Number Per Cent D irected Teaching 14 3 20 O bservation 58 25 43 I i I I H ON ON TABLE 39»—tJse of V arious I n s tru c tio n a l Procedures in E ducation Courses Other Than th e Course in A udiovisual E ducation Procedure E xtensive O ccasional Not a t a l l No. % No. % No. $ L ecture 242 75 75 23 8 2 C lass d isc u ssio n 137 42 184 57 4 1 In d iv id u a l P ro je c t 125 38 191 59 9 3 D em onstration 52 16 247 76 26 8 F ie ld T rip 36 11 200 61 89 28 Group P ro je c t 28 9 220 68 77 23 M otion P ic tu re 25 8 249 77 51 15 O ther A udiovisual Aids 25 8 236 73 64 19 Film S trip and S lid e 18 6 215 66 90 28 168 |d is c u s s io n , in d iv id u a l p r o j e c ts , and d e m o n stratio n s a re |a ls o o fte n used in a l l of th e s e c o lle g e s . The ta b le shows Ith a t one in fo u r of th e p ro fe s s o rs never used f i e l d t r i p s i or group p r o je c ts . M otion p ic tu r e s and a u d io v is u a l a id s j ; ■ I jo th e r th a n film s t r i p s and s l id e s were seldom used by more i I th a n one in s ix of th e e d u c a tio n p ro fe s s o rs . W ell over | one in fo u r never used film s t r i p s or s l i d e s . P ro v is io n fo r in d iv id u a l d iffe re n c e s The d a ta shown in T able 40, page 169, in d ic a te th a t th e m a jo rity of g ra d u a te s f e l t th a t th e r e was o c c a sio n a l p ro v is io n fo r in d iv id u a l d iffe re n c e s in e d u c a tio n c o u rse s . O n e-fo u rth f e l t th a t e x te n s iv e p ro v is io n fo r th e se d i f f e r ences was made, w h ile o n e - f if th f e l t th a t th e re was no p ro v is io n fo r them. On th e b a s is o f th e fin d in g s s e rio u s q u e stio n s m ight be ra is e d re g a rd in g th e p ro v is io n fo r In d iv id u a l d i f f e r e n c e s among s tu d e n ts . E x te n t of o v erlap in e d u c a tio n c o u rse s I t is e v id e n t from th e d a ta p re se n te d in Table 41, ;page 170, th a t alm ost a l l o f .th e g ra d u a te s f e l t t h a t th e re iwas o v erlap p in g in e d u c a tio n c o u rse s . W hile fo rty -tw o i • : |p e r c e n t o f them in d ic a te d t h i s to be tr u e only o c c a sio n - j i ! ia lly , th e f a c t th a t over h a l f of th e re sp o n d e n ts f e l t t h a t j j i t was e x te n s iv e , should le a d to a c a r e f u l stu d y of th e { 169 TABLE 4 0 .— O pinion of G raduates R egarding th e P ro v isio n s f o r In d iv id u a l D iffe re n c e s in E d u catio n C ourses E x te n t o f P ro v isio n Number P er Cent O ccasional 180 55 E x ten siv e 81 25 None a t a l l 64 20 170 TABLE 41. — O pinion o f G raduates R egarding th e E x te n t of O verlap in E d u catio n C ourses E x te n t of O verlap Number Per Cent E x ten siv e 177 55 O ccasional 138 42 None a t a l l 10 3 171 nature and con ten t of ed u cation cou rses in th ese c o lle g e s . i P ro fe s s io n a l L a b o rato ry E x p erien ces i ! The f o u r th s e c tio n of th e q u e s tio n n a ire asked th e | i ! g ra d u a te s to g iv e in fo rm a tio n re g a rd in g p ro fe s s io n a l j la b o ra to r y e x p e rie n c e s. They in d ic a te d w hich e x p e rie n c e s | had been provided in c o u rse s o th e r th a n e d u c a tio n c o u rse s . I i They a ls o s p e c if ie d w hether th e f i r s t p ro v is io n of th e s e ex p e rie n c e s in e d u c a tio n c o u rse s was b e fo re d ire c te d i te a c h in g or d u rin g th e d ir e c te d te a c h in g e x p e rie n c e s . In th e f i n a l p a r t of t h i s s e c tio n th e y gave more | in fo rm a tio n re g a rd in g o b s e rv a tio n , p a r t i c i p a t i o n , and | d ire c te d te a c h in g e x p e rie n c e s . The fin d in g s w i l l be d isc u sse d under th re e g e n e ra l I h ea d in g s: c e r t a in p r o f e s s io n a l la b o ra to ry e x p e rie n c e s, I o b se rv a tio n and p a r ti c i p a t i o n , and d ir e c te d te a c h in g . I C e rta in p ro fe s s io n a l la b o ra to r y | e x p e rie n c e s E leven p ro fe s s io n a l la b o ra to r y e x p e rie n c e s o th e r | th an o b s e rv a tio n , p a r ti c i p a t i o n , and d ir e c te d te a c h in g j were l i s t e d . j I t was p o s s ib le t o d eterm in e from th e d a ta th e | number of re sp o n d en ts f o r whom c e r t a in la b o ra to r y e x p e ri- i ences were n o t p ro v id ed . As T able 42, page 172, in d ic a te s , j alm ost th r e e - f o u r th s of th e g ra d u a te s d id n o t have an o p p o rtu n ity to stu d y th e same group o f p u p ils f o r a t l e a s t TA BLE 4 2 .—Lack of P rovision of Certain P rofession al Laboratory Experiences G raduates Rank Order P ro fe ssio n a l L aboratory Experience Number P er Cent 1 Study of th e same group of p u p ils fo r a t l e a s t a year 233 71 2 Observing p a re n t-te a c h e r conference 163 50 3 Community survey 157 48 4 P a rtic ip a tio n in community a f f a i r s other, th an school a f f a i r s 117 36 5 P a rtic ip a tio n in elem entary school fa c u lty m eetings 108 33 6 P a r tic ip a tio n in p a re n t-te a c h e rs a s s o c ia tio n s 100 31 7 Leadership in church school, sc o u ts, e tc . 98 30 8 P a r tic ip a tio n in p ro fe ssio n a l te a c h e rs o rg a n iz atio n s (FTA, CSTA) 67 21 9 Study of an in d iv id u a l p u p il 39 12 1 0.5 Use of te x ts , courses of stu d y , and o ther curriculum m a te ria ls 4 1 1 0 .5 Lesson planning 4 :.l 173 a year* The rank order shows fo u r o ther ex p erien ces which were not provided fo r many of th e g ra d u a te s. Approxi m ately one In fo u r of th e g rad u ates did n o t p a r tic ip a te | ; j | in community a f f a i r s , fa c u lty m eetings, p a re n t-te a c h e r | ia s s o c ia tio n s , or provide le a d e rsh ip in non-school a c tiv - ; j ; i t l e s , such as church school or sc o u ts. One in fiv e ! ; stu d en ts did not p a r tic ip a te in p ro fe s s io n a l ed u catio n j | | o rg a n iz a tio n s. The ta b le a ls o shows th a t one in e ig h t of : th e graduates did not study an in d iv id u a l c h ild . The two i • 1 o th er experiences l i s te d were provided fo r alm ost a l l of jth e g ra d u ates. Undoubtedly th e value of th e li s te d p ro fe s s io n a l i la b o ra to ry experience v a r ie s ; however, se v e ra l of th ese experiences a re o fte n deemed d e s ira b le and m ight w e ll have ; been provided. This would be tru e p a r tic u la r ly of o b ser- ; v a tio n of p a re n t-te a c h e r co n feren ces, p a r tic ip a tio n in ; fa c u lty m eetings and p a re n t-te a c h e r a s s o c ia tio n s . P ro fe s- j • ; ! s io n a l te a c h e rs ' o rg a n iz atio n s a ls o need to make the i : stu d e n t more aware of t h e i r p lace and s e rv ic e . Two experiences were most o fte n provided fo r i I respondents in courses o th er th an ed u catio n . According I t o Table 43, page 174, th ese were p a r tic ip a tio n in commun- j !i t y a f f a i r s and le a d e rsh ip in such groups as church school | and sc o u ts. Of those who had made a community survey, o n e -th ird did so in courses o th er than ed u catio n . Very I TABLE 43. —F i r s t P ro v isio n of C ertain Laboratory E xperiences in Courses Other Than i E ducation Courses Bank Order G raduates Number Who Had Experience Number Per Cent 1 P a rtic ip a tio n in community a f f a i r s o ther th an school a f f a i r s 1171 80 208 2 Leadership in curch school, sc o u ts, etc* 175 77 3 Community survey 52 31 168 4 Study of an in d iv id u a l p u p il 43 15 296 5 Use of te x ts , courses of stu d y , and o th er curriculum m a te ria ls 44 14 321 6 .5 Study of a group of p u p ils fo r a t le a s t a year 6 10 92 6*5 P a rtic ip a tio n in p ro fe ssio n a l te a c h e rs o rg an izatio n s (FTA, CSTA) 26 10 258 8 P a rtic ip a tio n in p a re n t-te a c h e rs a sso c ia tio n s 15 7 225 9.5 P a r tic ip a tio n in elem entary school fa c u lty m eetings 8 4 21? 9 .5 Observing p a re n t-te a c h e r conference 6 4 162 11 Lesson planning 8 2 321 ♦Based on response to each item se p a ra te ly |few of th e s tu d e n ts had p a r tic ip a te d in any of th e o th er I e x p erien ces l i s t e d b efo re ta k in g e d u c a tio n c o u rse s. | Table 44, page 176, shows v ery c l e a r l y th e e x p e ri ences which were most o fte n provided in e d u c a tio n co u rses b efo re d ire c te d te a c h in g and th o se which were f i r s t pro vided during th e d ire c te d te a c h in g e x p e rie n c e . Lesson p la n n in g , use of v a rio u s in s tr u c tio n a l m a te r ia ls , p a r t i c i p a tio n in p ro fe s s io n a l o rg a n iz a tio n s , stu d y of an in d iv id u a l p u p il, and community surveys were p ro fe s s io n a l la b o ra to ry ex p erien ces which were most o fte n f i r s t provided in ed u c atio n co u rses b e fo re d ire c te d te a c h in g e x p e rie n c e s. ;These ex p erien ces were provided fo r betw een f i f t y an<f | seventy-one per c e n t of th e s tu d e n ts . The stu d y of a group of p u p ils fo r a t l e a s t a year and le a d e rs h ip in church sc h o o l, sc o u ts , and o th e r g roups, were ex p e rien ces f i r s t provided during th e s e co u rses fo r appro x im ately tw enty per c e n t of th e s tu d e n ts . i Table 44, page 176, shows th a t th e f i r s t p ro v isio n of fo u r of th e elev en p ro fe s s io n a l la b o ra to ry ex p e rien ces l i s t e d was most o fte n made d u rin g d ire c te d te a c h in g . These were p a r tic ip a tio n in f a c u lty m eetin g s, o b se rv a tio n |o f p a re n t-te a c h e r c o n fe re n c e s, p a r tic ip a tio n in p a re n t- te a c h e r a s s o c ia tio n s , and th e stu d y of a group of c h ild re n fo r a t l e a s t a y e a r. Two o th e r ex p e rien ces were f i r s t Iprovided f o r one of fo u r of th e s tu d e n ts . These were I jTABLE 4 4 .—Certain Laboratory Experiences Reported as Occurring During Education Courses I i i i i i ! Experience In Education Courses P rio r to D irected Teaching During D irected Teaching T o tal R eporting Experience Number Per Cent Number Per Cent |P a r tic ip a tio n in elem entary ! school fa c u lty m eetings 200 92 » 9 4 217 Observing p a re n t-te a c h e r 86 16 162 conferences 140 10 P a r tic ip a tio n in p a re n t-te a c h e rs 195 84 225 a s s o c ia tio n s Study of a group of p u p ils fo r 15 7 a t le a s t a year 68 70 18 20 92 Lesson planning 83 26 230 72 321 Study of an in d iv id u a l p u p il 68 25 175 60 296 |Community survey 31 19 85 50 168 [Use of t e s t s , courses of study, and o ther curriculum m a te ria ls 51 16 226 70 321 P a rtic ip a tio n in p ro fe s sio n a l te a c h e rs o rg an izatio n s (FTA, CSTA) 66 16 166 64 258 P a r tic ip a tio n in community a f f a ir s 6 28 208 o th e r th an school a f f a ir s 9 14 L eadership in church sch o o l, 18 sc o u ts, e tc . 13 5 39 22 7 H -O O n 177 | ex p e rie n c e s In le ss o n p lan n in g and in th e stu d y of an | in d iv id u a l c h ild . The making o f a community su rv ey , use ! of v a rio u s m a te r ia ls , te a c h e rs o rg a n iz a tio n s were a ls o j f i r s t provided fo r some s tu d e n ts . ! T ables 43 and 44 have shown th e c o u rse s in which ! c e r ta in la b o ra to ry ex p e rien ces f i r s t o cc u rred . A lso of i i n t e r e s t in th i s stu d y was th e number of tim es th e se i ! I ex p e rien ces were p ro v id ed . A ccording to th e d a ta p re se n te d in Table 45» page i 178, fo u r ex p erien ces were most o fte n p ro v id ed . These : were p a r tic ip a tio n in community a f f a i r s , le s s o n p la n n in g , use of v a rio u s cu rricu lu m m a te r ia ls , and le a d e rs h ip in i church sc h o o l, s c o u ts , and o th er g roups. I Almost s ix ty per c e n t of th e stu d e n ts had a ls o ; been involved in p ro fe s s io n a l te a c h e r s ’ o rg a n iz a tio n s more th a n tw ic e . O n e-th ird of th e s tu d e n ts had p a r t i c i - | p ated in f a c u lty m eetings and p a re n t-te a c h e r a s s o c ia tio n s | more th an tw ic e . Over o n e -fo u rth had observed more th a n two p a re n t-te a c h e r c o n fe re n c e s, and one in f iv e had made more th a n one study of an in d iv id u a l p u p il. j The d a ta from T able 45 in d ic a te th e g re a t v a r ia tio n ! : in p ro v is io n of la b o ra to ry ex p e rien ces fo r th e se g rad u - | : a te s . j The fin d in g t h a t more th a n one in th re e o f th e g ra d - I u a te s observed only one p a re n t-te a c h e r conferen ce a ls o T A B L E 4 5 .—Provision of Certain P rofession al Laboratory Experiences 1 i t j | Experience i j i . . . . . More Than Twice Twice Once Number Who Had E xperience No. % * No. No. % * 1 P a r tic ip a tio n in community a f f a ir s o th er th an school a f f a i r s 166 89 20 10 22 11 208 Lesson planning 288 87 16 5 17 5 321 Use of te x ts , courses of study, and ; o th er curriculum m a te ria ls 274 84 19 6 28 9 321 !L eadership in church school, sco u ts, e tc . 167 78 21 9 39 13 227 P a rtic ip a tio n in p ro fe s sio n a l te a c h e rs ' o rg a n iz a tio n (FTA, CSTA) 151 59 39 15 68 26 258 P a r tic ip a tio n in elem entary school fa c u lty m eetings 71 33 59 23 87 40 217 P a r tic ip a tio n in p a re n t-te a c h e rs a s s o c ia tio n s 73 33 71 31 81 36 225 Observing p a re n t-te a c h e r conferences 43 27 25 15 94 58 162 Study of an in d iv id u a l p u p il 58 21 44 15 184 64 296 Community survey 21 12 18 11 129 77 168 Study of a group of p u p ils fo r a t l e a s t a year 10 9 10 9 72 82 92 i ♦Based on t o t a l response to each item se p a ra te ly H - o 00 179 | su g g e sts f u r th e r needed a t t e n t i o n to t h i s e x p e rie n c e . O b serv atio n and p a r ti c ip a t io n I n t h i s p a r t o f th e q u e s tio n n a ire th e g ra d u a te s | w ere asked to in d ic a te th e number o f hours b e fo re s tu d e n t i te a c h in g sp e n t In a p u b lic sch o o l ob serv in g c h ild re n and | in w orking w ith c h ild r e n . I t can be seen from Table 46, page 180, th a t 1 alm ost h a lf of th e g ra d u a te s in d ic a te d th a t th e y had | sp en t betw een e le v e n and s ix ty hours in o b s e rv a tio n . More | I th a n o n e -fo u rth , how ever, had sp e n t le s s th a n f iv e h o u rs i | in th e classro o m b e fo re s tu d e n t te a c h in g . | : i Two q u e stio n s as to ty p e s of p a r ti c i p a t i o n w ith i c h ild re n b e fo re d ir e c te d te a c h in g were asked in th e q ues- ! tio n n a ir e . One asked th e g ra d u a te s to in d ic a te th e : number of hours th e y had sp e n t w orking w ith c h ild re n in th e classroom and th e o th e r asked them to check th e number j o f hours th e y had a c tu a lly been in charge o f a c la s s . Table 46, page 180, shows th a t tw o -th ird s o f th e : i ; g ra d u a te s had spent l e s s th a n s ix hours w orking w ith | c h ild re n in a p u b lic sch o o l classroom p r io r t o d ir e c te d j j te a c h in g . T w enty-five p er c e n t in d ic a te d th e y had devoted j amounts o f tim e v ary in g from s i x t o s ix ty h ours to t h i s a c t i v i t y , and alm ost one in te n in d ic a te d more th a n s ix ty h o u rs. i I E ig h te e n per c e n t of th e s tu d e n ts in d ic a te d th e y I TABLE 4 6 .—Number of G raduates R eporting V arious Types of C ontact w ith C hildren B efore 1 D irected Teaching f ■ -------------- ■ ■ i i j j Hours O bservation of C hildren in a P u b lic School Working w ith C hild ren in a P u b lic School A c tu a lly in Charge of a C lass Number Per Cent Number Per Cent Number P er Cent 0 -5 82 26 200 64 243 82 6-10 55 17 24 8 14 5 11-15 43 14 21 7 5 2 16-30 56 18 21 7 9 3 31-60 39 n : 1 12 10 3 9 3 6 l and more 43 14 29 9 15 5 No response 7 2 20 6 30 9 T o tal 325 100 325 100 325 100 181 j | had a c tu a lly been In charge of a c la s s b e fo re t h e i r |d ir e c te d te a c h in g ex p e rien ce f o r p e rio d s of tim e ran g in g i I from s ix to s ix ty -o n e or more h o u rs. The f a c t t h a t e ig h ty - | j two per c e n t of them had sp en t le s s th a n s ix hours in t h i s j ty p e of a c t i v i t y p o in ts t o th e need f o r a " p a r t ic ip a tin g - i I o b serv er" ty p e of ex p e rien ce w hich some o f th e c o lle g e p erso n s in terv iew e d in d ic a te d th e y w ished to in a u g u ra te . j D ire c te d te a c h in g In fo rm a tio n re g a rd in g two a s p e c ts of d ir e c te d te a c h -i ■ ing was determ ined in th e q u e s tio n n a ire . G raduates were asked t o in d ic a te th e number of h ours th e y were a c tu a lly j i i I in charge of a c la s s d u rin g d ire c te d te a c h in g and th e number of hours th ey were observed by a c o lle g e s u p e rv is o r. Time sp e n t in charge o f a c l a s s . — I t i s e v id e n t from th e d a ta p re se n te d in T able 47, page 182, t h a t th e itim e s tu d e n ts devoted t o being in com plete charge o f th e I ;c la s s v a rie d g r e a tly in th e c o lle g e s s tu d ie d . I t can be seen from th e ta b le th a t more th a n f i f t y p er c e n t of th e ; I g ra d u a te s in d ic a te d t h a t th e y had been in charge of a j ! |c la s s f o r over s ix ty -o n e h o u rs. In term s of hours per |se m e ste r t h i s would have been e q u iv a le n t to more th a n one hour p er day f o r a six teen -w eek se m e ste r. F if te e n p er c e n t | of them in d ic a te d th a t th e y sp e n t le s s th a n s ix te e n hours |in com plete charge of a c l a s s . T his was e q u iv a le n t t o one 182 TABLE 4 7 .— Number of Hours G raduates In d ic a te d They Were A c tu a lly in Charge of a C lass D uring D ire c te d T eaching Hours Graduates Number Per Cent 0-5 20 6 6-10 16 5 11-15 14 4 16-30 35 11 31-60 63 21 61 and more 166 53 No response 11 3 T otal 325 100 | 183 : hour per week for a sixteen-week semester. The other i | g ra d u a te s in d ic a te d th a t th e y had sp en t v ary in g amounts I of tim e in com plete charge o f a c la sse i i . I Hours observed bv a c o lle g e s u p e rv is o re— -The v a r i- j ’ i a tio n in c e r ta in a s p e c ts of d ire c te d te a c h in g in th e j I v a rio u s c o lle g e s is f u r th e r s u |g e s te d in Table 48, page j 184, which in d ic a te s th e number of hours stu d e n ts were observed by a c o lle g e s u p e rv is o r. From th e ta b le i t can be s e e n -th a t most of them had been observed fo r le s s th a n ; elev e n h o u rs. S ix ty p er c e n t had been observed fo r le s s th a n s ix hours and tw e n ty -th re e per c e n t had been observed from s ix to te n h o u rs. Twelve per c e n t had been observed f o r more th an s ix te e n h o u rs. This would have been th e e q u iv a le n t of one hour of o b se rv a tio n by th e s u p e rv iso r : p e r week fo r a six teen -w eek sem ester. T his i s an a re a in which improvement must be shown in order to make th i s : ex p erien ce as m eaningful as p o s s ib le . E v a lu a tio n of th e T o ta l C ollege Program The g rad u ates were asked to r a te c e r ta in a s p e c ts of ; | • j !th e t o t a l c o lle g e program . They ra te d th e r e l a ti v e amount j ' | ; of tim e devoted to a re a s of th e l i b e r a l a r t s . They a ls o j ! d id t h i s in r e la ti o n to th e e d u c a tio n fo u n d a tio n s a r e a s . They th en in d ic a te d th e adequacy of p e rso n a l co u n selin g and g u id an ce, th e c lo se n e ss of c o n ta c t w ith p ro fe s s o rs , 184 TABLE 4 8 .--H ours of O b serv atio n by a C ollege S u p erv iso r D uring D ire c te d Teaching Hours G raduates Number P er Cent 0-5 180 58 6-10 71 23 11-15 26 8 16-30 18 6 31-60 8 3 61 and more 9 3 No resp o n se 13 4 T o ta l 325 100 185 th e adequacy o f t h e i r l i b e r a l a r t s p re p a ra tio n , and w hether i methods co u rse s were f u n c tio n a l and p r a c t i c a l . F in a lly , I jthey in d ic a te d th e in flu e n c e of church r e la te d n e s s on th e | i | t o t a l c o lle g e program and on th e te a c h e r e d u c a tio n program , j | I R e la tiv e amount of tim e devoted j t o c e r ta in co u rse s The m a jo rity o f g ra d u a te s was s a t i s f i e d w ith th e r e l a t i v e amount of tim e devoted to th re e a re a s of l i b e r a l a r t s or g e n e ra l e d u c a tio n as i s shown in Table 49, page 186. A pproxim ately one in fo u r of th e g ra d u a te s w ished more co u rses in th e h u m an itie s and s o c ia l sc ie n c e a r e a s . ;More th a n one in th re e th o u g h t t h a t a g r e a te r amount of tim e should have been devoted to s c ie n c e . ; Table 50, page 187, shows t h a t th e m a jo rity of g ra d u a te s thought th a t th e p ro p o rtio n of tim e devoted to e d u c a tio n a l fo u n d a tio n s c o u rse s was c o r r e c t. T his was ;tru e of a l l a r e a s ; how ever, some g ra d u a te s ex p ressed d i s s a t i s f a c t i o n re g a rd in g th e r e l a t i v e amount of tim e devoted |to c e r ta in fo u n d a tio n s a r e a s . Over o n e -th ird o f th e g ra d u a te s w ished th e y m ight have had a r e l a t i v e l y g r e a te r amount of tim e devoted t o p sy c h o lo g ic a l fo u n d a tio n s 1 ; jco u rses, and alm ost one in fo u r w ished th e y m ight have had more co u rse s in th e s o c io lo g ic a l fo u n d a tio n s. j Only a sm all p ro p o rtio n o f th e g ra d u a te s in d ic a te d j ! ith a t any one o f th e fo u n d a tio n s a re a s re c e iv e d to o much ;tim e. T his in d ic a te d g e n e ra l s a t i s f a c t i o n w ith e d u c a tio n a l ; T A B L E 4 9 .— Opinion of Graduates Regarding R elative Amounts of Time Devoted to L iberal ! Arts and General Education Courses Liberal Arts or General Education Area Too Small Correct Too Large No Response No. % No. 1 No. % No. % Humanities 85 25 224 69 16 5 4 1 S o c ia l Sciences 79 24 233 71 10 3 3 1 Science 120 37 191 59 13 4 1 1 H 00 T A B L E 5 0 .— Opinion of Graduates Regarding R elative Amounts of Time Devoted to Educational Foundations Educational Foundations Too Small Correct Too Large Ho. % Ho. % No. % Philosophy 51 16 235 72 39 12 Sociology 73 23 234 72 18 6 H istory 50 15 253 78 22 7 Psychology 117 36 179 55 29 9 | 188 ! fo u n d a tio n s . They w ere l e s s unanim ous in r e l a t i o n to ■ j th e r e l a t i v e amount o f tim e d ev o ted to l i b e r a l a r t s and | g e n e ra l e d u c a tio n . Most o f th e g ra d u a te s w ished f o r j r e l a t i v e l y l a r g e r amounts o f tim e d ev o ted t o th e s e a r e a s . i P e rs o n a l c o u n se lin g and g u id an ce j From T able 5l» page 189* i t can be seen t h a t a lm o st i o n e -h a lf o f th e g ra d u a te s th o u g h t t h a t c o u n se lin g and g u id an ce had been a d e q u a te . The number r a t i n g such a s s is ta n c e as v e ry a d e q u a te was alm o st th e same as th e number r a tin g i t n o t a d e q u a te . C o n ta c t w ith p ro fe s s o rs T hat th e c o n ta c t w ith p r o f e s s o r s was r a te d a d e q u a te or v ery ad e q u ate by alm o st n in e ty p er c e n t o f th e g ra d u a te s i s in d ic a te d in T able 51, page 189. One in te n of th e g ra d u a te s f e l t t h i s c o n ta c t was in a d e q u a te . A dequacy o f l i b e r a l a r t s and g e n e ra l e d u c a tio n N in ety p er c e n t o f th e g ra d u a te s r a te d t h e i r l i b e r a l a r t s or g e n e ra l e d u c a tio n p r e p a r a tio n t o have been a d e - i 1 ; q u a te o r v e ry ad eq u ate a c c o rd in g t o th e d a ta in T ab le 52, ;page 190. i * F u n c tio n a l and p r a c t i c a l m ethods c o u rse s j Alm ost e ig h ty p e r c e n t o f th e g ra d u a te s in d ic a te d ! 189 TABLE 5l« — Judgm ent o f G rad u ates R eg ard in g P ro v is io n o f P e rs o n a l C o u n selin g and G uidance and C o n ta c t w ith P ro fe s so rs Not a d e q u a te A dequate Very A dequate No. % No. % No. % P e rs o n a l c o u n s e l ing and g u id an ce 81 25 152 47 92 28 C o n tact w ith P ro fe s s o rs 37 11 118 36 170 52 190 TABLE !?2.—Judgment of G raduates R egarding th e Adequacy of T h eir L i t e r a l A rts and G eneral E d u catio n P re p a ra tio n E x te n t of Adequacy Number Per Cent Not adequate 35 10 A dequate 159 50 Very adequate 131 40 191 t h a t th e y found th e m ethods c o u rse s in th e c o lle g e te a c h e r e d u c a tio n program to be fu n c tio n a l and p r a c t i c a l . A ccord ing to Table 53» page 192, one in f iv e o f th e g ra d u a te s j f e l t t h a t th ey had been in ad eq u ate f u n c tio n a lly and la c k ing in p r a c t i c a l i t y . j i In flu e n c e of church r e la te d n e s s S in ce a l l of th e c o lle g e s s tu d ie d were e ith e r church r e la te d or church su p p o rte d , and sin c e t h i s was r e f le c te d in th e sta te m e n t of o b je c tiv e s , g ra d u a te s w ere g iv en an o p p o rtu n ity to in d ic a te th e e x te n t to w hich church re la te d n e s s had in flu e n c e d b o th t h e i r t o t a l c o lle g e e x p erien ce and th e te a c h e r e d u c a tio n a sp e c t of t h e i r p ro gram. That e ig h ty p er c e n t o f th e c o lle g e g ra d u a te s f e l t th e in flu e n c e of church re la te d n e s s upon t h e i r t o t a l c o l le g e ex p e rien ce i s c l e a r l y shown in T able 54, page 193* As i s shown in Table 55 > page 194, s ix ty - f iv e per c e n t of th e g ra d u a te s th o u g h t th a t ch urch r e la te d n e s s in flu e n c e d th e te a c h e r e d u c a tio n program . T h ir ty - f iv e i p er c e n t of them d id n o t f e e l t h i s in flu e n c e . T eacher Competence In a v ery r e a l sense th e com plete q u e s tio n n a ire ■ was an e v a lu a tio n of th e elem en tary te a c h e r e d u c a tio n p ro - ] gram of th e c o lle g e s s tu d ie d . 192 i TABLE 53*—Judgment of G raduates R egarding th e Adequacy of Methods C ourses Adequacy Number Per Cent Not adequate 123 38 Adequate 132 41 Very adequate 70 21 TABLE 5 4 .—Opinion of G raduates R egarding th e In flu en ce of Church R elatedness on T heir T o tal C ollege Experience E x ten t of In flu en ce R ating Number Per Cent G reat 136 42 Somewhat 122 38 None a t a l l 67 20 194 TABLE 55. —Opinion of Graduates Regarding the In fluence of Church R elatedness upon the Elementary Teacher Education Program E x ten t of In flu en ce G raduates Number Per Cent None a t a l l 113 35 Somewhat 151 46 G reat 60 19 I 195 i The l a s t page of th e q u e s tio n n a ire provided two i f u r th e r ty p es of e v a lu a tio n of th e program s. G raduates I re p o rte d th e i r opinions re g a rd in g th e em phasis c o lle g e programs should give to p re p a ra tio n to perform c e r ta in fu n c tio n s . T his gave some m easure of th e im portance which t h e i r c o lle g e programs may have g iv en to th e se com petences. I I In judging th e adequacy of t h e i r p re p a ra tio n to perform c e r ta in fu n c tio n s of te a c h in g , th ey ev a lu a te d t h e i r t o t a l c o lle g e program . ; j T his s e c tio n o f th e c h a p te r on q u e s tio n n a ire f in d in g s re p o rts the d a ta from t h i s stu d y re g a rd in g th e judg ment of g ra d u a te s about th e em phasis c o lle g e e d u c a tio n programs should giv e to p re p a ra tio n to develop th e com petences re q u ire d of te a c h e rs . These fin d in g s w ill be follow ed in each in sta n c e by th e opinion of th e g ra d u a te s re g ard in g th e adequacy w ith which th ey f e l t th e y were prepared to perform th e se fu n c tio n s . Judgments and o p in io n s were obtain ed re g ard in g com petences as a d ir e c to r of le a rn in g , a m ediator of th e c u ltu r e , a co u n selo r and guidance w orker, a lin k w ith th e community, a member of th e s t a f f , and a member of th e ^profession. The d a ta w ill be p re se n te d in ta b u la r form . One jc o n sid e ra tio n must be k ep t in mind in in te r p r e tin g th e ta b le s . A t o t a l of only 323 q u e s tio n n a ire s were u sab le 196 i jin the ra tin g of teacher com petences. i ICompetence as a d ir e c to r of le a rn in g T able 56, page 197, shows th a t a m a jo rity of th e irespondents thought em phasis upon a l l of th e com petences las a d ir e c to r o f le a rn in g was of g re a t im portance. Two ^competences were sin g le d out as being of g r e a te s t im por ta n c e . These were th e competence to work e f f e c tiv e ly w ith g if te d c h ild re n in th e classroom and th e competence to s e le c t and use a v a r ie ty of in s tr u c tio n a l a id s . G re a te s t o v e r - a ll im portance was a tta c h e d to th e se two com petences and to two o th e rs . These were th e competence to work e f f e c tiv e ly w ith o th er e x c e p tio n a l c h ild re n and th e p ro v i sio n of o p p o rtu n ity fo r in d iv id u a l and group c r e a tiv e e x p re ssio n . E ig h ty per c e n t of th e g ra d u ates f e l t a d e q u ately or e x c e lle n tly prepared to c a rry out a l l th e fu n c tio n s of th e j d ir e c to r of le a rn in g except in reg ard to th e competence to work e f f e c tiv e ly w ith e x c e p tio n a l c h ild re n and to work w ith g if te d c h ild re n in th e classroom . This i s shown in Table 57> page 198, which a ls o shows th a t th e g ra d u a te s ;did not g e n e ra lly f e e l e x c e lle n tly prep ared to perform iany of th e fu n c tio n s of a d ir e c to r of le a rn in g . In f a c t , |l e s s th a n tw e n ty -six per c e n t f e l t v ery w e ll p repared in I iany excep t th e f i r s t two l i s t e d . The ta b le f u r th e r in d i- i |c a te s th a t one in e ig h t o f th e g ra d u ates f e l t n o t a t a l l i ST A B L E 56*—Judgment of Graduates Regarding Emphasis College Programs Should Give to Competence as a D irector o f Learning Competence as a d ire c to r of le a rn in g tox Of G reat Im portance Of Some Im portance Emphasis Unnecessary No. % No. % No. % Work e f fe c tiv e ly w ith g ifte d c h ild re n in the classroom 240 75 79 24 4 1 S e le c t and use a v a rie ty of in s tr u c tio n a l a id s 23 7 73 86 24 10 3 Provide o p portunity fo r in d iv id u a l and group c re a tiv e expression 213 66 103 32 7 2 M aintain an e ffe c tiv e balance of freedom and s e c u rity 208 65 95 29 20 6 Work e f f e c tiv e ly w ith o ther ex c ep tio n al c h ild re n 213 66 107 33 3 1 Provide o p p o rtu n itie s fo r wide p a r tic ip a tio n 202 62 106 33 15 5 Provide a p h y sical environment which a id s le a rn in g 191 59 119 37 13 4 Work e f f e c tiv e ly w ith c h ild re n from d if f e r e n t socio-econom ic groups 168 52 139 43 17 5 Work co o p e rativ ely w ith c h ild re n in planning problem u n its 162 50 135 42 26 8 I T A B L E 57 • —Opinion of Graduates Regarding Their Preparation to Perform Competently as a i D irector of Learning Competence as a d ire c to r of learn in g to : E x c e lle n tly A dequately Wot a t a l l W o. % W o. % W o. % S e le c t and use a v a r ie ty of in s tr u c tio n a l aid s 127 4|° 180 55 16 5 Provide a p h y sic a l environment which aid s 1 184 learn in g 119 37 57 20 6 Provide opp o rtu n ity fo r in d iv id u a l and group 26 62 38 c re a tiv e expression §3 202 12 Provide o p p o rtu n itie s fo r wide p a r tic ip a tio n 81 25 214 66 28 9 M aintain an e f fe c tiv e balance of freedom and s e c u rity 57 18 222 68 44 14 Work c o o p e rativ ely w ith c h ild re n in planning 46 228 16 problem u n its 14 70 49 Work e f f e c tiv e ly w ith c h ild re n from d if f e r e n t 67 65 socio-econom ic groups 41 13 217 20 Work e f fe c tiv e ly w ith ex c ep tio n al c h ild re n 16 5 180 56 12 7 39 Work e f f e c tiv e ly w ith g ifte d c h ild re n in the 157 48 classroom 14 4 152 47 H v O 199 p rep ared to p rovide o p p o rtu n ity fo r in d iv id u a l and group c r e a tiv e e x p re ssio n . More th a n one in e ig h t f e l t n o t a t ! !a l l prep ared to m ain tain an e f f e c tiv e b alan ce betw een freedom and s e c u r ity . An even la r g e r per c e n t f e l t n o t I a t a l l prep ared to work c o o p e ra tiv e ly w ith c h ild re n in 'so lv in g problem u n its and one in fiv e d id n o t f e e l a t a l l j 'p re p a re d to work e f f e c tiv e ly w ith c h ild re n from d i f f e r e n t socio-econom ic groups. In comparing th e d a ta from Table 56 w ith th o se from Table 57? i t can be seen t h a t th e fu n c tio n w hich g ra d u a te s thought deserved most em phasis in c o lle g e program s was th e one th ey f e l t l e a s t ad e q u a te ly prepared t o perform . T his ;was th e competence to work e f f e c tiv e ly w ith g if te d c h ild re n in th e classroom . They f e l t most ad e q u a te ly p rep ared to s e le c t and use a v a r ie ty of in s tr u c tio n a l a id s . T his was ithe fu n c tio n which th ey f e l t deserved second g r e a te s t jem phasis. j Competence as a co u n selo r and guidance w orker The d a ta p re se n ted in T able 58, page 200, shows th a t ithere was l i t t l e d iffe re n c e in the g ra d u a te s ' judgment jregarding th e em phasis c o lle g e programs should giv e t o any o f th e com petences as a co u n selo r and guidance w orker. In f a c t , a l l of th e com petences were ra te d as being of im por- j jtance by more th a n n in e ty p er c e n t of th e g ra d u a te s. T A B L E 5 8 .—Judgment of Graduates Regarding Emphasis College Programs Should Give to Competence as a Counselor and Guidance Worker Competence as a counselor and guidance worker Of G reat Im portance Of Some Im portance Emphasis U nnecessary W o. % No. % No. % To work w ith s p e c ia lis ts and p aren ts in rem ediation 178 55 124 38 21 7 To re p o rt growth in term s of knowledges, s k i l l s and a ttitu d e s 170 52 135 42 18 6 To inform the stu d en t of p ro g ress by a v a rie ty of techniques 152 47 149 46 22 7 To work w ith s p e c ia lis ts in solving p h y sical and m ental problems 137 42 158 49 28 9 j j \ n o o o 201 The d a ta re g ard in g th e competence most o fte n ra te d ias not needing em phasis, in d ic a te s th a t alm ost one in te n !of th e g ra d u ates ra te d working w ith s p e c ia lis ts in so lv in g p h y sic a l and m ental problem s in th is c a te g o ry . j Table 59, page 202, shows th a t in only one fu n c tio n j did as many as sev en ty -n in e p er cent f e e l prepared to j se rv e . This was in th e fu n c tio n of re p o rtin g growth in ! term s of knowledges, s k i l l s , and a t t i tu d e s . Table 59 a ls o ; shows th a t about one in te n f e l t e x c e lle n tly prepared to perform a l l of the fu n c tio n s . In two of them, resp o n d en ts were alm ost evenly d iv id ed between fe e lin g ad eq u ately prepared and in ad eq u a te ly p rep ared . In comparing th e d a ta from Table 58 w ith Table 59, i t can be seen th a t th e fu n c tio n of working w ith s p e c ia l i s t s and p a re n ts in re m e d ia tio n , which th e g rad u ates f e l t should have been given most em phasis, was th e one which th ey f e l t l e a s t w ell prepared to perform . Competences as a m ediator of th e c u ltu re i Fewer than one in te n of the g ra d u ates f e l t th a t : emphasis on any fu n c tio n as a m ediator of th e c u ltu re was unnecessary. The v a s t m a jo rity of resp o n d en ts ra te d a l l I of the fu n c tio n s as im p o rtan t. I t can a ls o be seen from |T able 60, page 20 3, th a t in a l l cases more than f i f t y per : I !cen t ra te d em phasis on them as being of g re a t im portance. j \ iTABLE 59«~Opinion of Graduates Regarding Their Preparation to Perform Competently as a I Counselor and Guidance Worker Competence as a counselor and guidance worker E x c e lle n tly A dequately Not a t a l l No. $ No. % No. % To re p o rt growth in term s of knowledges, s k i l l s , and a ttitu d e s 45 14 211 65 67 21 To inform the stu d en t of progress hy a v a rie ty of techniques 33 10 196 60 94 30 To work w ith s p e c ia lis t in solving p h y sical and m ental problems 31 10 146 45 146 45 To work w ith s p e c ia lis ts and p aren ts in rem ediation 29 9 151 46 143 45 ro o fo i | T A B L E 6 0 .—Judgment of Graduates Regarding Emphasis College Programs Should Give to Competence as a Mediator of the Culture Of G reat Im portance Of Some Im portance Unnecessary No. % No. % No. % To a id p u p ils in developing goals and standards fo r e f fe c tiv e liv in g 225 69 83 26 15 5 To help c h ild re n acq u ire and evidence dem ocratic a ttitu d e s 202 63 102 31 19 6 To help c h ild re n develop a b i l i t y in co o p erativ e problem solving 197 61 106 33 20 6 To help c h ild re n le a rn e ffe c tiv e d isc u ssio n techniques 189 59 123 38 11 3 To aid th e p u p ils in lo c a tin g inform ation on c u rre n t problems 188 58 123 38 12 4 To develop a b i l i t i e s and m otivation to solve th ese d em o cratically 183 56 119 37 21 7 To desig n a c ti v i t i e s to aid th e p u p il in recognizing key problems 181 56 117 36 25 8 To h elp c h ild re n acq u ire le a d e rsh ip a b i l i t i e s 179 55 129 40 15 5 To help c h ild re n fu n c tio n c o rre c tly in sm all groups and committees 166 52 137 42 20 6 ro o C O 204 About tw o-th ird s of the graduates f e l t adequately I p rep ared t o fu n c tio n as a m ed iato r of th e c u ltu r e . I t can I la ls o be seen from Table 61, page 205, t h a t ap p ro x im ately one In fo u r o f th e g ra d u a te s f e l t e x c e lle n tly p re p ared to a id p u p ils in developing g o a ls and sta n d a rd s f o r e f f e c tiv e liv in g and to h e lp p u p ils a c q u ire and evid en ce d em o cratic a t t i t u d e s . Between te n and s ix te e n p er c e n t of th e g ra d u a te s ra te d t h e i r p re p a ra tio n in th e o th e r fu n c tio n s as e x c e l le n t . A pproxim ately one in fo u r of th e g ra d u a te s in d ic a te d th a t th e y had n o t been a t a l l p rep ared in h e lp in g c h ild r e n le a r n e f f e c tiv e d is c u s s io n te c h n iq u e s and in d esig n in g a c t i v i t i e s to a id th e p u p il in re c o g n iz in g key problem s. The com parison of Table 60 and T able 6 l shows t h a t th e com petence which was ra te d as needing most em phasis i n c o lle g e programs was a ls o th e competence f o r which g ra d u a te s f e l t most e x c e lle n tly p re p a re d . The a b i l i t y to a id p u p ils in re c o g n iz in g key problem s was most o fte n r a te d as n o t needing em phasis w h ile i t was a ls o ra te d as I having been g iv en l i t t l e a tt e n t i o n in t h e i r p re p a ra tio n f o r te a c h in g . I iCompetence as a lin k w ith th e IcommunitY | G raduates judged th e a b i l i t y t o conduct p a re n t- i te a c h e r co n feren c es as being a fu n c tio n t o w hich c o lle g e ! T A B L E 6 1 .—Opinion of Graduates Regarding Their Preparation to Perform Competently as a Mediator of the Culture Competence as a m ediator of th e c u ltu re ; E x c e lle n tly A dequately Not a t a l l No. % No. % No. % To aid p u p ils in developing goals and stan d ard s fo r e f fe c tiv e liv in g 83 26 203 62 37 11 To help p u p ils acq u ire and evidence dem ocratic a ttitu d e s 74 23 220 68 29 9 To help c h ild re n develop a b i l i ty in co o p erativ e problem solving 51 16 224 69 48 15 To help c h ild re n le a rn e f fe c tiv e d isc u ssio n techniques 53 16 190 60 80 24 To develop a b i l i t i e s and m otiv atio n to solve key problems d em o cratically 53 16 204 63 66 20 To aid the p u p il in lo c a tin g inform ation on c u rre n t problems 52 16 222 69 49 15 To help c h ild re n fu n c tio n c o rre c tly in sm all groups and on committees 49 15 208 65 66 20 To help c h ild re n acq u ire lead e rsh ip a b i l i t i e s 39 12 218 68 66 20 To design a c t i v i t i e s to aid the p u p il in recognizing key problems 33 J 10 203 63 87 27 IV) o te a c h e r e d u c a tio n program s should g iv e g r e a t em phasis. T able 62, page 207, shows t h a t t h i s fu n c tio n was so ra te d by s e v e n ty -th re e p e r c e n t of th e g ra d u a te s . S ix ty p er c e n t of th e g ra d u a te s r a te d th e a b i l i t y to re v e a l to th e p u b lic th e s ig n if ic a n c e of th e sch o o l program as being a fu n c tio n to which g r e a t em phasis should be g iv e n . At l e a s t n in e ty p er c e n t of th e g ra d u a te s ra te d a l l of th e com petences as a lin k w ith th e community as being of g re a t im portance. I t can be seen from T able 6 3 , page 208, t h a t a t l e a s t n in e ty per c e n t of th e g ra d u a te s f e l t p rep ared t o u t i l i s e f i e l d t r i p s as community re s o u rc e s . T his was n o t tr u e of th e o th e r f u n c tio n s , how ever. Alm ost o n e -th ird f e l t unprepared to communicate w ith th e community as a p ro fe s s io n a l p erso n , to re v e a l to th e p u b lic th e s i g n i f i cance of th e sc h o o l, and to u t i l i z e p a re n ts and o th e r a d u lts a s re so u rc e p e rso n s. Almost f o r t y per c e n t f e l t th a t th ey had n o t been p rep ared to conduct p a re n t-te a c h e r c o n fe re n c e s. Over h a l f of th e g ra d u a te s f e l t n o t a t a l l p rep ared to conduct group c o n fe re n c e s. In com paring Table 62 and Table 6 3 , i t may be noted t h a t though a l l of th e fu n c tio n s as a lin k w ith th e community were th o u g h t to be h ig h ly im p o rta n t, g ra d u a te s i |as a whole d id n o t f e e l p re p ared in most of them. T his i s j !p a r ti c u l a r ly n o tic e a b le in re g a rd to two fu n c tio n s . ;T A B L E 6 2 .—Judgment of Graduates Regarding Emphasis College Programs Should Give to ! Competence as a Link w ith the Community ' Competence as a lin k w ith the community Of G reat Im portance Of Some Im portance U nnecessary No. % No. % No. % To conduct p aren t conferences 235 73 76 23 12 4 To re v e a l to th e p u b lic th e sig n ific a n c e of th e school program 193 60 108 33 22 7 To communicate w ith the community as a p ro fe ssio n a l person 149 46 143 44 31 10 To u t i l i z e f ie ld t r i p s as community reso u rces 133 41 158 49 32 10 To d ir e c t group conferences 114 35 181 56 28 9 To u t i l i z e p aren ts and o th er a d u lts as reso u rces persons 104 32 189 59 30 9 10 o TABLE 63*— Opinion of Graduates Regarding Their P re p a ra tio n to Perform Competently as a Link w ith th e Community ■ | 7 ' ■ ■ ■ ■ ~ ---- Competence as a lin k w ith th e community E x c e lle n tly A dequately Not a t a l l No. % No. % No. % To u t i l i z e f ie ld t r i p s as community reso u rces 74 23 216 67 33 10 To communicate w ith the community as a p ro fe s sio n a l person 48 15 173 54 102 31 To conduct paren t conferences 44 14 146 45 133 41 To u t i l i z e p aren ts and o th er a d u lts as resourcb persons 36 11 197 61 90 28 To re v e a l to th e p u b lic the s ig n ific a n c e of th e school 32 10 196 61 95 29 To d ir e c t group conferences 24 8 121 37 178 55 to o 00 ; 209 ! I t can be seen t h a t though s e v e n ty -th re e p er c e n t !of th e g ra d u a te s f e l t i t was h ig h ly im p o rtan t t h a t c o lle g e 'program s em phasize the a b i l i t y to conduct p a r e n t-te a c h e r c o n fe re n c e s, fo rty -o n e p er c e n t d id n o t f e e l a t a l l p re - i pared to perform t h i s f u n c tio n . W hile n in e ty -o n e p e r c e n t f e l t th a t em phasis on co n d u ctin g group co n feren c es was a n e c e ssa ry em phasis fo r c o lle g e program s, f i f t y - f i v e p er c e n t d id n o t f e e l a t a l l p re p ared to d i r e c t them. Competence as a member of th e s t a f f Almost n in e ty per c e n t of th e g ra d u a te s f e l t th a t a l l of th e fu n c tio n s of a te a c h e r as a member o f th e s t a f f were of s u f f ic ie n t s ig n ific a n c e to m e rit em phasis in c o lle g e te a c h e r ed u c a tio n program s. T able 64, page 210, shows th a t in th e judgment of th e g ra d u a te s th e fu n c tio n of p a r tic ip a tin g in th e s e le c tio n of i n s tr u c ti o n a l m ater i a l s and s u p p lie s needed g r e a te s t em phasis. The em phasis on th e fu n c tio n o f p a r tic ip a tin g e f f e c t iv e l y in c u rric u lu m plan ning was f e l t to be alm ost as im p o rta n t. Table 65, page 211, shows t h a t over sev e n ty p er c e n t j of th e g ra d u a te s f e l t p rep ared to perform a l l of th e j i fu n c tio n s as a member o f th e s t a f f . O n e-fo u rth d id n o t j ;f e e l p rep ared to p a r tic ip a te e f f e c ti v e ly in c u rric u lu m i plan n in g and in d e fin in g sch o o l alms in term s s u ita b le to e v a lu a tio n . S T A B L E 6 4 .—Judgment of Graduates Regarding Emphasis College Programs Should Give to Competence as a Member of the S ta ff Competence as a member of th e s t a f f Of G reat Im portance Of Some Im portance Unnecessary No. % No. % No. % To p a r tic ip a te in th e s e le c tio n of in s tr u c tio n a l m a te ria ls and su p p lies 168 52 134 41 21 7 To p a r tic ip a te e f fe c tiv e ly in curriculum planning 161 50 139 43 23 7 To c o n trib u te to the fo rm ulation and r e a liz a tio n of school o b jectiv es 141 43 146 45 36 11 To d efin e school aims in terms s u ita b le to ev a lu a tio n 127 39 158 49 38 12 to H o ; T A B L E 65*—Opinion of Graduates Regarding Their Preparation to Perform Competently as a Member of the S ta ff Competence as a member of the s t a f f : E x c e lle n tly A dequately Not a t a l l No. % No. % No. % To p a r tic ip a te in th e s e le c tio n of in s tr u c tio n a l m a te ria ls and su p p lies 81 25 179 55 63 20 To p a r tic ip a te e f fe c tiv e ly in curriculum planning 55 17 177 55 91 28 To c o n trib u te to the fo rm u latio n and r e a liz a tio n of school o b jectiv es 44 14 207 64 72 22 To d efin e school aims in terms s u ita b le to e v a lu a tio n 43 13 201 62 79 25 ro H 212 A com parison of T ables 64 and 65 showing g ra d u a te s ’ judgment re g a rd in g th e fu n c tio n s of a te a c h e r as a member ' of th e s t a f f to which c o lle g e program s should giv e g re a t em phasis c o r r e la te s p e r f e c tly w ith t h e i r o p in io n re g a rd in g com petences fo r which th ey f e l t most e x c e lle n tly p re p a re d . • Competences as a member of th e p ro fe s s io n I t can be seen from Table 66, page 213» th a t a t l e a s t e ig h ty -fiv e per ce n t of th e g ra d u a te s f e l t t h a t a l l of th e fu n c tio n s of th e te a c h e r as a member of th e pro fe s s io n should be em phasized in c o lle g e program s. Table 67» page 214, shows th a t alm ost e ig h ty per c e n t of th e g ra d u ates f e l t p repared to perform a l l of th e fu n c tio n s of th e te a c h e r as a member of th e p ro fe s s io n w ith two e x c e p tio n s. One in th re e did n o t f e e l a t a l l prepared to seek and support l e g i s l a t i v e programs of e d u c a tio n . Almost one in f iv e o f th e g ra d u ates f e l t not a t a l l prep ared to u t i l i z e a sy ste m a tic philosophy in making c h o ic e s. The in flu e n c e of tre n d s in th e I elem en tary school cu rricu lu m on elem entary te a c h e r e d u c a tio n In o u tlin in g th e problem in C hapter I , page 1, i t ! was suggested th a t an a re a o f concern to t h i s stu d y was w hether new movements in th e elem entary school program m ight in flu e n c e th e elem en tary te a c h e r e d u c a tio n program . iTABLE 6 6 .—Judgment of Graduates Regarding Emphasis College Programs Should Give to Competence as a Member of the P rofession Competence as a member of the p ro fe ssio n Of G reat Im portance Of Some Im portance Unnecessary No. % No. % No. % To help develop, m ain tain and enforce a code of e th ic s 173 53 122 38 28 9 To u t i l i z e a system atic philosophy of education in making choices 153 47 139 43 31 10 To keep informed by reading c u rre n t p ro fe ssio n a l li te r a t u r e 145 45 156 48 22 7 To express a system atic philosophy of education 143 44 154 47 26 9 To p a r tic ip a te in p ro fe ssio n a l o rg an izatio n s 120 37 165 51 38 12 To seek and support le g is la tiv e programs of education 106 33 170 52 47 14 1 0 H L O I TA BL E 67*—Opinion of Graduates Regarding Their Preparation to Perform Competently as a Member of the P rofession Competence as a member of the p ro fessio n s E x c e lle n tly A dequately Not a t a l l No. % No. % No. % To help develop, m ain tain , and enforce a code of e th ic s 91 28 190 59 42 13 To express a system atic philosophy of education 91 28 184 57 48 15 To p a r tic ip a te in p ro fe ssio n a l o rg a n iz atio n s 85 24 204 66 34 10 To keep informed by reading c u rre n t p ro fe s sio n a l l i te r a tu r e 76 23 208 65 39 12 To u t i l i z e a system atic philosophy of education in making choices 72 22 191 59 60 19 To seek and support le g is la tiv e programs of education 39 12 177 55 107 33 ro 215 F u rth e r, In the ex p lan a tio n of th e procedures follow ed in th is stu d y , Chapter I I I , page 54-, camping ed u catio n was suggested and s e le c te d as a tren d in the elem entary school curriculum which might be r e f le c te d in th e elem entary j i teac h er ed u catio n curriculum . In order to determ ine j i w hether or n o t th is was so in th e c o lle g e s stu d ie d , th e J graduates were asked to in d ic a te t h e ir judgment reg ard in g th e emphasis co lleg e ed u catio n programs should p lace on understanding th e use and value of camping edu catio n . They were a ls o asked to in d ic a te th e adequacy of th e ir p re p a ra tio n to understand and use camping ed u catio n . The d ata p resented in Table 68, page 216, show th a t w hile h a lf of th e g rad u ates thought t h a t emphasis upon the use and understanding of camping ed u catio n was of some im portance in c o lle g e program s, o n e -th ird thought th is emphasis was unnecessary. Table 69, page 217, shows th a t s ix ty per cen t of th e graduates did not f e e l a t a l l prepared in the under standing and use of camping ed u catio n . I t fu rth e r shows th a t of th e f o r ty per cen t who f e l t they had some p re p a ra - i tio n in camping ed ucation only nine per cen t f e l t e x c e l le n tly p repared. j Comments ! At the clo se of th e q u e stio n n a ire th e follow ing statem ent was made: 216 TABLE 6 8 .—Judgment of G raduates R egarding Emphasis C ollege Programs Should Give to U nderstanding th e Use and Value of Camping E ducation Emphasis G raduates Number Per Cent U nnecessary 107 33 Of some im portance 164 51 Very im portant 52 16 217 TABLE 6 9 .— Opinion of G raduates R egarding Adequacy of T h eir P re p a ra tio n in th e Use of Camping E d ucation Adequacy of p re p a ra tio n G raduates Number Per Cent Not a t a l l prepared 194 60 Adequate p re p a ra tio n 98 31 E x c e lle n t p re p a ra tio n 31 9 P le a se f e e l f re e t o in d ic a te any su g g e stio n s you m ight have to improve th e p re p a ra tio n of elem en tary sch o o l te a c h e rs in th e c o lle g e from | which you g ra d u a te d . j In resp o n se to t h i s su g g e stio n one hundred comments j were made. F o u rteen of th e se were p o s itiv e endorsem ents ] i I o f th e c o lle g e program from w hich th e re sp o n d en t had i g ra d u a te d . The o th e rs were sta te m e n ts o f a c o n s tr u c tiv e ly | c r i t i c a l n a tu re . A p p ro p ria te comments w i l l be quoted a t v a rio u s p o in ts in t h i s s e c tio n . The number and per c e n t of re sp o n d e n ts from each c o lle g e was ta b u la te d . The d i f f e r e n t comments re g a rd in g th e e n tir e program were th e n c a te g o riz e d in th e a re a s of s e le c tio n s l i b e r a l a r t s and g e n e ra l e d u c a tio n , e d u c a tio n c o u rse s , p ro fe s s io n a l la b o ra to r y e x p e rie n c e s, and in s tr u c t i o n a l p ro c e d u re s. These a re re p o rte d in ta b u la r form . T hat o n e -th ird of th o se resp o n d in g to th e q u e s tio n n a ire a ls o made comments i s p o in ted out in Table 70, page 219. I t i s e v id e n t from Table 70 th a t th e per c e n t of th o se responding from each c o lle g e , who a ls o made com m ents, ranged from z e ro per c e n t to as h ig h as f i f t y per c e n t in making comments. Comments re g a rd in g s e le c tio n Four g e n e ra l comments were made su g g e stin g more adequate s c re e n in g . Two of th e s e r e f e r r e d p a r ti c u l a r l y to | co u n selin g and guidance as th e y were r e la te d to s e le c tio n . 219 TABLE 7 0 .— Number and P er Cent o f R espondents from Each C ollege Making W ritte n Comments Code l e t t e r A ssigned Number of R espondents Making Number of Comments C ollege Number P er Cent E 15 8 55 G 52 23 44 X 10 40 I 40 14 35 S 19 16 31 J 33 10 30 L 37 9 24 A 18 4 22 M 9 2 22 K 37 8 22 R 14 3 21 P 5 1 20 0 14 5 14 H 5 0 0 B i i 3 0 0 T o ta l 325 100 33 These comments are quoted in th e ir e n tir e ty . One m ajor su g g e stio n I would make is t h a t s tu d e n ts p re p a rin g to te a c h have more co u n se lin g e a r ly in c o lle g e and th o se n o t q u a lif ie d be screen ed out e a r ly . To make e d u c a tio n c o u rse s fo r elem en tary te a c h e rs more p r a c t i c a l , guidance program s should sc re e n out th o se who a r e n 't f i t p erso n s t o te a c h . Comments re g a rd in g l i b e r a l a r t s and g e n e ra l e d u c a tio n Almost te n per c e n t o f th o se commenting su g g ested t h a t more l i b e r a l a r t s and g e n e ra l e d u c a tio n should be re q u ire d . The fo llo w in g comment i s r e p r e s e n ta tiv e of th o se th a t were made. Cut down on th e number of ed u c a tio n u n its re q u ire d s in c e co u rses o v e rla p ; co n tin u e th e good, broad g e n e ra l a r t s background. Comments re g a rd in g e d u c a tio n c o u rse s Table 71* page 221, shows th a t most of th e comments re g a rd in g e d u c a tio n co u rse s were r e la te d to methods co u rses though comments were a ls o made re g a rd in g educa t i o n a l fo u n d a tio n s c o u rse s . Table 71 a ls o shows t h a t tw enty comments were made re g a rd in g th e im p ra c tic a l n a tu re of methods c o u rse s. O verlap p in g , r e p e t i t i o u s , and th e o r e t i c a l co u rses were a ls o fre q u e n tly m entioned. Most o fte n |m entioned were in ad eq u ate methods c o u rse s in a r ith m e tic , |re a d in g , and s c ie n c e . 221 TA BL E 71*—Comments regarding Education Courses Rank Order Summary of Comments Humber of Times Mentioned 1 2 3-5 3 .5 5 7 7 7 9 12 12 12 12 12 17-5 17.5 17.5 17.5 17.5 17.5 Im p ra c tic a l methods courses Overlap and r e p e titio n in courses Courses too th e o r e tic a l Inadequate course in a rith m e tic methods Too l i t t l e emphasis on v a rie d ed ucation p h ilo so p h ies Inadequate methods course in reading Inadequate methods course in science More re q u ired methods courses More g e n e ra l methods courses Inadequate course in s o c ia l stu d ie s More se p a ra te methods courses More methods courses before stu d e n t teach in g Too l i t t l e le sso n planning Less foundation courses More depth in courses Less methods courses More emphasis on b asic s k i l l s Too l i t t l e exposure to te a c h e rs manuals Methods a f te r stu d e n t teaching More in s tr u c tio n in .m e n ta l hygiene 20 9 7 7 6 4 4 3 2 2 2 2 2 1 1 1 1 1 Educational foundations cou rses*—Several graduates made comments regarding educational foundations. Some were general statem ents such as the follow in g: Too much theory and not enough p ra ctic e. Psychologyi courses were r e p e titio u s . j Too much background to education which proved to | be of l i t t l e p ra ctic a l u se. • j A comment made s p e c ific a lly about educational philosophy is quoted below. Recognize and prepare for teaching in systems of other than progressive democratic philosophy. Methods cou rses. —Various comments were made in regard to methods courses. Some, lik e the follow in g, pointed to d e fin ite areas in which graduates f e l t they needed more preparation. More d e fin ite techniques in classroom in stru ctio n in reading, arith m etic, s o c ia l stu d ie s, are needed badly. W e need classroom in stru ctio n in the b asic m aterial covered in each grade plus a d e fin ite plan. Help to tra in pupils in other than remedial work, e sp e c ia lly in reading and arith m etic. I had the reelin g that l i t t l e concrete inform ation is a ctu a lly known in teacher train in g than primary grades, remedial and the slow learn er. More p ra ctica l courses in reading, arith m etic, besides theory. More scien ce as used in the elemen tary school. Comments regarding the r e la tiv e m erits of general and sp e c ific methods courses were a lso made. The fo llo w ing are rep resen tative. 1 wish c o lle g e s would use much more p ra ctic a l method and not so much theory. I g re a tly regretted - 223 th e com bination o f a l l m ethods in to one g e n e ra l one . . • w ith th e im p o rtan t b o u rses a l l combined ( I am r e f e r r in g t o A rt, R eading, e tc . m ethods) in to one; you end up w ith a m eaningless jumble* Among o th e r th in g s , I would p r e f e r to have in te n siv e p re p a ra tio n in in d iv id u a l c o u rse s on re a d in g , a r ith m e tic , e t c . , r a th e r th a n a g e n e ra l methods co u rse w hich a tte m p ts t o cover a l l s u b je c ts in a v ery b r i e f tim e . C oordinate more c o u rse s w hich in r e a l i t y a re th e same in o rd er t o leav e more v a r ie ty in o th e r f i e l d s . O ther comments, lik e th e fo llo w in g , were of a g e n e ra l n a tu re . I found th e methods co u rse s were to o o fte n a re h a sh of th e p h ilo so p h y c o u rse s. More p r a c tic a l and s tim u la tin g th e o ry c o u rse s in e d u c a tio n . More d ep th needed in e d u c a tio n c o u rse s. Too much memorizing of u n im p o rtan t or e a s ily o b ta in a b le f a c t s . Comments re g a rd in g p ro fe s s io n a l la b o ra to r y e x p e rien ces As Table 72, page 224, in d ic a te s , p ro fe s s io n a l la b o ra to ry ex p e rie n c e s were o fte n commented upon. Most o f them were r e la te d to o b se rv a tio n and d ir e c te d te a c h in g . Some comments, such as th e fo llo w in g , urged e a r l i e r j c o n ta c t w ith c h ild re n . j i ! O bserv atio n of c h ild r e n in a classro o m s i t u a t i o n from a t l e a s t th e sophomore— even freshm an year I T h e o re tic a l s itu a tio n s a re n o t v ery m ean in g fu l. j i I . . .A b e t t e r p ic tu r e o f what te a c h e rs do a lre a d y ; in th e freshm an and sophomore y e a rs . B egin a program of classroom o b s e rv a tio n in th e 224 TABLE 72*—Comments R egarding P ro fe s s io n a l L aboratory E xperiences Rank Order Number of Times M entioned 1 Too l i t t l e o b serv a tio n 12 2 .5 More and e a r l i e r exposure to c h ild re n 10 2.5 More d ire c te d teac h in g 10 4 More d ir e c tio n in developing p u b lic r e la tio n s 5 5 More h elp in handling d is c ip lin e cases 4 6 More e v a lu a tio n of ex p erien ces in th e classroom 2 10.5 More dem onstration le sso n s 1 10.5 More d isc u ssio n of classroom problems 1 10.5 O rie n ta tio n to teach in g 1 10.5 Too much exposure to and d isc u ssio n of ‘ 'Id e a l" 1 10.5 D irected teach in g a t two le v e ls 1 10.5 More emphasis on becoming a p ro fe s s io n a l person 1 10.5 More h elp in c re a tin g p le a sa n t room environm ent 1 10.5 O bservation a f t e r stu d e n t teach in g 1 225 freshman year. Courses in education should be co rrela ted w ith ob servation and d irected teach in g and sta r te d in th e th ird or p o ssib ly second year of c o lle g e . Methods and ch ild psychology courses should in clu d e a program o f allow in g the p ro sp ective teacher to take charge of a c la s s before student teach in g b eg in s. Have ob servation in p u b lic sch ool before taking any education courses when p o s s ib le . Comments were a ls o made su ggestin g improvements in other a sp ects of ob servation and p a r tic ip a tio n . I f e e l more time should be given to th e c o n ta c ts, a s s o c ia tio n and lead ersh ip of ch ild ren b efore prac t i c e tea ch in g . More p r a c tic a l exp erience i s needed e a r lie r in the program for working w ith ch ild r en . More observa tio n s a t the beginning o f the program are needed. O bservation sooner and more a c tu a l exp erience in the classroom than one sem ester. More work w ith ch ild ren before p r a c tic e tea ch in g . O bservation of many teach ers doing a ty p ic a l d ay's teach in g would help to r e v e a l more of th e o v e r -a ll problems teach ers meet and how they d eal w ith them than the one hour ob servation s and the two teach ers w ith whom we did our p r a c tic e teach in g. The value of d irected teaching was pointed out by se v e r a l comments such as the fo llo w in g : N inety per cent of m y preparation was gained from p r a c tic e tea ch in g , not from edu cation co u rses. Of g r e a te st value in teach er ed u cation are th ose courses which in volve a c tu a l teach in g by th e student and then th e ev a lu a tio n of what he has done. I got more in d irected teaching and ob servation than th e other th ree years o f c o lle g e as fa r as 226 teaching Is concerned. The one sem ester w ith s tu d e n t te a c h in g was of more v alu e th an th r e e y e a rs in le c tu r e c o u rse s. More v a r ie ty and re a lis m were a ls o su g g ested by th o se who commented. S e v e ra l comments r e f e r r e d to th e f a c t t h a t to o o fte n th e " I d e a l” i s p ic tu re d and p re se n te d in th e elem en tary te a c h e r e d u c a tio n program . R e p re se n ta t iv e of th e s e comments a re th e fo llo w in g s I f e e l t h a t th e id e a l classro o m i s p re se n te d to a new te a c h e r in a c o lle g e p re p a ra to ry c o u rse —and sometimes to o much th e o ry and m ethods g iv e a b eg in ning te a c h e r a f a ls e id e a o f e x a c tly w hat a classro o m c o n s is ts o f. Techniques ta u g h t fo r " id e a l" te a c h in g s i t u a t i o n — n o t p r a c t ic a l enough. Give stu d e n t more p r a c t i c a l c o u rse s and le s s co u rses d e a lin g w ith th e id e a l way and s e t-u p . I would lik e t o see le s s a b s tr a c t and more con c r e te e d u c a tio n c o u rse s w hich ta k e in to acco u n t th e te a c h in g s i t u a t i o n as i t a c tu a lly i s to d ay r a th e r th a n a c c e n tin g th e id e a l s i t u a t io n . My only c r iti c is m —be r e a l i s t i c in stu d e n t te a c h in g . Have la rg e c la s s e s , n o t id e a l g ro u p s. U n fair p rep a r a tio n . S e v e ra l comments were made re g a rd in g d ire c te d te a c h in g and su g g ested a re a s f o r p o s s ib le im provem ent. P r a c tic e te a c h in g d u rin g th e f a l l sem ester, so t h a t we could observe c la s s s e t-u p and arrangem ent. I would fa v o r o b serving "m aster te a c h e rs " f o r some tim e a f t e r p r a c tic e te a c h in g as w e ll as b e fo re . I t would have g re a t v a lu e . I would have le a rn e d more i f m ethods had come a f t e r p r a c tic e te a c h in g . Take some of th e drudgery out of c h a rt making and te n page le sso n p lan s during th e a l l to o f u l l semes t e r of p ra c tic e te a c h in g . Some comments were made r e la tin g to s p e c ific prob lems which th e graduate had faced as a te a c h e r. The i comments below re la te d to d is c ip lin e . W ithout d is c ip lin e in th e classroom a l l th is re se a rc h i s of no v a lu e . A ll the fancy programs fo r te a c h e rs and c h ild re n a re of no value u n le ss c e r ta in stan d ard s are m aintained. Seeing th a t th e c h ild works to h is c a p a c ity , in o th er w ords, g e ts in and d ig s. L e t’ s come down o ff the clouds and have some old fashioned school te a c h in g . D isc ip lin e in one form or a n o th e r, as I have observed in two la rg e and w e ll accepted system s, seems to be a problem to young and experienced te a c h e rs a lik e . I would have lik e d to have been adeq u ately prepared along th ese lin e s . What to do w ith c h ild re n who do not respond to classroom m otiva tio n and r u le s . O ften we know th e cause (broken fa m ily , home tu rb u le n c e ), y et how can we handle th ese c h ild re n e f f e c tiv e ly so they do not d is tu rb o th e rs . In my c o lle g e courses a l l th a t was ever sa id about d is c ip lin e was "m otivate th e c h ild re n so th ey w ill be so in te re s te d in th e a c tiv i ty th ey w ill not be n au g h ty .” This is fin e philosophy, but what about those who ca n ’t s i t s t i l l to be m otivated? What about th o se who c a n 't g e t along on th e playground, in th e lunchroom, e tc .? S ev eral comments, such as the fo llo w in g , emphasized th e need fo r courses in working w ith p a re n ts and o th er persons in th e community. More courses in . • • how to o b tain p a re n ta l su p p o rt. P resen t the r e a l liv e issu e s connected w ith te a c h ing—ra p p o rt w ith s tu d e n ts , fa c u lty , and w ith community. Include a t le a s t two courses in human r e la tio n s so th a t te a c h e rs may understand them selves, th e ro le th ey p la y , and the ro le of th e c h ild , p a re n t, school, and community. Parents have come to m e and sa id , ’ ’What should I d o--?” I am young, not yet a parent. I f e e l as though I don't always have the sanest ad vice. How ahout more on conferencing parents? . . • Public r e la tio n s as a required part of the program. _ _ _ Two comments, quoted in th eir e n tir e ty , were par tic u la r ly related to the teacher as a p rofessio n a l person. ! I stron gly b eliev e prospective teachers should have more help and train in g in becoming a p rofes sio n a l person in a l l the sense of the word. The w illin g n ess of an in divid ual to give of h is time to work—not a clock puncher, union worker. Comments regarding in stru ctio n a l procedures Comments regarding in stru ctio n a l procedures were not singled out for tab u lation , but were related to com ments already reported in r e la tio n to the methods courses. Several comments, such as the follo w in g , were made regard ing p rofessors. Contact w ith professors . . . for analyzing prob lems . . . would be en ligh ten in g. P rofessors needed who know f ie ld s , not ju st n ice people. I f e e l that the education department was not equipped with capable p rofessors. I enjoyed a l l of the other c la sse s in m y lib e r a l a rts program and gained much from them, but m y education courses (methods) were a waste of tim e. The two professors in charge were unsure in the f ie ld o f public educa tio n them selves. Summary This chapter has presented fin d in gs from 229 iq u e stio n n a ire s completed by 325 g rad u ates of the c o lle g e s j !included in t h i s study, who had tau g h t a t a l l le v e ls of j ithe elem entary schools of C alifo rn ia* As stu d en ts in th e c o lle g e s most of them had f i r s t contacted c h ild re n during t h e i r ju n io r year in connection w ith methods co u rses. Though graduates found a l l educa tio n a l foundations courses of v alu e, they e s p e c ia lly valued p sy ch o lo g ical fo u n d a tio n s. G reat value was a ls o found in g e n e ra l methods courses and in courses in the teaching of re ad in g , a r t , and in a u d io v isu a l ed u catio n . They g e n e ra lly f e l t th a t the r e la ti v e amount of time I devoted to courses in a u d io v isu a l education and t e s t s and measures was to o la rg e . D irected teach in g and o b serv atio n were of g re a t value to the g ra d u ates. According to the g rad u ates the fo u r in s tr u c tio n a l procedures most o ften used by the p ro fe sso rs in education ;courses were le c tu r e , c la s s d isc u s sio n , in d iv id u a l p ro je c t and dem onstration. L i t t l e use was made of f i e l d t r i p s or group p r o je c ts . A udiovisual a id s other th an motion pictures! were seldom used. ; i Most graduates f e l t th a t occasional p ro v isio n was imade fo r in d iv id u a l d iffe re n c e s in th e i r c la s s e s . They i i were s a t i s f i e d w ith the c o n ta c t w ith p ro fe s s o rs . ! Almost a l l of the graduates in d ic a te d th a t th ere i _ was much overlapping in education co u rses. 230 Great v a r ie ty was found in the p ro v isio n o f elev en i ip ro fe ssio n a l la b o ra to ry experiences o th er th an o b serv a tio n j land d ire c te d teac h in g . j i I Most graduates in d ic a te d th a t l i t t l e c o n ta c t w ith ^children had been provided b efo re th e d ire c te d teach ing experience. Over h a lf of the g rad u ates had been in charge of a c la s s fo r over f i f t y hours during t h e i r d ire c te d teach in g exp erience. Almost e ig h ty per cent of them had been observed by a co lleg e su p e rv iso r fo r le s s th an s ix h o u rs. Most graduates were s a t i s f i e d w ith t h e i r t o t a l c o lle g e program, but some wished th a t a g re a te r r e l a ti v e p ro p o rtio n of time might have been devoted to sc ie n c e . While the m ajo rity thought th a t the p ro p o rtio n of time devoted to e d u c atio n a l foundations was c o r r e c t, some expressed the d e sire fo r more p sy ch o lo g ical and s o c io lo g i c a l fo u n d atio n s. H alf of the gradu ates were s a t i s f i e d w ith counseling and guidance s e rv ic e s . Over e ig h ty per cen t of them found the methods courses p r a c t ic a l and fu n c tio n a l. Graduates f e l t a g re a te r in flu en ce of church irelated n ess upon t h e i r t o t a l co lleg e experience th an upon I jthe teac h er education program. ! I | The graduates f e l t th a t co lleg e programs should \ jemphasize p re p a ra tio n to perform a l l of the fu n c tio n s of ; 231 ! the teacher* They f e l t b e st prepared as d ire c to r s of jle a rn in g and as members of the p ro fe ssio n . They f e l t jl e a s t prepared as counselors and guidance workers and as |lin k s w ith th e community. O ne-third of the graduates did not th in k th a t ; emphasis on the use and understanding of camping educatio n t was necessary in co lleg e teac h er education program. S ix ty per cent did not f e e l prepared in understanding and using camping education. Almost o n e -th ird of the respondents made w r itte n comments in r e la ti o n to the improvement of elem entary ;teach er education programs. Fourteen per cent of th ese were p o s itiv e , w hile the o th ers made v ariou s c o n stru c tiv e c r itic is m s . Most of the comments were made in r e la ti o n : to methods courses but o ther comments were made regarding p ro fe ssio n a l la b o ra to ry ex p erien ces, and alm ost o n e-th ird of the respondents made w r itte n comments in r e la tio n to th e improvement of elem entary teac h er education programs. Fourteen per cent of th ese were p o s itiv e endorsements !w hile the o th ers were of a c o n s tru c tiv e ly c r i t i c a l n a tu re . i |Comments were made regarding s e le c tio n , l i b e r a l a r t s and !g en eral ed u catio n , education co u rses, p ro fe ssio n a l la b o ra - j jto ry experiences, and in s tr u c tio n a l procedures. CHAPTER VII | ! SU M M A R Y OF FINDINGS, CONCLUSIONS j AND RECOM M ENDATIONS j The purpose of t h i s study was to determ ine the ! n atu re of the elem entary teac h er education program in c e r ta in independent, church r e la te d , l i b e r a l a r t s c o lle g e s and u n iv e r s itie s in C a lifo rn ia . The areas of elem entary teach er education stu d ied in th is in v e s tig a tio n were s e le c tio n , l i b e r a l a r t s and g e n e ra l edu cation, p ro fe ssio n a l education course sequence, p ro fe s s io n a l la b o ra to ry exper ien ces, in s tr u c tio n a l procedures, and follow -up p r a c tic e s . In th is c h a p te r, the procedures used are summarized, the fin d in g s are review ed, the conclusions and recommendations r e s u ltin g from these fin d in g s are given, and recommenda- ; tio n s a re made fo r fu r th e r study. Procedures There were th re e sources of data from which fin d in g s ; iwere derived in th is study. The catalogues of the f i f t e e n l i b e r a l a r ts co lleg es were stu d ied and d ata r e la tin g to j |th e areas under in v e s tig a tio n located and ta b u la te d or j : summarized. Interview q u estio n s were form ulated and f u r - j th e r d ata were obtained from persons in the elem entary I I i 232 233 iteach er education programs In th ese co lleg es by means of !personal in terv iew . These d ata were then summarized and i 1 rep o rted both in ta b le form and in n a rra tiv e d e s c rip tio n . These data then were used in the form ulation of I the q u estio n n aire which was mailed to persons who had graduated from the co lleg es over a th ree year period. j Usable re tu rn s were received from 325 g rad u ates, who had taught fo r one or more years a t every grade le v e l of the public elem entary schools of C a lifo rn ia . Summary of Findings A summary of the fin d in g s from each of the sources of inform ation is presented h ere. : ; Summary of findings from the i catalogues The finding s from the catalogues are summarized in the areas of s e le c tio n , l i b e r a l a r ts and general education, | the p ro fe ssio n a l education course sequence, and p ro fes sio n a l la b o ra to ry experiences. Findings regarding s e le c tio n . —In ten of the c o l- I ! ; leges stud ents Were adm itted to the elem entary teacher education program as sophomores. In four co lleg es they |were adm itted as ju n io rs , and one co lleg e catalogue s ta te d i ; only th a t they must be adm itted before student teach in g . Two catalogues made no statem ent regarding adm ission. j i ! Nine c r i t e r i a were most o ften applied to those who ! 234 ! were applying fo r adm ission. The th re e most fre q u e n tly i mentioned were grade p o in t r a t i o , p h y sical f i t n e s s , i i speech and voice* Ten catalog ues in d ic a te d fu rth e r screening before the d ire c te d teaching experience. Twelve co lleg e catalo g u es described counseling and guidance s e rv ic e s . In most of these c o lle g e s p ro fe sso rs were the counselors. Findings regarding l i b e r a l a r ts and g en eral educa t i o n . —Though a g re a t v a r ie ty of o b jectiv es was l i s t e d in the co lleg e catalogues the th re e most o ften mentioned were emphasis on C h ristia n s p i r i t u a l v alu es, v o ca tio n al and p ro fe ssio n a l p re p a ra tio n , and C h ristia n c u ltu re . College catalogues showed requirem ents of from e ig h t to eig h teen sem ester hours in each of th re e broad l i b e r a l a r ts a re a s , the hum anities, the s o c ia l sc ie n c e s, and scien ce. Requirements in fo re ig n language v aried from no requirem ents to six te e n sem ester hours. Philosophy or r e lig io n requirem ents v aried from four to th irty -tw o sem ester hours. G raduation major requirem ents were g en e rally between eighteen and tw enty-four sem ester hours. In e ig h t |o f the co lleg es th i s major could be in education. | Graduation requirem ents as noted in th e catalogues Iwere most o ften between 124 hours and 128 sem ester hours. 235 Of the four co lleg es which described in te g ra te d general education courses, only one seemed to m erit th is d e s c rip tio n as defined in t h i s study. The others appeared to be merely rearrangem ents of course t i t l e s and co ntent. Findings regarding the p ro fe ssio n a l education course sequence. —A v a rie ty of o b jectiv es fo r teacher education was mentioned in eleven catalo g u es. The th re e most often mentioned were the p rep aratio n of p ro fessio n a l ly competent te a c h e rs, the p rep aratio n of teach ers fo r the schools of C a lifo rn ia , and the p re p aratio n of l i b e r a l l y educated in d iv id u a ls. A ll of the co lleg es were attem pting to provide edu cational foundations. A ll required courses in the psychological foundations, and sev eral required them in the p h ilo so p h ical foundations. Only one college required a course in so c io lo g ic a l foundations, and another co lleg e required a course in h i s t o r i c a l foundations. In the colleges where s p e c ific courses were not required in c e rta in foundations a re a s, p ro v isio n fo r them was most often made in the In tro d u ctio n to Education course and in the p rin c ip le s or curriculum course, j Eleven of the co lleg es required between twelve and I twenty sem ester hours of methods courses. The other four |colleges had varied requirem ents. A g re a t v a ria tio n was 236 found in the approach to teaching these methods co u rses. Nine of the co lle g e s req u ired a g en eral methods course. In the other s ix co lleg es methods were taugh t as sep a rate courses. Findings regarding p ro fe ss io n a l la b o ra to ry e x p e ri ences. —Five co lleg es re q u ired a course in observation before the student teaching experience. G reat v a r ia tio n was found in th e catalogue d e s c rip tio n s of stu d en t teach in g . Eleven of the co lleg es gave e ig h t hours of c r e d it fo r the course. Between ten and th ir te e n hours of c r e d it were given in the other four c o lle g e s. In te n co lle g e s i t was a one-sem ester course and in the other fiv e a tw o-sem ester cou rse. Five c o lle g e s req u ired a workshop experience in connection w ith stu d en t teaching fo r which two hours of c r e d it was u su a lly given. Summary of fin d in g s from th e in terv iew s The fin d in g s from the interview s are summarized in the areas of s e le c tio n , l i b e r a l a r ts and g en eral educa tio n , p ro fe ssio n a l education course sequence, p ro fe s sio n a l jla b o ra to ry experiences, in s tr u c tio n a l procedures, and follow -up p ra c tic e s . Findings regarding s e le c tio n . —A v a r ie ty of r e c r u i t ment procedures was used to id e n tify p o ssib le stu d en ts fo r 237 th e te a c h e r ed u catio n program. In e ig h t c o lle g e s admis sio n to the program was during th e sophomore y ear. I t was found t h a t th e a c tu a l p rocess of screening and adm ission was the r e s p o n s i b i l ity of committees in tw elve of th e c o lle g e s . In th e other th re e th e D ire cto r | of Education performed t h i s ta s k . ; i Various t e s t s were used by the c o lle g e s as measures < ! i of adequacy fo r adm ission to th e elem entary te a c h e r pro gram. Achievement t e s t s were most o fte n used p a r ti c u l a r ly fo r th e purpose of determ ining adequacy in th e s ta tu to r y s u b je c ts . S everal kinds of p ro v isio n s were made fo r reme- i d ia tio n of those who fa il^ c K to meet e s ta b lis h e d sta n d a rd s. In d iv id u a l i n i t i a t i v e was most o fte n suggested. R e-ev alu atio n of s ta tu s a f t e r i n i t i a l adm ission t o th e elem entary teac h er ed u catio n program was an inform al procedure in seven c o lle g e s . Grade p o in t r a t i o was most :Often used as a c r i t e r i o n of form al re -e v a lu a tio n . ! i Findings reg ard in g l i b e r a l a r t s and g e n e ra l educa t i o n . —I n s ig n if ic a n t v a ria tio n " was found between the lib e r a l; jarts program fo r the persons in elem entary te a c h e r ed u catio n and th e stu d en ts in th e l i b e r a l a r t s major sequence. j I . | Lower d iv is io n requirem ents fo r upper d iv is io n j courses were p r in c ip a lly in psychology, a r t , and m usic. In e ig h t of the c o lle g e s th e l i b e r a l a r t s f a c u lty accepted the teac h er ed u catio n fa c u lty and program I 238 ! j com pletely. In the o th er seven c o lle g e s acceptance iv a rie d from "poor" to "could he improved." j In th e c o lle g e s where acceptance had been achiev ed, i I I a v a r ie ty of reasons was given fo r t h i s acceptance. In : a l l of th e c o lle g e s , ed u cato rs and p ro fe s so rs in academic : departm ents cooperated on v ario u s curriculum planning j ■ ■ i committees and other p o lic y making groups. F u rth er co o p er-| a tiv e e f f o r t was ev id en t in th e exchange of p ro fe sso rs between te a c h e r ed u catio n and th e academic areas* F indings reg ard in g the p ro fe s s io n a l education course sequence. —Data p resen ted in the in terv iew s in d i- icated t h a t in te n of the c o lle g e s between o n e-te n th and o n e-th ird of the t o t a l number of stu d en ts in th e c o lle g e s was In elem entary te a c h e r ed u catio n . In th re e of th e co lle g e s t h i s p ro p o rtio n was above o n e -h a lf, and in two of th ese i t was more th an tw o -th ird s . Persons interview ed in d ic a te d th e r e l a t i v e i n f l u ence of fiv e fa c to rs on the elem entary te a c h e r edu cation curriculum . The o b je c tiv e s of the c o lle g e ex erted the most In flu e n c e . Other in flu e n c e s were much le s s s i g n i f i c a n t. In descending order of im portance th ey were jC a lifo rn ia S ta te Department of Education c e r t i f i c a t i o n jrequirem ents, new developments in th e curriculum of th e I |elem entary scho ol, t r a d i t i o n , and church re la te d n e s s . Six o f the c o lle g e ed u cato rs or f o r t y per ce n t f e l t 239 t h a t church re la te d n e s s had some In flu en ce on th e elemen ta r y te a c h e r education program. A ll educators except one thought th a t changes or tre n d s in the curriculum of th e elem entary school ex erted some in flu en ce on the elem entary teach er education c u rric u ium. Though a l l of the elem entary te a c h e r ed u catio n pro grams were being c o n tin u a lly re v is e d , seven had been c a re fu lly re v ise d w ith in the l a s t e ig h t y e a rs. Of th e eleven fa c to rs most o fte n mentioned as reasons fo r th ese changes, the most common were c o r r e la tio n of co u rses, , a c c re d ita tio n v i s i t s by the C a lifo rn ia S ta te Department of Education v i s i t i n g teams and re v is io n of l i b e r a l a r t s g rad u atio n major req u irem en ts. Changes in the program suggested fo r the fu tu re included fu rth e r c o r r e la tio n of co u rse s, more p ro v isio n : fo r ed u c atio n a l fo u n d a tio n s, and a longer period of time fo r the combined l i b e r a l a r t s and p ro fe s s io n a l edu catio n program. A fiv e year program was suggested by se v e ra l c o lle g e s . L im itatio n s on f u r th e r changes in the elem entary I te a c h e r education program mentioned were the s iz e of the i I c o lle g e , the q u a lif ic a tio n s of the s t a f f , and th e fu tu re 1 |requirem ents fo r the g en e ral elem entary c r e d e n tia l as i |th e y w ill be determ ined by the C a lifo rn ia S ta te Department 240 of Education* C ollege educators attem pted to develop a philosophy of education in t h e i r grad uates by means of courses in the p h ilo so p h ic a l foundations and in p rin c ip le s and c u r ric u lum* G reat v a r ia tio n was found in the approach to th e teaching of methods co u rses. Nine c o lle g e s o ffered a g en eral methods course. Two c o lle g e s were moving away from c o r r e la tio n of courses toward se p a ra te methods co u rses, and fo u r were planning more c o r r e la tio n of co urses. C ollege educators as a whole v a rie d in s a t i s f a c ti o n w ith the r e la tiv e amounts of time devoted in th e i r pro grams to ed u catio n al foundations courses and to methods co u rses. Nine were s a t i s f i e d , two thought t h a t founda tio n s courses were given too la rg e a p ro p o rtio n of tim e, ; and four f e l t th is to be tru e of the methods co u rses. Unity in p o in t of view among a l l f a c u lty members in th e elem entary education program was achieved by means of v arious p rin te d m a te ria ls , and by form al and inform al m eetings. In most c o lle g e s th e number of th o se involved iin the program was sm all enough^to make th i s no problem. ; Findings regarding p ro fe s sio n a l la b o ra to ry e x p e ri- ! Iences. —C ro s s-s e c tio n a l study of c h ild re n was provided in v ario u s c o n ta c ts w ith c h ild re n a t d if f e r e n t grade le v e ls 241 in public and p riv a te schools. L ongitudinal study of the same group of c h ild re n was provided only in c id e n ta lly . •'Case s tu d ie s ” were required by e ig h t c o lle g e s. A ll colleges made attem pts to a lte r n a te th e o r e tic a l and d ire c t experiences. Observations were scheduled in in tro d u cto ry and foundations courses, in methods courses and in courses ca lled "O bservation.” P a rtic ip a tio n exper- i iences w ith ch ild ren before d ire c te d teaching were provided by a few c o lle g e s. A ll co lleg es had curriculum la b o ra to rie s which pro vided in s tru c tio n a l m a te ria ls and f a c i l i t i e s fo r the use j of education stu d en ts. I Readiness fo r d ire c te d teaching was assumed to e x is t by the co lleg es a t the time i t was scheduled in the program. A g re a t v a rie ty of requirem ents in d ire c te d teaching and accompanying experiences was in d icated by the d if f e r e n t c o lle g e s. In se v e ra l co lleg es a lengthened experience in d ire c te d teaching was provided fo r those deemed not ready to teach a f t e r the usual experience. Findings regarding in s tru c tio n a l procedures. —Collegej educators f e l t th a t pro v isio n was being made fo r in d iv id u a l I i ! idifferences and th a t small c la sse s f a c i l i t a t e d c a re fu l counseling. Other in s tru c tio n a l procedures mentioned by ithe educators were the use of u n its and th e use of group idiscussion. 242 Findings regarding follow -up. —A ll of the co lleg es in d icated they were doing a g re a t d eal of inform al follow -up work. The most o ften used procedure was v i s i t ing g rad u ates, eince most of them were placed in the v ic in ity of the co lleg e from which they had graduated. Q uestionnaire follow -up had heen used hy most of | the c o lle g e s. j Formal programs of follow -up were sporadic and unsystem atic. L im itations on more e f fe c tu a l follow -up were fin a n c ia l in nature or due to lack of personnel. Summary of finding s from the q u estio n n aires The findings from the q u estio n n aires are summarized - in the order in which items appeared in the q u estio n n aire. Findings regarding personal d a ta . —The respondents were alm ost equally divided as graduates from these co lleg es in the th ree y ears, 1954, 1955» and 1956. They had taught a t a l l le v e ls of the elem entary schools in C a lifo rn ia . i Findings regarding teacher education c o u rse s. —Most ! j I students f i r s t contacted c h ild re n in the f i r s t sem ester of j | t h e i r ju n io r year. This was in connection w ith methods j courses. The second most freq u en t co n tact was during the senior y ear, w ith one in e ig h t not making th is co n tact 243 u n t i l th e second sem ester. While th e m a jo rity of g rad u ates found a l l the courses in th e e d u c a tio n a l foun d atio n s t o be of v a lu e , th e psy ch o lo g ical foundations were found to be of g r e a te s t valu e. This may be p a r t i a l l y explained by th e previous fin d in g th a t a l l c o lle g e s had o ffe rin g s in th e p sy ch o lo g i- j c a l foun dations w hile o th er fo u nd ations were seldom provided. The course in In tro d u c tio n to Education was found to be of l i t t l e value in the opinion of g ra d u a te s. Most o fte n ra te d as being of g re a t value were courses in g e n e ra l methods, re a d in g , a r t , and in audio v is u a l ed u catio n . Whether or not the courses had been Included in t h e i r program, g rad u ates wished th a t a r e l a t i v e l y g re a te r amount of tim e might have been devoted to reading and science in p a r t i c u l a r , and a ls o to s o c ia l s tu d ie s , language a r t s , and g e n e ra l methods. Graduates g e n e ra lly thought t h a t the r e la t i v e amount of time devoted to the a u d io v isu a l ed u catio n courses and th e t e s t s and measures co u rses was to o la rg e . N inety per cent of th e g rad u ates found d ire c te d teaching to be of g re a t v alu e. N in e ty -fiv e per cent found o b serv atio n of v a lu e . Almost h a lf of th e g rad u ates wished th a t r e l a t i v e l y more tim e might have been devoted to d ire c te d teach in g and to o b serv a tio n . 244 I F indings regarding In str u c tio n a l procedures*— | According to the graduates four in str u c tio n a l procedures : were most o fte n being used by the p ro fesso rs in education I cou rses. In order o f frequency of use th ese were le c tu r e , ! c la s s d isc u ssio n , in d iv id u a l p r o je c t, and dem onstration. L it t le use was being made o f f i e l d tr ip s or group p r o je c ts. ; i A udiovisual a id s other than motion p ictu res were seldom used. E ighty per cent of the graduates f e l t th a t some p ro v isio n was made fo r in d iv id u a l d iffe r e n c e s . N inety per cen t o f the graduates in d ica ted th a t | con tact w ith p ro fesso rs had been adequate or very adequate.! N in ety-seven per cen t o f th e graduates said th a t there was overlapping in education co u rses. More than h a lf of them thought t h is overlapping was e x te n siv e . F indings regarding p r o fe ssio n a l lab oratory exper ie n c e s . —E leven p r o fe ssio n a l lab oratory exp erien ces other than ob servation , p a r tic ip a tio n , and d irected teaching were l i s t e d . T hree-fourths o f the graduates did not i j ! study th e same group of p u p ils fo r a minimum period of a year. One in four of th e graduates did not p a r tic ip a te j in community a f f a ir s , elem entary sch ool fa c u lty m eetin gs, j p aren t-teach er a s s o c ia tio n s , or provide lead ersh ip in j 1 such a c t i v i t i e s as church sch ool or sc o u ts. One in f iv e i 245 did not p a rticp a te in p r o fe ssio n a l education o rg a n iza tio n s. Two experiences were most o fte n provided in courses other th an ed u catio n . These were p a r tic ip a tio n in community a f f a i r s and le a d e rsh ip in such groups as church school and sc o u ts. Lesson planning, use of in s tr u c tio n a l a id s , p a r t i c i - | i p a tio n in p ro fe ss io n a l o rg a n iz a tio n s, study of an in d iv id - j u a l p u p il, and community surveys were p ro fe s s io n a l experiences which were most o fte n provided b efo re d ire c te d te a c h in g . j | P a r tic ip a tio n in elem entary school fa c u lty m eetings, o bserv atio n of p a re n t-te a c h e r co n feren ces, p a r tic ip a tio n in p a re n t-te a c h e r a s s o c ia tio n s , and study of a group of c h ild re n fo r a t l e a s t a year were ex p erien ces most o fte n provided during d ire c te d teac h in g . G reat v a r ia tio n was found in the number of tim es c e r ta in p ro fe s s io n a l la b o ra to ry exp eriences were provided. Almost h a lf of th e g rad u ates spent between eleven and s ix ty hours in o b serv a tio n , w hile o n e-fo u rth spent le s s th an fiv e hours. ! | Tw o-thirds of th e graduates spent le s s th an s ix j I hours working w ith c h ild re n in a p u b lic school classroom j p rio r to d ire c te d teach in g . j j E ighty-tw o per cent of th e grad u ates in d ic a te d th a t j they had spent le s s than s ix hours in charge of a c la s s ! before t h e i r d ire c te d teaching experience* t The tim e stu d en ts had been in complete charge of j i j a c la s s v a rie d g re a tly . More th an f i f t y per ce n t of th e j g raduates In d icated th a t they had been in charge of a c la s s fo r over six ty -o n e h o u rs. F ifte e n per cen t had : i ; spent le s s than s ix te e n hours in t h i s type of ex p erien ce, j i Twelve per cent of the graduates had been observed by a co lleg e su p erv iso r fo r more than s ix te e n hours during t h e i r d ire c te d teaching ex p erien ce. The o th er g rad u ates in d ic a te d th a t they had been observed fo r le s s than s ix ;hours. Findings regarding the t o t a l c o lle g e program. — The m ajo rity of graduates was s a t i s f i e d w ith the r e l a ti v e amount of time devoted t o l i b e r a l a r t s and g en e ral educa- jtio n , but more than one in th re e wished th a t a g re a te r , amount of time might have been devoted to scien c e. One jin four wished more courses in the hum anities and s o c ia l scien c es. The m ajo rity of g rad u ates thought th a t the propor- j tio n of time devoted to ed u c atio n a l foundations was co rrect.; ; O ne-third of them wished th a t r e l a t i v e l y more time might I I have been devoted to p sy ch o lo g ical fo u n d a tio n s, and alm ost I I |one in four wished fo r more courses in th e s o c io lo g ic a l ! j j |fo u n d a tio n s. O ne-half of the graduates thought t h a t counseling 247 and guidance had been adequate. The other h a lf was almost equally divided between those ratin g th is function very adequate and not adequate. Almost ninety per cent of the graduates f e l t that contact with professors was adequate. Almost eigh ty per cent of the graduates indicated that they found methods courses to be fu n ctio n a l and p r a c tic a l. Eighty per cent of the graduates f e l t that the church related n ess of th e ir c o lle g e had influenced th eir to ta l co lle g e experience. S ix ty -fiv e per cent f e l t that i t had influenced the teacher education program. The graduates apparently f e l t th at th is in flu en ce was more d iscern ib le in the to ta l c o lle g e program than in the elementary teacher education program. Findings regarding competences. —A m ajority of respondents thought th at emphasis upon a l l the competences as a d irector of learning was of great importance. Eighty per cent f e l t prepared to carry out a l l the functions as a d irector of learning except th at of working w ith g ifte d I and excep tion al ch ildren . They f e l t most adequately prepared to s e le c t and use a v a riety of in str u c tio n a l a id s. Emphasis upon the competences as a counselor and guidance worker was thought to be important by more than 248 n in ety per cent of the graduates. Seventy-nine per cent f e l t prepared to fu n ctio n in reporting growth in terms of knowledges, s k i l l s , and a ttitu d e s . Between th ir ty per cent and f o r t y - f iv e per cent in d icated they were not a t a l l prepared in the other fu n ction s as a counselor and guidance worker. The v a st m ajority of the graduates rated emphasis upon a l l the fu n ction s as a mediator of cu ltu re as being im portant. About tw o-th ird s f e l t adequately prepared to fu n ction as a mediator of the cu ltu re. The fu n ction s as a lin k w ith the community were rated as important by over n in ety per cent of the gradu a te s . Comparatively few graduates f e l t w e ll prepared to serve as a lin k w ith the community. Almost n in ety per cent of the graduates f e l t th a t a l l the fu n ctio n s of a teacher as a member of the s t a f f were of s u f f ic ie n t importance to m erit emphasis in c o lle g e teacher education programs. Seventy per cen t of them f e l t prepared to perform a l l fu n ction s as a member of the s t a f f . At le a s t e ig h ty -fiv e per cent of the graduates f e l t th at a l l the fu n ction s of the teacher as a member of the p ro fessio n should be emphasized in c o lle g e programs. Eighty per cent f e l t prepared to perform a l l the fu n ctio n s in volved . Competence as a d ir e c to r of le a rn in g and competence as a m ediator of the c u ltu re were most o fte n ra te d as being im portant. P re p a ra tio n was judged inadequate e s p e c ia lly in the competence to a c t as a counselor and guidance worker and as a lin k w ith th e community. Summary reg ard in g fin d in g s in r e la t i o n to camping e d u c atio n . —O ne-third of the g rad u ates did not th in k th a t emphasis on th e use and understanding of camping ed u catio n was n ecessary in c o lle g e te a c h e r ed u catio n programs. S ix ty per cent of the g rad u ates did not f e e l a t a l l p re pared in understanding and making use of t h i s p a rt of th e elem entary school program. Summary reg ard in g fin d in g s in w r itte n comments. — Almost o n e -th ird of the respondents made w ritte n comments in r e l a t i o n to the improvement of elem entary te a c h e r education programs. F ourteen per cen t of th ese were p o s itiv e endorsements w hile o th ers were of a c o n stru c tiv e ly c r i t i c a l n a tu re . While most of th e comments were made in r e la ti o n to methods courses and p ro fe s s io n a l la b o r a to ry ex p e rien ces, s e v e ra l suggested e a r l i e r and more adequate screen in g . Almost te n per c e n t suggested the requirem ent of more l i b e r a l a r t s and g e n e ra l ed u catio n . Comments were a ls o made reg ard in g the im p ra c tic a l n atu re of methods courses as w ell as t h e i r overlapping. Courses I in a r ith m e tic , re ad in g , and science were pointed out as t I being inadequate. Varying p o in ts of view were presented I i regarding the p re s e n ta tio n of methods co u rse s. Some com ments urged e a r l i e r c o n ta c t w ith c h ild re n reg ard in g th e improvement of o b serv atio n . Suggestions regarding the improvement of o b serv atio n and p a r tic ip a tio n experiences were a ls o made. The value of the d ire c te d teach in g exper- ience was noted} however, the need fo r more v a r ie ty and re a lism in t h i s experience was in d ic a te d . Other comments were made regarding th e need fo r s p e c if ic aid in d i s c i p lin e and in public r e la ti o n s . S ev eral comments r e la te d to the need fo r more capable p ro fe sso rs in te a c h e r educa tio n co u rses. C onclusions and Recommendations On the b a sis of th e fin d in g s c e r ta in conclusions can be drawn in the broad are a s which were concerns of : t h i s study. Following a statem ent of th ese conclusions c e r ta in recommendations w il l be made. C onclusions and recommendations I reg ard in g s e le c tio n The follow ing conclusions seem j u s t i f i e d on the i I b a s is of an a n a ly sis of the fin d in g s reg ard in g s e le c tio n . 1. R ecruitm ent of p o te n tia l te a c h e rs is not being 251 done thoroughly enough in the c o lle g e s . I d e n ti f i c a ti o n of those in te r e s te d in elem entary teac h er ed u catio n i s | i i not being made e a rly enough in th e s tu d e n t's co lle g e j i program. 2. Admission requirem ents are adequate in most j c o lle g e s except in th e a re a of p e rs o n a lity t e s t in g . j 3 . R e-e v alu atio n of stu d en ts during t h e i r te a c h e r educatio n program is o fte n ill- d e f in e d and in many c o l leges very in adequate. Where re -e v a lu a tio n is made, i t is most o fte n based on grade p o in t r a t i o only. 4. Counseling and guidance se rv ic e s a re adequate in most c o lle g e s . The follow ing recommendations reg ard in g s e le c tio n are made on the b a sis of th e se fin d in g s. 1. R ecruitm ent procedures need t o be improved. This should be done by more a c tiv e education clubs and by in te n s if ie d e f f o r ts on th e p a r t of the personnel in the program. 2. F u rth er t e s t s need to be devised and those a v a ila b le fu rth e r u t i l i z e d , in order to assu re th e entrance! of only the f i n e s t people in to the teaching p ro fe ssio n . 3 . R e-ev alu atio n procedures in regard to the p e r sons adm itted to the program needs to be c a r e f u lly | re -co n sid ere d and more ad eq u ately a p p lie d . 4. Some f u r th e r a t t e n ti o n must be given in c e r ta in ; 252 c o lle g e s to th e improvement of counseling and guidance s e rv ic e s . C onclusions and recommendations re g ard in g l i b e r a l a r t s and ig e n e ra l education On the b a sis of the fin d in g s reg ard in g l i b e r a l a r t s and g e n e ra l ed u catio n th e follow ing conclusions seem j u s t i f i e d . 1. The c o lle g e s have s im ila r o b je c tiv e s . The in flu en ce of church re la te d n e s s on the t o t a l co lleg e program is e v id e n t. I t i s le s s ev id en t in the elem entary teac h er ed u catio n program JL tse lf. 2. Graduates as a whole a re s a t i s f i e d w ith t h e i r l i b e r a l a r t s p re p a ra tio n . However, some g rad u ates wished more science courses as w ell as more courses in the human i t i e s and in th e s o c ia l sc ie n c e s. 3. G eneral ed u catio n , as defined in th is study, is not being s ig n if i c a n t ly provided. 4. The teac h er ed u catio n fa c u lty and program a re g e n e ra lly being accepted in th e se c o lle g e s . On the b a s is of th e se fin d in g s s e v e ra l recommenda tio n s can be made. 1. S eriou s c o n sid e ra tio n should be given to len g th en in g th e co lle g e p re p a ra tio n period to make p o s sib le more adequate p ro v isio n fo r the l i b e r a l a r t s as was iin d ic a te d as being d esire d by some elem entary teach er ! I l ' :education g rad u ates. j 2. F urther e f f o r t s must a ls o be d ire c te d to pro- j viding more adequate g e n e ra l edu cation co u rses. ; 3 . Complete acceptance of the teac h er education j ; | fa c u lty and program in th e se l i b e r a l a r t s co lleg es should j be the aim of both the teac h er education fa c u lty and the l i b e r a l a r ts fa c u lty . Conclusions and recommendations ;regarding th e p ro fe ssio n a l education course sequence S ev eral conclusions seem j u s t i f i e d in th e lig h t of the fin d in g s in r e la ti o n to the p ro fe ss io n a l education course sequence. 1. O bjectives of elem entary teac h er education pro grams are v aried though adequate, and are c lo s e ly r e la te d to o v e ra ll i n s t i t u t i o n a l o b je c tiv e s. 1 2. The in flu en ce of church re la te d n e s s is more evident to the former stu d en ts than i t is to the co lleg e educators. 3« Trends in the curriculum of the elem entary ! [schools, a t l e a s t the tren d toward the understanding and [ ;use of camping education, ap p aren tly are not r e f le c te d to any g re a t e x te n t in the co lle g e programs. | j 4. Elementary teac h er education programs are being j |c o n tin u a lly re v ise d . F u rth er re v is io n s a re su b je c t to j 254 i [various lim ita tio n s , p a r tic u la r ly s t a f f s iz e and fin a n c e . i l 5. E ducational foundations in a l l areas are not [being adequately provided. 6. There is lack of agreement regarding the j arrangem ents fo r the p ro v isio n of methods courses in the | i . i c o lle g e s. | 7. Most graduates are s a t i s f ie d w ith th e ir methods courses except fo r the amount of overlapping which they fin d in them. On the b a sis of th ese conclusions c e r ta in recommen- j d ations seem in order. 1. College educators might do w ell to become more aware of the kind of in flu en ce th a t church re la te d n e ss Icould have on c e r ta in asp ects of the elem entary teac h er jeducation program and to guard a g a in st unfavorable in f lu ences. 2. College educators should be in c re a sin g ly aware ;of tren d s and movements in th e elem entary school in order t h a t teac h ers may be prepared to fu n c tio n more adequately i in the f i e l d . j 3» Some thought should be given to the p ro v isio n ■ ! • I i i ; of more psychological and s o c io lo g ic a l foundations co u rses. ■ | 4. F urther study is necessary to determ ine th e j ! I I r e la tiv e value of d if f e r e n t arrangem ents fo r teaching methods courses. ! 255 Conclusions and recommendations I regarding p ro fe ssio n a l la b o ra to ry !experiences i ! The follow ing conclusions seem j u s t i f i e d in r e l a t i o n to p ro fe ssio n a l la b o ra to ry experiences. j 1. Contact w ith c h ild re n is fre q u e n tly made la t e j in the s tu d e n t’s program. Few co n tacts were made. j 2. Many p ro fe ssio n a l lab o ra to ry experiences were | not provided fo r the stu d e n ts. Many which were provided were only provided a minimum number of tim es. 3* Graduates spend com paratively l i t t l e time observing c h ild re n in a public school p rio r to d ire c te d teaching. 4. Students from the d iffe re n t co lleg es spend varying amounts of time working w ith c h ild re n in the classroom p rio r to d ire c te d teaching. A m ajo rity of the students is not a c tu a lly in charge of a classroom before ;d irec te d teaching. 5* D irected teaching is the most valuable course to a l l graduates. The nature of th is experience is g re a tly | varied in the sev e ral c o lle g e s. I 6. Students are not observed by a college super- i ! v iso r fo r any g re a t extent of time during th e ir student ! ■ ; |teaching experience. ^ ■ ; 7« In g eneral, i t may be concluded th a t the p ro v i- ! sio n of p ro fe ssio n a l lab o ra to ry experiences is an area of i 256 I th e elem entary teac h er ed u catio n program in th e se c o lle g e s | which could be g r e a tly improved. On the b a sis of th e se conclusions th e follow ing recommendations seem to be j u s t i f i e d . 1. Elem entary ed u catio n stu d en ts should be i n t r o duced to c h ild re n e a r l i e r in th e i r c o lle g e programs and then should be able to c o n ta c t them much more fre q u e n tly . 2. Many p ro fe s s io n a l la b o ra to ry experiences not now provided should be provided. 3* P ro fe ss io n a l la b o ra to ry experiences should be provided much e a r l i e r in the s tu d e n t's c o lle g e program and many should be provided much more fre q u e n tly . 4. O bservation experiences should be made more freq u en t and more m eaningful. P a r tic ip a tio n w ith c h ild re n should be provided fo r a l l elem entary ed u catio n stu d en ts before d ire c te d teach in g . 6. D irected teaching should become a much more m eaningful experience in to which many more p ro fe s s io n a l la b o ra to ry experiences might w ell be in co rp o rated . 7* S up ervision and o b serv atio n of d ire c te d te a c h - ! ing should be improved. i Conclusions and Recommendations reg ard in g I n s tr u c tio n a l procedures i On the b a sis of fin d in g s th e follow ing co nclusions s 257 I Ireg ard in g in s tr u c tio n a l procedures may be reached. ; ! ! 1. S im ilar i n s t r u c t io n a l procedures were being iused in the c o lle g e s . 2. The le c tu re was being used e x te n siv e ly . 3. Some other in s tr u c tio n a l procedures were being : . i iin tro d u ced in to ed u catio n c o u rse s. i I t is recommended, on the b a sis of th ese conclu sio n s, th a t fu rth e r e f f o r t s be made by education p ro fe ss o rs i to employ the most e f f e c tiv e in s tr u c tio n a l procedures and a id s in the p re p a ra tio n of elem entary school te a c h e rs . Conclusions and recommendations re g ard in g follow -up programs The follow ing conclusions regarding follow -up can be reached on the b a s is of the fin d in g s. 1. A ll of the c o lle g e s were doing inform al follow - up work. 2. Formal follow -up programs were sporadic and unsystem atic. I f follow -up i s to serve i t s tru e purpose in the improvement of teach er ed u catio n in th ese c o lle g e s , i t is recommended t h a t much b e tte r programs be organized. C onclusions and recommendations ire g ard in g competences j | j The competences ra te d by the g rad u ates were com- ! ; I p ile d from a statem ent of competences q u ite g e n e ra lly 258 accepted by th e p ro fe ss io n as being a r a th e r complete l i s t i n g of the fu n c tio n s which a te a c h e r must be ab le to perform* On th e b a s is of the g ra d u a te s ' opinion reg ard in g j th e emphasis which c o lle g e programs should give to v ario u s teaching fu n c tio n s and th e f u r th e r judgment of t h e i r p re p a ra tio n to perform th e se fu n c tio n s , c e r t a i n conclu sions can be reached. 1. The graduates f e e l th a t i t i s h ig h ly im portant th a t p re p a ra tio n to perform a l l the fu n c tio n s be empha sized by the co lleg e elem entary teac h er ed u catio n programs. 2. They f e e l most ad eq u ately prepared as members j of the p ro fe ss io n , d ir e c to r s of le a rn in g , and as m ediators of the c u ltu re . 3« Graduates f e e l in ad eq u a te ly prepared as coun s e lo rs and guidance workers and as lin k s w ith the community. In the lig h t of th e se conclusions c e r ta in recommen d atio n s can be made. 1. G reater a t te n t i o n needs to be paid t o the I j development of competence as a counselor and guidance worker and as a lin k w ith the community. 2. F u rth er p ro v isio n of p sy ch o lo g ical and so c io - j i lo g ic a l foundations should be made to a id in meeting of th i s need. I . . . . . . . . . . . . . . . . . . . . . . • 259 3. Every e f f o r t must be made to prepare teach ers I * |more a d e q u a te ly fo r a l l o f th e s e fu n c tio n s th o u g h t so | h ig h ly im p o rtan t by th e s e g ra d u a te s and by th e p ro fe s s io n as a whole# Recommendations f o r F u rth e r Study I 1 Though th e review of l i t e r a t u r e in d ic a te d th a t a number of survey s tu d ie s had been made in th e a re a s w hich were o f s p e c ia l concern to t h i s stu d y , s e v e ra l q u e stio n s were r a is e d in th e co u rse of t h i s stu d y which m ight w e ll be f u r th e r in v e s tig a te d . E s p e c ia lly n e c e ssa ry a re a c tu a l re s e a rc h and e x p e rim e n ta tio n w ith c o n tr o l g ro u p s. T his would p ro v id e more d e f in i t i v e answ ers to c e r t a i n problem s and p r a c tic e s . I t i s recommended t h a t f u r th e r s tu d ie s be conducted in an a tte m p t to fin d answ ers to th e fo llo w in g problem s. 1. What is th e com parative r e l i a b i l i t y o f v a rio u s t e s t s in p re d ic tin g su cc ess or f a i l u r e o f th e te a c h e r? 2. What approaches t o g e n e ra l e d u c a tio n a re most h e lp f u l to th e elem en tary sch o o l te a c h e r? 3 . What is th e s ta tu s of elem en tary te a c h e r educa tio n in th e l i b e r a l a r t s c o lle g e s in th e U nited S ta te s ? j How i s t h i s c o o p e ra tiv e e f f o r t being fu rth e re d ? ■ ! i 4. What i s th e r e l a t i v e in flu e n c e of v a rio u s f a c - I ! to r s n a tio n a lly upon th e developm ent of th e c u rric u lu m f o r j I I I 1 260 th e p re p a ra tio n o f elem en tary school te a c h e rs ? What a re th e r a tio n a le s f o r c u rric u lu m re v is io n ? What a re th e lim ita tio n s on re v is io n ? 5* What i s th e s ta tu s of th e p ro v is io n of educa t i o n a l fo u n d a tio n s in elem en tary te a c h e r e d u c a tio n program s g e n e ra lly ? 6 . What arrangem ents of methods c o u rse s a re most f u n c tio n a l and p r a c tic a l fo r elem en tary sch o o l te a c h e rs ? 7 . What p ro fe s s io n a l la b o ra to ry ex p e rie n c e s a re most v a lu a b le fo r elem en tary school te a c h e rs ? Are th e s e b e s t provided b efo re or d u rin g th e d ir e c te d te a c h in g ex p erien ce? Are some b e s t provided as in - s e r v ic e e x p e ri ences? 8 . What com petences as a te a c h e r a re most v a lu a b le in the judgment of employing p erso n n el? 9- How do te a c h e rs perform when te a c h e r com petences a re tr a n s la te d in to o b serv ab le b eh a v io rs? How does t h i s compare w ith t h e i r own r a tin g of th e adequacy of t h e i r p re p a ra tio n ? B I B L I O G R A P H Y BIBLIOGRAPHY Books Borrowman, Merle L. The L ib e ra l and T echnical In Teacher E ducation. New York: Bureau of P u b li c a tio n s , Teachers C ollege, Columbia U n iv e rsity , 1956. K ilp a tric k , W illiam J . (eel.) The E ducational F ro n tie r New York: The Century C o., '1953• Kinney, Lucien B. Measure of a Good T eacher. S tan fo rd , C a lifo rn ia : The au th o r, n .d . Meyer, Jacob G. Sm all C olleges and Teacher T ra in in g . Bloomington, I l l i n o i s : P ublic School P ublishing C o., 1928. Monroe, W alter S. Teaching-Learning Theory and Teacher E ducation: 1P96-1950.U r b a n a : univer s i t y of I l l i n o i s / 1952. P u b lic a tio n s of th e Governm ent. Learned s o c ie ti e s , ana Other O rganizations American A sso ciatio n of C olleges fo r Teacher Educa- tio n . Revised Standards and P o lic ie s fo r A ccrediting C olleges fo r Teacher Education of the AACTE. Qneonta. New 'York: fh e A sso ciatio n . 1952: American A sso ciatio n of Teachers C olleges. School and Community E xperiences in Teacher E ducation. Oneonta, New York: The A sso ciatio n , 1948. A sso ciatio n fo r S tudent Teaching. Curriculum Trends and Teacher E ducation. T hirty-second Y earbook" o rtn e^ O so ciirtT io irT o r S tudent Teaching. Lock Haven, Pennsylvania: The A sso ciatio n , 1953* Developing F a c i l i t i e s fo r P ro fe ssio n a l Laboratory Experiences in te a c h e r E ducation. T h irty -th ird Yearbook of th e A sso ciatio n fo r Student Teaching. Ann A rbor, M ichigan: Edwards 262 10. 11. 1 2. 13- 14. 15. 1 6. 17. 18. 263 j Brothers, 1954. j . F unctions of L aboratory Schools In Teacher ! E ducation. T h irty -fo u rth Yearbook of th e I A sso ciatio n fo r S tudent Teaching. Ann A rbor, M ichigan: Edwards B ro th ers, 1955* ________ '• P ro fe ssio n a l L aboratory E xperiences. Twenty-seventh Yearbook of th e A sso ciatio n fo r , S tudent Teaching. Ann A rbor, M ichigan: Edwards j B ro th ers, 1948. . in co o p eratio n w ith th e N ational S o ciety of S olleges of Teachers of E ducation. Improving In s tru c tio n in P ro fe ssio n a l E ducation. T h i r t y - seventh Yearbook of th e A sso ciatio n fo r S tudent Teaching. Dubuque, Iowa: W m . C. Brown C o., 1958. A x te lle , George E ., and W attenberg, W m . W . Teachers fo r Democracy. Fourth Yearbook, John Dewey S o ciety . New York: D. Appleton Century C o., 1940. C a lifo rn ia C ouncil on Teacher E ducation. The Program of Elem entary Teacher E ducation in C a lifo rn ia . Vol. 20, No. 3» A p ril, 1951. C a lifo rn ia C ouncil on Teacher E ducation. Toward B e tte r Teachers—A Study of th e Adequacy of Teacher E ducation in C a lifo rn ia . B u lle tin of Ine C a lifo rn ia S ta te Department of E ducation. Vol. 26, No. 3, A p ril, 1957* Commission on Teacher E ducation. American C ouncil on E ducation. The Improvement of Teacher E ducation. W ashington, D. C .: American C ouncil on Educatiory 1946. Commission on Teacher E ducation of th e C a lifo rn ia T eacher’s A sso ciatio n . Teacher Competence: I t s Nature and Scope. San F ran cisco , C a lifo rn ia : ; C a lifo rn ia T eacher1s A sso ciatio n , 1957* C o ttr e ll, Donald P. (e d .) Teacher E ducation fo r a Free People. Oneonta, New York: American A sso ciatio n of C olleges fo r Teacher E ducation, 1956. 264 19» G ross, Chalmer A ., e t . a l . Im plem enting Program s of G eneral E d u catio n f o r T each ers. O neonta. New Y o rk s A m e ric a n A sso c ia tio n f o r Teacher E d u catio n , 1953* 20. L ia iso n Committee. A R estudy of th e Needs of C a li f o r n ia in H igher E d u catio n . Sacram ento, C a lifo rn ia : C a lifo rn ia S ta te D epartm ent of E d u catio n , 1955* 21. L indsey, M arg aret. "S tandard VI—F iv e Y ears A f t e r .” S eventh Y earbook. American A s so c ia tio n of C olleg es of Teacher E d u catio n , 1954. 22. N atio n al Commission on Teacher E d u catio n and P ro fe s s io n a l S ta n d a rd s. N atio n a l E d u catio n A sso c ia - t i o n . Teacher E ducations The Decade W ashington, D. C .j The A s s o c ia tio n , 1 < 23* N atio n al Survey of th e E d ucation of T each ers. Volume I I I . Rugg, E. U ., and O th ers. Teacher Educa ti o n C u rric u la . U. S. O ffice o f E d u catio n B u lle tin , 1933> No. 10. 24. P r e s id e n t's Commission on H igher E d u catio n . H igher E d ucation f o r Am erican Democracy. V ol. 1. New York: H arper and B ro th ers P u b lis h e rs , 1948. 2^- Remmers, H. H. L earn in g . E f f o r t, and A ttitu d e s as A ffected by Three Methods o f I n s tr u c tio n i n “ E lem entary P sychology. Purdue U n iv e rsity B u lle t i n , Vol. 33) No. 6 . S tu d ie s in H igher Educa t i o n , No. 21, 1933* 26. U m staadt, J . G. Teaching P rocedures Used In Twenty E ig h t M idw estern and S o u th e a ste rn C o lleg es and U n iv e r s itie s . A u stin , Texas: U n iv e rsity C ooperative S o c ie ty , I n c ., 1956. 2 7 . Z irb e s , L aura. T eachers f o r Our Tim es. A sso c ia tio n f o r S u p e rv isio n and C urriculum Development. N atio n a l E d u catio n A s s o c ia tio n . W ashington, D.C. The A sso c ia tio n , 1956. P e rio d ic a ls 28. B a rr, A. S ., e t . a l . "R eport of th e Common C r i te r i a of Teaching E ff e c tiv e n e s s ," Review of E d u c a tio n a l 265 R esea rch , XXII (Ju n e , 1952), 238-263. 29- _________ • "Second R ep o rt of th e Common C r i t e r i a of Teaching E ffe c tiv e n e s s ," Journal o f E ducational R esearch, XL (May, 1953)> 642. 30. B igelow , K a rl W . "The F u tu re and T eacher E d u c a tio n ," T e a c h e r^ C o lleg e R ecord. XLVII (M arch, 194*6), 387-39$. 31. Borrowman, M erle L. "T eacher E d u ca tio n in th e P a s t D ecade," T e a c h e r!s C o lleg e R ecord. LV III (May, 1957), 446-457. 32. C ooper, J . G ., and E ls h re e , H. M. "Com parison o f Two P lan s f o r T eacher E d u c a tio n ," Jo u rn a l of Educa t i o n a l R e se a rc h . LI (May, 1958), 643-657. 33* C u r tis , Dwight K. " P re s e rv ic e and In s e rv ic e E d u ca tio n of E lem entary and Secondary School T e a c h e rs," Review of E d u c a tio n a l R esea rch . XXVIII (Ju n e, 1958), 208. 3 4. Domas, Simeon J . , and Tiedman, David T. "T eacher Competences w in A nnotated B ib lio g ra p h y ," J o u rn a l of E xperim en tal E d u ca tio n , XIX (December, 195077 1(31-218. 3 5 . Emans, L e s te r M. "Where Are W e Going in T eacher E ducation?" J o u rn a l of T eacher E d u ca tio n , I I I (Septem ber, 19527, 1 6 3 - T 5 ? ? ------ 36. Evenden, Edward S. "T w enty-five Y ears of T eacher T ra in in g ," E d u c a tio n a l R ecord. X X V (O cto b er, 1943), 334-344. 37* F a c u lty , D epartm ent of E d u c a tio n , A d elp h i C o lle g e. "Teacher E d u catio n in a L ib e ra l A rts S e tt in g ," E d u c a tio n a l L e a d e rsh ip . IX (M arch, 1942), 352- 38. G oodlad, John I . "Some Problem s and Programs in Im proving P re -S e rv ic e T eacher E d u c a tio n ," E lem entary School J o u r n a l, LX V (M arch, 1954), 391-396. 39. H enderson, Leon H. "The T eacher E d u cato rs U nderstand ing o f G eneral E d u c a tio n ," J o u rn a l o f T eacher E d u ca tio n . IV (Ju n e , 1953), 122-124. 266 4 0 . H e rric k , V ir g il E. "Our F u tu re in T eacher E d u c a tio n ." T eachers C o lleg e J o u r n a l. LXVII (F eb ru ary , 195 6 ), 323-332. 41. H ilto n , E. E. "Some Comments on E d u catio n C o u rse s," E d u c a tio n a l Forum. XX (May, 1956), 415-421. 4 2 . Hughes, M arie M ., and S hizvko, N. H arry . " P ro s p e c tiv e T eachers in T h e ir C o lleg e C lassro o m s," Educa t i o n a l A d m in istra tio n and S u p e rv is io n . XL (A p ril, 1957), 211-216. 43* K irk le y , J . A. "V irtu e s and D efects o f Normal School T ra in in g as Seen by G raduates of Two, F ive and Ten Y ears S e rv ic e ," E d u c a tio n a l A d m in istra tio n and S u p e rv is io n . V II (F eb ru ary , 1921), 103-110. 44. L arson, C a rl. "T eachers f o r C a lif o r n ia S ch o o ls: 1 9 5 8 -'5 9 -1 9 7 0 -• 71 ," C a lifo rn ia S c h o o ls. XXIX (A ugust, 1958), 450-4^3. 45. Luderman, W . W . "T eaching Methods in T eachers C ol le g e s ." E d u c a tio n a l A d m in istra tio n and SuDer- v i s io n * XfflW ill <Bay, 15?2)TS'i35'-3l2. 46. Macomber, Freeman G. "A Core Program in Teacher E d u c a tio n ," E d u c a tio n a l L e a d e rsh ip ^ V II (Novem b e r , 1949), 87-91. 47« M a rtin , C lyde. "Growing In to T each in g ." J o u rn a l o f T eacher E d u c a tio n . V (December, 195 4 ;, 311-314. 48. McGeoch, D orothy M. "C o o p erativ e P lan n in g fo r P ro fe s s io n a l E d u catio n of T e a c h e rs," T eachers C o lleg e R ecord. LIV (May 1953)> 440-446. 49. O 'B rien , F* P. "Employing S tu d en t C ritic is m in R ev isin g C ourses in E d u c a tio n ," E d u c a tio n a l A d m in istra tio n and S u p e rv is io n . XI (Septem ber, 1 9 2 5 ;, 394-398. 50. R ucker, W . Ray. "T rends in S tu d en t T eaching, 1932- 1952," J o u rn a l of T eacher E d u c a tio n . X V (December, 1953)> 261- 263. 51. R u ja, H arry . "E xperim enting w ith D isc u ssio n in Col le g e T eaching: A S urvey o f R ecent R e se a rc h ," E d u c a tio n a l A d m in istra tio n and S u p e rv is io n . l l X (Janos January, 1055)> '329-342* 2 67 52. Ryans, David G. " I n v e s tig a tio n of T eacher C h a ra c te r i s t i c s , " E d u c a tio n a l R ecord. XXXIV (O ctober, 1953), 371-396. 53* S h ir le y , Mary, and B evner, K ate. "Experim ent In Teaching L ab o rato ry Psychology by th e P r o je c t M ethod," J o u rn a l o f A pplied P sychology. XIV (A ugust, 1930 ; , 309- 354 . 54. S to n e , James C. "W hat’ s R ig h t w ith T eacher Educa tio n ? " C a lifo rn ia S c h o o ls. XXVIII (M arch, 1957), 109-124. 55* S to u t, R. A. " S e le c tiv e A dm ission and R e te n tio n P r a c tic e s in T eacher E d u c a tio n ," J o u rn a l of T eacher E d u c a tio n . V III (Septem ber, 1957?> 299-317, 4 2 2 - 4 3 2 . 56._______ . "A dm ission and R e te n tio n P r a c tic e s in C ollege Programs of T eacher E d u c a tio n ," P e rso n n e l and Guidance J o u r n a l. XXXIV (December, l95l?}, 208- 2I 2. 57* S tu d en t P erso n n el A s s o c ia tio n f o r Teacher E d u catio n N e w sle tte r, Am erican P erso n n el and Guidance A s s o c ia tio n . V II (Ja n u a ry . 19593. 7. E n cy clo p ed ia A r tic le s 58• A nderson, G. L e s te r , and P e ik , W . E. "Teacher Educa t i o n - : IV. C u rricu lu m ," E ncyclopedia of Educa t i o n a l R esea rch . 1396-1413* Rev. ed. New York: M acm illan C o ., 1950. 59* S an fo rd , C h arles W., and Trump, J . L loyd. "Teacher E d u catio n : IV. P re s e rv ic e S e le c tio n ," E ncyclo p ed ia of E d u c a tio n a l R esea rch . 1390-1396. iRev. ed.New Y o rk :M a c m illa n C o ., 1950. U npublished M a te ria ls 60. B e ll, R obert E. P e rso n a l C orrespondence. December 10 1958......... 61. B e ll, R obert E. "W ilson C ollege Program in E lem entary E d u c a tio n ." M anuscript Copy, n .d . 268 62* G allag h e r, Thomas C. "E v alu atio n of C ollege Courses In th e P re p a ra tio n of E lem entary T e a c h e rs.” Unpublished d o c to ra l d i s s e r t a t i o n . U n iv e rsity of C a lifo rn ia a t Los A ngeles, 1948. 63* H o ck ett, John A. "Alumni E v alu a tio n of Teacher T rain in g a t th e U n iv e rsity of C a lifo rn ia a t Los A ng eles." Unpublished d o c to ra l d i s s e r t a tio n , U n iv e rsity of C a lifo rn ia a t Los A ngeles, 1942. 64. In g e b rits o n , Kasper I . "A Study of th e E lem entary Teacher E ducation Programs O ffered in th e A ccred ited Teacher E ducation I n s t it u tio n s in C a lif o r n ia ." U npublished M a ste r's t h e s i s , Clarem ont G raduate S chool, 1948. 65* Ja n tz e n , J . Marc. Chairman, Committee on th e R e la tio n of th e Ju n io r C ollege to Teacher E ducation, C a lifo rn ia C ouncil on Teacher E ducation, "A Survey of C e rta in A spects of E lem entary Teacher E ducation Programs in S ta te A ccred ited I n s t i t u t i o n s ." U npublished d u p lic a te d copy, November, 1957- 6 6 . McNaughton, D aniel C. "An E v alu atio n of th e Teacher E ducation Program of th e S tan fo rd School of E d u catio n ." Unpublished d o c to ra l d i s s e r ta tio n , S tan fo rd U n iv e rsity , 1942. 67 . Moore, Raymond S. "The O rg an izatio n and A dm inistra tio n of Teacher E ducation in C a lifo rn ia L ib e ra l A rts C o lle g e s." Unpublished d o c to ra l d is s e r ta tio n , U n iv e rsity of S outhern C a lifo rn ia , 1947. 6 8 . M o rris, Van C leve. "The P re p a ra tio n of Secondary School T eachers in L ib e ra l A rts C o lle g e s." Unpublished d o c to ra l d is s e r ta t i o n , U n iv e rsity of I l l i n o i s , 1949. 69. P ersky, B lanche. "A Study and A n aly sis of a Program of E a rly Childhood and Elem entary E ducation w ith Recommendations f o r Improvement o f th e E x istin g Four Year Program of th e School of E ducation, New York U n iv e rs ity ." Unpublished d o c to ra l d is s e r ta ti o n , New York U n iv e rsity , 1954. 70. P r i n d iv il le , G erald A. "The O rg an izatio n and Adminis t r a t i o n of Teacher E ducation in C a lifo rn ia 269 C o lle g e s .” U npublished d o c to ra l d i s s e r t a t i o n , U n iv e rsity of S outh ern C a lif o r n ia , 1950. 71. S aunders, Jack 0. L. “E v a lu a tio n of a P re p a ra to ry Program in E lem entary Teacher E d u catio n in P ro v id in g Teacher C om petences.” U npublished d o c to ra l d i s s e r t a t i o n , U n iv e rsity of Wyoming, 1954. 72. S to n e, B rin to n H. ”A L ib ra ry Survey of Follow-Up S tu d ie s in Teacher E d u c a tio n .” Mimeographed fo r th e C a lifo rn ia C ouncil on Teacher E d u catio n , November, 1957* A P P E N D I X E S l I APPENDIX I QUESTIONS INCLUDED IN THE INTERVIEW S e le c tio n How e a rly a re elem en tary te a c h e r ed u c a tio n people id e n tif ie d ? What methods a re used to r e c r u i t them? When a re th ey f i r s t ad m itted to th e elem en tary te a c h e r ed u c atio n program? How o fte n is th e re r e -e v a lu a tio n of t h e i r s ta tu s ? What p ro v isio n i s made to a ssu re adequacy of elem entary ed u c atio n stu d e n ts? What t e s t s a re used? What t e s t s a re used to a ssu re adequacy in s ta tu to r y su b je c ts? What rem ed ial m easures a re used to a ssu re t h i s adequacy? L ib e ra l A rts and G eneral E ducation What i s th e e x te n t of th e u n ity between l i b e r a l a r t s and te a c h e r edu catio n ? How does the te a c h e r e d u c a tio n f a c u lty p a r tic ip a te in o v e r - a ll i n s t i t u t i o n a l planning? How does the l i b e r a l a r t s f a c u lty p a r tic ip a te in te a c h e r ed u catio n planning? What a re th e v a r ia tio n s in l i b e r a l a r t s or g e n e ra l ed u c atio n req u irem en ts f o r th o se in th e elem en tary te a c h e r ed u c atio n program? What a re th e low er d iv is io n p r e r e q u is ite s fo r upper d iv is io n courses? 271 272 | P r o fe ssio n a l Education Course Sequence j What p ro p o rtio n of th e t o t a l number of s tu d e n ts i s in I elem en tary te a c h e r ed u catio n ? I s th e r e l a t i v e im portance of each o f th e fo llo w in g f a c to r s in th e d e te rm in a tio n of th e elem en tary te a c h e r e d u c a tio n program , g r e a t, some, or none? t T ra d itio n or s t a t u s quo S ta te D epartm ent of E d u catio n re q u irem en ts P hilosophy or o b je c tiv e s of th e c o lle g e C urriculum of th e elem en tary sch o o l Church re la te d n e s s or su p p o rt When was th e l a s t m ajor r e v is io n o f th e elem en tary te a c h e r e d u c a tio n cu rricu lu m ? What m ajor changes were made? What was th e b a s is fo r th e s e changes? What f u r th e r changes do you contem plate? What a re some lim ita tio n s to changes? How i s co n tin u o u s improvement of th e cu rricu lu m assu red ? How a re h i s t o r i c a l , p s y c h o lo g ic a l, p h ilo s o p h ic a l, and s o c io lo g ic a l e d u c a tio n a l fo u n d a tio n s developed? How i s a p h ilo so p h y of e d u c a tio n developed? How a re methods c o u rse s provided? Are th e y g e n e ra l methods co u rses or s p e c ia l methods co u rses? How adequate is th e b alan c e betw een fo u n d a tio n s and methods? How i s u n ity among a l l th o se in elem en tary te a c h e r e d u c a tio n achieved? P ro fe s s io n a l L ab o rato ry E x p erien ces How a re o p p o rtu n itie s f o r th e c r o s s - s e c tio n a l, lo n g i t u d in a l, and in d iv id u a l stu d y of c h ild re n provided? I How are d ir e c t and th e o r e tic a l exp erien ces a ltern a ted ? ' How a re methods c o u rse s made more fu n c tio n a l? How do te a c h e rs of m ethods co u rse s p a r t i c i p a t e in p lan n in g and p a r ti c i p a t in g in la b o ra to r y e x p e ri ences? Where in th e e d u c a tio n sequence i s d ir e c te d te a c h in g ? j I s d ir e c te d te a c h in g done on more th a n one g rad e le v e l? For what p e rio d o f tim e i s d ire c te d te a c h in g re q u ire d ? How a re in d iv id u a l d iffe re n c e s prov id ed in d ire c te d te a c h in g ? How is re a d in e s s a ssu re d fo r d ire c te d te a c h in g and i s th e e x p e rie n c e ev er lengthened? I n s tr u c tio n a l P rocedures How is p ro v is io n fo r in d iv id u a l d if f e r e n c e s made in i n s tr u c t i o n a l p ro ced u res? Follow -up Are form al fo llo w -u p a tte m p ts made? What i s th e n a tu re of th e s e fo llo w -u p a tte m p ts? V is its ? Q u e stio n n a ire s? What in fo rm al fo llo w -u p a tte m p ts a re made? APPENDIX II THE QUESTIONNAIRE Upland College O ffice of Education D iv isio n Upland, C a lifo rn ia May 12, 1958 Dear Fellow Teachers A ll of education and e s p e c ia lly Teacher E ducation is being su bjected to co n tin u a l c ritic ism * E valuation of Teacher Education programs can b e st be made by those most v i t a l l y concerned, namely, te a c h e rs. The Education O ffice of the co lleg e from which you graduated has made your name and address a v a ila b le to me. You are being asked to give a few m inutes of your lim ite d time to th in k of some asp e cts of your co lle g e program and to give them a f a i r a p p ra is a l. The data thus gathered w ill be u se fu l in improving teac h er education. N ineteen C a lifo rn ia l i b e r a l a r ts c o lle g e s are cooperating in th is stu d y , which is a d is s e r ta tio n p ro je c t a t the U n iv ersity of Southern C a lifo rn ia . The com posite d ata w ill be a v a ila b le to your co lle g e ; however, your response w ill remain anonymous. T herefore, i f you have ta u g h t, or are now teaching in a public school, please take a few m inutes to complete and re tu rn th is ev a lu a tio n form. Thank you fo r your kind and prompt response. S in cere ly , / s / E lia s H. Wiebe E lia s H. Wiebe, Chairman, Education D iv isio n , Upland C ollege 274 y TEA CH ER EDUCATION PR O G R A M S IN CALIFORNIA LIBERAL ARTS COLLEGES ! C irc le year of g rad u atio n : 1954 1955 1956 i ' C irc le number of years taught a t each grade le v e l: (Count p re se n t year i Grade: K 1 2 3 4 5 6 7 | Years ta u g h t: 1234 1234 1234 1234 1234 1234 1234 1234 TEA CH ER EDUCATION COU RSES i ; C irc le th e sem ester of the /college year in which you were f i r s t brought | c o n tac t w ith c h ild re n in connection w ith your co lleg e cou rses: i ' Y ear: Freshman Sophomore Ju n io r Senior I Sem ester: 1 2 1 2 1 2 1 2 | (The numbers and spaces a t the extreme r ig h t are fo r ta b u la tio n only. P lease d is - ; re g a rd .) j Check th e course in which t h i s f i r s t c o n ta c t was f i r s t made: I 1 . G eneral Psychology ___ 4. Child Psychology 7* S tudent Teaching ____ | 2 . I n tr o , to E ducation 5« E ducational Psych. 8. _O ther:_____________ i 3« I n tr o , to Sociology 6. Methods Courses ____ ; j Check ( * 0 the courses among the follow ing which were a p a rt of your co lleg e I program , in d ic a tin g th e ir value to you as a te a c h e r. Check 1 i f you found the course of no v alu e. ; to *<3 I ^ i I t as com pleted) 8 1234 in to d ir e c t Check 2 i f you found the course of some v alu e. Check 3 i f you found the course of g re a t v alu e. 11 2 3 1» In tr o , to E ducation 4 5 6 1 2 3 2. Child and Ed. Psych. 4 5 6 (Combined) 1 2 3 3* Child Psychology 4 5 6 1 2 3 4. Ed. Psychology 4 5 6 1 2 3 5* Prin. of Ed. or Curr. 4 5 6 1 2 3 6. General Methods Course 4 5 6 1 2 3 7» Tests and Measures 4 5 6 1 2 3 6* Observation 4 > 6 1 2 3 9. Directed Teaching 4 5 6 * * * * ♦ 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 Methods of Teaching: 10. A rithm etic 11. A rt 12. Reading 13. Language A rts 14. Music 15. P h y sic al E ducation 16. Science 17. S o c ia l S tu d ies 18. A udio-V isual 19. O ther:_____________ 5 5 5 5 I 4 5 4 5 4 5 4 5 6 6 6 6 6 6 6 6 6 6 |Read the l i s t of courses again and in d ic a te your opinion regarding each course in I r e la tio n to i t s p ro p o rtio n ate place in your t o t a l ed ucation program: Check 4 i f you took the course and thought th e tim e given to i t was adequate. Check 5 i f you took th e course and thought th a t to o much tim e was given to i t . Check 6 whether or not you took the co u rse, but would have lik e d to devote a g re a te r p ro p o rtio n of your e n tir e program to i t . COLLEGE INSTRUCTION :Check th e e x te n t to which each of the follow ing in s tr u c tio n a l procedures was used by I your p ro fe sso rs in E ducation Courses o th er than th e course in A udio-V isual: Check 1 i f th e procedure was never used, i Check 2 i f th e procedure was used o cc asio n ally . Check 3 i f th e procedure was used e x te n siv e ly . 276 1 . L ecture 1 2 3 2. D em onstration 1 2 3 C lass D iscussion 1 2 3 4 . F ie ld t r i p 1 2 3 5* In d iv id u a l p ro je c t. 1 2 3 * * 6. Group p ro je c t 1 2 3 7. Motion P ic tu re s 1 2 3 8. Film s tr ip s and s lid e s 1 2 3 9. Other A udio-visual a id s 1 2 3 |10. Check th e e x te n t to which th e re was p ro v isio n fo r in d iv id u a l d iffe re n c e s | in your education c la s s e s : Not a t a l l _ _ ; O ccasionally __ ; E x ten siv ely r 11. Check th e e x ten t to which th e re was overlapping of co n ten t in education | co u rses: Not a t a l l _ j O c c a s io n a lly ; E x te n s iv e ly . ! PROFESSIONAL LA B O R A T O R Y EXPERIENCES ! At the l e f t in d ic a te where in your c o lle g e program you f i r s t had the experiences l i s t e d : I Check 1 i f th e experience was in courses o ther th an edu catio n . 1 Check 2 i f the experience was f i r s t provided befo re d ire c te d teach in g . Check 3 i f th e experience was f i r s t provided during d ire c te d teac h in g . 1 2 3 Use of te x ts , courses of study and o th er curriculum m a te ria ls . 4 1 2 3 2. P a r tic ip a tio n in elem entary school fa c u lty m eetings. 4 1 2 3 3* P a rtic ip a tio n in P arent-T eaehers A sso ciatio n . 4 1 2 3 4. Lesson p lannin g. 4 1 2 3 5» Making a community survey. 4 1 2 3 Study of an in d iv id u a l p u p il. 4 1 2 3 7* Study of th e same group of p u p ils fo r a t le a s t a y ea r. 4 1 2 3 o* Observing p a re n t-te a c h e r conferences. 4 1 2 3 9* Leadership in o rg a n iz atio n s such as Church School, S couts. 4 1 2 3 10. P a r tic ip a tio n in community a f f a i r s o th er th an school a f f a i r s . 4 1 2 3 11* P a rtic ip a tio n in p ro fe ssio n a l te a c h e r’s o rg a n iz atio n s (FTA, CSTA). 4 I 5 I 5 5 5 6 6 6 6 6 6 6 6 6 6 6 A fte r checking a t th e l e f t p lease read th e statem ents ag ain and check a t th e r ig h t th e number of tim es each experience was provided in your e n tir e program: ro '•O > 3 I Check 4 i f the experience was provided only once. Check 5 i f the experience was provided tw ice. Check 6 i f the experience was provided more o fte n . iCheck the t o t a l number of hours befo re d ire c te d te a c h in g : | 1. Spent in o b serv atio n of c h ild re n in a p u b lic school, i 2 . Spent working w ith c h ild re n in a p u b lic school. 3* A ctu ally in charge of a c la s s in a pu b lic school. !Check th e t o t a l number of hours during d ire c te d teac h in g : 4 . A ctu ally in com plete charge of th e c la s s , i 5* You were observed by a co lleg e su p e rv iso r. o l r \ O o IT\ H rn vO 1 1 1 1 1 o vO H vO r — t H H r - t r o vO( EVALUATION OF THE TO TA L COLLEGE P R O G R A M P lease in d ic a te your p referen ce in regard courses in your e n tire co lleg e program: Check 1 i f you would have lik e d more Check 2 i f you thought the number of Check 3 i f you thought the number of L ib e ra l A rts: Hum anities 1 2 3 S o c ia l S ciences 1 2 3 Science 1 2 3 O ther: 1 2 3 to the p ro p o rtio n of th e follow ing courses in th is a re a . courses was c o r re c tly p ro p o rtio n ed . courses in th is are a was to o la rg e . E ducational Foundations: Philosophy 1 2 3 Sociology 1 2 3 H isto ry 1 2 3 Psychology 1 2 3 ; P lease check your judgment of th e adequacy of th e follow ing asp e cts of your program* Check 1 i f n o t adequate Check 2 i f adequate Check 3 i f very adequate 1. P erso n al counseling and guidance. 1 2 3 2. Close co n tact w ith p ro fe sso rs. 1 2 3 3- G eneral education or li b e r a l a r ts p re p a ra tio n . 1 2 3 4. F u n ctio n al and p r a c tic a l methods co u rses. 1 2 3 i To what e x te n t did th e church re la te d n e s s of your co lleg e in flu e n c e : ! 1 . Your t o t a l co lleg e experience: Not a t a l l Somewhat G reatly . ! 2. The teac h er education asp ect of your program: Not a t a l l Somewhat G reatly . TEA CH ER CO M PETEN CES At the l e f t check your judgment of the emphasis which c o lle g e education programs should give to p re p a ra tio n in carry in g out th e fu n c tio n l i s te d : Check 1 i f in your judgment emphasis is unnecessary. Check 2 i f in your judgment emphasis i s of some im portance. Check 3 i f in your judgment emphasis is very im portant. ; 1 2 3 1* To work e f fe c tiv e ly w ith g ifte d c h ild re n in th e classroom . 4 5 6 1 1 2 3 2. To work e f f e c tiv e ly w ith o th er ex c ep tio n a l c h ild re n in the classroom . 4 5 6 1 2 3 3« To work e f fe c tiv e ly w ith c h ild re n from d if f e r e n t socio-econom ic ! groups. 4 5 6 | 1 2 3 4 . To work co o p e ra tiv e ly w ith c h ild re n in planning problem u n its . 4 5 6 - 1 2 3 5* To s e le c t and use a v a r ie ty of in s tr u c tio n a l a id s . 4 5 6 1 1 2 3 6. To provide o p p o rtu n ity fo r in d iv id u a l and group c re a tiv e ! ex p ressio n . 4 5 6 1 2 3 1* 1 2 3 o* ; i 2 3 9. 1 1 2 3 10. 1 1 2 3 11. ! 1 2 3 12. ; 1 2 3 13. ! 1 2 3 14. 1 1 2 3 15. 1 2 3 16. i 1 2 3 17. ; 1 2 3 18. 1 2 3 19. 1 2 3 20. 1 2 3 21. 1 2 3 22. 1 1 2 3 23. ! 1 2 3 24. | 1 2 3 25. 1 2 3 26. 1 1 2 3 27. I 1 2 3 28. 1 2 3 29. 1 2 3 30. To provide a p h y sical environment which aid s le a rn in g . 4 5 6 To provide o p p o rtu n itie s fo r wide p a rtic ip a tio n . 4 5 6 To m aintain an e ffe c tiv e balance of freedom and s e c u rity . 4 5 6 2, To work w ith s p e c ia lis ts in solving p h y sical and m ental problem s. 4 5 6 To work w ith s p e c ia lis ts and p arents in rem ediation. 4 5 6 To inform th e student of h is progress by a v a rie ty of tech n iq u es. 4 5 6 To re p o rt growth in terms of knowledges, s k i l l s , and a ttitu d e s . 4 5 6 / 3. To help c h ild re n develop a b i l i t y in cooperative problem so lv in g . 4 5 6 To help c h ild re n acquire and evidence dem ocratic a ttitu d e s . 4 5 6 To help c h ild re n le a rn e ffe c tiv e d iscu ssio n techn iq u es. 4 5 6 To help c h ild re n fu n c tio n c o rre c tly in sm all groups and on com m ittees. 4 5 6 To help c h ild re n acquire lead e rsh ip a b i l i t i e s . 4 5 6 To design a c ti v i ti e s to aid the p u p il in recognizing key problems. 4 5 6 To develop a b i l i t i e s and m otivation to solve th ese d em o cratically . 4 5 6 To aid the p u p il in lo c a tin g inform ation on c u rre n t problem s. 4 5 6 To aid p u p ils in developing goals and standards fo r e ffe c tiv e liv in g . 4 5 6 4. To u t i l i z e p aren ts and other a d u lts as resource persons. 4 5 6 To u t i l i z e f ie ld tr ip s as community re so u rces. 4 5 6 To re v e a l to the public th e sig n ific a n c e of the school program. 4 5 6 To conduct p aren t conferences. 4 5 6 To d ir e c t group conferences. 4 5 6 To communicate w ith the community as a p ro fe ssio n a l person. 4 5 6 To c o n trib u te to the form ulation and r e a liz a tio n of school o b je c tiv e s. To p a r tic ip a te e f fe c tiv e ly in curriculum planning. 4 5 6 5. 280 1 2 3 31* To defin e school aims in term s su ita b le to ev a lu a tio n . 1 2 3 32. To p a r tic ip a te in the s e le c tio n of in s tru c tio n a l m a te ria ls and su p p lie s. 1 2 3 33* To help develop, m aintain, and enforce a code of e th ic s . 1 2 3 34. To p a r tic ip a te in p ro fe ssio n a l o rg an izatio n s. 1 2 3 35* To seek and support le g is la tiv e programs of education. 1 2 3 36. To keep informed by reading c u rre n t p ro fe ssio n a l l i te r a t u r e . 1 2 3 37* To express a system atic philosophy of education. 1 2 3 38. To u t i li z e th is philosophy in making choices of p o lic ie s and p ra c tic e s . 1 2 3 39. To understand the use and value of camping education. Note: A fter checking a t the l e f t , read each statem ent again and check a t th e r ig h t your opinion as to how adequately your co lleg e program prepared you to ca rry out each fu n c tio n lis te d : Check 4 i f you consider th a t you were not a t a l l prepared. Check 5 i f you consider th a t you were given adequate p re p a ra tio n . Check 6 i f you consider th a t you were e x c e lle n tly prepared. P lease f e e l fre e to in d ic a te any suggestions you might have to improve the p re p a ra tio n of elem entary school teach ers in the co lleg e from which you graduated: 4 5 6 4 5 6 6 4 5 6 4 5 6 4 5 6 4 5 6 4 5 6 4 5 6 4 5 6 r o 00 h * O- C O

Asset Metadata

Creator Wiebe, Elias Henry (author)

Core Title The Nature Of Elementary Teacher Education In Certain Liberal Arts Colleges And Universities In California

Contributor Digitized by ProQuest (provenance)

Degree Doctor of Education

Degree Program Education

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

Tag Education, Teacher Training,OAI-PMH Harvest

Language English

Advisor Naslund, Robert A. (committee chair), Brown, Charles M. (committee member), Thorpe, Louis P. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-74580

Unique identifier UC11357509

Identifier 6004472.pdf (filename),usctheses-c18-74580 (legacy record id)

Legacy Identifier 6004472.pdf

Dmrecord 74580

Document Type Dissertation

Rights Wiebe, Elias Henry

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA