A guide for developing a daily schedule for a seventh and eighth grade school

Citation preview

A GUIDE FOR DEVELOPING A DAILY SCHEDULE FOR A SEVENTH AND EIGHTH GRADE SCHOOL

A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

hy Ivan A. McMillin August 1950

UMI Number: EP46456

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissertation Publishing

UMI EP46456 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346

Ed

'57

M }b*7 P*

T h is project report, w ritten under the direction o f the candidate*s adviser a n d ap p ro ved by him , has been presented to and accepted by the F a c u lty o f the School of E d u catio n in p a r t ia l f u lf illm e n t of the requirements f o r the degree

of M a s t e r of

Science in E ducation.

Da

..

A d v is e r

Dean

TABLE OP CONTENTS CHAPTER I.

PAGE

THE NATURE OP THE P R O B L E M ..................... Description of the situation Statement of the problem

1

...................

1

.......................

2

Authority for the development of the scope

II.

and importance of the p r o b l e m ...............

2

Scope and delimitation of the p r o b l e m ...........

5

Definition of technical terms and words

........

6

Importance of the problem .......................

7

Organization of the chapters of the report

...

8

................................

10

Emergence of the p r o b l e m .......................

10

Development of the b i b l i o g r a p h y ..........

11

PROCEDURES

Determination of a selected bibliographical list by random s a m p l i n g ..................... How reliability and validity were achieved III.

...

11 11

SIGNIFICANT FACTORS INVOLVED IN THE DEVELOPMENT . .

13

OF A DAILY SCHEDULE . . . -.......................

13

Objectives of the s c h o o l .......................

13

Flexibility of the s c h e d u l e .....................

17

Curriculum of the s c h o o l .......................

19

Integration of subjects

20

.......................

Pupils--a factor in schedule-making .............

25

iii CHAPTER

PAGE Teachers -- a factor in schedole-making . . . . Time —

a factor in schedule-making...

31

Buildings -- a factor in schedule-making . . . S u m m a r y ................................. IV.

38 . . . .

Realize the goals of the s c h o o l ........ Utilize all resources

VI,

CONCLUSIONS

38

38

.......................

S u m m a r y ................................. V.

32 34

QUALIFICATIONS OF A GOOD DAILY S C H E D U L E .. Esprit de corps of pupils and teachers

28

41

43

................................

46

RECOMMENDATIONS FOR DEVELOPING A DAILY SCHEDULE FOR A SEVENTH AND EIGHTH GRADE S C H O O L .

51

BIBLIOGRAPHY .........................................

55

CHAPTER I THE MATURE OP The

THE PROBLEM

purpose of this study is to formulate a sound

basis upon which can be built a daily schedule for a seventh and eighth grade school. This chapter will present a description of the situ­ ation from which the problem emerged, a statement of the problem, the authority for importance

the development of the scope and

of the problem, the scope and delimitation of the

problem, a definition of technical terms and words, the importance of the problem, and the organization of chapters of the report. Description of the situation.

The writer is to be

the principal of a newly constructed seventh and eighth grade school.

As this will bring about an entirely new situation,

there will be no formally used plans or experiences by which to be guided. In the past the seventh and eighth grade pupils have attended school along with fifth and sixth grade pupils. •*

*

Each class of pupils had a homeroom teacher who instructed them for all subjects except industrial arts, music and art. The new school is composed of sixteen rooms only ten of which are regular classrooms.

There is an arts and crafts

2 room, a music room, a library, a general science laboratory, .a. woodshop and a homemaking roonu

There are shower and locker

rooms for boys and girls’physical education, but no gymnasium. There will be special teachers for all the special classrooms mentioned above in addition to a teacher for each regular classroom.

In addition to these teachers there will be one

instrumental music instructor and a part time nurse. estimated number of pupils will be 567.

The

Two hundred eighty-

two eighth grade pupils and two hundred forty-five seventh grade pupils. The large number of pupils and the size and number of classrooms available makes it almost essential that some form of a so-called departmentalized daily schedule be pre­ pared to utilize all rooms and all teachers to the greatest advantage. Statement of the problem.

It was the purpose of this

study to present a guide for developing a daily schedule for a seventh and eighth grade school.

This study *has to do only

with setting up basic factors which will aid the schedule maker in formulating his plan of action, and to determine what qualifications prove the value of a daily schedule. Authority for the development of the scope and im­ portance of the problem.

A sample of authoritative literature

3 on daily schedule-making revealed that the writers did stress the importance for plans of' action in the making of schedules for school programs. Rittenhouse-^- specifies.that significance of the problem will be recognized from a consideration of the various groups to which it would be of interest to know what educators are thinking in schools in regard to daily schedules. groups are:

These

(l) school administrators, and curriculum workers,

(2 ) teachers in service, (3 ) teachers in training, and (4) society. A need for study is brought out by Rittenhouse when she states: Progress in any line demands a study of what has been done by successful workers in that field, with a view to adopting the points of advantage and avoiding or correcting the weaknesses observed. Rittenhouse^ goes on to say it is therefore important to know what competent authorities think about the daily schedules.

Ruth Rittenhouse, "A Critical Analysis of Daily Schedules in Progressive Elementary Schools,” Unpublished Master*s thesis, University of Southern California, Los Angeles, 1937, P. 2. 2 Rittenhouse, L o c . cit. 3 Rittenhouse, L o c . cit.

Harrington said: The most important administrative act which the executive in a large junior-high school has , to perform, is the construction of the program' , for his school.'4' The influence of the program is so great that all personnel and even the community are affected by it. In the preface to Langfitt's book he has this to say: How to organize efficiently that complex social institution, the school, is a major problem of every administrator. To use to best advantage all existing resources, to promote the ends for which the school is supported, and to minimize as far as possible the limi­ tations of the teaching staff, the school plant, and other factors are aims of professional procedures in construction of the daily schedule . . . .During the past few years the professional writings on organization as related to schedulemaking have greatly increased. Much of the material, however, is scattered through many books, magazine articles, special investi­ gations, and other publications not readily available to the worker in the field.-5 In the text of his book Langfitt gives this topic even more space: In a general way the techniques used in the construction of the daily schedule have evolved largely on the basis of the Individual experience of the person making the schedule. Even today it is usual to find that the principal employs a general method of procedure Harold Leontine Harrington, Program Making for Junior High Schools (Mew York: The Macmillan Company, 1930), P. 1 ^ Emerson R. Langfitt, The Daily Schedule and High School Organization (New York: The Macmillan Company, 1938), p. v.

5 which is based upon a narrow experience in a few sched­ ule situations. . . .It seems quite appropriate for a book on the daily schedule to treat the problem from a broad, inclusive point of view^and to make readily available much of the theory and many of the successful practices.6 Devilbiss indicates the problems importance by saying, "One of the most important duties of a high school principal is that of preparing the schedule for the operation of the school's program."7 The above quotations, presented by the authorities in the field of education, are samples of the thinking on the importance and scope of the problem of schedule-making. Scope and delimitation of the problem.

In order to

arrive at a practical solution of the main problem of this study, it was necessary to be concerned primarily with the elements that essentially go into making up the daily sched­ ule .

There was no attempt to study the entire phase of

scheduling as to the theory, planning and the mechanics involved. The problem gives rise to several questions.

What are

the significant factors to be considered in planning a daily

6 Ibid., p. 9. ^ .Wilbur Devilbiss, "Criteria of a Good Master Sched­ ule *M National Association of Secondary School Principals. National Education Association, Washington, D.C., 31:31* November, 19^7.

6 schedule?

What are the qualifications that determine the

value of a daily schedule?

What is the best form or method

to use in making a schedule? checks?

How do you work out conflict

How does the community affect the schedule?

This

study will be concerned with answering only the first two questions. Definition of technical terms and words. 1*

Daily schedule.

Daily schedule, schedule of

recitations, school schedule, schedule of classes, classroom schedule, general schedule, master schedule, daily schedule of classes, school program, daily program, program of studies, teacher schedule, and pupil schedule are used somewhat syn­ onymously by many of the authorities in this study.

In

general the term daily schedule will be used in such a way as to include all school activities which are assigned to regular periods and hours of meeting. 2.

Schedule-maker.

In this study the writer will

assume that the principal is usually the schedule-maker. 3.

Buildings.

When the word buildings is used it

will refer to the building itself Including the rooms and equipment of the physical plant. 4.

Junior High School.

Junior high school will mean

any three year educational institution including grades seven, eight, and nine.

5.

Core-curr1culum.

Core-curriculum will refer to

that body of material required of all pupils but so coor­ dinated that it gives a sense of unity to the pupil's school experience. 6.

Time.

Time will refer to the length of the school

day, the length of periods, the length of recesses, and the length of passing time. 7.

Teacher load.

Teacher load will refer to all

those services which a teacher renders. 8.

Esprit de corps.

Esprit de corps will refer to

enthusiasm and spirit that the pupils and teachers generate in regard to their life situations within the school. Importance of the problem.

The daily schedule, proba­

bly more than any one device used in school administration, determines whether a school will be a smooth functioning organization or a "hodge podge” of conflicts, and discontent. Certainly it is an important device through which the school attempts to accomplish its goals.

The daily schedule is so

important that it affects all the school personnel and the community. According to the authorities there is a need to bring together the ideas and plans of the people working with daily schedules to aid in the organization of an efficient suitable schedule of classes.

In so many cases school schedules are

8 constructed on the bases of narrow past experiences of the single school situation. It is apparent that within the local situation of this study that there is an immediate need to develop a frame-ofreference, and to formulate a plan of attack for the con­ struction of the important device, the daily schedule. Organization of chapters of the report.

Chapter I

deals with the nature of the problem of this project and includes a description of the situation, a revised statement of the problem, the authority for the development of the scope and importance of the problem, the scope and delimita­ tion of the problem, the definition of technical terms and words, the importance of the problem, and the organization of chapters of the report. Chapter II presents the emergence of the problem, the development of the bibliography, the determination of a selected bibliographical list by random sampling, and how reliability and validity are conceived. Chapter III Includes a report of the findings organized around the basic factors for consideration in developing a daily schedule and a summary of those findings. Chapter IV gives the findings concerning the basic qualifications of an efficient daily schedule and a summary of those findings.

9 Chapter V states the. conclusions drawn from the findings of chapters III and IV. Chapter VI contains the recommendations that may be used to guide the development of a daily schedule for a seventh and eighth grade school in a particular situation. This chapter has contained information pertaining to the nature of the problem and has dealt with sections on description of the situation, a revised statement of the problem, authority for the development of the scope and importance of the problem, the scope and delimitation of the problem, a definition of technical terms and words, the importance of the problem, and the organization of the chapters of the report.

Chapter II will give the method of

procedure used in solving the problem.

CHAPTER II PROCEDURES The preceding chapter described the nature of the problem and a description of the situation giving rise to the present study.

This chapter will present the emergence

of the problem, the development of the bibliography, the determination of a selected list of bibliographies by random sampling, and how reliability and validity were conceived. Emergence of the problem.

The local situation points

to the fact that a new seventh and eighth grade school, where children will attend from seven lower grade schools to an entirely new type of experience for the first time, must meet a daily schedule that will satisfy their school needs. There is no old system or plan to fall back on by the local administration.

The problem emerged as a need to develop an

educationally sound guide for formulating a daily schedule that will achieve the objectives of the school. A review of a sampling of the literature indicated that any effective approach to planning a daily schedule must be based upon the following questions. 1.

What are the significant factors to be considered

in planning a daily schedule for a seventh and eighth grade school?

11 2.

What are the qualifications that determine the

efficiency of a daily schedule. Development of the bibliography.

The criteria of

competence used in developing the bibliography for this study was established by selecting books, articles, theses, and publications of learned institutions and organizations written by men and women in the profession of education who, by the nature of their positions were qualified to write on the subject. Utilizing the resources of the library of the Univer­ sity of Southern California, thirty-nine references were finally selected that met with the criteria.

These refer­

ences became the basic sources of material for this project. Determination of a selected bibliographical list by random sampling.

The determination of a selected list of

bibliographies was arrived at by random sampling.

Every

second reference was selected from an alphabetically arranged basic list of material.

This list became the final references

that were studied intensively. How reliability and validity were achieved.

Reliability

was secured in this study by random sampling of the previously determined list of bibliographies.

Every second reference of

the total thirty-nine was used in this study, utilizing twenty

12 references.

The relationships of the points of view of the

authorities in regard to each question were secured and the frequency of their agreements obtained.

A second sampling

was taken of four additional references the frequency of agreement was not changed. Validity was achieved by the criteria of competence used in the selection of the authorities of the list of references.

Validity was also obtained by the frequency of

agreement of the authorities and by the weight of their opinion in reference to the conclusions made. Chapter II explained the way in which the problem emerged, how the bibliography was developed, the selected bibliography was obtained, and how reliability and validity were established.

The next chapter will report the findings

concerning the basic factors involved in the development of a daily schedule, and a summary of those findings.

CHAPTER III SIGNIFICANT FACTORS INVOLVED IN THE DEVELOPMENT OF A DAILY SCHEDULE The preceding chapter discussed procedures used in finding dependable answers to the basic questions that emerged from a study of the literature.

This chapter considers the

question of what are the significant factors to be considered in planning a daily schedule for a 7th and 8th grade school. Those factors which were considered most important by the majority of the authorities reviewed made up the sections of this chapter together with a summary of those factors. Objectives of the school.

In developing this section

of the study it seemed pertinent that Touton be quoted first with the following statement: The scheduling of classes should be considered one of the most important phases of administration, and the schedule should be an instrument that makes possible the realization of the. educational objectives of the junior high school. Huston and Keifer2 mention that educational opportunities bring out the point that the objectives or philosophy of what Frank C. Touton, and Alice Ball Struthers, Junior High School Procedure (San Francisco: Ginn and Company, 1926), p. 146>. 2 Percival W. Huston, and Joseph C. Keifer, "Schedules of Junior High School Pupils," School Review. 46:667~78* November, 1938.

the school is trying to do is one of the main factors which must guide the formation of the daily schedule.

Devilbiss

writes: Through the schedule the principal gives the expression to his philosophy and understanding of _ , _ the objectives of education, his concepts of rela­ tive values in the school program, his human under­ standing, and his ability to marshall all of the resources for the greatest good to the largest number.3 . .‘ . Devilbiss^ indicates the need of objectives to be defined by each school

a philosophy and clear in order that the

school may serve its purpose is agreed upon by most educators. It is of paramount importance to have a definite set of ob­ jectives to guide the principal in his efforts to set up a workable daily schedule. Edwards,^ Cubberley^ and Caswell^ classify philosophy essentially the same as indicated above. The point that a philosophy must be most carefully thought out and developed into the daily schedule is made clear by Rittenhouse when she states: "Elementary teachers are faced by the necessity of accommodating large numbers of ^ Wilbur Devilbiss, "Criteria of a Good Master Schedule, National Association of Secondary School Principals. National Education Association, Washington, D. C., 31:31, November, 1947 ^ Devilbiss, Loc. Sit. 5 Phyllis 0. Edwards,. "Arranging a Time Table," The Journal of Education, 132:144, May, 1949. f\

Ellwood P. Cubberley, The Principal and His School (San Francisco: Houghton Mifflin Company, 1923")'# P- 162. ^ Hollis L. Caswell, Program Making in Small Elementary Schools (Nashville, Tennessee: Division of Surveys and Field Studies, George Peabody College for Teachers, 1930), p. 7.

15 children in a single room, revising a course of study and adjusting their own philosophies to the schedule."® Rittenhouse^ also says that the schedule influences the educational outlook of all people who come in contact with the daily schedule. The need for the establishment of objectives as a factor in schedule-making was set forth in Harrington's statement that: The program must serve the educational philosophy around whieh the school is built and the best interests of the student body as expressed in that philosophy . . ,.10 Langfitt is of the opinion that: The daily schedule is the general chart and master plan of action for all high school activities. It prescribes the time, place, personnel, the maximally adequate daily schedule has that form and those provisions which stimulate and make possible the greatest desirable play of educative forces upon the pupils and teachers. As a con­ crete expression of philosophy and practice, it reflects the general aims of the school. The individual growth and adjustment of each pupil in socially desirable ways of living must be the ultimate goal of the daily schedule just as it is the goal of the school as a social institu­ tion. The optimum conditions for the learning process must be provided; actual experience in socialized group-living must be realized; guidance ® Ruth Rittenhouse, "A Critical Analysis of Daily Schedules in Progressive Elementary Schools." Unpublished Master's Thesis, University of Southern California, Los Angeles, 1937, P. 2. ‘ •" ~ ^ L o c . cit. 10 Harold Leontine Harrington, Program Making for Junior High Schools (New York: The Macmillan Company, 1930), p. 1.

of the individual will be made possible; and all the resources of the school will be capitalized. Langfitt goes further in stating: The first comprehensive and definite information which the schedule-maker should possess is a clear understanding of the general and immediate aims of his school. Such aims may well be considered.the guiding stars of schedule-making . . . Unless the schedule-maker can prepare written statements of the educational aims and objectives which can be easily understood and accepted by the school officials and teachers, his work in schedule-making may become a tragic case of the blind leading the blind. ^ Touton1s statement of objectives is as follows: The policy of the school.is expressed in its schedule, which serves as the blue­ print and specifications of the school organi­ zation and the time-table of the system. It makes definite provisions for the successful realization of the educational aims of the school and arranges opportunities for furthering these aims . . . K y t e ^ sums it up when he says as a principal his educational organization to be

sound, should be based upon

the formulation of an acceptable educational philosophy and a thorough analysis of all pertinent conditions.

The products

of these efforts are to be applied iii the organization of the ^ Emerson R. Langfitt, The Daily Schedule and High School Organization (NewYork: The Macmillan Company, 1938), P. 3. 12 Ibid.. p. 23. ■*-3 Touton, Op . cit., p. 120. ^ George C. Kyte, The Principal at Work (San Francisco: Ginn and Company, 19.41), p. 111.

17 educational program. Flexibility of the schedule.

The desirability to have

a schedule that was flexible was of some concern to the authori­ ties on schedule-making.

Rittenhouse found that "In practi­

cally all the literature relating to the daily programs there can be found as one of the general recommendations that the program must be flexible. Rittenhouse-^ also found in her analysis of daily schedules in elementary schools, for them to be tentative and flexible. Aiken-1-? found in his study a tendency to lengthen the school day, to make programs of work more flexible with longer . uninterrupted periods of work. According to Lane: The day has gone by when a teacher was compelled to keep her school subjects in water­ tight compartments and represent each by a given number of minutes on his program. The tendency in the new school is to group subject-matter materials into centers, or large units requiring a few long, flexibly administered periods. In a publication of the National College of Education it stated that " . . . 15 ^

The program is flexible and may be

Rittenhouse, o p . cit., p. 12. L o c . cit.

Wilford M. Aiken, "Our Thirty Unshackled Schools," Junior Senior High School Clearing House. 11:78-83, October 1936. Robert Hill Lane, A Teacher1s Guidebook to the Activity Program (New York: The Macmillan Company, 1933), P- '21.

18 altered from month to month or from day to day, except that periods devoted to physical needs must remain fairly constant.nl9 20 Gaddis, a principal of an elementary school in Illinois ■

of grades five through eight, found they desired a program„ that would recognize to,some degree of regularity and conti­ nuity, but that would- be flexible and informal. Edwards mentioned flexibility in this way: The schedule in an elementary school must be flexible, and is best used as a general guide to the activities of the day, rather than, exact determiner to be rigorously followed.21 In Caswell's article on prgrara-making he sets up five qualities of a good program, one of which is 11. . .flexibilily which necessitates detailed planning."

PP

Touton in reporting along these lines says, "This means that the schedule must be made with a farsighted tfislon for continuity and at the same time an appreciation of immediate flexibility."23 Cox^^ says that a considerable degree of flexibility in grade placement of topics or projects is surely justifiable. 19

National College of Education, Curriculum Records of the Children's School. Evanston, Illinois: National College of Education, Bureau of Publications, 1932, p. 562. 20 E. A. Gaddis, "improving the Daily Program," Nations Schools. 43:30, April, 1949. ' -- ^

Edwards, op. cit.. p. 144.

22 Caswell, o p . cit.. p. 14. 23 Touton, op. cit., p. 145. 24 Philip W. L. Cox, The Junior High School and Its Curriculum (San Francisco: Charles Scribner's Sons, 1933)> p. 412.

19 In listing his principles of a schedule Cubberley states that, "The degree of flexibility and variability in a program may very properly vary with the experience and ability of the teachers concerned."25 Curriculum of the school.

Preliminary to the actual

construction of the program or schedule of classes the organizer must according to Harrington,

"Adopt or decide upon

a program of studies, showing the subjects to be taught, by grade and curriculum, with the time allotment of each."

26

The character of the curricula offered must be firmly established prior to the making of the schedule Is expressed by Touton as, "A complete knowledge of the program of sub­ jects is absolutely essential if the schedule of classes is to give a comprehensive expression of the educational policy of the school."27 Edwards,2® Gaddis,2^ Cubberly,^0 and C a s w e l l ^ are essentially in agreement with the above statement. Langfitt^2 says that curriculum offerings in any school 25 Cubberley, op. cit.. p . 163. 2^ Harrington, pp. cit., p. J. 2? Touton, pp. cit.., p. 123. 28 Edwards, op. cit.., p. 144. 29 Gaddis, pp. cit., p. 30. 39 Cubberley, op. cit., p. 162. 31 Caswell, pp. cit.. p. 732 Langfitt, pp. cit.., p. 150.

20

should be considered one of the Important bases for schedulebuilding . Huston and Keifer agree with the above in the follow­ ing quotation: Schedule-making is thus conditioned by curriculummaking, and, if decisions concerning the elements of the curriculum, their grade placement and the time allotted to each are arrived at by some person unconnected with the problem of the schedule, difficulties are likely to be created unnecessarily.33 Rittenhouse^ and G o x ^ are in agreement with Devil­ biss

in his development of acriteria for schedule-making

when

he lists as number one: A good schedule must make it possible to provide and administer the kinds of learning experiences needed to implement the purpose for which the school exists.

The schedule should be determined by the curriculum; not the reverse.3° Kyte37 agrees that the curricula is a component part of schedule making. Integration of subjects.

The three general recommenda­

tions that Rittenhouse found relating to daily schedules brings out the point of integration as a factor in schedule-making.

33 Huston and Keifer,

op,, cit.. p. 667.

3^ Rittenhouse, pp. pit., p. 12. Cox, pp. cit,., p. 407. Devilbiss, op. pit.., p. 31. 37 Kyte, pp. cit., p. 110.

21

The second generalization is quoted as, H . . .there must be integration of the various fields;

. . ."38

In Rlttenhouse's^9 analysis of daily schedules in elementary schools she found in general that social studies was the core of the curriculum and scheduled as such. The Importance of social studies as a core for .the schedule is emphasized by Judd, "The remedy for existing defects (in social studies) is to be found in an expansion of the scope of social instruction.

Social values are to be

sought an all the subjects in the curriculum.

The social

sciences are to become the core of all subjects."^ Washburn takes the position that it is not necessary that one center of interest be the basis for all the child's work but that in all the various activities of the school the social implications should be emphasized, "A complete interrelation of all things a child studies is unimportant and unnecessary . . . .

What is important is that each thing

we teach the child be integrated with his own life and

Rittenhouse, op..cit., p. 12. 39 Ibid., P. 19. jjQ

Charles H. Judd, "Needed Revision in Social Science Courses", Fourth Yearbook of the National Council for the Social Studies, Philadephia: McKinley Publishing Company, 1936, p. 15.

22

experience.

tiif1

The report on, "Curriculum Records of the Childrenfs School, " a publication by the National College of Education states: Although the program provides a time for each type of activity, these various types of activity are not carried on as isolated "subjects", but are usually unified by , certain large purposes or goals. Time is allowed for individual creative enterprises and for practice in the mastery of certain fundamental skills. 2 The 19th Yearbook of the "California Elementary School Principals’ Association," comments as follows: Because the content of the social studies is life-experience itself the social studies constitute the core of the curriculum in the good elementary school and provide the most effective way of helping children to become one with life today, yesterday and tomorrow. The understandings, skills, and values acquired through the social studies furnish the learners with materials with which to think responsibly and intelligently, with effective ways of con­ trolling experience, and with the drive and will to act in ways which improve the social good. The social studies provide the background for effective participation in a democratic society.43

41 carleton Washburn, "The Case of Subjects in the Curriculum," The Journal of the National Education Associ­ ation, 2 6:5j January, 1937lip National College of Education, o j d . cit. , p. 562. 43 California Elementary School Principals * Association. "The Elementary School in the Community"! Nineteenth Yearbook, 1947, P. 30.

23 To mention the study by Gaddis2*2* again he found peri­ ods had to be longer and planned in terms of integrated ac­ tivities rather than in terms of specific school subjects. The program should not hamper the teacher but rather should encourage better teaching because of greater flexibility. And in addition Gaddis found, "The correlation of subject matter within the areas has saved time and resulted in more effective teaching. f,2*5 McGaughy says: There has been a distinct movement in the past fifteen or twenty years toward a combination of two or more of these separate subjects into a single new subject. One of the most notable of these combinations is that of the introduction of the social studies as a combination of history, geography, and civics. The objectives of schol­ ars in these fields to this tendency have already been mentioned but the movement is an important one in current educational.practice and from most points of view, a desirable one.**6 Touton shows his agreement in this regard when he ■ reports, "Social science is fast becoming the backbone of the program of subjects, of the school activities and of the school life in general."2*?

^

Gaddis, o]D. c i t ., p.30loc . cit .•

46

J. R. McGaughy, An Evaluation of the Elementary (New York: The Bobbs - Merril Company, 1937)> P~ 13^. ^7 Touton, op, cit., p. 330.

24 In planning the daily schedule Cox has this to say, "In planning the program of studies, therefore, the seventh grade functions may be thought of as integration, adjustment, and exploration.

The eighth grade functions vary from those

of the seventh grade in emphases, for integration and adjustment.

. .,,HO

Cox^9 goes on to say that rigid departmentalization of instruction is undesirable for the purpose of a good program. Cox puts it even more strongly, "indeed, the junior high school should be conceived to be a unit.

For the core­

curriculum experiences, there is little sequence.

There is

little need for a high degree of subject specilization in teacher-preparation.

. ."50

Edwards51 agrees with following statement by Clement and Clevenger,

"The need should be emphasized for organizing

subject matter into larger areas of knowledge rather than in tidbits and fragmentary division.

. ."52

Cox, ojd. c i t . , p. -408. 49

Ibid., p. 411.

5° Ibid., p. 412. Edwards, 52

o jd .

cit., p. 144.

J. A. Clement and A. W. Clevenger, "A Critical Study of Curriculum Offerings," The North Central Association Quarterly, 10:218, 1935

25 Pupils a factor in schedule-making.

It is generally-

recognized by all that the daily schedule is primarily a means of helping the pupil to gain the most knowledge from his school experiences.

Rittenhouse explains:

In this country where education is complusory and schools are maintained at public expense it is of extreme importance that administrators and curriculum workers so organize the work of these schools that the most may be accomplished for the child.53 Edwards54 says essentially the same thing as is quoted above. The correct point of view in schedule-making reveals the daily schedule as the administrative plan which makes possible the curriculum offerings best adapted to the pupil needs at such hours and under such conditions as promote the greatest possibilities for all pupils.55 The following quotation from Langfitt's' book was more direct: Since the school exists primarily for the benefit of the pupils, it seems proper that the data for schedule-building should first be secured about them. In a broad view of the daily schedule everything affecting the school life of the pupil is pertinent and valuable. The general abilities, school achievements, special interests and attitudes, social back­ grounds, home conditons, economic situations,

53 Rittenhouse, op_. cit. . p. 1. 5^ Edwards, 55 Langfitt,

ojd.

cit., p. 144.

ojd.

cit., p. 4.

26 health conditions,, and vocational plans are some of the factors affecting the pupils which call for adjustment In educational.plans and experiences.56 It seems important to be aware of this fact which was pointed out by Huston and Keifer57 that the more teachers a pupil has, the less contact he has with each teacher and, therefore, the less opportunity to know each teacher inti­ mately.

They also maintain that it is probably true that

the chances of being able to present the pupil the life like \

-

experiences needed for learning vary inversely with the num­ ber of subjects. Devilbiss agrees with the several authorities: The schedule is very important to the pupil. It determines for him the degree to which an appropriate program in terms of his interests, needs, and abilities can be arranged. To the extent that the pupil is recognized as the focal point, the schpol program becomes appropriate and functional for'the greatest number of pupil. The feeling that each pupil has about the school is often conditioned by the way his schedule is planned.58 In the criteria that Devilbiss59 set up, C o x ^ ' a n d

56 Ibid., P- 26. 57 Huston and Keifer, pp. cit., p. 6 76 . 58 Devilbiss, op., pit., p. 31* 59 Ibid., p. 35. ^

Cox, pp. cit.., p. 410 and 422.

Caswell6-*- in agreement, brought Out the fact that a good sch­ edule provides for the maximum utilization of all the re­ sources of the school for the benefit of the greatest number of pupils.

He also indicated that sometimes administrators

construct schedules as if schools were for the convienience of teachers rather than the instruction of pupils.

The wel­

fare of the pupils should be of paramount importance in any school program. Kyte agrees: The pupils are main elements in organizing the schedule and the well organized school should be planned primarily to provide the best possible intructional program for every child .62 Touton^3 says the needs of the pupils become the center of interest in school planning, and all other elements or factors are supplementary features. Cubberley states, "The type of programs to be formu­ lated for a school will vary somewhat with the character of the pupils."64

6-*- Caswell, 62 63 64

o jd .

cit. , p. 7-

Kyte, o]D. cit. , p. 110. Touton, o]3. cit. , p. 120. S’

Cubberley, ojd. c i t . , p. 162.

28 Harrington maintains that the pupils as a factor in daily schedule-making come more or less fixed. The student body as a factor in the program comes to the organizer also relatively fixed in character. It is the task of the organizer to take it and so organize it that its administration and control may be simple, efficient, and economical, and that the program of studies may be completely and effectively placed at its disposal.°5 Teachers--a factor in schedule-making.

The insistance

that the teacher is a factor in schedule making is in agree­ ment with Langf i t t ^ who indicates that the teacher is a main factor in scheduling and goes on

to point out that a satis­

factory and. democratic procedure of schedule-building will provide for the co-operation of teachers giving pertinent information and recommendations for the daily schedule. a rule, all the recommendations of the teachers cannot be incorporated, but several can be used.

Consequently, the

teachers will be inclined to have the spirit of loyalty which naturally supports such a co-operative undertaking. Langfitt further states that: . . .Decisions from the proper school authorities determining the number of teachers for the school term should be known before construction of the dailyschedule . . .Most accrediting agencies and state departments of education now

Harrington, oj). cit. , p. 2. ^

Langfitt,

o jd .

cit. , p. 15 .

As

29 have standards permitting a maximum pupilteacher ratio of thirty to one. The number of regular classes daily for each teacher is usually recommended to be five. . .The maximum norm for pupi1-periods on the g teacher schedule tends to be 150 daily. . . ' Other factors which Langfitt discusses as part of the teaching load, which must be considered by the

schedule-

maker are: . . .in the light of various regulations . and limitations, include the number of different class preparations, the relative difficulty of different subjects, the length of class periods, the length of the school day, and the extent of participation by teachers in extra-classroom activities. . .In addition to the above factors the number of different individual pupils the teacher meets per day or per week must be con­ sidered. . .Teacher preferences, abilities, and certificates are also factors to be considered .60 Huston and Keifer8^ mention that if a given teacher's classes are scheduled to meet but once or twice a week, it follows that he must have many classes to make up a standard teaching load.

He has many pupils and relatively slight

contact with each pupil.

67 Langfitt, o£. cit. , p. 62. 68 Ibid.. p. 6 3 . Huston

and Keifer, o p . cit., p.6 76 .

30 Edwards?0 and Caswell?! agrees with Touton?2 who lists teachers as a factor of schedule-making and indicate that certification, preparation, experience preferences, and dispostions of the individual members of the faculty are de­ termining factors in school organization. Kyte stresses teacher co-operation as well as naming them as a factor: Within certain limits, the principal is able to pain with teachers how the school day is to be organized for them and for the children. Also, he is able to co-operate with other employees in planning the organization of their working time. These activities* in turn affect the planning of his own schedule. The organization of schedules for all employees, however, is necessarily secondary to the organization of the children's schedule of-their school time.73 At another point in his book Kyte says that, " . . . plans include equalization of teacher's loads, assignment to obtain maximum amount of teaching efficiency, development of esprit de corps, distribution of routine duties, and team­ work. "?^ Kyte brings together his elements of the teacher as a

?° Edwards, o£. cit., p. 145. ?^ Caswell, o£. cit.., p. J. ?2 Touton, ojo. cit. t p. 121-122. ?3 Kyte,

o jd .

cit. , p. 111.

7i| Ibid., p. 122.

31 factor in daily-schedule making by saying: The principal analyzes every teacher from the standpoint of her potentialities. He takes into account all the important details of her trainingexperience, special abilities, disabilities, in­ terests, personal characteristics, out-of-school responsibilities and other factors which may affect her efficiency.75 Cubberley76 and Harrington^ also agree with the above that the teacher is a main factor in scheduling. Devilbiss maintains the importance of the teacher as a factor in the following quotation: The schedule is important to the teachers in a school. Their morale will be good to the degree that each has a fair and equitable load, a teaching assignment consistent with his training and interests, a well-balanced and well-arranged schedule, and free time for physical and mental relaxation. . .7° Time -- a_ factor in schedule-making.

In Kyte's quo­

tation which follows may be the reason so little space was. devoted to "time" by the authorities as a factor in schedulemaking . In .many respects, the principal has little control over the amount of school time available. Ordinarily the length of the school year, the number of school days included in it, the length

75 Kyte, ojo. cit., p. 123. 7^ Cubberley, ojd. cit., p. 162. 77 Harrington, ojd. cit. , p. 2. 78 Devilbiss, ojd. cit., p. 31*

32 of the school day for children of various ages, and the minimum length of the school day for the teachers are fixed by law.79 Langfitt®0 agrees with the above when he says the length of the school day is determined largely by the number and length of the class periods. Edwards states that, "The

purpose of a dailyprogram

is to give order, direction and proper time various school activities.

allotment to the

. ."8l

Huston and Keifer,®^ R i t t e n h o u s e , A i k e n , ® ^ Touton,®5 and Harrington®® agree with the above statement that time is a factor in scheduling. Cubberley®? relates that time is an important factor and in all respects is usually fixed. Buildings -- a. factor in schedule-making.

The school

building is a important factor in schedule-making as is shown by Langfitt.

79

Kyte,

cit. , p. 111.

o jd .

®° Langfitt,

cit_., p. 258.

o jd .

Q-i

Edwards, 82

o jd .

cit. . p. 144.

. Huston and Keifer, o p . cit., p. 6 67 .

83 Rittenhouse, 84

o jd .

cit. , p. 12.

Aiken, o p . cit., p. 8 0 .

®5 Touton,

o jd .

cit. , p. 120.

O/T

OD Harrington, ®? Cubberley,

o jd . o jd .

cit♦ ,

p .

1.

cit., p. 163.

One of the essential steps in schedulemaking is the survey of the school plant and its equipment to determine the possibilities of use for each unit. Simple charts and diagrams should be constructed to show at a glance accurate and ^ complete information for schedule-construction. . . . Touton indicates that, "The school plant must be carefully studied in relation to the pupils, the funds available, and the work to be'accomplished.

The physical

equipment and accommodations determine in a measure every detail of the school work and should therefore be used to the best advantage.f'®9 Devilbiss points out, "A schedule provides for the maximum utilization of all physical resources of the school. The physical resources of the school fall into two categories, plant and equipment.

Both of these should be so utilized

that they make the greatest contribution to the educational program of the school.”90 Cubberley,9^- Kyte,92 Edwards,93 Cox,9^,Harrington,95

Langfitt,

ojd.

cit. , p. 187.

®9 Touton, op., cit. , p. 120-121. 9° Devilbiss, pp. cit.., p. 3 5 . 9 1 Cubberley, pp. cit.., p. 162. 92 Kyte, pp. cit.., p. 110. 93 Edwards, op. cit., p. 145. 94 Cox, pp. cit., p. 418. 95 Harrington, op. cit., p. 2.

3^

and Huston and Keifer96 agree essentially with the statement above. SUMMARY Fifteen of the authorities of. the final list of twenty selected expressed themselves concerning one or more of the various factors to be considered in planning a daily sched­ ule.

Not all factors were mentioned in every reference, but

there was a very high percentage of agreement shown in each separate factor. Objectives of the school.

Ten out of the fifteen

authorities that expressed themselves in regard to factors of schedule-making, made mention of the fact that objectives or a philosophy of the school was an important guide in the making of a schedule.

They indicated that the schedule-ma-

ker should have clearly defined objectives which are accept­ able to all concerned, and use these objectives as a guide in the formation of the daily schedule.

The schedule to

accomplish the objectives of the school should provide the type of instruction and the kinds of subject matter that the particular school proposes to give to its students. Flexibility of the schedule.

Ten out of the fifteen

authorities thought that flexibility was important enough as

96 Huston and Keifer, oj>. cit., p. 6 67 .

35 a factor in daily schedule-making to mention it in their writings.

It was the opinion of the authorities that a

schedule should be drawn up so that instruction within cer­ tain subjects need not be terminated every day at an exact time, but should be flexible to the point that teaching might carry over into the next period.

The schedule should

be so constructed that it can be changed from month to month except for physical needs without creating total confusion within the school system. Curriculum of the school.

Twelve out of the fifteen

authorities indicated the curriculum as a factor to be used in drawing up a daily schedule.

They indicated that there

could be no daily schedule of classes without a curriculum. The schedule-maker must know or preferrably take part in the organization of the program of the subjects to be taught, by grade and curriculum with a tentative time allotment for each.

The schedule should be determined by what is to be

instructed, how instruction is to be carried on and, what is to be learned'. Integration of subjects.

One of the authorities

disagreed with the scheme of integration of subjects.

This

one authority maintained that the social implications should be emphasized in all subjects.

However, ten of the fifteen

pointed to the desirability of integration of subjects as a

36 factor to influence schedule-making and that rigid mentalization is undesirable.

depart­

Four of the fifteen made no

comment about integration as a factor.

The authorities were

in mutual agreement with the plan of arranging the schedule so pupils would receive instruction in large blocks of time. These large blocks of time should include subjects that do have carry-over characteristics.

They indicated that this

be done by using social studies as a subject center. Pupils -- a_ factor in schedule-making.

Eleven of the

fifteen authorities indicated that the student body of the school was a factor in daily schedule-making* and.that the schdeule-maker should create his plan so that the most may be accomplished by the pupils within a given time.

They

agree that the pupils general interests* abilities* and attitudes be known as well as the total number of pupils to be involved must be used as guiding factors in the formation of the schedule. Teachers —

a_ factor in schedule-making.

Nine of the

fifteen authorities suggested that the teachers be a factor in daily schedule-making.

The authorities brought out the

fact that not only must the schedule-maker know the number of teachers at hand but he should take into consideration their training* special abilities* interests, and personal charac­ teristics.

Another point that was in agreement was that of

37 consideration for individual teacher load.

Seven of the

nine also thought that the teachers diould plan the schedule co-operatively with- the-principal. ' ■■

/'

Time -- a. factor in schedule-making.

:.

1’

/

,-r

Nine of the

fifteen indicated that- time should be a factor in daily schedule-making.

Hardly more than mere mention was made of

time in many of the authorities literature.

There was sub-

stancial agreement that time was to be considered in the light of arranging proper time allotments for the various activities, however, they also indicated that the over-all. time in most cases was a fixed factor over which the princi­ pal had no control. Buildings --a. factor in s chedule-making.

Nine of

the fifteen authorities mentioned buildings or the school plant as a factor of daily schedule planning.

Again very

little space was devoted to indicating the use of the build­ ings in working out a daily schedule.

There was agreement,

however, that complete information as to rooms and facili­ ties must be on hand in an easy to manage form.

- ■

This chapter discussed the findings regarding the basic factors or principles to be used as a guide in set­ ting up daily schedules for a seventh and eighth grade school, and summarized the results of the findings.

The

next chapter will discuss findings which concern the cri­ teria used to judge a good schedule.

CHAPTER I V

QUALIFICATIONS OF A GOOD DAILY SCHEDULE In the preceding chapter the factors that need to be considered in developing a daily schedule were investigated. This chapter will present what the authorities agree constitues a good daily schedule. Esprit de corps of pupils and teachers.

According to

Devilbiss-1- the morale of the teachers will be good if the schedule gives them a fair teaching assignment.

It Is a

good schedule that takes into consideration their interests and training, and gives them a good arrangement of time. p Devilbiss also indicates that a carefully planned schedule will show in the attitude the pupils have toward their school. Kyte3 and Cubberley^ agree in essence with the above statements. Harrington tells about the morale of teachers and

Wilbur Devilbiss, "Criteria of a Good Master Sched­ ule," National Association of Secondary School Principals, National Education Association, Washington, D.C. 3 1 0 1 * November, 1947. ^ Lo c. cit. 3 George C. Kyte, The Principal at Work (San Francisco Ginn and Company, 1941), p. 122. Ellwood P. Cubberley, The Principal and His School (San Francisco: Houghton Mifflin Company, 192377 P* 364.

39 pupils in this way: . . . The influence of the program bears upon every pupil and every teacher. Nowhere will careful, painstaking, executive effort be so richly rewarded as here, for ease and simplicity of administration, efficiency of instruction, economy in the use of equipment in buildings and supplies, and morale of pupils and teachers depend in a very real sense upon the care and skill with which the program is m a de .5 The affect of the daily schedule on pupils and teachers is expressed by Langfitt as: . . . No other phase of the duties of the principal and his administrative assistants is a greater challenge to their administrative ability than the making of a satisfactory daily schedule. The performance of no other single and commonly required duty will so comprehensively and inti­ mately affect the activities of pupils and teachers and determine the efficient use of all educational facilities.6 Langfitt’s^ idea that the daily schedule should be constructed upon the basis of the greatest good to the greatest number of people is an indication of what a good schedule should provide. Realize the goals of the school.

A good daily

g ^ Harold Leontine Harrington, Program Making for Junior High Schools (New York: The Macmillan Company, 1930 ), p. 1.

6

Emerson R. Langfitt, The Daily Schedule and High School Organization (New York: The Macmillan Company, 1938),

p . 1. 7

Ibid., p. 3 *

4o schedule Is the means of serving the objectives of the school, and they can be accomplished, says Harrington, as long as: The Interests of the student are paramount and must not be sacrificed in order to simplify the process of organization. The time allotments to subjects required and optional in each curriculum, the number and character of curricula offered, the grouping of pupils, and in fact every detail of organization will ideally be determined from the standpoint of whether the detail is easy or difficult to organize.y Langfitt substantiates the above statement when he says; "A satisfactory organization of the high school as expressed in the daily schedule will combine the various school factors into the best possible groupings to provide for situations with maximal learning possibilities. The duty of the schedule is indicated by Langfitt as: The daily schedule is the general chart and master plan of action for all high school activities. It prescribes the time, place, personnel, and general facilities for the educative experiences which are excepted and promoted by the school. . . . Edwards

11

says a good program is characterized by

regard for human personality.

In forming, the schedule the

O Harrington, loc. cit. 9

Langfitt,

ojd.

cit.., p. V.

10 Ibid.. p. 1. Phyllis 0. Edwards, "Arranging a Time Table," The Journal of Education, 132:144-5, May, 1949-

41 planner gives voice to his philosophy, and shows his sense of relative values and degree of understanding of children. T o u t o n , ^ Kyte,"^ and Huston and Keifer1^ are in agreement with the statement above. In his evaluation of a schedule Edwards has this to say: To evaluate the program of studies, consider these possible outcomes: (1)

Does it make it possible to provide and administer the required learning experiences?

(2)

Does it suit the state of growth and develop­ ment for the particular age group?

(3)

Is about one-half the school day alloted to socialization activities and the other part to so-called drill or mastery of skills?

(4)

Does the program allow for satisfactions that pupils of the age level need and seek?

(5)

Does it use pupil's time to the best advantage?^

Utilize all resources.

In utilizing the use of time

and instructors Caswell says: . . .. (Good) programs will possess the following qualities:

-*-2 Prank C. Touton, and Alice Ball Struthers, Junior High School Procedure (San Francisco: Ginn and Company, 1936), p. 120. 13

Kyte,

o jd

.

cit♦ , p. 1.

14 Percival ¥. Huston, and Joseph C. Keifer, "Schedules of Junior High School Pupils," School Review, 46:667^ November, 1938. 15 Edwards, ojd. ci t., p. 145.

42 (1)

Total instruction time for all pupils approximating accepted standards.

(2)

Equitable distribution of instruction time to the several subjects and activities.

(3)

Instruction periods adjusted as to length and* frequency as to make possible optimum educational achievements.

(4)

Periods arranged so as to encourage instruction based upon purposeful child activities. . . .46

Langfitt says the following is a qualifying factor in the worth of a schedule: The school plant, supplies, teaching materials, community standards and customs, and other basic factors are different among high schools and must result in some differences in daily schedules.*7 Edwards statement on the schedules purpose for full utilization is: The purpose of a daily program is to give order, direction and proper time allotment to the various school activities. Under these conditions the maximum use of the school plant is achieved.1® Touton says of the school's resources: . . . the school plant, teaching staff, program of subjects, method of teaching, school calendar, length of day, special activities, attendance system, etc. are main supplementary features that

1

Hollis L. Caswell, Program Making in Small Elementary Schools (Nashville, Tennessee: Division of Surveys and Field Studies, George Peabody College for Teachers, 1930)* p. 14. 17 1 ft

Langfitt, op. pit., p. 4. Edwards, op. cit., p. 144.

^3 require serious study on the part of the administrator in order to make an economical, nonconflicting, well-balanced, socialized school schedule.19 The following statement made by Kyte substantiates the above findings: Organization of the school is the phase of administration in which the principal arranges in an efficiently working whole all the elements which compose the school. These elements include the component parts of the school plant and its equipment, the various units of time devoted to instruction, the curricula, the educational staff, all other school employees, and the student personnel. . . .20 Harrington21 and Cubberley22 are in agreement with the above quotation. SUMMARY Nine of the selected authorities expressed themselves on one or more of the qualifications of a good schedule. Esprit de corps of pupils and teachers.

Five of the

nine authorities gave an indication that they were in agreement that the esprit de corps is built by a good daily schedule.

This is insufficient evidence to give much weight

to the consideration of esprit de corps as a criteria of a

19 m ^ Touton, op. ci t., p. 120. 90

Kyte, op. cit., p. 110.

21 Harrington, o,. M i - , p. 162. 22 Cubberley, op. cit.. p. 162.

kk

good, schedule.

However., the point that was brought out by

the small consensus of agreement was that the morale of teachers will be good if the schedule has given them a fair teaching load, and the morale of the pupils will be good if the schedule makes the best use of their time and allows them to accomplish their needs. Realize the goals of the school.

Six of the nine

authorities mentioned that a schedule was the means to attain­ ing the goals of the school.

The authorities made this clear

with the agreement that, a good schedule will take into con­ sideration the interests of the pupils as to growth, develop­ ment and age groups, provide the best learning possibilities, and provide the best type and organization of instruction. The schedule will realize the goals of the school if the schedule-maker shows a sense of relative values and of under­ standing the pupils, their needs and abilities. Utilizing all resources.

Seven of the nine authorities

thought that utilizing all the resources of the school was of concern to the outcome of a daily schedule.

They agreed

that a good schedule would arrange for the most suitable rooms for all the subjects and that the distribution of time and space would be equitable.

Also, that all school per­

sonnel would be assigned duties that would utilize them to the best advantage.

45 This chapter has discussed the findings regarding the qualifications that may he used to judge the value of a daily schedule, and reported a summary of those findings.

The next

chapter will list the conclusions drawn from the findings discussed in Chapters III, and IV, as organized around the questions which the study sought to answer.

CHAPTER V

CONCLUSIONS Chapters III. and IV. discussed the findings concerning the basic factors to be considered in setting up a daily schedule and the findings concerning the qualifications that would determine the value of a good daily schedule.

This

chapter will include the conclusions drawn from these findings and organized in regard for the questions which the study sought to answer. Question I_.

What are the significant factors to be

considered in planning a_ daily schedule? 1.

The authorities were in substanial agreement that

the objectives and philosophy of the school was an important factor to be considered in making a daily schedule.

The

objectives of the school must be clearly defined so that the schedule can be arranged to bring about those desired outcomes.

A schedule must provide for a balanced program of

learning activities suited to the particular school situation and its goals. 2.

There was substanial agreement that flexibility

was a factor to be utilized In schedule-making.

Flexibility

of the schedule must exist so that, if a need arises whereby a change in subject taught or time of teaching should be changed to suit particular pupil needs, the change can be made

without upsetting the whole school system. 3-

The authorities were in agreement regarding

the curriculum as a basic factor in planning a daily schedule.

The schedule should be determined, by the subjects

to be taught by grade and by curriculum with a tentative time proposed for each. 4.

Integration of subject matter was regarded as

a factor by agreement of the authorities.

The subjects

should be presented in large blocks of time based upon social studies as a core.

This should be done to as great a degree

as possible depending on total consideration of all existing factors involved. 5.

A numerous group of authorities recognized the

pupil as a factor in schedule-making.

The schedule is pri­

marily for the pupil as the school is primarily for the benefit of the pupils.

Therefore, his general interests,

intelligences, abilities, and needs must be a vital factor in making-up a daily schedule.

The total number of pupils

is, also, a determining factor of scheduling. 6.

The authorities agreed that the teacher was a

factor in daily schedule-making.

The schedule-maker should

take into consideration all the teachers, their personal characteristics and abilities in order that they may be used in the schedule to the best advantage of themselves and the pupils.

The teachers should assist to some degree in the

48 construction of the daily schedule. 7.

Time was considered an important factor in the

development of a daily schedule by the authorities.

Time

must be thought of in the light of adjustment of the length of learning activities and Intermissions so as to utilize particular times of day and length of periods to good advant­ age. 8.

There was agreement among the authorities that

the building and equipment was a basic factor in forming a daily schedule.

The schedule-maker should have all the cor­

rect information as to number and types of rooms, and kinds of equipment so he can utilize them in the schedule to their fullest extent. Question I I .

What are the qualifications that deter­

mine the value of a. daily schedule? 1.

Slightly more than half of the authorities gave

some indication that the schedule would determine the esprit de corps of the pupils and teachers.

This evidence is not

sufficient to say that the teacher and pupil morale are directly influenced by the quality of the daily schedule. 2. ly;

The authorities agreed that a schedule, if proper­

constructed, will help to realize the goals of the school.

The schedule must bring about the learning activities, de­ velop the interests, and provide the needs of all concerned

49 at the most advantageous time and place to accomplish the goals which the school has set as its purpose.

3.

There was agreement among the authorities that a

good schedule will utilize all the resources of the school and can be judged accordingly.

A schedule is good in that

it takes full advantage of the ability, of its teachers, rooms,

training and interests

of the regular classrooms,

of the special

of the equipment available and of the time allotments

to obtain m a x i m u m use for the largest n u m b e r of pupils. General c o n c l u s i o n s .

In the light of the general

agreement of the authorities,

it seems justifiable to c o n ­

clude that in planning a daily schedule one should consider the objectives of the school,

flexibility of the program,

t

type of curriculum,

integration of subjects, pupils interests,

abilities and achievements,

teachers training and interests,

time allotments to subjects and intermissions, and equipment as basic factors.

and buildings

Much- in formation must be

gathered about each one of the factors to guide the schedulem a k e r in his plan to bring about a satisfactory organization of his school.

It, also,

seems justifiable to critize the

worth of a daily schedule on the bases df the degree to which the school is accomplishing its purpose and of the use of all available resources. This chapter has listed the conclusions drawn from the

findings of Chapters III. and IV. as indicated by the ques­ tions this study sought to answer.

The final chapter will

present recommendations for developing a daily schedule.

CHAPTER V I .

RECOMMENDATIONS FOR DEVELOPING A DAILY SCHEDULE FOR A SEVENTH AND EIGHTH GRADE SCHOOL The preceding chapter presented conclusions based upon the findings of the study.

In this chapter the foregoing

conclusions will be the basis for the recommendations to guide the formation of a daily schedule. In view of the findings of this study, the following are recommended: 1.

That before the schedule-maker attempts to form­

ulate a daily schedule for his school he secure data on the basis of all of the factors, and use this data as a guide in all plans and arrangements of activities that are to be incorporated into the schedule. (1)

Secure or develop the total objectives of

the school in clear concise statements.

Then use

them to form the type of schedule of instruction that will, as near as possible, accomplish those objectives. (2)

Develop a curriculum that will satisfy the

needs of the pupils and the community.

Then include

52 it as a part of the plan of a schedule that will set up the best suitable conditions which will allow the curriculum to be presented to the pupils in the most satisfactory manner. (3 )

Plan for integration of subjects around the

social studies field to as great a degree as possible by utilizing large blocks of time for the subjects to be integrated.

Guard against scheduling a physical

activity between subjects that can be integrated. (4)

Secure pupil information as to number, ages,

achievements and interests.

This information to be

used in grouping of pupils and setting up particular class arrangements and type of curriculum to suit their needs. (5 )

Secure teacher suggestions and cooperation

in formulating the daily'schedule.

Also, obtain the

information as to the individual teacher's training, abilities, interests, and other personal characteristics «

and attempt to utilize them to the best advantage. Consider carefully the teacher load. (6)

Set up a time arrangement as to length of

periods, length of day, and length of intermissions that will be suitable to good learning, school location and transportation situation.

53 (7)

Analyse the entire building and equipment

and make a diagram that will clearly show all this information.

Then by continuous checking attempt to

use all the rooms and equipment to the greatest ad­ vantage for the largest number of pupils. (8 )

Keep in mind the over-all arrangement

of curriculum, subjects, time and buildings to allow for flexibility of the daily schedule.

In this way

changes may be made from time to time within the schedule without disrupting the entire school organ­ ization . 2.

That the daily schedule formulated by the schedule

maker be done in the light of what a good schedule should accomplish for the school.

Then constantly evaluate the

schedule in regard to these basic questions. -(1)

Is the school accomplishing what it set

out to do? (2)

Does it utilize all teachers, all rooms

and all equipment to the fullest extent? (3)

It is here recommended that further consid­

eration be given to the degree of esprit de corps that may be created by a good schedule.

This may be

accomplished by further investigation in this regard.

3.

That some effort be made to make a critical study

of the many mechanical methods used in making daily schedules and to select that which is most suitable to the exact situation.

BIBLIOGRAPHY (Asterisk indicates list of final references) A: BOOKS ♦Caswell, Hollis L., Program Making in Small Elementary Schools. Nashville, Tennessee': Division of Surveys and Field Studies, George Peabody College for Teachers, 1930. 77 PP. Chamberlain, Leo M., and Leslie W. Kindred, The Teacher and School Organization. New York: Prehtice-Hall, 1949. 656 pp. Cooke, Dennis, Problems of the Teaching Personnel. Longmans, Green and Company, 1933* 384 pp.

New York:

♦Cox, Philip W. L., The Junior High School and Its Curriculum. San Francisco: Charles Scribner’s Sons, 1933* 474 PP* Crow, Lester D., and Alice Crow, Introduction to Education. San Francisco: American Book Company, 1947. 564 pp. ♦Cubberly, Ellwood P., The Principal and His School. San Francisco: Houghton~Mifflin Company, 1933. 571 pp. Harap, Henry and Others, The Changing Curriculum. D. Appleton Century Company, 1937* 351 pp.

New York:

♦Harrington, Harold Leontine, Program Making for Junior High Schools. New York: The Macmillan Company, 1930. 174 pp. Ivok, Leo, How to Prepare the Schedule for a Secondary School. Cambridge, Massachusetts: Graduate School of Education, Harvard University, 1944. 26 pp. Krug, Edward A., Curriculum Planning. Brothers, 1950^ 306 pp.

New York:

♦Kyte, George C., The Principal at W ork . and Company, 1941. 495 PP-

Harper and

San Francisco:

Ginn

♦Lane, Robert Hill, A Teacher's Guidebook to the Activity Pro­ gram. New York: The Macmillan Company, 1933. 257 pp. _______ , The Principal in the Modern Elementary School. York: Houghton Mifflin Company, 1944.

New

56 ♦Langfitt, R. Emerson, The Daily Schedule and High School Organization. New York: The Macmillan Company;} 1958. 359 PP. Mann, Carleton Hunter, How Schools Use Their Time. New York: Teachers College, Columbia University, 1928. 202 pp. ♦McGaughy, J. R., An Evaluation of the Elementary School. New York: The Bobbs-Merrill Company, 1937. ^21 pp. Morgan, M. E., and E. C. Cline, Systematizing the Work of the School Principal. New York: Professional and Technical Press, 1930. 374 PPNewell, Clarence Albert, Class Size and Adaptability. New York: Teachers College, Columbia University, 1943. 99 PP. Pringle, Ralph W., The Junior High School. New York: Hill Book Company, Inc., 1937. 4o8 pp.

McGraw-

♦Touton, Frank C., and Alice Ball Struthers, Junior High School Procedure. San Franciscoj Ginn and Company, 1926. 595 PP-

B: PERIODICAL ARTICLES Aiekn, Wilford M., “Our Thirty Unshcakled Schools,” Junior Senior High School Clearing House. 11:78-83, October, 1936. ♦Clement, J. A., and A. W. Clevenger, “A Critical Study of Curriculum Offerings,” The North Central Association Quarterly. 10:207~l8, 1935Cushman, C. L., “The Length of the Junior High School Day,” American School Board Journal. Vol. LXXVI, 6:136, June,

1928. ♦Edwards, Phillis, 0., "Arranging a Time Table," The Journal of Education. 132:144-5, "May;-1949. Elseman, H. A., "One-hour Program in the Junior High School," High Points. 31:72-4, January, 1949. ♦Gaddis, E. A., "Improving the Daily Program," Nations Schools. 43:30, April, 1949.

57

*Huston, Percival W., and Joseph C. Kelfer, "Schedules of Junior High School Pupils," School Review. 46:667“78, November, 1958. Kyte, George C., "A Study of Time Allotments In the Elementary School Subjects with Special Consideration of California School Systems," California Curriculum Study Bulletin. 1:42, October, 1925Tyron, R. M., H. L. Smith, and Allan P. Road, "The Program of Studies in Seventy-eight Junior High School Centers," School Review. 35:96-107, February, 1927♦Washburn, Carleton, "The Case of Subjects in the Curriculum," The Journal of the National Education Association. 26:5, January, 1937. C:

PUBLICATIONS OF LEARNED ORGANIZATIONS

Ayer, Fred C., "Time Allotments in the Elementary School Sub­ jects, " Second Yearbook of the Department of Superinten­ dence . National Education Association. Washington,D.C.: February, 1924. pp. 139-143. ♦California Elementary School Principals1 Association. "The Elementary School in the Community," Nineteenth Yearbook, 1947. 158 pp. ♦Devilbiss, Wilbur, "Criteria of a Good Master Schedule," "National Association of Secondary School Principals. National Education Association. Washington, D.C.: 31:31-8, November, 1947. John Dewey, Society, Democracy and the Curriculum. Yearbook III New York: D. Appleton-Century Company, 1939. 536 pp. ♦Judd, Charles H., "Needed Revision in Social Science Courses," Fourth Yearbook of the National Council for the Social Studies. Philadelphia: McKinley Publishing Company, 1936. pp. 9-21. ♦National College of Education, Curriculum Records of the Childrens School. Evanston, Illinois: National College of Education, Bureau of Publication, 1932. 562 pp.

58 D:

UNPUBLISHED MATERIALS

Howell, B. B., "Program of Studies, Guidance Organizations, and Time Schedules in Selected Junior High Schools." Unpub­ lished Master’s thesis, University of Southern California, Los Angeles, 19^0, l6l pp. *Rittenhouse, Ruth, "A Critical Analysis of Daily Schedules in Progressive Elementary Schools." Unpublished Master’s thesis, University of Southern California, Los Angeles, 1937, 130 pp. Simpson, May P., "Changes of Pupil Programs in the Inglewood High School." Unpublished Master's thesis, University of Southern California, Los Angeles, 1936, 113 pp.

UNIVERSITY OF SOUTHERN CALIFORNIA LIBRARY