An analysis of teacher reactions to improvement sheets for secondary school subjects

519 60 15MB

English Pages 287

Report DMCA / Copyright

DOWNLOAD FILE

Polecaj historie

An analysis of teacher reactions to improvement sheets for secondary school subjects

Citation preview

am

m&LY§w m

T m Q u m mernxGVS

X

«o iMammeaKt sheets foe secosbaht m m m

mourns

m OHESfEH TBOH&S

MQmfflm

Submitted in partial fulfillment of the requirements for the degree of hoetor of Hhilesophy in the Graduate School * Indiana University, 1949

ProQuest Number: 10295227

All rights reserved INFORMATION TO ALL USERS The quality o f this reproduction is d e p e n d e n t upon th e quality o f th e copy subm itted. In th e unlikely e v e n t th a t th e author did not send a c o m p le te manuscript an d there a re missing pages, these will b e noted. Also, if m aterial had to b e rem o ved , a n o te will indicate th e deletion.

uest. ProQuest 10295227 Published by ProQuest LLC (2016). Copyright o f th e Dissertation is held by th e Author. All rights reserved. This work is p ro te c te d against unauthorized copying under Title 17, United States C o d e Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346

Joeepted

W

the f&oultgr of the CfcrsMlttatd

School of Indiana University an fulfilling the the eis requirements for the degree of looter of Philosophy#

lootomte Remittee

Chairman

ACKSOWLBBOMMT

fit# writer is deeply grateful to hr. 6. #• Trsttastt for permission to use M o improvement Sheets,

for M o gaidanoe during the past twelve

years. Aok&owledgmsiit is also ©ado of the encour­ agement given the writer hy the other meabero of M o hostaral Sommiitee, eat especially of hr* S. Fatttsls assistance with the statistical phases of this study* the writer wish®® to ©agrees his apprecia­ tion of the assistant* given hi© by the secondary school principals and teachers who participated la this study*

111

fJOKSM er o o n s n s

C b flp ta r

x,

*» *•

wammtoi .*m ( m m m m i m m w ® m w m x m

m® m m t o w

b

.

*

or » » * » * »

i

3KttlttNl ®f ©aiiteitlM tit Stalz* * • * « * • » « Ja&Xsr&iii^: the Bata* # # * * * « * # # * • # * # ti# Ittiafeiiltr* * * * * * * lai M l #f ^tiiiif tfe# fi&Mttr at t&® S W l f l l S Mi: ®fflf * « # * # * # * # • * * • * MqptfaoiKf

impmmmmt

Wm*% i m frii**& Mw m m i m * $to®#t i m §mmmm« * • • • « *

• * * » *

Ja$f*f*at®&t Otoatt fa# §fnl la itfe» fegMife tin®®#Mt~r‘# * « -%• * * « * * * * • **>2 ^. wom^ ---in.-^JBu. afejihafc 4j®*tiIfcrM-^i iiJ*IrfiFJllh*H mmwmw $ m w mi* arjjf zaa* * # # * # # *to* * ♦ t m f a m t M a # * f M t ® » t m z « * * 2a$z®v#»®iit $&#«a far Gltta«Mfeip Mai® at J M M n r M # i M h » * l i w M L & m U * « * - * * W ^ t m m m m * m m * i m WfcsiA llatatf * * * • * *

H^aat i m Smmtmm Hates?* * * * # is^wrai&emt 98m* i m irnmm. tmr B**%$il fts&jlee* # * • * * * * * « • # * * * * Hifomifit H*®#t t m S ta r e * t w v * * *

iprtMRi

§« i

If*

* * # * * # # * # * # # * #

@2

lt® B S *

IS

« * • * « * * * • *

$31

MWg*

22^

m e M t i S M -Of m s

22

mi*

32S

Mpfeftsumt ftattt t a j w a i t* i&tlsig £•«&*** • Qh.mhc M a t a * * *

%

AXEi&fS$ WCMilifii* * # « * * # * # * # * * « *

Sheet fez t&# feaefela# «f

(S e s a z & l M e t l M e a i t e e « # # *

*

*

*

*

# *

*

*

*

Xmprezasnmt Siaeei far Zla&e SeMrtx?* « * * * l a^nramwl Sbeet i m 8mmt*l itlaaa®* * * * * iMmmmmmt Bhm* t m • • * • » * * * lapairtimtt mrn*t t m W&Miml Salm m * * * * * i^iror#E«iit 3i»®t far * « * * * % » * m r n m m m t % ® ® t far 0feMM£*t»p# « * « * * * .

i f

SgfsSihs

11*

«

fiat at# flMrtrt* * * # » ♦ ♦ * * » f&® H H & & A #f ^mstFiaatimg Saggffmmt 3b®*t** *

Glowto*

Im VM tm m * fe e e t fo r Btoymteol M veatlom * # * •

158

Imw-mwrnm* f t e e t f o r W&n&Mk* * * # # * * * • * 1 8 8 mpm’ mmm* t m Umhim « o % # * * « * * u e 3fc|«OTea«mt JHMWt ft* f IrOf T # W Jtaeld08ertm8* *. # # # • * # * ■* * # # # # # # # 2.9$ lm$mwmm% Sieet t m Mmi fe a r

« # # # *

*

# i

#

# '*

* '*

*

#

X 5S

I w n v m m v I i&eet for Btfftattls* roowr&tlme* * * 194

2 * q u * m m t Bheet im ffea foooteutt of Ptmeral BnBinm®* * * * * * * ♦ * # # * * * # Im&reremomt Shoot for feeahiiyf of ^emiimmer Iftuomtlem t# M%mmm& lifh lahoeX Stm&omto* *• Ufamt i m fmtrttloii** * * * » » « * im^mvmimt Sheet m « * * smpownmnt Sheet i m t®m$mm of ®mm&t Bhep* * lm$reiw&emt Sheet t m t®mb&m of Mm* MOOfcemiee* * # * # * * » * * * t '♦ - ♦ * * * * Xmgwremomt Sheet i m immoral i ^ e m l turns* • * « Sheet i m a B m m m X Art iamree* * # Sheet for t* ilee -§Xmh Or IwNerisie emX 0 r e h # s t r a * * * * • • # * * * * * « 3m$ror#met&l Sheet for feeehia# of First T e a r to tlm *

*

*

*



*

*

.

*

*

# *

*

*





« *

lit

%W lit

IW

XW tOt tot fix £lf

885

Sheet for First t m r Frensfc*. * * * * 2 M ?* (Kxamsiosa i m wmmMaitwsm m r a m smu# * * * * * * * * » * . . * . »

84$

it e t is the Bole o f t i t S tu isa ts tm MiooX# # « M f Bo the ifos&s « t i t fm fw rtiw m i Sheets ppeoeatt a oemjMlt* flo tti.ro o f imstrme*

t%®ml jrmeiiss# Im Xm$X«m* « * « * » • » # 4r® ^io l l m s m th® tm^mmmmt Bioois fsilt* * • • * • * « • « » * • • • • • • * • i m I t m IMioMf'BVBlwMU * * * # * •

tiO

fooioi^Mi# # # » * * # # « # ♦ # . ♦ * * * ♦ *

tii

tho Sffioltmo^ of ftolaifm® Im

!?i§

fit# fihX lA tigr o f %hm Zmmmmmt Shoot

a • » « * « » * # •

U H O t t A * BlfeliOi»^r# * * • * « • « • * *

mmmu

» * aovtrt mtk* trial m m * # * * i m t t l X 0 »■ of t&o Oorrosfomdemoo tfSOi Im thlo Stl3rfbf# • * « * # • • * * # » # A » » a B «* 4m Al^aiotiotl Xi®% of tie Soloolo wfcooo Faoultlo® fartiolfated tm tllo j^iWBXX B ^ Bffiolomof foot im first Tear

til 854



tai 844 "49

&Z8T OF S A S U 8

i.

m j u m m v n e w of t a r u c s m w t j a n a x t m g s i m tasioits - m m m m m

mmfSt

ii*

m w a cor •*» eorasseenxsa *» a en-siimss i* sis v » 3 E s s c w i m x er B i c a m c A S O B * , . *

ui,

is

a

ss

fiaiE er u m r m a t sasit f i m s ,

HBKSKS 6F ISB88 £H J3A8H SSEBf, A33B m m OF XVMXXB I M S ,

*a

288

1

CHAPTER 1 INTRODUCTION •* THE ORIGIN AMD i45r :OD OF

COHSTauCTIIJG IwTfiQVELRthT 3H73TS Ail te&Ohsr© should fee interested in continually improving their method© of instruction*

In order to im­

prove their methods of instruction,, teachers need access to self-evaluative techniques and supervision.

Most secondary

school teachers do not have adequate supervision; there­ fore, the need become© of paramount Importance for selfevaluative technique© or technique© fey which school person­ nel, other than trained supervisors, can assist in the evaluation of the instructional process* What are Improvement ®he,et.l»?

Twenty-five years ago,

Dr* 0 * G* f* Fran&sn became dissatisfied with rating scales as Instrument© for Improving the effectiveness of instruction at the secondary school level because rating scales only give a composite picture of a teaching situation; tuey do not tell the teacher what to do in order to improve his instructional procedures,

This dissatisfaction has resulted

in the development and constant refinement of Improvement Sheet© for many secondary school subjects,*

Improvement

Sheets are eoraposed of the following principal parts * 1*

Specific alms for each subject-matter area.

**For a complete list of Improvement sheet titles, sec

page

25,

Lists of desirable activities performed by the

Zm

teacher in the achievement of each aim* 3#

Lists of desirable activities performed by the student in

4*

the achievement of each aim*

Suggestion© of material© that will enable the teacher to use more varied methods of instruc­ tion*

5*

Bibliographies that will clarify the meaning and aid in the achievement of each Individual student or teacher activity*

When the teacher activities and student activities have been assembled for any subject, they are placed in a form that Include®, at the right of each item, column® la­ beled

"Yes**

and Miio#nThe

list to oueck an item !iY © a I f

teacher or an observer use© this It is practiced la the class­

room and nHo," if it 1© m % practiced in the classroom.

These

lists are ©o extensive that it would be impossible for an observer to see all Improvement Sheet item© practiced dur­ ing a single class period; therefore, in order to determine the effectiveness of a teacher by using an Improvement Sheet, it would be necessary to observe him for a long per­ iod of time* The following quotation from an article by Dr, Fr&nzen will further clarify the use of Improvement Sheets; The idea of the Improvement Sheet does not imply its use as a rating scale; all that t..e teacher,

committees, or principal are interested in learning is whether or not the teacher performs toe desirable activities that are listed. Consequently, these activities are put in the form of statements, or, better still, questions* Ths question form is prob­ ably to be preferred, because it can be answered by checking in on© of the two columns headed ttYesa and "Ho*n The reason that only two columns are used is that we are not looking for the degree to which a teacher performs a certain activity, because that Is an element which may be considered later. It is enough for oar present purpose to find evidence of the presence or absence of certain items* Another thing to be observed in this cornicetion is that all these questions or statements are so worded that the performance of the act is considered a desirable acti­ vity with the idea in mind that a more constructive attitude will result from finding a positive item answered negatively ijhan from finding a negative item answered positively.4* The method of cons tractlug m iiiinti.iini niir 1 --inmivT-Tffrnnii■mi'n-wnrt iMtiwiiiffi 'ini*—urmwwwtm tr.wnff wwnr i wmrmi'iTi-iiiilrtTM'ini»improvement i rin>rTii Tn, ''riii nunnnnni'iiimiii mntnrmrrShe© m^i rrni .tfiiiWir-lto -Trr^Tt-*

In

order to construct an Improvement Sheet for a subject-matter area, It is first necessary to establish the specific alms for that subject*

The constructor© of an Improvement 3ho@t

are always teachers who work in the area for which the Xmproveneat sheet is being constructed*

These teachers ex­

amine all available statements of aims tont have implica­ tions for the area and take tue most pertinent fact© from each etutement*

often these facts have boon assombled, they

are stated in simple language as the aims for the subjectmatter area*

All items taat become a part of an Improvement

**Franaent 0. G* F* Flans for the supervision of High-Bchool Teaching By The the lUgii 0etioat Pr I n c t p a l s 'coiif or©xice• "Hovember 13, lo£S*

Sheet must fee very specific; and before an aim is accepted for an Improvement Shoot, it is refined until it sets forth only on© goal of instruction m

tne sufcjoct— matter urea•

When the specific a h m for a subject-matter area have been established, the next step is to determine the activities performed fey t.i© teacher in order to achieve each specific aim*

The constructor© of an Improvement Sheet

survey the literature about the subject-matter area and interview people wx.o have worked in or w.,o are well ac­ quainted with the area*

When the survey and interviews are

completed,, the constructors sU-to tne activities so they represent desirable typos of action.

When this task is

completed, the constructors associate each teacaor activity with the specific aim to- which it will make tne greatest contribution* The next step in constructing an Improvement Sheet is to determine the activity the students should perform in order to achieve each specific aim.

Lists of activities

are assembled by the constructors wuo uot only draw from their own experiences but also survey the literature related to the area and interview professional educators vv.-o are well acquainted with the area*

The constructors now state

those activities so that they represent desirable action and associate each student activity 'with the specific

im to

which it will make the greatest contribution* There is little exp o r i e n t .1 evidence with w^ieh to

prove that the teacher asd student activities as set forth on the Improvement Sheets represent the action that should tafce place in classrooms in order to have good instruction# Improvement Sheet items are mainly based upon empirical evidence, and a great portion of this study Is based upon empirical evidence* A certain amount of equipment Is necessary if good instruction is to tahe place in a mo d em secondary school# Consequently# the next problem the constructors of an Im­ provement Sheet face is to determine the materials that should be available in order to achieve each specific aim# She final step in the construction of an Improve­ ment Sheet is to assemble a bibliography that will aid in the achievement of each specific aim#

A groat amount of

material has been written about all secondary school sub­ jects, so that It becomes necessary for the constructors to select the best reading material available and to associate It with the specific aims for the subject matter area for which the Improvement Sheet is being constructed#

She ex­

tent to which the constructors of Improvement Sheets have succeeded in obtaining the best references can be partially determined by the following quotation from a letter written by the principal of a echoed whose staff participated in this study:

"It would seem that this opportunity to get

the best reference material titles should act be passed by • « * some of these title® can go on cur library purchase®

6 this year,* One of the fsattirss of the Improvement Sheets is

their specificity.

$ach ate is specific; mi. m o h activity*

material,' or bibliography it#® is associated, with'the specie fie ate to which it makes' its greatest contribution. Improvement Sheet® offer teacher® a criterion with which they can Chech their classroom practices# serve m

ihcy also

a sttealaat to teachere who are seeking n m and

hotter methods of teaching,

ihe following quotations from

correspondence and conversations with principals of schools who .participated in this study will, illustrate this points *fhi® study tee stimulated some thinking on the part of our teachers**

nWe are glad to have tod the opportunity to

participate in this study and have used your materials to stimulate the in-service training of our teachers*w

? O H d T O t II s B U f K D vKaoriQtnss

distinctive feature of the Improvement Sheet technique is that'it not only offers teachers an objective technique for self evaluation* hut it also suggests, what todo if their lustmotional practices are poor*

Shore are no

Studies exactly comparable to this study, but there are some- technique® for observation that include, in some of their aspects* suggestions., that are similar to the meehaai* osl aspect of the Improvement Sheet technique* Underwood1s M a l y sia of Qeneral Method in Control, 1

employed the idea of stating

item® in,, the f o m of positive Questions but the questions were, for -the most part, quite general*

This work bp* Under**

wood was constructed for use in the elementary school and there was no indication that it could be used at the sec­ ondary level-* Plato?*s .4 standardized Measure, of Classroom Bernocracy^ also employ's the idea of stating items in the form of positive Questions*

But Piston, lift* Underwood, makes

general statements and intends for his measure to be used

^St. louis Public School Messenger* Supervisory Series lo* 1* Underwood 1s.i,Maly»isLof to*cr*& Method in Gontrol* , V«>1« a*( no, 8, si. Xoulc, tiiBaower, 2Journal of Ktaoatlonftl Hessereh, A Stmaagaigea. leagare of. Classroom Pimoorufy* Frederiek'^HsiorTsaSorT^^oIT 35,

at the elementary level. the two studies cited above bear seme resemblance to tbs Improvement Sheet technique Im form but not im content or specificity* Im^royement Sheets eomrared to ratine scales*

Im­

provement Sheet® are different from rating, seal©® ant other observational device® because they not only alt in the di­ agnosis of teacher weaknesses, hut also suggest what to do in order to remedy the weataess*

It is Important to re-

member that the items on Improvement Sheet® represent the experience and thinhlmg of many people and are not merely representative of the opinion of one man* The basic philosophy underlying the construction of Improvement Sheets is that WBAS the teacher does is important*

The following quotation from an article by

hr* I w m & m will clarify this statements He lunger can it be salt that what any teacher docs mhkes no difference just so long as that teacher elects to carry cut a certain procedure, it is the immediate a® well m the ultimate welfare of each ant every pupil that should receive first attention, and not that of teachers. The teacher Is but the means by which the aims of secondary education can be carried out to their most approximate realisation*^

Freasea* C* G> I1* Plan®. ..for the Suporris ion of High 1, iaa^ i m g ,ftr fKw y i B School Principals Conference, Hovcmber 13, 1936.

9 When this st&tepent 1® considered, the Improvement Sheet ieetiul%ue iMftaati la meaning, for it becomes in­ creasingly obvious that im$wr©m®at Sheet® suggest m l 4o in the various subject matter areas*

to

She alarmist may

©ay that the Improvement Sheet technique is dictatorial* hat m o h a person meeds to engage to reflective thought about the following quotation which describe© the host method of WfOlvimg an Improvement Sheets let those who teach similar lines of work, In** fera&tloxstiL enjoyment* or laboratory, meet in committee® to compare notes* ffhesc meetings may. extend over a period of several weeks* depend­ ing upon the number of teachers involved in each group* is often as possible the principal should be invited to sit -in on these meetings* Since the members of the group have certain interests in common it will he advisable to have each teacher describe to the others jxist what he does in any -one class fro® the time the pupil® enter the m m at the beginning of the period* until they leave at the end * • « fhe result of such a round-table discussion ought to be an earnest searching on the pert of all concerned into their own pedagogical conduct, and the adoption of 'a program for further examining into the problem* If the committee meeting® have proceeded in friendly accord* plan® may be made for each teacher to visit every ether teacher of the group and then have them assemble to discuss the results of these visits*4 Shis statement should dispel the idea that the I®** provement Sheet technique is dictatorial ©r that the items only represent the opinion of a single person*

A source of

power to the Improvement Sheet technique Is the fact that the Item® represent a sharing of experiences by teachers

4m a .

10 win* are actively Interested im improving instm o t ion. Six® group pro®©®® throu# which i®prm m m t Sheet item© ©re evolved, is never © final process.

improvement

Sheets chung© a© the teacher© feel, or .are encouraged to feel, the meet for ©hang® in order to improve their method® Of Instruction*

tfmter the leadership of a competent super­

visor or principal this technique cam become a dynamic method of improving instruction* Bating scales, Im the hands of the skilled observer, provide a t**!ml$a* for assembling a. composite picture of a teacher and the results are usually used for evaluative purposes only*

fhe preceding discussion points up the fact

that Improvement Sheets are

mm

than am evaluative tech­

nique because they not only reveal weaknesses in instruc­ tion, but they provide objectively created ideas for im­ proving the weaknesses that are revealed* Improvement. Sheets compared to check lists* Another type of observation©! device that is somewhat akin to the Improvement Sheet technique is the check list,

like rating

scales, m m t check lists are composed of rather general statements and are used to dia^aose teacher weaknesses, but they offer no positive help toward the Improvement of in­ struction. ft

In 1921 Barr constructed a check list entitled,

Barr, A. $■*, < Co., lew York

Supervision,

p, 391.

i>* Appleton Century

IX fom

Specific gasafocr Activities to Olaserve

vision flc# it

is

of

History,

r e s e m b le s s tr ic tly

im p r o v e m e n t o f

th e

this

lis t#

a p a rt

of

in the

which la

im p r o v e m e n t S h e e t t e c h n i q u e

d ia g n o s tic

s a t does

not

in

o f f e r h e lp

3uoesv

v e ry

spools

fo ra ;

hat

to w a rd

the

in s tr u c tio n #

Moat secondary school teachers do not have access to adequate supervision; consequently* there is little value to he obtained from diagoosl&g teacher weaknesses by means of rating scales or cheek lists unless some positive method of correcting the revealed weaknesses is provided# Improvement Sheets are unique ha their' detailed specificity and because they offer specific activities to perform in order to Improve instruction*

12

Qiihrtm i n till

mmo&m

ar

turn ntwm

Sftottt art Ottlgntd in card-or to to&ioti# to totoadory ao&oal

%m$h®tm tot

ttUtltlt* te. t ®ao&M

%&m

fluo# la totir oXaair#o»t If tottraoilai* is to fe* i m p r m M # Tfc# a&#ti» art tootirootod la auto * «*y that toty m n to

ywsM tit&tr % %

tot tottotrt for »*Xf**roXuattit# ptrptat* or

ia**§Hifianoto or untrained ttiptnritort far

mpmrwlmrj

fwtpmm* rtprettnt dirtotly

V m Itm m #0 t m p r m m m %

%tm m p M * t m m m of to# to&totrt too hart 0 attracted the® «ii W i r w t l f tot taptritfie®# of atotr itatotr* a© tooy art reported %n tot aril ton oattrl&l* pertaining to tot varleaa estojettottattor aroma# m

?&« m i 14 it;/ of to# Itom#

tot ffctyrtvaaeot &&#tto fe&e &a?«r toon dtttrgiintd*

foot hat furnitotd tot b&alt for pur^oaee of tola atwtyt

Um

T&la

following epeetfle

(i) to a®tormina %to rollOitjr

of tot aiaa« toa toatotr afttlvlti«a9 s M tot atodent ooti» title# mo M

art girteimttd on tot

out»jeet matter treat 1*

si&aata for

C^J to determine toe reliability

of tat eemlttatlJtt of tat la^roroaioiit S&etto by toe teaebera too yartielpeted to toi® atodyj and (3) to «aico rttai»oiadii» tione for fat-art »tadlot of tot SaproveMstt &&e#to» Del 1ml t in e t o t a tody »

f a i t stud y tms been d e ila lt t d T

*fer & Ilet of lisprorofitorit sheet titIm used to toie

study*

Pa&* 25*

1%

to secondary schools tm Indiana, who are members of the Borth Central Association of Colleges m € Secondary Schools with emroXlmemtg of §00 or more students, and whose principals have signified their wllllugBum to participate im the study*

this delimitation was adopted because it was considered

desirable to us© schools that ware large omou# to offer a wide variety of subject matter areas.

As a result of this

delimitation, the schools that participated im this study were the schools im the larger cities or large consolidated rural areas# Method of conducting the atudy.

%v®nty-on@ sec­

ondary schools, im the state of Imdiama, met the delimita­ tion© established for this study#

A letter describing the

study and requesting the cooperation of each of these schools im the study was sent to the principal of each of these schools*

the principals of sixty•throe of these schools

signified their willingness to cooperate im this study#

As

the study progressed# two of the principals, who had signified their willingness to cooperate, requested to he dropped from the study | at the end of the study only fifty-one principals were judged to he active participants,

fen schools were

dropped from the study because they failed to return the Im­ provement Sheets on time. A letter describing the desired method of evaluating the Improvement Sheets was sent to each principal who had signified his willingness to participate in the study,

and, under separate cover, each .principal .< :S seat the first package of Improvement Sheets#

The principals distributed

the X % rovement Sheets to me raters of. their faculties who were actively engaged in teaohing tne subjects indicated by the titles of the Improvement Sheets#

The principals

relayed to these teachers the fallowing instructions that were contained in the letter that described the study; The teachers are to read the Improvement Sheets and. if they aareo that an objective or item is desirable in ord^r for pood ins trustion to tsute place in a classroom, they should place a oheote (X) in the column labeled TbS; if they consider an objec­ tive or item to be undesirable, theyshould place a CAioch (a*./ in uae colUu**i l...rded „vU# i.i:j i i.j.h.h.s■„

BSflliX BSIUSSTED TO JUIKd ITHI ;s Oil AU IdPKOVOilEhT — hot to hate ?a;.ih 2. . : ;iiwfhUurioh.jL * t i o -:s #

The principals permitted the teachers they selected to partieipute in the study

C’’i/

aor

to h~cp the first group of lav-

u aoh#

,jw

o.aU ox tao vvoua vn©

teacnere returned the Improvement Sheets to their prineipaXo

jmO r a t o r a a d

L.v*i;ui

one

a*o h o o a 01

.^dUwv u jlo u ,

jh iciiafu n

uni /or o u ty # hi tniri too weeics of ter the principals nad returned the first pacha.,,e of improvement Sheets bney received a second letter of instructions and, under separate pacha, ;c of Improvement hheets bh. t were contained in the first pnohage#

cover,a

identical to

tuose

The principals relayed to

their teachers tne following inf or jab ion from t n second letter of instructions:

H?lease submit taoso sheets to tae

15 a&ma teachers who evaluated the first group of Improvement Sheets*

It may be necessary to remind the teachers that

they are judging items on Improvement Sheets not t eir ovan Instructional practices• The principals again permitted the teachers, who were evaluating the items on the improvement Sheets* to k&op the sheets for one weeit and then the principals returned them to the school of Sduoation, Indiana University* The major purpose of tais study was to establish the validity of the items on iae Improvement Sheets*

In

order to accomplish this purpose it vme. necessary that the its ms be evaluated by competent teachers*

It was impossible

for any one person, wao was not directly assocla tod with the various schools, to determine the competency of the many teachers who were involved in. this study, and, for bn is reason, the study vma conducted througu the principals of the various schools* The principals wno participated in the study wore given the following instructionsj

**If you do not have teachers who

are competent to evaluate one of the subject-matter areas, sill you please return the Improvement Shoots for those areas

to me, m>»avaluated *” In no instance has one of the principals returned a package of Improvement Sheets in which the Improvement Sheets for all the subjoct-;3r tier areas have bean evaluated*

gany

of the schools involved in this study do not include in their curricula such subjects as Agriculture, Consumer education,

16 and French#

But all the schoola Include in their curricula

courses in English* physical Education, and American History; consequently, it may be asaunod th.it either the principals did not have teachers they considered competent in these sub­ ject-matter areas, or they did not hove teachers who were will­ ing to devote enough time to the study in order to adequately evaluate the items on the Improvement Sheets#

If either of

these assumptions is correct * ,;© may he assured that the teachers who did participate in the study have carefully eval­ uated the items on the Improvement Sheets# Analyzing the data#

When this study was withdrawn

from the schoolst 51 principals and 1,339 teachers were ac­ tively participating in it#

The primary purpose of this

study was to determine the validity of the items on the im­ provement Sheets*

In order to do this the teachers who

participated in the study were requested by their respec­ tive principals to evaluate Improvement Sheets for the sub­ jects they were teaching.

In order to determine the reli­

ability of th© teacher evaluations of the i -oms on tue first group of Improvement Sheets, the teachers -were requested, approximately two weeks after th© first group of Improve­ ment Shoots had been returned, to evaluate a second group of Improvement Shoots that were identical to the first group. The evaluations of the first group v/ere correlated with the evaluations of the second grour , and a coefficient of corre­ lation that expresses fen© degree of reliability of the oval—

1?

nations was determined for each 3abject-*matter area# Method of .checfclnr, the reliability#

In U.is study*

unchanging subjects- the teachers, v/ere measured twice fey

unchanging Instrument© » the improvement sheets * in order to determine th© correlation coefficieats inc.t represent the reliability of th© evaluations made by th© teachers*

If

the correlations between th© two ©valu .lions were perfect* each correlation would have a reliability coefficient of 1 *00#

Most measurements arc affected by unreliability in

the subject* the instrument* and the user; and Uie measuremonte in this study have not been exceptions to this gen­ eralisation# the teacner responses in the yv:p coluuas on tas first group of Improvement Sheets served as to© first measure in Th© teachers * respo .sec in tn© Yts columns on

this study#

the second group of Improvement shooto served as th© second measure#

Th© following fora..*!

was usual in order to

determine th© reliability coefficients:

hfX*/ r

^

(^ha

£h£Y ---

-

(«X)4y

*

(tY)'J

f/ith five exceptions, the reliability coefficieuts de­ termined for each subject-matter area compare favorably with the reliability ooefficlento of standardised teste# Table I sufaraarUea the reliability coefficients found for this study*

IS TABLE I*

RELIABILITY COEFFICIENTS OF TOO T AAC U All T/ALUATIONS

Of THE VARIOUS IlafflOV'FFEFT AKAAYG

improvement

Reliability

sheet

o o e ffic ie n ts

title s

First Year Boohheeplng First Year Shorthand General Shop Beginning Typewriting written Expression

.98 .98 .98 .98 .95

Citizenship Phase of Junior High School Social studies High School Glee Club or Chorus and Orchestra Safety First Year Latin Health

.98 .95 .94 .94

Literature First Year Algebra Fourth Year Social studies Nutrition Oral 'Expression

*93 .93 .98 .31 ,30

American History Physical Education first Year French General Art Course Plane Geometry

,90 ,30 .89 ,37 ,8?

General Mathematics Physics C om timer Educ;^ t ion Grama. r Personal Appearance

,03 ,86 .86 .85 .85

Chemistry General Business World History Biology Physical Science

.55 .54 .83 .S3 .75

Oral Reports Home mechanics Gone ral Set one e General Agriculture

.70 .53 * j *aq

.93

19 of cheeking the validity of the iaMvi&ual Items?# H I teachers who participated in this study did not agree that all the Items on the Improvement Sheets they evaluated were desirable aims or practices#

this foot ere­

cted the problem of determining the point at which the dis­ agreement became significant; in other words, it was neee®-

bbt}/ to

establish a point In terms of frequency

that had a specified level of significance.^

0f cheeking Because it

was impossible to obtain the ©erne number of responses for each Improvement Sheet, this frequency of checking changed each time the amber of responses changed* but the level of significance was held constantly at the ten percent level* A® indicated above, in this study, items were Judged

To facilitate validity It w m decided that be solved for the critical fre­

at the ten percent level of sigalfiosnoe* the process of checking item the cM-square formula would

quency of cheeking, wf,* in each group.

Before solving this

formula it was necessary to look up the value of ehi-sqmv® *%

in a table for each of the various degrees of freedom" cor­ responding to the different groups#

Because the teacher®

who participated in this study were required to cheek the g tor a general discussion of w$este of Significance" refer to? Xin&quist, £ * F . , Statistical i & E l y g i e i n E d u c a t i o n a l Research, pp.15-18, Houghton ffiflin Go,~ I F e w T S S T * ! ^ ® ! &i’or a general discussion of 'degrees of freedom” refer to: Bim&cpa1st, 1 . f f # , I t e M M i o H H a l ysls i n | t u o a M m a l j o * search, pp. 33, 34, W n ^ o n M i I f T l n Go I, lew TorSt; M I 8 7

00

item*

tm or *©§ ttey tel to eelewt on* ®t %m® etei®m for

eaeh tteiag or, in otter word®, they were evaluating tte

item® with only «»• degree of freedom* fo llo w in g t*»#

o f th e value o f ohJUoqwore,

t t e fo llo w in g o&Ueqju**"* f o r a tle * w»e m%m4 fo r * f * i

I fhle ie tte elil»egw*r* f o r m ic with the fete® aer»

resiles* whleh oteuld te need when the number of oeeee to email, way sinter @00* In order to tlarify tte

miming of

this proootero

ee»ei4er tte following oKanple* forty*eight teaote.ro responded to the ImmmTmmLt,

.a * M tlL ..fT ja iltt« n Jtew M M laai eonaaqawsily, tlw -relaa o f 8 le «Hpel to 4$*

Tte ra in # of ofcl*oquore

level fro » t t e table ie

m%

tte tan pern out

Substituting tte o o AU»trl~

e e l volueo into tte f e r w U wo find t t e solution to be f * @0*i®0*

T his merely ototoo t t e frequency o f ehooking r®®*

ponoo v a r ia tio n whiefc would ooour through v a ria tio n ® due to t m € m sampling v e rie tio n o or eteneo*

Variation® m

large

or larger would m m r only ten p ® m m % or lee® of tte tint* Time, i f

@0 leather® etewked a puriieuiar ito w TSS, it o«n

be e e l* t t e t random sampling v a ria tio n s oannot eeooiuit f o r

pp 3S*a§ * l94$*

the observed frequency; in other words , ther© is evidence that a real selective factor is operating# It is obvious that to prove a disagreement signi­ ficant does not .establish the cause of the disparity*

In

Chapter XV, Beportlng the Study* the possible causes of eta* nific&nt disagreements are analysed for each Improvement

fdieet# Table II summarizes the numerical values for 11f* used in this study*

tm m 11* ? a p m **#*» o n s n m m to i At $8B f ® i®aciwr zjtvn car m m m z m w m wm w b r m m m i w g*

***

a* 4f 40 4f 4*

m m m ##rffc m 4&JIh

w&#-8© 00*04 S0.0O

m m m m u*m m m

4i 44

m m m m m m m

w m m m 1*«0S U M t*fS

n

mm'mr

of

t© lt®m»

**f* tH® joint ®t wfei®!*. ftioogfoeoont fc®o©a«® SS.SBSfS®SBS

Jta o il® *

I f §0 iMNM&oro voiponM I t© a© item « d

SJ or nor® of t h m iloagapoolt witti tho itoot tiit &i®&l»l«iiil 1® oigoifiooot tit not ©omar fcgr

m

$SUf3HI If s T O i f n a tsE asOTsr

this study th# Improvement Sheet© for thirtyfour subject matter areas were analysed In order to de­ termine the validity of the individual items on the various sheets* this chapter is divided .into two parts*

First, a

copy of each Improvement Sheet evaluated in this study is presented# and the TBS and 10 columns contain, number© that indicate the results of the teachers* evaluation© of each item*

Second, accompanying each improvement Sheet is a dis­

cussion of the possible factors that caused the evaluators to disagree with certain items*

In this discussion, Items

on any particular Improvement Sheet that failed to receive a total number of TBS responses equal to the value of *f* 1 for that sheet, arc classified a© invalid. Frequently the discussion that accompanies each

Improvement Sheet mention© border line items.2

The primary

purpose of this study was to determine the validity of the

i ^Invalid" is interpreted to mean weah rather than void or null. % border line item is m item that is valid according to the standard established for this study but still received a high percentage of 10 responses*

®4 %%mm m

ths v a r i o u s i m p t m m m n t

$h«ata»

Border l i n t I t ® ® # o r #

v a l i d s a o o r d l n g t o tha s t a n d a r d s a s t a b H s h a d Btvsrthalsss, and

m m * fesrdar l i n t t t a w s ora s x t r a a a l y i n i t r M t l n g

ihos# its^t

oimasn

f o r thin study.

trt dlaansasd

ttftfcj«*tivtly# u s u a l l y

in t h #

following ssagts big*

hmmm® a r a t b a r

h a v * &a#s»

psrasntags

o f tli# a v a l u a t o r s liar# d i a a g r s t d ml%h I tarns t h « t s u g g e s t d o « tirafel# t r a n d s in steoftdory t d o s ot io n.

ft*# dissuasion pages that m m n p m $ taah I m p r m m m t i & a t i ssatatii i h s t a i n t o f « f % o f otssotfclng* for

and tha

Iaval of «riti*«l

t a i n t ,o f * r %

frsqtssftsy

railability aoeffiolantt

that shaat. T b s f o l l o w i n g tafel# o f C o n t e n t s # f r o ® a t a t o f I ® *

prsirtoatBt

iiat b m m

I n o i o d a d %m o r d # r

to girt t m

r t a d t r a n o v s r t i s v o f tf»# t e o p # o f i n i s study.

XASLS OF OOHEENTS

liiis

E m

Written. Expression . . . . .........

. . 1 5 Oral Expression ................. . . . 8 Oral Reports................ . ............ 11 Self-Evaluation of Oral Reports . . . IS literature .............. * 14 Junior High School Citizenship . . . . . . . . . . . . . 21 World History ♦ * . * . 20 American History................. . . . . . . . . 34 Fourth Tear Social Studies............... . .......... 40 First Tear Algebra . . . . . . . . . . . . . . . . . . . 47 Efficiency Test in First Tear Algebra .............. 52 General Mathematics............... . . . . . 59 Plane Geometry « # • * . ............... . ............. 64 Chech Test in Plane Geometry . . . . . . . . . . . . . . 68 General Seienee ............. 71 Biology » » „ , , , , . » < * , * * * * 77 32 Physical Seienee ........ . . . . . . Physios . » .............. . . 86 Cheefc test in Physics . . . . . . . . . . . . . . . . . 91 Chemistry......... 99 Physical Bdueation . . . . . . . . . . . . . . . . . . 104 Health ................... 107 Safety ..•.Ill .......... 116 First Tear Boolcfceepimg First Tear Shorthand . . . . . . . . . . . . . . . . . 120 Beginning Typewriting . . . . . . . . . . . . . . . . . 124 General Business . . . . . . . . . . . . ............ 128 Consumer Education . . . . . . . . ........ . . . . . 155 nutrition . . . . . . . . . . . . . . . . . . . . . . 140 Personal Appearance . . ........... 146 General Shop . . . . . . ............... . . . . . . 152 Home Mechanics ......... 155 General Agriculture ......... 159 General Art . . . . . . . . ............ . . . . . . . 162 Glee Club or Orchestra ........ . . . . . . . . . . . 167 First Tear Xatin . . . . . . . . . . . ............ . 173 First Tear French ........ . . . . . . . 179 .

*

.

.

#

*

*

*

*

»

*

*

*

*

.

.



*

#

*

*



*

.

eradicates the Improvement Sheets that were not evaluated in this study.

m IMPROVEMENT SHEET FOR WRITTEN EXPRESSION Carl Go F 0 Franzen School of Education, Indiana University Copyright, 1949 Yes

No

Aims: *lo

•*2o

*3o *4„

B0

To establish habits of expressing in clear, well unified sentences ideas about topics within the pupil’s range of experience and interest. To develop ability to express ideas interestingly with special attention to choice of words, sentence structure, and organization„ To develop the ability to write several related para­ graphs which show power to organize material„ To develop abilities in the expressional activities, em­ phasizing content, organization of material, and clarity, conciseness, and individuality ofexpression,

48

48 a

?

48

Teacher Activity:

*1. *2„

*3o

*5*

*60

Does the teacher make as a basis of written expression: clo The interests of the pupils? bo Interested class discussion? Does the teacher help the pupils to recognize the value to them of: a0 Letter writing? b0 Keeping minutes of meetings? Co Writing reports? Does the teacher help the pupil to feel that he has ideas and experiences worth communicating to others? Does the teacher encourage pupils to write for some pur­ pose that seems to them worthwhile, e0g 0: a 0 Social letters for real readers? bo Business letters for real readers? Co Individual booklets? do Class booklets? e 0 School newspapers to publish news about the school? fo Descriptive sketches to be read? Plays to be acted? h 0 Stories to give others enjoyment? Does the teacher encourage the pupils to select topics which enable them: a. To express their own thoughts, feelings, and experi­ ences? bo To develop habits of accuracy? Does the teacher use the following as aids in motivating written expression: a. Pictures? b 0 Pupils8s diary? Co Pupil's notebook? d 0 Newspapers and magazines? e. Anecdotes? f„ Literary selections? go Unfinished stories?

48 48

0 0

48 39 45

0 9 3

48

0

.48 Q 4 ..44 34. 14 _34._24 _42 6 — 48_ 0 -36 10 _ 46. .....2.

.46. 47 4.4.

O

1 4

32 16 4 2 ____ 4 ft 0 4.7 i_ 4.7 i_ 4.3 ^

*7.

*80 *9.

*10, *11 o

*12o

*13o

14o

ho i0 Does a*

Dramatization? List of suggestive topics? the teacher show the pupils how to write by; Developing a desirable form for letters* invitations* minutes of a meeting* written reports* outlines? bo Calling attention to excellent models of theabove? Does the teacher show the pupils how to develop paragraphs from topic sentences? Does the teacher encourage the pupils; a 0 To write asclearly and correctly as possible at the first draft? b 0 To work rapidly under the impulse of thoughtand feeling rather than to dawdle over the task? Does the teacher hold individual conferences with the pupils to give criticism on their written expression? Does the teacher comment on written work with such ex­ pressions as; a0 "I like the way you have expressed yourself 0"? b 0 “This is an excellent phraseo"? Co uDo you mean what you say in this sentence?11? Does the teacher have a definite plan for class criti­ cism of written expression; eog0; a0 Read the article aloud? b 0 Indicate the good points? (1) Interest? (2) New expressions? (3) Apt expressions? Co Handle one type fault at a time? do Indicate expressions that need to be improved? e D Indicate mechanical errors? Does the teacher use the following for drill in correct­ ing common errors; a. Dictation exercises ? b 0 Blackboard exercises? (1) Blank-filling exereises? (2) Multiple choice exercises? Does the teacher recognize individual differences by; a0 Approval of pupil8s topic for written work? b 0 Quality of work expected? Co Quantity of written work?

AO,. 4.5

4.7 47 47

40 4^ ap

48 4 ft 47

.46. 4B 4 ft 48 4^ 41 4 ft 4 ft

.40_ 45 48 44 4 ft 47 48

Pupil Activity; *1,

*2o

*3o *4o

Do the pupils select for written expression topics; a, In which they have an interest? b 0 Which are taken from their experiences? Co Which may be of interest to others? Do the pupils begin with sentences that catch the reader9s attention and interest? Do the pupils close with strong sentences? Do the pupils use sentences? ac That are clear? bo That are concise? Co That are varied in style?

48 48 ^7 4 ft 4 ft 4^ ap.

48

m 3 Tes *5 o

-*6 0

■5*7o

■&8c *9 o

10o

11 o

120

Do the pupils use words: a0 That are new? bo That are suitable? Do the pupils add life and naturalness to their written expression by the use of; a 0 Contractions? b« Colloquialisms? c o Slang? Do the pupils try to increase their vocabulary; aQ By keeping notebooks containing new words and ex­ pressions they meet in their reading? b 0 By collecting clippings of Two-Words-A-Day columns in newspapers? Co By collecting quotations and poems that seem to them worthwhile? d0 By participating in vocabulary drills and contests? Do the pupils in all written expression show simplicity? Do the pupils achieve good form on their own level in their written expression by means of; a 0 Correct punctuation? b 0 Correct spelling? Co Correct capitalization? do Correct grammatical usage? Do the pupils make their written work conform to accepted standards in; a e Appearance? b 0 Arrangement on the page? Co Handwriting? do Citation of authority? Do the pupils evaluate in class the written expression of others9 such as; a a Written work of classmates? bo Newspaper articles? Co Magazine articles? do Book reviews? e 0 Books? Do pupils measure their written work by means of one or more standardized scales in written expression?

No

43 48

5 , __ Ql_

4 P.

..

4.0

fi 8

32

-AfL

2

-50

AQ

XL

4* 4A

n 0

-AS .48 46-

0 0 2

-A£____ 2.

-43- —XL— ,-4,S- - 3 -46____ 2 _

-46____2— .-3SL

ia

39 References A -

k A A B "

1. Tentative Course of Study in English for Secondary Schools in Indiana, State Department of Public Instruction* Indianapolis* Indiana* Bulletin No. 100o A-l* pp. 40-41° 1932o 2 °Ibid., pp. 72-3c 3° Ibid. 9 pp. 114-15° 4° Ibid., pp. 150-51* 186-7° 1° Ibido* p. 35° Stratton* Clarence0 The Teaching of English in the High School. Harcourt* Brace and Co.* New York. pp. 221-5* 1923° Simmons* Sarah E c English Problems in the Solving, and Co.* Chicago* 1920. pp. 84-103°

B B =■

Scott* Foresman

2 cDriggs* Howard R. Our Living Language* The University Publishing Co.* Chicago* 1921o ppo 95-7° 3° Tentative Course of Study in English for Secondary Schools in Indiana, State Department of Public Instruction* Indianapolis* Indiana. Bulletin No. 100 A-l* p. 35° 1932.

B B B -

Stratton, op. citQ* pp. 207-08° 4° Driggs. op. cit.* pp. 95-6° 5° Blaisdell* T. C. Ways to Teach English.Doubleday* Doran and Co., Inc.* Garden City* New York* 1930. pp. 1-3° 6 .Ibid.* pp. 123-33° Driggs. op. cito, pp. 81-8° Stratton, op. cit.* pp. 227-8* 264-86. 7° Ibid.* p. 215° 8 °Canby* Henry Seidel and Others. English Composition in Theory and Practice. The MacMillan Co.* New York* 1911° pp. 76-110. 9° Driggs. op. cit.* pp. 104-10. 10. Ibid.* pp. 110-11. 11. Ibid.* pp. 101-110

B -

Simmons, op. cit., pp. 104-107° 12. Ibid.s p. 90.

B B B -

B B -

B C C C C C C

C C -

C -

Stratton, op. cit., pp. 233-42. Driggs. op. cites p. 133° Sharp* Russell A. Teaching English in the High School. Houghton Mif­ flin Coo* Chicago* 1924° pp° 89-99° 13. Ibid., p. 85° 1. Driggs. op. cit.* pp. 72-88. Blaisdell. op. cit.* pp. 8* 35-47° 2. Ibid.* pp. 10* 48-57° 3° Ibid.* pp. 10* 48-57° 4° Stratton, op. cit.* ppe 208-11. 5° Driggs. op. cit.* pp. 249-63. 6c. Ibid.* pp. 239-48. 7° Ibid.* pp. 229-38. 8 .Simmons, op. cit. pp. 95-103° 9° Ibid.* p. 104°

30

mmmmm w m m n m o r immnumn (based m m

a ©hi-®$a&re value)

$h© value of *tn for this Improvement Sheet 1® 50«80 ami the ©©efficient ©f reliability is 95.4, which eompares very favorably with the eoeffielents of reliability

for standardised teat®. Iton 0, V* b on this Improvement Sheet received only 30 VIS response®! therefore, there is evidence that a faetor, other than error®' due to random sampling or chance, is present in this item. fhi® item is a part of a group of items that suggest methods by which students earn, increase their vocabularies* the modern method of increasing vocabularies is to teach the meanings ©f words only as they appear in the content of read­ ing material*

this Item, suggests that students study "iwo-

Werds-A-Bayt* that may mot be included within the contort of their reading materials! in other word®, the thought behind this Item is not in harmony with the mode m trend. It is interesting t© m t & that Items CJ, ? ta, and 0,?,©, art very definitely in harmony with the mo d e m tread stated above*

5

AN IMPROVEMENT SHEET FOR GRAMMAR Carl G. F. Franzen School of Education* Indiana University Copyright* 1949 Yes X.

No

Aims in Teaching Grammar: *1. *2. 3o

*4« *5. *60

To teach grammar as an aid to oral and written expression rather than as an end in itself. To establish habits of correct expression appropriate to the pupil8s age and ability. To gain grammatical knowledge that will develop sentence sense and correct habits appropriate to the pupil5s age and ability. To give pupils skill in building clear* vigorous* and varied sentences. To give pupils ability to interpret sentence structure. To form in pupils the habit of self-criticism in matters of correct English usage.

_ 4 2 ____ I ™4&., .

0

4.7

1

__47 44

1 4

AA

0,

II0 Teacher Activity: *1.

Is the teacher5s command of the English language such as normally to inspire the confidence and respect of the pupils? *2 . Does the teacher have both a backward and a forward know­ ledge of each unit of the whole course? 3c Does the teacher use English that is free from common errors? 4c Is the teacher consistent in her use of grammatical terms? 5o Is the teacher always ready with suitable illustrations or explanations with which to help the pupils over difficul­ ties? *6 . Does the teacher use the following supplementary materials: a. Parallel texts? b. Dictionaries and encyclopedias? c. Composition handbooks? d. Drill pads? e. Self-checking practice-exercises? f. Achievement tests? Does the teacher use the blackboard for: *7. a. Illustrative sentences? b . Sent ence analys is? c. Emphasizing grammatical terms? d. Lists of nouns* pronouns* verbs* etc.? Sc Is the teacher a close observer of pupil language habits? *9o Does the teacher use the pupils5 language errors as a basis for further instruction? *10 c Does the teacher present all grammar facts from the functional point of view? *11. Does the teacher give a pre-test to determine the pupil's present store of grammatical knowledge? *12. Does the teacher provide language enrichment for those who have given evidence of mastery of a language unit?

0 46 47 46

3 . z

-j U L .

I

44

4 1 -A2L . § 10 3,8 4,1 7 46 ._ 6 4ft 42_ -43. .33 -JkflL

. . . .

1 0 9 0

48 44 . .41. 42... .

4 4 1

m 6 Yes Does the teacher develop the new material in the assignments a 0 By reviewing the pertinent grammar facts as prepara­ tion for introducing a new fact? b 0 By explaining new facts with which pupils are not familiar? Co By using illustrative sentences that catch the interest of the pupils? . do By acting out situations that will serve to emphasize the facts to be remembered? 14o Does the teacher guard against assigning language exercises that are too long or too short? 15o Does the teacher insist that pupils use the language forms already taught? *l6 o Does the teacher motivate the drill in correct usage by the use of occational games and contests? 17o Does the teacher choose illustrative sentences that are natural to the speech habits of the pupils? #18o Does the teacher require the pupils to use illustrative sentences from their own written work in English and from other subjects?

No

13o

^

a ^a

JUL q

^

43

0

aA

^

IIIo Pupil Activitys 10

Do the pupils use in their oral and written expression the language usage facts taught inclass? 2 0 Do the pupils offer suggestions for improving language usage drills? 3o Do the pupils respond favorably to games intended to drill language usage? *4o Do the- pupils exhibit a willingness to improve their English? 5o Are the pupils alert in recognizing errors of other pupils? 6 0 Do the pupils use information gained from other school subjects and activities for illustrations and examples? 7 g Are the pupils able to recognize the grammar facts taught? So Are the pupils able to illustrate in their own sentences the grammar facts taught? 9o In their study of grammars are the pupils able to 2 a0 Pronounce correctly all grammatical terms? b 0 Spell correctly all grammatical terms?

g -7„n

gp

’A

^ Ap

q tn

7

m

References

i-

i. X -

I I II II II -

II II -

lo

"The Junior High School Curriculum*" Fifth Yearbook, Department of Superintendence of the N.E.A*, Washington* D* C*, p* 145? 1927* 2* Thomas * Charles Swain* The Teaching of English in the Secondary School* Houghton Mifflin Co*, New York* 1927* pp* 84to105« 4* Leonard* S* A* '’Grammar in the Junior High School*n The Classroom Teacher* The Classroom Teacher* Inc** Chicago* 1927* Vol* X* pp* 414-19* 5* Ibid*, pp* 414-19* 6 * Ibid*, pp* 437-8* 1*

Driggs, Howard R* Our Living Language* The University Publishing Co*, Chicago, 1921* pp* 43-9* 2* Driggs, Howard R* "A Basic Lesson on the Sentence*" Elementary English Review9 March 1932* Vol* IX, No* 3* 6 * Tentative Course of Study in English for Secondary Schools in Indiana* State Department of Public Instruction, Indianapolis, Ind*, Bulletin No* 100 A - l , pp* 16-22, 36-62, 86-100, 132-8, 166-72, 1932.

7* 9*

II - 10*

II - 11*

II - 12*

Leonardos* A* "Grammar in the Junior High School*" The Classroom Teacher* The Classroom Teacher, Inc*, Chicago, 1927* Vol* X, pp* 424-40* Ibid*, pp* 405-07* Stormzand, M* J* and 0 8Shea, M* V* How Much English Grammar * Warwick and York, Inc*, Baltimore, Md*, 1924* pp. 165-93. Rivlin, H* N* Functional Grammar * Teachers College, Columbia University, Contributions to Education, No* 435* 1930* pp. 81-4* Driggs, Howard R* Our Living Language* The University Publishing Co*, Chicago, 1921* pp. 185-91* Leonard, S* A* "Grammar in the Junior High School*" The Classroom Teacher* The Classroom Teacher, Inc*, Chicago, 1927* Vol* X, pp* 405? 424—40 o Ibid*, pp* 413-14? 422. Tentative Course of Study in English for Secondary Schools in Indiana* State Department of Public Instruction, Indianapolis, Ind*, Bulletin No* 100 A-l, pp* 13-14? 1932*

Leonard, S* A* The Supervision of Secondary Subjects* D* Appleton and Co., New York,1929* Chapter VI* "The Supervision of English*" p* 278* II 16* Stormzand, M* J* Progressive Methods of Teaching*Houghton Mifflin Co.., Chicago, 1924* p. 163 * II 17* Leonard, S* A* "Grammar in the Junior High School*" The Classroom Teacher* The Classroom Teacher, Inc*, Chicago, 1927* Vol* X* p* 423* II - 3.8* Ibid*, pp* 412-13*

III-

Stormzand, M* J* and O'Shea, M. V* How Much English Grammar* Warwick and York, Inc., Baltimore, Md*, 1924* pp* 16-32* 4* Leonard, S* A* "Grammar in the Junior High School*" TheClassroom Teacher* The Classroom Teacher, Inc*, Chicago, 1927* Vol. X, pp* 437-8.

M

i m n m m m

(based upon a

a s m

m

m m m

value)

fa# value of wf* for this Improvement Sheet is 30*3 and th® eeeffleicat of reliability is 85*4, which compares favorably with the coefficients of reliability for standar­ dised tests* Item XXX-2 of this Improvement -Sheet received 30 TBS response©*

Because it is m

close to the critical level for

this Sheet it should, be classified as a ^border line* item,

Seetiem 1X1 of this Improvement Sheet contains n i m items* ell of which are concerned with pupil activities, the second item is the only one in the group that offers stu­ dents the opportunity to help the teacher plan, activities;

la other words, it is different from the rest of the items* and some of 'the ©valuators probably disagreed with it for this reason*

Ihe item is act a specific statement, and

example i® provided ia order to clarify it*

m

Shis fact may

offer further explanation of the cans® for the disagreements with the Item*

8 AN IMPROVEMENT SHEET FOR ORAL EXPRESSION IN THE ENGLISH CLASS Carl Go F 0 Franzen School of Education, Indiana University Copyright, 1949 Yes

No

I0 Aims in Teaching Oral Expression in the English Class: *1. To develop ability in effective oral expression,, *20 To express oneself with clearness and conciseness on sub­ jects of interest to the group0 *3„ To develop the ability to express ideas fairly and courteously,, *4„ To gain power to speak in increasingly complex situations* 50 To foster a desire to avoid gross grammatical errors0 *6„ To develop the habit of correct pronunciation, vocabulary criticism, and vocabulary growth„ ■5'7o To develop a knowledge of and skill in correct parliament­ ary procedure* So To acquire the ability to present logical talks which in­ form, convince and entertain0 lie Teacher Activity? *1„

Is the teacher's oral expression ability such as to serve as a suitable model for the pupils? *2„ Does the teacher make the classroom a place where the pupils may enjoy the privilege of free speech? 3o Does the teacher urge the pupils to speak on subjects in which they are interested? 4o Does the teacher stress the importance of an easy manner of address? 5„ Does the teacher stress the importance of facial and body gestures? 6* Does the teacher encourage the pupils to make an Incon­ spicuous use of outlines or guides? *7o Does the teacher hold the pupils to aspecified time limit? 8* Does the teacher urge the hearers todirect theirattention largely to such major points as? a* Timeliness of subject? b 0 Choice of words? Co Pronunciation? do Posture or poise? e0 Methods of inciting interest? f0 Effectiveness of presentation? *9. Does the teacher keep himself a partof the audience as much as possible? 10o Does the teacher have an interested attitude toward the pupils' work? *llo Does the teacher refrain from the immediate correction of errors? 12o Does the teacher invite the pupils to ask challenging questions that others may attempt to answer? 130 Does the teacher avoid over—criticizing details such as usage and pronunciation?

4.9 p;o



5£L_

AL , , . 6 15 , 35... , .49... 50 49_., 49 .,.4.950

. 0 1 1 . 1 ... _ 0 .

50. _

0

49

1

„A£_

m 9 Yes

No

*14o Does the teacher try to balance destructive criticism with constructive criticism? *15 „ Does the teacher give ample time for class criticism? 16o Does the teacher encourage the timid pupils to participate by? a0 Carefully directed questions? b„ Appealing to special interests? Co Manifesting a personal interest in them? 17o Does the teacher urge the pupils to outline carefully each prepared talk? *18o Does the teacher encourage the pupils to suggest topics of possible interest for discussion reports or class discus­ sion? *19o Does the teacher provide oral expression materials when the pupils do not have them? 20o Does the teacher recognize individual differences in oral expression abilities bys aQ Allowing timid pupils to stand at seat? bo Allowing difference in time limit for talks? Co Special commendation of handicapped pupils? d0 Differentiated assignment? e0 Differentiated criticism? IIIo

Pupil Activitys 10 20 *3o 4o 5o 6„ 7o So

9o *10o 11,

12, 13o 14o 15. 16o

Does the speaker take his position freely and easily? Does the speaker keep his eyes on the audience? Does the speaker make himself heard by the entire audience? Does the speaker seem to be genuinely interested in the subject? Is the speaker largely free from embarrassment? Is the speaker largely free from annoying body mannerisms? Does the speaker seem to be sufficiently informed on the topic he is discussing? Does the speaker make an inconspicuous use of outlines or other guides? Does the speaker avoid short choppy sentences? Does the speaker avoid objections! speech stoppages such as "and-uh?*1 Does the speaker add interest to his talk by the use oft a. Personal experiences? b 0 Anecdotes? Co Citations of known authority? do Body and facial gestures? e0 Pictures, charts, diagrams, etc,? f0 Variations in use of voice? go Words that interest and attract? Are the pupils courteously attentive while the speaker is talking? Do the pupils show little or no hesitancy in initiating discussions of the talk just given? Dothe pupils enter freely into discussions? Dothe pupils make thoughtful comments on the subjectunder discussion in expressing their personal views? Dothe pupils ask questions of value in furthering the dis­ cussion?

40- — O

££L- __I

■ A .? - — O—

_3L_

_A£L_ ....A— _JL_

50

0

50

0

S7 10

17,

Do the pupils propriety?: 18o Do the pupils subject? 19o Do the pupils parliamentary

Yes

Wo

49

1

47

5

40

4

keep their remarks within the bounds of keep their remarks within the limits of exhibit a reasonable observance of procedure?

References I = I-

lo Davis* Co 0o Junior High School Education,, World Book Co, p e136. 2. Webster* E c H 0 and Smith* D 0 V. Teaching of Junior High School English, World Book Coe p0 217 . 1-3* Ibid., p 0217o I - k* Wohlfarth* J 0 Ho Self-helf Methods of Teaching English. World Book Go0 p 0 121o I6,Webster* E 0 H0 and Smith* D pp° 7S-97® Lull, Herbert G® and Wilson, and Harry Bruce, "The Redirection of High School Instruction," J® B® Lippincott Co®, Chicago, 1921, p® 60® Tyron, R® M®, "Teaching of History in Junior and Senior High Schools," Ginn & Co®, New York, 1921, p®45° Dawson, Edgar, "Teaching the Social Studies," The Macmillan Co., Chicago, 1927, pp® 295-336® Bining, A® C® and D„ H®, "Teaching the Social Studies in Secondary Schools," McGraw-Hill Book Co®, Inc®, New York, 1935, PP® 147-167® Bossing, Nelson L®, "Progressive Methods of Teaching in Secondary Schools", pp® 42-62® Castle, Lynn E®, "History Teaching and Character Education," in The Social Studies, Vol® 25 (March, 1934), pp® 234-236® Charters, W® W®, and Waples, Douglas, "The Commonwealth Teacher- Training Study," University of Chicago Press, Chicago, 1929, pp® 56-61® Chemey, Monona L®, "An Ideal History Teacher," in the Historical Outlook, Vol® 15 (December 1924) pp® 395-397® Light, U®L®, "High School Pupils Rate Teachers," in School Review, Vol® 38 (January 1930); pp® 28-32® Carr, W® G® and Waage, John, "The Lesson Assignment," Stanford University Press, Palo Alto, Cal®, 1931 p® 75f® Hurd, Archer Willis, "Study Guide and Text*book in Technique of Teaching In Secondary Schools," Burgess Publishing Co®, Minneapolis, 1941, p®32® Tryon, R® M® "Teaching of History in Junior and Senior High Schools," p® 7f® Waples, Douglas, "Procedures in High School Teaching," Macmillan Co®, p® 154 ff® Hasluck, Eugene L® "The Teaching of History", University Press, Cambridge, 1920, pp® 59-64® Johnson, Henry, "Teaching History," The Macmillan Co®, Chicago, pp® 389-413. Tryon, R® M® "Teaching of History in Junior and Senior High Schools," pp® 45-46® Bining, A® C® and D® H®, "Teaching the Social Studies in Secondary Schools", pp® 303-325® Bossing, Nelson L®, "Progressive Methods of Teaching in Secondary Schools," pp® 381-408®

33

J-C7

64

Bining5 A® C® and D» H®, ''Teaching the Social Studies in Secondary Schools/' PP® 339-340® Brink, W® G® "Directing Study Activities in Secondary Schools," Doubleday, Doran & Co®, Inc., Garden City, N® Y 0 1937? pp® 394f® I-C8 Bining, A® C0 and D 0 He, "Teaching the Social Studies in Secondary Schools," pp0 261-282o Shurtleff, Olive, "Current History in High School", in the Historical Outlook, Vol® 15 (April, 1924)? pp 158-161® I-C9 Bossing, Nelson L 0 "Progressive Methods of Teaching in Secondary Schools," pp0 488® Hall, Mary, "The Historical Newspaper," in The Social Studies, Vol® 25 (April, 1934)? Po 172fe Horn, Ernest, "Methods of Instruction in the Social Studies," Charles Scribner5s Sons, New York, 1937? pp® 441-460® I-C10 Bining, A, Co and D 0 H 0, "Teaching the Social Studies in Secondary Schools," pp0 183-200o II-A5 Bossing, Nelson L®, "Progressive Methods of Teaching in Secondary Schools," pp0 412-430o Tryon, R® M 0, "Teaching History in Junior and Senior High Schools," pp® 6-8 ® III-AT Bobbitt, Franklin, "How to Make a Curriculum", Houghton Mifflin Co®, Boston, 1924, p. 116® III-A Kartozian, Annie A c, "Teaching History Through Biography", in the Historical Outlook, vol® 24 (January 1933), pp® 14-16® Umstattd, J® G®, "Secondary School Teaching," Ginn & Co®, Boston, 1937, p® 91® III-BT Barnes, C®C® "Modern Life and Problems in the Social Science Curriculum," in The Social Studies, Vol® 25, (March, 1934), pp® 355-359® IH-B2 Reiss, Ernest, "Economic Conditions in Rome and Their Lessons for Us", in The Social Studies, Vol® 25 (October, 1934) PP® 299-305® Bobbitt, Franklin, "How to Make a Curriculum," p® 115® III-B4 Israel, Saul, "A Newspaper Lesson In the Social Studies Class", in The Social Studies, Vol® 38 (April, 1947), pp® 152-154® Brink, W® G®, "Directing Study Activities in Secondary Schools", p® 3® III-B5P Umstattd, J® G®, "Secondary School Teaching," p® 125®

65

mm o r m m

a s m foe v o hw bistort

(based upon a ©hi-sctuar© value)

The value of nt n for this Improvement Sheet is 18*0 mi. the eoefficient of reliability is *83 f which compares favorably with the ooeffieleBte of reliability for standardised test®* The evaluators of this Improvement Sheet did not disagree ©ig&ifiosmtly with any item*

Their ©valuation

was reliable as indicated by a ©©efficient of reliability ecual to .83,

It may be safely said that improvement in

instruction, in' this subject matter area, would follow the intelligent use of this Improvement Sheet.

66

34 AN IMPROVEMENT SHEET FOR AMERICAN HISTORY Carl Go F 0 Franzen School of Education., Indiana University Copyright, 1949

The study of history should serve the practical end of developing both knowledge and judgment in the conduct of social and public lifeQ The aim of history instruc­ tion is to develop social attitudes and to train students for life citizenship in a democracy., All authorities now recognize the great social value of history,, The "socialized atmosphere" in history seems well adapted to all methods., whether topical study* big units* problems or projects* because of the social nature of the subject* In such a class* students receive training in leadership* cooperation* initiative and civic habits* Certainly* every history discussion should be socialized in the sense that all pupils are given a chance to participate* This may be accomplished under teacher-leadership or pupil-leadership* but undoubtedly* the old Hquestion-andanswer" method* in which emphasis was on teacher- rather than on pupil-activity* is not the best plan for developing the social instincts of pupils* The socialized reci­ tation is an attempt to direct instruction in the proper channels* with the pupils as the working center of the class* In preparing this improvement sheet* the committee tried to keep in mind its usability* The discussion period is to be judged by what goes on in the classroom, what the teacher does* and what the pupil does* The ideal discussion should be a composite of all teaching methods* with each pupil taking part because the problem has challenged him* Yes I* Aims in Teaching American History 1* ■*To teach* through attitudes of tolerance* open-mindedness* and loyalty to ideals* world patriotism and citizenship, as well as national patriotism and citizenship* 2* *To acquire and organize national historical fact as a basis for explaining the present* 3* To encourage participation in public affairs through a better understanding of the origin and growth of American Institu­ tions * 4° *To teach the appreciation of the influence of historical characters upon the development of our country and its citi­ zenship* 5* *To show how our physical environment has contributed to the development of our country* Show this through other subject correlation*

46

No

0

1-1 Evans* J* C* "The Teaching of International Relationships Through The Social Studies," Historical Outlook* Vol* 11* Jy*, pp* 251-3° Osburn* Worth James* "Are We Making Good At Teaching History," State Dept* of Public Instruction, Madison* Wise** p* 63* 1-2 Ibid** p* 63° 1-4 Ibid ** p * 63 * 1-5 Hasluck* Eugene Lewis,"The Teaching of History*" University Press* Cambridge* Mass*,1920* pp* 88-9 0

35 tlo

67

Class Period. Activity; Ao* Assignment of Advance Lesson Teacher

10 Is problem well stated and defined? 20 Does teacher adapt the assignment to ages and abilities ofpupils? 3„ Are difficult parts ex­ plained? 4„ #Has teacher anticipated pupil-needs (references* maps* charts* etCo) 5„ *Is curiosity aroused? 6, ^Does teacher provide additional material for some? 7„ ■ ’ “Does teacher make use of Outline? g0 Are unfamiliar words placed on the board and pronounced? 9, Are important points in the advance lesson stressed? 10o Is the assignment of written work made clear?

Pupil

Yes No lo Aft

A P.

Q

A

2, 3o 4«

ae

5o 4 V1

60

-41

— 5

43

3

A P.

A

7o

Yes

No

Does the pupil seem to get the purpose of the assign­ ment? 45. Do pupils ask questions? M . _ 0_ Do pupils offer suggestions as to some probable needs? AQ. Do the pupils suggest and volunteer materials to which they have access? 44 Do some volunteer for extra work? 4 4 _4. *Do pupils cooperate in devel­ oping; Outline of questions •26 10 Do pupils call attention to unfamiliar words not brought out in #8 of teacher activity? a 2 4

-4& 46

-0

Bo Discussion of the New Lesson 1„ Does the teacher remain in the background except when needed as a guide?

II-A

II-A4T

II-A5T II-A6T II-A7T II-A6P

ia

lo #Do the pupils cooperate by; a. Contributing data of interest b. Presenting objects of historic interest Co Participation in the class discussion

45-

4L

42

4

45.

_Q l

Tryon* Rolla Milton* “Teaching of History in Junior and Senior High School* 11 Ginn and Co,* N 0 Y,* 1921* pp« 14-16; 29» Dawson* Edgar,, “Teaching the Social Studies11, Macmillan Co,* Chicago* 1927, PPo 295”336o Lull* Herbert Galen and Wilson* Harry Bruce, “The Redirection of High School Instruction* 11 J. B 0 Lippincott Co„* Chicago 1921, pe 60, Dawson* “Teaching the Social Studies* 11 pp0 323-33 and p Q 36, Ibid* p 0 302, Ibid* pp, 323-33 and p. 3 6 , Woodruff* Hazel, “Technique of Historical Outline, 11 Historical Outlook, Vol, 14:29-30* Jan, 1923, Waples* Douglass, "Procedures in High School Teaching* 11 Macmillan Co,, p° 154# ffo Chapter on Cooperative Assignment,

36

Teacher

Yes

No

*2, Does teacher use blackboard

for: a. Outlines b, Diagrams Co Sketch maps do Graphs e0 Summaries f0 Special terms Does the teacher refer to previous work?

45

1

44

2

43

M.

3 JB_

M.

X

4S . M

Is the topic kept clearly before the pupils? 44

X . 2

Does the teacher direct attention to causes and results?

45

1

Does the teacher stress an attitude of tolerance and open-mindedness?

46

0

Does the teacher inter­ pret history in terms of: a. Economic struggle b0 Class conflict Co Educational advance­ ment Does the teacher prevent monopoly of discussion by bright pupils? Does the teacher make use of: a, Pictures b. Charts Co Maps do Bulletin board e, Slides f. Films go Radio h0 Cartoons

45 1 34 12 43 43

3 3

-M. J2 _

Pupil do Submitting conclusions to criticisms e, Defending his own opinions fo Challenging views of others *2 c Do pupils use blackboard for: a 0 Outlines b, Diagrams c, Sketch maps do Graphs e, Summaries f. Special terms

Yes

No

43

23

-

_

2 X IS L 37 9 35- H L 32_ J L -

33

36

-

13

10

_

3o Do pupils link former material with lesson at hand?

45

4, Do the pupils stick to the topic that is under discus­ sion?

ML

5o Do the pupils show ability to explain history, as due to: a. A single factor bo Many factors

2 1 - 25— 42- A —

6 , Do pupils show a critical attitude toward all nations, America included?

40

*7. Is national, rather than sectional patriotism stressed?

X

X

6 , Do all the pupils partici­ pate?

39

9. Is all discussion toward the group?

44

ASl X JuL 43

iX 3_

M.

X

41 43

5

3

II-B2 T Wuesthoff, W, W c "Blackboard Work in Teachingo" Historical Outlook 6:253 5# 0*17, Cheney, Monona L 0 "An Ideal History Teacher," Historical Outlook 15:395-7# D«24o II-B6 T Tuel, Harriett E, "Study of Nations," Historical Outlook 6 :264-74# 9*17 T & P Carr, Win, George, "Education for a World Citizenship," 146-74 Stanford Univ, Press, Stanford University, 1926, II-Bl P McDowell, Edward S, "The Method of History Insturction in the Bucycrus High School," Historical Outlook 11 :326-9 , D'20.

69

37

Teacher

Yes

10o Does the teacher permit pupil experiences? ar _XL IX„ Do the questions call for discussions? ^5 - 0 12

Q

17 15

5

17 Ifi JLSL.

JL.„

.1

106

74 Yes VI.

Supplementary Material lo Are there good additional science texts? 2o Are these texts readily accessible to allat all times? 3o *Are all science magazines, periodicals, and other science papers saved as ready reference for the science pupil? 4 « *Are student collections displayed in cases and on shelves from time to time? 5 . *Do the pupils consult the reference material? 6 „ "^Are the bibliographies and works of noted scientists used as supplementary material? 7o ^Does the teacher suggest supplementary experiments to pro­ vide for individual differences? So *Are there opportunities for making models and pieces of scientific apparatus? 9o ^Does the teacher make use of visual methods for instruction in general science such as: a„ Stereoptican slides? bo Motion pictures? 10 o *Is there a bulletin board? 11„ Does it have the following desirable features: a0 Kept up to date? bo Clippings supplied by students? Co The board advantageously displayed? do Clippings attractively arranged? e0 Clippings pertain to subjects discussed?

VII0 Field Trips lo Do the pupils suggest field trips to be taken? 2o *Does the teacher then take pupils to places which show applications of practical things to the principles of everyday science? 3» Are field trips coordinated with theunit being studied? '4» Have the teacher and pupils made definite plans as to what to observe? 5o *Do the field trips to local industries furnish problem material? 60 *Are the results of the observations on the field trips used for subsequent discussion in class? 7o Does the field trip have the following desirable features: a0 A group small enough so that all can see and hear? b 0 A definite purpose? Co Class room discipline during moments of discussion and explanations? d0 A fully informed guide when visiting strange places? ec Courtesy and good manners on the part of all members of the group at all times?

No

4* p(\

pn

_Q

oa. q

~ q

^5 p.n pn

g n n

^9

1 £

qq

q

1a on

p n

ig

a

1A pa

a

p

3. 19 ^7

^ ^_ 3-

75

X0&

BIBLIOGRAPHY I-A Detroit Public Schools, Course of Study in General Science) Department of Statistics and Publications* Board of Education* Detroit* Michigan* No. 1270 1927c p0 14c Bobbitt* Franklin. How to Make a Curriculum. Houghton Mifflin Co., New York* New York, 1924? p. 138. X-B Ibido* p0 136o Downing* Eo R 0 Teaching Science in Schools, The University of Chicago Press, Chicago* 1925c ch. 5c I-C Twiss* Georgeo Principles of Science Teaching. Macmillan & Co.* New York, 1917. Pc 18c Bobbitt, op. cit., ppo 143* 140o I-D Maryland Educational Bulletin, Vol. 3* No0 7* The Teaching of General Science in the High School0 State Dept6 of Education of Maryland, 1921* pe 7° II-A-1 Twiss* op, cit., p„ 6l A-4 Ibid., p. 131. A-5 Cauldwell* Otis W, Gary PublicSchool Science Teaching. General Education Board of New York, New York, p. 124. Phillips* Mathias J. W. The Aims and Methods of Science Teaching in the Successive Stages of the Secondary School. Teachers College Record* vol. XXIX, no. 4* Jan., 1928. p. 299. A-6 Twiss, op, cit,, p. 23= A“7 Downing* op. cit,, p. 141. A~9 Ibid., p. 129o A-12,Frank* J. 0. How to Teach General Science. P. Blakiston's Sons & Co., Philadelphia* 1926. p. 145° Brown* John. Teaching Science in Schools. University of London Press, 1925. p. 45. B-l Bobbitt* op. cit., p, 145 B-4 Ibid., p. 145. B-5 Reorganization of Science in Secondary Schools, Bureau of Education, Bulletin no. 26, 1920* p. 55° III-A-1 Rusk, R. D. How to Teach Physics. J. B. Lippincott and Co., 1923* p. 87° A-8 Rusk* loc. cit. Downing* op. cit., pp. 125-28. A-9 Rusk* loc. cit. A-ll Reorganization of Science in Secondary Schools* op. cit., p. 55 A-13 Ibid,, p. 22 B-3 Ibid,, p. 55 B-7 Phillips* op. cit., p. 297° IV-A- 1 Rusk* op. cit., p. 84 A- 2 Brown, op. cit., p. 53° B- 1 Rusk* op. cit. p. 133 B- 3 Phillips, op. cit., p. 297° B- 5 Ibid., p. 297 C- 2 Rusk* op. cit,., p. 131° Brown* op. cit., p. 33° V-A-2 Rusk* op. cit.* p. 134° A-3 Reorganization of Science in the Secondary School, op. cit. p. 54° Rusk* op. cit., p. 134° A-4 Rusk* loc. cit. Brownell* Herbert and Wade, Frank B. Teaching of Science and the Science Teacher. Century Co.,New York* 1925° P« 23. A-5 Reorganization of Science in SecondarySchools, op.cit., p. 54° A-7 Rusk* op. cit., p. 135°

76 B-l B-2 B-3 VI-3 4 5 6 7 8 9 11 VII-2 5 6

10?

Ibid0, p, 134. Ibid., Po 135= Frank, op. cit,, p„ 145= Brown, op. cit, 9 p0 41= Frank, op. cit*, p„ 123= Ibido, p. 147 Reorganization of Science in the Secondary Schools, opn cit., p = 54 Ibid., p. 54= Brown, op. cit., p. 45. Reorganization of Science in the Secondary Schools, op. cit. p. 53 = Brown, op= cit=, p. 52= Rulon, Phillip Justin. Sound Motion Pictures in Science Teaching. Frank, op. cit., p. 146 = Reorganization of Science in the Secondary Schools, op. cit. p. 55 = Brown, op. cit., p. 46, Maryland Educational Bulletin, op. cit=, p. 15= Reorganization of Science in the Secondary School, op= cit., p. 55 =

xos

m m m m m s m n m for m a o m , m x m m (based upon a chiHHpave Talma) the wlma of *f" for this Improvement Sheet is 14*2 sad the coefficient of reliability is *61, which does net compare favorably with the coefficients of reliability for

standardised teste:* Svmluators of' this Improvement Sheet recorded a significant disagreement with item VX-8 * The item is stated in the following manners

"Ire there opportunities for ashing

models m»& pieces of scientific apparatus?" If the oomstrmotors of this item had specified who should have these opportunities, and when they should be provided, the item would have more meaning and the evaluators would probably have agreed with -it* Item ?3U3Ml la a "border line" item*

If the words,

stereooticon Slides* were changed to, lantern Slides. there would probably have been m m

agreement from the ©valuators*

Items XX-B-5, and V-B-4 are "border line" items* These items furnish two more examples of the fact that the teachers who participated In this study do not believe stu­ dents should have a part in proposing problem® for, or In planning the work of the subject matter area. Items VXI-l and VI1-7-a are valid according to the standard established for this study*

Bat, these item® sug­

gest activities that seem to be hi&kly desirable, and despite the fact that they are valid, a rather high percentage

109 tit th© evaluator© disagreed with them*

first item,

?I1*X, **®Q the pupils suggest field tripe to fee taken,(? is

another example of a teaoher-pupll plannins technicue and tfet ©valuators have rather ©omsistoutly disagreed with this type- of suggestion*

In virtually the ©am® form, this sug­

gestion is repeated on th© w m r n s m t 3H&B? FOB BIOJflGJT, item 1I-B-B, and a rather high pareemtag© of th© ©valuators of that Improvement Sheet also disagree with the suggestion* the seeond item,, VXX~7**af. "Poes the field trip have th© following desirable features s A group small enough so that all ©an see and hear, * eertainly suggests a most desirable condition; It Is absolutely m

lag that so many of th©

©valuators disagreed with the suggestion* It must fee remembered, that the reliability ©oeffielemt of the ©valuation of this Improvement Sheet is low* fhia sheet shoild fee exposed to further study before it is used extensively*

77

UG

AN IMPROVEMENT SHEET FOR BIOLOGY Carl G. F 0 Franzen School of Education, Indiana University Copyright, 1949

I. Aims A. General Aims 1. To serve as a guide for many of the practical activities of life* 2 . To improve our mode of living. B. Specific Aims, 1. To develop an appreciation of the living world as a vital part of one's environment, by a. Forming true concepts of health and the funda­ mental laws by which it is attained. b. An appreciation of the place man holds in rela­ tion to other living things. Co A realization of the interdependence of all liv­ ing thingso 2. An appreciation of the science of Biology as a means of helping to solve some of life's problems. Class Conference A. Teacher Activities 1. Do the assignments draw from biological experiences of the pupils? 2. Do the assignments have a direct relationships to civic and personal problems? 3. Does the teacher guide the pupils through reasoning to a solution of their own biological problems? 4. Does the teacher encourage informal class discussion? 5. Are the principles of biology shown to apply to every­ day problems of life? 6. Does the teacher stress the practical application of the class discussion? 7. Is the class discussion in terms of biological language? 8. Does the teacher's contributions offered during class discussions relate to subject? 9c Does the teacher encourage pupils to question the validity of biological contributions as found in books, magazines, and papers? B. Pupil Activities lo Do the pupils draw upon their own experiences to sup­ plement the assignment? 2. Do pupils make suggestions as to the practical use of field trips in helping clarify the class discussion? 3o Do all the pupils take part in an informal discussion? 4. Do the pupils respond in terms of biological language? 5. Do the pupils organize the biological facts and prin­ ciples gained from the class discussion and state them as clear and valid conclusions?

Yes

No

45 45

0 0

44

I

45

0

45

Q

45

0

41

4

58

7

45 44

3 1

.45

0

45

0

44

1

a^

0

0

"jSA 'W

1

55 56

13 7 7

5G

0

m

78 Yes

Mo

60 Do the pupils ask questions?

43

0

7 . Do the pupils show evidence of testing and weighing the validity of biological contributions read in current literature?

40

5

43

Z

Glass Demonstrations Demonstrations are one of the vital means of teaching biology. They may be carried on by the teacher or by members of the class. Often they will extend over a considerable period of time and under such conditions the attention of pupils should be called to the re­ sult being obtained art frequent intervals. A.

Teacher Activities. 1. Is the subject matter at hand best suited to demonstration work? 2. Has the teacher made adequate preparation for the demon­ stration by: a. Pre-assembling apparatus and materials? b. Checking before class to know that it will work? 3. Does the teacher show mastery by skill in directing or carrying out the demonstration? A« Does the teacher skillfully lead pupils to see the biological factors involved? 5. Are sufficient checks used to prove the validity of the demonstration? 6. Does teacher use student help or permit students to car­ ry out demonstrations? lo Does the teacher use the demonstration: a. To introduce new work? b. To verify biological facts already learned? S. Can all pupils see the demonstration?

B. Pupil Activities. 1. Do pupils show interest in the demonstration by: a. Volunteering assistance? b. Asking questions concerning apparatus, materials, procedures or results? 2. Does class discussion lead to an understanding of the biological facts demonstrated? 3« Do pupils draw on their own life experiences for appli­ cations of the biological facts demonstrated?

44 43

1

~— 7K



0

45

0

43 45

& 0

40 43 44

5 3 1

44

I

43

&

45

0

41

4

39

4d

6 1

45

0

41

4

Laboratory A. Equipment 1. Is the apparatus in units readily accessible to the pupils? 2. Is there a definite place for each piece of apparatus? 3o Are display materials neatly placed and labeled for study? 4— ■ X—

115

Tuan/mam smm for bioiogx* Ckased upon a ehl-square value) She value of wf* for this Improvement Sheet Is £6*9 and the coefficient of reliability is *83, which compares favorably with the ©©efficients of reliability for stan­ dardised tests* She evaluators of this Improvement Sheet did not disagree significantly with any item*

Sfceir evaluation was

reliable as Indicated by a coefficient of reliability equal t© #88 * It Is interesting to observe that a rather high percentage of the evaluator© disagreed with Items II-B-a and ?X«A~l~b.

The first of these items was discussed in

connection with a similar item on the m s m r m m i T SHBE® FOt C M& M 1 SOIMCF.

Item ?X-£~l~b, *!• the laboratory supplied

with hooks consisting of:

Writings on nature study by either

fhoreau, Burroughs, Porter, or Thompson*3 suggests that teachers place .some emphasis on the nature study aspect of Biology*

It is the writer1s opinion that to© little emphasis

Is placed m nature study*

The high percentage of disagree­

ment with this item furnishes some confirmation for this viewpoint* It may be safely said that improvement in instruction in this subject matter area would follow the Intelligent use of this Improvement Sheet*

82

AN IMPROVEMENT SHEET FOR PHYSICAL SCIENCE Carl G. F, Franzen School of Education, Indiana UniversityCopyright, 1949 *1, Definition of Course: Physical Science is a fusion of all the physical science fields including, besides physics and chemistry, geology, astronomy and meteorology. The in­ tegration of these courses aid the students to gain competency in solving their problems of adjustment in the world today. Yes II, Justification for the Physical Science Course: #A» To serve as a terminal course for those students who will not

.....

>.>p

G 1 1

GO

>3

w

1

.2.2.

_

1

1 A

17 13 .....

1

31 30

4 1

-i

■j -j

1

54 a. b. ca do

Glass bending? Weighing accurately? Measuring accurately? Setting up and dismantling apparatus efficiently?

VI. Summarizing the Units A.

Teacher Activity 1. Is adequate provision made for effective summary of the unit? 2o Does the teacher make provision for effective use of applications of the acquired knowledge?

Bo

Pupil Activity lo Is adequate provision made for the pupil to summarize the work of the units effectively by the use of: a. Reports to class? bo Note books? Co Results of projects? d. Exhibits? e. Charts? fo Graphs? g* Student demonstrations? 2. Do students make many applications to: a» Out-of-school situations? b« Extra-curricular activities? Co Work in other classes?

VII. Evaluating the Units A,

Teacher Activities 1. Does the teacher use effective techniques in evalua­ tion of the units through: a. Conferences? b« Tests and examinations? Co Checking notebooks? d. Questionnaires?

B. Pupil Activities lo Does the pupil show responsibility in self-evaluation? VIII. Excursions 1.

2. 3.

Has the teacher: a. Obtained parental approval? b. Arranged transportation? c. Briefed the students as to the purpose of the trip? d. Consulted the management and secured permission for the prospective trip? Does the teacher coordinate the trip with particular unit being studied? Does the teacher select establishments for excursions which show application of practical problems?

113 Yes XL Supplementary Materials 1. Is the classroom adequately supplied with science textbooks, magazines, and reference material? 2. Are facilities available for the display of student projects? 3. Are audio-visual aids readily available? 4 . Are students encouraged to supply up-to-date items for the bulletin board?

No

20.

&

21

2 0

23 .21

_

2

.

X, References: I. Carleton, R. H., Course Outline, Michigan State College II-Ac Gross, E. W. Course Outline. University School, Indiana University, Bloomington, Indiana. IV-A-1. Goetting, M. L. Teaching in the Secondary School. Prentice-Hall, New York, 1942. pp. 327-411. IV-A-2. Bripk, W.G., Directing Study Activities in the Secondary School. Doubleday, Doran and Company, New York, 1937. pp. 133-140. IV-A-3. North Central Association Quarterly. March, 1927. p. 526. IV-B-2. Goetting, M. L„, Teaching in the Secondary School. Prentice-Hall, New York, 1942. pp. 327-411. V-A-l-c Bureau of Education Bulletin. 1920.

No. 26, p. 22.

V-A-l-g "Science Education in American Schools". The Forty-Sixth Yearbook of the National Society for the Study of Education, Part 1. pp. 145-147. V-A-2. Heiss, E. D., Osbpurn, E. S., and Hoffman, C. W., Modern Methods and Materials for Teaching Science. The Macmillan Co., New York, 1940. pp. 62-72. V-A-3. Hunter, G. V-A-4.

Science Teaching. American Book Co., New York, p. 213.

Ibid., p. 213.

V-A-5, Ibid., p. 213. V-A-6. Ibid., p. 213. ■V-B-7.

Lynde, C. J., Science Experiences with Inexpensive Equipment. (Entire Book). International Book Co., Scranton, Pa., 1939.

120 M Z R c m m i moBBA.'WBL hotsigai soxbbgb (based upon a ©hl-sgmr© Talus) fiis value of *t* for tilla Improvement Sheet la 15.t ana the ©©efficient of reliability is .75, which is lower thou the ©oeffieieats of reliability for standardised testa. Xhis Improvement Sheet should be subSeated to further study before positively stating that improvement in instruc­ tion, in this subject matter area, would follow its use. Items lf*JUi-8 # and ?~A~8 , on this Improvement Sheet, 114 not reeeive enough TSS responses to place them beyond the level where the $© responses could only have been due to the errors of random sampling or chance*

ill of these items

are concerned with teacher activities and are stated in the

following' manners •HT*

Initiating the ’ dnits for Study j A.

?.

fe&cher Activity 1 , hoe® the teacher spend one or two weeks in determining through pre­ tests and discussion what the needs of the students are in regard to ©eimitfle problems. S.Bees the teacher with the assistance of the pupils then arrange these problems In the form of separate units?

Developing the tbaits A, Sccchcr Activity 6 . Boss the teacher encourage students to engage 1m laboratory problems only when they realise the need for experi­ mentation?*

fh# majority of the evaluators of this study disagree with all items, on the various Improvement Sheets, that suggest the possibility of students and teachers planning

121 together the work of a particular sublet. indication that seeomtoy

This is a definite

teacher© in Indiana arenot war© of

the trend* at all school levels, to encourage the student©to participate in the planning of the work. Item

l?«l~l.f

qthoted abovef is in a class by itself.

is almost impossible to think -that teachers, in our larger schools, do not agree that It is important to discover the needs of the students before they begin the work of a parti­ cular subject matter area* this study think that one

It may be that the ©valuator© of or two week© is to© much time to

devote to. the- determining of these needs.

It

86 IMPROVEMENT SHEET FOR PHYSICS Carl Go Fo Franzen School of Education9 Indiana University Copyright, 1949

I, Aims in Teaching Physics: *1. To develop some skill in the manipulation of mechanical and electrical devices of everyday life® #2® To help the pupil to a better understanding of those parts of his environment which can be explained in terms of the science of physics® *3® To show the part which the science of physics has played in the development of civilization® II, Class Conference: A® Teacher Activities® *1® Do the assignments stress phenomena which have been a part of the pupil's experiences? 2® Do the assignments stimulate pupils to set problems and to try methods of experimentation? 3 Is the class discussion on the same unit of subject matter as the class demonstration or experiment? 4o Does the teacher encourage informal participation in class discussion? 5® Does the teacher guide the pupil through reasoning to a solution of his own questions? *6® Are the principles of physics shown to apply to everyday=life-problems? 7o Is the scientific nomenclature made clear to the pupils? So Is the practical phase of the principles of physics given consideration? 9o Does the teacher encourage the use of the new technical terms that apply in class discussion? *10® Are the great scientists given credit for their contributions? B. Pupil Activitieso 'I® Do the pupils draw upon their own experiences to supplement the assignment? ^2® Do the pupils present outside experiences related to the problem? 3o Are the pupils8 contributions directly related to the solution of the problem under discussion? ^4® Do the pupils propose problems based on field observation? *5® Do the pupils freely contribute to the class dis­ cussion? *6® Do the pupils suggest applications of physics to everyday life problems? 7® Do the pupils use correct scientific nomenclature in the discussion?

123

87 So

*9.

Do the pupils organize the facts and principles gained from the conference and state them as clear and valid conclusions? Do the pupils ask questions?

Yes

No

A3 47

A

47 46

0 1

46 47

os 6 0

46

1

0

Ill* Glass Demonstration:

B. Pupil Activities. 1. Does the informal discussion indicate that the pupils understand the purpose of the demonstration? *2. Do the pupils volunteer help in assembling the appara­ tus for demonstration under the guidance of the teacher? 3. Are the pupils curious about the arrangement of the apparatus? 4. Is opportunity given after demonstration for the pupils to examine the apparatus? *5. Is opportunity given for demonstration? Laboratory: A. Equipment. *1. Is the apparatus in units readily accessible to the pupils? *2. Are work bench and tools for repairing and making apparatus by the pupils available somewhere in the school? In the laboratory., if possible? 3. Is there a definite place for every piece of apparatus?

3 4f>

.2

A2___ a 44

3

38

9 8

.39 .. 40

-...2.

A1

Q.

Jj___

£l

Afi

1

43 44

3

41

6

35

10

A. Teacher Activities. *1. Does the teacher make a wise choice between experiments suitable for class demonstration and for laboratory practice? 2. Is the apparatus pre-assembled for class demonstration? 3. Has the teacher tested the apparatus before hand to assure himself that the demonstration will be a success? 4. Is the teacher skillful in manipulating the apparatus? *5. Are sufficient problem situations introducted to pro­ duce effective use of the apparatus? *6. Are the purposes of the demonstration made clear to the pupil? *7. Does the teacher use demonstration to introduce new work? *&. Does the demonstration create a problem situation? 9. Are the demonstrations of principles effective in provoking discussion? *10. Does the teacher encourage the pupils to assist in the demonstrations? *11. Do the field trips to local industries furnish problem material? *12. Are the observations made on field trips related to some problem set up in class discussion? *13. Are directions given to pupils for making observations on field trips?

43

4

o

184 Yes B„ Teacher Activities, *1. Is the laboratory work a complement to class discussion? 2. Does the teacher change the size of the groups in the laboratory to conform to the demands of the particular experiment? *3. Are the laboratory directions developed so clearly that the pupils are able to begin immediately? *4. Does the teacher discuss the use and care of the apparatus? *5. Does the teacher teach the pupils how to study and use materials? 6. Does the teacher foster pupil initiative in the planning of suitable apparatus? *7. Is the laboratory work motivated by opportunities to demonstrate the work in assembly programs? C* Pupil Activitieso *1, Do the pupils seem to know what they are doing? 2, Do the pupils show ability to devise and adapt apparatus? 3. Do pupils show due care in handling apparatus? 4e Do the pupils take measurements accurately? 5. Do the pupils limit their conversation to the work at hand? 6, Do the pupils give evidence of applying principles learned in the laboratory to the physical phenomena in which they come in contact? 7. Are the pupils actively engaged?

No

46 , 44

3

47

0

47

0

47

0

.37

10

46

•1

37 44 41

10 3 6

39

0

40 43

7 *6

47

0

Notebook: A. Teacher Activities, *1. Does the teacher require that the original data of the experiment be recorded during the progress of the experiment? *2. Does the teacher require the following record of the experiment? a* The problem? b„ The purpose of the problem? c. The assembling of the apparatus? d« The procedure? e. The data? f. The conclusions? *3. Does the teacher require the following record to be placed in the notebook as the result of class confer­ ence on the experiment: a. The interpretations? b 0 The sources of error? Co The application? *4. Does the teacher require such drawing, graphs, and calculations as are necessary for the interpretation of the experiment? 5. Does the teacher utilize the notebook in subsequent class conference?

46 45 40 45 47 47

rv *> i * 7 5 0 0

37 30 39

10 6 0

47

0

36

11

las 89 Yes *6,

If the teacher grades the notebook does he do it on the basis of: a. Completeness? b. Exactness? Co Neatness? (See B3 at the end)

B. Pupil Activities, *1. Do the pupils8 conclusions show evidence of a knowledge of the purpose of the experiment? 2, Are the records of the current experiments left in the laboratory until the experiment is completed? *3, Do the pupils keep their notes as neat as conditions will permit? 4, Do the pupils use the notebook for the keeping of a list of frequently used technical terms? 5, Do the pupils record their laboratory and other assign­ ments in the notebook? 6, Do the pupils record individual projects and reports in their notebooks?

No

46 46 45

1 1 2

47

0

36

11

44

3

33

14

35

12

30

17

39 40

8 7

39

8

40

7

31

16

VI, Supplementary Materials; *1. Is the laboratory supplied with books, magazines and other reference material? *2. Do the pupils use the reference material? *3. Are the bibliographies and xtforks of noted physicists used as supplementary material? Does the teacher suggest supplementary experiments to pro­ vide for individual differences? *5. Are there opportunities for making models and pieces of scientific apparatus? VII, Field Trips or Excursions: 1. Do the pupils suggest field trips to be taken? *2. Does the teacher then take pupils to places which show applications of practical physical principles? 3. Are field trips coordinated with the unit of work being studied? 4. Have the teacher and pupils made definite plans as to what to observe? *5. Are the results of the observation of the field trips used for subsequent class conferences?

14 34

13

36

9

38

9

40

7

References I~A« Rusk, R, D„ How To Teach Physics, J, B« Lippincott Co,, Philadelphia, 1923o p. 42, I-B. Rusk, p, 39, Brown, John, Teaching Science in Schools. University of London Press, 1925, po 11, Snedden, David S. Problems of Secondary Education. Houghton Mifflin1 Co., 1917. p. 239„ J-C. Dyer, J. H. An Analysis of Certain Outcomes in the Teaching of Physics. University of Pennsylvania, p„ 52, Snedden, Ibid,

90

12$

North Central Association Quarterly. March, 1927. p. 526. 114-6. Phillips, Matthias, J. W. The Aims and Methods of Science Teaching in the Successive Stages of the Secondary Schools. Teachers College Record Vol. XXIX, No. 4, January, 1928. p. 299o ’ North Central Association Quarterly. March, 1927. P. 526. Research Bulletin of the National Education Association, Vol. VII, No L p. 219. 114-10o Brown, John. Teaching Science in Schools, p. 45. II-B-2. Bobbitt, Franklin. How to Make a Curriculum. Houghton Mifflin Co., 1924, p.145. II-B-4» Reorganization of Science in Secondary Schools. Bureau of Education, Bul­ letin, 1920, No. 260 p. 55o II-B-5. Bobbitt. How to Make a Curriculum, p. 145= Il-B-6. Phillips, Matthias J. W. The Aims and Methods of ScienceTeaching in the Successive Stages of the Secondary School. TeachersCollege Record, VdL XXIX, No. 4> January, 1928. p. 299® II-B-9. Phillips, Matthias J. W. Ibid., p. 298. III4-1. Bureau of Education Bulletin. 1920, No. 26. p. 22. III-A-3• Rusk, R. D. How to Teach Physics. J. B. Lippincott Co., 1923. p. 87. III4-5. Ibid.,p. 87. III4-6. Ibid.,p. 87o III4-7. Ibid.,pp. 80-7. III-A-8. Ibid., pp. 80-7. III-A-10 Bulletin, 1920, No. 26. p. 55. III-A-11 Brown, John. TeachingScience in Schools.University of London, p. 46. Twiss, G. R. A Textbook in thePrinciples of Science Teaching. Macmillan Co., 1927. III-B-2. Bulletin, 1920, No. 26. p. 55 = III-B-5. Phillips, Matthias J. W. p. 297. I7-A-1. Rusk. R. C. How to Teach Physics. J. B. Lippincott Co.,Philadelphia, 1923. p. 84= IV4-2. Brown, John. Teaching Science in Schools, p. 53. If-B-1. Bulletin, 1920, No. 26. If-B-3. Rusk. p. 133. IV-B-4. Phillips, p. 297o N-B-5. Ibid.,p. 297. If-B-7. Ibid., p. 301. IV-C-1. Rusk. p. 131. Brown, p. 33. V-A-l. Rusk, R. D. Howto Teach Physics. J. B. Lippincott Co., Philadelphia, 1923.p. 134. Bulletin, 1920, No. 26.p. 54. W-2. Bulletin, 1920, No. 26.p. 54* Rusk. p. 134. ^"A-3. Ibid., same pages. V'H. Bulletin, 1920, no. 26. p. 54. v-A-6. Rusk. p. 135. ^'B-2. Rusk. p. 1340 7-B-3. Rusk. p. 135 = ^-1 Brown, John. Teaching Science in Schools, p. 41. ^-2 Bulletin, 1920. No. 26. p. 54. VI“3 Ibid., p. 54= Brown, p. 45= JH Bulletin, 1920. No. 26. p. 53. Brown, p. 52. VII'2 Bulletin, 1920, No. 26.p. 55. Brown, p. 46. ^ Bulletin, 1920, No. 26. p. 55,,.

127

m m rm m smm

for phtbics

■{based upon a ohi-sQuare value) She value of wfM for- this Improvement Sheet is £9.6

and the coefficieBt of reliability is *86, which ©o©pares favorably with the coefficients of reliability for stsm* dardised tests*

Items 2T-B-7 and

on this Improvement Sheet t

did not receive enough YES responses to place them beyond the level where the 10 responses could only have been due to the errors of random sampling or chance » the first item, noted above, suggests that students eho-jld be given the opportunity to demonstrate their work in assembly programs,

She constructors of this Improvement

Sheet obviously && not mean to suggest that all the work done la the Physics laboratory should be demonstrated, but that the work which has a meaning, or an appeal, for all the students should be demonstrated.

It is highly possible that

me ma^or fault with all education is that more people do act know what is going on In the classrooms.

Whan on© stops

to consider the ’’drawing power" of such Playsics demonstrations

as the £. B. House of Ha&ie, one wonders why the evaluators failed to agree with this item*

Iher© is a remote possibility

tot t o evaluators of this Improvement Sheet did not think tot activity of this type should be used as a technique for activation*

128 fhe second item, not©! above, suggests that students record individual protests and reports in their notebooks, fbe constructors of this Improvement Sheet were obviously re* ferrUtg to "class notebooks.,** Most science teachers would probably agree that individual student presents and report® should be recorded.

Consequently, the disagreement with this

item originates in the question — where should individual student projects and reports be recorded? fhe evaluators of this Improvement Sheet agree, item

that the teach© 2'

should utilise the notebook In subsequent elass conference; consequently, it would seem that meay of the individual, stu­ dent proJsot® and reports would add interest- to the class conferences. Science students usually enjoy conductteg: individual projects, ©nd there c m certainly be no harm in having a sec­ tion in a class notebook entitled, JIM?UNML P~OJ£CHfS* fhls item Is actually a "border line" ease and the addition of an example to this item would probably dispel the disagreement* It is interesting to observe in item ?XX-1 that a rather high percentage of Physio© teachers, like Biologf and Ctater&l Science teachers, do not agree that the pupils should suggest field trips to be taken*

IMPROVEMENT SHEET FOR CHEMISTRY Carl G 0 F 0 Franzen School of Education, Indiana University Copyright, 1949

I0 Aims:

*A. To show the service of chemistry to home, to health, to medicine, to agriculture, and to industry* *B0 To train the pupil, through use and observation, in the proper care of chemical apparatus„ *C„ To help pupils to discover whether they have aptitude for further study in chemistry or applied science, and, if so, to encourage such pupils to continue their study of science in a university or technical school* II, Class Conference:

k0 Teacher Activities: *1. Do the assignments stress the uses of a knowledge of chemistry in every-day life? 2, Do the assignments stimulate the pupils to seek chemical aspects in their ordinary environment? 3o Is the class discussion on the same unit of subject matter as the class demonstration? 4® Does the teacher encourage informal participation in class discussion? *5. Does the teacher guide the pupil through reasoning to asolution of his own question? *6 . Is the scientific nomenclature made clear to the pupils? 7c Does the teacher encourage the use of new technical terms in written work and in class discussion? *8* Are the great scientists given credit for their contributions? B. Pupil Activities 10 Do the pupils draw upon their own experiences to supplement the assignment? 2* Do the pupils present outside experiences related to the problem? *3o Are the pupils8 contributions directly related to the solution of the problem under discussion? 4» Do the pupils freely contribute to class discussion? 5« Do the pupils suggest the application of chemical principles to the problems of every-day life? 60 Do the pupils ask questions? El* Class Demonstration: A. Teacher Activities 1. Does the teacher make a wise choice between experi­ ments suitable for class demonstration and those for laboratory practice? *20 Are all the apparatus and materials ready at hand for the class demonstration?

ISO 100 Yes 3°

ho 5o 60 7» So 9o *10. 11* 12o *13«

Has the teacher tested the experiment before—hand to assure himself that the demonstration will be a suc­ cess? Is the teacher skillful in manipulating the apparatus and materials? Are sufficient problem situations introduced to pro­ duce effective use of the experiment? Are the purposes of the demonstration made clear to the pupils? Does the demonstration create a problem situation? Does the teacher use a demonstration to introduce new work? Does the demonstration provoke discussion? Does the teacher encourage the pupils to assist in the demonstration? Do field trips to local industries furnish problem material? Are the observations made on field trips related to some problem set up in class discussion? Are directions given pupils for making observations on field trips?

No

47

1

48

0

48

0

43 44

0 4

44

-fa

A

46 42

6

43

5 4

B„ Pupil Activities 1.

Does the informal discussion indicate that the pupils understand the purposes of the demonstration? 2o Do the pupils volunteer help in carrying out the class demonstration? 3» Is opportunity given for pupil demonstration? ho Are pupils curious about the outcome of an experiment? 5° Is opportunity given, after the demonstration, for pupils to examine the apparatus or the results of the demonstration?

48

0

46 T7 45

O (+$ I 3

48

0

17. Laboratory A. Equipment 1. Is the pupil adequately equipped with apparatus for all his ordinary needs? 2„ Is there a sufficient reserve of apparatus and materials conveniently in or near the laboratory? 3o Are there materials conveniently at hand for the particular experiment?

46 47

1

40

0

46 47

1

48

0

48

0

40

8

Bo Teacher Activities *1. 2o *3. *4o ^5®

Is the laboratory work a complement to class discussion? Does the teacher discuss the care and use of equipment? Does the teacher warn the pupils of the danger of care­ less manipulation in experimentation? Are the laboratory directions developed so clearly that the pupils are able to begin work immediately? Is special material provided for further experimentation in order to care for individual differences?

101

Co Pupil Activities lo Do pupils seem to know what they sine doing? 20 Do pupils show due care in handling the apparatus and materials? *3» Do pupils limit their conversation to the work at hand? *4o Are the groups of the proper size? 50 Are the pupils actively engaged? Vo Note Book Ao Teacher Activities *1.

Does the teacher require that the original data of the experiment be recorded during the progress ofthe ex­ periment? *2o Does the teacher require the following record of the experiment: a0 The problem? bo The purpose of the problem? . .Co How the experiment was carried out? “do What were the results? ea A reasonable explanation of the results in the light of the purpose of the problem? *3o Does the teacher require the addition of the inter­ pretation of the results to the note book as the result of the class conference on the experiment? •*4o Does the teacher utilize the note book in subsequent class conferences? 5o Does the teacher "check’' the note book for accuracy, completeness, and neatness? 60 In grading, does the teacher change the emphasis on different parts of "2" as the course progresses? Bo Pupil Activities lo Do the pupils' conclusions show evidence of a knowledge of the purpose of the experiment? 2o Are the records of the current experiment left in the laboratory until the experiment is completed? 3° Do pupils keep their notes as neatly as conditions will permit? 4o Do the pupils keep an additional note book for class assignments, new technical terms, field notes, and special reports? W„ Supplementary Materials: *1. Is the laboratory supplied with books, magazines, and other reference material? 2« Do the pupils use the reference material? 3o Are the biographies and works of noted chemists and physicists used as reference material? *4. Does the teacher suggest supplementary experiments to provide for individual differences?

132

102

Yes Is there a collection of minerals, ores and chemicals con­ veniently arranged for display and examinations? 43 60 Is there an unabridged dictionary in the class room? 42 *7= Is there displayed on a wall of the class room a chart show­ ing the periodic arrangement of the elements, their atomic 48 weights, atomic numbers, and electronic structure?

No

*5.

5 6 0

, Field Trips: 1. Do the pupils suggest field trips? *2. Does the teacher take his pupils to places which show appli­ cations of practical problems? *3. Are field trips coordinated with the unit of work being studied? *4o Have the teacher and pupils made definite plans as to what to observe? 5. Are the results of the observations of the field trips used for subsequent class conferences?

41

7

40

8

4-0

8

41

7

40

8

References I, A.

Hunter, G. W. Science Teaching at Junior and Senior High School Levels, ppc 150-1. B. Frank, Jc 0. Teaching of High School Chemistry, pp. 36-37= Co Journal of Chemical Education 1:1924; 87.

II. Ao

lo 5» 60 8.

Meier, Lois0 Natural Science Teaching in the German Elementary School, p. 61. Hunter, Go W., opQ cit., p. 216. Roller, Do Terminology of Physical Science. p. 13. Brown, John. Teaching Science in Schools. p. 45.

Bo

3. Frank. JD 0. o£. cit., p. 90o IIIo Ao Frank, J0 0o o£. cit., pp. 88-9° Donovan, J. J. School Architecture„ pp. 372-6. 17. Bo 1. Hunter, G 0 W. o£. cit0,p. 178 Frank, J0 0. cjd. cit.,p. 111. Brownell, et. al. The Teaching of Science and the Science Teacher, p. 4 . 3. Frank. J. 0., o£. cit., p. 213. 4= Brownell, et. al.* o£° cit,, p. 15« 5. Frank, J. 0„ op. cit., p. 100. IV. C.

Brownell, et. al. op. cit., p. 272. Cook, Wo A 0 High School Teaching, p. 199= --Cook, W. A0 Ibid., p. 203= Frank, J. 0o op. cit., p. 101. National Society t o the Study of Education. Thirty-first Yearbook, p.. 93. 4. Kilandev. H. K. Sr.-tooe Education in the Secondary Schools of Sweden, p. 78. 7, B. ------~~ 2o Frank, J. 0. oj3. cit., p. 119.

3. 4= V. A. lo 2.

103

133 *

VI0 lo Brownell, et. al., op. cit 0, p. 18. Brown, John. og. cit., p. 41. Donovan, J. J. ojc. cit., p. 352. 4. Hunter, G. W„ ojd. cit., p. 357. 5„ Ibid., p. 317o Frank, Jd 0. ojo. cit., p. 171. 7. Donovan, J. J. o£. cit., p. 359° VII. 2. Frank, J. 0. o£. cit., p. 182. 3, Hunter, G. W. oju. cit., p. 168. 4. Ibidc, p. l68o

General. Glen, E. R. et al.

Description of the Laboratories of the Lincoln School of Teachers College.

Millis, W. A. and MLllis, H. H„ Teaching of High School Subjects. Chapter XIV, pp o 280-94 o Curtis, F. D. Digest of Investigations in the Teaching of Science in the Elementary and Secondary Schools. Caldwell, 0. W. Gary Public Schools, Science Teaching. Indiana State Department of Public Instruction, Bulletin No. 100 E-6; Tentative Course of Study in Chemistry for the Secondary Schools in Indiana.

154

SMHOfllSWf M E M POE CHEMISTHS: (“ based upon a chi-square value)

ffee value of wf11 for this Improvement Sheet is 00*8

and the eeeffieiemt of reliability 1© ,60, whieh

compares favorably with tie coefficients of reliability for standardiaed tests* A l l the Items on this Improvement Sheet are valid,

this sheet mould be used in order to Improve lastmotion in this sobjoot matter area.

104

135

AN IMPROVEMENT SHEET FOR PHYSICAL EDUCATION Carl G0 F 0 Franzen School of Education, Indiana University Copyright s 1949 Yes Aims: 10 To develop the attitude of enjoyment of physical activity,, 20 To develop vitality, physical growth and neuro-muscular skillso 3o To develop desirable human behavior„ II. Dressing Period: Ao Teacher Activity lo Does the teacher have a well organized and administered locker room? 20 Does the teacher have material ready for free play for the fast dressers? 3o Is the teacher dressed in appropriate attire? 4o Does the teacher allow a definite amount of time for dressing? 5o Does the teacher call the class into formation with a signal from a whistle? 60 Is the gymnasium properly lighted, heated, and ventilated?* 7o Is the playfield properly prepared, or marked off, etc0? Bo Pupil Activity lo Are the pupils orderly in the locker room? 20 Are all the pupils dressed when the whistle for forma­ tion is blown? 3« Are the uniforms neat and clean? 4o Do the pupils respond at once to the formation whistle? 5o Are lockers kept locked during the lesson period? 60 Do pupils try to keep the dressing room clean? III. Lesson Period: A0 Teacher Activity lo Does the teacher have the class divided into squads with leaders who quickly take the roll? 20 Does the teacher open the class daily with 3 to 5 minute warming up period of marching tactics or calisthenics? 3o Does the teacher give commands in a clear, concise manner? 4o Does the teacher have good posture and a fine appear­ ing body? 5o Does the teacher have the activities for the day planned in advance and posted on the bulletin board? 60 Does the teacher have all needed equipment ready and in good shape? 7o Are the rules of new games taught and discussed? Are some of the fundamental skills of new games taught and drilled upon before playing the game? 9» Are games taught and played during the appropriate season?

No

a< ■)

48 48

__

1 1

46

3

49 49

0 0

4r9

Q

46 45 46

3 4 3

48

1

48 45 49 41 46

1 4 0 8 3

43

6

34

15

49

0

48

1

32

17

17 4b

& 1

48

1

19

0

136 105 Yes 10o Does the teacher encourage discussion and questions when taking up a new activity? 11o Does the teacher select officials for all activities when needed? 12o Does the teacher allow the more skillful students to demonstrate to the entire class? *13 o Does the teacher demonstrate well the different activities? 14o Does the teacher construct practice tepts by which pupils can measure their own progress?’ 15o Does the teacher give objective tests on game rules? *16o Does the teacher use such tests as the "Roger's Strength and Physical Index Test" or others of accepted value to classify pupils for physical activities? 17 o Is a well rounded group of activities taught including a0 Games? b 0 Athletics? Co Stunts? do Apparatus work? e0 Tactics? f0 Calisthenics? 18o Is the program a graded sequential program? *19o Is the program adapted to the available equipment* ability* and interests qf the group? 20o Does the teacher post results of inter-squad competi­ tion on the bulletin board? 21o Does the teacher motivate the work by posting inter­ esting? ac Pictures? bo Track and Field Records? Co Suitable radio programs? 220 Does the teacher stress safety rules and methods? *23o Does the teacher make desirable results satisfying and undesirable results annoying? 2Ao Does the teacher stress care of equipment?

No __

An

46



-

^ 46-



AA

35—

14

-S3-- i6-

_aa. 19

a a

49__ -044424349^

q

g gg q

Bo Pupil Activity *1.

Do the pupils show immediate obedience to the commands of the teacher? 43___1. 20 Do the squad leaders try to help the members of their squads?---------------------------------------------- _43--- Q.

III A0 13 13 William, Damback* and Schwendenoro Methods in Physical Education. Page 41. III Ao 16 Irwin* Leslie William0 University of Iowa Extension Bulletin No0 29« The Construction of Twelve Units in Physical Education for Secondary School Bo.ySo Page 24« III A0 19 Ibid„ Page 24° III Ao 23 " Ibido Page 24° . III Bo 1 Bird* Ossian and Clinton Methods in Physical education0 p„ 60

IS?

106 Yes Do pupils cooperate within their squad and with the class? 4o Do the pupils read and study the rules to extent that they can pass an objective test on them? *5„ Do pupils apply rules both in; a. Playing? b 0 Officiating? Co Observing games? 60 Do all pupils participate in some way in class acti­ vities* such as; aQ Actual participants? bo Officials? Co Scorers or time keepers? 7o Do pupils learn to recognize good form in various activities? 80 Do pupils, compare their standard of physical activity with that of their classmates? *9° Do pupils appraise in a sportmanlike way both the per­ formance of the players and decisions of the officials in class activities? 10o Do pupils take proper care of equipment?

No



49

0

38

11

49 49 49

0 0 0

49 48 47

0 1 2

49

0

46

3

47 48

2 1

45

4

41

8

44

5

42 48

7 1

48 48 45 45 49 42

1 1 4 4 0 7

IV. Shower Period Teacher Activity 10 Does the teacher personally supervise the locker and shower room during the shower period? 2. Does the teacher have monitors to help in passing out towels and taking care of locker room detail? 3. Does the teacher insist upon each pupil taking a shower? 4° Does the teacher check* so that some pupils do not stay in the shower too long? 5o Does the teacher have order in the shower room? Pupil Activity I. Do the pupils dress promptly? 20 Do the pupils respect each others property? 3° Do the pupils keep their lockers locked? 4° Do the pupils keep their lockers neat? 5° Are the pupils orderly in the shower room? 60 Do all pupils take a shower? Ill B0

111 B°

5 Irwin* Leslie William,, University of Iowa Extension. Bulletin No. 29 The Construction of Twelve Units in Physical Education for Secondary School Boyso pp° 23-53° 9 Ibido pp. 23-53°

138 I H B C T O K

SHKSf FOB PHTSICA1 KDTTCATIhJT

(based upon © ehl-square value) The value of "f» for this Improvement Sheet is 30,8 ©nd the coefficient of reliability is #90, which compare® V©2T- favorably with the coefficients of reliability for

etimd&r&ised tests# There ©re m

invalid items on this Improvement Sheet

but items XIX~iUgf

a rather

IXX-A-IS* and XXX-B-4 received

high percentage

of HO responses.

Item XXX-A.~2 suggests that teachers open elaa® with, formal warming up exercises.

It is a physiological fact

that warning up exercises should precede strenuous physical exercise*

The evaluators probably disagreed with the

activities suggested in this item because they are too formal# Items XXX-A-18 and IIX-B-4 suggest that teacher® test the pupils? knowledge of the rales of the gemes to be played and that the student® study these rules.

Many schools have

such limited play area® that teachers must modify the rules of a n games played.

This fact may account for part of the

disagreement with this Item* Item, XII-A-16 suggests thrt two types of strength end physical index tests be used in order to classify pupils for physical activity#

Testing Is m

good physical education program#

inherent part of a

There ere many teste that

SCnlA be used ''or the purpose suggested in this Stem, con­ sequently , the disagreement probably arise© fro : the fact that this item suggests only two such tests*

With intelligent use* this Improvement Sheet could Mitrlbute t© the improvement ©f lastruction In this area#

107

139

IMPROVEMENT SHEET FOR HEALTH Carl G0 FoFranzen School of Education^ Indiana University Copyright ©es

the teacher provide for field trips to food, water, and other

eomstt&ity distribution .plants .and services?” A great many Health classes are confined to classrooms or are taught during part of the Physical Education period,

the subject matter im

this very important area wo Id be greatly enriched If the teachers would include field trips, similar t© these suggested above, in their courses of instruction*

145 Ill IMPROVEMENT SHEET FOR TEACHING SAFETY Carl Go Fa Franzen School of Education, Indiana University Copyright, 1949 Yes I»

Aim: A„ To understand techniques in learning safety skills and to provide opportunities for acquiring these skills through practiceo Bo To secure a sincere acceptance of personal and group re­ sponsibility for the conservation of life and physical security0 Co To enlist pupils in a co-operativeeffort to improve practices and conditions pertaining totheir group. Do To enable pupils to evaluate critically existing regula­ tions and proposals for changes in them,

IIo

Ill,

Equipment: A 0 Is the school or pupil supplied with: lo Textbooks in good condition? 2, Notebooks: a. Loose leaf type? bo Bound page type? 3o Safety pamphlets put out by commerical companies? 4, Bulletin board? 5, Mechanical parts related to the subject? 6 » Testing equipment? 7 o Training Gar? So Indoor driving equipment? 9« Safety posters? 10o Displays? 11, Motion Pictures? 12o Cut away models? 13o Demonstration equipment?

No

42____ 0 , 41

1

._ 4 £

42 33

9.1

0

P>

-12

15 n 4

.33

9

34 39

3

22 ...A O

8 17 ____ 2

AT

1

A'J

1 12 a

Phases in achievement of aim one: to understand techniques in learning safety skills and to provide opportunities for acquiring these skills through practice, A,

Teacher activities: 1, Does the teacher use demonstrations to teach safety skills? 2, Is all the apparatus ready at hand for the class demonstration? 3» Has the teacher tested the experiment to make sure that the demonstration will be a success? 4, Is the teacher skillful in performing the demonstration? 5, Is the problem situation introduced to produce effective use of the demonstration? 6 , Are the purposes of the demonstrations made clear to the pupils? 7, Does the demonstration create a problem situation? 8 , Does the teacher use the demonstration to introduce new work? 9» Does the demonstration provoke discussion?

41

1

3^

A

40

a O

40 .•V2

A

37

r~

41

_____ 1_

146

112 Yes 10. 11. 12. 13. 14 o 15.

l6 o

Does 1. 2. 3o

4. 5o 6.

7.

Can all the pupils see the details of the demonstration? 40 Does the teacher encourage the pupils to assist in -the > demonstration? 40 Does the teacher use motion pictures to demonstrate techniques of safety? 40 Do the assignments stimulate pupils to set up problems and try methods of experimentation? 7 Does the teacher consider individual differences in the assignment of problems in safety? 7 Does the teacher guide the pupils in the selection of problems which will have a direct relation to their safety improvement? 40 Z Does the teacher require a notebook in which they record a statement of: a. the problem? 27 15 b. The equipment used? r Af\ . 3 4 c. their observations? 14 ftft d. their conclusions? P.R 3A the student: Understand the purposes of the demonstration in his informal discussion? 1 41 Participate in the demonstration? 1 41 Practice the techniques shown in the demonstration? 1 41 Set up problems and try methods of experimentation? .. Present outside experiences related to the problem? ? 40 Contribute freely to class discussions? ,i0 Suggest applications of safety to everyday life problems? AO

Phases in the achievement of aim two: to secure a sincere acceptance of personal and group responsibility for conserva­ tion of life and physical security. H O . CO

IV.

No

2.

3. 4»

5. 6.

7. S.

9.

the teacher: Use assignments which have a direct relationship to personal safety problems? Use assignments which grow out of the safety experi­ ences of the pupil. Guide the pupil through reasoning to a solution of his own questions? Give consideration to the practical phase of the prin­ ciples of safety in: a. personal activities? b. group activities? c. community activities? Review the main points of the previous lesson? Suggest supplementary materials, such as reading or projects, to provide for individual differences? Stress facts of the assignment that are related to the pupils past experiences? Assign specific problem projects to: a. individuals? b. committees? Give a background of the topics so that the pupil might more intelligently understand his work?

n JUL

___ 1 _

.11.

1

42

0 J

..,41__

a

40

0 ?*

..32...... 40

--

n

41 ?)ft

I

41

1

ft

147 113 Yes 10. Make summaries? 11 o Make use of: a. Motion picture? bo radio safety comments? c. daily newspaper? d„ pictures? e. posters? f. safety speeches? g. slides? ho bulletin board? i 0 court proceedings? safety magazines? k. safety bulletins? lo oral reports? 12. Make safety inspection tours? 13. Take the class to witness court proceedings dealing with safety violations? 14* Encourage the pupils to express their opinions? 15* Distinguish between the obligations of: a. a citizen? b . the group? 16. Emphasize economic loss due to accidents? 17. Emphasize the social evils caused by accidents? 18. Motivate the pupils to associate his safety work with other school subjects? Does 1. 2. 3« 4*

the student: Discuss personal problems as related to safety? Discuss civic problems as related to safety? Relate past experiences in safety? Contribute valuable information to the summarization of the lesson? 5* Report on: a 0 press comments? b. editorials? 6 . Assist in keeping the bulletin board up to date? 7. Form a juvenile safety court? 8. Report examples of economic loss due to accidents? 9o Report examples of social evils due to accidents?

V.

3ft

No A

41 40

1 2 41... 1 1 . -19-.. _____ 3_ 4 .jaflL-

10 .41 1 a .,,11 2 ,,.40 , . , 4,1 1 40 2 30 12 — b.2.... 41

20

42 42 41 40

0 0 1 2

40

2

39 39 41

3

40

2

40 40

2 2 7

1

3

1

,„.3J2 .

21 2

40

-AO



3

Phases in the achievement of aim three: to enlist pupils in a co­ operative effort to improve practices and conditions pertaining to their group0 A,

Does the teacher: lo Ecnourage the formation of: a. Aquatic clubs? b. bicycle clubs? c. hunting clubs? d. riding clubs? e„ Motorcycle clubs? f. scooter clubs? g. hiking clubs? h« general safety clubs? 2. Participate in the student activities?

24 27 24 23

20 21

18

15 18 19 Oo ( JOCO

21

26

16

30

72

146 114 Yes Encourage the use of: a. posters? bo newspaper clippings? Co cartoons? do special reports? 4» Show safety slides? 5. Show safety films? 6 . Encourage the students to make suggestions for the improvement of safety within the club? 7o Offer recognition for outstanding achievement in safety? 80 Make safety studies seasonable? a. Ice skating? b„ Roller skating? c 0 Swimming? d. Vacationing? e.

O

3o

41 41 ■"31" ' 33 41 31

No 8 1 1 1 9 1 11

11 31 m ■"-- 2" . "'40' 8 40 3 39 41" ' 1

fo Does the student: lo Aid in forming safety clubs? 2. Make safety posters? 3o Bring newspaper clipping to the safety class? 4o Make suggestions on safety practice? 5o Suggest aids in making other students safety conscious? VI.

41 41 4u

18 0 1 1 2

42 41

0 1

40 39 48 4 1. Introduce consumer problems that are on the general economic level of the school population being observed? 2. Lead the discussion toward problems that are of immedi­ ate importance to the boys and girls in the class? For example: a. Should the Senior Class purchase class rings? b. Should there be a required method of dressing for the graduation exercises? 3. Encourage the students to make a list of unspecialized activities the students can do at home? For example: a. Help paint the garage and house b. Make a dress c. Repair the electric iron, etc. 4. Require the students to make a recordof the evaluation of the various types of rating scales and agencies. For example: a. Consumer Research Inc. b. Consumers1 Guide

Heil, Edward William, Consumer Education (Unit I) 2< Bobbitt, Franklin, How to Make A Curriculum. Ch. XI Douglass, Harl, R„, The High School Curriculum.Ch. 11 for full list of reference material see last page)

m

136

Yes

No

B„ Do the students:^1„ 2. 3. 4.

5o

Make a list of unspecialized activities that they can do or help to do? Enjoy discussing the cost of furnishing a home? Discuss the responsibility of operating a "jalopy"? Discuss intelligently the school's responsibility for providing adequate health services? For examples: a. Medical examinations b. Dental examinations Demonstrate the importance of wearing practical clothing to school? For example: a. Saddle shoes instead of high heels. b. Rubber heels instead of "hob-nails."

____ _

22

0

IV. In the Achievement of Aim B. A. Does the teacher:^ 1. Publish the answers of consumer class problems in the school paper, or the school column of the town paper? 14 For example: a. Cost of operating a jalopy. b. Cost of furnishing a home. 2. Require the students to make a notebook record of the answers to consumer class problems? 15 3. Frequently refer to consumer facts that should trans­ fer from previous courses to this course? 21 For example: a. How to take care of a paint brush (General Shop) b. Methods of re-fashioning old clothes (Clothing Class). 4« Evaluate for the class consumer information imparted to the students by organizations such as business men's clubs? iq 5. Attempt to teach the students to evaluate advertising critically? pp B, Do the students: 1. Contribute information to class discussion that they have acquired in previous courses? Consumer Education Series 2. Tonne, Herbert A., Consumer Education in the Schools. Ch. 11 '• Managing Your Money, N.E.A. Bulletin #7, Consumer Education Series Tonne, Herbert A., Consumer Education in the Schools, p. 266-26$. '• Trilling, Mabel B., Nicholas, Florence Williams, You and Your Money , PP 353-357 6* Tonne, Herbert A., Consumer Education in the Schools, pp. 32-39

_a.„ 1 0

9.9.

0

19 20

3 o

0

2

.

n 0 .21

_ 1

-----3.

180

138 Yes Do the students: 1, Buy necessary things first? For example: a. Buy lunch before they buy cokes. b* ??? t®xfcbooks before they buy cosmetics, c. Attend symphonic record sessions instead of the actual concert. 2. Appreciate the problem of waste as shown by their readiness: a. to eat all the food they buy in the cafeteria, to save partially used sheets of paper for "scratch" work. c. to salvage dance decorations for further use. d. not to mark on school walls or mar desks. e. not to scatter toilet paper in the rest rooms. f . etc.

I Tonne, Herbert A., Consumer Education in the Schools, pp. 32-39

o-. *21

No

139

CONSULTING BIBLIOGRAPHY Books Alberty, Harold Reorganizing the High School Curriculum Macmillan Co., New York, 1947 Alliston, Cragg Consumer Credit Harper & Brothers, New York, 1941 Bennett, Harry A Buyers Guide Chemical Publishing Co., New York, 1937 Blankenship, Albert B. Consumer and Opinion Research Harper & Brothers, New York, 1943 Bobbitt, Franklin J 0 How to Make a Curriculum Houghton Mifflin Co., Chicago, 1924 Caswell, Hollis L* The American High School Harper & Brothers, New York, 1946. Douglass, Harl R. The High School Curriculum The Ronald Press Co., New York, 1947. Heil, Edward W„ Consumer Training Macmillan Co., New York, 1943. McKown, Harry C. Adventures in Thrift School Activities Publishing Company, Topeka, Kansas, 1946. Mendenhall, James E. and Harap, Henry Consumer Education D. Appleton Century Co., New York, 1943o Salsgiver, Paul L. Sources of Supplementary Material in Consumer Education South-Western Publishing Company, Monograph #50, Cincinnati, Ohio, 1940 Tonne, Herbert A. Consumer Education Prentice Hall, Inc., New York, 1941. Trilling, Mabel B„ & Nicholas, Florence Williams You and Your Money J. B. Lippincott, Chicago, 1944* Pamphlets American Dental Assn., 212 E. Superior St., Chicago (Supplies information on dental materials and preparations free of charge) American Medical Assn., 535 N. Dearborn, Chicago (Publishes Cosmetics, Nostrums, and Allied Preparations, price 15$) Consumers* Counsels, Council Series Agriculturist Adjustment Adm. U. S. Department of Agriculture Consumers* Digest Consumers* Research, Inc., New York Consumer Education Study, National Assn. of Secondary School Principals, N.E.A., Washington, D. C. Units 1, 2 , 3> 5? 6, 7* 8, 9j 10 Consumers * Guide U. S. Govt. Printing Office, Washington, D. C. Consumers* Reports Consumers Union of U. S. Inc., New York Consumers* Research, Washington, N. J. ($3 per year, other material available) Consumers* Union, Vandam Street, New York ($3 per year, other material available) Household Finance Corp., 919 N. Michigan Ave., Chicago (Publishes Better Buymanship booklets at 2 for 5$) National Better Business Bureau 405 Lexington Ave. New York (Publishes Fact bulletins at a nominal cost)

lag

mmormmv shsss fo r w u m m m cmmmn heucatios TO dOTdltCSD HXCBI 998001 STmWTB (based upon a ohiHSfonre value)

vein* of

the

*fw for this Improvement ftteet la ia*0

oat tli® coefficient of reliability is *$6 f which compares favorably with the reliability coefficients for standardized tests* 2 h®

first item, with which the evaluators disagreed,

is example "b* tmle? question XII-A-2 * This is a "border line" item, end is one of two examples that are designed to stimulate students to think' about group problems that are of immediate ccnssm to secondary school students*

the

evaluators agreed with the first example so it is hard to understand wigr they are not in acre agreement with the second* Item® i?~A~l~2 are concerned with fweetiema about reporting and recording the answers to consumer education problems*

f £h® evaluators of these sheets have rather con­

sistently objected to student® sharing the results of their work with other students.*

In a modem school, the evaluators

would have a great amount of difficulty in defending this position*

140 IMPROVEMENT SHEET FOR NUTRITION Carl Go F. Franzen School of Education, Indiana University Copyright, 1949

I.

General Aims. 1. 2. 3* 4.

II.

To understand the principles of food needs and their application to nutrition. To develop the ability to plan, prepare and serve meals. To understand the principles underlying preservation of food, buymanship and budgeting of cost. To develop the ability to participate with ease and pleasure in conventional social practices.

Equipment. A.

General 1. 2. 3. 4o 5. 6. 7. S. 9. 10.

Is the room above ground? Are the walls light and attractive? Are the floors resilient? Are floors quiet to walk on? Are floors easily cleaned? Is there adequate light? Is the room adequately heated? Is ventilation adequate? Are there sufficient electric outlets? Is all equipment of a type to facilitate ease in care and cleanliness? 11. Does all equipment show thought in achieving a. simplicity? b. convenience? c. attractiveness? d. comfort? 12. Is the equipment chosen slightly above the economic standards of the community?

B.

Teaching Aids 1 . A cabinet for filing? 2. Efficient storage space for teaching aids? 3. Available materials: a. Display samples of wares, such as: 1) Porcelain? 2) Blocked tin? 3) Glass? 4) Monel metal? 5) Dish ware? b. Free products from stores? c. Pictures? d. Charts? e. Magazines? f. Transcriptions of radio programs? g. Available audio-visual aids?

141

184 Yes

4. 5. 6. 7.

C.

A display board for exhibits? A display window in the hall? Blackboard space? Recent, readable and reliable reference materials such as books, bulletins and magazines? a. Is there a case or shelf for the reference material?

A1 36 43

8 1

AA

0

42

2

Specific equipment. 1.

A desk or table space for each girl? a. Is each space kept clean? 2. Are there from two to four general sinks? a. Are sinks equipped with sink strainers? 3« Is there an exhaust fan? 4. Is there a refrigerator? 5. Unit equipment for four pupils: a. A four burner stove with oven? 1) Do the stoves work well? 2) Are they turned off as soon as cooking is removed? 3) Are they kept clean? b. A sink? 1) Are faucets kept turned off? 2) Is there hot running water? 3) Is there cold running water? c. A table with chairs? do Are the necessary utensils for each student available, such as bread knife, cork-screw, can opener, etc.? e. Are unit items arranged conveniently? 6 . Is there service for six people? 7. Are there sufficient linens? D.

No

40 U 42 40 37 42

4 0 2 4

42 44

2 0

43 42 40 39 37 43 42

1 2 4 5 7

41 40 42 40

7 2

1 2 3

4 2 4

Storage facililities for 1.

Foods supplies? a. Are supplies kept in covered containers? 2e Cleaning supplies: a. Brooms? b. Brushes? c. Mops? d. Cleaning agents? e. Dish cloths? 3. A garbage pail? a. Is it kept covered? b. Is it cleaned daily?

44 44

0 0

42 .4441 44

2 0 3 0

44

0 0

44

44 42

0 ... 2

44

0

44

0

III. Phases in achievement of aim one: to understand the principles of food needs and their application to nutrition. A.

Does the teacher: 1. 2.

Make use of audio-visual aids in demonstrating the im­ portance of nutrition? Have available related reading on nutrition to which she can direct the child?

185 142 Yes 3® 4® 5.

Bo

Emphasize the value of foods in prevention of disease? Emphasize the value of foods in treatment of disease? In development of projects, require applications of: a„ science knowledge? b. mathematical knowledge?

M

0

38

6

44

0

44

U

44

0

44 44 44

0 0 0

41

3

43 44

1 S

44 44

0 0

42

2

44 "44 44

0 0 0

44

0

44

0

42 44

o 0

44 44 44' 44 4o 42

0 0 0 0 1 2

44 4442 44

0 0 t-y 0

Do the pupils: 1* 2*

3® 4® 5®

Develop the habit of checking meal planning with the basic seven foods? Discuss relative tq food needs: a. Dietary value? bo Appetite appeal? Co Suitability for the occasion? Choose proper foods, outside of the home economic class, such as in cafeteria line? Make application of mathematics operations to the study of foods? Relate phases of science to the study of foods?

IV. Phases in achievement of aim two: plan, prepare and serve meals. A,

No

to develop the ability to

Does the teacher: 1. Set a personal example in cleanliness? 2 ® Encourage pupils to set standards of cleanliness? 3® Organize the work in the laboratory on a problemproject basis? 4® Allow enough time previous to actual preparation of the meal for the study of: a. Food costs? b. Variety of foods? c. How nutrition requirements may be met? 5. Plan with the pupils a definite time for the entire plan to be carried out and evaluated? 6 . See that socialization has been achieved both in the entire group in which large planning has been done and in small family groups in which specific plans have been made? 7. Take care of individual differences in group or com­ mittee assignments? S. Assist each group efficiently and unobtrusively? 9® Encourage pupils to evaluate their results as to: a. Time needed? b. Effort needed? c. Cost? 10. Have supplies available at the time needed? 11. Attempt to simulate home conditions? 12. Stimulate interest in home projects? 13. Stress color combination effects such as: a. Centerpiece? b. Desserts? e. Food garnishing? d. Food texture?

143

166 Yes

14.

B*

Provide evaluation of home projects in terms of: a. Definite measurable goal? b. Mast be completed? Co Records are kept? d. Summary is made?

No

-40-

Ml ML

_»JL

Do the pupils: 1. 2. 3. 4« 5. 6, 7o go

9o

10 „ 11. 12. 13.

14. 15.

.

16

17, 18.

19,

Start the class with a minimum amount of loss in time? Have clean hands and fingernails? Have clean aprons? Confine hair in suitable fashion? Keep the tables clean and orderly? Avoid spilling? Use a spoon other than the cooking spoon in tasting? Wash dishes as to standard? Wash dish cloths? Measure ingredients accurately? Suggest worthwhile projects to be carried on in class? Use a theme around which to plan meals? Show willingness to accept worthwhile suggestions from: a. The teacher? b. Other classmates? Plan meal with only occasional suggestions from the teacher? Carry out committee work with little loss of time? Consciously plan for attractiveness in setting a table in such phases as: a. Combining colors artistically? b. Using conventional arrangements in service? Co Choosing suitable decorations? Make use of left-overs in meal planning? Evaluate their results, as to: a. Time needed? b 0 Effort needed? Co Cost? Leave the laboratory in order at the end of the period?

AA

XL

44

XL

44

XL XL

■44 XL

4-O ■44

XI XL 44

XL

XL 40. 44 XL

Phases in achievement of aim three: to understand the principles underlying preservation of food, buymanship and budgeting of cost. Does the teacher: 1*

Emphasize the use of new methods and equipment, such as a. Quick freezing? b. Various kinds of mixers? Co Pastry blenders? d. Vegetable sprays? e. New type pressure cookers? 2. Stress economy of: a. Time? b o Money? c. Food? 3 0 Restrict projects to a definite budget?

XL XL XL -u i_

-LL

XBV

144 Yes

No

44

0

4c

Encourage pupils to transfer school experiences into home practice and home projects? 5 o Tie home experience to a0 Canning? b. Buying? Cc Budgeting of food?

0 44_ 0 _ 44_ 44 . 0

_

Do the pupils: 1 . Go to the market and buy foods? 2 . Discuss social control of foods, such as: a. Milk inspection? bo Federal meat standards? Co Federal and state food and drug acts? d„ Regulation of sanitary conditions in places such as: l) Food factories? 2) Bakeries? 3) Stores? 4) Restaurants? 3c Analyze the percentages of the food budget which should be spent for the various types of foods? 4 ® Select the proper grade or quality food for a specific purpose? 5c Know how to find information concerning food standards? 6. Evaluate objectively the claims of advertising? 7o Interpret information of labels as to: a 0 Description of content? bo Grade of product? c. Amount or weight? a. Adapt recipes to the financial abilities of families of the community? VI.

42

2

44 44 44.

0 .0 . 0

.43 . 1 43 1 43 1 1 ..43.. 41

3

42 44 44

2 0 0

44 44 44

_.o 0 0

42

_2 _

44 44 44

0 0 0 JL

44 44

0 0 0 0

Phases in achievement of aim four: to develop the ability to participate with ease and pleasure in conventional social practiceso A„

Does the teacher: 10

2« 3o 4. 5. B„

Make use of materials such as the following in present­ ing accepted social practices: a„ Magazines? b. Charts? c. Audio-visual aids? d. Demonstrations? Stress the importance of common sense manners as factors contributing to a successful meal? Set an example for proper social practices? Guide pupils to a solution of their own questions? Make corrections of table manners tactfully?

44 44

Do the pupils: I.

Find and share with each other rules of social practice by: a. Reports?

— 43--- 1

188

145 Yes

2 Indiana State Department of Public Instruction, Indianapolis, Indiana, 193S® 9* Spafford, Ivol, A Functioning Program of Home Economics, John Wiley and Sons, Inc*, New York, 1940® 10* Spafford, Ivol, Fundamentals of Teaching Home Economics, John Wiley and Sons, Inc., New York, 1942* 11* Trilling, Mabel, Eberhart, E. K*, Nicholas, Florence W., When You Buy, J, B. Lippincott Company, New York, 193S. 12* Williamson, Maude, and Lyle, Mary Stewart, Homemaking Education in the High School, D. Appleton Century Company, New York, 1941.

189

pmiormm smm

fob rarstiTzev (based upon a ehl**S(£uarc wine) Shg value of Mfff for this Improvement Sheet i@ S8*0 and the coefficient of reliability is #91, which eempare* vory favorably with the reliability eoeffieients for stan* dardised tests* $he ©valuators of this Improvement Sheet did not disagree slenlfiseatly with any itea hut there arc two border Xiao itose that deserve attoution* received only £0 IBS responses*

Item II**B~3-a-4

this item is an «a®pl® meet

to clarify the principal statement*

®hea the Improvement

Sheets a w weenstrttcted it might be desirable to refrain from providing ©paces for evaluating the msmplm*

itm

ZX«B~h«f suggests using transcriptions of radio programs as a teaching aid*. She disagreement with this item probably arises from the fact that there are very few radio progress that are suitable for nutritional instruction at the secondary level* She major portion of this Improvement Sheet i® w r y geed#

It may safely he oaid that improvement In instruction

w a i t follow the Intelligent use of this Improvement Sfeest*

146

190 A PERSONAL APPEARANCE IMPROVEMENT SHEET Carl 0 . F. Franzen School of Education, Indiana University Copyright, 1949 Yes I. Aims: *1. To develop the ability to select clothing that is becoming, appropriate, and suitable to the needs of the individual. •£2. To apply the principles of art in improving one’s personal appearance. -*3. To familiarize pupils with various materials and their rela­ tive costs, qualities, and laundering possibilities. *4. To develop the ability to construct, alter, and repair garments. II, Facilities and Equipment: 1. Does the room reflect a cheerful, homelike, and attractive atmosphere? 2. Does the room reflect the application of good art prin­ ciples in its arrangement, furnishings, and decoration? 3. Is the size of the room adequate to accommodate the classes? 4o Is there adequate provision for light, heat, and ventila­ tion? 5. Are the storage facilities adequate for sewing equipment, garments, and teaching materials? 6 . Is adequate provision made for sanitation and cleanliness? 7o Is adequate table space provided? *80 Is there a sufficient number of comfortable, non-folding chairs? 9. Is there adequate blackboard space? 10. Is the bulletin-board space adequate? 11. Are the ironing facilities adequate? 12. Does the iron have a heat control? 13. Is there a red light to show when the iron is in service? *14. Is there a machine of standard make for each five pupils? 15o Is there a fitting room, or screened fitting space? 16. Is there a full-length mirror? 17. Is there a low stool for fitting purposes? 18. Are such materials as the following supplies? (1) Shears. (2) Yardsticks. (3) Wrapping paper. 19. Is there an adequate supply of illustrative materials? 20. Does the classroom library contain the following materials: (1) Suitable reference books. (2) Current magazines. (3) Bulletins. (4) Pamphlets.

No

.4 $....

n

AR

n

44

1

4$

0

41

4

41

4

AP

3

41

.4

9 3

4Z 4Z

3 3

42

3 3

2 0

43

45 41 4 P.

.

4 ...3

43

2

43

£

3 P.

13

4P

3

44 35

.44 42

3 10 - -4--1 3

43

2

,A5

O

19X

147 Yes III. Phases in the achievement of aim one: to develop the ability to select clothing that is becoming, appropriate, and suitable to the needs of the individual. A 0 Does the teacher: *1. Select problems of clothing according to the pupilTs needs and experiences? *2 . Enlist the cooperation of the home in planning clothing projects? Emphasize clothing in relation to personality? *3. 4o Emphasize the fact that one must not rely on clothes alone for social approval and recognition? *5. Encourage informal participation in class discussion? 6 . Provide' for round-table or panel discussions? 7o Make the laboratory work a complement to class dis­ cussion? 8 . Provide for individual differences? 9. Adjust the supervision to the pupils* needs? *10. Use visual aids effectively? 11 . Provide for appropriate excursions? 12. Make arrangements, in advance, with the institution to be visited? 13. Prepare pupils for excursions? 14. Provide for reports and discussions after excursions? 15. See that the bulletin board is artistic and up-todate? 16. Provide space for exhibits as an aid in clothing selection? 17 o Provide interesting exhibits? *18. Guide the pupils in setting up criteria for evaluating their progress? B.

IV.

Do 1. 2. 3. 4® 5o

the pupils: Participate in socialized discussion freely? Discuss the clothing problems of other pupila? Learn to plan a wardrobe which is versatile? Develop their own criteria for planning their wardrobes? Develop an appreciation of the proper balance of color in relation to their clothing? 6 . Develop skill in selecting appropriate patterns? 7c Develop the ability to choose suitable accessories? 8 . Experiment with the effects of various accessories with a basic costume?

Phases in the achievement of aim two: to apply the principles of art in improving one*s personal appearance: A. Does the teacher: lo Set a good example in matters of clothing and grooming? 2. Discuss the principles of good grooming? 3o Encourage informal participation in class discussion? *4° Emphasize the importance of harmonious color arrange­ ments? 5. Stress the principles of line and design? 6 . Emphasize clothing in relation to personality?

No

.44

1

40 45

5 0

45 -45 .59

2 2 A

.

n

45 45 45 41

Q Q

. *7 42 42 42

3 3 .3

45 42

0 3

42

3

4A_„ .,1 jyg____ 35 9 45 G .

45„, . 0 .. A S ....... _.,G. 43 — . -441—

- — 4—

44 45

Q_ . 1_ 0

0 .... ..,Q__ .JQl- . .45—

AS ____

xn

148 Yes 7. *8, #9.

#10* 11. 12. 13. B„

Emphasize the fact that one must not rely on clothes alone for social approval and recognition? Correlate this course with the course in art? Demonstrate the following art principles: (1) Line* (2) Fornio (3) Color. (4 ) Texture, Demonstrate the aesthetic appeal of a well-groomed person? Demonstrate beauty in simplicity? Use demonstrations skillfully? Provide for individual differences?

Do the pupils: 1. Discuss the following art principles as a basis of the selection of clothing? (l) Line. (2) Good design. (3) Color. 2. Use color harmony in relation to physical types? 3o Develop an appreciation of the proper balance of color in clothing? 4. Demonstrate color harmony through illustrative materials? 5. Apply the principles of design in selecting ready-made garments? 6. Demonstrate good art principles in the use of make-up? 7e Learn to apply the principles of art in presenting a pleasing personal appearance? 8. Learn to apply art principles in selecting accessories?

No

0

Jij

0

45 45 ■46 45

U 0 u

■ ‘*tfkJ 4*sJ

—€>

0

0

44 45 45 \i5

— r_

n n Ik/ -45

0 ?

0 m O -46—- — 0— ■41

Specific References I. Aims: 1. "What5s New in Home Economics?" "Ejctra-Curricular Activities, or Clothes and the Occupation", Vol. 10, Feb„, 1946, 2. Featherstone, Marion, and Maack, Dorothy H., "Elementary Costume Design", John Wiley and Sons, Inc., 1944* Chapter 19? pp. 173-183. 3. Talbot, Constance, "Complete Home Care of Your Family Wardrobe," Arco Publishing Company, 1944? Chapters 1 and 4» 4» Bobbitt, Franklin, "How to Make a Curriculum", Houghton Mifflin Gompany, 1924, pp. 213-215. II. Facilities and 8. McMurray, letin No. 14. Ibid., p.

Equipment: Floyd I„, "Junior and Senior High School Home Economics", Bul­ 123, State Department of Education, Indiana, 1938, p. 272. 272.

III. Phases in the achievement of aim one: A. 1. Brink, William G., "Directing Study Activities in Secondary Schools". Doubleday Doran and Company, 1937? pp. 623-624. A. 3. Ryan, Mildred G., "Your Clothes and Personality", D. Appleton-Century Company, New York, 1937? Chapter 1. A. 2. "Journal of Home Economics", Vol. 31? No. 2, Feb., 1939? p. 100. A.18. "Practical Home Economics", Vol. 22, March, 1944? pp. 102-104. A. 5. Bossing, Nelson L., "Progressive Methods of Teaching in Secondary Schools", Revised Edition, Houghton Mifflin Company, Chicago, 1942, Chapter 15. A.10, "Journal of HomeEconomics", Vol. 35? Feb., 1943? p. #5. B, 4. Douglass, H. R., "The High School Curriculum", The Ronald Press Company, 1947, pp. 515-528. Phases in the achievement of aim two: A, 4. "School, Secondary Edition", Vol. 33? Nov., 1944? A. 8. "Journal of Home Economics", Vol. 35? Feb., 1943? A. 9 . Latzke, Alpha, and Quinlan, Beth, "Clothing", J. Chicago, 1935? p. 17. A.10. "Journal of Home Economics", No. 3? March, 1940,

p.217. pp. 84-86. B. Lippincott Company, pp. 161 ff.

in

151 Yes

No

V. Phases in the achievement of aim three: A. 14. "Journal of Home Economics", Vol. 35> Feb., 1943, pp. 34-86. A. 4. "Practical Home Economics", Vol. 22, Jan. 1944, pp. 33-34. B. 4. "Journal of Home Economics", N. 3,March, 1940, pp.'161 ff. B. 5* "Practical Home Economics", Vol. 22, Jan., 1944, p. 33. B. 6. "Practical Home Economics", Vol. 22, Jan., 1944, p. 33.

VI. Phases in the achievement of aim four: A. 10. Latzke, Alpha, and Quinlan, Beth, op. cit., A. 3. Bobbitt, Franklin, op. cit., pp. 214-218. A. 12. "Journal of Home Economics", Vol. 35, Feb., Bo 10. "Practical Home Economics", Vol. 22, March, Bo 2. "Clearing House", Vol. 19, March, 1945, PP.

p. 101. 1943, p. 85. 1944, pp. 102-104. 429-431.

General Bibliography Bobbitt, Franklin, "How to Make a Curriculum", Houghton Mifflin Company, New York, 1924. Chambers, Bernice G. "Color and Design in Apparel", Prentice-Hall, Inc., New York, 1942. Douglass, H. S. "The High School Curriculum", The Ronald Press Company, New York, 1947. Featherstone, Marion, and Maack, Dorothy H. '’Elementary Costume Design", John Wiley and Sons, Inc., New York, 1944. Hawes, Elizabeth. "Why is a Dress?", Vikry Press, New York, 1942. Journal of Home Economics. Latzke, Alpha, and Quinlan, Beth. "Clothing", J. B. Lippincott Company, New York, 1940. Picken, Mary Brooks. "Modern Dressmaking Made Easy", Funk and Wagnalls, New York, 1940. Potter, M. D. "Fiber to Fabric", Gregg Publishing Company, New York, 1945. Practical Home Economics. Ryan, Mildred G. "Your Clothes and Personality", D. Appleton Century, New York, 1937. School Arts The School, Secondary Edition. Todd, Elizabeth. "Clothes for Girls", Little, Brown and Company, Boston, 1939.

1%

a xsrscoux

m m n m m xmmimmt $mm

(based % p m a chi-square *mlm )

The Talma of *f* tor Ohio Improvement Sheet la 80.0 and the coefficient of reliability is *88, which compares very favorably with the reliability ©©efficients for stan­ dardised teats* The evaluators of this Improvement Sheet 114 mot disagree significantly with any item*

Their evaluation

was reliable as Indicated by a reliability coefficient equal to *88*

It may he safely salt that Improvement in instruc­

tion, in this sub^est matter area, would follow the iatelli* gent use of this Improvement Sheet,

152

197

IMPROVEMENT SHEET FOR TEACHERS OF GENERAL SHOP Carl G, Fo Franzen School of Education, Indiana University Copyright, 1949 Tes

No

I, Aims To give training in such unspecialized practical activities the consumer utilizes in the selection, servicing and pro­ duction of the diversified necessities in and about the home. To provide an opportunity for the study of a generous amount 20 of industrial information concerning tools, machines, forces, appliances, processes, raw materials, working conditions, wages, and the seasonal demands in a number of occupational fields.

1.

36

1

36

1

36 61 37 34 37 35 26

1

IIo Shop Management 1. 2. 3. ko 5. 6« 7. 8o 9c 100 11. 12 o 13. 14.

Is attention paid to correct hygienic conditions in the shop? Does the shop show orderliness? Are places provided for all the tools? Has the teacher'arranged the machinery in an orderly manner? Does the teacher keep tools and machinery in good repair? Has the teacher provided guards for machines? Are cautions posted on machines? Does the teacher have safety suggestions posted on the shop bulletin board? Are shop supplies arranged in an orderly manner? Does the teacher use care in issuing shop supplies? Does the teacher keep an accumulative inventory record, card-index form? Does the teacher keep this record up-to-date? Does the teacher make requisitions for supplies on time? Does the teacher make requisitions for equipment on time?

0 0 3 0 2 11

33 36 36

4 1

25 30

12 7

36 36

1 1

20

17

18

19

25

12 14

1

III. Teaching Devices the Teacher Uses 1. 2.

Does the teacher use individual instruction sheet? Does the teacher have the job, operation, assignment and information sheets as a unit in bound form? 3. Does the teacher provide the pupils with an operations check list? 4. Does the teacher use an information check list? 5. Does the teacher have a supply of pamphlets, brochures, and booklets containing industrial and occupational information? 6. Does the teacher provide progress charts? 7. Does the teacher have blueprints of projects? 8. Does the teacher have working drawings of projects? 9. Does the teacher use brochures and booklets of projects by manufacturers ? 10, Does the teacher have lists of references as, texts, etc.? 11, Does the teacher give demonstrations on the following? a. Technic of using tools? bo Technic of using machines? Co Technic of using materials?

23

36

4 11 4 1

33 35

4 O

37

» tr-

26 33

o7





198

153 Yes Are the pupils in position to see the demonstration clearly? e. Does the teacher make his instructions positive? f. Does the teacher provide an opportunity for the students to ask questions? g. Does the teacher call upon the students in such a fashion that all contribute? 12. Does the teacher use mechanical devices? 13* Does the teacher use films and slides? 14° Does the teacher take the students on excursions? 15 « Does the teacher have models of full size cross sections? 16. Does the teacher use charts and pictures? 17° Does the teacher have a display of industrial exhibits in the shop? 18. Does the teacher provide magazines as ."Modern Mechanix", "Craftsman" etc.? 19° Does the teacher have a shop library?

No

d.

37 37

0 0

37 ___ 0_ 00 ob O'O

37

fj 1 iu 15

3® 24

13

54 35

3 O

37

0

36

1

Shopi Technic A,

Teacher activity: 1. 2. 3. 4° 5. 6. 7°

Does the teacher go about the shop directing the boys? Does he give impartially the needed amount of individ­ ual assistance? Does he keep all the boys occupied during the entire period? Are the teacher®s criticisms constructive? Does he give encouragement and commendation wherever possible? Does he talk quietly to the boys? Does the teacher give helpful hints and then have the students work out the solution of the problem them­ selves?

33

4

37

u

37 53

0 Uj

37

0

Ba Pupil activity: 1.

20 3o 4° 5. 6. 7« 8. 9° 10o 11. 12. 13o

Do the pupils help in the development of new projects? ____ £_ a. By oral suggestions? bo By construction work on the blackboard? 51 J Co By drawing full size layouts?________________________ 54___ Does the pupil make out his own bill of material? 55 4 Does the pupil make his own working drawings? o Do the pupils require little help? 29___ 8 Is there evidence that the hand work shows improvement? 57 0 Are the students cooperating with each other by working on a problem or project? 35____ Do the students stay on the job until it is finished? 56____ 1_ Do the pupils put waste in the receptacles provided?_______ 36____ I_ Do they put away their tools? 36 1 Do they clean the shop without suggestion? ^ Do they use economy in the use of materials? 30 7_ Do their projects show evidence of craftsmanship ^ acquired in the shop? 57____ Q_ Are the projects built according to good shop procedure? 37

199

154 Yes 14.

No

Is there evidence that the boys are putting to use any of the knowledge they gained in the shop in repair and construction around their homes or community?

Judging Projects A.

Teacher activity 10 Does the teacher call to the minds of the students the things to look for in grading projects?

Bo

36

1

22

15

35

2

11

26

Pupil activity 1. Do the pupils help the teacher work out a set of standards that they agree to be graded by? 2. Do the pupils compare their own work with the work of other members of the class? 3„ Do the pupils have a voice in determining the ranking of the class as to grades?

Bibliography Bobbitt, Franklin. How to Make a Curriculum. Houghton Mifflin Company, Chicago, 1924. pp. 177-206. Newkirk, L„ V.; Stoddard, G. S. The General Shop. The Manual Arts Press. Peoria, Illinois. Selvidge, R. W. Individual Instruction Sheets. The Manual Arts Press, Peoria, Illinois. Struck, F. Theodore. Methods and Teaching Problems in Industrial Education. Schmidt, H. W. "Score Card for Teachers of Manual Arts." Industrial Arts Magazine November 1926 p. 361-4 and December 1926 p. 426-30 II 1-14 Paulstian, H. John "Checking Teaching Results." Industrial Arts Magazine. March 1929 Po 106 "Check List for Checking Teaching Technic in the Shop." Industrial Arts Magazine February 1929 p= 63. Ill 11 Industrial Education Magazine. July 1929 p. 14-15* III Ilf3 17 A7, B lab; V AB.

200 m s m r m m r seem? yos- w m ebs of caoonui shop Chased upon a ehi-Sfu&re value) Wua value of *fB for this Improvement Sheet is M.O oaf the coefficient of reliability is .96, which compare® rosy favorably with the reliability coefficients for standardloot tests# items III-l-B-4 are concerned with teaching devices that should be used by the teacher.

The constructors of this

Improvement Shoet considered these items to be essential to efficient shop organisation, but the evaluators have dis­ agreed with these items*

The first and fourth items concern

procedures that aid the teacher to individualise instruction In the shop, m

it la difficult to understand why teachers, in

modem school systems, disagree with these procedures.

the

second item, noted above, suggest® that the teacher have various types of information sheet® in a bound form 5 it is possible that such an arrangement wo.ld be undesirable. Items I11-15-17 suggest that the teacher have indus­ trial displays and model® available for instructional purposes. A wise use of models and display® can certainly enrich the instruction in shop worfc.

If the floor space i© small, models

and displays can be moved to hallways or other roomsj it is difficult to Justify the disagreement of the evaluators.

If

the teacher® who reconstruct this Improvement Sheet add sug­ gestions of method® of handling such displays, the disagree­ ment with these items may he dispelled*

201

Jim im'm

IMfeJCi

'.situ ifCicH "ti.;# Q'v;.ll O, tv.VO d,k.- ^Q tk l

an ini*r*»ii»a ©oatei»&il«v*

lc w io # %a&sUons*

¥*4>*l«*0

a m

taa fol*

nB& t a t p u p il* fcelp iu& taau&er »or& oat

a sot of standards tbat idaj agr** to fc© gDa4oo by

Do lu $

pa^il* has* a vole® la lttaraiai;;,j; toa ra^ala,,.. of to© ciasg

m to $ra«iei^*

T&* ©valuator© ftave ©otnaloifimUy diieajrasd

«1U* t&# i&©& of porciKting Va© ©tadsr.to to dad© a volo* la p l& a o l

,d- tat oorfc of Umi sour©©*.

If •tadeat* art at?or &U®n

raaptatitilitlas la ift® mn&^anaat of v.« of&st* tfcay 3«a* ?hl« Sapmr«tt*at n h m b I® not p r ta t a u d In a con®!** laat fora*

ft #&oul

4f>

9.1

pp. -3Q— ■-13—

43---- 4 41

5

_40 IP _.4G

9 ,4 .11.

-49

ii

47

4a

~[f _____

jl2__ jIZ__

177 2.

Co

V.

Do the pupils: a« Collect Latin abbreviations from various sources?

Study of naturalized or loan words? 1* Does the teacher: a* Point out numerous English words naturalized from Latin? b. Teach correct anglicized pronunciation of loan or naturalized words? 2. Do the pupils: a. Collect lists of naturalized and loan words? b. Use the anglicized pronunciation of such words?

229 Yes

No

35

14

44

1

49

0

34 45

15 4

Phases in achievement of aim three: to appreciate common classi­ cal allusions in literature and general reading matter? A,

Reading of myths: 10 Does the teacher: a„ Find time to tell pupils some of the old Greek and Roman myths? b 0 Suggest reading of unfamiliar myths as an inter­ esting pastime? Co Make sure that most pupils learn the names and chief characteristics of the major Greek and Roman deities? d. Bring in quotations from both prose and poetry containing allusions to myths? 2.

Bo

Do the pupils: a. Show ability to interpret classical allusions in their class reading and translations?

48

1

47 39

10

i-8

1

49

0

C-O r jt

Clippings from magazines and newspapers: 1» Does the teacher: a. Bring in clippings from illustrations and adver­ tisements which refer to characters and stories of mythology? bo See that bulletin board material is changed fre­ quently? 2. Do the pupils: a, Collect clippings with mythological references for bulletin board and scrapbook use? b. Read bulletin board collections with evident interest?

13

1

? 44

5

49

Q

49

0

VI. Phases in achievement of aim four: to build a growing interest in the lives, customs, and contributions of the Roman people: A.

Consideration of illustrations, notes, and stories: 1. Does the teacher: a. Spend a small amount of time daily in calling pupils* attention to interesting points in pictures or notes? bo Supplement class material with comments and descriptions from his own knowledge of Roman life and customs?

178 Tes c,

2.

Give brief summary of background for text stories of Roman history? d. Display on bulletin board good pictures of Roman scenes, characters, or art? Do the pupils: a. Ask questions concerning Roman life? b. Contribute to discussions any facts about Roman life gained from other sources?

No

Use of reference material: 10 Does the teacher: a. Suggest sources where more detailed information about Roman life may be obtained? b. Occasionally read to pupils extracts from inter­ esting sources? c. Encourage making and display or models from soap, wood, or other materials? 20 Do the pupils: a. Call for the suggested reference material of their own volition? b. Make models and other exhibit materials?

_4t9

0

47

oO i

.49

0

49

0

19

0

47

o

57

12

43 35

14

6

II •^Reference Material: Bullfinch, T. Mythology. Modern Library, New York. pp. 7-230. Gray, M. D. Pupils' Companion to the Study of High School Latin, pp. 139-42. D. Appleton and Co., New York. Guerber, H, A. Myths of Greece and Rome. American Book Co., New York, Story of the Romans. American Book Co.,New York. Haaren, J, H. and Poland, A. B„ Famous Men of Rome. American Book Co., New York. Harding, C. H. City of Seven Hills. Scott, Foresman and Co., Chicago. Hutchinson, M. "Reading Method in Latin." Classical Journal, February, 1936, Indiana State Course of Study in Foreign Languages. Johnston, H. W. Private Life of the Romans. Scott, Foresman and Co., Chicago. Maxey, and Fay, M. A New Latin Primer. University of Chicago Press, (1933). Sabln. Classical Myths That Live Today. Silver, Burdett, and Co., New York. Showerman, G. Roman and the Romans. Macmillan Co., New York.

S3X m m m a m

m m tot m m n x m of firs? year i w m (base4 upon a chi-square value)

?h# value of wf” for this Improvement Sheet is 31*0 and the reliability eoeffiele&t is *94, which compare® very favorably with the reliability coefficient© for standardised tests* Stem IX-£-g suggest© the use of folding maps, and the evaluators disagree with the suggestion*

this disagreement

can probably be assigned to the following causes?

(1)

the

perishable nature of folding maps; ant (g) the availability of good wall ease type maps of the Roman era* In section XX.1-B the evaluators hove disagreed with the us© of flash cards and card games as method© for labor* story drill*

fhese methods are considered good by many auth­

orities, and It is almost impossible to account for this dis­ agreement* Items I?-A-l-b-(l)-(£) suggest using derivative note­ book© of the scrapbook type, or definition end sentence type* Ratebook®, such as those suggested above, are usually indi­ vidual student projects*

?h© evaluators of this study have

consistently disagreed with the ideas concerning student projects, student planning, and students sharing experience© with one another*

Many valuable and enriching experiences

are centered in these idea©*

It is difficult to understand

the attitude of the evaluator© in this respect* ?h© reader should remember that facility in the use

S3g

of Latin, as a languages« hag not advanced

in the ease of the modern languages*

f.-.r as It has

If Latin is to cootri*

bate to the pupils bettor use and understanding of the vsr*

naeulory the teaohor must employ oaraful .'a©t:»ods* Those methods will encompass, among other things# thorough drill on paradigms and ooastant attention to elmiXaritiGa and

relationships between words in Latin and their coatee in Engl isix*

lost of the iteaia ©n tale Improvement Sheet ar© Talid* It m y be safely said that improvement in instruction would follow the intelligent use of this Improvement Sheet*

179

IMPROVEMENT SHEET FOR FIRST TEAR FRENCH Carl G. F. Franzen School of Education, Indiana University Copyright, 1949

AIMS: 1.

To read in all general non-technical fields with moderate ease and comprehension to the end that personal enjoyment may be achieved through interpretation and appreciation.

2.

Insofar as correctness of pronunciation increases reading and aural comprehension — simple conversation.

3.

Insofar as writing provides drill in composition and grammatical forms and objective measures for ascertaining resulting achievement — writing.

4.

To perceive correctly simple relationships with other languages, their origin, and development.

5.

To provide abundant opportunities for bringing the pupils into close contact with French civilization, good-will and cooperation.

READING To Develop to the Point of Enjoyment the Ability to read French Teacher Activity 1.

Does the teacher maintain the foreign atmosphere insofar as possible?

2.

Does the teacher make frequent use of flash-cards?

3.

Does the teacher make occasional use of vocabulary matches?

4.

Does the teacher emphasize the importance of thought units rather than word meanings?

5.

Does the teacher emphasize simple conversation prior to the study of reading exercises in books?

6*

Does the teacher provide abundant reading materials within the range of pupil comprehension?

7.

Does the teacher work toward increase in reading rate by such drills as: a. True and false statements? b. Completion of sentences? c. Time-limit drills? d. Summaries?

-34

ISO Yes S.

9.

Does the teacher prevent ’dawdling’ and ’daydreaming' by timing reading exercises? Does the teacher secure variety inreading experiences by: a. Elementary (native) French readers? b„ Elementary geographies? c. Elementary histories? d. Le Petit Journal?

No

11

23 J.3 13 22

r O16 16 7

10. Does the teacher set up questions before the reading on the basic ideas of the. unit?

£1

8

110 Does the teacher require a brief resume in English of the previous day’s reading assignment?

H

#12. 13. 14.

Does theteacher aim at general reading skills?

29

0

Does theteacher require English translation sparingly?

21

8

H

~1

21 19 ~8 30

0 10 1 9 6

15 15 25 18

14 14 4 11

29

0

Does theteacher write a series of sentences and have pupils find the paragraphs to which they correspond?

15. Does the a. b. c. d. e. #16.

15

teacher ascertain reading comprehension by: True-false statements? Yes-no questions? Completion exercises? Multiple choice exercises? Matching exercises?

Does theteacher employ standardized reading aids: a. Foreign language prognosis tests? bo Diagnostic tests? c. Achievement tests? d. Reading progress books?

17. Does the teacher use oral reading in class? #18. Does the teacher correlate reading relationships between French and other languages? 19. Does the teacher attempt to stimulate an attitude of good-will by the historical tie-up between the United States and France through selected readings in French? 20. Does the teacher attempt to arouse interest in the study of French by: a. Relating the old to the new? b. Pointing out French expressions used in English? c. By discussing language in general? 21. Does the a. b. c. do

teacher aim at: Reading to practice inference? Reading for vocabulary expansion? Reading for literal translation? Rapid silent reading in class?

25

3

vl

4

O .' .0

1

26

3 3 12 11

17 16

0 1

235

181

Yes 22.

23.

#24.

Does the teacher use literal translation for sight work rather than for testing preparation? Does the teacher use free translation for greater interest in the accurate use of English?

No

43-- 10. ■Lb— -■ 4 ■

Does the teacher point out the parallels in English and French idiomatic expressions?

25, Does the a. b. Co do e. f0 g. ho

teacher convey themeaningof the new wonit by means of: Illustration? Gesture? Mimicry? Known synonym? Known antonym? Intonation of sentencesused? Circumlocution? Analogous phrases?

r^ ~ pjh_____ ^ :A

i p

..-.A

A

1 34

A

5

Pupil Activity 1. Do the pupils show interest in French reading by asking questions on: a. Current French expressions? b. French life? c» Conversion of English slang to its French equivalent? d„ Voluntary outside reading difficulties?

£6

2.

Do the pupils respond promptly to questions on reading content?

oq

0

3.

Do the pupils summarize what they have read?

4. Do pupils engage in exercise calling for the writing of titles for paragraphs read?

11

1A

5.

Do the pupils keep note-books on materials read?

13

IS

6.

Do the pupils discuss freely in English the French read?

y.P.

7

7.

Do the pupils refrain from ’Frenchy* translation?

nry

2

S.

Do the pupils read well orally?

85

A

9. Do the pupils take advantage of the enrichment provided in reading native elementary texts in: a0 Reading? b. Geography? c. History? d. Arithmetic? 10. Do the pupils enjoy: a. Simple dramatizations? b. Le Petit Journal? c. Le Courier des Etats-Unis? d 0 Cross-word puzzles (French)? e. Free-reading periods?

.?#

17

f

0 7 18

IQ •££ Hi

0 10 7 1F.

-7 O

7

17 >A

36

.

.

0 1, P 3

.

.36

182

Yes

No

11, Do the pupils maintain a French club for the continuance of the activity after the course has been completed? 12, Are the activities of the French club spontaneous and pupildirected?

-v

Illustrations - Reading 20.

a.

bo

c.

24.

What do youknow about France? How would you reach it? What are the people like? Who are their neighbors? Who are some outstanding Frenchmen in the history of the United States? What are the areas and populations of France and the U. S.? Hors d’oeuvres Faux pas Chauffeur Menu Coupe Chaise longue Rouge Theatre, etc., etc. In this connection, no teacher desiring success in the teaching of modern languages can afford to be without I, V, VI.

The following attempt at English may appear ludicrous despite its grammatical purity:

I find myself much in honor and pleasure to consent to your kindly invitation for an affair of the evening on the night of Tuesday at eight hours. My arrival shall be with promptness. Very pleasantly yours,

If you must smile consider these: In order to form a more perfect Union -- -- -He’s well off. Mr. Andrews has the floor. ad infinitum, ad ’something or other’ And our homonymns: We must hang together or hang separately. I call my dog ’Locksmith’ because every time I scold him he makes a bolt for the door. The more I think of it, the less I think of it. A possible social status exam question (oral)— around the bier,"

"You will now please pass

23?

183

Magistrate (pointing to hiccuping prisoner), "What's the prisoner charged with?" Officer, "He must be charged with soda water, Your Honor." He has a heart of gold —

and just as hard.

"These biscuits are my own cremation," said the bride. more nearly right than she realized!

Perhaps she was

Editorially speaking: We see by the Bloomington Evening World that a certain society woman kneads bread with her gloves on. We also need bread with our gloves on and we need bread with our hat and shoes on; but if the subscribers of this sheet don't pay us pretty soon, we'll need bread without a damn thing on!" If you give the horse no food, you make him fast, but then, he can not run fast. If you tie him fast, he can not run at all. Is this a free translation? No sir, it costs sixty cents. In the army, we say, "He's gone A. W. 0, L." the French say, "II fuit a l'Anglaise." the English say, "He has taken French leave." If he speaks poor French — Espagnol.

II parle francais comme une vache

Our American homophones have slight advantage over the Chinese when encountered by the ear untrained to its delicacies. Consider: Heard on I. U. Campus "Gimme that." "Lemme go." "I'm gonna run." "I gotta go home." "Howja do?" "You probly didn spec I'd be't the liberry, didja?" "I don't care paticly." "How's your grammar?" "Oh, she's all right, thanks." And what a temptation to be a linotypist with a sense of humor: ti — the battle-scarred hero."

184

2m

Bibliography - Reading 12, Cole, Robert D. Modern Languages and Their Teaching. 1931. Chapter V. 16, American Council Alpha Tests (Reading) Handschin Modern Language Tests Hemon French Tests Luria-Orleans Modern Language Prognosis Test. Hudson, New York.

D, Appleton & Co.,

World Book Co., Yonker-on-

18, Blancke, Wilton W. General Principles of Languages. An Introduction to Foreign Language Study. D. C. Heath & Co., 1935. Hughson, Beth and Gostick, Oda. In Foreign Lands. An Exploratory Language Course and Cultural Introduction to Rome, Italy, France, Spain, and Germany. D. C. Heath & Co., 1934. 20, Jesperson, J. Otto. Language: Henry Holt & Co., 1922.

Its Nature, Development, and Origin.

Grammar

Grammatical Phenomena Have Importance Only as Contributing to Comprehension Teacher Activity

Yes

No

$1. Does the teacher employ: a. The Direct Method? b. The Natural Method? ^ c. The Reading Method? 19._IQ d. The Grammar-Translation Method? ..19— IQ e. The Eclectic Method? " -_4 #f. The method best suited to him?-------------------------------- --- 1 Does the teacher make maximum use of French consistent with pupil comprehension?

Sl

3, Does the teacher reduce grammatical analysis to the minimum? 4» Does the teacher state her questions before indicating pupil to Respond? $5o Does the teacher use alternative questions? Does the teacher require pupil answers in complete sentences? ^7* Does the teacher assure himself that through sufficient drill ^ d examples that the pupil understands each phase of grammar and its relationship to the sentence by:

a. b. c. d.

Flash cards? Text mutations? Dictations? Mimeographed forms?

if?— , - a _ i

n

15 ho 16 IB

14 3 3 11

259

185

Yes #8.

Does the teacher assure himself that the functional use of the grammar is understood in its proper sentence relationship by means of short tests?

9. Does the teacher always check errors and return written work for pupil correction? 10o Does the teacher keep on the bulletin board a chart indicating completed written exercises?

No

T9

0

27 '■

tS^uM.Tish#dsrtiQX#t

£57 never even tried to measure the other aims?* fhe

Sheets used in this study consist

of a list of aim® and list® of e e tir ltle s that should take place im the classroom to c a rry out these aims* Only those activities that aim he observed or dissevered by the teacher himself or am observer have been listed*

Since all of the

activities present a composite picture of what g®m on in a Classroom it is only fair to judge the teacher by as many of these activities as possible* Is Ir* W v m m n say**®

"tew some of these activities

earn be tested by actual observation* for example, the use of the blackboard by teacher or pupil® in a history class*

If

during the class period* no diagrams, sketches, name®, out­ line®, difficult word® or terms appear on the board, then we know that the teacher is not making the most of his oppor­ tunities to visualise his teaching ©f history*

Other activ­

ities cannot be discovered by such direct means, e*g.* a pupil*s ability to recognise an improbable answer in his solution of a problem in algebra*

In such cases it will be

necessary to devise a type of test which may be applied to pupils, the result® of which will reveal to the teacher whether or not he is accomplishing any of the aims of his teaching** One test of this type which has been developed Is

8m a

pse tb * srrxonM nr msss a

fih s s m s Ais&saA,9 §ot®*jo, of

the activities on tfe® X u p m m m m t Bhmt tor First fear Algebrn can be tested by m t m £ ©fceerv&tiaaa* OiracY

tbst

Foa

activities#

yui h amhsb **.

jtfsoa*

dose not involve these

In the efficiency test a series

of task®

is

offered* whose m m n & l t & m m * ought to be a Food te-iloattoa to the teacher of the extent to which h© ha© gotten across hi® I& m ® to his papila# Th© purpoe© In using a® Japrova&ent £>h