The organization and administration of teacher education in California state colleges

Citation preview

THE ORGANIZATION AND ADMINISTRATION OF TEACHER EDUCATION IN CALIFORNIA STATE COLLEGES

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

In Partial Fulfillment of the Requirements for the Degree Doctor of Education

by Gerald A. Prindiville June 1950

UMI Number: DP25787

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

Dissertation Publishing

UMI DP25787 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

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

'$c PC,i'1

0.

T h i s d is s e rta tio n , w r it t e n u n d e r the d ir e c t io n o f the C h a ir m a n o f the c a n d id a te ’s G u id a n c e C o m m itte e a n d a p p r o v e d by a l l m em b ers o f the C o m m itte e } has been p resen ted to a n d accepted by the F a c u l t y o f the S c h o o l o f E d u c a t io n in p a r t i a l f u l f i l l m e n t o f the re q u ire m e n ts f o r the degree o f D o c t o r o f E d u c a t io n . Date.3 t / ? ^ ..

( Q L . .

f e

.... Dean

G uidance C om m ittee

J

C hairm an

iJ i (tj € (tT 4 jhjUr TT.

TABLE OF CONTENTS IHAPTEB

PAGE

PART ORE THE PROBLEM, RELATED INVESTIGATIONS AND CRITERIA I.

THE PROBLEM AND PROCEDURE

...........

The problem........... Introduction

1 1

. . . . . . . . . . .

........

1

Statement of the problem

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

1

Scope of the problem

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

2

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

4

Definitions of terms

....

Importance of the inquiry............... . . The procedure

...........

5

7

Topics considered . . .............

7

Major procedural s t e p s ....................

8

Gathering the d a t a ..................... . .

9

Preview of organization of the remainder of the report II.

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

REVIEW OF RELATED L I T E R A T U R E ............... . . Introduction

. . . . .

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

10 12 12

Studies made by colleges, universities and educational associations. . . . . The Syracuse program

..........

13

. . . . . . .

15

Teachers for Our T i m e s ....................

17

The Troyer and Pace evaluation

18

. . . . . . .

The Oneonta experience in building professional sequence

. . . . .

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

19

iii

CHAPTER

PAGE The College and Teacher Education ..........

19

The Peabody Education Workshop report. . . .

20

The Prall teacher education survey... .......

21

...........

Commission’s final report

Statewide studies on teacher education The South Carolina study The Alabama survey

21

....

23

.........

23

...........

23

The Mississippi study of higher education . .

24

The Idaho survey

25

.

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

Survey of southern education The New York State study

• • • • • • . .

26

. • • • • • . . . .

26

The California survey

........ .

27

Individual investigations ....................

28

Mason* s s t u d y ............... Goetsch*s findings LawTs Utah study

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

29

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

29

.. . . . .

28

Clark’s Minnesota study .

.................... 30

Denniston’s investigation.............. Lucio’s student teaching study

. . . . . . .

31 32

Gaither’s Stanford report ..................

32

Moore’s investigation . . . . .

33

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

Brinton*s college guidance inquiry. . . . . Summary . . . '............... Studies made by colleges, universities, and

34 35

iv CHAPTER

PAGE

educational associations

•

35

Statewide studies on teacher education Individual investigations . III.

...

35

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

36

CRITERIA FOR EVALUATING TEACHER EDUCATION PROGRAMS Selection and validation of criteria

........

Organization of the college

37 37 39

Does the college have a clearly stated basic philosophy?

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

39

Does the college have recognized aims and objectives? . ................ . . . . . .

40

Does the faculty participate in the administra­ tion of the c o l l e g e ? ....................

41

Is provision made for student participation in policy formation?.............

42

Does the faculty enjoy academic freedom?

. .

43

Do provisions exist for sabbaticals and leaves of absence?

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

.....

45

Does an adequate percentage of the full time faculty hold the equivalent of a Masters or a Doctorrs degree?

45

Does the faculty embody sufficient specialists to give necessary instruction in the several teaching majors?

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

Is the faculty of sufficient size to be

46

V

CHAPTER

PAGE properly constituted? . . . . . . . . . . .

46

Is the size of the college conducive to effec­ tive administration and average costs . . .

47

Is there an appropriate range of semester hour offerings in divisions or groups of departments in which majors are offered?

47

What provisions does the college make to meet local or community n e e d s ? .........

48

Is adequate provision made for the cultural development of students?

........

49

Is the place of teacher education dignified in the total college program? . . . . . . .

49

Are the curricula organized in terms of large blocks of t i m e ? .........................

50

Is an agency set up within the college to articulate the program of teacher prepara­ tion with the total college program?

...

51

Is an effort made toward integration of the professional education program with that of the college-at-large?

. . . . . . . . .

52

Is a well articulated curriculum the rule within the department of education? . . . .

52

Organization of the school or department of education . . . . . . .

........

53

vi

CHAPTER

PAGE Is the philosophy of education consistent with the basic assumptions of the general education program?

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

53

Are the faculty selected on sound basis for the effective accomplishment of teacher preparation?

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

53

Is care taken to insure systematic methods of instruction?

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

54

Is there a system of exchange of ideas among the schools or departments of education of the various state colleges? Is continuous use made of consultants?

.

...

55 55

Is provision made for in-service training of the teacher-education faculty? ...........

56

Are faculty members kept aware of or concerned with the educational problems of the departments?

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

56

Are members of the instructional staff trained teachers? • • • • • • • • • • • • • . • • • Program of professional preparation for teachers

57 57

Is there a clearly defined plan for the selec­ tion of teacher trainees? ................

57

Do students participate in planning their own educational experience? ..................

59

vii

CHAPTER

PAGE Is the program based on objectives which encompass all parts of the teacher educa­ tion mission?...........................

59

Is there provision for a program of continuous evaluation of the teacher education offer­ ings? ...................................

60

Is appropriate emphasis placed upon the under­ standing of mental and physical growth and development of the c h i l d ? .......... . . •

60

Is sufficient training provided toward in­ formed social purposes and participation, as well as in problems of community life?

..

62

student teachers? ........................

63

Is substantial effort directed toward the development of desirable personality qualities and professional attitudes in

Are steps taken to insure that prospective teachers have a knowledge of the basic laws of physical and mental health?

..........

64

Is there a close integration of theory and practice at each step of the learning process?................................. Are democratic group-methods utilized In approaches to teaching and in the solution

64

viii

CHAPTER

PAGE of administrative problems? . . . . . . . .

65

Is the program organized in a scientifically sequential manner?

.. .. .

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

66

Does the preparation provided insure adequate breadth and depth of scholarship in the fields of specialization without undue duplication of course matter? ............

67

Is there a wide range of learning activities a v a i l a b l e ? ...............

68

Does the teacher-education program insure that its prospective teachers are competent in the fundamental tool subjects?........

69

Are bulletins or other publications issued regularly for the benefit of pre-service education students?......................

70

Does the teacher education program require at least four y e a r s ? ........................

70

Does a sizeable fraction of the undergraduate work of prospective teachers ascribe its objectives to general education?

........

Summary......... IV.

71 72

CRITERIA FOR EVALUATING TEACHER EDUCATION PROGRAMS (continued) Introduction

...........

73

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

73

ix

CHAPTER

PAGE 73

The directed teaching program............... Is provision made for systematic experience with children, schools and communities prior to actual student teaching? ........

73

Are arrangements made for extended, full-time student teaching experiences off campus?

•

74

Is the initiation into directed teaching a gradual process distinguished by flexibility? Is experience provided in self-management? . .

75 76

Is the child development perspective corre­ lated with continuity of activity in the teaching-guidance process ................

76

Is reasonable emphasis placed on the nature of motivation, interest, and the purposes underlying pupil activity?

...

........

77

Is a successful attempt made to relate earlier professional study to student teaching? . .

78

Does sound coordination exist between the college and the training schools? ........

78

Does the directed teaching program acquaint the student with the staff and problems of the whole schools?

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

Are the facilities available to the college adequate for observation, demonstration

78

X

CHAPTER


. cit.. p. 11. ^ Frank C. Wegener, "The Philosophical Beliefs of Leaders in American Education," (unpublished Doctor*s dis­ sertation, The University of Southern California, Los Angeles, 1946), p. 378.

92

educators are characterized by philosophy of life and educa­ tion which according to Wegener might best be termed eclectic and v/hich should lead to a critical analysis of their philos­ ophical principles in order to achieve a consistent synthe­ sis.?'7 Evenden and Betts give the following reasons why it is necessary for teachers to develop andf^a^equate working philosophy of life and education: Education is the practice of a philosophy of life. Each of us as a man and as a teacher has the problem, of building his philosophy of life and education with­ in the framework of his own culture. There is probably no more important task for a teacher. Nor has teacher education a more important or difficult responsibility than to help teachers in that task.58 Is an adequate health program maintained? Knight, 60 Williamson and Sarbin contribute considerable emphasis to this important phase of teacher training.

Williamson holds

that the college must maintain a mental and physical health service which is adequate to its needs. same impression when he writes:

Knight gives the

“Attention should be given

57 Ibid.. pp. 378-79. 58

Evenden and Butts, op. cit.. p. 32 Knight, op. cit., p. 122.

60 E. S. Williamson and T. B. Sarbin, Student Perso Work in the University of Minnesota (Minneapolis: Burgess Publishing Company, 1940T, p. 25.

93

to both the physical and mental health of the students.11 In their study of trends in student personnel work, Sturtevant, Strang and McKim found definite trends toward in­ creased recognition of the personnel services rendered by psychologists, psychiatrists, physicians and nurses. The American Association of Teachers Colleges speci­ fies that health programs in accredited teachers colleges should include the following minimum essentials:

physical

examinations, dispensary treatment with health consultations, correction of remediable defects and finally hospitalization or infirmary care.

Wren and Bell stress the point that

every college campus urgently needs some type of mental hygiene service.^3 Are adequate recreational facilities and programs available, with a wide range of extra-curr1cular activities? The Southern Association of Colleges and Secondary Schools answer impressively that social and recreational activities are the responsibility of the whole college.

As a conse­

quence the recreational program should be planned and Sarah M. Sturtevant, Ruth Strang and Margaret McKim, Trends in Student Personnel Work (New York: Teachers College, Columbia University, 1940), p. 66. ' 62 American Association of Teachers Colleges, op. cit.. P. 139. ^3 wren and Bell, o p . cit., p. 1?1.

94 participated in by the administration, faculty and students. The extra-curricular activities should be planned with a view toward physical skills and abilities, qualities of leadership, creative talents, social and civic interests. The activities should be varied enough to be appealing to a wide range of interests and frequent enough to provide adequate diversion.

Knight also implies that if recreational

activities are well planned they may be highly conducive to social discovery and growth. J Are adequate living facilities provided?

The American

Association of Teachers Colleges supports the contention that adequate and supervised living facilities for students fur­ nish another inducement to their social and emotional well being, not to mention their scholastic achievement, provid­ ing that care has been taken to insure completely healthful living conditions and to foster social, civic and moral growth.^ Knight explains the viewpoint of the Southern Association of Colleges and Secondary Schools accordingly: Housing must be considered one of the fundamental phases of personnel service, and its supervision and directions should be coordinated with other personnel functions.67 ^

Knight, op. cit.. p. 121. Ibid.. p. 122.

66

American Association of Teachers Colleges, op. cit.,

p. 140. Knight, op. cit., p. 125.

95 Is financial aid available to outstanding students who desire to become teachers?

The Committee on Student Personnel

Work of the American Council on Education takes the stand that colleges must provide opportunities only for the most prom­ ising students.

In contrast with certain other groups the

Committee emphasizes the selective factor, reasoning that nei­ ther the people nor the colleges had the right to demand that the government finance all who would enter college but only those who are believed capable of profiting from the experi­ ence.

The Committee Members desagree, however, in the

interpretation of the phrase "most promising," some defining it as most promising from intellectual standpoint while 68 others consider it to mean the most prominent socially. Wren and Bell write that the problem of self-support is the concern of slightly less than one fifth of the students, ranging from four to twenty-five percent of college en69 rollees throughout the country. They also look at this situation from another angle of approach by recommending that every college should maintain an active and comprehen­ sive agency for assisting pre-service students in gaining part-time employment.

Hence, Wren and Bell stress:

68 Russell T. Sharpe, Chairman, Committee on Student Personnel Work, Financial Assistance for College Students (Washington, D. G.: American Council on Education, 1946), p • IE. 69 Wren and Bell, op. cit., p. 57.

96 The importance of this service must be measured not only in terms of direct financial assistance rendered to qualified students who would not otherwise attend col­ lege, but also in terms of the educational values to the student of his work experience.70 VI.

THE PLANT AND EQUIPMENT

Is the location, size and condition of the campus adequate?

With reference to the overall planning and con­

struction of school plants, Reeder writes: Unless school buildings are properly planned, con­ structed and financed, unless the equipment for them is well selected and economically purchased, and unless the sites for them are properly selected and purchased, there will be waste.71 In other words, college administrators are charged with a public trust to plan wisely and impartially for the well being of the whole college and then take the steps necessary to complete a master plan which should include the use of surveys in determining future growth and expansion as well as the relationship of the campus to future community developments and other environmental aspects. The American Association of Teachers Colleges seems to be principally concerned with provisions for healthy living

7g conditions for students and faculty.

71

While Heeder decries

Ibid., p. 148.

Ward G. Reeder, The Eundamentals of Public School Administration (New York; The Macmillan Company, 1941~}"^ p. 253. 72 American Association of Teachers Colleges, TwentySecond Yearbook, o p . c i t .. p. 140.

the waste and excess expenditures in planning and construct­ ing school buildings.73

Regarding the size of the college, it

is worth reiterating that the Strayer Report indicates the minimum enrollment of the state colleges should be 1200 to 1500 students with a desirable maximum of 5000, and not to 74 exceed 6000 in any case* Are adequate classrooms and equipment available in proportion to the enrollment?

The State Department of

Education requires that: "Adequate rooms and equipment shall be available in proportion to enrollment so that an effective and economical 75

program can be maintained.”

Recommendations regarding classroom facilities made by the American Association of Teachers Colleges require definite provisions to insure wholesome and healthful living 76 and learning conditions. 77 Hoban maintains that adequate motion picture 73 Ibid., p. 253. 7 4

Monroe E. Deutsch, Aubrey A. Douglass and George D. Strayer, Survey of the Needs of California in Higher Eduoation (Sacramento: State of California, 1948), p. 19• 75 California State Department of Education, o£. cit., Section 939a. American Association of Teachers Colleges, ££. cit., p . 140. 77 .Charles F. Hoban, Jr.. Focus on Learning, Committee on Motion Pictures in Education (WasETngton, D. C.: American Council on Education, 1942), p. 22.

98 equipment and other audio-visual aids are new considered necessary tools for learning, that such equipment is no longer a luxury but a necessary medium of education.

Reeder

calls attention to the need for equipment planning and equip­ ment evaluation because nthe equipment of a building is so 78 frequently neglected.” Are appropriate and adequate library facilities available for the enrollment and subjects taught?

Lancaster

answers this question when he reports: Just how many books, periodicals, documents and other types of records are needed depends upon the nature and comprehensiveness of the curriculum of the college and of the programs of the training school. . . . There is no general agreement as to the proper number of volumes nor the best selection of titles•79 Yet the State Department of Education specifies: That each institution must possess a separate library of at least 15,000 volumes appropriately distributed among the fields of knowledge in which instruction is offered.80 It is worth noting that the Southern Association of Colleges and Secondary Schools observes that in the past too much emphasis had been placed upon the size rather than the quality of library materials; and further, that rare volumes np 79

Reeder, o£. cit., p. 264.

John H. Lancaster, "Use of the Library by Student Teachers,” (Hew York: Bureau of Publications, Teachers College, 1941), p. 92. 80 California State Department of Education, California Administrative Code, Title 5, Section 906.

99 should not he bought at the expense of- acquiring authoritative O-j

books essential to vital instruction. Lancaster concluded that the library staff should be of sufficient size to provide at least one trained assistant librarian on duty at all times, and at least two full time members on the library staff, with the number increasing according to the size of the college.

82

Is provision made for an education library?

Here

Knight recommends that larger colleges will have need for departmental libraries to provide specialized references sources as well as basic material in certain fields, but that departmental libraries should be discouraged in smaller colleges, particularly in the social sciences and humanities SUMMARY This chapter has endeavored to present criteria for the evaluation of the fourth, fifth and sixth phases of the teacher education program as outlined in Chapter I: (4) The directed teaching programs, (5) student personnel practices and services, (6) the college plant and equipment. 0-1

Lancaster, op. cit., p. 99* ^ Edgar W. Knight, Editor, Higher Education in the South, op. cit.. p . 8l. 83 Ibid.. p. 132.

100 The fourth phase, the directed teaching program, was primarily concerned with the training of the education student in the teaching process, per se.

The fifth part dealt prin­

cipally with the personnel and guidance program and the physi­ cal needs of the student, such as housing.

The sixth and

final section covered the adequacy and suitability of the college plant including the library facilities. It was the purpose of this chapter, when combined with Chapter III to provide criteria by which to evaluate present practices in the organization and administration of teacher education programs in the state colleges of California.

PART TWO CURRENT TEACHER EDUCATION PRACTICES IN CALIFORNIA STATE COLLEGES

CHAPTER V ORGANIZATION OF THE COLLEGES Introduction*

The organization of the present inves­

tigation was presented in Chapter I.

The placement of the

inquiry in relation to other studies in the same general field was attempted in Chapter II by means of a review of related literature.

In Chapters III and IV an attempt was made to pro­

vide criteria appropriate to the six basic elements of this investigation.

In turn, these criteria formed the framework

for the questions in the interview guide which was used as a means of obtaining reasonably uniform data from ten California State Colleges. The findings of the on-campus interviews will be pre­ sented collectively in Part II, consisting of Chapters V to X. One chapter is devoted to each of the six sections of the study indicated in Chapter I*

An attempt is made to adhere to the

sequence of the criteria presented in Chapters III and IV in order to facilitate the evaluation of the data regarding current teacher education practices. Statement of basic philosophy.

Although the basic

philosophy of the state colleges has been worked out jointly by a committee of the board of state college presidents, each of the institutions has interpreted the statement agreed upon

103 by the college presidents committee in a manner which differs somewhat from every other college.

The variation in basic

assumptions ranges from a highly pragmatic to an idealistic approach.

A number of the colleges indicated that they have

developed an eclectic viewpoint which also includes some of the tenets of realism.

However, it was noted that a definite

experimental tendency seemed to prevail in moat of the colleges. This was also evidenced by the flexible attitudes toward edu­ cational methodology. Briefly* the teacher training institutions in this State appear to have a definite though varied foundation in their basic philosophical concepts. Broad aims of the general education programs.

Although

there appears to be general agreement in the statements of aims in the college catalogs the data again indicate that the in­ stitutions studied are characterized by diversity of thinking with reference to the manner in which the broad aims of general education might best be achieved.

Neither is there any unan­

imity with reference to a definition of general education.

In

the main, however, the emphasis seems to be on ”the preservation of democracy” by the promotion of social and civic com­ petence . The relationship of faculty to administration.

Two

colleges have ventured far in the direction of democratic

^

10^ administration.

Of this number one appears to have made

definite progress toward arriving at basic policy decisions by means of the democratic process.

A third institution

claimed to operate in a democratic manner but there was little positive evidence to this effect. Probably the most influential of all state college committees was the "conference of the deans11 which meets twice a year off-campus.

Reports indicated that this body not only

operates according to democratic procedures but often makes a number of weighty decisions on major academic policies.

It

should be kept in mind, however, that many basic policies are set forth by the State Department of Education.

Figure I shows the

administrative organization of the California State Department of Education, and Figure II indicates the structure of the Division of State Colleges and Teacher Education. Although most of the colleges had administrative coun­ cils, presidents cabinets, or presidents councils these groups were appointed by the president and were usually found to operate in occasional advisory capacities only.

The

number of committees per college ranged from five to nineteen, some of the more common being committees on academic policy, credentials, curriculum, guidance, health, library, public in­ formation, scholarship, student activities, and teacher educa­ tion.

All of the colleges had committees operating on

comparatively lower levels which may be conducive to an

105

FIGURE I ADMINISTRATIYE ORGANIZATION OF THE CALIFORNIA STATE DEPARTMENT OF EDUCATION1 People of California

Governor

Superintendent of Public Insttuction (Serves as Director of Ed­ ucation and Secretary of State Board of Education)

State Board of Education

Administrative Assistant

Deputy Superin­ tendent os Public Ins true-, tion Division of Depart­ mental Ad ministration

Assoc­ iate Sup­ erintendent of Public Instruc­ tion Division of Instruc­ tion

Assoc­ iate Sup­ erintendent of Public Instruc­ tion Division of Public School Adminis­ tration

Deputy Superin­ tendent of Public Instruc­ tion Division of Special Schools and Services

Assoc­ iate Sup­ erintendent of Public Instruc­ tion Division of State Colleges and Teacher Education

State Librarian

Division of Libraries State Library-

^California State Department of Education, California Schools, Yol. XX. no. 10, October 1949, p. 281.

106

FIGURE II ADKENISTRAT W E ORGANIZATION OF DIVISION OF STATE COLLEGES AND TEACHER EDUCATION‘S

Associate Superintendent of Public Instruction and Chief, Division of State Colleges and Teacher Education

Assistant Division Chief

State Colleges

Credentials Office

President, Galifomia State Polytechnic College President, Chico State College President, Humboldt State College President, Fresno State College President, Los AngelesOrange County State College President, Los Angeles State College of Applied Arts and Sciences President, Sacramento State College President, San Diego State College President, San Francisco State College President, San Jose State College

2

Associate' Construc­ tion Super­ visor (i time)

Senior Accountant (| time)

Consultant in Teacher Education Credentials Technician Assistant Credential Technicians

Galifomia State Department of Education, Galifomia Schools, Vol. XX, no. 10, October 1949, p. 286

107 illusion of democratic administration. In regard to the actual administrative organization of the colleges, there are two differing structures.

Figure

III shows the type of organization which is in effect in six colleges.

Here, there are three major deans responsible to

the president, with two of them jointly responsible for differ­ ent aspects of the same overall instructional problem. There are four notable exception to the adminis­ trative organization as presented in Figure III.

In these in­

stances, the dean of education replaces the dean of instruction in a position at the same level of responsibility as the dean of arts and sciences, who replaced the dean of administration. This had originally been planned in order to strengthen the position of teacher education in the college; however, it also divided the curricular offerings of the colleges into two main categories under the leadership of the two previously mentioned academic deans as shown in Figure IV*

The dean of education

exercised general supervision* over the courses offered in educa­ tion; and the dean of the school of arts and sciences super­ vised the work of the remainder of the program.

It should be

noted that this type of organization is not in use in the three post-war colleges; as well as the fact that there may be slight variations in specific deans titles, but the functions of the offices are the same.

Further organizational changes

108 FIGURE III ADMINISTRATIVE ORGANIZATION OF STATE COLLEGES (Type I) Administrative Organization - Fresno State College0

Local Advisory Board

Dean of Instruction

President

Cabinet

Dean of Administration

Director of Summer Sessions

Dean of Student Personnel

Adminis trative Assistant to President

Registrar

Comptroller

Director Related Educational Activities

Heads of Departments Deans of Men and Women

Director of Health Services

Student Placement Secretary

Supervisor of Buildings and Grounds

Faculty

5

Fresno State College Chart of Administrative Organization, Fresno, California, December 12, 1949* p. 1

109 FIGURE IV ADMINISTRATIVE ORGANIZATION OF STATE COLLEGES (Type II) Administrative Organization - Humboldt State College^ President

r Dean of Education

Director Elementary Education

Dean of Arts and Sciences

Director Secondary Education

Dean of Student Personnel

Division of Fine and Applied Arts Division of Health and Physical Education

Dean of Women

Division of Language and Literature

Registrar

Division of Natural Sciences

Director of Health

Division of Social Sciences

Director of Athletics

*________ , Humboldt State College, Bulletin of: Humboldt State College, Areata, California: 1949-50. p. 48

110 are presently being jointly considered by the college presidents and the associate superintendent of public instruction in charge of state colleges. Student participation in policy formation.

This appears

to be a relatively new concept in educational administration, yet two colleges , one of which appears to be conservative in other respects, have elicited the thinking of the student in certain types of essential policy formation.

In one instance,

student representatives are elected by the student body to the faculty advisory and planning council where they have an equal voice with the faculty in all deliberations.

In the second

situation, three students are elected by the coordinating com­ mittee where each of their votes have the same weight as faculty committee members. In another instance, college students participated to some extent in faculty-student committees which were often but not always centered on student affairs.

While the others lim­

ited the students to the realm of student body policies• Personal and academic freedom.

The balance of the

evidence points toward liberality on the part of the college administrations.

In two institutions faculty members are re­

quested not to smoke in the buildings, and in one of these it is preferred that they do not drink intoxicating liquors at any time.

However, the paradoxical part of this situation is

Ill that one college president reported the American Association of University Professors had requested a faculty member in one college to cease his alleged 11communis tic11 tirades on the radio as well as desist his derogatory statements to the press and radio public regarding the college where he is employed. Yet the president has reportedly never attempted to abridge the academic freedom of his staff member. Six of the respondents made statements to the effect that the faculty should use discretion, be careful, use good taste, exercise good judgment, temper their freedom with their responsibilities• Generally speaking, there was a unanimous expression of opinion to the effect that faculty members are free to pre­ sent their subjects as they think best.

However, there were

some strings attached such as the following reservations*

If

a faculty member assumes leadership in a field not his own, and expresses his convictions before students on subjects where the facts are not well established and where almost any opinion will develop a controversy, his good judgment may be in question.

Neither was it considered good judgment for faculty

members to use their preferred position on campus to indoc­ trinate students with private opinions on controversial issues. Leaves for study or illness. While the three post war colleges have reported that to date leaves of absence have been

112 no problem, the faculties of the others have not looked favor­ ably upon this aspect of state college teaching.

Evidence

points to the fact that, although the faculty members are elig­ ible for leaves of absence every seven years? only a small pro­ portion of those who are eligible take advantage of sabbaticals due to the inadequate financial provisions for such leaves of absence. The state has determined that the pay of an instructor who is on leave shall be the difference between the salary of the person on sabbatical leave and the salary of the individual employed to fill the position which the instruetor-on-leave had held prior to the granting of the leave of absence.

One col­

lege dean pointed out that if a full professor desired to take a leave of absence it would be quite difficult for him to se­ cure an individual with the rank of instructor for an adequate replacement, yet it would also be "financially impossible" to secure the services of a college teacher of equal rank.

Efforts

are now being made to change these provisions. State college teaching personnel are, however, more ade­ quately provided for in the matter, of absence due to illness. Upon the completion of six months of service each college in­ structor is eligible for and credited with six days of accumu­ lated sick leave, and thereafter he gathers one day of sick leave with full pay for each calendar month.

Sick leave with

pay may be accumulated to a maximum of 150 days.

113 Academic degrees*

The number of colleges in each cate­

gory of those holding either master*s or doctor1s degrees is shown in Table I.

It was found that the state colleges which

have recently been established possessed a higher percentage of instructors with doctorate degrees than the other colleges. It should also be observed that four of the colleges do not meet the required minimum standards which have been establish­ ed in the criteria.

The situation in Table II appears to be

rather unfavorable until it is realized that former standards were more concerned with advanced work and graduate degrees including the master*s degree rather than the doctorate; and the fact that one of these colleges has a heavy vocational em­ phasis.

However, Table III reveals a definite cleavage which

appears to be indicative of a modern trend in teacher educa­ tion.

Here the post-war colleges have widened the academic

gap between themselves and the long standing institutions in that every full professor in the three first-mentioned col­ leges holds a doctorate degree.

These three colleges have also

committed themselves to a preference for instructors with doctorate degrees, and two of them indicated a second choice of doctoral candidates. Faculty specialists in ma.lor fields.

The policies with

reference to specialists differ considerably from college to college.

Size of the institution appears to be one of the

main determining factors— the larger establishments hiring a

114 TABLE

I

PERCENTAGE OF FULL TIME FACULTY HOLDING MASTERS OR DOCTORS DEGREES (EXCLUSIVE OF MILITARY INSTRUCTORS)

Percentage of Faculty Holding Degrees

Number of Colleges in Category:"Holding Doctors Degrees"

Number of Colleges in Category:"Holding Masters Degrees"

100 — 95

0

3

94 - 90

0

1

89 - 85

0

2

84 - 80

0

1

79 - 75

1

2

74 - 70

0

0

69 - 65

1

0

64 - 60

0

1

59 - 55

0

0

54 - 50

1

0

49 - 45

0

0

44 - 40

1

0

59 - 35

2

0

34 - 30

2

0

29 - 25

0

0

24 - 20

1

0

19 - 15

0

0

14 - 10

0

0

—

1

0

9

5

115

TABLE II

PERCENTAGE OF FULL PROFESSORS HOLDING DOCTORATE DEGREES

Percentage of Full Professors Holding Doctorate Degrees

Number of Colleges in each category

100 — 95

3

94 - 90

0

89 - 85

0

84 - 80

3

79 - 75

Z

74 - 70

0

69 - 65

0

64 - 60

0

59 - 55

0

54 - 50

0

49 - 45

0

40

1

44

(One College does not publish academic ranks o f .instructional personnel)

116 TABLE III NUMBER OF FULL TIME FACULTY MEMBERS PER COLLEGE

Number of Full-time Faculty Members

Number of Colleges In each Category

349 — 325

1

324 - 300

0

299 - 250

0

249 - 255

0

224 - 200

1

199 - 175

1

174 - 150

2

149 - 125

0

124 - 100

0

99 -

75

2

74 -

50

2

49 —

25

1

117 much greater proportion of subject matter specialists than the smaller ones.

One dean in a large college answered this query

in the following way:

“We require all of them to be specialists

with the possible exception of a few unusual subjects such as print shop.11 On the other hand, the smaller schools were al♦

most unanimous in their desire for ‘‘specialization by field with a few extreme specialists.1* The few institutions which have strong vocational education programs gave evidence of being more interested in the instructor^ degree of vocational specialization and competency in that area than in academic de­ grees.

In every case, the colleges claimed more than minimum

qualifications for their faculties in the teaching majors of­ fered.

In no case, however, did any college indicate uni-

formally strong departmental staffs— a tacit admission of strengths and shortcomings. Number Of full-time faculty members.

Table III shows

the approximate number of full time faculty members in the col­ leges.

While there is a large variation in the size of the

faculties, all of the colleges have demonstrated that they are properly constituted in terms of faculty in that they have ex­ ceeded the minimum number required by the California State Department of Education. Size of the college.

The number of colleges in each

student enrollment category is shown in Table IV.

Although

118 TABLE IV 1949-50 COLLEGE STUDENT ENROLLMENT (NOT INCLUDING JUNIOR COLLEGE STUDENTS)

Full-Time Equivalent Students

Number of Colleges In each Category

6000 — 5500

1

5499

5000

0

4999 - 4500

0

4499

-

4000

1

3999

-

3500

1

3499 - 3000

0

8999

-

2500

2

E499

-

2000

1

1999

-

1500

0

1499 - 1000

1

-

999 499

500

2

0

1

119

three of the colleges do not meet the minimum requirement of 1200 students for efficient operation and adequate administra­ tion, it should be kept in mind that two of these colleges have been in existence

less than three years while the third is

situated in an isolated part of the State* Another deceptive aspect of Table V is that there are actually 8205 students on the campus of the largest college, as this college is providing facilities for the local junior *

college.

However, in line with the recommendations contained

in the Strayer report, a new junior college is presently under construction in this particular area which will be responsible for the two year curricula after 1950.

This is expected to

lower the total enrollment of the state college in question by approximately 2500 students. Neither, do the figures indicate that another of the colleges with a full time enrollment of approximately 2000 students is housed on the campus of a junior college which has a student body of over 12000 students.

In effect, this college

does not meet the Strayer maximum enrollment standards\ and neither is there any immediate prospect of separate campuses to alleviate the present condition in this instance. Offerings in divisions or groups of departments in which majors are offered *

All of the colleges exceeded the State re­

quirement of twenty-four semester hours work in each field in

120 TABLE V LENGTH OF SUMMER SESSION

Length of Total Summer Session in Weeks

Number of Colleges In each Category

12

1

11

0

10

1

9

2

8

0

7

0

6

6

121 which majors are offered.

In fact, the number of required

hours ran as high as ninety in the fields of music, art, and drama in most of the colleges.

Further, the areas which re­

quire a minimum of twenty-four upper division semester hours are distinguished by concomitant requirements of approximately sixteen additional hours in allied fields.

So that, in effect,

the colleges demand a minimum of forty hours upper division work for a major, as in education and librarianship.

Most of

the colleges demanded seventy or more hours of departmental work as in the case of modern languages, natural and social science majors. Summer sessions.

Each of the colleges offers summer ses­

sions of at least six weeks duration which tend to emphasize teacher education.

Table V shows that most of the colleges

favor six week sessions. seven summer sessions:

Last year one college maintained a six week, and a three week session

on-campus; two education workshops of six weeks duration in cit­ ies situated 50 and 100 miles, in round numbers, from the cam­ pus; two sessions of two weeks duration in the Sierra Nevada mountains; and one six-week session along the coastal region about one hundred thirty miles south of the college itself; and lastly, a European tour. mer sessions:

Another college conducted four sum­

one on-campus, one in the Sierras, and two in

junior colleges located fifty-five and one hundred miles from the State college itself.

Table VI indicates the units of

122 TABLE VI UNITS OF CREDITS OFFERED 1949

Number of Units of Credits per College

0

SUMMER SESSION

Number of Colleges per Category

99

0

199

3

"299

0

500 -

399

1

400

-

499

0

500

-

599

0

600 -

699

2

700

799

0

800 -

899

1

900 -

999

0

1100

1

—

100 200

1000

-

-

_

(One college not in operation until September, 1949 One college not included, since the summer term there is operated as a fourth quarter of the regular year.)

123 credits offered during the 194-9 summer session; and Table VII shows the 194-9 summer session enrollment. Provision for community needs.

The evidence attests

that half of the colleges are taking positive strides to meet local community needs by the establishment of degrees in such fields as:

Wildlife management, fisheries , animal husbandry,

engineering, business, police science, commercial art, indus­ trial arts, laboratory technicians, occupational therapy, nursing, as well as many other specialized courses.

One col­

lege has blazed the trail and set the pace in meeting community needs through course offerings.

Two are satisfied that ex­

tension courses in the field of education constitutes providing for local needs.

Four of the colleges gave lip service to this

function but have not produced evidence which would testify that they have met the requirements set up in the Strayer report. One college did not meet the criteria for meeting community needs insofar as it did not have a department of elementary education even though there is no elementary teacher training school within a range of 100 miles in any direction. Provision for cultural development.

All the colleges

have organized cultural programs of various degrees ranging from apparently very well-planned programs to those of lesser interest.

Many media of cultural development were utilized:'

art exhibits, the use of art galleries, museums, symphonies, concert artists, dramatic productions, radio productions,

124

TABLE VII 1949

SUMMER

Number of Students per College

SESSION

ENROLLMENT

Number of Colleges per Category

0 —

499

1

500 -

999

2

1000 - 1499

2

1500 - 1999

0

2000 - 2499

0

2500 - 2999

2

5000 - 3499

1

3500 - 3999

0

4000 - 4499

1

4500 _ 4999

0

125 community clubs, field trips, and festivals*

One college

produces a monthly bulletin which lists the coming major cul­ tural activities both on and off-campus*

Three colleges gave

concrete testimony of genuine effort toward the development of cultural programs, while two have not extended themselves in this respect to date* Place of teacher education in the total college program.

Nine of the colleges showed evidence teacher edu­

cation was an all-college program.

Even in a college which

recently set up to emphasize applied arts and sciences it was reported that 7^% of the day students and over

of the

evening students were primarily interested in teaching* Two institutions used dual professorships and four used teacher education committees drawn from the total faculty to coordinate and facilitate the preparation of teachers*

In

three instances, teacher education appeared to be an all-col­ lege program* One institution does not train elementary teachers although the nearest state college is almost one hundred fifty miles distant, and the nearest teacher training center is slightly over one hundred miles away. For the most part, however, it appears that teacher

_

education still plays a dominant role in most of the colleges. Organization for curricula in terms of blocks of time.

This part of the picture becomes rather complicated because to a large degree the crux of curricular organization is at the departmental level.

In words of one dean:

We might be able to reorganize our curricula into large blocks of time if we could only get our physical education department to understand what w e ’re trying to do, but they insist on fragmentizing the program into separate skill courses. It may be said that in general the state college cur­ ricula are arranged into four year patterns using larger blocks of time with the following exceptions:

Hone of the

three post-war colleges have demonstrated that larger blocks of time were the rule within their two year curricula.

Two

schools did not appear to be particularly concerned with the possibility of increasing the integration, continuity or flexibility of their program. Responsibility for articulation of the teacher educa­ tion program with the total college offering.

In spite of the

fact that this would not seem to be a problem in a number of institutions whose primary purpose is teacher training, it is very encouraging to note that in every case the colleges are utilizing teacher^education councils, teacher training com­ mittees, and various types of college wide planning, programs, and eurriculum^committees not only to ascertain that no major objectives are overlooked but to insure the systematic formu­ lation of the teacher education program.

127 SUMMARY This chapter has presented the findings of this investi­ gation with respect to the broad organizational aspects of the colleges.

The evaluation of these findings on the basis of the

criteria outlined Chapter III is submitted for consideration in Chapter XI# Briefly> the major items among the findings in this chapter ares

(1) The colleges exhibited explicit though varied

basic) philosophies of education; (2) there were two widely divergent types of administrative organizations in the colleges; (3) Administrative procedures) for the most part) were not par­ ticularly democratic; (4) there was little student participation in policy matters; (5) academic freedom was the rule; (6) Pro­ visions for sabbaticals were inadequate though sufficient provisions had been made for sick leave; (7) college deans preferred instructors who possess doctorate degrees; (8) some colleges have demonstrated much more progress toward meeting community needs than others) with one of the colleges evidenc>

»

ing the need for an elementary education program; (9) there was a tendency to pattern related subject matter into large blocks of time; (10) the newer colleges have devoted their efforts to other phases of the program.

*

CHAPTER VI ORGANIZATION OF THE SCHOOL OR DEPARTMENT OF EDUCATION Consistency of philosophy of education with the basic assumptions of the college.

This investigation has taken

into cognizance the fact that a fundamentally sound and wellorganized program for the professional preparation of teachers is the result of, and should stem from a systematically structured professional education department effectually operating as a functional integral of the total college or­ ganization. All of the colleges indicated a consistent philosophy of education.

One of the deans expressed the opinion, which

may have been characteristic of others approach, in this manners

!,With proper interchange of information in a demo­

cratic atmosphere we usually arrive at a sufficiently unified philosophy in all manners.11 In five instances the use of committees was mentioned as a media for the achievement of greater unity of basic educational assumptions. Articulation of the professional sequence. Six colleges gave evidence of concrete effort with respect to their attempts to more clearly formulate the sequence of their professional curricula although in each case a slightly different approach was used.

One of these colleges utilized

129 a series of week-end meetings totaling one hundred twenty hours per year in which all department chairmen participated. Four use all-college councils on teacher education or similar planning committees, with participating members ranging from art professors to those in zoology.

Still another stressed

the concept that there must be departmental articulation in which the various segments of the program were clarified in, the department as well as on the all-college level.

A

seventh school stressed the point that several joint depart­ mental committees of the college were constantly evaluating and reassessing different phases of the college program. Three colleges reported the use of temporary committees in various fields but did not offer concrete evidence indicative of close collaboration.

It might be.worth mentioning here

that the moderate size of the colleges may be somewhat con­ ducive to flexibilitjr and articulation. Bases for selection of faculty. Although the actual mechanics of selection is usually the same in the colleges, that is, the dean of the interested department recommends to the president, there is a wide variation in the fundamental bases for selection of faculty members.

One college endeavored

to secure prominent specialists whenever possible; another preferred occupational specialists whose point of view is functional and consistent with the administration of the

130 college; three desired “generaliststf in particular fields whose personal qualifications included:

ability to get along

and work with others, aptitude, academic background, capacity, experience, interests, special teaching fields, and philosophy of education* Six advised that their colleges prefer candidates with higher than average concentration in some particular area of education, such as child growth and development, educational psychology, or in a special methods or curriculism field, as well as desirable personalities, academic, and experiential backgrounds• Perhaps, the most important single finding in this respect is that four colleges answered that they now required / the doctor’s degree in addition to the usual qualifications• Systematic methods of instruction*

Six of the ten

colleges presented evidence indicative of relatively complete— planning of course work, including such aids as courses of study, course outlines and syllabi to improve the methods of instruction*

Three colleges have complete course outlines

which have been developed cooperatively by groups of instruc­ tors within the schools of education*

One education dean

stated that the courses of study in use in his particular department are in need of revision and reorganization* Another plans to have syllabi which are presently being

131 developed for all education courses completed by May 1950• In two instances, course outlines and syllabi are optional, and two others have yet to make progress in this respect. Exchange of ideas among schools or departments of education of the colleges.

The state colleges have an ex­

cellent medium of intercommunication in the deans meetings which are held semi-annually and in which every college participates.

The recommendations, chiefly regarding curric­

ula and academic standards, resulting from these meetings are^-— studied and considered by the college presidents at their monthly meetings.

The California Council on Teacher Education——

afforded a wider system of exchange in that it includes representatives of the large universities as well as the smaller privately controlled institutions in its semi annual meetings• Other methods in vogue for the exchange of ideas were* weekly meetings of department heads and division chairmen, leadership and participation in professional groups and associations, and the study of professional literature* Use made of consultants.

The question here isn*t so

much whether or not consultants are used but rather the degree to which the colleges take advantage of such services. Two colleges actively solicit the counsel and advice not only of State Department specialists^6ut^bf the faculty

132 specialists of nearby universities and traveling professors, though funds are somewhat limited for the latter services. Two colleges reported the use of university consultants and state department specialists to a lesser extent*

One relied

almost exclusively on assistance from the State Departments of Education and Agriculture*

Eight found it valuable to

solicit the services of specialists from nearby city and county school systems, as well as to bring in specialists in connection with summer session activities*

Two others

were of the same opinion but there was little data to support such testimony*

There was a rather obvious dearth of

assistance or leadership solicited from university professors* In service training of teacher education faculty*

Here

again, there is considerable diversity among the colleges, not in the concept of in-service education which appears to be generally recognized and accepted, but in the manner of ac­ complishment*

Four colleges leaned rather heavily upon com­

mittee productivity, committee meetings, and faculty forums. At the same time the administration of four colleges, includ­ ing two of the above mentioned, encouraged staff members to do advanced study and research at nearby 'universities.

Two

of the above-mentioned six colleges surpassed the state criteria for in-service training. In every case a series of induction meetings were held

133

for new faculty personnel*

The various departments also have

the responsibility of imparting information to their own de­ partmental members at regular meetings*

However, the data

revealed that the remaining four colleges have no planned program for in-service growth. Informing faculty of problems of the department. Six schools of education gave evidence of concerted effort toward keeping their staffs aware of their current departmental problems*

One made use of a weekly staff bulletin, a second

published the minutes of the s everal education committee meetings, sending copies to those concerned*

Three used

regularly scheduled inter-departmental meetings, while another was experimenting with semi-weekly meetings of dif­ ferent committees because of the difficult problem of trying to secure good attendance at staff meetings in large depart­ ments*

The others did not offer evidence which would attest

to their active concern with the possibilities of this avenue for constructive thinking and in-service growth. Qualifications of instructional staff as trained teach­ ers .

The departments of education in all the colleges studied

favored the employment of teaching personnel who have had successful public school teaching experience.

Two institutions

admitted that a small portion of their instructional staff are employed without some sort of training.

While two others have

13*f hired individuals whose sole background was college prepara­ tion for teaching.

For the most part, however, the schools

of education in the state colleges have adhered to the policy of building their teacher training staff with people who have qualified themselves as trained teachers. SUMMARY This chapter has presented the existing practices within the schools of education as they relate to the college organizations as a whole.

The evaluation of these findings

on the basis of the criteria outlined in Chapter III is sub­ mitted for consideration in Chapter XI. The primary findings of this chapter may be summarized as follows:

(1) The data indicated that there was need for

further articulation of professional education courses; (2) There was a definite trend toward requiring a doctorate degree for instructors in the field of education; (3) A need for im­ proved and more systematic methods of instruction was evi­ denced; (b) There seems to be adequate exchange of ideas among the upper-bracket personnel of colleges; but this was not characteristic of the full-time teaching staff; (5) Evidence showed that there was a need for more effective use of consultants, particularly university specialists; (6) s? Planned in-service training programs were lacking; (7) Evi­ dence revealed that there was a need for the development of

135 better channels of communication and modes of procedure for informing the faculty of departmental problems.

CHAPTER VII PROGRAM OF PROFESSIONAL PREPARATION FOR TEACHERS Purpose.

This chapter presents the findings regarding

the organizational patterns of the schools of education and the functions of these departments as they relate to the training of teachers.

The organization of this program

within the frame work of the school of education is the focal point of this chapter. Plan for selection of students.

Well organized plans

for the selection of students were in evidence at seven colleges.

Three institutions select teacher education

students on a less organized basis. For admission to the elementary teacher education program, all of the colleges have demanded that the students maintain a scholastic ability of not less than that indi­ cated by a "C" average of grade marks; however, one college had attempted to raise the standards of the State Adminis­ trative .Code by demanding a 1.2 overall grade point average for admission to the elementary teacher education program. Three colleges offered concrete evidence of testing programs in which intelligence, scholastic achievement, interest, aptitude, and personality test data is obtained on teacher education students in their freshman and/or

137 junior years, depending on the time of enrollment at the colleges.

Four gave testimony of less adequate testing pro-*

grams, and three colleges do not know whether their teacher candidates are above the twenty-fifth percentile of the national college norms of a generally recognized intelligence test as required by the criteria of this study and the State of California. In all cases there was evidence of subjective judgments carried on by personal interviews, or rating sheets based on information regarding the student*s personality, character, physical appearance, dress, poise, vitality, speech, voice, interest, social attitude, and integrity.

These judgments

by faculty members formed one of the bases for committee evaluation, although this method was admittedly difficult in large institutions, and with students who transferred from junior colleges. It was noted, however, that for the most part, teacher training schools evidenced flexible and continuous programs which reached down to the freshman level in the four year programs, and the level of the students admission in other cases to initiate the teacher selection process, and con­ tinued through the time for selecting candidates for directed teaching. Student planning of education experiences.

State

credential requirements preclude the possibility of a wide latitude in the selection of required studies.

Elective

courses do provide some leeway in student planning, hov/ever. The deans of education and departmental representatives reported that eight colleges have not taken steps to en­ courage student participation in planning their educational experiences or in the formation of standards for their own selection.

In one institution, students discussed the pro­

cesses which they experienced after the completion of the

^

courses during a follow-up elementary practicum and an effort was made to alter and improve the course content for the succeeding group.

In another case, the alumni and under­

graduates participated in an annual conference designed to constructively criticize the student teaching program. Comprehensive teacher-education objectives.

The

colleges unanimously accepted the objectives set up by the California State Department of Education emphasizing demo-, cratic ideals, social understanding and appreciations, recognition of the benefits of science, knowledge of basic laws of physical and mental health, thorough educational processes, and vocational guidance. However, the accreditation committees of the colleges together with the schools of education have expressed further broad objectives, apart from general education, for the

139

teacher education programs which include an understanding of the developmental aspects of child nature, a functional knowledge of the learning process, a familiarity with modern / (' educational methods, techniques and tools, and personal

^

growth as well as social participation. Departmental reappraisal programs.

One college sub­

mitted data which attested to a program of continuous evalua­ tion and reconstruction of the curriculum which was patterned along the lines recommended by the Commission on Teacher

—

Education, the former president of this college having been a member of the Commission.

Three colleges vested the

responsibility for the reappraisal of their teacher prepara-

-

tion programs in committees designed for this purpose, one of which is headed by a chairman who specializes in evalua­ tion techniques.

The fifth college in question works closely

with, and seeks criticism by the office of the county superintendent of schools regarding the success of its teachers as a means of evaluation.

The remaining five were not

_____

particularly aware of the necessity for constant and con­ sistent program reassessment and reconstruction.

Even in

these instances, however, the State accrediting committee requires a systematic reappraisal of the State colleges at five year intervals. Emphasis on understanding child growth and development.

Perhaps at no other point in the investigation were the colleges so careful to convey the impression, however in­ tuitively, that they were doing an outstanding educational job in helping education students understand children, yet none of them appeared to meet fully the criteria set up in this study. Three colleges did not require a course in child

y

growth and development or a substitute such as child psy­ chology, for either the kindergarten-primary or the general elementary credentials.

These schools do not meet the State

standards for credentialing elementary teachers.

Oddly

enough, whether by design or coincidence, the same three institutions placed great importance on general education and are the only colleges which require a course in philosophy of education of all education students. A rather outmoded arrangement was that of two colleges which placed growth and development of the child under the department of health and hygiene where the physical structure of the body and physical health were studied.

Further in­

vestigation here revealed that the mental health aspect of the child's nature was not considered in the growth and development courses of these colleges. The remaining colleges met the basic requirements as set up by the State Department of Education.

Although audio­

visual aids were used, there was little evidence to indicate

Ibl that planned experiences for enrichment such as observation of children under laboratory, conditions, observations at public clinics or hospitals, schools for special studies or field trips were in use.

In three colleges child growth

courses included the characteristics of adolescent development. Inasmuch as adolescent problems formed a part of the ele­ mentary curriculum, this would appear to be advisable over­ lapping. Education toward informed social purposes and parti­ cipation in community life.

All of the colleges studied

seemed to have an appreciation of the necessity for purpose­ ful participation in community life.

Although seven insti­

tutions offered courses which dealt with diverse facets of community life, only two colleges required such courses for future elementary teachers.

The colleges, including the

three not offering special courses in this area, reported that they emphasized the importance of informed social purposes and community participation in their teacher edu­ cation courses. Here again, the tendency to "talk a good game" was ___ •

exemplified by the profound lack of concrete evidence.

While

the appreciation or awareness of need was apparent, there was little conclusive data which pointed toward carefully planned or well-organized activities with community, social, or civic

1**2 agencies such as special schools, juvenile homes, the courts, welfare agencies, or recreational or social organizations in all hut one college. Development of professional attitudes, and desirable personalities. Most of the colleges depended to some degree upon the screening and selection processes to furnish a "preferred11 type of student*

All indicated that such topics

as teacher’s ethics and desirable teacher attitudes were considered in such courses as principles of education.

Six

relied somewhat on the faculty-guided California Student Teachers Association to assist in the inculcation of ethical and desirable attitudes.

One college attested to a self­

appraisal program which was an integral part of the freshman orientation program; while a second required a course in the professional adjustment of the teacher; and a third dis­ continued its personality clinic in which the students dis­ cussed personal appearance and similar items in favor of a face-to-face situation wherein the supervisor "tells" the students in their education courses.

Three college deans

stated that almost all of their faculty members acted as advisors and assisted in guiding students along these lines though only a small percentage of the staff had had special training in guidance or clinical psychology.

On the basis

of the data gathered, all the colleges met the stated

criteria but only one surpassed them* Knowledge of basio laws of mental and physical health* Professional courses in physioal health and mental hygiene are offered in all of the colleges.

In addition, the colleges

also included instruction in child and adolescent psychology, growth and development, personal hygiene and physical educa­ tion courses.

In one instance, however, there is evidence

that the problem has been squarely faced.

In this case a

five unit block of courses was required of all students. This block included studies in personal adjustment, vocational adjustment and personal hygiene.

Two deans reported that the

faculty was cognizant of the necessity of mental and physical health and counseled their students in this respect when the necessary occasions presented themselves.

Two colleges have

adequate facilities to assist those whose mental health deviates noticeably from the norm.

Nevertheless, in only

two colleges were there programs designed to help the socalled normal student better solve his adjustment problems. Integration of theory and practice.

An earnest attempt

is being made by the colleges to integrate educational theory with observation and participation in school activities for one hour per day during a complete quarter or semester while students are studying several of their theory courses.

In

addition, three colleges have experimented with spreading

the methods and child growth courses over a longer period of time and teaching them simultaneously with some experi­ ence with children, such as individual child observational studies, laboratory work schools or community agencies. Two colleges indicated that one of the drawbacks encountered in observational classes in the public schools was the conflicting theories and practices between the college staff and the class room teachers made it difficult at times to nproperly control the situation or integrate theory with practice.11 To this end they preferred laboratory or training schools. Certain members of one school of education pointed out that although all the courses were meant to be functionalized and well-integrated, there was still much room for improvement• Democratic group methods in teaching.

The fact that

all of the colleges reported an effort by the faculties to become more democratic in their classroom relationships is significant of a conscious awareness of this principle, if not a trend.

Although the colleges reported limited demo­

cratic methods in some classes, there was no evidence of planned functional democratic procedures such as students setting up their own standards of performance and grading, class preferences in the manner of subject matter

145 presentation, group planning committees, democraticallyconstituted and governed student study groups, practiced social equality and the absence of snobbery or social eselusiveness.

\

On the basis of the data reported, the colleges

have not moved far from the traditional classroom procedures of a generation ago, but there was evidence of a democratic veneer and lip-service to the equality-representation and group welfare theme in classroom procedures. Continuity of thought and sequence in course offerings. Six colleges have more than adequately insured course con­ tinuity and sequence as well as minimized duplication and overlapping by organizing elementary teacher education into sequential blocks of courses, through staff conferences and eourse evaluation committees designed to increase continuity and eliminate overlapping, and by the use of course outlines and syllabuses.

Four gave reasonable attention to these

phases of their educational activity. Depth of scholarship in fields of specialization. Six colleges require a lfCft average for admission to candidacy for the kindergarten-primary and general elementary cre­ dentials.

However, one college, as previously mentioned, de­

mands a 1*2 grade point average for admission to teacher education; while another requires a 1.25 average in all upper division work for admission to directed teaching; a

Ik6 third demands a grade point average of 1.25 on the total college record in order to be eligible for an elementary teaching credential.

These colleges had no authority for

their scholarship standards except their interpretation of the California Administrative Code.

All the colleges re­

quired at least a 1.5 grade point average for candidates for secondary credentials. The importance of scholarship was acknowledge by all colleges and schools of education.

In every case 1.0 grade

point average, or grade of ^C11 was necessary for admission to the elementary teacher education program and eligibility for teaching credentials.

However, it was frequently re-

^

vealed that many of the strongest student teachers, and most successful graduates, were not necessarily or usually those students with the highest scholastic averages. Range of available learning activities.

The colleges

presented a wide range of from seven to eighteen different catagories of readily available learning activities.

Colleges

situated in larger cities and cultural centers were at an advantage in this respect.

The more isolated units carried

on sound programs of a less enriched nature and possibly with more difficulty.

Among the more frequently mentioned

extra-curricular media of learning activities were:

Girl

and Boy Scouts, Cubs, Brownies, Campfire Girls, hobby clubs,

l*+7 music associations, little theatres and radio broadcasts in addition to the previously mentioned civic, social, welfare, and recreational agencies and organizations. Competence in fundamental school subjects.

There is a

wide variation in what state colleges expect of their students in the fundamental tools of learning.

One college offered

only an entrance English examination and a remedial English course for those who failed to pass the test,

Another long

^

standing institution gave examinations in six subjects but none in reading, as such.

While at the other arc of the

pendulum, one college exacted tenth grade proficiency in eight subject matter fields. remedial reading courses.

Three colleges offered no credit ^

Three required ninth grade pro­

ficiency in speech^reading, arithmetic, spelling, and hand­ writing,

The ninth institution tested all teacher training

candidates in the fundamentals of arithmetic, spelling, penmanship, reading^ grammar,r^tiistory and geography*

Students

were required to take no-credit remedial courses in fields where ninth grade achievement was not demonstrated, but they were exempt from such classes as soon as the required mastery was shown.

In spite of the obvious diversity in recognizing

the need to qualify teacher training students in the basic tools of learning, six colleges met the stated criteria and two surpassed them.

lb8 Publication of a professional bulletin.

The issuance

of some type of publication or bulletin, whether printed or mimeographed, for the purpose of offering competent inter­ pretation of current professional controversies, problems and trends was accomplished to a limited degree by only one college.

However, all but one of the college deans were of

the opinion that such a bulletin would be of positive edu­ cational value.

The dissenting dean held that it was more

valuable to teach students to go to the literature themselves so that they would know where to turn to keep abreast of modern developments. Length of minimum teacher education programs.

This

question did not present any problem to the State colleges as all require a minimum four year curricula leading to the bachelor of arts degree and the general elementary or kindergarten-primary credentials and usually longer curricula for secondary credentials.

Nevertheless, one college had

made an untenable compromise of State standards by granting provisional general elementary credentials to holders of emergency general elementary credential’s provided they filed f

statements of intent to embark upon a program leading to the general elementary credential. Accreditation with recognized agencies.

In addition

to the accreditation awarded the colleges by the California

l*+9

State Department of Education for the issuance of credentials, it was found that (1) five institutions were accredited by -— the Northwest Association of Secondary and Higher Schools; (2) two of the five were accredited by the Western College Association; (3) one of the five first mentioned was accred­ ited member of the American Association of Universities; (4) still another was accredited by the last two mentioned agencies and the American Association of University Women; (5>) three colleges, two of them being comparatively new organizations, have not been accredited by any agency other than the State to date.

In no case was the accreditation

conditional or qualified for the complete four year curricula• Fraction of undergraduate work ascribing its ob.iectives to general education.

The objectives of general education

which were, for the most part, commonly endorsed by the colleges were (1) to help the student develop a wholesome individuality and a healthy personality; (2) to prepare him for membership in a stable family unit; (3) to enable him to be an active participant in his social and civic life; (4) to help him prepare for his vocation; (5) to help him unify and synthesize divergent fields of knowledge and to equip himself for the most advantageous use of leisure time. In line with the recommendations of the Commission on Teacher Education, all of the institutions ascribed

three-eighths of the undergraduate work, or forty-five units, of prospective teachers to general education with one notable exception; there was one teacher-training organiza­ tion which demanded that fifty percent, or sixty units, of the undergraduate work be devoted to general education. Although these estimates appeared to be consistent with the recommended liberal arts and humanities emphases, it must be kept in mind that although the colleges endorsed the object­ ives of general education, there was considerable divergence of opinion as to the type of skills, knowledge, attitudes, and appreciations which should be labeled general education and which would best meet the stated objectives. SUMMARY This chapter presented certain findings regarding the organizational patterns and administrative practices of the schools of education in relation to their respective teacher education programs. The following findings probably represent the more significant features of this chapter; (1) Students were not allowed much latitude in planning their educational experi­ ences; (2) the colleges appeared to possess adequate and comprehensive teacher education objectives; (3) Apparently, there was insufficient genuine emphasis on growth and de­ velopment of the child; particularly, the mental health

151 aspects; (4) the colleges ostensibly preferred to find de­ sirable teaching material "ready made" at the source of supply; (5) too little emphasis was placed on improving available teaching material through practice of the basic laws of mental and physical health; (6) genuine democratic classroom methods were comparatively rare;. (7) certain colleges did not meet the State standards of proficiency in fundamental school subjects; (8) and others did not maintain the minimum requirements for elementary credentials.

CHAPTER VIII THE DIRECTED TEACHING PROGRAM Character of the directed teaching program.

Just as

in many other professions, today a period of internship is required in teacher education.

The period of directed teach­

ing, or student teaching, is usually considered to he one of the most significant functional experiences of the teacher training process.

Constant attempts have been, and are, being

made to improve the students* learning opportunities, to put more acceptable educational theories into practice, to further implement their training with the guidance of on-the-job specialists, and to provide a real test of their ability. Systematic experience with children, schools. and communities prior to student teaching.

The data gathered re­

veals that all of the colleges that were conducting elementary teacher education programs surpassed the stated criteria in regard to the well-rounded preparation of students for their practice teaching.

Some colleges made use of case studies

in conjunction with classroom observation; three used a pro­ longed observation period in which the students observe in several grades and schools during the course of a semester; one required twenty hours work in connection with a designated community agency during the course of a semester.

Others

provided adequate but less extensive community experiences

153

with children*

All the colleges provided classroom observa­

tion and participation experiences prior to the directed teaching proper. The clan for directed teaching.

All the colleges were

found to provide effective Off-campus directed teaching ex­ periences for their prospective teachers.

Six operated

laboratory or demonstration schools, and gave their students the benefit of some directed teaching under the more highly supervised, and possibly idealized environment.

Due to the

limitations of such campus schools, few students spent more than two weeks of full-time directed teaching, or one hour of work daily in such teaching situations; usually these were used primarily for observation and participation. Several plans for off-campus teaching are in operation such as the division of directed teaching assignments into one half rural and one half urban situations, or one half of the quarter or semester in a primary grade at one school and the second half of the assignment in an intermediate grade at another school. Initiation into directed teaching.

Even in the 11post­

war” colleges a systematic plan was in operation to insure a gradual yet flexible initiation to the student teaching situation.

The common pattern was a three phase course in

observation and participation in which the prospective

15^ teaeher first observes and reports his findings, secondly,

v

does some observation and also participates to a limited degree, and in the third phase the student participates fully ,r as well as observes.

By the same token, the first few weeks

in the directed teaching situation are spent in full partici­ pation and partial teaching until the neophyte gradually as-

*

sumes control of the class under the guidance of a supervising teacher. Provision for inept candidates.

Three colleges in­

dicated that inasmuch as each case together with the attending circumstances was more or less different, it was necessary to assume an individual approach rather than to try to help such students by formula*

One of the above schools of education

granted provisional approval for student teaching by committee evaluation after the completion of the observation and partici­ pation class*

Another endeavored to locate the reasons for

the failure by generally accepted guidance processes and then counseled the students accordingly.

One college indicated

that although there were comparatively few such candidates at this time, the staff occasionally placed such students in other schools.

Others indicated they summarily guided them

into different fields.

In terms of good guidance practice

as well as student welfare only one of these methods may be considered a scientific approach designed to make adequate provision for inept candidates, however effective they may

155

be in the elimination of such students from teacher education. Challenge to the initiative of the student teacher. Six colleges manifested evidence of systematic attempts to challenge the initiative of the student t e a c h e r I n particular, three of these institutions utilized master teacher seminars, handbooks for student teaching, rural teaching situations

— —

which place a premium on self-management and participation in community activities, and problem centered conferences with supervising teachers and other students, as well as the em­ ployment of lesson plans.

The remaining colleges, while con­

scious of the necessity for such challenge, did not offer any noteworthy contributions in this area. Relationship of child development to the teachingguidance process.

Four colleges presented a functional ap­

proach to the understanding of the growth and development of children from the standpoint of both mental and physical health.

Appropriate provisions for individual differences

in which activities were geared to the child*s optimum de­ velopment was stressed.

In the remaining six, a nominal

interest without any particular attention to relating the pertinent facts of child development to the learning situation in the classroom, was revealed. Tftnphflfiig on motivation. Interest, and the purposes

156

underlying pupil activity.

All the colleges felt that suf­

ficient emphasis was placed on interest and motivation in the learning process because it was stressed both by the curric­ ulum specialists and psychologists and lesson plans were re­ quired.

One school, however, appeared to dominate the others,

at least in effort expended by the introduction of creative arts and industrial arts workshops as means of helping future teachers devise ways to challenge children’s interests, as well as requiring a high degree of proficiency in music and children's literature. Relationship of earlier professional study to student teaching. Six departmental organizations gave evidence of strong emphasis in bringing professional course work and stu­ dent teaching closer together and relating the corresponding features of both.

One of the above six colleges reported

that the faculty attempted to correlate the two as they progress simultaneously with observation and student teach­ ing classes.

A second college used a master reading list

and bibliography in elementary curriculum courses and student teaching, while another attempted to tie the two together by reserving the principles of education courses until after the completion of the student teaching \diich had to be taken during the first or second quarters of the senior year.

The

remaining four placed less specific but apparently sufficient

stress on the above-mentioned relationship. Coordination between the college and training school. Satisfactory but not outstanding coordination, as well as supervision, was evidenced between the colleges and training schools*

This was mainly achieved by meetings and practicums

and seminars for supervising teachers.

Three colleges that

were located in populous areas and which have a large number of student teachers, rated the inadequate opportunities of their student teachers and the inability of the colleges to provide the students with sufficient constructive assistance as the weakest or least desirable feature of their teacher® education programs.

It may also be significant that in no

instance was directed teaching mentioned as the strongest or outstanding part of the professional teacher training curriculum. Student acquaintance with problems of the whole school. Apparently four of the colleges were especially aware of the value of providing the student teacher with experiences of the entire school as well as with its ramifications in civic and community life.

Two of these provided for a period of

rural teaching away from home.

The others reported that they

made provisions for the students,Jhrough the teacher train­ ing schools to attend and participate in the various programs, assemblies, athletics, and social events, personal contacts

158 with other faculty members and the principal Adequacy of facilities for observation, demonstration. and supervised teaching.

The six colleges which did not

operate demonstration or laboratory schools reported that

^

their facilities were limited and inadequate for providing functional experiences for prospective teachers.

One of the

colleges which operated a demonstration school indicated that it did not have adequate facilities for student teaching. Two were outspoken in their desire for a laboratory school at least for observation purposes.

Proximity to city school

systems afforded opportunities which may not have been ideal as noted in the section dealing with coordination between the college and the training schools, but apparently met the stated criteria in this study.

One college which was utiliz­

ing nearby urban schools reported that it was not supplying any supplementary supervision. Clock-hour and semester-hour directed teaching require­ ments «

Effective programs were carried out by all of the

colleges in directed teaching in terms of clock hours.

Al­

though a wide range in the number of required hours was noted, all institutions exceeded the State Department of Education minimum of ninety hours for both elementary and- secondary levels.

Table IX shows the minimum number of clock-hours

required by the colleges for directed teaching in the

159

TABLE VIII MINIMUM ELEMENTARY DIRECTED TEACHING REQUIREMENTS IN CLOCK-HOURS Range of Clock-Hours of Actual Directed Teaching:

Number of Colleges in Category

200 - 275

1

27b - 2?0

0

2*+9 - 225

0

22*+ - 200

1

199 - 175

b

l?b - 150

2

lb9 - 125

1

12*f - 100

0

99 -

75

0

NOTE: One college does not have an elementary teacher training program to date.

160 elementary professional education programs Amount of training school teaching done by experienced teachers *

Reports revealed that no training teachers were found

to rely too heavily on student teachers for their teaching services*

It was determined that from fifty to eighty per

cent of the instruction was performed by experienced person­ nel, with an even higher percentage of instruction for demon­ stration teachers.

Here again, the State colleges have easily

met the standard which requires that at least forty per cent of training school teaching should be accomplished by the regular staff in order to safeguard the learning situations for the children and prevent the exploitation of student teachers. SUMMARY This chapter has attempted to present the significant phases of the directed teaching practices in the State col­ leges of California*

An evaluation of these practices is

presented in Chapter XI on the basis of criteria developed in Chapter IV. The following findings probably represent the more significant features of this chapter:

(1) The colleges have

evidenced we11-organized planning in the administration of directed teaching experiences; (2) schools of education were

161 not making systematic provisions for the guidance of inept teacher training candidates; (3) the colleges were not suf­ ficiently implementing the teaching-guidance process with the knowledge of child growth and development; (*f) in line with the systematic planning for student teaching, the col­ leges seemed to excel in emphasizing the purpose and position of motivation and interest in the learning process; (5) there appeared to be a lack of integrated adjustment or com­ plete coordination between the colleges and training schools*

CHAPTER IX STUDENT PERSONNEL PRACTICES AND SERVICES I

Design,

'

The intent of this chapter was to determine

the extent to which the colleges provided for their student personnel, particularly, the prospective teachers.

Inasmuch,

as the personal well-being of students represents an integral facet of the college program, the determination of the extent to which colleges provide for the personal welfare of students furnishes another index for the calibration of their quality and character. Glearly defined screening processes for teacher educa­ tion candidates.

The colleges were almost unanimous in their

preferences regarding the qualities which they anticipated, or hoped to cultivate in prospective teachers; such as, better

/

than average mental ability, academic competence, desirable personality reactions, cooperative social attitudes, many sided interests, pleasing personal appearance, and physical

WuJ

fitness• Screening programs, that included definite and clearly delineated processes, were demonstrated by seven colleges. Three of these, however, showed that the teacher education screening proceedings represented one phase of their greater,

/

'

*

163 more complete, all-college guidance programs.

The remaining

two evidenced less adequately organized selection procedures; however, all met the stated requirements. The steps which usually marked the screening processes in the better organized programs included achievement and in­ telligence tests, the most common being the Stanford Achieve­ ment and the American Council on Education College Aptitude tests respectively, physical examinations, speech tests, and to some extent personal interviews.

In addition, two colleges

also utilized personality tests and interest inventories. All colleges reported they used ratings by staff members with varying degrees of success. Lower limits of mental ability permitted in selection. All colleges reported that their prospective teachers were selected from student personnel whose test results placed them above the twenty-fifth percentile of a nationally recog­ nized intelligence test.

The question might well be raised,

however, as to whether the norms of different nationally recognized mental ability or aptitude tests are necessarily comparable or equated.in their results•

Four institutions

preferred a measure of flexibility in their selection, inas­ much as they occasionally made exceptions to such percentile ratings when, in the estimate of the screening committee, other favorable factors outweighed shortcomings in mental

ability Minimum standards of general scholarship.

As previous­

ly indicated a scholastic ability of not less than that in­ dicated by a grade average of MC,fl or 1.0 grade point average, is required by all state colleges for elementary credentials; while 1.5 grade point average is necessary for students in­ terested in secondary credentials.

Three institutions slight­

ly exceeded these averages in their academic demands upon the students. A general education background of forty-five units was required by all institutions except one which established a minimum of sixty units. Maintenance of personnel records.

Five colleges re­

vealed complete and systematically maintained personnel rec­ ords.

Of this number three evidenced a maximum use of such

data for the welfare of students.

Five colleges did not meet

the approximated criteria outlined in Chapter IV.

All the

colleges appeared to be in more or less of a dilemma with reference to keeping personnel records in that the registrar’s office maintained certain records, the dean of student per­ sonnel others, and the dean of education another set of data, not to mention the placement office.

In three cases, deans

expressed dissatisfaction in the system of record keeping. The general policy was that the dean of student personnel

165 maintained complete student files regarding personal and test data; the registrar^ office, which is under the jurisdiction of the dean of student personnel, maintained the academic records; and the dean of education usually kept files which somewhat duplicated those of the other dean, yet also con­ tained information of vital importance to the school of educa­ tion.

It is encouraging to note that in every instance the

student personnel files were made available to the deans, student counselors and advisors, and the members of the stu­ dent personnel committee; while in other cases it was neces­ sary to secure the interpretation or permission of the re­ sponsible deans.

One college, however, permitted all staff

members access to student files. Teacher placement service.

The demand for qualified

teachers in this state during the last few years has made the placement of teachers relatively simp3.e of late; however, evaluation and follow-up studies hinge to a large degree on the effective functioning of this service.

All the colleges

were found to be operating teacher placement bureaus; and five were operating general placement services for all graduates.

In addition, seven colleges demonstrated part-

time employment offices for students, usually under the di­ rection of the dean of students* Use made of supply and demand studies.

In only one

"

166 Instance did any college evidence that it had authored system­ atic supply and demand studies. It was also noted that the colleges did not give serious consideration to, or evidence use of*, the studies of the State Department of Education on teacher supply and demand.

Appar­

ently, eloquent testimony lies in the fact that the state colleges issued slightly more secondary credentials than elementary certificates during the 19*+8-^9 school year, al­ though the present demand appears to be on the elementary level.

It was also noted that there was but one organized

attempt to adjust programs or to channel education students from over-supplied fields, such as physical education or social studies, to critically short teaching specialties, as for ex­ ample, industrial arts or homemaking. Inventory on professional growth of alumni.

It was

found that four institutions took advantage of systematic follow-up programs to determine the professional adjustment and growth of their graduates#

Two of the above-mentioned

placement services had contributions to offer:

One made

personal check-ups upon recent graduates annually, and maintained active files on all alumni.

It was also found

by this placement officer that such a perpetual inventory of alumni was valuable in locating vacancies during a period of an oversupply of teachers.

The second institution regularly

167 sent questionnaire forms to the principals under whom all first year students taught*

Diagnostic follow-up visits were

made if the returned questionnaire seemed to warrant it, with the college offering assistance if needed*

Five reported less

formal follow-up efforts but nothing worthy of mention.

One

has not graduated its first class to date and cannot be in­ cluded in this evaluation. Guidance service provided*

In terms of the criteria

outlined in Chapter IV, three state colleges gave evidence of adequate guidance programs, and one of these was more con­ cerned with either the rehabilitation or elimination of the deviates than with the entire guidance program.

Two colleges

stated they had no formal or organized guidance program. Another mentioned that the faculty did ,fa little counseling to screen teachers, and thatfs about all.”

Still another

college replied to the effect that theirs was a good guidance program which had been made effective by wassigning each education student to an education advisor.11 Although this would seem to be a very acceptable practice, it had been noted previously that the college in question had a minimum testing program.

Lastly, two deans mentioned that, in their

opinion, guidance was the weakest or least desirable feature of the programs of their respective colleges.

There was

evidence in all the colleges of incidental counseling by

168 education staff members and department heads.

In one school,

the deans of men and women attempted to interview all fresh­ men.

In two colleges, then, there was evidence of an inte­

grated, well-organized, all-college guidance program in operation. Extension of guidance services to include lower division students.

It was reported that the guidance services,

including at least the testing portion of the programs, ex­ tended to the freshman year in seven colleges.

In two of

these cases, the teacher selection .process began in the first year with three dipping to the sophomore level.

The sixth

college in question has attempted to do some group guidance on the high school level.

Three State units are forced to

begin at the junior level, because, to date, they are ex­ clusively upper division entities.

Eight of the institutions

took advantage of student organizations of a pre-professional nature, such as the California Student Teachers Association, to furnish group guidance of a rather atomistic and spasmodic type to students on all levels of college work. Development in the student of an adequate working philosophy of life and of education.

As previously mentioned,

three colleges require a course in philosophy of education for all education students in order to insure a knowledge of the philosophical backgrounds of education, also to assist

the students in developing adequate philosophies of life. The other institutions revealed that they endeavored to pro­ vide for philosophical development within the framework of

/

such courses as, principles of education, history of education and introduction to education* Adequacy of health program*

Seven colleges required

that every student be given a physical examination by one of the staff physicians on entrance and before acceptance for teacher training.

Two colleges reported that a third physi­

cal examination was required immediately before the teaching credential was granted*

One indicated that the entrance

examination, when given in the junior year, also sufficed for the teacher training and credential physical examination requisites*

Another demanded annual chest X-rays.

Seven colleges maintain full time registered nurses for simple testing and first aid purposes; as well as parttime or full-time physicians, depending upon the size of the institutions.

Only two colleges employed the service of male

and female physicians.

Four institutions displayed well-

planned programs for remedial physical education. In spite of a statement to the contrary in a college — bulletin, none of the colleges employed a psychiatrist, or, for that matter, a clinical psychologist, whose primary con­ cern is diagnostic or remedial health work.

True, several

colleges employ clinical psychologists who are primarily instructors, but because of interest in mental health, assist in that phase of the health program* In colleges where students live on-campus the colleges have resorted to a subterfuge in order to provide health facilities*

Inasmuch as the State permits only emergency

treatment of students, four institutions operate health cen­ ters under the titular guise of associated student body organizations.

The health services afforded, as well as the

costs, differ somewhat at each of the four student health centers*

However, all provided for short periods of temporary

hospitalization and treatment of simpler illnesses*

Treatment

in health centers was limited to student body members who were assessed a fee at registration*

Although eight colleges met

the minimum standards in the field of health, four of this number far exceeded the required criteria*

Two have demon­

strated little progress in this area to date. Recreation and extra-curricular opportunities *

Each

college was found to offer a rather complete range of exten­ sive recreational opportunities which varied slightly accord­ ing to geographical and topographical locations.

According

to one respondent, there were over one hundred recreational and extra-curricular groups on campus*

In any case, there

was a gamut of activities ranging from archery, aviation,

beach parties, bowling, clubs galore, dancing, fishing, golf, horseback riding, skating, skiing and swimming*

Systems of

rewards and restrictions, emphasizing leadership and scholar­ ship, as well as acceptable social conduct were commonly used It may be written, then, that the recreational and extra­ curricular social environments of the colleges were suffi­ ciently numerous, diversified, and of such quality as to be considered surpassing the stated criteria* Adequacy of housing and boarding facilities.

It was

determined that one college facilitated student housing by providing a women*s dormitory which accommodated seventy, and a men*s residence hall which had been reconverted from an army barracks, capable of housing ninety men students, and several other reconverted military buildings which housed thirty married war-veteran students*

Another institution has

recently met its student housing problem by providing living accommodations for forty-five women students*

In like manner

these two colleges furnished appropriately adequate dining arrangements for their students.

Yet both schools advised

that their present living facilities for students were in­ adequate.

The living facilities at one college, however,

surpassed all stated criteria regarding the feeding and housing of students. Although it was reported that plans were underway in

172 four Institutions to provide dormitories for students and cafeterias where students may obtain wholesome food at reason­ able rates, seven colleges indicated that they do not provide requisite eating or sleeping facilities for healthful living. At present, the students of the latter institutions find lodging and sometimes board

at whatever places they can lo­

cate in nearby private residences or to a lesser extent, rent apartments.

For the most part college dining facilities were

definitely sub-standard. Financial aid for worthy students.

In spite of the

fact that the colleges do not grant financial aid to superior students, and none have endowments for that purpose, all re­ ported that they endeavored to assist promising individuals in obtaining part time work either at'the campuses proper or in the immediate environs.

All but three colleges were in a

position to offer a few small scholarships which rarely amounted to over one hundred dollars

per year and likewise, they have

built up loan funds which may be used to tide students over an emergency and payable without interest after graduation or when gainfully employed. in quantity, however.

The scholarships were negligible

In spite of the commendable attempts

on the part of most of the colleges to afford financial aid for superior students, none were able to meet the stated criteria for the administration of financial assistance to

^

173 worthy students, SUMMARY This chapter has presented the collective student per­ sonnel practices in the state colleges#

An evaluation of the

findings indicated here is made in Chapter XI on the basis of criteria outlined in Chapter IV, Attention is invited to the primary findings of this chapter: in

(1) The colleges knew the qualities they desired

prospective teachers and had set up rather well delineated

processes for the selection of teacher candidates; (2) overall clarification of personnel record keeping to provide adequate student personnel data as well as to eliminate unnecessary overlapping was found to be wanting; (3) there was evidenced a need for more complete use of systematic supply and demand studies; (b) there was inadequate provision for guidance services at both lower and upper division levels; (5) although a noticeable attempt was made by several colleges to provide adequate medical facilities, an exigency exists for legisla­ tion to permit proper medical care for students, particularly if they are to be housed on-campus; (6) inasmuch as medical examinations of all students were required, there was a need for both male and female physicians; (7) ample recreational and extra-curricular social activities were provided; (8) in general, student housing accommodations were lacking, and

17^ eating facilities, for the most part, were found to he con­ siderably below standard; (9) there were no scholarships available to deserving students, and there was little organ­ ized effort to help them obtain part-time work*

CHAPTER X PLANT AND EQUIPMENT Location and size of the campus,

The purpose of this

chapter was to determine the adequacy of the physical environ­ ments of the colleges including the extent to which the loca­ tion, size, and condition of the campuses, and their physical structures, are conducive to healthful learning conditions. The size of the state college campuses, as indicated in Table X, varied from four and three-quarters acres and fourteen rented buildings scattered within a six-mile radius at one of the larger colleges, to two thousand two hundred acres at one of the units with a lower enrollment.

In two

cases the college grounds were reported to be of sufficient size and to possess land available for expansion; others, demonstrated that the college grounds.were insufficient in size for optimum learning situations. Seven of the ten colleges were located sufficiently out of urban areas so as to be reasonably free from heavy traffic, city noises, and air-pollution.-

On the other

hand four deans felt that transportation to and from their colleges was inadequate. Although each of the colleges professed to project the growth patterns of the institutions according to state­ wide and community itrends, and needs determined by

176 TABIS IX SIZE OF STATE COLLEGE CAMPUSES

Number of acres per college

Number of colleges per category

0 - 10

z

11 - 20

0

21

30

0

31 - 40

2

41

-

50

1

51

-

60

0

6l - 70

1

-

71

-

80

0

81

-

90

0

91 - 100

0

101 -

500

1

501

-

1000

0

1001

-

2000

0

2001

—

3000

1

Note; Two colleges are presently leasing facilities from junior colleges.

177 comprehensive surveys, there was evidence of piecemeal planning and building on several campuses.

Yet most of the

colleges reported they usually followed the recommendations of the "Strayer Report* which pertained to state colleges as a general guide. Adequacy of classroom facilities and equipment.

Five

of the colleges had classroom facilities whieh appeared to meet adequately stated criteria; but even three of those institutions held classes in temporary buildings or rooms which were admittedly unhygienic or unsafe.

u

With reference to classroom utilization, it was re­ ported at all but two colleges that the regular, permanent classrooms were grossly overtaxed during the heavily scheduled parts of the day.

Although enrollments have increased per­

ceptibly in the past decade it was pointed out that perman­ ent classrooms have been built at only two colleges during that time. Three colleges did not operate in their own buildings or on their own grounds; however, plans were reportedly well underway at one school where a two hundred sixty-five acre site had been purchased and funds had been appropriated to start construction on a building program.

The remaining

two institutions were found to be existing under crowded classroom conditions.

It was further determined that they

1?8 were operating in buildings which had been condemned by mu­ nicipal safety authorities; one of these institutions was holding classes on a temporary site but the other reported no immediate prospect of ameliorating the condition.

It is

encouraging, nevertheless, to note that six colleges have recently purchased varying amounts of land for building de­ velopments . Availability of adequate and suitable specialized equipment.

Five of the colleges reported that they had ample

equipment in excellent condition with which to implement spe­ cialized phases of their instructional programs.

The other

five were not in a position to make use of the equipment even if it were available,, as the use of specialized equipment for such courses as industrial arts, homemaking, and science laboratories was primarily contingent upon new buildings. Hence all the colleges possess suitable specialized equipment to approximate average needs for the appropriate presentation of subject matter, and five were reported to exceed the stated criteria. Adequacy of library facilities.

State college

libraries ranged from 4200 volumes in one of the post-war institutions to 125,000 books in one of the long standing establishments.

All but two colleges exceeded the recom­

mended ratio of one librarian to every 5^0 students.

All

179

libraries were reported to be heavily used, and in three instances very overcrowded.

Four colleges have comparatively

new and adequate library buildings.

Three others are pres­

ently being planned. Apparently three libraries have spent unwarranted sums of money for costly but little used volumes.

Two libraries

are apparently heavily weighted in favor of volumes which might properly be considered art treasures— though there was evidence of a meagre coverage in the field of education. While the third has apparently also sacrificed coverage in more required subject matter fields in order to build up a provincially historical library that was reportedly little used. Four college libraries used both the Library of Congress and Dewey Decimal systems of cataloging books. remaining colleges used the Dewey Decimal system.

The

The per­

centage of total college budgets appropriated for library expenditures ranged from 3*5 P©r cent to 5.0 per cent.

Here

again, however, the amounts varied according to the size of the total budget figure. Training school library.

Six of the colleges provided

education libraries which existed as separately from the main library.

Although only the larger schools had education

libraries as such, the others maintained curriculum workshops

180 TABLE XHUMBER OF STUDENTS PER- FULL-TIME TRAINED LIBRARIANS

Number of students per librarian

Number of colleges per category

0

-

99

0

100

-

199

0

200

-

299

3

300

-

399

3

400

-

499

2

500

-

599

2

600

-

699

0

700

-

799

0

800

-

899

0

900

—

999

0

181 or laboratories#

Education volumes in the colleges varied

from eight to eighteen per cent depending on both the total volumes in the library and the emphasis on education.

It

is encouraging to note that all of the state colleges had demonstrated considerable progress in building up film libraries; this was accomplished by the audio-visual educa­ tion section. SUMMARY This chapter has presented a brief overview of the college grounds, their buildings and equipment.

No claim

is made for an adequate presentation of college plant facili­ ties which could well provide a problem for a separate dis­ sertation. Attention is invited to the primary findings in this chapter:

(1) The size of the state college campuses were,

for the most part, grossly inadequate; (2) there was a lack of comprehensive surveys, and adequate master planning based on them; (3) classroom facilities were inadequate in most of the colleges; (4) the State has provided suitable specialized instructional equipment; (5) iu general, library facilities were adequate but heavily used; (6) provisions were being made for expansion to meet most of the growing library needs.

CHAPTER XI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS I.

SUMMARY AND EVALUATION

When the first preliminary letters were written to the state college presidents, asking for their assistance in the inquiry, a committment to collective evaluation was made on the part of the investigator.

It was further stated that

the criteria advanced for this collective evaluation would be validated by a check against the recommendations of cur­ rent professional literature. A sincere attempt at sound, unbiased appraisal was made in the present collective evaluation.

Certain elements

of the study were of such a subjective nature that objectives appraisal was rendered difficult if not doubtful.

The criteria

may be reviewed in the same order of sequence in Chapters III and IV of the study. Collective evaluation of college practices.

The key

to the ensuing outline of the collective evaluation of prac­ tices in California state colleges is as follows: A ares

In column

The number of institutions which appeared to meet ade­

quately the stated criteria in the particular aspect of the study indicated.

Column B. shows:

approximating the stated criteria.

The number of colleges Column C indicates:

The

183 number of colleges which were deficient in terms of criteria as stated in this study.

Element of Study A.

A

C

ORGANIZATION OF THE COLLEGE Statement of basic philosophy . . . .

10

Broad aims of general education p r o g r a m .......................... 4 Relationship of faculty to administra­ tion 3 Student participation in policy for­ mation. 2 Academic and personal freedom . . . . 6 Leaves for study or travel.* . . . . . 0 Provisions for illness. . . . . . . . 10 ................ 4 Academic degrees. . Number of full time faculty members . 1 0 Size of College . • • • • • • * • . • 0 Faculty specialists in major fields . 4 Offerings in divisions in which majors are o f f e r e d ................. 10 Summer sessions . ................. 10 Provisions for community needs. . . . 4 Provisions for cultural development . 3 Place of teacher education in total college p r o g r a m .................... 9 Organization of curricula in terms of blocks of time ..........* 5 Articulation of teacher education with total college program. . . . . 10 B.

B

0

0

5

1

1

6

1 3 0 0 2 0 5 5

7 1 10 0 4 0 5 1

0 0 2 5

0 0 4 2

0

1

2

3

0

0

ORGANIZATION OF THE SCHOOL OR DEPARTMENT OF EDUCATION Consistency of philosophy of educa­ tion with the basic assumptions of the college. ............. 1 0 Articulation of the professional sequence . . . . . 4 Basis for selection of faculty. . . . 9 Systematic methods on. instruction . . 3 Exchange of ideas among schools or departments of education of the

0

0

3 1 3

3 0 4

18*+ A colleges, . . . . . . .......... 10 Use made of consultants . ........... 2 In-service training of teacher educav tion faculty................ .. 2 Informing faculty of departmental problems............ . . . . . . . 3 Qualifications of instructional staff as trained teachers . . . . . 10 C.

4

C 0 4

4

4

3

4

0

0

0

PROGRAM OF PROFESSIONAL PREPARATION FOR TEACHERS Plan for selection of students. . . . 5 Student planning of education exper­ iences ........ .. 2 Comprehensive teacher education ob­ 10 jectives. ..................... Departmental reappraisal program. • . 1 Emphasis on growth and development of the child. • • • • • • • • • • • 0 Education toward informed social purposes and participation in community life. • ............... 2 Development of professional attitudes and desirable personality traits. . 1 Knowledge of the basic laws of mental 2 and physical health • • • • • • • • Integration of theory and practice. • 5 Democratic classroom methods proce­ 0 dures .................... .. Continuity of thought and sequence 6 in course offerings .............. Depth of scholarship in fields of specialization.................... 3 Range of available learning activities. • • • • • • • . • • • • 5 Competence in fundamental school 2 subjects.................. . Publication of a professional 1 bulletin.......................... Length of minimum teacher education p r o g r a m .............. ............ 0 Accreditation with recognized 2 agencies. ........................ Franction of undergraduate work ascribing its objectives to general 1 education ......................

2

3

0

8

0 4

0 5

5

5

1

7

9

0

0 5

8 0

0

10

4

0

7

0

5

0

6

2

0

9

9

1

5

3

6

3

THE DIRECTED TEACHING PROGRAM Systematic experience with children* schools and communities prior to student teaching ............ Effective plan for directed teaching. Initiation into student teaching. • • Provision for inept candidates. . . . Challenge to the initiative of the student teacher Relationship of child development . . to the teaching-guidanee process. • Emphasis on motivation* interest and the purposes underlying pupil activity........................ .. Relationship of earlier professional study to student teaching ........ Coordination between college and training school .................. Student acquaintance with the problems of the whole school. . • • Adequacy of facilities for observa­ tion* demonstration and supervised teaching. . ................. . . Clock-hour and semester-hour teaching requirements.............. .. • • • Amount of training school teaching done by experienced teachers. . • • E.

B

C

10 10 10 1

0 0 0 0

0 0 0 9

3

3

4

0

4

6

10

0

6

4

0

0

10

0

4

6

0

4

6

0

10

0

0

10

0

0

0 0

2 3

8 7

5 0 6

5 7 4

0 3 0

3

7

0

0

10

0

3 1 5 1

7 4 5 l

0

.

0

PLANT AND EQUIPMENT Location and size of campus ........ Adequacy of classroom facilities. . • Availability of adequate and suitable specialized equipment. . • Adequacy of library facilities. • . . Education library • • ..............

F.

A

STUDENT PERSONNEL PRACTICES AND SERVICES Clearly defined screening processes for teacher education candidates. . Lower limits of mental ability per­ mitted in selection . ............ Minimum standards of general scholar­ ship.......... .................. • Maintenance of personnel records. . . Teacher placement service . . . • • • Use made of supply and demand studies

5

0 8 A

186

A Inventory of professional growth of alumni*. . . . ................ 2 2 Guidance service provided .......... Extension of guidance service to include lower division students** . 0 Development in the student of an adequate working philosophy of life and education 3 4 Adequacy of health program.......... Recreation of extra-curricular op­ portunities • • • • • • .......... 10 Adequacy of housing and boarding facilities.................... .. . 1 Financial aid for worthy students . . 0 * **

B

C

2 1

5 7

7

0

7 4

0 2

0

0

2 0

7 10

On© college has no graduates to date. Three colleges do not have lower division students. II.

CONCLUSIONS

Organization of the college*

(1) There was consider­

able divergence in the basic philosophies of education of the colleges.

(2) The colleges have two basic types of adminis­

trative organizations.

(3) For the most part* the colleges

have not gone very far in setting up democratic administrative procedures.

Some institutions have progressed much

further than others in this respect.

(4) There was little

student participation in the formulation of basic policies. (5) Apparently faculty members were accorded reasonable aca­ demic freedom.

(6) Although provisions for sabbaticals and

leaves of absence were inadequate the colleges have amply provided for sick leaves.

(7) There was a collective pre­

ference for instructors who possessed doctorate degrees.

187 (8) A definite movement was noted in which the colleges were extending themselves to meet community needs.

(9) One college

does not offer an elementary teacher education program.

(10)

A trend to pattern related subject matter into large blocks of time was noted.

(11) The colleges were characterized by

diversity of philosophy* organization* course offerings and emphases. Organization of the school or department of education. (1) Although there was a movement toward organizing the eurricula into larger block segments there was a need for further articulation of professional courses.

(2) There was a defi­

nite trend toward requiring a doctorate degree for instructors in the field of education.

(3) A need for improved and more

systematic methods of instruction was evidenced* ineluding the use of course outlines* prospect!* and syllabi.

(4) There

was an adequate exchange of ideas among the upper-braeket per­ sonal of the colleges but this was not true of the full-time teaching staff.

(5) There was a collective want for more

effective use of consultants* particularly* university spe­ cialists.

(6) There was a lack of planned in-service train­

ing programs.

(7) Adequate channels of communication and

systematic modes of procedure for informing the faculty of departmental problems were found to be wanting. Program of professional preparation for teachers

188 (1) Students in the elementary teaeher training program were not permitted much latitude in planning their educational experiences.

(2) The colleges have excelled in setting up

adequate teacher-edtieation objectives.

(3) There was need

for further evaluation and reappraisal of departmental pro­ grams.

(4) There was insufficient emphasis on growth and

development of the child, particularly, the mental health aspects.

(5) Apparently, there has been insufficient or­

ganized education toward informed social purposes and parti­ cipation in community life.

(6) The colleges preferred to find

desirable teaching material at the source of supply; however, there was a need for improving the available supply of pros­ pective teachers through implementing the basic laws of physical and mental health.

(7) Genuine democratic class­

room methods were comparatively rare.

(8) State standards

and regulations regarding teaching credentials have not been complied with consistently in all colleges* The directed teaching program.

(1) The colleges have

evidenced well-organized planning in the administration of directed teaching experiences.

(2) Schools of education were

not making systematic provisions for the guidance of inept teacher training candidates.

(3) Apparently, there was in­

sufficient implementation of the teaeher guidance process with knowledge concerning child growth and development.

(4) The

colleges seemed to excell in emphasizing the purpose and

189 position of motivation and interest in the learning process. (5) There appeared to be a lack of complete articulation and -*''' coordination between the colleges and their teacher training schools. Student personnel practices and services.

(1) The

colleges have set up rather clearly delineated processes for the selection of prospective teachers.

(2) There was a need

for an efficient uniform system of maintaining adequate person­ nel records.

(3) The colleges seem to have neglected the

methodical use of supply and demand studies.

(4) There was

comparatively little suitable provision for guidance services* (5) Although a noticeable attempt was made by several colleges to provide adequate medical facilities, at present an exigency exists for legislation to permit reasonably proper medical care for students, particularly, if they are to be housed on cam­ pus.

(6) Student housing accommodations were lacking, and

in general, eating facilities were found to be considerably deserving students, and there was little organized effort to help them obtain part time work. Plant and equipment.

(1) The size of the State college

plants were, for the most part, grossly inadequate.

(2) There

was a lack of comprehensive surveys and adequate master plan­ ning as a result of them.

(3) Classroom facilities were

190 inadequate in most of the colleges.

(4) On the other hand,

the State has provided suitable specialized instructional equipment.

(5) In general, library facilities were adequate,

and heavily used.

(6) Provisions were being made for expan­

sion to meet most of the growing library needs. III.

HEOOMMSNDATIGMS

Reeommendations relating to the organization of the college.

(1) It is recommended that:

State colleges should

~“

take advantage of democratic policies and procedures to the end that more effective administration and faculty growth will result.

(2) Greater student participation in the for-

mulation of basic policies should be encouraged.

^

This should

not only augment the professional growth of students but streng­ then support between students and faculty.

(3) Steps should

be taken to insure adequate provisions for sabbatical leaves of staff members.

(4) A relatively high percentage of col­

lege faculty members should possess doctorate degrees or their equivalents.

(5) State colleges should continue to extend

themselves to meet the divergent needs of their respective communities.

(6) There should be a central research and liaison

planning board to assist the associate State superintendent of public instruction in charge of State colleges and the colleges themselves in the unified planning of integral parts of the overall program.

19 X RecommendatIons relating to the organization of the school or department of education.

(1) Further concrete

provisions should be made for improving and acquiring more systematic methods of instruction, including the use of course outlines, syllabuses, prospectuses, and other concrete aids. (2) Greater attention should be given to organized programs of in-service education for the faculty.

They should include

---

well-defined operating systems for informing faculties of departmental problems; and methods of promoting effective interchange and reevaluation of ideas of all staff members. (3) Greater emphasis should be placed on the efficacious utili­ zation of university specialists in the capacity of consul­ tants.

(4) State colleges should make a concerted effort to

'

increase and broaden their in-service training programs. Hecommendations relating to the program of professional preparation for teachers.

(1) Increased consideration

should' be devoted to the mental health aspects of child and adolescent growth and development.

(2) The selection of pros­

pective teachers should be augmented with a program for im­ proving the available supply of teaeher candidates through the implementation of the basic laws of mental and physical health. (3) Steps should be initiated to improve the methods of class­ room instruction through the introduction and use of democra­ tic methods of instruction.

(4) Rules and regulations of the

State department of education regarding the training of teachers

192 should be complied with at all times*

(5) All state colleges

should educate students for both elementary and secondary teaching.

(6) Teacher education curricula should include a

required course in child guidance for elementary teacher can­ didates. Hecommendations relating to the directed teaching proj

gram.

(1) College guidance programs should include systema­

tic provisions for the guidance of inept teacher training can­ didates.

(£) The teacher-guidance process should be more

closely integrated with knowledge concerning child growth and development.

(5) The colleges should devise and consum- tr-

mate processes designed to insure a higher degree of a r t i ­ culation and coordination between themselves and their teacher training schools. Hecoxnmendations relating to student personnel practices and services.

(1) The colleges should establish an efficient

uniform system of maintaining adequate personnel records. (£) More attention should be devoted to the profitable use of supply and demand studies.

(3) There should be a con­

certed effort to effect comprehensive all-college guidance v

services.

(4) Legislation which would permit colleges to pro­

vide reasonably proper medical facilities and care for stu­ dents should be initiated and supported.

(5) More concrete

provisions should be made to provide suitable eating and

193

housing accommodations for students.

(6) Concerted organized

effort should be made to assist students in gaining parttime employment; Recommendations relating to the plant and equipment. (1) Prior to further expansion programs comprehensive col­ lege surveys should be made by survey specialists to clearly determine the educational needs of the various college com­ munities.

(2) There should be a higher degree of master

planning based upon objective data.

(3) Provisions and re­

commendations of master plans should be followed assiduously. Proposals for further study.

Investigation of the

following aspects of the field of teacher education are con­ sidered to be worthy of special inquiries:

(1) A study of

teaeher education programs in large universities along the lines of the present investigations.

(2) A comprehensive

evaluation of student personnel policies and procedures in California colleges.

(3) Formation of an all-college gui­

dance program which would include the selection and guidance of prospective teachers.

(4) A survey and appraisal of the

physical facilities of colleges in this State, including grounds, buildings and equipment.

BIBLIOGRAPHY

195 A . BOOKS Adams, Eay, Educating Americafs Children. Press Company, 19t o . ¥ 90pp.

New York:

Ronald

Alabama Educational Survey Commission, Public Education in Alabama. Washington, D. C.: American Council on Edu­ cation, 19*+5. *+52 pp. Armstrong, Charles M . , The Need for Higher Education in New York State. New York: University of the State of New York, August 16, 19*f8. 131 pp. Armstrong, W. Earl, Ernest V. Hollis, and Helen E. Davis, The College and Teacher Education. Washington, D. C.: American Council on Education, 19*+1+. 311 pp. Blackwell, Gordon W . , Toward Community Understanding. Washington, D. C.: American Council on Education, 19^3. 98 pp. California State ministrative California: 19^6 (Latest

Department of Education, California Ad­ Code. Title JJ, Education. Sacramento, State Printing Division, Documents Section, revision, January 21, 1950). 210 pp.

_______ , Education Code. Scaramento, California: State Printing Division, Documents Section, 19^9* 9^1 PP• Commission on Teacher Education, Helping Teachers Understand Children. Washington, D. C.: American Council on Edu­ cation, 19^5* w 8 pp. _____ Major Issues in Teacher Education. Washington, D. C.: American Council on Education 1938. 5V pp. '______ , Teachers for Our Times. Washington, D. C.:

Council on Education, 19M+. ^

American

178 pp.

, The Improvement of Teacher Education. Washington, D. C.: American Council on Education, 19M-6. 283 PP*

Committee on the Objectives of a General Education in a Free Society, General Education in a Free Society. Cambridge, Massachusetts: Harvard College, Harvard University Press 19^5. 267 pp. Committee on Work Conferences on Higher Education, Higher

196 Education in the South. Chapel Hill, North Carolina: Southern Association of Colleges and Secondary Schools, The University of North Carolina Press, 19*4-7. 171 pp. Cooper, M. Russell, et al., Better Colleges— Better Teachers. New York: The Macmillan Company, 19H-5. Curriculum Committee of the School of Education, Syracuse University, A Functional Program of Teacher Education. Washington, D. C.s American Council on Education, 19^1. 259 pp. Deutsch, Monroe E . , Aubrey A. Douglass, George D. Strayer, and others. A Survey of the Needs of California in Higher Education. Sacramento: State Department of Education, 19^ 132 pp. Educational Policies Commission, Education for All American Youth. Washington, D. C.: National Education Association, 19Mf. k21 pp. _______ , Policies for Education in American Democracy. Wash­ ington, D. G.: National Education Association, 19**6. 277 pp. Evenden, E. S., and R. Freeman Butts, Columbia University Pro­ gram for the Pre-Service Education of Teachers. New York: Bureau of Publications, Teachers College, Columbia Uni­ versity, 19^2. 120 pp. Faulkner, Ray N., and Helen E. Davis . Teachers En.i oy The Arts, Washington, D. C . : American Council on Education, 19*+3. 57 pp. Gates, Arthur I., Arthur I. Jer si Id, T. R. McConnell, and Robert C. Challman, Educational Psychology. New York: The Macmillan Company, 19W . o l o pp. Gibson, Joseph E. and Others. Mississippi Study of Higher Edu­ cation. Jackson, Mississippi: Board of Trustees, Insti­ tutions of Higher Learning, 19^5. 179 pp. Goetsch, Helen B . , ‘’Parental Income and College Opportunity.” New York: Contributions to Education No. 795* Bureau of Publications, Teachers College, Columbia University, 19*K). 157 PP. Good, Carter V., editor, A Guide to Colleges. Universities and Professional Schools in the United States, Washington,

197 D. C.: American Council on Education, 19^5.

681 pp.

_______9 editor, Dictonarv of Education. New York: Hill Book Company, Inc., 19l+5- ^95 pp.

McGraw-

Haskew, Laurence D . , The Educational Clinic, Washington, D. C.: American Council on Education, 192+9 # 51 pp# Hoban, Charles F . , Focus on Learning. Washington, D. C.: Committee on Motion Pictures in Education, American Coun­ cil on Education, 19*+2 . 172 pp. Hunter, Ellwood C., 11Investigation of Educational Qualifica­ tions of Teachers in South Carolina.” Education of Teachers. Columbia, South Carolina: The Steering Commit­ tee of the Investigation of educational qualification of Teachers in South Carolina, 19Mf. 58 pp. Idaho Education Survey Commission, Public Education in Idaho. Nashville, Tennessee: Division of Surveys and Field Services, George Peabody College for Teachers, 19^6. 517 PP* Kaske, Erna, The Oneonta Experience in Building a Professional Educational Sequence. Menasha, Wisconsin: The Collegiate Press, 19^. 2bh pp. Klein, A. J., editor, Adventures in the Reconstructions of Edu­ cation. Columbus, Ohio: The College of Education, Ohio State University, 19^1. 290 pp. Lancaster, John H., ”Use of the Library by Student Teachers.” New York: Contributions to Education No. 8*+9, Bureau of Publications, Teachers College, Columbia University, 19*+1. 138 PP* Lefever, D. Welty, Archie M. Turrell, and Henry I. Wetzel, Principles and Techniques of Guidance. New York: Ronald Press Company, 19^1. 522 pp. Martin, Lycia 0., The Prediction of Success for Students in Teacher Education. New York: Bureau of Publications, Teachers College, Columbia University, 19 ^ , (Copyrighted, 19ft, L. 0. Martin). 110 pp. Mason, Carleton D . , "Adaptations of Instruction to Individual Differences in the Preparation of Teachers in Normal Schools and Teachers Colleges.” New York: Contributions to Education N q . 793, Bureau of Publication, Teachers

198 College, Columbia University, 19*+0.

279 pp.

McDowell, Tremaine, American Studies. Minneapolis, Minnesota: University of Minnesota Press, 19***8. 96 pp. Melbo, Irving R . , The Report of the Survey of the Public Schools of the San Gabriel Elementary School District. San Gabriel, California: (N.N.P. Copyrighted Irving R. Melbo) 19*1-9. 238 pp. Meyer, Adolph E . , Development of Education in the Twentieth Century. New York: Prentiee-Hall, Inc., 19^9. 669 pp. National Institutional Teacher Placement Association, Current Practices in Institutional Teacher Placement« Washington, D. C.: Commission on Teacher Education, American Council Education, 19*1-1. 186 pp. Otto, Henry J . , Principles of Elementary Education. New York: Rinehart and Company, Inc., 19^9* **-30 pp. Prall, Charles E . , State Programs for the Improvement of Teacher Education. Washington, D. C.: American Council on Education, 19**o. 379 pp. Prescott, Daniel A., ‘‘Problems of Staff Personnel.11 The School for Executives. Washington, D. C . : American Council on Education, 19*1-2. 11 pp. Ray, Annie B . , College Experiences Recommended for the Train­ ing of Elementary Teachers. Nashville, Tennessee: Ab­ stract of Contribution to Education No. 258, George Peabody College for Teachers, 19**0. 11 pp. Reeder, Ward G ., The Fundamentals of Public School Administra­ tion. New York: The Macmillan Company 19*5-1. 798 pp. 'Schorling, Raleigh, Student Teaching. New York: Book Company 19^9^ *+15 pp.

McGraw-Hill

Sharpe, Russell T., George B. Risty, William S. Guthrie, Harold B. Pepinsky, Financial Assistance for College Students, Washington, D. C.: American Council on Education, 19**6. 113 pp. Stone, Mode Lee, An Analysis of the Total Faculty Workshop Technique. Nashville, Tennessee: Abstract of Contribution to Education No. 3*5, George Peabody College for Teachers, 19^1. 11 PP.

199 Stroh, M. Margaret, Ida A. Jewett, Vera M. Butler, Better Selection of Better Teachers. Washington, D. C.: Delta Kappa Gamma Dociety, 19^3 • 110 pp.* Sturtevant, Sarah M . , Ruth Strang, Margaret McKim, Trends in Student Personnel Work, New York: Bureau of Publications, Teachers College, Columbia University, 19*+0. 110 pp. Teacher Education Workshop of George Peabody College, PreService Education of Elementary Teachers . Nashville, Tennessee: Division of Surveys and Field Studies, George Peabody College for Teachers, 19^. 109 PP. Tead, Ordway, College Teaching and College Learning. New Haven, Connecticut: Yale University Press, 19^9• 5 6 p p • The Presidents Commission on Higher Education. Higher Educa­ tion for ikmerican Democracy. Volume I, "Establishing the Goals." Washington, D. C.: United States Government Printing Office, 19^7. 103 PP« _______ , Higher Education in American Democracy. Volum III, "Organizing Higher Education." Washington, D. C.: United States Government Printing Office, 19^7. 7^ pp. _______ , Higher Education in American Democracy. Volume IV, "Staffing Higher Education." Washington, D. C.: United States Government Printing Office, 19^7. 63 PP. Thorpe, Louis P . , Child Psychology and Development. New Yorks The Ronald Press Company, 19*+o. 781 pp. Trout, David M . , The Education of Teachers, Lansing, Michigan: Michigan Cooperative Teacher Education Study, 19*+3* 200 pp. Troyer, Maurice and G. Robert Pace, Evaluation,in Teacher Edu­ cation. Washington. D. C.: American Council on Education, 19557-368 pp. Williamson, E. G . , and T. R. Sarbin, Student Personnel Work In the University of Minnesota. Minneopolis, Minnesota: Burgess Publishing Company, 19^0. 11? pp.

x

Wren, C. Gilbert, and Reginald Bell, Student Personnel Pro­ blems, New York: Farrar and Rinehart, Inc., 19*+2• 235 pp.

B.

PERIODICAL ARTICLES

Adams, Jesse E. and H. L. Donovan, "The Administration and Organization in American Universities,11 Peabody Journal of Education. 22:328-^2, May 19*+5* ^

'

California State Department of Education, 11Administrative Re­ organization of the State Department of Education.” California Schools, Vol. 20, No. 10, pp. 275 to 287 (20: 275-287) October 19^9. _______ * "Teacher Supply and Demand," California Schools. Vol. 20, No. 10, pp. 89 to 103 (20:89-103) April 19^9. Diemer, George W . , lfThe Improvement of Instruction in Colleges, Peabody Journal of Education. 21:lfl-^6, July, 19^3. lWood, Hugh B . , "Trends in Teacher Education,11 Educational Ad­ ministration and Supervision. 28:87-103, 19^-2 . C.

PUBLICATIONS OF LEARNED ORGANIZATIONS

American Association of Teachers Colleges, "Minimum Standards for Accrediting Teachers Colleges and Normal Schools,11 pp. 135-^2, Twenty-Second Yearbook of the American Association of Teachers Colleges. Washington, D. C.: The National Education Association, 19^3• 1^8 pp. Axtelle, George E. and William W. Wattenberg, editors, Teachers for Democracy. Fourth Yearbook of the John Dewey Society, D. Appleton-Century Company, New York: 19*+0. h-12 pp. 'Carmichael, 0. C . , The Chang ins Role of Higher Education. New York: Kappa Delta Pi Series, Macmillan Company, 19^9• 102 pp. Frasier, George Willard, "Promising Curriculum Developments in Higher Education,” Annual Publication of the Western Association of Colleges and Secondary Schools, (N.N.P. September 1, 191*-!), pp. 33-3^ D.

COLLEGE BULLETINS, CATALOGS AND REPORTS

, California State Polytechnic College, Bulletin of:

£oi California State Polytechnic College, San Luis Obispo, California: 19^9-50. 80 pp. __ . phieo State College, General Catalog of: Chico State College, Chico, California: 19^-9-50. 165 pp. , Fresno State College, Bulletin of: Fresno State College, Fresno, California: 19*4-0-50. 227 pp. 9 Fresno State College, Chart of Administrative Organiz­ ation of: Fresno State College, Fresno, California: Dec. 9, 19*4*9. 1 P. . Humboldt State College, Bulletin of: Humboldt State College, Areata, California: 19*4-9-50. 158 pp. _, Los Angeles State College,Bulletin of: Los Angeles State College of Applied Arts and Sciences, Los Angeles, California: 19^9-50. 6l pp. _,Los Angeles-Orange County State College, General Information Circular, Los Angeles-Orange County State College, Long Beach, California: 19*4-9-50. 8 pp. , Sacramento State College, General Catalog of: Sacramento State College, Sacramento, California: 19*4-950. 75 pp. , San Diego State College, Bulletin of: San Diego State College, San Diego, California: 19*4-9-50. 202 pp. , San Francisco State College, Bulletin of: San Francisco State Colleges, San Francisco, California: 50. 119 pp.

19*4-9-

, San Jose State College, Bulletin of: San Jose State College, San Jose, California: 19*4-9-50. 3*4-0 pp. E.

UNPUBLISHED MATERIALS

Brinton, Mary Frances, ’’Organization and Administration of Guidance Facilities in Teacher Education.” Unpublished Doctor’s dissertation, The University of Southern Cali­ fornia, Los Angeles, 19*4-8. 172 pp. California Council of Teacher Education, ’‘Minutes of the Meet­ ing of the California Council on Teacher Education,

202

Yosemite, California." (N.H.P. On file in Office of the Dean of Education, University of Southern California, Los Angeles), 19**9. 26 pp. California State Department of Education, "Minutes of the Con­ ference of the Deans of the California State Colleges," Division of State Colleges and Teacher Education, Sacramento, California, 19*+9. 10? pp. _______ , "Minutes of State Colleges Presidents Conferences," Division of State Colleges and Teacher Education, Sacramento, California, 19^9. 107 PP* Clark, Archie C., "The Status, Policies, and Objectives of Minnesota State Teachers* Colleges*" Unpublished Doctor*s dissertation, The University of Southern California, Los Angeles, 19^1* **-03 pp. Denniston, Albert Bruce, "An Appraisal of Certain Aspects of the Program Offered by a Pennsylvania State Teacher*s College." Unpublished Doctor's dissertation, The Uni­ versity of Pittsburgh, Pittsburgh, 19**2. 267 pp* Gaither, Funston F., "An Evaluation of the Stanford Experi­ mental Program of Teacher Education." Unpublished Doctor’s disseration, Leland Stanford University, Palo Alto, 19^5* 289 pp. Law, Ruben D . , "Content and Criteria Related to Professional Teacher Education." Unpublished‘Doctor*s dissertation, The University of Southern California, Los Angeles, 19^1. *+08 pp. Lucio, William Howard, "The Diagnosis and Treatment of Selected Teaching Problems of Beginning Student Teachers." Un­ published Doctor’s dissertation, The University of California, Berkeley, 19^* 121 pp. Moore, Raymond S., 11Organization and Administration of Edu­ cation in California Liberal Arts Colleges. " Unpublished Doctor’s dissertation, The University of Southern California, Los Angeles, 19^7. 265 PP. Richardson, John S., "A Proposed College Curriculum for the Education of Science Teachers." Unpublished Doctor*s dissertation, The State University of Ohio, Columbus, 19^2 . 330 pp. Tiner, Hugh M . , "An Evaluation of Personnel Services in Twelve

£03 Liberal Arts Colleges.tf Unpublished Doctor’s dissertation, The University of Southern California, Los Angeles, 19*+8. 311*- PP. Wegener, Frank C . , "The Philosophical Beliefs of Leaders in American Education." Unpublished Doctor’s dissertation. The University of Southern California, Los Angeles, 19**o.

386 pp.

APPENDIXES

205 APPENDIX A PRELIMINARY LETTER

December 8 , 19^9 Dr. Aymer Jay Hamilton, President Chico State College Chico, California Dear Dr. Hamilton: During the first part of January, one of our faculty members, Mr. Gerald Prindiville, would like to visit your campus in order to study certain phases of the teacher education program of our California State colleges. Inasmuch as he might make a worth-while contribution to the state colleges, I have given him my permission to go ahead with the above-mentioned inquiries, which represents one of the final stages of his doctoral work at the Uni versity of Southern California. I have suggested that he write you and seek an interview with any qualified members of your staff whom you may designate. I will be grateful for any help or assistance which you may give Mr. Prindiville. Yours very truly, Howard McDonald President Los Angeles State College of Applied Arts and Sciences

.206. APPENDIX B SAMPLE APPOINTMENT LETTER

December 12, 19^9 Dr. J. Paul Leonard, President San Francisco State College San Francisco, California Dear President Leonards I think President Howard McDonald of Los Angeles State College has advised you of the study which I am presently making. I believe It will interest you and the members of your staff who are concerned with the training of teachers. This is an inquiry into current practices and trends in the organization and administration of teacher education in Cali­ fornia State Colleges. I feel that San Francisco State can make an important contribution to such a study, and that some of the findings in other colleges may in turn be of value to you Briefly, I would like to study the followingx 1. 2. “3. h.

5. 6.

The organization of the college, The organization of the school of education, The teacher education program, The directed teacher program, Student personnel practices and services, The plant and equipment, including the library.

Although an evaluation will be made of the practices of the state colleges collectively, any unfavorable or embarrassing comparisons will of course be excluded. In order to carry out this inquiry, I would like to visit your campus to discuss your teacher education program with any qualified member or members of your staff whom you may designate It is my opinion that a visit would be more adequate and flex­ ible than an extended questionnaire. For your convenience how­ ever, I will forward a set of questions which may give you a

307

Dr, J, Paul Leonard— 2

12-12-^9

more detailed idea of my objectives, and will afford a basis for the interview. There will be no canvass of student opin­ ion. Dr. Aubrey Douglass of the State Department has sanctioned this study and kindly offered his as well. I would like to visit your institution Tuesday, January 10th, providing that date meets approval.

of Education cooperation on or about with your

I will surely appreciate an early and favorable reply. Yours very truly,

Gerald Prindiville, Director Extended Day Classes Los Angeles State College

ao8 APPENDIX G INTERVIEW GUIDE INTRODUCTION The twenty years just closing has witnessed widespread interest in teacher education* The economic depression in the 30 *s closed the door to many college graduates seeking employ-, ment in other professions, business and industry. It was quite natural that many college students should turn to teaching. By the time the colleges had centered more of their attention on the education of teachers a tremendous world crisis ac­ centuated the problem in diverse ways. Students and staff mem­ bers were drained from colleges without exception. Suddenly, this country became more acutely aware of.the need for an edu­ cated people, and necessarily well trained teachers. The great movement of people into this state since World War II, together with the increased birthrate throughout the nation, have further highlighted the position of the teacher education institution in California. This inquiry is primarily concerned with current prac­ tices and trends in the organization and administration of tea­ cher education in the state colleges of California. In order to consider the problem adequately it has been set up to cover the following topics: 1. S. 3. 4. 5. 6.

The organization of the college. The organization of the school of edu­ cation. The program of professional preparation for teachers. The directed teaching program. Student personnel practices and ser­ vices . The plant and equipment, including the library.

The interview guide proper is designed to assist the par­ ticipants along the essential points of the proposed inquiry. It is not intended as a questionnaire for objective analysis. The space after each question is provided for replies and other notations.

209 I. - ORGANIZATION OF THE COLLEGE 1. What, if any, is the basic philosophy of the college? 2.

What are the broad aims of its ganeral education program?

3.

What is the administrative organization of the college?

b.

What representative committees exist, complimentary to the administrative officers? How are they constituted?

5#

Does the college have a faculty senate or similar group participating in essential policy formation?

6 . Who is represented on the administrative council? 7#

To what extent, would you say, does the faculty have voice in giving direction to the college?

8 . What provision, if any, is made for student participation in basic policy formation? 9.

To what extent is the faculty limited in its voiced or writ­ ten opinions in social, political and economic problems?

10. What restrictions are placed on their personal freedom? 11. What provisions exist for leaves for study, travel, or ill­ ness? To what extent are they utilized? 12. What percentage of the full-time faculty hold the equivalent of a Master*s or a Doctor*s degree? What percentage the Doctor*s degree? 13. How many full-time faculty members does the college employ? lb.

In what subjects normally taught in elementary or secondary schools do you have instructors who you believe would quali­ fy as specialists?

15.

What special provisions, if any, are made in course offer­ ings to meet local or community needs?

16. What is the range of semester hour offerings in each divi­ sion or group of departments in which a major is offered? 0.7. What proportion of upper division work is required for a major? A minor?

210

18. Does the college offer a summer session?

How long?

19. What provision is made for cultural development? 20. What is the place of teacher education in the total col­ lege program? i.e., is it set off by sharp lines of de­ marcation in terms of faculty and objectives? Is it an all-eollege program? etc. 21. Are the general education or professional-preparatory cur­ ricula organized into a number of specialized short courses, or into fewer and larger blocks of time? 22. What agency within the college is set up to insure that the teacher preparation program receives adequate emphasis and coordination? II.

ORGANIZATION OF THE DEPARTMENT OF EDUCATION

1.

Is the philosophy of education required to be consistent with the basic assumptions of the general education pro­ gram? Is it?

2.

What effort is made at integration of the professional edu­ cation program with that of the college-at-large?

3.

What attempt is made at articulation of segments of the pro­ fessional curriculum within the school of education?

*f.

On what bases are faculty selected for your department?

„ >5*

What use is made of syllabi, prospecti, etc., in instruction?

6.

Do you enjoy the benefits of any system of exchange of ideas between yours and departments of education in other colleges?

7.

What use do you make of consultants, college and university experts, state departments of education in other colleges?

8.

Do you have any type of in-service training for your own faculty? What? Do you provide for field experiences of any type for your faculty members? What?

211

10. If so, how are your faculty members kept aware of or con­ cerned with the educational problems of the college? 11# What percentage of your staff are ,ftrained teachers’1? Ill,

THE PROGRAM OF PROFESSIONAL PREPARATION FOR TEACHERS

1#

What are the basis for selection of teacher trainees? exceptions?

What

2.

What is the duration of the selection process?

3.

What are your principal sources of teacher material, in terms of area, feeder schools, etc.?

4.

Do students participate in planning their own educational experiences? How?

5.

Do students contribute to formation of standards for their own selection? To what extent?

6#

What;, if any, are the broad objectives of the teacher edu­ cation program?

7.

What provision exists for evaluation, reappraisal of your curriculum for teachers?

8.

What emphasis is placed on understanding of growth and devel opment of the child?

9.

What training is provided toward informed social purposes and participation, and in problems of community life?

10. What emphasis is placed on cultural development? 11. How do you go about developing desirable personality traits, and professional attitudes? 12. What steps do you take to insure that prospective teachers have a knowledge of the basic laws of physical and mental health? 13. To what extent are courses and methods functional? 14. Y/hat effort is made toward integration of theory and prac­ tice?

BIB 15* Do you utilize democratic group methods in approaches to teaching and the solution of problems? To what extent? 16. What continuity of thought and sequence is inherent in the teacher education program? What duplication of course mat­ ter exists? 17. What are the standards for breadth and depth of scholarship, particularly in the fields of specialization? 18. What range of learning activities are available, i.e., study of community agencies (courts, recreational, health groups, etc.), civic and social clubs, conferences and extra­ curriculum? 19• What steps do you specifically take to insure that your trainees are competent in the fundamental tool subjects? 20. Do you publish a bulletin or periodical news to education students to keep them abreast of professional developments? 21. What is the duration of your minimum teacher education pro­ gram? 22. To what extent is the college accredited with other agencies? 23. What fraction of the undergraduate work of prospective tea­ chers ascribes its objectives to general education? 2k, What percentage of the total college enrollment do education

students constitute? 25* What do you consider the strongest, or outstanding features of your program? 26. What do you consider the weakest or least desirable at present? IV.

THE DIRECTED TEACHING PROGRAM

1.

What experience do the trainee have with children, schools, and communities prior to actual student teaching?

2.

What is the plan for directed teaching experience?

3.

How is the candidate initiated into directed teaching?

213 What provision is made for dealing with candidates who cannot bring sound principles into practice? 5*

What attempt is made to challenge the initiative of the student teacher?

6.

Is experience provided in self-management?

7.

What attempt, if any, is made to correlate the child devel­ opment perspective with continuity of activity in teaching?

8.

What emphasis is placed on the nature of motivation, interest and purposes underlying pupil activity?

9.

What attempt is made to relate earlier professional study to student teaching?

How?

Or what?

10. What coordination or liaison exists between college and training schools? 11. Does the directed teaching program provide the student an ac­ quaintance with the staff and the problems of the whole school? How? 12. Do you consider your facilities adequate for observation, de­ monstration and supervised teaching on each level? 13. How many units of directed teaching are required? clock hours?

How many

1^. How much training school teaching is done by college demon­ stration teachers, or other faculty members? 15* If affiliated or urban schools are utilized, what supplemen­ tary supervision is provided?

V.

STUDENT PERSONNEL PRACTICES AND SERVICES

1.

What qualifications are set up as desirable in the process of screening candidates, i.e., tests, interests, health person­ ality, etc.?

2.

What steps mark the screening process, i.e., tests, inter­ views, etc.?

3.

On the basis of college norms of a nationally recognized in­ telligence tests, what percentile marks the lower limits for admission?

214 What is the minimum standard of scholarship for candidates for teacher training? 5.

What period of general education is considered mandatory for selection to professional training?

6 . What personnel records are kept? made available?

Where?

To whom are they

7.

Does the college provide a placement service? to teachers?

Restricted

8*

What use, if any, is made of supply and demand studies? (i.e., of teacher personnel).

9.

Has attempt been made at appraising methods of selection through perusal of placement records?

10. Is there a follbw-up program to determine professional ad­ justment of alumni? Or a running inventory on professional growth? 11. What guidance service is provided?

How is it implemented?

12. Down to what level (ie., lower division) does guidance ser­ vice extend, with possible view to encouragement toward teachings? 13. What specific effort is made to insure that each student de­ velops an adequate working philosophy of life and education? l*f. What kind of health program is maintained? 15. What attention is given to the mental health of the student? To remedial measures for physical or other handicaps? 16. How often is each student required to submit to a thorough physical examination? 17* What service is available in terms of a staff nurse, physician, psychiatrist, clinical psychologist? 18. What provisions are made for hospitalization? 19. What recreational facilities and programs are available? you consider them adequate? 20. What range of extra-curricular activities are available?

Do

215

21. How are the students housed?

Adequately?

22. How are they boarded? 23. Do you think the social environment of the college is suf­ ficiently condicive to the social growth of the students? What planned improvements would you suggest? 2b m What provisions are made for the financial aid of superior

students who desire to become teachers? VI.

THE PLANT AND EQUIPMENT

1. How large is the campus? si on?

Is there a possibility of expan-

2. Do you consider your classroom facilities, laboratories, etc., adequate for your present enrollment? 3* Are the location, construction and care of all buildings such as would insure healthful conditions for teachers and students? b.

Is adequate and suitable equipment for laboratories, shops, gym, audio-visual, commerce, household arts, available?

5. How many full-time trained librarians are employed? 6.

How many volumes does the library possess? Approximately how are they distributed by classification (percentage)?

7* Are all the volumes classified, cataloged, and cross-indexed in the standard manner? 8.

Do you have an education library? What percentage of the total library facilities or volumes does it constitute?

9* Does the education library include sample textbooks, workbooks, courses of study, etc.? 10. Does the college participate in the benefits of a film libra­ ry or have one of its own? 11. What percentage of the total college budget, approximately, is set aside for the library? 12. To what extent have predictive studies (population trends, etc.) been used In determining future needs.