teacher personnel || the preservice preparation of teachers

The Preservice Preparation of TeachersAuthor(s): W. E. PeikSource: Review of Educational Research, Vol. 13, No. 3, Teacher Personnel (Jun., 1943), pp.228-240Published by: American Educational Research AssociationStable URL: http://www.jstor.org/stable/1168407 .

Accessed: 25/06/2014 00:43

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].

.

American Educational Research Association is collaborating with JSTOR to digitize, preserve and extendaccess to Review of Educational Research.

http://www.jstor.org

This content downloaded from 195.34.79.214 on Wed, 25 Jun 2014 00:43:31 AMAll use subject to JSTOR Terms and Conditions

http://www.jstor.org/action/showPublisher?publisherCode=aera

http://www.jstor.org/stable/1168407?origin=JSTOR-pdf

http://www.jstor.org/page/info/about/policies/terms.jsp


CHAPTER IV

The Preservice Preparation of Teachers

W. E. PEIK

DURING THIS TRIENNIUM there has been a decrease in the number of objective studies on aims, practices, policies, instruction, content, and evaluation of institutional programs of teacher education. There has not been a decrease in nationwide interest in problems of teacher education. An analysis of 138 reports selected from a considerably larger number is presented herein. Included are a number of extensive descriptions of experimental programs in teacher education in which the directors, authors, or the committees are known to be aware of the data and evidence from research, which it is assumed they are applying to experimental programs that are presented in a descriptive manner (27, 32, 51, 66, 68, 81, 122). Not included are unpublished graduate theses, many of which are listed in the annual U. S. Office of Education Bibliography of Research Studies in Edu- cation (124, 125, 126).

Major enterprises in the education of teachers have been numerous proj- ects of the Commission on Teacher Education of the American Council on Education (27, 50, 51, 81, 122, 123) and a committee of the North Central Association (32) which reflect an increased interest on the part of liberal arts colleges in teacher education. Increasingly important has been the ex- panded use of the workshop, particularly in summer sessions (68).

Methods Used in the Investigations and Reports As in the earlier review of this literature (96) a classification of the

research procedures used has been attempted. Where several procedures of investigation have been used, they are all classified separately, instead of using only the major procedure as formerly.

Method Frequency 1. Objective data based on a questionnaire or checklist ...................... 35 2. Opinion of experts or competent groups ........................ ......... 35 3. Summary, review, or annotation of literature ............................. 24 4. Data from interviews, conferences, visitations, reports ..................... 23 5. Analysis of legal documents and records ................................. 16 6. Miscellaneous types of research methods (implied but not always fully ex-

plained ) ................ ............................................ 15 7. Use of tests and examinations ........................................... 14 8. Report by letter, diary, or general statement .............................. 13 9. B ulletin analysis ..................................................... 9

10. Historical sources .................... ................................... 7 11. Text analysis; syllabus analysis ......................................... 7 12. Student record analysis ................................................. 6 13. Experim entation ................. ..................................... 3 14. N ot clearly indicated ....................................................

228



June 1943 PRESERVICE PREPARATION OF TEACHERS

Apparently there has been a relative increase over the preceding period of three years (1937-1939) in the use of the canvass of opinions thru questionnaires, in the analysis of legal documents and official records, and in the use of informal letters, diaries, or prepared general statements. At- tempts at controlled experimentation in the use of tests and in the running down of historical sources, have not developed increasingly as one might hope. A greater use of informal, subjective evaluation by individuals or by groups judged competent and of systematic observation and conference have been noted. In the long run the integrated reaction and action by experts to highly variable factors in situations preferably with, but often without, objective analysis may, on the part of the well-initiated, ultimately prove more or less valid than isolated groups of facts. Such facts are objective and important but not always considered in relation to all such factors as the expert mind may be able to observe together. Curriculum problems are highly involved, and that is why opinionnaires are so often resorted to as the method judged to be the best available.

There are a number of interesting facts about the orientation of these studies to indicate the incidence of interest. Only thirteen are concerned primarily with elementary teaching (14, 35, 36, 39, 44, 54, 65, 69, 70, 88, 100, 107, 117); twenty-five with secondary teaching (5, 13, 17, 22, 34, 37, 41, 43, 45, 53, 54, 63, 66, 76, 83, 84, 94, 95, 99, 33, 113, 118, 119, 131, 138); and eight with instruction in higher education (8, 15, 29, 47, 58, 75, 105, 133). The other ninety-one concern teacher training in general at both the elementary and secondary levels. Twenty-three reports were about teachers prepared by colleges or universities primarily, thirty about those prepared in teachers colleges, while eighty-five were about teachers prepared in any type of institution.

Classification of Studies

Bibliographies-Of the 138 studies here reported for review fifteen were primarily bibliographical in nature (10, 16, 23, 25, 45, 60, 61, 62, 85, 96, 97, 124, 125, 126, 128). Most of these are annotated.

Many reports dealt with a miscellany of practices and policies of teacher- preparing departments or colleges in general, including administrative matters as well as instruction: in colleges and universities (12, 51, 58, 68, 81, 86, 95, 122, 138); in teachers colleges and normal schools (40, 47, 48, 49, 53, 64, 75, 92, 102, 115, 116, 119, 133); in general, without special reference to type (15, 29, 33, 50, 55, 56, 68, 71, 72, 82, 87, 98, 106, 111, 128, 129). Phases of the general education of teachers were emphasized extensively by the following thirty-six studies, altho general education was implied or considered in a secondary way by others as well (4, 12, 14, 22, 23, 26, 27, 30, 32, 35, 36, 39, 51, 54, 65, 66, 68, 69, 70, 81, 83, 87, 89, 94, 95, 97, 99, 101, 103, 106, 107, 110, 118, 121, 122, 129). On the other hand, the specialization for teaching subjectmatter was considered in one way or another by fifteen studies (1, 4, 22, 32, 51, 54, 66, 89, 95, 97, 106, 107, 109, 118, 122).

229




REVIEW OF EDUCATIONAL RESEARCH Vol. XIII, No. 3

The area of the total pattern of teacher preparation which received most extensive attention was the professional preparation in the theory of education and in the practice of teaching, altogether sixty-two studies or reports. Concerned with observation, practice teaching, and the internship, the latter a term often loosely used and therefore sometimes confused with ordinary practice teaching, are twenty-three studies (2, 10, 19, 20, 24, 25, 28, 41, 42, 52, 67, 74, 83, 88, 94, 95, 97, 111, 112, 122, 131, 132, 135), and with the laboratory school and its problems in general, ten studies (42, 57, 84, 92, 93, 95, 97, 104, 108, 134). The largest subgroup was related in some way or other to the general theory and expository courses in education as such; of these there were thirty-seven (1, 4, 7, 13, 17, 18, 29, 31, 32, 34, 36, 37, 38, 43, 44, 46, 51, 63, 66, 68, 77, 78, 81, 90, 91, 94, 95, 97, 107, 113, 117, 118, 120, 121, 122, 129, 130).

The problems or needs approach to the curriculum content of courses for teachers was implied in many studies, and more explicitly emphasized in these: 4, 15, 17, 18, 36, 38, 41, 44, 100, 117, 118, and 121. Teaching traits such as might become objectives of teacher-preparing programs were studied, among others, in 11, 13, 15, 21, 44, 74, 79, and 114. Curriculum guidance was recognized as an important element in 37, 40, 43, 76, 81, 86, and 123. Problems for further research may be identified in most reports but good sources of problems, principles, and ideas were found in 9, 47, 81, 82, 92, 93, and 137.

Finally, there are those studies that concentrate on specialized areas or subjects of concentration or preparation for teaching as follows: administration (98); adult education (71, 72) ; art (26, 69); English (11, 16, 66, 105, 117, 118); guidance (5, 43, 63, 73, 113, 120); health (14, 26); industrial arts education (1, 69) ; library (83) ; mathematics (39) ; music (70, 103); physical education (17, 20, 26, 36, 89); radio education (18, 90, 117, 118); rural education (36, 44, 100); speech (11); science (6, 22, 23, 33, 35, 39, 53, 54, 66, 76, 101, 107); social studies (7, 65); and visual education (18, 34, 56, 91, 117, 118). Other classifications repre- sented are Negro teacher education (30, 65, 99); extracurriculum activities (94, 100, 102, 116); and graduate work (1, 3, 19, 31, 91, 109).

Typical Conclusions and Recommendations

A discussion of 134 references from so many fields is beyond the possi- bilities of space. A classification of references in the bibliography has been made for the convenience of those who may be interested. One may obtain a good idea of the trend of conclusions and of recommendations from the samples below. The studies were chosen as typical in nature or important in content.

Administrative practices and policies-One half of the normal schools and teachers colleges still report two-year curriculums. The number of students completing them is only 28 percent of the number completing four- and five-year curriculums (49).

The majority of curriculums in teachers colleges allow about 20 percent of the work of the curriculum to be free electives (62).

230





During the decade 1930-40 the rise in the amount of preparation required of teachers by states averaged more than one year (73). American college education secured by public elementary teachers has reached the level of approximately three years-the highest point in the history of American education.

Thirty-eight percent of all city elementary teachers in 1938-39 had received four years or more of college preparation (56).

Of 6869 high-school teachers in Kansas, 21 percent hold master's degrees. Of 9537 elementary teachers, 34 percent hold certificates based on degrees (86).

General education-The students preparing for the so-called special subjects (art, physical education, public health) appear to be less well informed concerning contemporary affairs than are those preparing in the more traditional academic subjects on the basis of the American Council on Education Contemporary Affairs Test for College Students (26).

"Eighty-five percent of the checklists on the workshop indicated changes in courses due to workshop influence" (68).

As a result of a test on library information given to students in thirty-one teacher- preparing institutions it was found they were weakest in knowledge of the card catalog and moderately skilful in selecting library sources. The scores were mean 60.7, standard deviation 8.1, range 28-82. Highest possible score was 90 (83).

As to the preparation of teachers, the opinion of teachers in progressive schools, such as those which participated in the eight-year study, may be interpreted as follows: instead of academic specialists trained in classroom technics, the schools need teachers with broad training in major fields of knowledge, knowledge of the nature and needs of adolescents, and firsthand knowledge about the realities of the world of adult experience. Teachers need above all to be interesting personalities with a wide range of interests and experiences (94).

In teachers colleges the trend over a decade in the preparation of secondary teachers has been for an increase in number of semester hours prescribed in seven fields and in this order: social studies, science, English, geography, general psychology, mathematics, and music. The number of semester hours in education has been reduced (119).

The general education of the elementary and secondary teacher is the leading problem in the whole pattern of teacher preparation (95).

A good general education for the teacher is more important than for any other citizen (12).

In 1939-40 32 percent of a class of 264 students in a teachers college who were tested needed corrective speech training. The defects in order were unpleasant voice, poor breath control, excessive nasality, inactive tongue, careless speech, foreign dialect, and infantile habits (11).

The acquired academic background of secondary Negro teachers from a Negro teacher-training institution contained little on the Negro and his problems (99).

Professional courses in education-The first attempt to give laboratory training in an organized and systematic manner was in the guild system of the Middle Ages. The real beginning was with institutions for teacher training under the Christian Brothers in the seventeenth century (57).

It would appear that the integrated course in education resulted in greater achieve-

ment, but the factors to be noted are that (a) the control group did not have the same

exposure to certain aids; (b) the examinations were based on the course material in the integrated course; (c) the teachers may have been motivated (13).

The professional information examination in the National Teachers Examination for ten groups of candidates is correlated principally with general mental ability, reading ability, social awareness, and to a much smaller extent with mathematical

insight (37). Laboratory schools-Only 65 percent of eighty-three laboratory schools studied in

state teachers colleges were engaged in curriculum development (92).

231





The subject type of organization is the major form of organization in over one-half of the laboratory schools in eighty-three teachers colleges studied; one-fourth use the broad field type; only a small number use the core or activity concept of organization (93).

It is essential in most teachers college communities to use the public schools for part of the practice teaching. Five-sixths of them have campus training schools (104).

Supervising teachers are overloaded (112). Student teaching-Student teachers in statements about work observed tend to de-

scribe more frequently just what was done than what was seen about content, procedures, and duties (88).

The frequencies with which 1075 public-school teachers reported their most difficult types of problems were motivation, 565; testing and evaluating, 359; diagnosis and remedial procedures, 267; individual differences, 230; modes of presentation, 242; relationships with administration, 73 (38).

Ninety-five percent of the students who participated in the September field experience, preceding opening of Ohio State University, recommended it as a permanent part of the program. Forty-four percent stated that it had been the most profitable thing they had ever done (2).

On the basis of an examination of fifty evaluation forms used in student teaching, the chief criterion of evaluation is objectivity which is woefully inadequate in that it ignores meaningful but nonmeasurative elements (44).

According to the analysis of variance method used to determine the significance of differences in four different observation technics which are used to check student participation in arithmetic, English, or social studies, no significant differences were found under conditions of the experiment (28).

The most frequent suggestion for improving teacher training from 281 teachers was to provide more practice and less theory (42).

Student teachers listed the following practices frequently as those which were most helpful with reference to their supervising teachers: accepting and presenting student teacher as a co-worker; frank, direct criticism, tactfully and constructively presented; demonstration by supervising teacher; freedom in planning and using mate- rials and methods; supervisor leaving classroom for increasingly longer periods of time; frequent conferences; avoiding unnecessary loads of work (52).

Teachers who had had one full year of internship appraised the values of the program as (a) integration of theory and practice; (b) opportunity for supervised experimentation; (c) assistance on practical teaching problems; (d) financial aid for better preparation; (e) sympathy toward new teacher (19).

Special fields-Eighty percent of responses from 2309 science teachers of exceptional ability consider that one of their major functions is to face the problems and interests of young people and of society and to bring their specialized abilities to bear on them. Areas consciously avoided because of alleged disapproval of parents, immaturity of students, or lack of sufficient preparation as teachers are the following: sex education; racial prejudice; merits of healing arts; conflict between religion and science on universe and man's origin; evolution; moral codes and ethical principles; science, political, and economic systems; maladjustments brought about by impact of science and society (22).

In only two general fields of science-geography or geology, and hygiene or health- do more than one-half of 668 elementary teachers present any credits at all (39).

It appears that the nonimportant factors stand out more than the important among reasons why persons choose science as a field of teaching (132).

Universities and teachers colleges are making more adaptations to provide for high- school science teachers than do liberal arts colleges (33). In the teachers colleges studied, the percentage of total material facilities (equipment and supplies) suitable for teaching biological science was relatively high and

the percentage suitable for teaching physical science was relatively low (35). Comparison of the requirements in the eleven institutions which train 65 percent

of the English teachers in the state with the duties of teachers in service in the schools 232





of the state indicates a great need of studying the job of the teacher at work with a view to reorienting the whole course of training (118).

Some of the elements especially needed in the state program of teacher training are knowledge of children's books, ability to train pupils for a wide variety of reading skills, technics of testing and evaluation, skill with diagnostic and remedial ma- terials and methods (117).

In universities, four-fifths of the courses in the teaching of the social sciences are assigned to education teachers, in teachers colleges about 45 percent, and 55 percent are assigned to the social science departments. In general, teachers' social information scores were found to be low (65).

More than three out of every four of 668 elementary teachers whose transcripts were analyzed have never had any nature study (39).

The average number of college credits in science for elementary teachers was eight semester hours (48).

Elementary teachers need to know how to direct the learning of children in both the graphic and the industrial arts (88).

In the area of health education, administrators were more sensitive to matters of a general nature such as mental hygiene, building sanitation, while teachers were more sensitive to the need for training on detailed matters of everday living experiences (14).

It is necessary at the beginning of each student's work to determine his musical abilities (70).

Preservice student teaching for supervisors and teachers of physical education should be given more time and a broader range of experiences (17).

Forty-nine percent of 882 learning problems reported by thirty student teachers in physical education relate to inadequate facilities and equipment, difficulties in organization, and management. Problems of method come second (20).

Rural education-The training of rural-school teachers should include both the practical and the theoretical phases of play activities-so differentiated as to make adaptations to the rural situation (36).

The greatest variety of activity is performed by the one-teacher group and the least variety by the city group.

The chief differences from general elementary teaching in rural teaching, needing specialized preparation, arise from the differences in school organization and the background and experiences of the children to be taught. For these recognition in preparation is proposed.

Present practices in rural schools is, on the whole, standard practice as opposed to the newer type practice followed by progressive schools (100).

Guidance-Of all the courses taken in preparation for the position of counselor, mental hygiene, technics of counseling, and adolescent psychology were judged the most valuable.

A jury considered the following traits most desirable in the prospective counselor: sympathetic understanding of youth, emotional stability, approachability, broad scope of knowledge, interest, good judgment, and common sense (5).

The battery of tests given to 788 graduate students is sufficiently indicative of success in graduate courses to warrant their continued use, not only as measure of general aptitude but also as indexes of extreme strength and weaknesses in the fields of English and mathematics (31).

Student teachers are in favor of practical laboratory provisions to study case folders and records, individual contact with actual cases, as an orientation to guidance. Many thought that more than five clock hours should be devoted to this laboratory experience (43).

For the most part, guidance courses in teachers colleges are textbook courses (73). Trends in teacher education emphasize the evaluative relationship as one of

guidance in which the student formulates his goals, identifies his strengths and weaknesses in the light of these goals, and plans his next learning experiences accord- ingly (123).

233





Higher education and college teaching-It is interesting to note that almost all these major criticisms have to do with the same topic-the need for better teaching. Examples are: the college teacher does not receive proper recognition for good teaching; college teaching ignores individual differences; many college teachers lack professional training (29).

The master's degree is an almost universal requirement for employment in junior colleges, except in certain special fields, with a tendency to move toward the Ph.D. as a requirement (58).

The introduction of the junior college program into teachers colleges has resulted in increased enrolment, and does not affect adversely the quality of preservice education of teachers (133).

The teaching traits desired in college professors by the 507 students in two colleges in order of the group means on a 0-10 scale were fairness, 9.19; mastery of subject, 9.0; interesting presentation, 8.95; well-organized material, 8.9; clearness of exposition, 8.8; interest in students, 8.3; helpfulness, 8.3; ability to direct discussion, 8.05; sincerity, 8.04; and keenness of intellect, 7.85. The two lowest were accomplishment in research, 3.9; and reputation as a scholar, 3.22 (15).

Lack of technic for cooperative work within staffs has been a limiting factor (47). Graduate work-Of the 194 responses from principals, superintendents, and teachers

to an inquiry about the content of the work which teachers should take for the master's degree, 178 urged some division among academic, professional, and cultural courses, with emphasis in the order named (3).

Graduate work in individual education is more generally regarded as advanced professional training than as a broadening and deepening of scholarship (1).

As the result of an evaluation study the Department of Education has adopted the following statement of aims for the master's degree in education: (a) to broaden professional and intellectual outlook; (b) to provide specific vocational preparation (109).

Teaching traits-The most valuable four items among ninety in securing and holding administrative and teaching jobs in a rural community, as judged by 126 local superintendents, are (a) undergraduate training, (b) personal interest in education, (c) men for the superintendency, (d) membership in local educational group. The four most undesirable were (a) men using small quantities of alcoholic drinks at clubs or in private groups, (b) women using small quantities of alcoholic drinks at clubs or in private groups, (c) women smoking, (d) marriage during the school year (44).

Forty-three percent of the characteristics named by adults in describing childhood teachers fell in the general category, "human qualities as a person." Traits falling under "performance as a teacher, teaching" were emphasized more by children than by adults (79).

A definite correlation between extent of extracurriculum participation in teachers college and subsequent teaching success was found (114).

Ten traits most frequently found on charts or checklists for rating student teachers in 102 institutions were scholarship, appearance, use of English, cooperation, voice, lesson preparation, provision for individual differences, professional attitude, descrip- tion used, and questioning skill (135).

In Conclusion

If one were to act on best clues from carefully interpreted research of the last fifteen years to date, he would upgrade the selection of teachers on scholarship and personality as fast as possible; give them an improved, broad, functional, and somewhat professionalized general education; spe- cialize them for teaching by broad fields rather than by subjects; increase the amount of well-supervised practice teaching or add a year of super-

234





vised internship; and lengthen the period of training. He would be much concerned about their attitudes, their social and cultural information, and civic-social activities.

Bibliography 1. AMERICAN VOCATIONAL ASSOCIATION. A Study of Industrial Teacher Education

at the Graduate Level. Research Bulletin 2. Washington, D. C.: the Association, December 1941. 42 p.

2. ANDERSON, EARL W., and RICHEY, ROBERT W. "September Public School Expe- rience of Sophomores in the College of Education of the Ohio State Univer- sity." Educational Administration and Supervision 26: 209-19; March 1940.

3. ANDERSON, EARL W., and RICHEY, ROBERT W. "The Master's Degree for Public School Teachers." Educational Research Bulletin (Ohio State University) 19: 48-52; January 17, 1940.

4. AXTELLE, GEORGE E., and WATTENBERG, WILLIAM W., editors. Teachers for Democ- racy. Fourth Yearbook of the John Dewey Society. New York: D. Appleton- Century Co., 1940. 412 p.

5. BAILEY, RICHARD J. "Preparing, Certifying and Selecting Public School Counse- lors." Educational Administration and Supervision 26: 415-23; September 1940.

6. BAKER, A. LEROY. "The Development of Science Content Courses for the Train- ing of Elementary School Teachers." Science Education 25: 97-99; February 1941.

7. BALDWIN, JAMES W. "The Specialized Professional Preparation of Social Studies Teachers." School and Society 55: 53-55; January 10, 1942.

8. BARDEN, JOHN GLENN. A Suggested Program of Teacher Training for Mission Schools Among the Batetela. Contributions to Education, No. 853. New York: Teachers College, Columbia University, 1942. 181 p.

9. BARR, ARVIL S. "Systematic Evaluation in the Professional Education of Teach- ers." Journal of Educational Research 34: 689-92; May 1941.

10. BARTON, ESTHER M.; HOLLIDAY, FRANCES; and KIDD, R. MILDRED. Student Teaching Bibliography, December 1940-December 1941. National Association of Supervisors of Student Teachers (Sec.: Allen D. Patterson, State Teachers' College, Lockhaven, Pa.). Bulletin 1942, p. 9-31.

11. BEDELL, RALPH, and POAGE, MAURINE. "The Nebraska Speech Improvement Program for Prospective Teachers." Educational Administration and Super- vision 27: 152-56; February 1941.

12. BIGELOW, KARL W. "The Liberal Arts College and the Education of Teachers." Educational Record 23: 44-57; January 1942.

13. BOARDMAN, CHARLES W. "An Experimental Approach to the Integration of Professional Courses at the University of Minnesota." Journal of Educational Research 34: 672-78; May 1941.

14. BOSLEY, HOWARD E. "Training in Health Needed by Teachers." Elementary School Journal 41: 52-58; September 1940.

15. BOUSFIELD, WESTON A. "Students' Ratings of Qualities Considered Desirable in College Professors." School and Society 51: 253-56; February 24, 1940.

16. BOYLE, REGIS LOUISE. "Bibliography of Teacher Education: English, 1930- 1940." Elementary English Review 18: 263-69; November 1941.

17. BRAINARD, ALBERT F. "A Survey of the Problems Confronting Men Student Teachers in the Field of Physical Education." Research Quarterly in Physical Education and Recreation 13: 333-40; October 1942.

18. BREWSTER, JANE R. "Teacher Training in New England." Education Screen 20: 287; September 1941.

19. BRINK, WILLIAM G. "Internship as a Means of Vitalizing Teacher Preparation." Educational Trends 9: 13-17; January 1941.

20. BROWN, MARGARET C. "Learning Problems in Student Teaching." Research Quarterly of the American Association for Health, Physical Education, and Recreation 11: 25-32; December 1940.

21. BRYAN, RoY C. "Eighty-Six Teachers Try Evaluating Student Reactions to Them- selves." Educational Administration and Supervision 27: 513-26; October 1941.

22. BURNETT, R. WELL. "Opinions of Science Teachers and Their Implications for Teacher Education." Teachers College Record 42: 709-19; May 1941.

235




REVIEW OF EDUCATIONAL RESEARCH Vol. XIII, ATo. 3

23. BURNETT, R. WELL. "Teacher Education in Science and Mathematics." Review of Educational Research 12: 443-50; October 1942.

24. BURNS, CELIA. "A Critical Survey of Present Practices of Evaluating Student- Teaching." Educational Administration and Supervision 28: 274-79; April 1942.

25. BUSH, LUCILE; HURLBURT, ZYLPHA; and YOUNG, BESS. "Student Teaching Bibliog- raphy." Twentieth Yearbook. Upper Montclair, N. J.: National Association of Supervisors of Student Teaching, 1940, p. 77-96.

26. CAMPBELL, LAURIE E. "The Prospective Teacher and His Knowledge of Con- temporary Life Affairs." Research Quarterly of the American Association for Health, Physical Education, and Recreation 11: 126-35; October 1940.

27. CARTER, THOMAS M. "The Michigan Study of Teacher Education." Educational Administration and Supervision 27: 534-40; October 1941.

28. CHATTERTON, ROLAND H. Methods of Lesson-Observing by Pre-Service Student Teachers. Contributions to Education, No. 834. New York: Teachers College, Columbia University, 1941. 137 p.

29. COLE, LUELLA. The Background for College Teaching. New York: Farrar and Rinehart, 1940. 616 p.

30. COLSON, EDNA M. An Analysis of the Specific References to Negroes in Selected Curricula for the Education of Teachers. Contributions to Education, No. 822. New York: Teachers College, Columbia University, 1940. 178 p.

31. COOK, WALTER W. "Predicting Success of Graduate Students in a College of Education." School and Society 56: 192-95; September 5, 1942.

32. COOPER, RUSSELL M. "Liberal Arts Colleges Study Teacher Preparation." North Central Association Quarterly 16: 262-67; January 1942.

33. THE COOPERATIVE COMMITTEE ON SCIENCE TEACHING. "The Preparation of High School Science Teachers: A Preliminary Report of the Cooperative Committee on Science Teaching." School Science and Mathematics 42: 636-50; October 1942.

34. CRAWFORD, E. WINIFRED. "A Study of the Status of Visual Education Courses in Teacher Training Institutions." Secondary Education 9: 161-70; May 1940.

35. CUNNINGHAM, HARRY ALLEN. Material Facilities Needed in the Training of Intermediate Grade Teachers in Science. Contributions to Education, No. 812. New York: Teachers College, Columbia University, 1940. 162 p.

36. CURTIS, LERA B. "A Critical Evaluation of the Physical Education Program of the Rural Schools of Michigan." Research Quarterly of the American Associa- tion for Health, Physical Education, and Recreation 11: 121-28; March 1940.

37. DAVID, FREDERICK B. "The Measurement of Professional Information Among Candidates for Teaching Positions." Educational Administration and Super- vision 27: 99-106; February 1941.

38. DAVIS, ROBERT A., and OTHERS. "The Teaching Problems of 1075 Public School Teachers." Journal of Experimental Education 9: 41-60; September 1940.

39. DAVIS, WARREN M. "The Preparation of Ohio Elementary Teachers in the Field of Science." School Science and Mathematics 40: 238-43; March 1940.

40. DOWNS, MARTHA, chairman. "The Student Personnel Policies and Practices of 151 Institutions Engaged in Teacher Education." Nineteenth Yearbook, 1940. Oneonta, N. Y.: American Association of Teachers Colleges, 1940. p. 144-47.

41. DEWEY, HENRY E. "What Student Teachers Want to Know." Educational Ad- ministration and Supervision 27: 133-40; February 1941.

42. DUFLOT, JOSEPH L. "Is the Training School Practical?" Peabody Journal of Education 17: 213-22; January 1940.

43. DUGAN, WILLIS E., and WRENN, C. GILBERT. "An Evaluation of a Guidance Induction Program in Teacher-Training." Educational Administration and Supervision 27: 53-61; January 1941.

44. EDMISTON, ROBERT W., and CAHILL, C. M. "What Does the Rural Community Expect of Its Teachers?" Educational Administration and Supervision 26: 98-102; February 1940.

45. EDUCATIONAL POLICIES COMMISSION. Deliberative Committee Reports in Sec- ondary Education. Washington, D. C.: American Council on Education, 1940. p. 14-18.

46. EMME, EARLE E. "Content Analysis of Nineteen Textbooks in Educational Psy- chology." Education 63: 168-71; November 1942.

236





47. ENGLEMAN, FINIS EWING, and MATHEWS, J. C. "Progress Report on Seven Teachers Colleges Participating in the Cooperative Study of Teacher Educa- tion." Twentieth Yearbook, 1941. Oneonta, N. Y.: American Association of Teachers Colleges, 1941. p. 64-110.

48. ENGLEMAN, FINIS EWING, and WHITWORTH, ERNEST. "Whither Student Tuition and Fees in Our State Teachers Colleges." School and Society 51: 621-24; May 11, 1940.

49. EVENDEN, EDWARD S. "Some Interpretative Comments on the Report of Curricu- lum Practices in Normal Schools and Teachers Colleges in the United States, 1939-1940." Nineteenth Yearbook, 1940. Oneonta, N. Y.: American Association of Teachers Colleges, 1940. p. 140-43.

50. EVENDEN, EDWARD S. Teacher Education in a Democracy at War. Washington, D. C.: American Council on Education, Commission on Teacher Education, 1942. 118 p.

51. EVENDEN, EDWARD S., and BUTTS, FREEMAN R., editors. Columbia University Cooperative Program for the Pre-Service Education of Teachers. New York: Bureau of Publications, Teachers College, Columbia University, 1942. 120 p.

52. FIELSTRA, CLARENCE. "Supervisory Practices which Student Teachers Consider Most Helpful." Educational Administration and Supervision 28: 536-40; Octo- ber 1942.

53. FILSON, MALCOLM HAROLD. "New Trends in Chemistry Courses for Teachers' Colleges." Journal of Chemical Education 17: 486; October 1940.

54. FORD, LEONARD A. "Science Requirements in Midwest Teachers Colleges." Science Education 24: 272-75; October 1940.

55. FRAZIER, BENJAMIN W. "Minimum Certification Requirements for Teachers." School Life 26: 27-29; October 1940.

56. FRAZIER, BENJAMIN W. "Teacher Preparation on Minimum Levels." Educa- tional Administration and Supervision 27: 259-66; April 1941.

57. FRISTOE, DEWEY. "Early Beginnings of Laboratory Schools." Educational Ad- ministration and Supervision 28: 219-23; March 1942.

58. GARRISON, LLOYD A. "Preparation of Junior College Instructors." Junior College Journal 12: 135-41, 204-209; November, December 1941.

59. GREIDER, C. ALVIN, and NEWBURN, HARRY R. "Temperament in Prospective Teachers." Journal of Educational Research 35: 683-93; May 1942.

60. GRAY, WILLIAM S. "Selected References on Teacher Education." Elementary School Journal 41: 298-306; December 1940.



63. HAGEN, WALDEMAR, and SHAFER, HUGH M. "A Personnel Work Practice Lab- oratory for Student Teachers." Education 60: 296-301; January 1940.

64. HALL, GERTRUDE M. "Preliminary Report of Study Dealing with Publicity Prac- tices in State Teachers Colleges." Nineteenth Yearbook, 1940. Oneonta, N. Y.: American Association of Teachers Colleges, 1940. p. 147-51.

65. HARRIS, RUTH M. Teachers' Social Knowledge and Its Relation to Pupils' Responses. Contributions to Education, No. 816. New York: Teachers College, Columbia University, 1941. 89 p.

66. HARVARD UNIVERSITY. Committee on the Preparation of Teachers for Secondary Schools. The Training of Secondary School Teachers, Especially with Ref- erence to English. Cambridge, Mass.: Harvard University Press, 1942. 173 p.

67. HARVEY, C. C. "History of Internship in Teacher Education." Educational Ad- ministration and Supervision 28: 375-81; May 1942.

68. HEATON, KENNETH L.; CAMP, WILLIAM G.; and DIEDERICH, PAUL B. Professional Education for Experienced Teachers. Chicago: University of Chicago Press, 1940. 142 p.

69. HEFFERNAN, HELEN, and WULFING, GRETCHEN. "Graphic and Industrial Arts Essential in the Preparation of the General Elementary Teacher." Educa- tional Method 19: 236-41; January 1940.

70. HEFFERNAN, HELEN, and WULFING, GRETCHEN. "Music Training Essential for the General Elementary Teacher." Educational Method 19: 288-91; February 1940.

237




71. HOULE, CYRIL. "Opportunities for Professional Study of Adult Education, 1941." Adult Education Bulletin 5: 81-85; April 1941.

72. HOULE, CYRIL. "Opportunities for Professional Study of Adult Education, 1942." Adult Education Bulletin 6: 99-103; April 1942.

73. HOUSTON, VICTOR M. "An Analysis of the Methodology and Content of Guidance Courses in Teachers Colleges." Educational Administration and Supervision 27: 145-51; February 1941.

74. HULSE, MELVIN L. "Student Rating of Teachers in Service as a Teacher-Training Device." Educational Administration and Supervision 26: 1-12; January 1940.

75. HUNT, CHARLES W. "Twenty-five Years of the American Association of Teachers Colleges." Twentieth Yearbook, 1941. Oneonta, N. Y.: American Association of Teachers Colleges, 1941. p. 47-51.

76. HURD, ARCHER W. "Report of Committee of N. A. R. S. T. on Teacher Prepara- tion." Science Education 25: 247-51; October 1941.

77. JENSEN, HARRY T. "First Courses in Education Offered in the Teacher-Training Institutions." Educational Administration and Supervision 28: 213-18; March 1942.

78. JENSEN, HARRY T. "Selecting Aims and Purposes of the First Course in Educa- tion." Educational Administration and Supervision 28: 401-13; September 1942.

79. JERSILD, ARTHUR T. "Characteristics of Teachers Who Are 'Liked Best' and 'Disliked Most.'" Journal of Experimental Education 9: 139-51; December 1940.

80. JOERG, ADRIENNE, and SHROYER, LANA A. "A Survey of the Certification, Prep- aration, Experience, Salary, and Employment Status of Elementary and High School Teachers in Kansas for the Year 1939-1940." Kansas State Teachers College of Emporia Bulletin of Information 20: 1-50; September 1940.

81. KLEIN, ARTHUR J., and FACULTY COMMITTEE. Adventures in the Reconstruction of Education. Chapter VII, "The Development of an Experimental Attitude"; Chapter VIII, "Evaluation Program of Teacher Education." Columbus, Ohio: College of Education, Ohio State University, 1941.

82. LAFFERTY, HARRY M. "Teacher Education Moves Forward." Educational Ad- ministration and Supervision 26: 585-95; November 1940.

83. LANCASTER, JOHN H. The Use of the Library by Student Teachers. Contribu- tions to Education, No. 849. New York: Teachers College, Columbia University, 1941. 138 p.

84. LARSEN, ARTHUR HOFF. "Functions of the Secondary Training School in Teacher Education." Educational Administration and Supervision 28: 65-68; January 1942.

85. LEIGH, MARJORIE C. "A Guide to the Literature of Teacher Training." Peabody Journal of Education 17: 388-94; May 1940.

86. LOVE, LESTON L., and MCCABE, J. E. "Evaluation of a Faculty Advisory Pro- gram for Freshmen." Educational Research Bulletin (Ohio State University) 19: 483-88; November 20, 1940.

87. MASON, CARLETON D. Adaptation of Instruction to Individual Differences in the Preparation of Teachers in Normal Schools and Teachers Colleges. Contribu- tions to Education, No. 793. New York: Teachers College, Columbia Uni- versity, 1940. 279 p.

88. MILLIGAN, JOHN P. "An Analysis of Experiences Reported by Student Teachers." Educational Administration and Supervision 27: 464-67; September 1941.

89. OBERTEUFFER, DELBERT. "Professional Education in Physical Education." North Central Association Quarterly 14: 345-61; April 1940.

90. PAINTER, WILLIAM I. "Radio in Teacher Training." Educational Administration and Supervision 26: 115-25; February 1940.

91. PAINTER, WILLIAM I., and PAINTER, HELEN WELCH. "Visual Aids in Teacher Training." Educational Administration and Supervision 28: 31-39; January 1942.

92. PALM, REUBEN. "Curriculum Experiments in Laboratory Schools of State Teachers Colleges." Educational Administration and Supervision 27: 629-32; Novem- ber 1941.

93. PALM, REUBEN R. "The Role of the Laboratory School in Curriculum Develop- ment." Curriculum Journal 2: 350-53; December 1940.

238





94. PATTERSON, ALLEN. "Implications of Newer School Practices." North Central Association Quarterly 15: 248-52; January 1941.

95. PEIK, WESLEY E. The Education of Teachers in Liberal Arts Colleges. Minne- apolis: University of Minnesota, College of Education, 1941. 30 p. (Mimeo.)

96. PEIK, WESLEY E. "The Preparation of Teachers." Review of Educational Research 10: 191-98; June 1940.

97. PEIK, WESLEY E. "Teacher Education-VI. Curriculum." Encyclopedia of Educa- tional Research. New York: Macmillan Co., 1941. p. 1220-43.

98. PENNSYLVANIA DEPARTMENT OF PUBLIC INSTRUCTION. "Education and Teaching Experience of the Instructional and Administrative Employes in the Public Schools of Pennsylvania, 1938-1939." Research Service in Education. Bulletin 74, Circular No. 10. Harrisburg: Department of Public Instruction, 1940. 33 p.

99. PHILLIPS, MYRTLE R. "The Negro Secondary School Teacher." Journal of Negro Education 9: 482-97; July 1940.

100. PIERCE, ALICE A. "Implications for Teacher Education in the Activities of Teach- ers in Graded and in One- and Two-Teacher Public Elementary Schools of New York State." Educational Administration and Supervision 27: 345-53; May 1941.

101. REYNOLDS, CHARLES W. "The Development of Generalized Science Courses in State Teachers Colleges." Science Education 24: 87-91; February 1940.

102. RICHEY, ROBERT W. "Some Types of Direct Experiences Utilized in Teacher Edu- cation." Educational Research Bulletin 21: 13-18; January 1942.

103. RIEMENSCHREIDER, ALBERT. "Music Education in Higher Institutions." North Central Association Quarterly 15: 174-84; October 1940.

104. ROBERTS, ALEXANDER C. "The Training School in the Teacher-Training Program." Educational Administration and Supervision 26: 257-66; April 1940.

105. ROGERS, HARRY S. "Report on the Investigation of the Teaching of English in Engineering Schools." Journal of Engineering Education 31: 188-94; November 1940.

106. ROSENLOF, GEORGE WALTER. "Preparation of Teachers in the Arts College and the Teachers College." Journal of the American Association of Collegiate Regis- trars 15: 170-73; January 1940.

107. RUDY, MADELINE. "Science Education for Elementary Teachers in Texas Teacher Training Institutions." Science Education 25: 267-73; October 1941.

108. RUEDIGER, WILLIAM CARL. "The History of Education." Educational Administra- tion and Supervision 26: 13-19; January 1940.

109. RUSSELL, JOHN DALE. "Objectives of the Master's Degree in Education." Educa- tional Record 23: 242-49; April 1942.

110. RYANS, DAVID G. "The Professional Examination of Teaching Candidates." School and Society 52: 273-84; October 5, 1940.

111. SAER, HYWELA. "A Further Investigation of Pre-College Teaching Experience and Other Factors in the Teaching Success of University Students." British Journal of Educational Psychology 11: 183-96; November 1941.

112. SCHORLING, RALEIGH. Student Teaching. New York: McGraw-Hill Book Co., 1940. 329 p.

113. SHAFER, HUGH M., and HAGEN, WALDEMAR. "Personnel Laboratory Provides Per- sonnel Work Practice for Student Teachers at Minnesota." Educational Admin- istration and Supervision 26: 691-96; December 1940.

114. SHANNON, JOHN RAYMOND. "A Comparison of Highly Successful Teachers, Fail- ing Teachers, and Average Teachers at the Time of Their Graduation from Indiana State Teachers College." Educational Administration and Supervision 26: 43-51; January 1940.

115. SHANNON, JOHN RAYMOND; TIREY, RALPH N.; and ABELL, E. L. "A Measure of the Reasonableness of Instructors' Assignments in a State Teachers College." Educational Administration and Supervision 27: 67-72; January 1941.

116. SMALL, GEORGE D. "Administration of Student Social Affairs in Teachers Colleges and Normal Schools." Educational Administration and Supervision 26: 57-63; January 1940.

117. SMITH, DORA V. Evaluating Instruction in English in the Elementary Schools of New York. Eighth Research Bulletin of the National Conference on Research in English. Chicago: Scott, Foresman and Co., 1941. 96 p.

239





118. SMITH, DORA V. "Training, Professional Alertness, and Teacher Load Among English Teachers in Twenty-Seven Towns Visited." Evaluating Instruction in Secondary School English, English Monograph No. 11. Chicago: National Coun- cil of Teachers of English, 1941. p. 206-27.

119. SPRAGUE, HARRY ALONZO. A Decade of Progress in the Preparation of Secondary School Teachers. Contributions to Education, No. 794. New York: Teachers College, Columbia University, 1940. 170 p.

120. STRANG, RUTH. "Preparing Prospective Teachers for Their Guidance Responsibili- ties." Educational Administration and Supervision 27: 546-50; October 1941.

121. SYMONDS, PERCIVAL. "Problems Faced by Teachers." Journal of Educational Re- search 35: 1-15; September 1941.

122. SYRACUSE UNIVERSITY, CURRICULUM COMMITTEE OF THE SCHOOL OF EDUCATION. A Functional Program of Teacher Education. Washington, D. C.: American Council on Education, 1941. 259 p.

123. TROYER, MAURICE E. "A Composite Picture of Programs of Evaluation in Teacher Education." Twentieth Yearbook, 1941. Oneonta, N. Y.: American Association of Teachers Colleges, 1941. p. 111-23.

124. U. S. OFFICE OF EDUCATION. Bibliography of Research Studies in Education, 1937- 1938. Bulletin 1939, No. 5. Washington, D. C.: Government Printing Office, 1939. p. 238-44.



127. U. S. OFFICE OF EDUCATION. Education of School Administrators. Bulletin 1941, No. 6. Washington, D. C.: Government Printing Office, 1942. 155 p.

128. U. S. OFFICE OF EDUCATION. Education of Teachers: Selected Bibliography, October 1, 1935, to January 1, 1941. Bulletin 1941, No. 2. Washington, D. C.: Government Printing Office. 60 p.

129. U. S. OFFICE OF EDUCATION. Opportunities for the Preparation of Teachers in Conservation Education. Pamphlet No. 90. Washington, D. C.: Government Printing Office, 1940. 13 p.

130. U. S. OFFICE OF EDUCATION. Opportunities for the Preparation of Teachers in the Use of Visual Aids. Pamphlet No. 89. Washington, D. C.: Government Printing Office, 1940. 13 p.

131. WARD, WILLIAM D.; REMMERS, HERMANN H.; and SCHMALZRIED, NEWELL T. "The Training of Teaching Personality by Means of Student Ratings." School and Society 53: 189-92; February 8, 1941.

132. WESTFALL, BYRON L. "Student Teaching in Summer Sessions." Educational Administration and Supervision 26: 70-72; January 1940.

133. WHITE, KENNETH B. "The Integrated Junior College Teacher Education Program in State Teachers Colleges." Educational Administration and Supervision 27: 282-90; April 1941.

134. WILLIAMS, EDWARD I. F. Actual and Potential Use of Laboratory Schools. Con- tributions to Education, No. 846. New York: Teachers College, Columbia Uni- versity, 1942. 259 p.

135. WOELLNER, ROBERT C. "Evaluation of Apprentice Teachers." School Review 49: 267-71; April 1941.

136. WOOD, HUGH B. "Trends in Teacher Education." Educational Administration and Supervision 28: 87-103; February 1942.

137. WOODY, CLIFFORD. "Evaluation of a Program of Teacher Training." Journal of Educational Research 34: 693-95; May 1941.

138. WORKS, GEORGE A. "The Problem in Colleges of Liberal Arts." North Central Association Quarterly 15: 241-42; January 1941.

240



teacher personnel || the preservice preparation of teachers

Documents