ABSTRACT THE AVAILABILITY AND UTILITY OF CONTEMPORARY AflERICAN LITERATURE FOR TEACHER EDUCATIQN by Joel Laverne Burdin Contemporary American novels were studied as a possible supplement to other means for helping teachers to learn about, internalize, and carry out varied teaching roles. The investigator presumed that becoming a teacher involves a wide variety of experiences, beginning with career selection, proceeding through varied stages of course work and student teaching, and continuing growth as a contracted teacher. Literature was presumed to have specific, unique potentialities for teacher education. It has emotional appeal, vividness, and clarity capable of effecting behavioral changes. It is the literary writer's perception of life. Literary writers not only were presumed to have special sensitivities and perceptions about life, but also Special communication skills. Group use of literature under trained guidance was advocated to capitalize upon these potentialities. The pepulation for the study included contemporary novels which appeared to have student and teacher characters. Selected index categories under the general heading of "fiction" in a standard library reference book were used to find related book reviews. The reviews became a basis for selecting novels which apparently met criteria: (1) student and teacher characterizations, (2) elementary Joel Laverne Burdin or secondary private or public school setting, (3) contemporary American scenes. This population was supplemented by reading book reviews, inspecting book shelves, and getting recommendations from others. The resulting pepulation was illustrative rather than representative. An effort was made to develop flexible and productive procedures. Closer examination through reading book jackets, reading first chapters, and scanning whole books was necessary to secure the sample. The first twenty-four novels which met these criteria became the sample. Analysis forms and keys were deveIOped or adapted for analyzing novels. They were used to rate the comprehensiveness, clarity, and appeal of the sample. (The forms also could be used as individual study aids prior to group study.) Three analysis forms and eXplanatory keys were developed: (1) a form for recording reviewers' ratings and literary characteristics such as setting, theme, and style; (2) a form for recording ratings of teacher characteristics; (3) a form for recording data about infancy to senescense personality deve10pmental stages. A characteristics approach and a behavioral approach to an understanding of teaching were selected to illustrate the flexibility of literature for teacher education. The procedures did produce a population and sample of novels with teacher and student characters. Procedures were revised as the study progressed to make them feasible for teacher educators untrained in literary analysis and with limited time to seek supplementary materials. The forms provided data which could be analyzed quantitatively or qualitatively. The forms developed for this study illustrated the feasibility of studying aspects of teacher education such as human growth and development. Joel Laverne Burdin The investigator preposed a series of questions related to the gpsychology of reading effects, derived from accepted principles of social 'psychology and conmunications theory. Research was advocated to determine which of the possible reading effects and which related procedures would be most valid for particular school and college settings and for both prospective and also contracted teachers. Usable novels appear to be available in large numbers. They appear to be comprehensive in their treatment of the human situation in general and of teaching in particular. Their messages are clear and appealing. They are advocated for teacher education on two bases: (1) They may help teachers to becoae were effective person as a result of a better understanding of self and others, (2) They may improve role understanding and enactment. THE AVAILABILITY AND UTILITY OF CONTEMPORARY AMERICAN LITERATURE FOR TEACHER EDUCATION BY Joel Laverne Burdin A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administration and Higher Education 1965 Copyright by JOEL LAVERNE BURDIN 1966 PREFACE This exploratory study was an outgrowth of the investigator's interest in the manner in which individuals become teachers. This concern developed through a background of eXperiences including teaching, school administration, public school and university supervision of student teachers, and teaching college courses. The usual round of experiences in teacher education has seemed to be effective in varying degrees. Continuing efforts have been made to improve teacher education, in the public schools, colleges, and the profession as a whole. This study was designed to analyze literature and its potential use within teacher education. The major focus of the study was upon development of procedures for those who are not experts in literary analysis. Prior to developing procedures and using them to analyze selected novels, the investigator examined problems of role induction, Chapter II, and potentialities and limitations of literature, Chapter III. These chapters set the stage for succeeding chapters. During the analysis of selected novels, mental and written notes were made of possible utilization procedures, reported in Chapter VII. Throughout the study an effort was made to find explanations of the manner in which literature may affect human behavior. Studies in social psychology and communications theory resulted in a series of questions regarding the psychology of reading effects. These questions and utilization alternatives should be adapted to specific situations. It has been difficult to keep presumptions, theory, and fact iii separated and identified. There is need for further study of literature's potentialities, in cooperation with experts from the various disciplines who contributed to this study. Many persons have provided both assistance and encouragement. It is possible to name only a few. Dr. Floyd Parker has been a valuable contributor both as a professor and doctoral committee chairman. Dr. Charles Blackman has generously contributed more time to this study than is reasonably expected for a committee member. Dr. Donald Leu and Dr. John Useem have also helped as committee members. Numerous friends, associates, and administrators at both Michigan State University and Indiana State University facilitated continued graduate study. Librarians at these institutions and at Indiana University, the public library in Terre Haute, Indiana, and State of Indiana Library were very generous in their assistance. Finally recognition should be given to three book suppliers which contributed more assistance than was warranted by book purchases, namely "The Readmore" and Wabash Valley News Agency, Incorporated, both of Terre Haute, and the "Book Nook" of Bloomington, Indiana. The family has been both patient and encouraging. To wife Beverly and children Linda, David, Steven, Douglas, and Susan, and to his mother-in-law, Mrs. George Rayle, the writer owes a great deal, in that all have forgone many family activities and have maintained circumstances under which research could continue. This study was in this sense a family venture. iv TABLE OF CONTENTS Pane PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . vii LIST OF APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . viii Chapter 1. WHY USE FICTION IN TEACHER EDUCATION? . . . . . . . . . . . . 1 Statement of the Problem Objectives and Assumptions Related Literature About Fiction and Reading Limitations of This Study Definition of Terms Guideline Presumptions in Developing Procedures I I . l{0LE ’ITTEORY AJVD LI'I‘ERJAI'FURE O O O O O O O O O O O O O O O O O 16 Significance of Teacher Roles Role Stereotypes The Teacher as a Person Concept Can Literature Serve as a Bridge? III. LITERATURE'S POTENTIALITIES AND LIMITATIONS . . . . . . . . . 26 A Further Look at Potentialities Literature's Limitations Iv. pROCEDUIlES O O O O O O O O O O O O O O O O O O O O O O O O O 31 Content Analysis Ryans' Characteristics of Teachers Study Erikson's "Eight Ages of Man" The Population and Sample Analysis Data-Gathering Forms V. THE UTILITY OF ANALYSIS FORMS . . . . . . . . . . . . . . . . 63 Form #3, "Composite of Literary Analyses" Form #5, "Ryans' Individual Teacher Characteristics" Form #7, "Erikson's Personality 'Ages' of Students and Teachers" Supplementary Recorded Data Notes Concerning Analysis Techniques Illustrative Data Recorded on Forms #3, #5, and #7 Conclusions v VI. VII. BIBLIOGRAPHY APPENDIX SUHHARY, CONCLUSIONS, AJD RECOMMENDATIONS . vi SELECTED QUESTIONS RELATED TO A PSYCHOLOGY OF REAUIJG Page 95 LIST OF TABLES Table Page 1. Assignment of Novels by Categories . . . . . . . . . . . . . 71 vii Appendix LIST OF APPENDICES Publishers of Novels Analyzed . . . "Preliminary Acceptance" Novels by Index Headings Analysis Category "A" . . . . . . . "Composite of Literary Analyses" "Individual Teacher Characteristics" Analysis Category "B" . . . . . . . "Composite of Literary Analyses" "The Personality 'Ages' of Students and Teachers” viii 153 CHAPTER I WHY USE FICTION IN TEACHER EDUCATION? Mr. Lincoln inquired, "Is this the little woman whose book made such a great war?"1 In reacting in this manner to Harriet Beecher Stowe, Lincoln joined those who historically have attributed great powers to the printed page. Many claims have been made for reading as an instrument of change.2 This study will be focused upon the availability and potential utility of literature in teacher education. There are about 2,000 new novels printed annually in the United States.3 Witham claimed that about half of the novels printed have adolescent characters and that about three fourths of these novels pay "considerable attention to student problems."4 Nitham was studying fiction's portrayal of adolescents, but presumably other school-age students are used as characters. Novels related to school-age boys and girls and their teachers could be used as a supplement to current formal teacher education, broadly conceived in this study to include an individual's formal training, supervised student teaching, induction into the profession, and continued growth--indeed a lifetime process. 1D. H. Russell, "Some Research on the Impact of Reading," English Journal, XLVII (1958), p. 398. ZSee for example H. I. Brock, "Six Books That Helped Hold the Nation," N.Y. Times Magazine Section (February 25, 1934), p. 10. 3Albert J. Guerard, "Introduction," Daedalus, XCII, No. 2 (Spring, 1963), p. 200. 4Tasker Witham, "The Forge of Life: Problems of Adolescents in American Novels, 1920-1958" (Published Ph.D. dissertation, University of Illinois, 1961), pp. 2 and 202, published under the title The Adolescent ip_the American Novel: 1920-1960 (N.Y.: Frederick Unger, 1964). l 2 Statement g£_Problem This study will examine contemporary American novels as potential aids in helping prospective, student, and contracted teachers to perceive and implement varied teaching roles. Novels will be analyzed as aids in making a transition £52m_learning about £2_perceiving, feeling, and implementing varied roles. An effort will be made to develop simple procedures for finding literature which could illustrate general and specific aspects of teacher education. The potentialities and limitations will be studied. Analysis forms will be developed to encourage a systematic study of selected novels. The analysis forms will be used with selected novels to determine the type of data which can be derived. Certain conclusions will be drawn concerning literary and teacher education data, to determine to what extent and in what manner a person untrained in literary analysis can utilize novels. Certain conclusions will be developed by the investigator who is not trained in literary analysis but is interested in the potential- ities and availability of literature for teacher education. This study will be based upon certain assumptions, mainly that literary writers, in common with other artists, have special competencies in feeling, perceiving, and communicating deep meanings in human relation- ships. Writers may depict with clarity and appeal the varied ways in which people in different situations carry out their roles. This may lead to an appreciation for and acceptance of individual differences. A teacher should "find” himself before he can help others. In living others' lives through fiction, a teacher may find an understanding of his own overt and covert motivations. The teacher then may be in a 3 better position to look at pupils as whole beings living in a manner consistent with their perceptions. Mature teachers presumably see life as integrated and meaningful. Unless teachers stress meaningful wholes, teaching may become a series of discrete acts carried out in a mechanical, meaningless manner. Gordon Allport has stessed somewhat similar ideas: In psychology the font and origin of our curiosity in, and knowledge of, human nature lies in our acquaintence with concrete individuals. To know them in their natural com- plexity is an essential first step. Starting too soon with analysis and classification, we run the risk of tearing mental life into fragments and beginning with false cleavages that misrepresent the salient organizations and natural integration in personal life. In order to avoid such hasty preoccupations with unnatural segments and false abstractions, psychology needs to concern itself with life as it is lived, with significant total processes.... Allport wrote about the documentation of personal histories, but his emphasis appears to be applicable to the current discussion. Jerome Bruner suggested that novels may help individuals develop a sense of identity. One of his books has a chapter entitled "Identity and the Modern Novel."2 Coser advocated the use of fiction in sociology for several reasons: Fiction is not a substitute for systematically accumulated, certified knowledge. But it provides the social scientist with a wealth of sociologically relevant material, with manifold clues and points of departure for sociological theory and research. The creative imagination of the 1Gordon Allport, "The Use of Personal Documents in Psychological Science," Bulletin 49, Social Science Research Council (1942), in Marie Johoda et a1, Research Methods in Social Sciences (N.Y.: The Dryden Press, 1951), p. 246. 2Jerome Bruner, 93 Knowing, Essays for the Left Hand (Cambridge: Harvard University Press, 1962), p. 43. 4 literary artist often has achieved insights into social processes which have remained unexplored in social science. Similar claims may be made for the use of fiction in teacher education. Freud, in analyzing the novel Gradiva, highly praised writers' insights: "Story-tellers are valuable allies, and their testimony is to be rated high, for they actually know many things between heaven and earth that academic wisdom does not even dream of."2 Intuition and insight were included among the tools of those who would promote healthy child development in the 1950 White House Conference report: "Properly used...insights and intuition add richness and depth to scientific knowledge, which without them, may be somewhat remote from the intricacies of the individual personality and its develOpmental needs."3 The above writers did not separate science, intuition, and insight into discrete categories. They suggested that the insights and intuitions of the artist may make scientific theory and method concrete, vivid, and meaningful and also point to needed scientific inquiry. It appears that there is need to study literature systematically for its potentiality in aiding teachers to conceptualize, internalize, and practice varied teaching roles. If this study indicates that literature is available, comprehensive, clear, and appealing in selected aspects lLewis Coser, Sociology Through Literature, An Introducto£y_Reader (Englewood-Cliffs: Prentice-Hall, Inc., 19637} p. 3. 2Sigmund Freud, Delusion and Dream (New York: Moffat, Yard, and Co., 1922), p. 113, in hitham, p. l. 3Mid-Century White House Conference on Children and Youth, A idealtny Personality for Every Child (Hashington: Health Publications Institute, Inc., 1951), p. 5. S of teacher education, presumably techniques could be modified for other dimensions of teacher education. Literature could be used to supplement current materials. Objectives and Assumptions There are several objectives for this study: 1) An examination of the potentialities and limitations of literature in general and novels in particular in helping college students to become teachers and contracted teachers to better understand their roles. 2) A study of some possible ways in which literature could be used in teacher education, both in higher education and with contracted teachers. 3) Deve10pment of procedures for selecting, analyzing, and summarizing novels which might be used to illustrate general aspects of teaching and two illustrative specific aspects of teacher education (understanding personality development and characteristics of teachers). 4) An analysis of selected novels to determine their comprehensiveness, clarity, and appeal in providing certain types of data which might be useful in activities such as book reviews, group discussions, role playing, and illustrated lectures. Underlying presumptions for this study include: 1) Literature is available to illustrate varied aspects of teaching in general and specific dimensions, two of which will be considered later. 2) Procedures can be developed to aid those interested in finding illustrative literature, analyzing it for general and specific purposes, and using it to make teacher education vivid, meaningful, and appealing. 3) Literature has a potentiality for helping teachers to conceptualize and internalize varied roles by providing verbal simulation, and 6 extending their understandings of themselves and their environment, both personal and professional. 4) Literature may have certain unique contributions for teacher education. It utilizes emotional appeal capable of promoting a teacher's self- examination, deepening feelings, clarifying perceptions, and deve10ping self-concepts. It may bridge gaps which exist between the experiences of teachers, pupils, and the community. It may improve communications between teachers and all types of persons, promote teacher understandings of and acceptance of individual differences, and enhance students' self- concepts through improved teacher-pupil relations based upon better understandings. 5) Other presumed advantages in using literature include the following: accessibility for a lifetime, inexpensiveness, variety of themes and characteristics to provide for varied interests and needs, and a number of new publications each year. Related Literature A review of related literature revealed that: (l) writers claim that literature develops understandings of the human situation, (2) novels are accurate in portraying teachers and teaching, (3) novels related to school-age children and presumably teachers are available to illustrate varied human needs and situations, (4) literature does alter behavior as is widely claimed. Literature and The Human Situation Two studies of existentialist literature advocated the reading of 1iterature to deepen human values. Bedford advocated increased use of 7 literature in teacher education to increase the teacher's understanding of life.1 Nesbitt claimed that literature best reveals the human situation and prepares the individual for "self-direction in a world of flux and crisis." He continued, "It should develop creative peOple as well as informed, understanding persons capable of group activities or leadership free from human manipulation."2 Accuracy of Novel's Socio-PsycholOgical Factors Two writers recently reported that novels reflected changing roles for teachers. Briggs found that the teacher image portrayed by novelists confirmed images found in teacher autobiographies.3 Kauffman found that writers reflected the changing image which American communities have for their teachers.4 Fiction may be a trustworthy source of expectations held by American communities. Van Til and Luecking found that lay writers advocated educational practices consistent with practices sought by a major educational group, 1Charles M. Bedford, "The Concept of the Authentic Individual and Its Implications for Building A Framework for an Existentialist Philosophy of Education" (unpublished Ed.D. dissertation, University of Southern California, 1961), in Dissertation Abstracts, XXII, No. 9 (March, 1962), p. 3112. 2Porter Beasley Nesbitt, "Existentialism and Its Implications for Teaching Literature" (unpublished Ed.D. dissertation, University of Cincinnati, 1962), in Dissertation Abstracts, XXVI, No. 5 (November, 1963), p. 1942. 3Frances Markham Briggs, "The Changing Concept of Public School Teachers Portrayed in American Novels: 1900-1960" (unpublished Ph.D. dissertation, University of North Carolina, 1962), p. 207. 4Melva Grace Kauffman, "An Analysis of the Teacher as Portrayed in Modern Juvenile Fiction" (unpublished Ed.D. dissertation, Columbia University, 1962), p. 242. 8 1 While the study dealt with non-fiction the John Dewey Society. magazine articles, it appeared that lay writers have educational insights. Availability of Novels About School-Age Characters Two studies showed that fiction writers commonly include school- age characters in novels. A research proposal by Sandefur and Bigge included a listing of novels which described six adolescent tasks. They found forty-eight novels which illustrated "Achieving a New Perception of Independence As a Member of the Family" and dozens of other novels for five other categories of adolescent tasks.2 Nitham, as previously noted, found that about one half of all American novels have adolescent characters and of these three fourths pay considerable attention to student problems. He found about two hundred novels which illustrate six general problem areas.3 Fiction's Efficacy Numerous "testimonials" about literature's efficacy are available. It is more difficult to find validated claims. Selected studies have shown that literature can promote behavioral change. Lorimer's study 1William Van Til and Evelyn Luecking, What Popular Magazines Say About Education, 1946-1948 (Urbana, Illinois: College of Education, I949, originally published in magazine form as The University of Illinois Bulletin, XLVII, No. 9). 2J. T. Sandefur and Jeanette Bigge, "A Study of the Effects of Bibliotherapy on Behavioral Patterns of Selected Adolescents" (Emporia, Kansas: Kansas State Teachers College, December, 1963, mimeographed 'research proposal), 24 pp. 3Witham, pp. 2 and 202. 9 revealed that attitudes held by college freshmen can be changed through study of novels under the direction of an instructor.1 Blount found that novels could produce attitudinal changes about the "ideal" novel in ninth and tenth grade classes.2 Tatara studied the effects of novels upon student ideas related to scientists and reported that selected novels changed student ideas to a more positive direction.3 He recommended that high school science teachers include novels, with positive images of scientists, in lists of supplementary readings.4 Hilda Taba used novels as one of her tools to bring about attitudinal changes in ideas related to inter-group relations. She concluded after her study of eighth grade students: It is evident that the use of fiction for teaching Understanding of human values is a method which allows a comfortable integra- tion of emotional insights and concept building, that this integration is of great aid in deepening understanding and developing capacity to transfer. Two summaries by Naples :3 §l_and Gray provided a listing of influences claimed for reading but not the reading of fiction exclusively. Naples g£_gl_stated: 1Margaret Lorimer, "A Comparison of ReSponses Made to Selected Pieces of Literature by High Scorers and Low Scorers on the Inventory of Beliefs" (unpublished Ph.D. dissertation, Michigan State University, 1959). 2Nathan Samuel Blount, "The Effects of Selected Junior Novels and Selected Adult Novels on Student Attitudes Toward the 'Ideal' Novel" (unpublished Ph.D. dissertation, Florida State University, 1963), in Dissertation Abstracts, XXIV, No. 3 (September, 1963), p. 1091. 3Walter T. Tatara, "Effects of Novels on Ideas About Scientists," Journal pf Educational Research, LVIII, No. 1 (September 1, 1964), p. 5. 41bid., p. 9. 5Hilda Taba, With Perspective 22_Human Relations (Washington: .American Council on Education, 1955), p. 137. 10 Reading clarifies; formulates, hence helps to express the ideas born of the readers' common experiences....1t relates the reader to his environment, and it conditions that relationship ....Through reading the individual may extend his secondary relationships with the environment; and they may do as much to condition him, to make him what he is, as do his primary relationships.l Gray summarized the "sociology of reading" as follows: A summary of findings led to the conclusion that reading may and does influence, to a greater or less extent and in varied directions, the understanding, attitudes, interests, beliefs, morals, judgments, and actions of readers.2 Limitations 2£_This Study Simple processes will be deve10ped for selecting, analyzing, and utilizing novels for general and specific teacher education purposes. Criteria for novels used in the study include: (1) comprehensiveness in treating varied dimensions of teaching and/or personality development, (2) clarity, (3) appeal for a person untrained in the intricacies of literary analysis. No attempt was made: 1) To deve10p a comprehensive, systematic treatment of role theory. 2) To develop a comprehensive treatment of a specific hypothesis about the dimensions of personality deveIOpment. 3) To utilize comprehensive and systematic processes of content analysis. 1Douglas Waples, Bernard Berelson, and Franklyn R. Bradshaw, What Reading Does Ig_PeoEle (Chicago: University of Chicago Press, 1940), p. 1. 2William 8. Gray, "The Social Effects of Reading," School Review, LV (1947), pp. 269-77, in Walter S. Monroe (ed.), Encyclopedia gf_ Educational Research (N.Y.: The Macmillan Company, 1960), p. 1094. ll 4) To prove empirically any of the assumptions in this study. (The preliminary aspects were extensive; testing of the assumptions and procedures seemed to be part of a separate investigation.) 5) To reject types of literature other than novels. 6) To propose that literature is a panacea in teacher education or to prepose sweeping changes. 7) To prepose that literature used in teacher education programs should be substituted for literature taught as part of general education. 8) To prOpose definitive conclusions about such diverse and specialized fields as literature, personality theory, role theory, communications analysis, curriculum, psychology, and sociology. (Specialists in these and other fields could undoubtedly improve the investigator's conclusions from diverse fields. Specialists should undoubtedly be included in planning and implementing procedures and selecting materials to be used in teacher education in schools and colleges.) While answers to certain questions should be sought, no effort was made to seek answers to them. To have done so would have expanded the study beyond reasonable bounds. The following questions should be considered in relation to this study. Can literary models stimulate individual thinking, perceiving, and feeling? Can literary models help teachers to internalize roles without inducing mechanical efforts to imitate "good" teaching? Can literature help teachers to find their own very personal operational conceptualization of teaching? 12 Definition 2£_Terms Terms which are used in a Specific part of this study are defined within their context. A few terms used throughout the study are defined below. Other terms when used without definition are used in their generalized meaning. 1) Teacher education: "all formal and informal activities and experiences that help to qualify a person to assume the responsibilities of a member of the educational profession or to discharge his responsi- bilities more effectively..."1 In this study preservice education and inservice activities are included in the term. 2) Teacher: "...a person who has included a professional curriculum in a teacher education institution and whose training has been officially recognized by the award of an appropriate teaching certificate; a person who instructs others."2 Unless otherwise specified, persons in all phases of teacher education are included in the term, in the assumption that the potential values of literature apply to some degree. Administrators, guidance personnel, and other professional educators are also included in the term "teacher," in the assumption that educational personnel may be jointly considered in relation to this study's goals. 3) Literature: writings of artists with skills, sensitivities, and insights which set them apart from other types of writers dealing 1Carter V. Good, Dictionary of Education (N.Y.: McGraw-Hill Book Co., Inc., 1959), p. 550. -_' 21bid., p. 550. l3 strictly with utilitarian topics; novels, autobiographies, and biographies are included in the term in this study. 4) Novel: prose fiction of considerable length, sufficient to permit the deveIOpment of a plot which portrays how peeple live. 5) Appeal: a forceful interest resulting from stimulation of the senses; in this study a strong interest felt during and following the reading of a novel. 6) Behavior: the total response of an individual to stimuli, typically in this study the response of a person to other persons. 7) Presumption: an idea taken for granted on the basis of inference, eXperience, perception, or other basis which appears logical and reasonable but which has not been proven satisfactorily to the knowledge of the investigator. 8) Perception: "In its most limited sense, awareness of external objects, conditions, relationships..., more broadly, awareness of whatever sort, however brought about."1 9) Role: "behavior patterns of functions eXpected of or carried out by an individual in a given societal context."2 Guideline Presumppions ip_DevelopingProcedures The focus of this study will be upon literature as a tool in teacher education. During the develoPment of procedures and the analysis of novels, the following presumptions will be as guidelines. 11bid., p. 389. 21bid., p. 471. l4 Presumption 1. Readers of novels take to their reading certain predispositions. They will take away from reading that which supports their own predispositions unless professional guidance and group inter- actions modify these predispositions. Presumption 2. Literature has both assets and liabilities. It is an artist's impression of life. It takes much time and space to portray a point. It has limited settings. It may not be correct in its social assumptions and in fact may contain propaganda. Literature will be studied only as a supplementary tool. Presumption 3. Literature is a Specialized field of study. Utilization of novels should be guided in part by literary Specialists, but some supervised study can be conducted by teacher educators. Presumption 4. The process for using literature should be simple. Therefore an English guide such as Shefter's Guide £2 Better Compositions may be a sufficient guide for non-experts analyzing novels.1 Presumption 5. Literary factors must not limit the primary teacher education function. If a novel is unusually useful in teacher education but mediocre as literature, the investigator will consider it for the sample. Novels presumably could be ultimately selected, through a cooperative study by persons such as educators, literary experts, and psychologists, to meet both educational and literary criteria. 1Harry Shefter, Shefter's Guide £2_Better Compositions (N.Y.: Washington Square Books, Inc., 1960), pp. 198-230. 15 The use of literature in teacher education could bog down in literary problems. Literature will be studied as a possible tool in helping to induct teachers into their complex and varied roles. Literary factors will be studied when they presumably could deve10p educational insights. CHAPTER II ROLE THEORY AND LITERATURE Teachers in common with other professionals must transcend the feeling and fact of being laymen and learners as they begin their professional training. This process includes: (1) learning about the profession, including its traditions, skills, socio-psychological factors, and its methodology, (2) supervised practice under the direction of recognized professionals, (3) living and working in the professional world, (4) the all-pervasive but often subtle ways of reacting, communicating, dressing, and otherwise behaving in a "correct" manner. The transition is completed subtly and gradually. During the process radical changes occur. The manner in which the professional Spends his waking hours, his sleeping hours, and even his dying hours is significantly different from that of other occupational patterns. The professional's life patterns proceed according to his perceptions. Perceptual theory suggests that people behave according to what appears to be so and what appears to be self-enhancing. Literature emphasizes subtle meanings and may help teachers to become more perceptive in relation to themselves and others. Role enactment may become more accurate after teachers live vicariously in different school social systems, community cultural patterns, and varied life patterns of parents, pupils, and other professionals. With perceptions sharpened, teachers may build up some response patterns needed in teaching. 16 l7 Significance 2f Teacher Roles Experienced teachers eventually adjust in some manner to varied role expectations §§_they_perceive them. Beginning teachers face the difficult task of making these adjustments. Nelson in his study found that there are both formal and informal manners of becoming inducted into the profession in general and into a specific school social system.1 The induction process includes faculty meetings, joking among teachers, lunchroom banter, and informal advice from veteran teachers. In The Blackboard Jungle, for example, the inductibn processes are clearly portrayed.2 Allen concluded from his study that it is possible "to identify the professional role of the teacher, including the Specific jobs of the classroom teacher."3 The Blackboard Jungle and other novels could add vividness to formal instruction about teacher roles. Sarbin noted the importance of having role expectations clearly in mind: A person cannot enact a role for which he lacks the necessary role expectations. These must be acquired through experience.... The actions which are patterned into roles are learned through two broadly defined processes, intentional instruction and incidental learning. It Should be explicitly stated that both 1Frankie Beth Nelson, "Beginning Teachers' Induction Into the Social System of an Elementary School" (unpublished Ed.D. dissertation, Columbia University, 1962), in Dissertation Abstracts, XXIV, No. 5 (November, 1963), p. 1941. 2Evan Hunter, The Blackboard Jungle (N.Y.: Pocket Books, Inc., 1953-1954), pp. 17-32. 3Arthur Thomas Allen, "Teachers in the Becoming: A Case Study of an Initial Professional Experience for Prospective Elementary School Teachers" (unpublished Ed.D. dissertation, Wayne State University, 1960), in Dissertation Abstracts, XXII, No. 1 (July, 1961), p. 169. 18 forms of acquiring roles may operate conjointly.1 What happens when role expectations are unclear to people? Sarbin stated: A person must move cautiously and uncertainly when role expectations of others are partly known or entirely unknown (or unknowable). Role-role and self-role conflicts are likely to follow from ambiguous role expectations. The persisting need for solution of such conflicts may lead to socially invalid role enactments.2 Rose noted that teachers work predominately in a world of children, removed from critical adult eyes.3 The teacher therefore needs to self- analyze role performance. "Teacher behavior is most usefully conceived in terms of role theory," stated Rose, who claimed that the novice teacher needs to learn how to identify and promote desirable teacher roles.4 Olmsted further clarified role. He stated that its function is to maintain consistency among sets of behavioral expectations, so that people know what behavior to eXpect of certain persons, and how to react to them. This facilitates everyday predicta- bility of behavior and reinforces our belief that we are interpreting situations properly.S 1Theodore Sarbin, in Gardner Lindsey (ed.), Handbook 2; Social Psychology (Cambridge: Addison-Wesley, 1954), p. 226. 21bid., p. 227. 3Gale W. Rose, "Performance Evaluation and Growth in Teaching," Phi Delta Kappan, XLV, No. 1 (October, 1963), p. 52, based upon Judson T. Shaplin, "Practice in Teaching," Harvard Educational Review, XXXI, No. 1 (Winter, 1961), pp. 33- 59. 4Ibid., p. 50, based upon H. H. Remmers et a1, "Report of the Committee on the Criteria of Teacher Effectiveness," Review of Educational Research, XXII (June, 1962), pp. 238- 63. 5Donald W. Olmsted, Social Groups, Roles and Leadership: Ap_ Introduction to the Concgpts (East Lansing, Michigan: Institute for Community Development and Services, Michigan State University, 1961), p. 26. 19 Olmsted provided a word of caution. Role theory does not supply rigid predictability for human behavior: As personal psychological organization and social systems are themselves 'fluid' and incomp1ete1y ordered, so the behavioral and attitudinal interrelations summarized by the notion of social role can be expected to consist of likelihoods and tendencies rather than one-to-one correspondence. Fiction may sensitize teachers to the fluidity of role enactment. Fiction proceeds in ragged progressions, that is, there are conflicts, distractions, and enticing alternatives Open to characters. Fiction may help teachers to understand the complexities faced by all people, including themselves, in processing and living varied role expectations. Novelists do not portray simple and easy paths to successful role attainment; they do show many ways of attaining roles. Novels may promote flexible attitudes about role enactments in the school social system. Clarifying role expectations for contracted teachers and inducting new teachers into their roles are monumental tasks. Teachers already constitute the largest professional group in the world, and their number is increasing. Graubard has stated that there is a need to double the number of high school teachers and triple the number of college teachers during the 1955-1970 period.2 If the new teachers are not inducted into their roles adequately, such large numbers of teachers could dramatically change the American educational scene. There are specialized roles in specific teaching positions, but 11bid., p. 35. 2Stephen R. Graubard, "Introduction," Daedalus, XCII, No. 4 (Fall, 1963), p. 649. 20 there are also common roles for all teachers. Ryans noted this fact when he stated: Experience indicated...., that while teacher behaviors at the elementary and secondary levels differ in setting, they do not appear to differ greatly in kind, and that it was not only feasible but also desirable to employ a Single assessment form for both groups.1 It is on this basis that novels were studied for their potentiality in increasing understanding of the teacher role in a general sense. Novels will be sampled without regard to grade level or public and private school settings. Role Stereotypes Lawrence found that students accepting or rejecting teaching careers had pre-conceived notions about teaching roles. She stated, "A study of their personal opinions and attitudes showed that inaccurate concepts about teaching and unfavorable teacher stereotypes do exist."2 These may impair teachers' self-images and influence teacher-student- laymen relationships. Certain questions arise in relation to stereotypes. To what extent may teachers imitate stereotypes unconsciously? To what extent may teacherhpupil-laymen relations be impaired by negative, hostile teacher stereotypes? The stereotype may be superficial, unfair, or unrealistic; but, as Charters pointed out, the image of different 1David G. Ryans, Characteristics 2£_Teachers: A Research Study (Washington: American Council on Education, 1960), p. 85. 2Bessie F. Lawrence, "Factors Which Influence Academically Bright Students in Selecting or Rejecting Teaching as a Profession" (unpublished Ed.D. dissertation, Northwestern University, 1960), in Dissertation Abstracts, XXI, No. 10 (April, 1961), p. 2946. 21 occupational groups held by the "man on the street" is the basis of the layman's perceptions of those groups.1 Novels do portray some teacher stereotypes. Stereotyped characters may be useful to illustrate the diversity of views held about teachers. Stereotypes of characters may stimulate self-analysis about personal motivations for entering teaching careers, an evaluation of the effects of stereotypes upon teaching relationships, and a thinking through of ways in which individual teachers may break through the stereotype to project a warm, supportive, highly individualized person seeking to help other unique individuals, collectively stereotyped and categorized as "students," "parents," and "laymen." The Teacher p§_§_Person Concept Discussion of role theory could lead to an over-emphasis on teaching as a series of acts carried out in a prescribed manner. In practice, an individual should adapt role expectations to his unique personality. Getzels and Jackson emphasized the point as follows: The personality of the teacher is a significant variable in the classroom. Indeed, some would argue it is the most significant variable. The educational impact of an Ichabod Crane or a Mark Hopkins, of a Mr. Chips or a Socrates, is surely not due solely to what he knows, or even what he does, but in a very real sense to what he 15.2 Combs reviewed several approaches to studying teacher competencies and then advocated a "personal approach" to good teaching.3 Combs 1W. W. Charters, "The Social Background of Teaching," in N. L. Gage (ed.), Handbook 2£_Research 22_Teaching (Chicago: Rand-McNally Co., 1964), pp. 760-61. 2J. W. Getzels and P. W. Jackson, "The Teacher's Personality and Characteristics," in N. L. Gage, pp. 506-76. 3Arthur W. Combs, "The Personal Approach to Good Teaching," Educational Leadership, XXI, No. 6 (March, 1964), p. 369. 22 advocated a "self as instrument" approach to define teaching. A good teacher is first and foremost a person....apparently, there can be no such thing as a "good" or "bad" method of teaching....The good teacher is not one who behaves in a 'given' way. He is an artist, skillful in producing a desirable result.1 Teacher education, according to Combs, should be based upon a personal view of teaching. The production of this kind of person is not a question of teaching him what to do. Modern perceptual psychology tells us that a person's behavior is the direct result of his perceptions, how things seem to him at the moment of his be- having. To change an individual's behavior, it is necessary to help him see himself and his world differently.2 How would Combs define an effective teacher? The effective teacher, he declared, is defined "§§_§_uniqpe human being who has learned £2_use his self effectively and efficiently for carrying out his own and society's purposes."3 Can Literature Serve §§.g_Bridge? Adequate induction into the teacher role has been advocated. Role theory suggests a degree of predictability of individuals carrying out role expectations. It has also been noted that the teacher is first of all a human being. The "self as instrument" concept implies individualizing teacher education. What may bridge role theory and "self as instrument" concepts? What are the relationships between role study, formally conceived, and 11bid., p. 372. 21bid., p. 373. 31bid., p. 373. 23 literature as part of induction, broadly conceived? The questions imply that there is need for formal instruction about role gpd_also a focus in teacher education upon the very personal, human aspects of teaching. What are the bridges which link role and "self as instrument" concepts? 1) Through formal instruction and experience, teachers may learn about role eXpectations.1 2) A degree of consistency in role expectations may help the individual teacher to grow in confidence, security, and satisfaction-- bases from which he can provide supportive relationships with pupils. 3) Role expectations may help the teacher derive some order out of human relations. There is still plenty of room for accepting individual variations within the broad scope of role eXpectationS. 1Examples of materials which might be helpful as background for formal instruction about role include: W. W. Charters, "An Approach to the Formal Organization of the School," National Society for the Study of Education, Behavioral Science and Education Administration, 1964 Yearbook (Chicago: University of Chicago Press), pp. 243-61. (Topics such as the work structure of a school, division of labor, and organizational maintenance.) Howard S. Becker and Anselm Strauss, "Careers, Personality, and Adult Socialization," in Maurice Stein et a1, Identity and Anxiety» (Glencoe, Illinois: The Free Press of ETefiEbe, 1960), pp. 205-18. (Topics such as upward movement and personal identity in the world of work.) Laurence Iannacone, "An Approach to Informal Organization of the School," National Society for the Study of Education, Behavioral Science and Educational Administration, 1964 Yearbook (Chicago:‘;The University 3f_Chicago Press, 1964), pp. 223-41. (Tepics such as legal power, decision making, and extra-legal power.) Ernest Greenwood, "Attributes of a Profession," Social Work (July, 1957), pp. 45-55. (Topics such as attributes of a profession and degrees of professionalism.) Neal Gross, Ward 8. Mason, and Alexander W. McEachern, Explorations 12 Role Analysis (N.Y.: John Wiley and Sons, Inc., 1958). (An intensive study of the sChool superintendent's role but also a good general reference for graduate study.) 24 4) Fiction may make role theory vivid and meaningful. Fiction, through its use of situations wherein the individual finds himself confronted by the roles, whims and wishes, and conflicts of others, may contribute a tolerant attitude of varied ways of living varied roles. 5) Fiction may help teachers to identify hidden motivations for entering the profession and remaining in it, and thus contribute to a realistic adjustment to the teacher's current situation. 6) Fiction may help teachers to understand stereotypes. Conscious of these stereotypes, the teacher may be able to react confidently to stereotypes. 7) Fiction may help the teacher to establish and maintain himself as a unique person. Fiction as a treasure house of the society's traditions, aSpirations, and accomplishments may become a means for finding identity. Having "found" himself, the teacher thus is able to work with immature students seeking to find their own individual paths to identity. 8) Fiction may help the individual teacher to sharpen his own perceptions of life. His own perceptual world may then become a basis for reasonable and rational behavior, at least to a greater degree than it is when the teacher is immature, insecure, and unstable. It appears that teachers should develop a professional competence based upon research and expert opinion. Role theory suggests a degree of predictability concerning roles for which teachers should be prepared. In addition emphasis should be given to the unique manner in which individual teachers adapt the general teaching role to their own experiences, competences, and goals. It appears that literature may both help the teacher to conceptualize the teaching task and also 25 to advance understandings of self in relation to the school and general society. Literature may thus bridge learning about and living varied roles adequately. Literature may provide both formal instruction and experience. It may both teach and be a living experience. CHAPTER III LITERATURE'S POTENTIALITIES AND LIMITATIONS The use of literature in teacher education was discussed previously. A further examination reveals additional potentialities and limitations of the use of literature. The following discussion could be applied to literature in general and to a Specific form of literature such as novels. Both potentialities and limitations should be studied prior to the use of literature. A Further Look gt_Potentialities Novels have arisen to provide models toward which modern man may a5pire, according to Bruner.1 He notes the demise of myths which provided explanatory models about life. Such models may include diverse themes such as the meaning of life and death, the self-made man, and the desirability of death in order to attain eternal life. The demise of myths increases modern man's search for identity; the void of meaning provided by myths may be filled in part by novels. "A people who feel that they are living at the full limit of what is possible will have no crises of identity. Our challenge now is to use those portions of fate that we have taken over."2 Novelists are very much concerned with modern man's identity. "As far as I am aware, the writing of fiction is more conducive to 1311111613, pp. 38-41 0 21b1d., p. 165. 26 27 honesty than is any other form of writing or any other activity," wrote Simon 0. Lesser in a discussion of the freedom with which novelists can admit or hide their own feelings and at the same time share perceptions about the meaning of life.1 The reader of fiction struggles for identity with the characters and may find his own identity in part through reading. Pooley made even more extensive claims for literature. Among his claims for high school literature, which presumably apply to adult literature also, were: 1) That it provides good times through books. 2) That materials vary enough to provide for individual differences. 3) That literature helps youth solve problems. 4) That readers are introduced to the whole world through literature. 5) That literature is available to promote self-understanding. 6) That literature contributes to the development of critical thinking. 7) That literature gives readers a personal experience with life itself.2 While he made extensive claims for literature, Pooley noted that most research deals with skills of literary utilization. Waples §t_§l_noted that reading has certain unique advantages 1Simon 0. Lesser, "The Role of Unconscious Understanding in Flaubert and Dostoevsky," Daedalus, XCII, No. 2 (Spring, 1963), p. 381. 2Robert C. Pooley, "Literature," in Walter 8. Monroe (ed.), Encyclgpedia gf_Educational Research (New York: The Macmillan Company, 1960), pp. 470-72. 28 in comparison to other mass media: 1) It is not restricted in time and location. 2) It is available to anyone who can read. 3) It can develop the amount of detail desired and needed. 4) It is used according to the rate desired by the reader. 5) It can be re-read.1 Literature's Limitations Literature appears to have certain unique potentialities and also limitations. Certain limitations should be noted at this point: 1) Literature is highly individualized in its potentiality. Certain professors and certain students presumably may derive considerable benefits from reading literature; others perhaps would gain more from other learning activities. 2) Individuals may find support for their preconceived notions about teachers and learners. 3) Literature cannot be a substitute for scientific study of education and for other phases of general education. Lorimer summarized several limitations in the use of literature: What a student takes with him from a piece of literature depends as much upon what he brings Eit§_him to the reading as it does upon what the author says.... His meanings are sure to be selected and abstracted on the basis of these pre-dispositions.2 She observed that low scorers on tests of values tended to misinterpret authors' purposes, noted literature which confirmed prejudices, rejected selections which attacked them or increased anxiety, and missed subtle 1Waples 331, pp. 4 and 29. 2Lorimer, p. 2. 29 literary overtones.1 These problems may also apply in part to other teacher education experiences. Lorimer reported another limitation from the literature. Readers tend to select and remember materials which support their social attitudes.2 D. H. Russell, while chairman of the National Council of Teachers of English Committee on Research, summarized factors which may limit reading effects: (1) clarity and credibility of the message, (2) readers' conformity with or independence of the group, (3) readers' susceptibility to persuasion and social influence, (4) the situation in which reading is done, (5) overt purpose of reading, (6) conscious and unconscious needs, (7) personality traits which affect conduct.3 Waples gt 21 noted additional limiting social factors: (1) forces may block publications challenging contemporary views, (2) publications which present views contrary to readers' views may be relatively inaccessible.4 The same authors noted some additional personal limiting factors such as: (1) limited opportunities to read reviews, (2) failure to be included on mailing lists from publishers, (3) insufficient money with which to buy books.5 It appears that teachers could overcome these potential problems in securing a variety of reading materials. 1Lorimer, "Abstract," p. 2. 2Jerome Levine and Gardner Murphy, "Learning and Forgetting Controversial Material," Journal pf Abnormal and Social Psychology, XXXVIII (1943), pp. 507-17, in Lorimer, p. 6. 3D. H. Russell, "Some Research on the Impact of Reading," English Journal, XLVII (1958), pp. 400-406. 4Wap1es 333;, p. 180. 5Ibid., p. 55. 30 "Taboos" of conventional writers may limit the scepe of reading topics. Writers may leave out whole segments of life which could be significant in the lives of students, teachers, and community. Maren Elwood listed the following taboos: (l) racial inter- marriage, (2) sexual perversion or too realistic presentations of sex, (3) controversial questions, (4) religion, (5) villains identifiable with a specific group, (6) non-American heroes in foreign scenes, (7) excessive suffering and details of suffering, (8) victory for villains or successful conclusion to wrong doing, (9) deaths of likeable characters, funerals, serious illness, drug addiction, sordidness in characters, and insanity, (10) the supernatural, (ll) disrespect for motherhood, (12) criticism of Big Business, (13) disrespect for authorities, (l4) accidental or co-incidental solutions to problems.1 These taboos are of course not observed by many writers. Teachers may need to search out novels of significance for their communities. 1Maren Elwood, Characters Make Your Story_(Boston: The Writer, Inc., 1942), pp. 179-82. CHAPTER IV PROCEDURES Study procedures were developed to assist teacher education personnel interested in possible values and uses of literature but who were untrained in literary utilization. Procedures were focused upon selection of novels, analyzing and recording data, and possible use in teacher education, both of prOSpective and contracted teachers seeking to continue their professional growth. The focus was upon developing procedures rather than validating them. This focus provided a reasonable delimitation for the study. Where procedures were adapted during the study, an effort was made to develop procedures requiring a reasonable amount of time and effort. Such procedures presumably could increase the use of literature in teacher education. The investigator did not concentrate upon determining the literary quality of novels included in the study. Dale and Williams noted that there are many unanswered questions about the quality of mass media, which have multiplied faster than knowledge about their quality and effects: We are certainly increasing the scope and range of indirect eXperiences. But the quality of these experiences has received scant study. Are we producing superficiality and passivity? It is not a simple task to put our scattered findings together and neatly sum up the total effect of these new and old media on groups and individuals.... Nevertheless it is better to work with partial data than with no data at all.1 1Edgar Dale and Harold A. Williams, "Mass Media," in Walter S. Monroe (ed.), Encyclopedia p£_Educational Research (New York: The Macmillan Co., 1960), p. 795. 31 32 Content Analysis Content analysis procedures were developed to secure, analyze, and categorize data into meaningful relationships and conclusions. Berelson noted two prerequisites needed to avoid sheer subjectivity: (1) categories of analysis sufficiently precise to permit different investigators to replicate findings, (2) quantification either through numerical or verbal categories. His definition brought out these points: "Content analysis is a research technique for the objective, systematic, and quantitative description of manifest content of communication."1 Berelson also differentiated between quantitative and qualitative analysis. Qualitative analysis, in contrast to quantitative analysis: (1) may be based upon small, incomplete samples, (2) may have a higher ratio of non-content emphases, for example, investigators' inferences about effects of content, (3) may have less concern about content than with other phenomena, (4) may have less formalized and less precise categories, (5) may have complex themes inter-related with other themes (a "gestalt") rather than small analysis units.2 Characters, according to Berelson, may be units of analysis.3 While this study utilized both quantitative and qualitative analyses, 1Bernard Berelson, "Content Analysis in Communication Research" (mimeographed, 1948), p. 18. (Also published in book form by the Free Press of Glencoe, Illinois, 1952). 2Ibid. , pp. 120-26. 3Bernard Berelson, "Content Analysis," in Gardner Lindsey (ed.), Handbook pf Social Psychology, I (Cambridge: Addison-Wesley Publishing Co., Inc., 1954), p. 509. 33 the investigator utilized a qualitative approach predominantly. Units of analysis were derived from a teacher characteristics study, a verbal model of human personality development, and selected literary factors. None of the analysis sheets used to record data had been develOped previous to this study. The categories and definitions used in the analysis sheets were derived from verbal models described next. Ryans' Characteristics pf Teacher Study Ryans' study sought to ascertain aspects of teaching which characterize American teachers in general and in relation to data such as age and subjects taught. It was selected for this study to determine the comprehensiveness with which novelists portray teachers. Ryans concluded that teacher behavior is predictable, consistent, and at the same time influenced by personal teacher characteristics and environmental factors. Predictability of the dimensions of teaching provides a basis for helping teachers to internalize possible reactions to varied situations. Formal instruction, observations of teaching, participation in teaching, and presumably reading about teaching could help teachers to develop general principles and simulated alternatives. This does not suggest that teaching can, or should, become semi-automatic; but it does imply that teaching is more than a hodge-podge of unrelated, isolated, or conflicting teaching acts. Van Dalen said in this context, "We are stating simply that teacher behavior...is not haphazard or fortuitous, but instead is consistent, or reliable, and therefore is capable of being predicted."1 1Deobald V. Van Dalen, Understanding Educational Research (New York: McGraw-Hill Book Co., Inc., 1962), p. 373. The 1nvestigaf6r 15 indebted to Van Dalen's analysis of Ryans' study. Pa es 392-96 are quoted extensively below. Van Dalen, incidentally, discusse Ryans' Study as "An Example of Constructing a Theoretical Framework." 34 Ryans developed two major assumptions and several sub-assumptions. Their number is sufficiently small to lead the investigator to presume that literature could be selected and utilized to make the assumptions concrete and meaningful. Ryans' assumptions are summarized next, largely with quotations from Van Dalen's discussion. "Assumption 1: Teacher behavior is a function of situational factors and characteristics of the individual teacher." Teacher behavior was conceived by Ryans to be a function of situations and learned-unlearned characteristics. "Postulates" which follow include these characteristics: (1) "some degree of consistency," (2) "a limited number of responses," (3) a probability rather than a certainty, (4) partly an outgrowth of personal characteristics, (5) "a function of general features of the situation in which it takes place," (6) "a function of the specific situation in which it takes place." "Assumption II: Teacher behavior is observable." Postulates which follow state that teaching behaviors are: (l) "distinguishable" into "core components" which yield "generalized descriptions," (2) "classifiable qualitatively and quantitatively" on the basis of their general similarities and few dissimilarities, (3) "revealed through overt behavior and also by symptoms or correlates of behavior."1 Ryans' scale appeared to meet two criteria established by Heyns and Lippitt for rating scales: In the ideal rating scale, productive of maximum reliability, there is a clear definition of the dimension of observation and a specification of the properties which behavior must 11bid., p. 392. 35 have in order to be apprOpriately assigned a number on the scale.1 They also note: When other conditions are optimal, the human being is more accurate when he makes ordinal judgments than when he makes judgments on absolute subjective scales....2 The Ryans' study of teacher characteristics was, according to Getzel and Jackson, "The most extensive study of teachers to date."3 It produced clear definitions of teaching characteristics and provided a continuum on which observers could make ordinal placements. While designed for direct classroom observations, the scale seemed to be adaptable for this study. The investigator felt that characteristics of teachers portrayed in novels could be placed upon the Ryans scale and that such ratings would indicate the comprehensiveness with which novelists portray teaching. The novelist's emphasis upon varied forces in human relations may help teachers to become more observant of classroom interaction. The use of procedures such as those used in this study may increase teachers' awareness of the characteristics of teachers. Exposure to teaching situations through varied media presumably builds in what Kersh calls "a learning set towards a specific class of problems-~a way of operating within certain behavioral 1Roger W. Heyns and Ronald Lippitt, "Systematic Observational Techniques," in Gardner Lindsey (ed.), Handbook of Social Psychology, I (Cambridge: Addison-Wesley Publishing Co., Inc., 19647, p. 372. 21bid., p. 400. 3J. W. Getzels and P. W. Jackson, "The Teacher Characteristics Study," in N. L. Gage (ed.), Handbook for Research 22_Teaching (Chicago: Rand-McNally, 1964), p. 566. 36 boundaries."1 In Kersh's study, classroom situations were simulated by motion pictures, slides, and printed pictures. The experiment presupposed that patterned responses could be developed prior to actual classroom teaching.2 Novels appear to have both advantages and disadvantages in comparison to Kersh's simulation media. Kersh's media had more fidelity in relation to actual classroom situations, for they were visual repre- sentations of typical classrooms. They also used varied perceptions widely. Novels, on the other hand, are less dependent upon elaborate equipment and can include more varied situations, historical times, and geographical settings. Novels can encompass the whole human situation, limited only by the ingenuity of novelists. Some human situations cannot be duplicated in a classroom; novels in this sense have greater flexibility. Neither novels nor other simulation materials such as those used by Kersh could be considered basic teacher education; both may be valuable supplements. Both seek to minimize the abstract nature of some teacher education. Kersh noted that "teachers learn to Egagh. from teaching experience in the classroom; they learn to verbalize about teaching from their experience as students in college classrooms."3 lBart Y. Kersh, Classroom Simulation: 5 New Dimension ig_Teacher Education (Monmouth: Oregon State System of Higher Education, June 30, 1963i, Final Report, Project No. 886, National Defense Education Act of 1958, p. 3. 2For a discussion of simulation techniques for administrative training, see Richard Wynn, "Simulation--Terrible Reality in the Preparation of School Administrators," Phi Delta Kappan, XLVI, No. 4 (December, 1964). 3Kersh, p. 14. 37 Kersh presumed that simulation controlled by expert supervisors could shape teacher behavior "by reinforcing successive approximations of the desired behavior."1 Teacher educators using novels to illustrate teaching situations could not control content as completely as Kersh did, for they would be dependent upon novelists for content. However, novels may have potentialities related to Kersh's study. Kersh implied that teacher education practices should be broadened when he stated that "educational methods and theory courses taught by lecture and discussion could not be eXpected to change the classroom behavior of the beginning teacher."2 In his concluding statement, Kersh said: Perhaps it makes little difference during actual instruction whether the stimulus materials are more or less "realistic" just so they provide the teacher with the Opportunity to analyze and to enact responses repeatedly under supervision. Kersh was discussing the relative merits of still versus motion pictures. The statement presumably could be related to novels. Since individual teachers vary so greatly in perceptions and motivations, it appears to the investigator that a varied simulation program, including fictional simulation, could be incorporated into teacher education programs. Edmund Farrell made a Specific claim that literature can provide models of teaching: If textbook criteria do not serve and if observations of live teachers before live students in valid context are impossible, 11bid. 2Ibid. 31bid. 38 where are we to go to find teachers who are models of greatness? The answer, I hold, is to literature, to those short stories, essays, novels, and biographies containing descriptions of or portrayals of teachers. Ryans has provided characteristics which can be verbally simulated for teacher education purposes. Teacher characters from literature may help teachers to analyze varied situations and their own characteristics. Ryans' model was selected to illustrate one way in which literature could be used to illustrate a specific dimension of teacher education. Erikson's Eight Ages g£_Man In addition to Ryans' model, Erikson's personality hypotheses, condensed into "Eight Ages of Man," were selected to provide a behavioral set of analyses. These analyses will provide a second example of using literary analysis to illustrate a dimension of teacher education. The Erikson hypotheses about the psychosocial developmental patterns of man are dynamic. They focus attention upon successive "ages" developed from and maintained by psychosexual patterns, physical development, cognitive development, and motor development. The Eight Ages of Man model provides a "cradle to grave" framework for under- standing human deveIOpment. The model provided the investigator with another test for novels' comprehensiveness and clarity. The need for teachers to understand total deve10pmental patterns, in contrast to seeing people only in daily or weekly discrete behavioral patterns, was summarized by Kuhlen: 1Edmund J. Farrell, "Toward the Definition of a Great Teacher," Phi Delta Kappan, XLV, No. 9 (June, 1964), p. 453. 39 It does seem desirable in studying any phase of life that it be put in the perSpective of what has gone before and what follows. Unless this is done, characteristics of a particular age group, as adolescents, are all too likely to be viewed as peculiar to that group although actually they may be simply characteristics of pe0ple. And certainly the adjustments made by adolescents, though currently important, can most meaningfully be evaluated in terms of their post-adolescent outcomes. A broader developmental psychology is needed to provide a context in which the character and significance can be studied.1 Earlier Kuhlen had noted, "It is generally accepted that a basic continuity characterizes human psychological development, in the sense that patterns of personality and adjustment once established tend to persist over long periods of time."2 Novels may be useful in illustrating developmental patterns. Novels do not portray development in a smooth, uninterrupted progression from childhood to senescence; there are upsets, regressions, Spurts, and quiescent periods. Increased awareness of literary characterization may aid teachers to become aware of the unfolding psychological development of students. Kohlberg noted that novelists portray psychological phenomena. He claimed that it is possible to psychoanalyze literary characters.3 This article supported one of the investigator's presumptions; that under expert guidance novels could aid teachers in understanding psychological phenomena. 1Raymond G. Kuhlen, "Adolescence," in Walter 3. Monroe (ed.), Encyglopedia'3£_Educational Research (New York: The Macmillan Co., 1960), p. 29. 21bid., p. 28. 3Lawrence Kohlberg, "Psychoanalysis and Literary Form: A Study of the Doubles in Dostoevsky," Daedalus, XCII, No. 2 (Spring, 1963), pp. 345-62 0 40 A Description of Erikson's Eight Ages of Man According to Erikson, "Personality can be said to deve10p according to steps predetermined in the human organism's readiness to be driven toward, to be aware of, and to interact with a widening social radius, beginning with a dim image of a mother and ending with an image of mankind..."1 The progression of an individual through life is not unbroken, ever forward. Each "age," according to Erikson, must be fought through before the next one is reached and many earlier battles from earlier "ages" must be refought within the context of new circum- stances, internal and external. Erikson pointed out: In each crisis, under favorable conditions, the positive is likely to outbalance the negative, and each reintegration builds strength for the next crisis. But the negative is always with us to some degree in the form of a measure of infantile anxiety, fear of abandonment-~a residue of immaturity carried throughout life, which is perhaps the price man has to pay for a childhood long enough to be the learning and teaching animal, and thus achieve his particular mastery of reality.2 The Population and Sample After the units of analysis were selected from Ryans and Erikson's models, the investigator then turned to the selection of novels which met certain criteria. 1Erik H. Erikson, in William C. Morse and G. Max Wingo, Readings in_Educationa1 Psychology (Chicago: Scott, Foresman, and Co., 1962), p. 41. 2Erik H. Erikson, "Youth and the Life Cycle," Children, VII, No. 2 (March-April, 1960), pp. 43-49, in William C. Morse and G. Max Wingo, p. 39. 41 The Population The population included books indexed under the category of "fiction" in the Book Review Digest, which is widely available in library reference rooms.1 Certain categories were selected from the general heading of "fiction" when there seemed to be a reasonable chance that children, youth, and teachers might be portrayed. Thirty-five sub-headings were included in the search for novels in the most recent twelve months cumulative index available (March 1963- February 1964). Categories such as "adolescence," "boys," "Negroes," and "psychological stories," led the investigator to Book Review Digest reviews. These reviews were the basis for a "preliminary acceptance" or "rejection" rating by the investigator. Books tentatively accepted became a refined pOpulation. Some categories such as "children, stories about," "orphans," and "poverty" led to no books for the population. Still other headings, while they led the investigator to accept books tentatively, were of limited value; for they indexed books largely found under another heading. An example of this was the heading "boys" which indexed one tentatively accepted book, which was also indexed under the heading of "brothers." In still other cases certain headings provided a number of tentatively accepted books ne£_indexed under other headings used by the investigator, but the proportion of tentatively accepted books was so low that it seemed inefficient to continue to use these headings. There were twenty-one novels indexed under "psychological stories"; of 1Book Review Digest (Chicago: H. W. Wilson and Co., published monthly, semi-annually, and annually). 42 these, eight met the investigator's criteria. Of these eight acceptable books, only 32323 were not indexed under other headings. In other words, the investigator read twenty-one reviews in order to find 32532 new titles which appeared to have student and teacher characters working together in a contemporary American elementary or secondary school. On the basis of experiences with the reviews in the March 1963- February 1964 Book Review Digest, the investigator elected to cut the number of headings used and titles reviewed. In an effort to develop a procedure which could be followed within reasonable time limits, index categories were used only when they indexed books which met criteria for "preliminary acceptance" in at least half of the cases and in turn when at least forty per cent of the tentatively accepted books were not indexed under other index categories used. Exceptions were made for some headings. Such headings as "school life" and "teachers" did not place a high proportion of accepted novels in the population (since they often had foreign schools or colleges titles indexed), but they seemed to be logical index headings to use. Criteria for placement of novels in the population, partially stated previously, will now be summarized. l) Novels were to have favorable reviews in Book Review Digest. Some novels with mixed reviews (some favorable and some unfavorable) were placed in the population when the novels appeared to have unusual potentiality for illustrating the Erikson or Ryans' models. Another exception was made for two novels for which no reviews were found in Book Review Digest, since the novels appeared to be unusually useful for this study. 43 2) Reviews were to state either that student or teacher characters were in novels pgzimply that they might be included. 3) Characters were to be associated with American public or private elementary and secondary schools. 4) Contemporary novels were to have been written after 1940 and have settings later than 1930. 5) Books accepted for the population were to be available in paperbound editions for at least half of the titles. Paperbound Books ip_Print was used to determine which tentatively accepted books were available in paperbound editions.l ngerbound Books ip_Print was a useful source of information about paperbound novels published under the same titles as the clothbound originals 329 for novels still available. No way was found to determine which clothbound books may have been published in paperbound editions under new titles other than to write to the publishers. Whether or not efforts to find books available in paperbound editions would be justified in a particular institution would be determined by the importance of finding inexpensive novels. Libraries which bind paperbound editions would find savings small; individuals buying selected novels for their own libraries would enjoy sizable savings by buying paperbound editions. Population procedures were changed after it became apparent that the above procedures were too time consuming for most potential teacher education personnel. Some novels were placed in the population as a result of the investigator's inSpection of: (1) library fiction sections, (2) the family library, (3) book lists and reviews. A further source 1Paperbound Books ip_Print (N.Y.: R. R. Bowker Co., published monthly and cumulatively every three months.) 44 was recommendation of other persons. After books were located it was generally possible to find reviews in the Book Review Digest for the period close to the novels' publication dates. The resulting population was illustrative of novels related to certain aSpects of teacher education. The population was not intended to be representative. Increasingly flexible procedures were used to deve10p methods which presumably would be feasible for teacher educators. Sampling Procedures The tentative sample included books whose reviews met selected criteria. The investigator read the synopses printed on covers of many books, leafed through the novels, and read Opening chapters to screen out books not acceptable for the study. In many cases the Book Review Digest reviews did not indicate that a novel had a foreign or early American setting, or the investigator may have inferred that a novel had a school setting and found that there was none. In still other cases there were school settings so briefly described that analysis was not feasible. The final sample of twenty-four novels included situations which appeared to the investigator to illustrate the Ryans and/or Erikson models. Analzsis While the study was focused primarily upon determining novels' availability, comprehensiveness, clarity, and reader appeal, the investigator was interested in carrying on an exploratory testing of data-gathering instruments which he developed and/or adapted. 45 There were three categories of analysis: (1) literary and teacher characteristics, (2) literary and personality deveIOpment ages, (3) literary, teacher characteristics and personality development ages. After a preliminary reading of twenty-four novels, the investi- gator assigned each novel to one of the three categories above and utilized appropriate data-gathering instruments described below. Eight novels were analyzed for each of the three categories. Data-Gathering Forms Data-gathering forms deve10ped for this study are described below. The forms themselves are at the end of this chapter. Photographic copies of the forms with appropriate data typed in will be included in Chapter V. Population Forms #1 and #2 were develOped for recording data related to the population. Form #1 was used to record preliminary data about novels. Novels which received a "preliminary acceptance" were checked against Paperbound Books ip_Print. Novels were then either placed in the population or rejected. This review process started with current bound issues of Book Review Diggst. Preceding Book Review Digests were studied in reverse chronological order from most recent to less recent until an adequate sample was secured. Form #2 summarized the total number of novels indexed under each heading originally used in the Book Review Digest index, the number tentatively accepted for the population, and the number of novels indexed under different headings. Form #2 is further explained on the form. Form #3 summarized literary analyses. Form #4 was the key for Form #3. 46 Form #5 summarized Ryans' characteristics of teachers portrayed in selected novels. Form #6 was a "glossary" for Form #5. The investigator on Form #5 established a partial continuum with lowest numbers for negative characteristics and largest numbers for positive characteristics. Ryans' rating scale was cut from eight places to four. It was felt that fine observation ratings possible in direct observations would.pp£_be possible in rating characters in novels. Form #7 provided for recording Erikson's Ages of Man categories illustrated in novels. Form #8 was developed to define characteristics of the different "ages." These forms were developed to provide units of analysis for the Ryans and Erikson models. They could be used in evaluating novels for instructional purposes. They could also be used as study guides prior to group discussions. Forms developed for other teacher educators would reflect their specific purposes in using literature. Summagy This chapter has summarized several steps: 1) A study of factors related to content analysis. 2) The selection of two verbal models related to teaching and the adaptation of these models to provide units of analysis which could be used to test novels' comprehensiveness, clarity, and appeal. 3) The development of population, sampling, and analysis procedures. 4) The deve10pment of data-gathering forms and related keys for those forms. 47 The forms and keys are included next in this chapter for convenient reference. Chapter V illustrates the type of information and conclusions which can be derived through a use of such forms. Form # 1 l9 POPULATION: Individual Reviews 9: Egyels Author: Title: Hardback Publisher: Pages Cost: $ Paperback Publisher: Pages Cost: $ IDENTIFYING SYNOPSIS: (Setting, main characters, etcetra) REVIEWS:_ Generally positive; Number of Reviews Listed But Not Summarized in Book Review Digegg. Book Review Digest Issue 19m_” to 19“ Page Index Category: Other Source of Title: INVESTIGATOR'S RATINGS: Preliminary Rejection Preliminary Acceptance _ Final acceptance Final rejection: Generally negative; _ _h_ Mixed. AVAILABILITY: _M__VReadmore” ____Wabash News Agency ____I.S.C. Library Fairbanks Public State Library _‘_ :Other _:Other 49 Form #2 POPULATION: "Preliminary Acceptance" Novels by Index Headings in Book ReV1ew Digest, 19 to 19 ”>5 >‘o o 00 H“ C U) o 0 c w o m a o m . . '0': H o m : e H m H-H cmupw&R%>XUSXmmnMam: -H'U Ave 0 .c.q e m m ace 3 c : O-H.Q o e «.2 o m m o 0-H e4: 3 o o o m< : COOOOOOOOOOOOOOOOOOOOOOO00.00000... HNMVWOBOOQOHNMVLGONOOOSOHNMVLOONOOOSOHNMVLD HHHHHHHHHHNNNNNNNNNNMMWMMM (These numbers correspond to numbered headin 5 above.) H N \l o o 01 (N (N H O o O o o (N (N o 5. xplanat ons: a ract on s numerator: n er 0 rel minary Acceptance” novels, (b) fraction's denominator: total number of indexed Specified headings, (c) corresponding numbers for headings in left column: number of times different headings used to index the same title. Summa : Total number of novels indexed in above headings. Total of "Preliminafy Acceptance" novels. Headings yielding 40% "Preliminary Acceptance." __. Form #3 .COMPOSITE OE LITERARY ANALYSES Author: Title: 50 Edition analyzed: Publisher: Pp._ Cost_ Publ.date Other publisher: Pp. Cost_ Publ. date 1. Book Review Digest S o sis: P. (Investigator's aEstract) 11. Book Review Digest Reviews: Index categories A.Number of reviews: _unfavorable x O - . . ._ :mixed x l - . . . . . ._ —acceptbl/favorbl x 2- :Total) Avg. . . .. B.Investigator's conclusions: III.Investi ator's S 0123 ey: ontinuump- ....A.Appropriateness: ....B.Story setting (19 ....C.Teacher: Position: of mil/2 COMPOSITE OF ALL ANALYSES l. EiterggiTFEEtors Ratings: eViewerS avgooooooooooo b.1nvestigator' 8 avg....... _ggggg; Characteristics Profile: a .Avg. tchr. prfl. placement___ b.No. tchrs. analyzed.......___ c. No. traits depicted......._ d .Invest. composite rating..: (Compre.,clarit ,appeal) 3. W" Lissa ’ a. No. ""ages depicted......._ b.NO. influential tChrSooooo_ c.Invest. composite rating..___ a. lnves . r t1ng...._ b. Comments.on uses/limitations: (based on above and other data) 2. Liter : ow o"I'to'("§%§th§fi""' .[2i_/3 s/htg/E :( ) glfg Factors (See "Key", Form h) 3 ./h _/3 l3ti/H:i[ES./5 ....D.Teacher aspiration/role conflicts: l.Type/source: 2.Reactions: ....E.Story synopsis data: l.Tchr. characterizationz/a 2.Theme:[a [Es [d 3.Style:[a ./b [c ,[d /egg/f" (Average "A-E") F.Material factors:z_l /b J0 =( 2 /c 773 / 2 51 Form #4 LITERARY ANALYSIS KEYI Dimensions of Data Recorded on Form #3'Comppsite Sheet DIMENSIONS AND DATA Key: Y, yes; N, no; M, mixed; NS, not Specified. A. APPROPRIATENESS: 1. Language appropriate to the story: Y, N, M. 2. Moral standards integral part of the Story: Y, N, M. 3. Goal attainment appropriate for teacher characters: Y, N, M, IS. 4 5 . Propagandizing limited: Y, N, M. . Writers' "taboos" generally observed in the story: Y, N, M. (Except ) B. SETTING (TIJE AND PLACE): School: HS, hi.sch.; JH, jr. hi.; El, e1em.; C, combination. Community location: E, east; S, south; MW, midwest; W, west; NS. Setting: LC, large city; C, city; T, town; V, village; I, rural; NS. Significance attached to setting: Y, N, M. National/racial/religious factors influential in story: JACHER DATA (MAIN TEACHER CHARACTER): Sex: M, F. 2. Approximate age: Marital status: 8, single; M, married; D, divorced; S, separated; W, widow (ed, er); NS. . Number of offspring: 5. Present socio-economic status: U, UM, M, LM, L, NS. (U, upper; M, middle; L, lower) 6. Parents' status: U, UM, M, LM, L, NS. 7. Professional training. D. TEACHER'S ASPIRATIONS AND ROLE CONFLICT (MAIN CHARACTER): 1. Type and/or source of aspirations and/or role conflicts: 2. Teacher's reactions to aSpirations and/or role conflicts: E. STORY SYNOPSIS DATA: 1. Teacher Characterization: a. "real" rather than "typed”: Y, N, M. b. characterization smooth: Y, N, M. c. characters varied: Y, N, H. 2. Theme: (the author's message) a. Purpose/situations: b. Problems/situations to which teacher responds: sympathies, ties, obligations; likes, dislikes, hates; alliances; intentions/desires; envy, contempt, admiration. c. Reaction to the theme: d. General attitudes conveyed about teachers: e. Teacher's religious, social, political values: 3. Style: a. Scenes presented well: Y, N, M. b. varied senses used: Y, N, M. c. Emotions portrayed appealingly: Y, N, M. d. Characters, actions, settings related and harmonious: Y, N, M. e. Readability high: Y, N, M. f. Character type which reader encouraged to identify with: F. MATERIAL FACTORS: 1. Cover description: 2. Printing quality: acceptable, poor. (ND-‘FBUIALNNH O A 1The investigator is indebted to the following authors whose ideas were adapted in this Literary Analysis Key: Maren Elwood, Characters Make Your Story (Boston: The Writer, Inc., 1942); Edwin A. Peeples, A Professional Storywriter's Handbook (Garden City, New York: Double- ‘an and Company, 1960); Harry Shefter, Shefter's Guide to Better Compositions (New York: Washington Square Press, Inc.,—I960). Form:#5 ANALYSIS: 52 Individual Teacher Characteristics (Adapted fromeyans' Chiracteristics of Teachers Inventoryl) Characterisitics profile of ‘IIIIUSTHITIDNS‘OF‘CHIEACTERISTICS Profile No,/Pages((Lepgth2 KEY: a . “treats 3- fierate 2- Moderate 12 O 2th- Extreme 1. Partial .. . .. Fair 2. Autocratic .. . .. Democ. 3. Aloof .. . .. Respnsv. h. Restricted .. . .. Understn. S. Harsh .. . .. Kindly 6. Dull .J. .. Stimltg. 7. Stereotyped .. . .. Orignl. 8. Apathetic .. . .. Alert 9. Unimpressive .. . .. Attrctv. 10. Evading .. . .. Respnbl. ll. Erratic .. . .. Steady 12. Excitable .. . .. Poised 13. Uncertain .. . .. Confdnt. 1h. Disorganized .. . .. Systmtc. 15. Inflexible .. . .. Adaptbl. l6. Pessimistic .. . .. Optmstc. N.hmmm "...huym. 18. Narrow .. . .. Broad Teacher PFofIIe Sunlnary: _Number dimensions depicted. _No. rated "1" or w —No rated "3" or "in __;Ifivestigator' 3 avg. rating: _Comprehensiveness :Clarity —Appea1 _Tatal pages analyzed above :Other usuable pages which "stand out" but not anallzed Other Suitable Pages (Length) VOCDKJO‘U'IU‘UNH l. 10 11 12 13 1h 15 16 17 18 , PP- Dzvid G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19 92. e Coum 11' e per- mission to adapt and use the above terms and "Glossary" in Form.#6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. S3 Form # 6 ANALYSIS: Individual Teacher Characteristics "Glossary: TEACHER BEHAVIORSI 1. Partial £335. 1.1 Repeatedly slighted a pupil. 1.1 Treated all pupils approximately 2. 3. 1.2 Corrected or criticized certain pupils repeatedly. 1.3 Repeatedly gave a pupil special advantages. 1.4 Gave most attention to one or a few pupils. 1.5 Showed prejudice (favorable or un-l.5 favorable) toward some social, racial, or religious groups. 1.6 Expressed suspicion of motives of a pupil. Autocratic 2.1 Told pupils each step to take. 2.2 Intolerant of pupils'ideas. 2.3 Mandatory in giving directions; orders to be obeyed at once. Interrupted pupils although their discussion was relevant. 2.4 2.5 Always directed rather than participated. Aloof 3.1 Stiff and formal in relations with pupils. Apart; removed from class activity. Condescending to pupils. Routine and subject matter only concern; pupils as persons ignored. Referred to pupil as "this child" or "that child." equally. In case of controversy pupil allowed to explain his side. Distributed attention to many pupils. Rotated leadership impartially. Based criticism or praise on factual evidence, not hearsay. 1.2 1.3 1.4 Democratic 2.1 Guided pupils without being mandatory. 2.2 Exchanged ideas with pupils. 2.3 Encouraged (asked for) pupil opinion. 2.4 Encouraged pupils to make own decisions. 2.5 Entered into activities with- out domination. Responsive 3.1 Approachable to all pupils. 3.2 Participated in class activity. 3.3 Responded to reasonable requests and/or questions. .4 Spoke to pupils as equals. Commended effort. Gave encouragement. Recognized individual differences. 3 3.5 3.6 3 7 1The "teacher behaviors" are directly quoted by permission; the numbering system used for this form is different since four "pupil behaviors" are not included. 4. 5. 6. 7. Restricted Understanding 4.1 Recognized only academic 4.1 Showed awareness of a pupil's accomplishments of pupils; personal emotional problems no concern for personal and needs. problems. 4.2 Was tolerant of error on part 4.2 Completely unsympathetic with of pupil. a pupil's failure at a task. 4.3 Patient with a pupil beyond 4.3 Called attention only to very ordinary limits of patience. good or very poor work. 4.4 Showed what appeared to be 4.4 Was impatient with a pupil. sincere sympathy with a pupil's viewpoint. Harsh giggly 5.1 Hypercritical; fault-finding. 5.1 Went out of way to be pleasant 5.2 Cross; curt. and/or to help pupils; 5.3 Depreciated pupil's efforts; friendly. was sarcastic. 5.2 Gave a pupil a deserved 5.4 Scolded a great deal. compliment. 5.5 Lost temper. 5.3 Found good things in pupils to 5.6 Used threats. call attention to. 5.7 Permitted pupils to laugh at 5.4 Seemed to show sincere concern for mistakes of others. a pupil's personal problem. 5.5 Showed affection without being demonstrative. 5.6 Disengaged self from a pupil without bluntness. Dull Stimulating 6.1 Uninteresting, monotonous 6.1 Highly interesting presentation; explanations. got and held attention without 6.2 Assignments provided little or being flashy. no motivation. 6.2 Clever and witty, though not 6.3 Failed to provide challenge. smart-alecky or wisecracking. 6.4 Lacked animation. 6.3 Enthusiastic; animated. 6.5 Failed to capitalize on pupil 6.4 Assignments challenging. interests. 6.5 Took advantage of pupil interests. 6.6 Pedantic, boring. 6.6 Brought lesson successfully to a 6.7 Lacked enthusiasm; bored-acting. climax. 61 Seemed to provoke thinking. Stereotyped Original 7.1 Used routine procedures with- 7.1 Used what seemed to be original out variation. and relatively unique devices to 7.2 Would not depart from procedure aid instruction. to take advantage of a relevant 7.2 Tried new materials or methods. question or situation. 7.3 Seemed imaginative and able to 7.3 Presentation seemed un- develop presentation around a imaginative. question or situation. 7.4 Not resourceful in answering 7.4 Resourceful in answering questions; questions or providing had many pertinent illustrations explanations. available. 9. 10. 11. 12. 55 Apathetic 8.1 Seemed listless; languid; lacked enthusiasm. Seemed bored by pupils. Passive in response to pupils. Seemed preoccupied. Attention seemed to wander. Sat in chair most of time; took no active part in class activities. Unimpressive 10.5 9.1 Untidy or sloppily dressed. Inappropriately dressed. Drab, colorless. Posture and bearing unattractive. Possessed distracting personal habits. Mumbled; inaudible speech; limited eXpression; dis- agreeable voice tone; poor inflection. .2 .3 .4 QOKOD 9.5 9.6 Evading 10.1 Avoided reSponsibility; dis- inclined to make decisions. "Passed the buck" to class, to other teachers, etc. Left learning to pupil, fail- ing to give adequate help. Let a difficult situation get out of control. Assignments and directions indefinite. No insistence on either indi- vidual or group standards. 10.7 Inattentive with pupils. 10.8 Cursory. Erratic 10.2 10.3 10.4 10.6 11.1 Impulsive; uncontrolled. 11.2 Course of action easily swayed by circumstances of the moment. 11.3 Inconsistent. Excitable 12.1 Easily disturbed and upset; flustered by classroom situation. 12.2 Hurried in class activities; spoke rapidly using many words and gestures. 12.3 Was "jumpy"; nervous. Alert 5:1—Appeared buoyant; wide-awake; enthusiastic about activity of the moment. 8.2 Kept constructively busy. 8.3 Gave attention to, and seemed interested in, what was going on in class. Prompt to "pick up" class when pupils' attention showed signs of lagging. Attractive 8.4 9.1 Clean and neat. 9.2 Well-groomed; dress was in good taste. Posture and bearing attractive. Free from distracting personal habits. Plainly audible Speech; good expression; agreeable voice tone; good inflection. 9.3 9.4 9.5 Responsible 10.1 Assumed responsibility; made decisions as required. Conscientious. Punctual. Painstaking; careful. Suggested aids to learning. Controlled a difficult situation. Gave definite directions. Called attention to standards of quality. 10.9 Attentive to class. 10. 10 Thorough. 10.2 10.3 10.4 10.5 10.6 £3221 11.1 Calm; controlled. 11.2 Maintained progress toward objective. 11.3 Stable, consistent, predictable. Poised 12.1 Seemed at ease at all times. 12.2 Unruffled by situation that developed in classroom; dignified without being stiff and formal. 12.3 Unhurried in class activities; Spoke quietly and slowly. 12.4 Successfully diverted attention from a stress situation in classroom. 13. 14. 16. Uncertain 13.1 Seemed unsure of self; faltering, hesitant. 13.2 Appeared timid and shy. 13.3 Appeared artificial. 13.4 Disturbed and embarrassed by mistakes and/or criticism. Disorganized 14.1 No plan for classwork. 14.2 Unprepared. 14.3 Objectives not apparent; undecided as to next step. 14.4 Wasted time. 14.5 EXplanations not to the point. 14.6 Easily distracted from matter at hand. Inflexible 15.1 Rigid in conforming to routine. 15.2 Made no attempt to adapt ma- terials to individual pupils. 15.3 Appeared incapable of modi- fying explanation or activi- ties to meet particular classroom situations. 15.4 Impatient with interruptions and digressions. Pessimistic 16.1 Depressed; unhappy. 16.2 Skeptical. 16.3 Called attention to political "bad." 16.4 EXpressed hopelessness of "education today," the school system, or fellow educators. 16.5 Noted mistakes; ignored good points. 16.6 Frowned a great deal; had unpleasant facial expression. 56 13.1 13.2 Confident Seemed sure of self; self- confident in relations with pupils. Undisturbed and unembarrassed by mistakes and/or criticism. Systematic 14.1 14.2 14.4 14.5 14.6 14.7 15.1 15.2 15.3 Evidence of a planned though flexible procedure. Well prepared. Careful in planning with pupils. Systematic about procedure of class. Had anticipated needs. Provided reasonable explana- tions. Held discussion together; objectives apparent. Adaptable Flexible in adapting explanations. Individualized materials for pupils as required; adapted activities to pupils. Took advantage of pupils' questions to further clarify ideas. 15.4 Met an unusual classroom situation competently. Optimistic 16.1 Cheerful; good-natured. 16.2 Genial. 16.3 Joked with pupils on occasion. 16.4 Emphasized potential "good." 16.5 16.6 Looked on bright side; spoke optimistically of the future. Called attention to good points; emphasized the positive. 17. immature 18. 17.1 17.2 17.3 Rages. 18.1 18.5 18.6 57 Appeared naive in approach to classroom situations. Self-pitying; complaining; demanding. Boastful; conceited. Presentation strongly suggested limited background in subject or material; lack of scholarship. Did not depart from text. Failed to enrich discussion with illustrations from related areas. Showed little evidence of breadth of cultural background 18.4 in such areas as science, arts, literature, and history. Answers to pupils' questions incomplete or inaccurate. Noncritical approach to subject. 18.2 18.3 18.5 Integratgd 17.1 Maintained class as center of activity; kept self out of spotlight; referred to class's activities, not own. 17.2 Emotionally well controlled. Broad 18.1 Presentation suggested good background in subject; good scholarship suggested. Drew examples and explanations from various sources and related fields. Showed evidence of broad cultural background in science, art, literature, history, etc. Gave satisfying, complete, and accurate answers to questions. Was constructively critical in approach to subject matter. 58 Form #7 Annuals: Personality "Ages" of Students and Teachers (Adapted from.Erikson 3 Ages of_33n117— Novel: KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #S, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) AGE" Invest ator's Ra Tchr.Inf1u. ( ) Other Usable Pp. * or - (See ow Not Analyzed AVG. NO. mm}. TOTAL PP. TOTAL PP. (1-low—, '2-mT1um,TE- 1gh')" TCHRS ._ Descriptions_q§_teachers o§_other§ influences q£_q£_other circumstances: A 1. Erik H. Erikson, Childhood and Society, Second Edition (N.Y.: W.W. Norton and Company, Inc., 19631, pp. 2h7-69. Adapted. 59 Form #8 KEY: DESCRIPTION OF ERIKSOJ'S EIGJT AGES OF MAN1 I. INFANCY. ("Drive and Hope") (9. 274)2 "Basic Trust" vs. "dasic distrust” "The general state of trust... implies not only that one has learned to rely on the sameness and continuity of the outer pro- viders, but also that one may trust oneself and the capacity of one's own organs to cope with urges; and that one is able to consider one- self trustworthy..." (p.248). A state characterized by "sensitive care of the baby's individual needs and a firm sense of personal trust- worthiness within the trusted framework of their culture's life style." (p. 249) II. EARLY CHILDHOOD. (msglf-control and Willpower") "But even under the most favorable circumstances, this stage seems to introduce into psychic life...a sense of inner division and univer- sal nostalgia for a paradise for- feited...a sense of having been divided, of having been deprived, and of having been abandoned..." (p. 250). There may be a neurotic "loss of societal meaning..." (p. 250). In extreme forms that may be infantile schiZOphrenia, and among adults without basic trust there may be schizoid and depressive states habitually. (p. 248) (p. 274) "Autonomy" VS. "Shame and Doubt" "Muscular maturation sets the stage A lack of’autonomy may lead to "a for experimentation..." with "holding on and letting go." (p. 251) "This stage...becomes deci- sive for the ratio of love and hate, cooperation and willfulness, freedom of self-expression and its suppression." (p. 254) A sense of control may lead to "a lasting sense of good will and pride" and "a sense of rightful dignity and lawful independence..." (p. 254). III. PLAY AGE. "Initiative" The child at this age appears " 'more himself,‘ more loving, re- laxed and brighter in his judgment, more activated..." (p. 255). "He is eager and able to make things sooperatively...and to emulate ideal prototypes." (p. 258) (PDirection and Purpose") VS. lasting propensity for doubt and shame." (p. 254) Shame may be "rage turned against the self." (p. 252) "Too much shaming" may lead to "a secret determination to try to get away with things" if there is too much pressure on the child to "con- sider himself, his body, and his wishes as evil and dirty..." (p. 253). (p. 274) "Guilt" "The danger of this stage is a sense of guilt over the goals contemplated and acts initiated in one's exuber- ant enjoyment of new locomotor and mental power..." (p. 255). "In adult pathology, the residual con- flict..." is eXpressed in "hysteri- cal denial" or in "over-compensatory showing off..." (p. 257). iErik H. Erikson, Childhood and Society, Second Edition (New York: W. W. Norton and Co., Inc., 1950-1963), pp. 247-74. Quoted by special permission of the W. W. Norton and Co., Inc.; all quotes in Form #8 are from Childhood and Society, except those noted on the following page. 2The strengths enclosed in parentheses are a result of what Erikson describes as "favorable ratios" for each "age." 60 IV. SCHOOL AGE. ("Method and Competence") (p. 274) "Industry? vs. "Inferiority" "The child must forget past hopes ”The child's danger...1ies in a and wishes, while his exuberant sense of inadequacy and inferiority imagination is tamed and harnessed ...The child despairs of his equip- to the laws of impersonal things..." ment in the tool world and in anat- (p. 258). The child "learns to win omy, and considers himself doomed to recognition by producing things." mediocrity or inadequacy...Many a (p. 259) A desire to be "produc- child's deve10pment is disrupted tive...gradually supersedes the when family life has failed to pre- whims and wishes of play." (p. 259) pare him for school, or when school Systematic instruction begins. life fails to sustain the promises of earlier stages." (p. 260) V. ADOLESCENCE ("Devotion and Fidelity") (p. 274) "Identity" vs. "Role Confusion" "Youth begins. But in puberty and "The danger of this stage is role adolescence all sameness and conti- confusion. Where this is based on nuities relied on earlier are more a strong previous doubt as to one's or less questioned again..." (p. sexual identity, delinquent and out- 261). "The sense of ego identity right psychotic episodes are not un- then is the accrued confidence...of common." (p. 262) "The adolescent one's meaning for others, as evi- mind is essentially a mind of the denced in the tangible promise of moratorium, a psychosocial stage... a 'career'." (p. 261) "To a con- between the morality learned by the siderable extent adolescent love is child, and the ethics to be deve10ped an attempt to arrive at a defini- by the adult." (p. 263) There may be tion of one's identity by projecting a "devoted attempt to become what one's diffused ego image on another parents, class, or community do not and by seeing it thus reflected and want him to be."1 This is also a gradually clarified." (p. 262) time for "distrust for things once ' trusted, doubts about the future..." "total commitment and total repudia- tion...". and violence resulting from passivity of an urban culture.2 VI. YOUNG ADULTHOOD. ("Affiliation and Love") (p. 274) "Intimacy" vs. "Isolation" "The strength acquired at any stage "The counterpart...is distantiation: is tested by the necessity to tran- the readiness to isolate and, if scend it in such a way that the in- necessary, to destroy these forces dividual can take chances in the and peeple whose essence seems dan- next stage...Thus, the young adult, gerous to one's own..." (9. 264). emerging from the search for and Dangers include "intimate, competi- the insistence on identity, is tive, and combative relations...” eager...to fuse his identity with "with and against the self-same 1William G. Morse and C. Max Wingo, Readings ip_Educational Psychology (Chicago: Scott, Foresman, and Co., 1962), p. 41. 2Erik H. Erikson, "Youth and the Life Cycle," Children, VII, N0. 2 (larch-April, 1960), pp. 43-49, in William G. Morse and C. Max Wingo, pp. 42-43. YOUNG ADULTHOOD continued. "Intimaeyfi that of others" (through "close afL VI. ("Affiliation and LOve") VS. 61 4(3. 274) "Isolation" peeple." (p. 264) Isolation "is filiations," "sexual unions," "close the avoidance of contacts which friendships and in physical combat" and "inspiration by teachers." (pp. 263-64) VII. ADULTHOOD. "Generativipy" "Generativity...is primarily the concern in establishing and guiding the next generation..." (not neces- sarily one's own offspring) (p. 2621 This stage is the "central one, for this term encompasses the evolution- ary deve10pment which had made man the teaching and instituting as well as the learning animal." (p. 266) "Mature man needs to be needed, and maturity needs guidance as well as encouragement from what has been produced and must be taken care of." (pp. 266-67) ("Production and Care") vs. commit to intimacy." (p. 266) (p. 274) "Stagnation" "Where such enrichment fails alto- gether, regression to an obsessive need for pseudo-intimacy takes place, often with a pervading sense of stagnation and personal impover- ishment." (p. 267) This may take the form of indulging one's self, to the point of "early invalidism, physical or psychological," which becomes the "vehicle of self- concern." (p. 267) VIII. SENESCENCE. "Ego Integrity" 62 ("Renunciation and Wisdom")_ (p, 274) vs. "Despair" "Only in him.who in some way has taken care of things and people and has adapted himself to the triumphs and disappoint- ments adherent to being, the originator of others or the generator of products and ideas-—only in him.may grad- ually ripen the fruit of these seven stages.... It is the ego's accrued assurance of its proclivity for order and meaning ...It is comradeship with the ordering ways of distant times and distant pursuitS..."(po 268) "In such final consolidation, death loses its sting."(p. 268) "And it seems possible to further paraphrase the relation of adult integrity and infantile trust by saying that healthy children will not fear life if their elders have integrity enough not to fear death." (p. 269) "The lack or loss of this accrued ego integration is signified by fear of death: the one and only life cycle is not accepted as the ultimate of life. Despair expresses the feeling that the time is new short, too short for an attempt to start another life and try out alternative roads to integrity. Disgust hides despair, if often only in the form of 'a thousand little disgusts' which do not add up to one big remorse..."(po 269) CHAPTER V THE UTILITY OF ANALYSIS FORMS A major goal of the study was to develop forms which would be functional both in screening books being evaluated for teacher education and also as study guides prior to a group use, for example, a panel discussion related to novels which deal with the "culturally deprived." Certain conclusions about the forms and data will be noted in the first part of this chapter, and selected data forms will be included in the second part to illustrate the Eypg of information and conclusions which can be derived from selected analyses of novels. Extensive conclusions and implications derived from data forms would vary with the unique orientations of those using the data. The following conclusions about the data are largely qualitative rather than quantitative. Presumably screening novels and studying them in teacher education would be rather qualitative. However, if a particular teacher educator wished to have rigid quantification of data, the forms could be revised to provide data as desired. Selected conclusions from the three forms used in the analysis of twenty-four novels will be summarized below. Explanatory keys for the forms were included in Chapter IV, "Procedures." Form £3, "Composite 2£_Literary_Analysis" "Appropriateness" was analyzed in relation to language, general moral standards, goal attainment, prepagandizing, and "taboos." The data forms revealed frequent references to race, nationality, religion 63 64 sexual excursions, profanity, and some inappropriate behavior such as child buying and teachers having "crushes" on students. It appears that such themes are acceptable for adult readers and desirable for teachers who work with many kinds of people. For those whose sensitivities might be offended, there are books in which appropriate- ness is more narrowly defined, for example, Good Morning, Miss Dove.1 The investigator concluded that it would be stimulating for teachers to think about the effects of varied portrayed situations upon teachers and students. The "setting" was usually identified in the novels. The date of setting often was difficult to ascertain. Sometimes the approximate date could be inferred from the setting; semetimes it was stated. Often it was necessary to read far into a novel before finding the date. A wide variety of settings was found. Public schools were more common than private schools. Schools in the East and Mid-west predominated in this sample. "Teacher data" was often incomplete, particularly in novels where teachers were minor characters. The principal in Baldwin's E2.Tell.i2 92 the Mountain2 was included for a fleeting but most significant moment in the life of the main character. Nothing was told concerning such factors as age, marital status, or aspirations. Some teacher characters were portrayed through the eyes of adolescents, who apparently perceived lFrances Gray Patton, Good Morning, Miss Dove (New York: Dodd, Mead and Co., 1954). 2James Baldwin, §2_Te11 I£_Qp_the Mountain (New York: The American Library of World Literature, Inc., 1954). 65 some teachers as peripheral characters so insignificant that names were not even given! If detailed characterizations were sought, it was usually necessary to find novels in which teachers were major characters. Thirteen of the novels analyzed had teacher main characters. "Teacher aspirations and role conflicts" were clearly and extensively portrayed in novels where teachers were main characters, for example, Craig's Tales Out gfmSchool,1 Walker's Body gf_g_Younp 332,2 and Hersey's The Child Buyer.3 It appeared that writers should be highly rated in their characterizations, development of theme, and style. The investigator's ratings for these literary qualities were highly subjective and made without benefit of training in literature. As previously noted, there may be a place in teacher education for ggmg_training in literary analysis, in the presumption that increased awareness of literary factors in a story may transfer to a greater awareness of the manner in which individuals reveal themselves in person. The general quality of paper and typographical features was acceptable. Clothbound books without jackets were drab and unappealing. Clothbound books with jackets and paperbound books had appealing covers which increased interest. In conclusion, it seemed that the literary analysis form and its key were functional. Additional training and use could make them very 1Joshua M. Craig, Tales Out g£_School (Boston: Houghton-Mifflin Co., 1961). 2Mildred Walker, Body g£;§ Young Man (New York: Harcourt, Brace and World, Inc., 1961). 3John Hersey, The Child Buyer (New York: Alfred A. Knopf, Inc., 1960). .. 66 useful in screening and studying novels. The key, Form #4, was developed as a convenient reference in completing Form #3. The key could have included more adequate explanations of data sought. It did appear that selected aSpects of literary analysis could be successfully included in a form used by educators. Form £5, "Individual Teacher Characteristics" The form emphasized selected characteristics of classroom teaching. Ryans originally developed the categories to guide direct classroom observation by trained observers. The form appeared to be quite satisfactory for analyzing novels, even where the teachers were outside formal classroom teaching situations. It also was usable with other types of personnel, such as guidance workers and administrators. Teachers who were minor characters illustrated relatively few of the characteristics, for the teacher-pupil interactions usually occured outside the classroom. Major teacher characteristics commonly were illustrated extensively, both inside and outside classrooms. The form could be useful in making readers aware of the varied characteristics of teaching behavior. The Ryans' "glossary," Form #6, was very useful. An examination of the profile for teachers in novels indicated that they were usually portrayed positively or with mixed characteristics. Varied portrayals may more effectively stimulate thinking than would idealistic portrayals such as Yates' Nearby, where the teacher seemed almost too good!1 1Elizabeth Yates, Nearby (New York: Coward-McCann, Inc., 1947). 67 Form f1) "Erikson's Personality 'Ages' 2f Students and Teachers" The form and its key were functional in categorizing behaviors illustrative of personality stages. Many examples of the different "ages" were found. It was difficult in many novels to find illustrations in which teachers overtly contributed to pupil personality deve10pment in a classroom setting. There were numerous examples in which teachers had strong influences even though they were minor characters, for example, some of the teachers in Parks' The Learning 1 Tree. The form increased understanding of and appreciation for human personality deve10pmental patterns. There was an increased interest in observing personality deve10pment and concern for being more accepting and supportive of other persons. The younger "ages" were rarely illustrated. Some novels appeared to best illustrate just one "age," for example, Salinger's The Catcher in the Rye.2 The portrayal was very extensive and effective. Supplementagy Recorded Data An interest emerged in recording data relative to educational problems and issues. This information was recorded on the back of the literary analysis worksheet without any particular order. Novelists showed considerable insight about educational problems and issues. 1Gordon Parks, The Learning Tree (Greenwich, Conn.: Fawcett Publications, Inc., 1964). 2J. D. Salinger, The Catcher £1 the Rye (New York: Bantam Books, Inc., 1964). 68 They included: (1) teachers' personal problems (mental illness, "moonlighting," and community rumors about teachers' personal lives), (2) teachers' professional problems ("extra duties," the concept of the comprehensive high school, and teacher dismissal procedures), (3) students' problems (extortion rings; use of drugs, cigarettes, and alcoholic drinks; and effects of poverty on school behavior), (4) school board and community relations (P.T.A. fund raising activities, distinction between board members' duties and duties of professional personnel, and community pressure groups seeking special programs for the "gifted"). Notes Concerning Analygis Techniques The analysis of novels became routine. Personal cepies were marked or notes were inserted in library copies to indicate data to be copied later. Specific illustrations of personality "ages" and teacher characteristics were selected following the reading of a novel. Limited space curtailed the number of illustrations which could be recorded in long-hand. In actual use in teacher education, the forms could be supplemented to provide for additional analysis. Exceptionally good data not recorded in detail were noted with page and length reference. Notations about length of illustrative material were rounded off: (1) one half page or less summarized as "1/2" a page, (2) more than one half page rounded off to the next whole number. The §§§g£_length of illustrative materials seemed unimportant. While only illustrative pages were recorded, in some cases, a complete novel portrayed teacher characteristics of personality "ages." An example 69 was Faasen's The Toyfair, written entirely from an adolescent viewpoint.l Illustrative Data Recorded gp_Forms £33 £5, and i1 The three categories of analysis will be reviewed to aid the reader. Data were recorded on Forms #3, #5, and #7. Forms #4, #6, and #8 were keys which defined the type of data to be recorded and selected abbreviations to be recorded on the data-gathering forms. These keys, it will be recalled, may be found in Chapter IV, "Procedures." The three categories of analysis will be labeled "A," "B," and "C" for subsequent reference: 1) Analysis Category A: Form #3, "Composite of Literary Analysis” Form #5, "Individual Teacher Characteristics" 2) Analysis Category B: Form #3, "Composite of Literary Analysis" Form #7, "Personality Ages of Students and Teachers" 3) Analysis Category C: Form #3, "Composite Literary Analysis" Form #5, "Individual Teacher Characteristics" Form #7, "Personality Ages of Students and Teachers" Some of the novels could have been placed in more than one analysis category. Since they tended to have fewer teacher characters, novels in Category "B" were least interchangeable. However, they provided acceptable illustrations of personality development. Analysis forms for Category "C" will be included next in this chapter to illustrate the type and extent of data which can be derived from the forms developed for this study. The data sheets will be arranged alphabetically by authors. Data forms for Category "A" and 1 1963). Neal Faasen, The Toyfair (New York: Simon and Schuster, Inc., 70 Category "B" will be found in Appendix C and Appendix D. Category "C" was selected for inclusion in this chapter since it contained all three analysis forms. 71 Table 1 Assignment of novels by categories1 AUTHORS TITLES CATEGORIES "A" "B" "C" Auchincloss Venus ip_Soarta X Baldwin Go Tell It on the Mountain X Carleton 'The Moonfwaer Vine X Craig Tales Out 2f_School X Faasen The Toifair X Hamner Sppncer's Mountain X Lee To Kill a Mockingbird X Hawley The Linc31n Lords X Hersey The Child Buyer X Hunter The Blackboard Jungle X Knowles A Separate Peace X Metalious The Tight White Collar X Parks The Learning Tree X Patton Good Morning, Miss Dove X Robbins Never Love a Stranger X Ross Requiem forra Schoolgirl X Salinger The Catcher If.£h§.§l§; X Shulman Children of the Dark X Siegel The PrincffiaI__ X Stuart Tgps for Private Tussle X Updike The Centaur X Walker Body of a Young Man X Well The TEEthers ___' K Yates Nearby X 1Analysis forms with data recorded may be found in two places: Category "C" novel analyses in the following section of this chapter and Category "A” and Category "B" in Appendix "C" and Appendlx "D” respectlvely. Form.#3 .COMPOSITE 0F LITERARY ANALYSES Author: Jetta Carleton Title: the Moonflower Vine Edition analyzed: Hardback Publisher: Simon and Schuster Pp. 352 Cost4. 95 Publ. date 1965_—_' Other publisher: Pp. Cost 1. Book Review Di est S o sis: P.159-TT5333tigatbrfgaigstract) Missouri farming/teaching family chronicle. The Moonflower Vine named for flower which has a fragile white beauty and bitter- sweet scent, an allegory descrip- tive of a family's deve10pment. A teacher and administrator's relationships with family, pupils, and other teachers. (Library Journal) (Teacher the major character) Publ.date 11. Book Review Digest Reviews: Index categories Family Life 72 Number of reviews: 1 _unfavorable x O - . . .0 :mixed x l - . . . . . .__ _acceptbl/favorbl x 2- 4 :lebtal) Avg. ...:I B.Investigator's conclusions: This novel is good literature. IlI.Investi ator's S 0123 ey: ontinuump- ...xA~Appropriateness: ..'.xB.Story setting (ling ): . .-.xC.Teacher: Mr . Soames P08115101): Teacher Su t. ...xD. Teacher aspiration7role co 1 .Type/source: 2.Reactions: ...xE.Story synopsis data: 7 COMPOSITE QE ALL ANALYSES T. riter a.Reviewers' 2. 3.W"".AEQ§.= h . Conclusionségconmendations. ° 3.1-ms e r tmgeeee_ 2 Factors Ratings: avgeeeeeeeeeoe b.1nve8tigator' S avgoeoeeeo Teacher Characteristics Profile: a .Avg. tchr. prfl. placemntl b.No. tchrs. analyzed......._lh c. No. traits depicted......._ 2 d. Invest. composite rating.._§_ (Compre.,clarit ,appeal) M... a. No. I'"ages depicted......._§_ b.No. influential tchrs....._§_ c.Invest. composite rating.._§_ b. Comments.on.uses/limitations: (based on above and other data) Good for general use in showing a public school father-teacher- administrator faced with varied roles and for a presentation of personality "ages" of a family. Real peeple faced with varied human situations. Recommended especially for con- tracted teachers. of Liter ow O"T-to ("33; l Factors: (See "Key", Form h) high. 1 M m/B M/ITUE MLS LM Six Months in teacher's college icts: Conflict between parent/teacher/farmer roles. Sense of failure and inadequacy. l.Tchr. characterization: Q. Y /b Uc Y: ( ) 2.Theme:é% £1 Condescending 3 (Average "A—E") Feelings of guilt. Family interaction as four daughters grow up. g/c Sympathy and pity. g/e Strict religious views 3. Style: LY/b ch YF Y/e Y/i Lovable daughters F.Material factors:z;1, Colorful [2Acceptable 73 Fbrm.#5 ANALYSIS: Individual Teacher Characteristics (Adapted from.Ryans' Characteristics of Teachers Inventoryl) Characterisitics_profile of Matthew Soames KEY:z 7 . Carleton's The Moonflower Vine mum %m 2- Moderate 12 O h- Extreme Profile No./Pagg§1(£gngthl______ 1. Partial x. . .. Fair #l,_partial (pp. 134-38, 4 pp.) 2. Antocratic .. x .. DemOC. Special poetry session with 3. Aloof .. x .. Respnsv. high school girl (who kissed h. Restricted .. x .. Understn. him without encouragement), 5. Harsh x. . .. Kindly a repetition of previous 6. Dull .x . .. Stimltg. infatuations with certain 7. Stereotyped .. x .. Orignl. students. 6180 pp. 142-44, 8. Apathetic .x . .. Alert 144-45, 178-84; lOpp) 9. Unimpressive .. x .. Attrctv. #5 harsh (pp. 122-234 A22) 10. Evading .x . .. Respnbl. Extremely critical of twelve- 11. Erratic .. x .. Steady year old pupil-daughter's ”un- 12. Excitable .. x .. Poised ladylike" behavior (black 13. Uncertain ox ‘ .. Confdnt. bloomers revealed). 1h. Disorganized .. x .. Systmtc. #15, pessimistic (pp, 127-33, fippl 15. Inflexible .. x .. Adaptbl. Depression about student 16. Pessimistic .x . .. Optmstc. behavior, dirty school 17. Immature .. x .. Integrtd. conditions, and unsocial 18. Narrow .. X .. Broad behavior of a student. Also #6, autocratic; #5, harsh. Wm: Inferred Characteristics for 6 _Number dimensions depicted. 1'- “we“ 6 No rated "1"o 2n #8, Apathetic rated "3" or "u" 10,Evad1ng 3 _Igvestigator' 3 avg. rating: 13,Uncertain 3 _Comprehensiveness eneral Teacher Characterization: —Clarity egative and weak but idealistic. 2 Appeal 18 _Tatal pages analyzed above 0 —0ther usuable pages which —"stand out" but not analyzed Other Suitable Pages (Length) 1 Numerous 10 Numerous 2 Suitable ll Suitable 12 Pages 13 1h n 15 n 16 n 17 n 18 .. 1. David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 1935,, pp. 83:92. The Council's per- mission to adapt and use the above terms and "Glossary" in Form.#6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. u: "U 63 m (D i ‘ Q \O CDNONULS" 74 Form #7 ANAHSIS: Personalit "A es" of Students and Teachers (Adapted from.E%ikson 3 Ages of ”En,l7— NOVBl: Canleton's The Moonflower Vine KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) Invest ator's Ra Tchr.Influ. ( ) + or - (See s .150-59 9 7-73 AGE ll Other Usable Pp, Not Analyzed . 237- 8 OW None None Ne at ve None None None Ne None 7 l - 9 l 3- 1 l 141- 2 2 tive AVG. 3 3 3 3 NO. INFLU. TOTAL PPZ TOTAL PP. (l-low, 2!medium, S-EigHT- TCHRS.;__ Descri tions_q§_teachers q;_other§ influences 9£_9£_other circumstances: A S SOff. 1. In a flashback to adolescence, Mr. Soames' recollection of his search for identity and reaction to girl, including loneliness which kept him from being carefree and a physical drive "to prove something." 6 167ff. 2. As young adults, the Soames' sense of both purposeful work and vague discontent. 7 173 3. Mr. Soames' sense of attainment in becoming teacher. 7 [77 4. Mr. Soames' love of teaching and public life and inabil- ity to share public life with his wife, resulting in a gradual and finally complete separation of public and private life. 7 54 5. Mr. Soames' "objectivity" in dealing with own children in school. Some degree of yearning for travel and knowledge. 7 23f. 6. Mrs. Soames' always waiting for life. 7 134 7. Mrs. Soames' worn out feelings about her role (also recurring loneliness). 7 141f. 8. Mr. Soames' portrayal of himself as a lecherous father. l. rik H. Erikson, Childhood and Society, Second Edition (N.Y.: W.W. Nerton and Company, Inc., 1963), pp. 2h7-69. Adapted. Form #3 .COMPOSITE OF LITERARY ANALYSES Author: Earl Hammer Title: Spencer’s Mountain Edition analyzed: Paperback Publisher: Dell Publishing Co. Pp._ ZSBCost.50 Publ. date 1953 Other publisher: Dial Press Pp.247 Costfio 50 b1. ate I. 290k Review Digest S o sis. P.509 _(Im stigator's agstract) A year's story of an upland Virginia family. Clay Boy's 16th year through entry into college one year later. (N.Y. Herald- Tribugg). Close-knit family, a first love, and a sensitive, supportive teacher. (Teacher an important minor character). II. Book Review Digest Reviews: Index categories 75 . er of reviews: _unfavorable x O - . . ._ 3nfl13d x l ' . . . . . . 3 Sacceptbl/favorbl x 2- 10 jTotal) Avg. . . .__; B.Investigator's conclusions: This novel is good literature. COMPOSITE QEPEEL‘AEAIE§§§ I. Literggy actors tings: a. eviewers' avg........... b.1nvestigator' 3 avg....... 2. Twins: W ML: a .Avg. tchr. prfl. placement 4 b.No. tchrs. analyzed....... C .NO . traits depiCtedo o e o o o o d.Invest. composite rating.. (Compre.,clarity,appea1) .|,4~ MI 3. a.No. "ages" depicted......%4g_ b.No. influential tchrs....._;_ c.1nvest. composite rating.._1_ h . Conclusions ago omnendations : a.lnves . r t1ng...._3_ b.Comments.on.uses/1imitations: (based on above and other data) Egcellent portrayal cf adolescenc at its awakening and identificati with a supportive family; limited portrayal of minor public school teacher characters who are most helpful. Recommended for all ages of prospective and contracted teachers. III.Investi ator's S of Liter Factors: (See "Key" Form h) 0123 ey: ontinuumw- ow O")-to (" a; high. ’ ...XA. Appropriateness: ..x.B. Story setting (19__ 30's ): .8..C. Teacher: figs Par__ker P08113101” ch Tcr ...¥D. Teacher aspiration7role co l.Type/source: 2.Reactions: ...IE.Story synopsis data: :( Baptists, Jews) Dreams for children vs. reality of area's poverty. Dynamic actions to implement dreams. l.Tchr. characterization: [aY /b He N : ( ) 2.Theme- Youth needs help _/c Strongs sympathy Positive IE Yes 2 3.Style: aY (Average "A-E") F.Material factoryfl Appealing boy/girl [2 Y CY/‘hL/OYTf Mn, warm, sincere Acceptable 76 Individual Teacher Characteristics acteristics of Teachers Inventoryl) Miss Parker ANALYSIS: (Adapted from Ryans Characterisitics profile of Fbrm.#S KEszzI o I ' ntreme 3- fierateW‘lgflfim 2- Moderate 12 O h- Extreme Profile No./PagesZ(Length) 1. Partial .. x Fair 23. understanding (22:173-74, 22p.) 2. Autocratic .. x Democ. Words of philoSOphy in Clay- 3. Aloof .. x Respnsv. Boy's autograph book a source h. Restricted .. . . Understn. of direction for him. 5. Harsh .. . . Kindly #5, kindly (p. 81, fip.)__ ‘__ 6. Dull .. . . Stimltg. Praise to Clay-Boy for good 7. Stereotyped .. x . Orignl. work. 8. Apathetic .. x . Alert #6. §£imn1§t10n in. 9l._lp.) 9. Unimpressive .. . . Attrctv. Educational philosophy: en- 10. Evading .. . . Respnbl. couragement of beauty, good 11. Erratic .. x .. Steady citizenship, and inquiring 12. Excitable .. x .. Poised minds. 13. Uncertain .. x .. Confdnt. .fi9. attractive (p. 91._lp.) 1h. Disorganized .. x .. Systmtc. Smiles, dyed hair to keep 15. Inflexible .. x .. Adaptbl. pretty. 16. Pessimistic .. x .. Optmstc. #lO,resp9nsibility.(pp. 8264, 3pp.) 17. Innature .. x .. Integrtd. Encouragement to parents to 18. Narrow .. x .. Broad send Clay-Boy to College. #10,responsibility (22.96-101, 622.) eac er of e Efforts to promote library to provide job for Clay-Boy and 5 _Number dimensions d°P1°t°d- needed library for community. 0 No. rated "l"o '2" 5 _NO. rated "3" or "h" 2 _Ifivestigator' 3 avg. rating: 1 _Comprehensiveness 3 :Clarity 3 Appeal 13%T3tal pages analyzed above 0_ —Other usuable pages which —"stand out" but not analyzed Other Suitable Pages (Length) 10 ll 12 13 1h 15 16 17 18 1. David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19 , pp. -92. e Council' s per- mission to adapt and use the above terms and "Glossary" in Form.#6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. eneral Teacher Characterization ery positive. \OONGWC’UNH 77 Form #7 ANALYSIS. Personality "A 'of Students and Teachers (Adapted from EriksonS 3 Ages of En 1T Nevel: Hamner' s Spencer's Mountain KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) AGE" Invest ator' s Rat Tchr.Inf1u. ( ) Other Usable Pp. * or - (See a ow Not Analyzed Nonel . - 18 .106-109 4 osit None n AVG. 3 3 3 NO. INFLU. TOTAL PP. 4. TOTAL PP. (l-low, 2!me ium, 5 '51857— TCHRS.1 1 Descri tions q§_teachers qg_othez§ influences or of other circumstances: ”ICE"_EPKEE7 -———-—-—- .__—.__... __ 5 7ff. 1. Clay Boy's sleepless night after receiving hunting knife symbolizing manhood status as a hunter. 5 35ff. 2. Clay Boy's observation of bull-cow's mating and dis- cussion of reproduction with.father. 5 173f. 3. Miss Parker's words of phiIOSOphy in Clay Boy's auto- graph book a source of direction. 6 209ff. 4. Clay Boy and Claris' discovery of physical love on Spencer's Mountain. 6 247f. 5. Clay Boy's sense of love and anticipation of college prompted by love. 7 29f. 6. Aunt's wish that babies wouldn't grow up; expressed fear of what might happen to them. 7 240ff. 7. Father's sense of pride in family. 8 l99ff. 8. Grandfather's serene death3contribution for Clay Boy's college education. 1. 4_Erik H. ‘Erikson, Childhood and Society, Second Edition (N. Y. W’.W. Norton and Company, Inc., 1963), pp. 2h7-69. Adapted. 78 Form #3 . COMPOSITE OF LITERARY ANALYSES COMPOSITE g" ALL ANALYSES WEE—Hap” _ 1. titer Factors ti_:‘1gs: 2 Title: To Kill a‘Mockingbird a.F3viewers' avg............___ Edition analyzed: Hardback b.1nvestigator's avg....... 2_ Publisher: Li incott 2. 222922; QQ§£§§L§§;§§;E§ Egg§__§: Pp. 29écosmm a.Avg. tchr. prfl. placement; Other publiSHEF?P0pular LTEFEF§_" b.No. tchrs. analyzed......._L_ Pp. Cost.60 Publ.date 1962 c.No. traits depicted.......l_g_ ' ""' d.Invest. composite rating.._2_ I. Ego}: Review Di est S o sis: Compreuclarit ,appeal P. 797 (Investigator's aEstract) 3. W .3831: a.No. "ages" depicted......._;_ A small Alabama town's reaction b.No. influential tchrs....._l__ to a rape trial of an accused C.Invest. composite rating.._3_ Negro, as seen by a little girl 1:. Conclusionségkcomendations: Whose father is ahe defense 3.111798 0 r ting...._L lawyer. b.Commenta on uses/limitations: (based on above and other data) (Teacher a minor character) §§£29E22_f0r portraying the parent's influence upon young children's personality deve10pment, also for portrayal of community conflicts. Limited . value for portrayal of public 11' gfi§§X§%§%§Eo¥%§§§£ EEEEEEE; school as a vital place. No index head n Recommended for all ages of FEW—W r of reviews: . prospective and contracted unfavorable x O - . . ._ teachers. Tmixedx1-. . . . . ._g Tacceptbl/favorbl x 2- 18 mTotal) Avg. . . 2 B .Investigator' s conclusions : This novel is good literature. III.Investi ator's S of Liter Factors: (See "Key", Form )4) 0123 ey: ontinuum-- ow O")—to ("33; high. ..X.A.Appropriateness: lY 2 Y 3 Y hY 5 N :(race and rape ) ....:B.Story setting (19 30-40'2): 11:1 2 S 3T N 2 race .x..C.Teacher: Miss Caroline 1 F 2 2] 3 S N 1% NS Position: El. teacher 7 colle e ...xD.Teacher aspiration/role co icts: l.Type/source: Teacher's goals vs. children's attitudes and interests 2.Reactions: Mechanical, cold performance of duty ...xE.Story synopsis data: l.Tchr. characterizationz/a N/b M/c Y :( ) 2 .Theme:% Individual ' e dignity Dislike for some pupi s: E ath tolerance @ Negative 58 Conservative 3 .Style:£a Y/B Y/c Yld Us YJiTarm, tolerant persons 2 (Average "A—E") F.Materia1 factor-mlLPlain blue 1 g Acceptable ANALYSIS: (Adapted from.Ryans Characterisitics profile of KEY: z Form.#5 79 Individual Teacher Characteristics acteristics of Teachers Inventoryl) Miss Caroline . Lee's To Kill a Mockin b r Profile No./Pages((Length) Use of ruler on hands of pupils. #9. attractive (p. Zngkp.) "Looked and smelled like a peppermint drop"; well dressed. #12,excitable (pp. 28-30. lspp) Scream at a "cootie" climbing #15,inf1exible (pp.21-22,h2pp.) Statement to student that her father didn't know how to teach reading. Fliinflexible (p. 3SL 111g Everyone on a "treadmill" of inflexible instruction. (Student's description of 1- Extreme 3- erate 2- Moderate 12 0 h- Extreme 1. Putin]- ee x ee Fair #5, harSh e e 2. Autocratic .x . .. Democ. JP 20L b) 30 floor 0! e co Rasmu- h. Restricted .x . .. Understn. Se Harsh Xe e co Kindly 6. Dull .x . .. Stimltg. g. stereotyped .. x .. Orignl. . Apathetic .x . .. Alert I . 9. Unimpressive .. . .+Attrctv. from a boy 8 hair. 10. Evading .. x .. Respnbl. 11. Erratic .. x .. Steady 12. Excitable x- . .. Poised 13. Uncertain .x . .. Confdnt. 1h. Disorganized .. g . . Systmtc. 15. Inflexible x- . ...Adaptb1. 16. Pessimistic .. x .. Optmstc. l7. Innature .x . .. Integrtd. 18. Narrow -x . .. Broad SCh°°1)° Tiacher Profile Sfimary: igNumber dimensions de icted. 11 No. rated "1" or '2" TNO. rated "3" or "k" _Afiestigator's avg. rating: _1__ Comprehensiveness __2_ Clarity 2 Appeal 21% pages analyzed above _0 Other usuable pages which "stand out" but not analyzed Other Suitable Pages (Length) . 10 ll 12 13 11. 15 16 17 18 \OCDQO‘U'IC'UNH Inferred Characteristics: #2, autocratic #4, restricted #6, dull #8, apathetic #13,uncertain #17,immature #18,narrow General Teacher Changgterization: Operators of a tiresome tread- mdll, mechanical forces to be endured as a sign of legality. 1. 152m: G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19 1 PP- -92. e Council's per- mission to adapt and use the above terms and "Glossary" in Form #6 is gratemlly acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. 80 Form #7 ANALYSIS: Personality "Ages" of Students and Teachers (Adapted from Erikson 3 Ages of_H3n‘1)- Nbvel: Lee's To Kill a Mockingbird KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) AGE" Invest ator's Rat Tchr.Inf1u. ( ) Other Usable Pp. * or - (See 3 ow Not Analyzed 3 None AVG. 3 3 NO. INFLU. TOTAL PP.7 TOTAL PP. 3 (1-1o—w, "2 mTimn,Tfi- igfil' TCHRS._1_ _ Descri tions_q§_teachers qg_othe§§ influences o£_o£_other circumstances: A 3 filf. 1. Children's wide variety of games in which varied roles played in which an initial sense of identity with society develops. (Teacher not recognized for any involvement with play activity.) 3 75f. 2. Relatives' over zealousness: efforts to develop guilt feelings about Finch children's experimentation with swearing. 4 58f. 3. Scout's description of school as "grim" (not perceived as a place for meaningful learning.) 5 109f. 4. Jem's developing adolescent tendencies; housekeeper's willingness to let him change. 6 176 5. Girl's loneliness leading to suggestiveness and false rape charges. 7 34 6. Father's reflection of sense of dignity in helping children grow in wisdom and understanding. 1. *Erik H. Erikson, Childhood and Society, Second Edition (N.Y.: W.W. Norton and Company, Inc., 1963), pp. 2h7-69. Adapted. Form #3 .COHPOSITE‘QF LITERARY ANALYSES uthor: Grace Metalious Title:_;§he Tight White Coflar Edition analyzed: Paperback Publisher: Dell Publishin Co. PP.31§ Cost 60 Publ.date 1962 h Other publiShOr: gulian Messner Pp. 28SCost 3.95 b . ate A 1. Book Review Di est S o sis: P. g7[‘(Invest'i'gator's aEstract) A young teacher's story about being chased out of town by those who should not "throw the first stone". (NtY. Times) A struggle of a storekeeper's son to find identity outside immigrant parent's values. (Teacher a major character) II. Book Review Digest Reviews: Index categories No index heading used. 81 A.Number of reviews: 6unfavorable x O - . . .0 :mixedxl-.. . . “I acceptbl/favorbl x 2- :El'rotal) Avg. . . E B.Investigator's conclusions: This is poor literature; its themesh re 00 obvious. .Ihvesti ator's S of Liter ey: ontinuump- ow O")-to ("33; COMPOSITE OF ALL ANALYSES 1. Liter a.Neviewers' 2. 3. Excellent for those who can see ictors Ratiggs: avg........... Q__ b.1nvestigator's avg....... 3__ Teacher W 112211.? a.Avg. tchr. prfl. placementL b.No. tchrs. analyzed.......§__ c.No. traits depicted.......§__ d.Invest. composite rating..z__ (Compre.,c1arit ,appeal) "Ages : a.No. "ages" depicted....... b.No. influential tchrs..... c.Invest. composite rating..3__ a.inves . r ting....3__ b.Comments.on.uses/limitations: (based on above and other data) |°|° beyond the sex-saturated content. Traces current situations back to earlier life. Illustrates community-public school inter- action. Recommended for all ages of prospective and con- tracted teachers with discretion. Factors: (See "Key", Form h) 0123 high. ...xA.Appropriateness: lY 2N/3M/hY/5N :( several ) ...aB.Story setting (1940‘50'8): Greek/Catholic ...xC.Teacher: Mr. Pappas MléLM Position: _H} . Sch .Tchr. ...aD.Teacher aspiration/role co University graduate icts: l.Type/sourceznesire to teach well, vs. community interference. 2.Reactions:Sincere attgmpt to teach well. 0 e 0 13.5130” synopSiS data: l.Tchr. characterizationz/aY /ijcY :( ) 2.Theme: a Teachers pawns in community Identification/sympathy (Average "A—E") F.Materia1 factorsr/Jgsensational (IE "Underdog" Strongly portrayed Acceptable jg ANALYSIS: (Adapted from Ryans Characterisitics profile of KEY: 2 Form #5 82 Individual Teacher Characteristics acteristics of Teachers Inventoryl) Chris Pappas kfigg Metalious' The T ht 3- erate IEUSTRITIgfi ON EWCTfiTSTICS Wren» 2- Moderate 12 O 11" Extreme Profile No . /P§g§/ (Length) 1. Partial .. . . Fair #1, fairg(p. 33, 1p.) .__ 2. Autocratic .. x .. Democ. Idealistic, failed daughter 3. Aloof .. x .. Respnsv. of school board member after h. Restricted .. x .. Understn. being warned and was fired. 5. Harsh .. . .14 Kindly Also #1811 broad (broadminded 6. Dull .. x .. Stimltg. about Russians, American History) 7. Stereotyped .. x .. Orignl. flflp,gpsponsible (pp.81-82_2pp,) 8. Apathetic .. x .. Alert Mr. Pappas' efforts to actually 9. Unimpressive .. . . AttrctV. help mentally retarded students 10. Evading .. . . Respnbl. (not "wards" as described by 11. Erratic .. x .. Steady school supt.) (Also #§,_kindly) l2. Excitable .. x .. Poised 13. Uncertain .. x .. Confdnt. lgfegrgd Characggristics: 1h. Disorganized .. x .. Systmtc. #9, attractive 15. Inflexible ... . . Adaptbl. #15,adaptable 16. Peasmatic ee x ee OpthtC. 17. Immature .. x .. Integrtd. OTHER TEACHERS: 18. Narrow .. . x. Broad #3, aloof (pp.39-41 2%pp)_ _g _g___ ~ 11_ Mr. Chatterson't lack of smiling Tiacher ProfileSITrmary: 6 Number dimensions de icted. — 0 No. rated "1" or '2" TNo. rated "3" or "11" ifistigator's avg. rating: _2_Comprehensiveness _2_ Clarity 3 Appeal iTEtal pages analyzed above _0_ Other usuable pages which "stand out" but not ana1y_zed Other Suitable Pages (Length) 10 ll 12 13 11. 15 16 17 18 \OCIJQO‘U'IC'UNH and laughter. #3; aloof (pp. 145-47 pr.) Mr. Strong's description of students as "clods" and "greasy-faced". Also_fi§, gpathetic. General_Teacher Characterization Teachers were portrayed sym- pathetically with varied strengths and weaknesses. 1. David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19 a PP- 92. e Conn: il's per- mission tc adapt and use the above terms and "Glossary" in Form #6 is gratemlly acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. 83 Form #7 ANALYSIS: Personality "Ages" of Students and Teachers (Adapted from.Erikson 8 Ages of “an 17— Novel: Ytta‘icus' The Tight White Collar KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) AGE" Invest ator's Rat Tchr.Inf1u. ( ) Other Usable Pp. + or - (See s ow Not Analyzed l AVG. 3 3 2 3 NO. mm}. TOTAL PP.24 TOTAL PP. (1-low, 2-n1eTimn,Th- igfi')’ TCHRS._0_ _o_ Descri tions_q§_teachers qg_other§ influences 9£_g£_other circumstances: A l 12ff. 1. Doctor's recollection of happy childhood and trust in parents. 2 lSlff.2. Music teacher's recollection of childhood of feelings of shame and sinfulness from mother and expectation of defeat from insensitive, overwhelming father (purity vs. masculinity). 5 46ff. 3. The Pappas' as adolescents suffering from identity diffusion, seeking to reject both sets of parents' wishes for them . and find themselves through love. 6 l64f. 4. Music teacher's inability as young adult to be "one of the boys," to feel intimacy with associates. 7 75ff. 5. Mrs. Chris Pappas' sense of being "trapped" in mother's role; "a husband and a child and poverty". (p. 76) 7 316ff.6. Mrs. Chris Pappas' realization of generativity after mother's death. 8 310 7. Parents' feelings that Chris had failed them by becoming teacher instead of taking over the store. 1.7Erik H. Erikson, Childhood and Society, Second Edition (N.Y.: W;W. Nbrton and Company, Inc., 1963), pp. 2h7-69. Adapted. 84 Form.#3 .COMPOSITE OF LITERARY ANALYSES COMPOSITE 22 ALL ANALYSES Iuthor: Cmon Parks —— 1. Literary; Factors Ratings: Title: The Learning Tree ac evj-ewers avgeeeeeeeeeee ._2_ Edition analyzed: Paperback b.1nvestigator' 8 avg....... 3 Publisher: Fa egg-publications 2. Teacher Characteristics Profile: Pp. MOOSE—Kg?— fileodW a .Avg. tchr. prfl. placement _2_ Other publisher: r er-__-—___— b.NO. tchrs. analyzed......flJ__ Pp. 303 Cost 4.95 Ffibl date I963 C.No. traits depicted......._§:._. d .Invest. composite rat 0°41. .Egok Review Di est 3 o sis. (Compre.,c1arit ,appeal P.7_8_5 (Inve stigator's aEstract) 3- W 158293’ a.No.' 'ages" depicted.......;L_ Newt's adolescence in a small b.No. influential tchrs.....4;_ Kansas town; his family, his loves, c.Invest. composite rating..;L_ and his fights; told with fresh- 1:. Conclusionsv%comnendations: ness, sincerity. . a.1nyes . r t1ng....;L_ b.Comments.on.uses/limitations: (Library Journal) (based on above and other data) (Teachers minor characters) Excellent for portrayals of a boy's search for identity, in relations with peers and adults, and for examples of ways in 11. Book Review Digest Reviews: which public school teachers Index categories Negroes effect behavior. Recommended Adolescents, Boys for all ages of prospective and AJNumber of reviews: contracted teachers. _unfavorable x O - . . ._ -mixed x 1 - . . . . . . Tacceptbl/favorbl x 2- 3— ':EITotal) Avg. ...1: B .Investigator' s conclusions: This novel is good literature. III.Investi ator's S of Liter Factors: (See "Key" Form h) 012 3 ey: ontinuum-- wO")-t—('"'3:¥o h——._igh ’ ...xA. Appropriateness? 1 Y 2 Y 3 M h Y N :(race, death ) ".113. Story setting (19_°__ 30'4" > mammal! Y .x..C. Teacher: Prof. Jones 1M 2N8 3N8 LM/SNS Position: Jr. Hi. Prin. ...xD. Teacher aspiration7role co ' 1. Type/source: School superintendent and discrimination 2.Reactions: Submissiveness ...xE.Story synopsis data: l.Tchr. characterizationzéa Yip YZc Y:( ) 2.Theme: a Identity poss e un er cu 3 us one. Hopes vs. fears ,[c Positive, sympathetic 6d Teachers vary greatlgze NS . 3.Sty1e: a Y Y c e figroes (Average "A- E") F. Material factors: / LAppealing boy /3 Acceptable 85 Form #5 ANALYSIS: Individual Teacher Characteristics (Adapted from Ryans' mcmristics of Teachers Inventoryl) Characterisitics profile of Mr. uhxfigg Parks' The fiesrnéns IEEE 3- erate Ebon Jones Profile Nag/Pa es (Le th Student's description about the time when Mr. Jones told a studentthat he "musta been sleeping in the devil's privy when the Lord handed out sense." (Also forced students to write f-o-o-l-s for an hour, as punishment for laughter. (Algg #9 unimpressivg,,#3 aloofg) #13,uncertain (pp.lOO-107, 89p.) Mr. Jones' conflict of interest, as a Negro seeking better education and as an employee of a white superintendent. (Also #10, evading, #LQ, - treme 2- Moderate 12 O h- Extreme 1. Partial .. x .. Fair #5, harsh (D. 85,,lp.) 2. Autocratic .. x .. Democ. 3. A1001. 0! e co Ream”. 1:. Restricted .. x .. Understn. 5. Harsh .x . .. Kindly 6. Dull as X no 51311111138. 70 Sumatypd ee X 00 Orignle 8. Apathetic .. x .. Alert 9. Unimpressive x. . .. Attrctv. 10. Evading .x . .. Respnbl. 11. Erratic .. x .. Steady 12. Excitable .. x .. Poised 13. Uncertain .x . .. Confdnt. 1h. Disorganized .. x .. Systmtc. 15. Inflexible . . a . . Adaptbl. 16. Pessmatic e}. e co opmstc. 17. Immature .. a .. Integrtd. Rgssimistic). 18. Narrow .. x .. Broad HER TEACHERS Il'eacher PFoffie Sumary: 6 Number dimensions de icted. _ 6 No. rated "1" or '2" '6'No. rated "3" or "I." _3__In_vestigator's avg. rating: _3_Comprehensiveness .2. Clarity Appeal 9_ otal pages analyzed above _LOther usuable pages which "stand out" but not analyzed #1, Other Suitable Pages (length) 1103-107 (4) 10 2 $59-69 (35) 11 3 12 h 141- 2 13 1h 6 15J9 m 7 16 8 17 9M. 13 l pgrtial jpp,145-49,>4pp;) Miss McCinock's discouragement of Newt's college ambitions because of his race. 3, responsive ipp.159-SO, %p.) Mr. Rodeakor's encouragement of Newt by inviting him to be in a special science seminar. fair (pp. l45-49,_Agaz Mr. Hall's continued encourage- ment of Newt for achievements and solution of pupil-teacher conflicts. General Teacher gharagterizadon Teachers are portrayed sympathetically with varying strengths and weak- nesses. l. livid G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19 3 pp. 92. e Courflil's per- mission to adapt and use the above terms and "Glossary" in Form #6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. 86 Form #7 ANALYSIS: Personality "Ages" of Students and Teachers (Adapted from.Erikson 8 Ages of “an 1)- NOVBI: Parks' The Learning Tree KEY: #1, Infancy #b, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) Invest ator's Ra Tchr.Influ. ( ) Other Usable Pp, * or - (See 3 Not Analyzed AGE ll OW None1 Pos t ve Pos t ve Positive Positive None None None ne 1 . 5 .159-60 1 1-205 14 231- 2 2 2 —2 '2 l AVG. NO. INFLU. TOTAL PP TOTAL PP. (l-low, 2-medium, l-high'r TCHRS._4__ Descri tions_q§_teachers qg_other§ influences or_of other circumstances: 'IEE"TEPK§ET -——-———- .__—.__... __ 5 28ff. 1. Newt's degrading experiences with white circus fight promoter. (He felt degraded at being exhibited before white man.) 5 118 2. Newt's feelings at graduation (pride and nervousness). 5 l45ff. 3. Newt's continued encouragement by Mr. Hall for achieve- ments (Help in pupil-teacher resolving of conflicts). 5 151 4. Newt's excitement over newspaper picture as basketball player. 5 159f. 5. Newt's encouragement by Mr. Rodeakor to take science seminar. 5 191ff. 6. Newt's wrestling with conscience regarding knowledge of murder. (Newt testifies in dramatic court scene.) 5 231f. 7. Newt's defeat of fears related to death by sleeping next to Mother's casket. 26E. 8. Clint's feeling of being "trapped" by his family. 227 9. Dying mother's expression of pride in her son and her readiness for death. mV 1. 'Erik B. Erikson, Childhood and Society, Second Edition (N.Y.: W,W. Norton and Company, Inc., 1963), pp. 2&7-69. Adapted. 87 Form #3 . COMPOSITE OF LITERARY ANALYSES COMPOSITE 93 _A_L§ ANALYSES Author: £33“ T Ross 1. riterggy Factors Ratings: Title: Reguiem for a Schoolgirl a. °View?rs 8Y3........... _%§ Edition analyzed: Paperback b.1nvestlgator 8 avg....... _— Publisher: . 2. Teacher Characteristics Profile: Pp._ 153 Cost__ .40 gm date 1962 a.Avg. tchr. prfl- placemnt 4 Other publisher: Simon and Schuster b-NO- tchrs. analyzed......4:3: Pp, 245 Cost 3.50 Publ.date lgbf c.No. traits depicted. . . . . . ._u d. Invest. composite rating.._;; I. Book Review Digest Synopsis: (Compre.,c1arit ,appeal) P. 12lilnvestigator's abstract) 3. W .LA 83 3 a. No. u"ages depicted......._ 2 A mystery story. The mystery: b.No. influential tchrs....._JL why a girl commits suicide. The c.Invest. composite rating.._;L solution: a high school teacher's h. Conclusionséggcommendations: discovery of students' extra- a.1nwes . r t1ng...._;L curricular activities: call-girl, b.Commanta.on‘uses/limitations: B-girl, dope addict, thug, and (based on above and other data) gangster's girl! Some scenes of high school teaching; many Good for portrayals of sen- scenes of sensational sleuthing. sationalism: adolescent drug addiCtion, sex, and suicide; (Teacher the major character) and questions of public school 11. Book Review Digest Reviews: teacher ethics. Recommended IEEEA'EEEEEories """"' for prospective teachers to No index headings used stimulate discussion and also A.Number of reviews: contracted teachers. unfavorable x O - . . Tmixedx1-...... -3_acceptbl/favorbl x 2- 1 ETotal) Avg. . .2 B.Investigator's conclusions: ~l~| This novel is better than average Iiitiratu ti. ,, ,, nves 4gator' s §¥mm%fiy of Lit:r%§y Factors: (See Key , Form h) 012 3‘Key-Continuun-- ow O")-to 2high. ..x.A. Appropriateness: . S N : ...,.B. Story setting (l9__ 60 S )= WHEEL” N ...xC. Teacher: Mr. Gordon Position: Hi Sch En ...xD.Teacher aspiration7role conflicts: l.Type/source: Formal teacher roles vs. outside student contacts. 2 Reactions: Amateur sleuthing to seek answers °°°xE° Story synopsis data: 1 .Tchr. characterization: /a Y/b Z/c Y: ( ) 2 Theme: [a Awareness of student problems WM ;3 Mixed d 9 .Social reformer 3. Style: 8'Y b Y/C YZOIYZB Y/I "Do- -gooder” (Average "A—E") F.Materia1 factors:/1 Sensational 12’ Acceptable. 3 ANALYSIS: (Adapted from Ryans Form #5 Individual Teacher Characteristics acteristics of Teachers Inventoryl) Characterisitics profile of Mr. Gordon “7" ‘ kWh-F “WW ‘FTxtz-ene 3- crate 2- Moderate 12 O h- Extreme Profile No . HEW 1. Partial .. 1 Fair #4, understanding 1p. 87_L 1p.)_ 2. Autocratic .. . Democ. Introspection about varied 3. Aloof .. . RBSPnSV. student problems. 1.. Restricted .. .. Understn. #5. harsh,_(p_p. 1-2,_1p.) S. Harsh .x . Kindly Use of sarcasm about studies. 6. Dull .. . Stimltg. #4, understandigg_1p. 7, kn.) 7. StOPOOtYPOd .. x .. Orignl. Lessening of homework during 8. Apathetic .. . .1.Alert hot spring weather. 9. Unimpressive .x . .. Attrctv. #6, stimulating (p. 2. km; 10. Evading .. . .xflRespnbl. Positive reference to family 11. Erratic .. x .. Steady backgrounds in tracing effects 12. Emcitable .. x .. POiSOd of immigration upon literature. 13. Uncertain .. . 3: Confdnt. #6, stimulating_jpp.S-6, pr.) 1h. Disorganized .. a .. Systmtc. Classroom discussion about 15. Inflexible o-:n .. AdaPtbl. revealing true feelings. 16. PBSSiMiBtiC .. .. OPPWSPC- #9,unimpressive (pp. 23-26, 3pp.) 1g. §:::ture .. -- Integrtd. Visit to bar, fight with 1 . 0" .. 0 dimmed customer, gift of cigarette to girl student. eac er of e ummary: #10,responsible (p. 11,,1pg) A; Number dimensions de icted. __2_No.. rated "1" or '2" 8 No. rated "3" or "’4" ‘_§;Ifivestigator's avg. rating: _;_Comprehensiveness _§_Clarity 2.Appeal _9_T'o—tal pages analyzed above ‘_Q_0ther usuable pages which "stand out" but not analyzed Concern about cause of Laurie's death to point of seeking cause and risking personal danger. Inferred characteristics: Other Suitable Pages (Length) 10 11 12 13 1h 15 16 17 18 WGQO‘WC’WNH #2, democratic #3, responsive #8, alert #13,confident #18,broad General Teacher Characterization: Teachers were portrayed sym- pathetically and rather positively. l. fiavid G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19 , PP- -92. e Council's per- mission to adapt and use the above terms and "Glossary" in Form #6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. 89 Form #7 ANALYSIS: Personality "Ages" of Students and Teachers (Adapted from Erikson s Ages—071$) fi— Novel: Ross' Requiem for a Schoolgirl KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) Invest ator's Ra Tchr.Influ. ( ) + or - (See 3 . 3 (l) 0 5'6 2 "AGE" Other Usable Pp. Not Analyzed 0 53-54 1 OW Negative1 Positive .17- 1 .70-7 Positive None AVG. 3 3 3 NO. mm]. TOTAL PP.1 (l-low, 2' InneTimn- ,TE- ighT TCHRS._1_ Descri tions_q§_teachers qg_other§ influences o£_o£_other circumstances: TOTAL PP. 7 A 5 3 1. Laurie Michell's verbal rebellion against Mr. Gordon's values. 5 Sff. 2. Laurie's thoughts about revealing true self in human relations, as part of class discussion. 5 7ff. 3. Laurie's periodic rebellion against Mr. Gordon's efforts, nonconforming clothing, lack of association with others, and suicide. 5 24ff. 4. Iris' defiance in defending "B girl" job in a bar; "...more fun than hanging around my house." (p. 26) 7 l7ff. 5. Laurie's parents dejection at her suicide and appreciation for Mr. Gordon's visit to home. 7 70ff. 6. Parents lack of satisfaction with Iris and recollections of a bright son killed in Korea. 1. Erik H. Erikson, Childhood and Society, Second Edition (N.Y.: W.W. Norton and Company, Inc., 1963), pp. 2h7-69. Adapted. 9O Form.#3 . COMPOSITE OF LITERARY ANAIESES COMPOSITE 22 g ANAHSES Khthor: .TUD:_35IIHEEf"""" l. Biterggy Factors Ratings: Title: __The Catcher in the Rye 3- eviewers avg........... 1 Edition analyzedzPaperback b.1nvestigator 3 avg.......'Lr- Publisher: Bantam.Books 2. Igggflg: Qgggggtgg;§§ig§ EEQQiTg: Pp.__ 214 Cost. 75 Publ. date 1964 3 Avg. tchr prfl placement; Other publisher: Little, Bm b-NO- tchrs. analyzed-.-----_z_ Pp. 227 Cost_3_. oo P6131. date 1951 c No. traits depicted-...-.-_8_ — d. ”Invest composite rating.._z_ 1. Book Review Di est S o sis. Compre.,clarit ,appeal P.TuuiTI—-stigatorfgazgstfact) 3..£sracnaliiy .AEE§ ° a.No. "ages" depicted.......Jh_ Holden Caulfield's three day b-NO- influential tom‘s-unfl— pre-Christms seeing m CeInveSt. cowgite ratmgeeL suffering visit in New York City, 1:. 339.01“? ion8£%COMMations: 2 a. nves . r ting”..— after drapping out of school without parents' knowledge. b. Comments.on uses/limitations: (based on above and other data) Excellent in portrayal of adolescent struggle for identity; (Two minor teacher characters) limited value for portrayal of private school teachers who are classified as phonies along with II. Book Review Digest Reviews: others. Index categories ' Recommended for prospective and Nb index heading usedfi contracted teachers, not er of reviews: offended by extensive profanity. 2 unfavorable x O - . . . Tmixedxl-...... .3facceptbl/favorbl x 2- Total) Avg. . . B.Investigator's conclusions: USMC. This is average literature. III.Investi ator's S of Liter Factors: (See "Key" Form h) 0123 ey: ontinuum-- ow 0"T't‘Tfia‘slzo h—igh ’ ..x A Appropriateness; lY 2Y hN No (mental breakdoyn ...xB. Story setting (19 40' 8 ) magma; .x..C. Teacher: Mr. Antoli 517250 3 Position. Hi. Sch. E .x..D.Teacher aspirationSrole co "icts: l.Type/source: Helping boys learn game of life vs. their immaturity. 2.Reactions: Sympathetic discussion. o..xE.Story'synopsis data: l.Tchr. characterizationz/aNA/ng/cY :( ) 2.Theme:[a Phoniness of people [b Sincere effort to help/c Powerful d Ne ative 3.8ty16’5a TEE E70 Y/d 1/8 Mr Soul- -searching Holden (Average "A~E") F.Material factors:/1 Maroon, unappealing [2 Acceptable 91 Form #5 ANALYSIS: Individual Teacher Characteristics (Adapted from Ryans' Ch'Tracteristics of Teachers Inventory-1) Characterisitics profile of Mr. Antoli KEY: Z N . Salin er's Catcher in the R e Tr:- treme 4% ante-imam 2- Moderate 12 0 114A- Extreme Profile No./Pages/ (Length) 1. Partial .. x .. Fair fl?,_democratic (pp.182-9Q,_Qpptl_ 2. Autocratic ee . x. Democ. In exchange with Holden, e.g. 3. Aloof .. . x. RBSPHSV- question whether Holden could h. Restricted .. . x. Understn. see instructor's goal in speech 5. Harsh .. e .x Kindly ‘ class and in school problems; 6. Dull .. x no Stimltg. kindly, expressed concern. 7. Stereotyped .. x 00 Orignl. Also #3.;resppnsive; #4, under- 8. Apathetic 00 x no Alert standing; #5L kindly; #17; 9. Unimpressive .x . x. Attrctv. integrated. 12. §;:ding 00 x 00 §°3Pnblc ‘ #3L responsive (p. l74,_§p.) . atic .. x .. teady * Approachable, could ”kid around 12. EXCitablO oo.x .. P013°d . with," without losing students' 13. Uncertain co x 00 con-fdnte respect. 1);. fizzfigad n x n zzttti' #5, kindly, (pp. 194-95L pr.) e .. x .. P 0 Second thoughts regarding Mr. 16. P8881mi8t1¢ .. x on Optmstc. Antoli even if he's , perverted. 17. Immature .. . x0 Integrtd. (Holden thinks). 18. Narrow -- - .,{Broad 9L attractive (P;_lléx 3p.)_ 4__ "pretty young guy" Tiacher Profiieggufimary: f9 unimpressive (pp. 191-93, 3pp.) 8i} llr dimensions de icted. ‘ Mr. Antoli's stroking of Holden's '-- ilNo. rated "1" or I2" head (Related to Holden's fear ‘_77No. rated "3" or "h" of"perverts" at school. Implied _lmestigator's avg. rating: ' he att'racts' Pefveits""gu)’$"' 1Com. ehensiveness seem 'perverty' w en Holden s -—§Clagity around.) -—§hppea1 #18,broad (pp. 189-9Q,_2pp.) ‘_ 17T3tal pages analyzed above Expression of confidence in flower usuable pages which broad applicability of knowledge "stand out" but not analyzed in solv1ng personal problems. General Teacher Characterization: Other Suitable Pages (Length) Teachers were portrayed as persons 1 10 with good intention but ineffectual ZPP-lo'lllis) 1]. in helping adolescents. Some :3PB-10‘16(7), 12 were depicted for money-grabbing 13 and favoritism. Spp.6-l6(93§) 11: 6 15 7 16 812.8%) 17 912.66) 18 1. David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 1935,, pp. $92. The Council's per- mission to adapt and use the above terms and "Glossary" in Form #6 is gratefully acknowledged by the investigator. 2. An. "0" stands for mixed or non-portrayed characteristics. 92 Form #7 ANALYSIS: Personality "Ages" of Students and Teachers (Adapted from.Erikson 3 Ages of “an IT- Novel: Salinger's The Catcher in the Rye KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) AGE" Invest ator' s Rat Tchr.Influ. ) Other.Usable Pp.- + or - (See Not Analyzed None1 None None None AVG’. 3 3 3 NO. INFLU. TOTAL PP. TOTAL PP. (l-low, 2!medium, 3; -hig57- TCHRS. () ._Ja Descri tions_q§_teachers qg_q_hg;§_ influences or of other circumstances: A —. ———_ 5 38ff. l. Holden's uncertainty about own identity; wonders why brother Allie died from Leukemia and he (Holden) lived. S 9lff. 2. Holden's conversation with a prostitute (for a non- sexual experience, for somebne to talk to). S 131 3. Holden's recollection about "phonics” at school (all stick together and exclude Holden,even bridge players- and Book-of-Month students!)— 5 197ff 4. Holden's complete sense of estrangement from everyone except his younger sister, Phoebe. (a) Appeal to dead brother Allie. (b) Thoughts about playing a deaf mute to avoid "stupid” conversations with anyone. (c) Suspicious of school attended by Phoebe. (d) Desire to kill those who wrote ”f--- you" where Phoebe could see the words. (e) Institutionalization for treatment. l. Airik H. Erikson, Childhood and Society, Second Edition (N.Y.: W“W. Norton and Company, Inc., 19637, pp. 2h7-69. Adapted. Form.#3 .COMPOSITE OF LITERARY ANALYSES uthor: 93 Title: The Centaur Edition analyzed: Hardbatk Publisher: Alfred A. Knopf Pp. 303 Cost 4. OOPubl. date Other publisher: Fawcett Pp. 222 Cost .60 Publ. date 1963 1. Book Review Di est S o sis. P10l9-(In_-stigatorfggigstiact) Two levels, the real and the mythological, combined to tell the story of three days in the life of a Pennsylvania science teacher and his son. Mythological reference to Chiron, the centaur, instructor to heroes. (Teacher the main character) 11. Book Review Digest Reviews: Index categories Fathers and Sons er of reviews: lunfavorable x O - . . .0 "I'nixedxl-......T -_racceptbl/favorbl x 2- 17 Total) Avg. . . :I B .Investigator' s conclusions: This novel is average literature. 0123 ey: ontinuump- O"T—to ..K.A.Appropriateness: ...xB.Story setting (19 47 . . . ZCJI‘eacher: Mr. Caldwell Position. Hi. Sch. Science 1962 COMPOSITE QE AIL ANALYSES l. Eifisragy Factors EEEEEEEL a. answers avg........... 1 b.1nvestigator' 3 avg....... -3- 2. Teacher ghggggtggistigs Profile: a .Avg. tchr. prfl. placement 2 b.No. tchrs. analyzed.......-T- c.No. traits depicted....... d .Invest. composite rating.;-3- (Compre.,clarity,appeal) 3. W Edges . a. No. "ages" depicted....... 2 b. No. influential tchrs.....T c.1nvest. composite rating.. h. Conclusionséggcommendations{—3- a.lnves . r t1ng...._ b. Comments m uses/limitations: (based on above and other data) Excellent even though Greek mythology interfered with reading. The "like" father, like son" theme was stimulating. Public school teaching was por- trayed as uninspired and un- imaginative. Care needs to be taken to avoid an empty feeling after reading the novel. Recommended for all ages of prospective and contracted teachers. III.Investi ator's S of Liter factors: (" H; hig . (See "Key", Form h) ...xD. Teacher aspiration/role co 1 .Type/source: Desire to do good job vs. insecurity. 2 Reactions: ...xE. Story synopsis data: Indecisivenesslapolege etic nature. 1. Tchr. characterization:/a Y/b ye Y:( ) 2.Theme: O ligations a. Life goes on regardless /c Evoked sympathy ([5'Weak fd Negative ' 3.3tyle: a Y Y c YEN/e M/i' Weak, uncertain individuals (Average "A- E") F .Material factors~ [1 Mythological Centaur /2 Acceptable 94 Form #5 ANALYSIS: Individual Teacher Characteristics (Adapted from Ryans' fiacteristics of Teachers Inventoryl) . Characterisitics profile of Mr- George Caldwen KEI: z ngfigo The Centaur TEX. treme 3- erate 2- Moderate 12 O h- Extreme Profile No .jPages/ (Length) 1. Partial ox . .. Fair flflJpartial_1pp.105-109,_§pp.) 2. Autocratic .. x .. Democ. Out of pity, answers given to 3. Aloof x. . .. Respnsv. a quiz to be given next day. 1;. Restricted x. . .. Understn. #1, partial (913.11th 5. Harsh ox . .. Kindly Religious sensibilities of g. Sgiieotyped ox . .. gfilgilg. pupils offended in discussing . .. x .. . evolution. 3. 3::;D0t101 ox . .. Aizrtt #5, harsh (p. 110, %ptl . press V9 ax . .. rc V0 Hittin of a st de t ith 10. Evading ox . .. Respnbl. steel god. u n W a 11. Erratic .. x -. Steady #5, harsh (p. 104-1051_1%pp;) 12. E191t3b1° .. x 00 P013°d Accusation of a member of the 13. uncertain ex 0 on Confdnt. SWimin t g eam (lying about 11.. Disorganized .. x .. Systmtc. smoking). 15. Inflexible o. x o. Adaptbl. #6, dull (pp. 108'1094 213p.) _ 16. Pessimistic .x . .. Optmstc. Descri . ~— ptlve knowledge as a 17' Immature °x ° " Integrtd. ”sickening thing." (Also 18- Narrow " x " Broad description of lecturing in absence of student responses, WW: I" 110-) Number dimensions depicted. #16,pessimistic (pp. 290-91,,1p.) 1 No. rated "1"o'2" ”Kill or be killed" phi1030phy ‘E'No. rated "3" or "h" expressed; any other attitude 2 Tavestigator's avg. rating: categorized as ”suicide". ""3 comprehensiveness Igferred characteristics: TClfiI‘it #3, aloof 2 _Appealy #4, restricted 9% _To—tal pages analyzed above #8, apathetic 0 _Other usuable pages which #9: “nimPrESSive "stand out" but not anally! Zigfivading ,uncertain Other Suitable Pages (Length) #17.imture 1 10 General Teacher Characterization: 2 11 Teachers were portrayed as weak 3 12 and untrustworthy. h 13 S 11: 6 15 7 16 8 l7 9 18 1. David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 1935,, pp. $92. The CounCil's per- mission to adapt and use the above terms and "Glossary" in Form #6 is gratemlly acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. 95 Form #7 ANALYSIS: Personality "Ages" of Students and Teachers (Adapted from Erikson 3 Ages of H5n.IT- Nevel: Updike's The Centaur KEY:#1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) Invest ator's Rat Tchr.Influ. ( ) + or - (See 3 .243-47 .99-105 6 Other Usable Pp. Not Analyzed .201-7 11 -22 ACE“ OW None Ne None tive AVG. NO. INFLU. TOTAL PP TOTAL PP. (l-low, 2-medium, 5-h'igm— TCHRS._1_ Descri tions_q§_teachers qg_other§ influences or_g£ other circumstances: A 5 243ff. 1. Peter's positive sense of identification when he finally shows his girl friend the skin blemishes which have so disturbed him all his life.(Page 246 is especially sensitive and appealing, for the girl assures him that the spots are part of Peter and that her love encompasses all of him!) 5 99ff. 2. Peter's negative sense of identification when he hears Coach Caldwell praising a member of the swimming team, (Mr. Caldwell is not sensitive to the embarrassment felt by Peter that he cannot swim, since this would eXpose his hideous skin blemishes.) 7 86ff. 3. Mr. Caldwell's negative sense of generativity, a pervading sense of impoverishment. (Mr. Caldwell reveals his sense of futility when he discusses his life with a "bum" whom he has picked up: reminesces about wanting to travel as his passenger had done and his inability to remember some- thing besides "misery and horror". He also describes his teaching as "fifteen years of Hell" (p.111), Other symptoms of his feelings and life's futility include: recollections of his friendless adolescence (p. 116), cold relations with Mrs. Calwell who hates a man "...who hates sex" (p.69), and psychosomatic illness and pain.(p.77). l. IErikH.‘Erikson, Childhood and Society, Second Edition (N.Y.: W.W. Norton and Company, Inc., 1963), pp. 2h7-69. Adapted. 96 Conclusions An effort was made to develop forms which could facilitate the selection of usable novels and provide a guide for intensive study. The forms were illustrative of those which could be deve10ped or modified to meet specific goals of teacher educators. The forms encouraged a closer reading of novels. It appeared that their use resulted in a greater consciousness of the varied dimensions of human behavior in general and teaching behavior specifically. It appeared that analysis forms could be useful in helping teachers to find novels which meet certain criteria and in studying for group utilizations. A number of conclusions about individual novels were noted on the data forms. Each individual reading the data will find numerous conclusions which are meaningful to him. Since a major study goal was the deve10pment of analysis procedures, it seemed appropriate to include an illustrative group of the data forms in this chapter. The main effect of having three analysis categories appeared to be upon assignment of the novels to particular categories. Novels with major teacher characters tended to be placed in Analysis Category "A" since they illustrated teacher characteristics extensively. Novels with relatively unimportant teacher characters tended to be placed in Analysis Category "B." Category "C" was the most flexible since it included novels which had illustrations of both teacher characteristics and personality "ages." Certain analysis problems arose. Analyses derived from the different forms were not adequately coordinated. There was a tendency 97 to use each form separately with different incidents from a particular novel. More adequate provisions should have been made for unifying the analyses from the forms. The space provided for a composite analysis on Form #3 tended to be used for routine conclusions and recommendations. Perhaps the mechanical act of recording data distorted the analysis toward Specific data rather than upon comprehensive analysis and conclusions. A conscious effort to find Specific data tended to promote superficial reading for somewhat discrete details. There appeared to be some dangers that the use of detailed analysis forms could promote mechanical reading. A second reading presumably could improve comprehension and retention of the plot. CHAPTER VI SELECTED QUESTIONS RELATED TO A PSYCHOLOGY OF READING UTILIZATION Exposure to "great" literature often is presented as a means of becoming educated. But mere reading is not enough. What one does with what one reads is a major determinant of the ultimate impact of the use of literature. Both the potentialities and also the limitations of literature are recognized in this study. This chapter summarizes some possible explanations of the manner in which reading changes behavior. This study led to a conclusion that literature should be used in teacher education but did not produce a conclusive psychology of reading effects. In the absence of this, alternative utilizations rather than Specific recommendations are reported in Chapter VII. Utilizations selected by particular users should be an outgrowth of the aspects of a psychology of reading effects which seem most appropriate to an educational setting. A cooperative study by professors of education, psychologists, and literary specialists would be helpful to select explanations of reading effectiveness and utilization activities most relevant for a particular school or college. Theories and practices could be altered as needed. In suggesting the need for such consideration, the investi- gator is avoiding a dilemma which appeared with increasing forcefulness as the study proceded since: (1) literature seems to have a valid place in the education of teachers, on the basis of its attested and researched values, (2) at the same time a psychology of reading effects does not appear to be available to guide the development of utilization 98 99 procedures. Assuming that literature should be used in teacher education and recognizing the need for further study, a series of questions is posed in this chapter. Specific conclusions and recommendations will be stated in the following chapter. Some Selected Questions In planning procedures for teacher education, there is need to examine these questions, among others: (1) what experiences are sufficient to induce desired behavioral changes, (2) what experiences are necessary to induce desired behavioral changes? he investigator proposes that literature is sufficient under certain circumstances to induce behavioral changes but that literature is not necessary to bring about those changes. The questions in this section are illustrations of questions derived while studying selected books in social psychology, mass communications, and literature. The verb "can" was selected to suggest needed clarification of accepted principles in relation to literature. The principles inherent in the questions are in themselves validated; their relationship to literature effects is conjectural. 1) Can literature provide a type of catharsis which enables a teacher to escape temporarily frustrations and tensions? Some teaching problems may appear to be insoluable and inescapable, and a temporary reSpite may provide rest and renewa which affect a teacher's behavior. Living another's triumphs, failures, causes, and affections through literature may provide an emotional release conducive to sound mental hygiene. A negative possibility should also be noted: may literature become a compensation for blocked goals and an escape mechanism which 100 reduces efforts to solve problems? 2) Can literature provide an individual teacher with a sense of identification with great causes, in the sense of Bruner's "myth" discussed in an earlier chapter?1 Novels, it may be recalled, may be a source of "finding oneself," and this may give a positive direction to behavioral changes. 3) Can literature help teachers to become their best selves, functioning up to their maximum potentiality on the basis of accurate perceptions? The unique perceptions of writers may enable teachers to clarify their own perceptions to a point where personal functioning is improved. Literature may also improve perspectives, as readers eXpose themselves to varied situations. With improved perceptions and perspectives, teachers may be able to attain their maximum potentiality, in relation to goals, capacities, fears, and frustrations-- all of which may be understood and controlled. The behavior of such persons presumably would be notably different from those with blurred perceptions and perspectives. Literature may have a special effective— ness in motivating readers to seek the improvement of their situations. Novelists seeking to sell their writings are particularly conscious of "...the needs for security, status, belongingness, understanding, freedom from constraint, love, freedom from anxiety, and so forth."2 As they increase consciousness of these needs, novels may motivate individuals to seek to attain their best and minimize that which 1Bruner,‘p. 43. 2Wilbur Schramm, The Process and Effects g£_Mass Communications (Urbana: University of Illinois Press, 1954), p. 14. 101 blocks attainment of needs. Novels depict individuals seeking to work out their own destinies and may contribute to individual skills needed for living life to its fullest measure. 4) Can literature reinforce values, goals, and attitudes cur- rently held, to a degree that individuals behave more or less confidently, aggressively, or optimistically, depending upon the type gf_behavior reinforced? Literature may be eSpecially effective in reinforcing congruent behavior, that is, closely related behavior of characters and individuals. Teachers' role enactment may become more or less effective, depending upon predispositions reinforced. On the positive side, teachers may receive reinforcement of positive behavior in a verbally-simulated, non-threatening situation. On the other hand, as Krech g£_al_pointed out: Man acts upon his ideas. His irrational acts no less than his rational acts are guided by what he thinks, what he believes, what he anticipates... Every man, through "cognitive work", attempts to construct for himself a meaningful world. The negative possibility is that negative predispositions may be reinforced by reading into novels negative reactions congruent with presently-held views. Presumably this negative possibility is increased by age and length of service in a role, for negative behavior may have been reinforced many times. Another negative possibility should be considered. Waples §£_al note the possibility that readers may receive reinforcement of predispositions unfavorable to self and that this may increase anxieties and efforts to find relief. They lDavid Krech, Richard S. Crutchfield, and Egerton L. Ballachey, Individual Ip_Society (New York: McGraw-Hill Book Co., Inc., 1952), p. 17. 102 noted that readers may confirm "...frustrations by eXplaining them.”1 The investigator feels that these negative reinforcement possibilities should be considered not only in a study of literature but also in other types of instructional materials as well. 5) Can literature encourage introspection leading to new or increased understandings which change behavior? Teachers may be able to build up a backlog of experiences through reading which may be synthesized into new bases for decision making. 6) Can literature alter or develop needs of individuals to a point where they are open to new experiences? Can teachers be stimulated to seek new teaching experiences and relationships? Krech §t_§l noted that a felt need for change must precede changed cognitions.2 Individual teachers may respond to literary stimulation more easily than to other media which appears to be thrust upon them. The readers control and hence may feel less pressured by stimuli working on their needs through non-pressure materials such as novels. 7) Can literature set up a "cognitive dissonance," a gap between personal values and writers' values, to a degree that personal values are altered to narrow the gap? Values portrayed in novels, presented in a dynamic manner, may force such adjustments particularly when personal values are weak. To the extent that an individual teacher seeks to balance his c0gnitive structure, teaching behavior may be altered.3 Krech gt_§l_credited Festinger with the theory of "cognitive dissonance," 1Naples gt_§l, p. 136. 2Krechpg£_§g, p. 35. 31bid., p. 66. 103 the impelling need for individuals to rid themselves of the discomfort felt while holding "inconsistent cognitions."1 8) Can literature help an individual to formulate his "ideal self," helping him to decide, for example, what type of teacher he would like to be? This ideal self tends to become a two-edged sword: a standard against which to measure behavior and a goal toward which to strive. Novels' ideal teachers may provide models for an ideal self. Krech gt al_note that the self-concept is based upon a comparison of self to a reference group. The self-concept in turn determines which wants and goals will predominate in the individual's efforts to enhance and defend his self-concept.2 9) Can literature help the individual to develop values and wants, which in themselves are powerful determinants of behavior? Values, as defined by Krech §£_§l_are "beliefs about what is 'desirable' or 'good'." Wants are defined through synonyms such as "drives" and "needs" (positive) and "fears" and "aversions" (negative), all of which repel or drive individuals to attainment of wants.3 10) Can literature provide individual teachers with models of good teaching? To the extent that a teacher may seek to "incorporate the attributes of the other individual or group, and to diSplay similar behavior..." identification may be a significant factor in altering 1L. Festinger and J. M. Carlsmith, "Cognitive Consequences of Forced Compliance," Journal 2£_Abnormal Psychology, LVIII (1959), pp. 203-210, in Krech g£_gl, pp. 266 and 269. 2Krech §£_31, pp. 84 and 101. 31bid., p. 102. 104 teacher behavior.1 11) Can literature sensitize the cognitive structure to objects and persons to be perceived? Only certain objects and persons are perceived, and of these only certain characteristics are perceived. Literature may sensitize teachers to certain characteristics of objects and individuals, thus affecting behavior through altered perceptions.2 12) Can literature help teachers to become more aware of stereotypes which may affect their relationships with others, to a degree that behavior affected by stereotypes can be consciously controlled?3 Literature may make teachers more conscious of stereo- types which are a part of their cognitions and which affect the relationships of laymen and teachers. 13) Can literature stimulate interest in educational issues, to a degree that teachers may take public positions on educational issues and thereby increase the likelihood that those positions would be individually practiced?4 Literature in comparison to other media may be more effective in stimulating group discussions and public commitment. 14) Can literature help teachers to improve their communications with others and also improve the effective functioning of their groups? Communication has been defined as "the interchange of meanings among people." It is also said to be both a reflection of personality and 11bid., p. 134. 2Ibid., pp. 20 and 66. 31bid., p. 67. 41bido’ pp. 228-229. 105 a shaper of personality.1 Novelists are presumed to have special competencies in communication. Teachers reading and reacting to good communications may learn to improve their communications skills and thereby modify their behavior. 15) Can literature have an instrumental effect, that is, add to knowledge and skills needed by persons in a particular role? Information may be a factor in modifying behavior.2 Teachers may find in novels some specific information or skill useful to them. This investigator tends to minimize this role but does not reject it. The textbook, lecture, observation, and supervised teaching are among teacher education practices which appear to have more promise in providing knowledge and skills. These fifteen questions about the psychology of reading effects point to the gap which exists between advocacy of the use of literature and a sound theory of utilization. Utilization could be more effectively studied if these questions were answered extensively. In the meantime it seems justifiable to suggest that literature be used in experimental programs. The concluding chapter includes some illustrative uses which need to be researched in teacher education, concurrent with efforts to study the psychology of reading effects. lIbid., p. 307. 2Waples g£_§l, p. 136. CHAPTER VII SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Literature in general and novels in particular were studied to determine their availability and potential utility in teacher education. Literature was presumed to have certain unique potentialities in helping prospective and contracted elementary and secondary teachers to conceptualize, internalize, and implement varied roles. Becoming a teacher involves more than learning about teaching and receiving supervised practice. Literature was studied as a supplementary aid in helping teachers to make the gradual but dramatic transition from being interested in teaching to becoming a professional teacher, a process which hopefully lasts a lifetime. Tentative answers were sought for questions about the comprehen- siveness, clarity, and reader appeal of contemporary novels which have student and teacher characters. The investigator deve10ped a process for selecting, analyzing, and recording data from novels. The focus of this study was upon the deve10pment of procedures rather than validating them. Potentialities 2f Literature A series of questions was deve10ped concerning a psychology of reading effects. It appeared that teacher educators should select procedures for using literature based upon a unified psychOIOgy of reading effects and consistent with institutional goals and resources. The use of literature should be individualized, thus it was possible 106 107 only to propose some alternative psychology of reading effects and related utilization possibilities. Novels were studied as potential aids in increasing teachers' understandings of the human situation. They may create an empathy for and acceptance of varied human motivations and life patterns. Teachers may expand their perceptions and perspectives through fiction and become more understanding and supportive of others. Teachers may increase their understanding of themselves. Secure in a sense of identity, teachers may be able to understand, accept, and support the emerging identities of students within a specific school and community setting. This level of adult maturity is difficult to attain. Teachers not only need to "find themselves" and understand their total situation; but they also must attain the facts, skills, and understandings required of the profession. Literature appears to be available in quantity to help teachers understand themselves, others, their communities, 33d their roles. It appears to be vivid, appealing, and meaningful. Among the limitations of literature which need to be recognized are: (l) the possibility that individuals may take away from reading mainly that which they take to it, (2) the possibility that individuals may find in literature support for personal biases, insecurities, and practices, (3) the possibility that writers observing certain "taboos" may leave out important factors which need to be understood by teachers. Those using literature should: (1) deve10p utilization procedures harmonious with a psychology of reading effects feasible for a particular institutional setting, (2) recognize the limitations of literature, 108 (3) use literature in a group setting to capitalize upon literature's potentialities and minimize its limitations. Study Procedures Since the focus of the study was upon developing feasible procedures, it seemed justifiable to adapt procedures as needed to improve them. The procedures were developed for two possible uses in teacher education: (1) to aid in screening and evaluating novels for teacher education, (2) to aid individuals in studying selected aspects of novels for later study activities. There were five phases in the study: (1) pOpulation, (2) sample, (3) analysis, (4) data recording, (5) evaluation of data. The population originally included novels indexed under selected categories of "fiction" in a standard reference.1 It was possible to find index categories which led to reviews of novels which appeared to be useful for teacher education. The index headings were extremely general, for example, "schools and colleges" indexed novels with elementary, secondary, and college settings; private and public school settings; American and foreign settings; and recent and historical settings. Originally only novels published in paperbound editions were considered for the population. Since it was difficult to find paper- bound novels which met criteria and also were available locally, the population was broadened to include hardbound books in approximately half the titles. Considerable time was required to check tentatively 1Book Review Digest (H. W. Wilson Co.) 109 accepted titles to determine the ones available in paperbound editions. However, the study did show that paperbound novels which illustrate teaching are available, both through local suppliers and also by means of direct purchase from certain publishers. Some local suppliers will include Special orders with their regular orders, but the frequency with which special orders are sent to publishers will vary with the sales volume of a particular publisher. Those seeking to keep informed about new titles may check current book displays, read previews in Paperbound Books lg Print} and read the reviews of paperbound books in the book review section of papers such as the New York Times. It appears that the effort required to secure paperbound editions is justifiable only when low cost is highly significant. In an effort to find procedures which would be feasible for those with limited time, procedures were adapted in a variety of ways. Originally novels were accepted for the pOpulation only if they had classroom scenes portrayed; ultimately novels were included if they had teacher and student characters in some situation, portrayed in detail sufficient for analysis. Furthermore, administrators and guidance workers were accepted as teacher characters. Selection procedures were broadened to include not only books found through a study of selected headings in Book Review Digest but also through an inspection of library bookshelves, bookstore displays, book reviews, and recommendations of associates. The final sample was selected through a reading of reviews, information on book jackets, first chapters, and other chapters casually. This process was needed to clarify the existence of portrayals which 1Paperbound Books ip_Print (R. R. Bowker and Co.) llO met study criteria which previously had been inferred. The first twenty- four novels which met the criteria became the sample, which was read carefully and analyzed on the forms developed for this study. Some Conclusions About the Forms and Data The forms developed or adapted for this study were functional. They increased awareness of the many facets of teaching and personality deve10pment. They provided an illustration of the type of raw data which can be secured through analysis. They were illustrative of the kinds of forms which can be developed to screen books for possible use for Specific purposes in teacher education and to help individuals study for a group activity such as a discussion, panel presentation, or book review. Form #3, "Composite Literary Analysis," indicated that there are wide variations in the manner in which students and teachers are portrayed. It appeared that adult readers could benefit from living vicariously in novels' varied human situations. Those especially concerned about rigid standards of sexual conduct, language, and manner of attaining goals could find novels which are quite "proper;" those interested in a variety of situations could find the sordidness, sensationalism, violence, infidelity, and the general range of behavior found in fiction. General information about a story's setting, except the date, was easy to find. Teacher data, except for teacher main characters, were incomplete. Even though characterization of teachers was limited in many novels, teachers' influence may be great. Novels were rated highly in characterization, theme development, and style. Presumably some additional study could have increased lll discrimination between poor, medium, and high quality literature. Form #5, the "Individual Teacher Characteristics" form, was functional for analyzing teacher behavior both in the classroom and outside. It provided an analysis of characteristics for both classroom teachers, and personnel such as administrators and counselors. It increased an awareness of varied dimensions of teaching. Several teacher characteristics could be illustrated in books where teachers were major characters; few stood out in some novels. In some books, teachers could not have been profiled at all, for they were on the periphery of student life. Sometimes they were nameless. They often were portrayed through student eyes as "villains" who did not understand adolescents and who were in a sense "out to get them." Most of the novels did not illustrate teacher-student interaction in classroom settings. However, it appeared that novels adequately illustrated varied teacher characteristics. Form #7, "Personality Ages of Students and Teachers," was very functional in increasing an awareness of forces which facilitate, hinder, or have no apparent influence upon personality development. The form was most useful in plotting the "cradle to the grave" aspects of personality deve10pment. The importance of early years was emphasized in several stories. Certain "ages," such as adolescence, were often portrayed. Other "ages," such as the play age and school age, were not often portrayed. Presumably it would be possible to find a wider distribution of "ages" if this were important. A professor of early childhood education, for example, would presumably seek a distribution of "ages" different from that of a librarian looking at books for a high school professional library. 112 An effort was made to determine the extent to which novelists depict teachers and students in relation to two dimensions, teacher characteristics and personality "ages." The forms were developed to measure novels' comprehensiveness, clarity, and appeal. The study created a greater interest in and awareness of the dimensions studied. When forms related to teacher characteristics and personality traits were used in an analysis of the same novel, the analyses were not related extensively. The analysis tended to proceed one form at a time. "Hindsight" suggested that greater insights may have accrued if identical incidents had been analyzed simultaneously upon the teacher characteristics and personality ages analysis forms. Perhaps one analysis form with both dimensions incorporated would have focused more attention upon unified teacher-learner relationships. Selected General Conclusions Certain general conclusions about the importance of teachers in novels may be drawn. In novels where the teacher was a minor character, there was limited characterization. Often there was little influence attributed to the teacher; perhaps it was taken for granted. In novels written from the viewpoint of a child or adolescent, which was the case in several of the twenty-four novels, the teacher usually was portrayed in either a.negative or mixed light. Most novels portrayed teachers as reasonable and helpful. Rarely was the teacher a "bad" individual. He was not always strong and dynamic, but neither was he a "villain." The teacher was seldom flagrantly immoral, illegal in actions, or subversive. A wide variety of educational issues and problems were raised in novels. No provision was made originally to record data relative to 113 teachers' professional problems, teachers' personal problems, students' problems, and school board and community relations. Over twenty-five such issues were recorded from the novels. This information was recorded on the back of Form #3. Some Alternatives in Utilization Personnel in teacher education normally are not eXpected to be proficient in literary analysis. Presumably educators interested in using literature are more concerned with content than literary factors. "Good" literature in teacher education presumably will be that which helps teachers grow personally and professionally. This investigator does feel that utilization effectiveness could be improved through an educational program in the use of literature. This is not to suggest a major emphasis. Perhaps a movie such as "The Novel," narrated by Clifton Fadiman, would help teachers to look at novels as living literature.1 A cooperative lecture about a selected novel with a school setting could be planned by educators and literary specialists. Panel discussions and classroom discussions based upon books with school settings could increase awareness of the manner in which novelists portray human interaction and development. In addition to these illustrative literary training activities, training could be carried on with the utilization alternatives mentioned in later paragraphs. Simplified analysis forms could be deve10ped, explained, and used in both training and regular activities. Combinations of 1The Novel: What l£_15, What It's About, What I£_Does (color), Lesson I (Encyclopedia Britafiica films), 34 minutes. 114 instruction in and the use of literature functionally related to a specific teacher education task are advocated here. An illustrative example may be appropriate. If a teacher educa- tion study is focused upon individual differences, it may be possible to train teachers to use novels as a means of sensitizing them about the ways in which individual differences are revealed. Goff has suggested a practical application of such sensitivity: If unacquainted with the individual, observers can glean clues from his conduct and appearance which allow them to apply their previous experience with individuals roughly similar to the one before them. Earlier Goff had noted: Information about the individual helps to define the situation, enabling others to know in advance what he will expect of them and what they may eXpect of him. Informed in these ways, the others will know how best to act in order to call forth a desired response from him.1 Novelists appear to the investigator to be especially competent in portraying such personal factors as "insignia of office; clothing; sex, age, and racial characteristics; size and looks; posture; Speech patterns; facial expressions; bodily gestures; and the like," defined by Goff as parts of a personal front.2 Training in observing individuals in novels may be useful in making teachers more observant of individual differences in the classroom. The novelist portrays characters so vividly that they "live" to many readers and have considerable effect. Reading novels may help teachers to observe individual pupils in their total setting, to a degree that pupils are 1Erving Goff, The Presentation 2f Self ip_Everyday Life (Garden City, New York: Doubleday Anchor Books, Doubleday and Company, Inc., 1959), p. 1. 21bid., p. 24. 115 seen as unique personalities unfolding in this context, in their own ways, but partially observable to sensitive teachers. Concurrent with helping teachers to use literature, a group feeling should be developed to encourage teachers to reSpond freely and frankly. Face-to-face communication presumably could increase literature's effect. Wright notes several advantages: (1) it cannot be avoided as easily as other forms of mass communication, (2) it can be adapted to group interests and reactions, (3) it provides feed- back reactions such as rewards and punishments immediately, (4) it involves familiar and trustworthy communicators, (5) it is forceful.1 Literature utilization should be initially provincial, that is, closely related to teachers' experiences and interests, problems needing solutions, and alternative solutions. Put another way, teachers concerned about inner city problems probably should not begin with Spencer's Mountain, a useful novel for them ultimately, but quite removed from inner city's frustrations and challenges.2 According to Schramm SE 31 mass media are more likely to be received if they are related to personality needs and suggested ways of meeting them. "Teacher education" has been used in this study to include the process of selecting teaching careers, training of all kinds, and continued growth on the job. The following types of utilization are illustrative of activities which could be adapted to fit specific situations in schools and colleges: 1Charles R. Wright, Mass Communication, A_Sociological Perspective (New York: Random House, 1959), pp. 62-63. 2Earl Hamner, Jr., Spencer's Mountain (New York: Dell Publishing Co., Inc., 1963). 116 1) Discussions could be held relative to situations in novels which illustrate educational principles. A format suggested by Hodgkinson could be used in a study of novels: (a) "What are the important issues involved in this case?" (b) ”What is my stand on these issues?'(c) "As a consequence of these issues and my stand on them, what action would I take if I were in the position of decision- maker?" He suggested that this procedure would, when used to discuss case studies, increase educational interpretations, understandings of educational complexities, and personal convictions.1 Drayer suggested a "deductive-inductive" approach to improve thinking through and evaluating possible solutions to educational problems: (a) discussion of principles, (b) illustrating and discussing them, (c) deriving further principles through discussion.2 Taba suggested a two phase discussion of literature: (a) projection: "attempts to understand the story, to explain and evaluate behavior, and to prepose reasonable action for the solution of the dilemmas described," (b) generalizations: "namely interpretations carried beyond the immediate facts given in the story, which involves distillations of many facts and attempts to express principles governing the events and behaviors."3 Discussion procedures selected for a particular situation would vary with the competencies of the discussion leader and his relationship with his group. 1Harold Hodgkinson, Educational Decisions: A Casebook (Englewood- Cliffs, N.J.: Prentice-Hall, Inc., 1962), pp. x-xi. 2Adam M. Drayer, Problems and Methods ip_High School Teaching (Boston: D. C. Heath and Co., 1963), p. ix. 3Taba, With Perspective 22_Human Relations, pp. 110-111. 117 2) Professors could use literary selections to illustrate their lectures, both to add interest and also to clarify points. 3) Individuals in teacher groups and professional education classes could select from fiction materials for role playing, dramatizations, graphic illustrations, and oral reading. 4) An interdisciplinary college seminar could utilize literature to bring out educational, psychological, sociological, historical, philosophical, and literary insights. Interdisciplinary discussion groups could also be organized for elementary and secondary teachers where leadership is available. 5) Literature could be used prior to field trips to sensitize individuals to the aspects of a school or community setting to be observed carefully. Literature could also be used following a field trip to provide focus upon aspects of observations which were most significant and deepen understandings of phenomena observed. Perhaps literature could substitute to a degree for actual field trips, by providing vicarious experiences beyond the limits of college classrooms.1 6) A group could analyze procedures, such as the ones developed for this study, to increase awareness of certain educational factors illustrated in novels. A structured discussion, based upon specific data gathered on guide forms, could stimulate discussions of general and specific dimensions of teaching.2 1For a fuller discussion of this idea, see Louise M. Rosenblatt, Literature §§_Exploration (N.Y.: Appleton-Century Co., Inc., 1938), pp. 284‘860 2Perhaps procedures such as those developed by Flanders could be used to study classroom interaction portrayed in literature. See Ned A. Flanders et a1, Helping_Teachers Change Their Behavior (Ann Arbor: The University—of_Michigan, Project numbers 1721012 and7:32-0560-l71.0, Title VII, National Defense Education Act, April, 1963). 118 7) Small groups could explore a variety of solutions for situations portrayed in novels. "Brainstorming," in a setting in which all ideas may be freely discussed, could promote creative thinking. Fictional situations deve10ped into role playing could also provide bases for "brainstorming."1 8) Sensitivity training could be carried on in small groups, for example, a group of teachers seeking to understand a new cultural , group moving into a changing neighborhood. Taba identified steps in sensitivity training based upon literature: (a) restatement of what is being discussed, (b) "identification and comparison of feelings," (c) "identification with some personal experience," (d) "assessment and application." An example of a sensitizing question noted by Taba was, "How did these persons seem to feel?"2 9) Informal book "forums" could be held for faculty and students. Refreshments could create a relaxed atmOSphere for activities such as panel discussions, book reviews, oral readings of significant passages, and question-answer periods.3 10) A group studying educational philosophy could use fictional incidents to stimulate discussions concerning issues such as the nature 1Thelen has attempted to combine elements of role, organization, and communications theory in a chapter of The Association for Student Teaching, Improving Instruction ip_Professional Education, Thirty- seventh Yearbook (Cedar Falls, Iowa: The Association for Student Teaching, 1958), pp. 92-96. 2Hilda Taba, Leadership_Trainingip_lntergroup_Education (Washington: American Council on Education, 1953), pp. 86-87. See also Intergroup Education in Cooperating Schools Staff, Reading Ladders ip_Human Relations (Washington: American Council on Education, 1949). 3Ibid., pp. 93-95. 119 of man, the manner in which man reacts to his environment, and the role of the schools in relation to both man and society. William Faulkner in accepting his Nobel Prize called upon writers to help man find meaning in life: "The poet's voice need not merely be the record of man, it can be one of the props to help him endure and prevail."1 11) A group studying the history of education could transcend by means of literature barriers of time and distance to re-live some educational situations which have led to the present. 12) A group of administrators could read fiction to increase understandings of community, pupil, and teacher expectations and situations. A variety of verbally simulated conditions could perhaps improve on-the-job performance. Perhaps literature could improve "basic elements" of leadership, identified by Lippitt as: "insight into self," "appropriate sensitivity to situations" related to inter- personal factors, "diagnostic ability" in relation to complex interactions of human personality, "flexibility in one's role relationships," and "self-actualization and continuous learning." An awareness of the manner in which literary characters live in facing "failures, frustrations, disappointments, achievement, and despair" may enhance the administrator's ability to do likewise.2 13) Prior to student teaching, students could read novels and biographies which illustrate teaching in general and Specific types 1William Faulkner, in Leonard F. Dean (ed.), The College Omnibus (N.Y.: Harcourt, Brace, and Co., 1951), unpaged Preface. 2See Gordon L. Lippitt, "Elements of Leadership Growth," in National Training Laboratories, National Education Association, Leadership_in Action, Selected Reading Series Two (Washington: National Education ASSociation, 1961), pp. 94-96. 120 of teaching situations related to the impending student teaching experience. 14) In an individual readings course, a Student could read, analyze, and discuss with a trained instructor literature selected to promote reader understandings of himself in relation to his circumstances.1 15) Classes in economics, political science, sociology, and other academic disciplines could utilize literature to make courses vivid and meaningful. Courses related to teachers' needs could be useful in relation to certain aspects of teacher education and also for their general education values. These suggested uses of literature for elementary and secondary teachers and prospective teachers are illustrative of many others which could be developed by teacher educators for their particular fields. Hopefully skills and interests deveIOped in group activities would be maintained for a lifetime by individual teachers. Literature should be used in a manner consistent with a psychology of reading effects feasible for a particular school or college, especially in relation to the unique skills, interests, and needs of those responsible for initiating and maintaining teacher education, whether they be professor, administrator, or program chairman for a teachers club. Literature should be used extensively when it has great potential in a particular setting and incidentally when other materials are more useful. 1For an extensive treatment of this idea, see Esther Raushenbush, Literature for Individual Education (N.Y.: Columbia University Press, 1942), pp. 133-159. The whole book is reCommended for its summary of an individualized readings course in general education. 121 Recommendations Literature should be considered by those responsible for teacher education in the schools and colleges. Utilization, as has been previously noted, should be adapted to the unique circumstances of those using the literature. The following steps are illustrative of those which could be used to increase awareness of literature available for teacher education and presumably thereby increase utilization. 1) Basic lists of novels for varied teacher education purposes could be deve10ped. One person in a particular staff could assume responsibility for informing others about new novels. A reviewing committee could analyze novels to determine which ones should be recommended for purchase, within guidelines of cooperatively developed purchasing policies. 2) College librarians, librarians responsible for school system professional libraries, and public librarians could be encouraged to purchase educational novels related to teaching in general and applicable to particular communities, for example, stories about rural teachers for a rural community library. 3) Speakers and writers could utilize situations from novels to make their points more vivid and meaningful. Illustrative content could clarify both generalizations and principles. 4) College libraries, education departments, and school libraries could permit sales racks for paperbound novels with student and teacher characters. 5) Professional magazines could carry reviews of novels related to education. Annual annotated bibliographies also could be developed. 122 6) Reviewers in magazines and library reference publications could more clearly indicate the geographical setting, date, type of school portrayed, grade level or teaching responsibility, and other specific details needed by those seeking novels for specific purposes. 7) Guidance collections could include novels about teaching for secondary and college students considering teaching careers. 8) Books of educational readings could include some fictional materials. Complete books of selected materials from novels could be developed for teacher education. Needed Research Research relative to the utilization of literature is needed to answer the following questions: 1) What differences exist in rationale and procedures for different forms of literature, for example, novels, biography, and autobiography? 2) What behavioral changes can be attributed to literature when used extensively in teacher education? 3) To what extent and under what circumstances are principles of social psychology and communications theory applicable to literature in teacher education? 4) To what extent and under what circumstances are principles of group processes applicable and essential for effective use of literature? ‘ 5) To what extent and under what circumstances are different types of literary utilizations effective in teacher education? 123 Study Limitations The conclusions in this study are applicable to the investigator's illustrative sample of novels. Presumably the procedures and forms could be adapted to specific situations in specific teacher education settings. The study constitutes a modest proposal for supplementary formal teacher education materials whenever they may be used in the schools, colleges, and universities. The investigator's presumptions, drawn from several dimensions of education and academic disciplines, should be critically examined by experts in the appropriate disciplines. While answers to certain questions should be sought, no effort was made in this study to answer them. To have sought answers to the following questions would have extended the study beyond reasonable bounds. Can literary models help teachers to internalize roles without eliciting efforts to imitate "good" teaching? Can literature stimulate thinking, perceiving, and feeling? Can literature help teachers to find their own personal Operational conceptualization of teaching? To raise such questions is to point to the possible magnitude of a study permitted to become too inclusive, hence the investigator's efforts to recognize certain limitations for this study. BIBLIOGRAPHY . BIBLIOGRAPHY . A. Novels Analyzed by_the Investigator Auchincloss, Louis. Venus ip_Sparta. Boston: Houghton Mifflin Co., 1958. Baldwin, James. §2_Tell It gp_the Mountain. New York: The New American Library of—World Literature, Inc., 1954. (Also published by Alfred A. Knopf, Inc., New York.) Carleton, Jetta. The Moonflower Vine. New York: Simon and Schuster, Inc., 1962. (Also published by Fawcett Publications, Inc., Greenwich, Conn.) Craig, Joshua M. Tales Out gf_School. Boston: Houghton Mifflin Co., 1961. Faasen, Neal. The Toyfair. New York: Simon and Schuster, Inc., 1963. Hamner, Earl. Spencer's Mountain. New York: Dell Publishing Co., Inc., 1963. (Also published by Dial Press, New York.) Lee, Harper. ‘Ig.Kill A_Mockingbird. Philadelphia: J. B. Lippincott, and Co., 1960. (Also published by Popular Library, New York.) Hawley, Cameron. The Lincoln Lords. Boston: Little, Brown, and Co., 1960. (Also published by Bantam Books, Inc., New York.) Hersey, John. The Child Buyer. New York: Bantam Books, Inc., 1961. (Also published by Alfred A. Knopf, Inc., New York.) Hunter, Evan. The Blackboard Jungle. New York: Pocket Books, Inc., 1955. (Also published by Simon and Schuster, Inc., New York.) Knowles, John. A Separate Peace. New York: The Macmillan Co., 1959. (Also published by Dell Publishing Co., Inc., New York.) Metalious, Grace. The Tight White Collar. New York: Dell Publishing Co., Inc., 1962. (Also published by Julian Messner, Inc., New York.) Parks, Gordon. The Learning Tree. Greenwich, Conn.: Fawcett Publications, Inc., 1964. (Also published by Harper and Row Publishers, Inc., New York.) Patton, Frances Gray. Good Morning, Miss Dove. New York: Dodd, Mead and Co., 1954. 125 126 Robbins (Rubins), Harold. Never Love a_Stranger. New York: Pocket Books, Inc., 1961. (Also published by Alfred A. KnOpf, Inc., New York.) Ross, Ivan T. Requiem for a_Schoolgirl. New York: Bantam Books, Inc., 1962. (Also published by Simon and Schuster, Inc., New York.) Salinger, J. D. Catcher ip_the Rye. New York: Bantam Books, Inc. 1964. (Also published by Little, Brown and Co., Boston.) Shulman, Irving. Children 9f the Dark. New York: Henry Holt and Co., 1956. (Also published by Popular Library, New York.) Siegel, Benjamin. The Principal. New York: Harcourt, Brace and World, Inc., 1963. Stuart, Jesse. Taps for Private Tussie. New York: E. P. Dutton and Co., Inc., 1943. (Also published by Pocket Books Library, New York.) Updike, John. The Centaur. New York: Alfred A. Knopf, Inc., 1962. (Also published by Fawcett Publications, Inc., Greenwich, Conn.) Walker, Mildred. Body 2£.E Young Man. New York: Harcourt, Brace and World, Inc., 1960. Neil, Jerry. The Teachers. New York: New American Library of World Literature, Inc., 1963. Yates, Elizabeth. Nearby. New York: Coward—McCann, Inc., 1947. 127 B. References Used by_the Investigator BOOKS Book Review Digest. Chicago: H. N. Wilson and Co. (published monthly, semi-annually, and annually). Bruner, Jerome. 92_Knowing: Essays for the Left Hand. Cambridge: Harvard University Press, 1962. Charters, W. W. "An Approach to the Formal Organization of the School." National Society for the Study of Education. Behavioral Science and Educational Administration. (1964 Yearbook) Chicago: University of Chicago Press. ‘ Coser, Lewis. Sociology Through Literature, 52 Introductorpreader. EnglewoodLCliffs: Prentice-Hall, Inc., 1963. Dean, Leonard F. (ed.). The College_0mnibus. New York: Harcourt, Brace and Co., 1951. Drayer, Adam M. Problems and Methods ip_High School Teaching. Boston: D. C. Heath 6 Co., 1963. Elwood, Moren. Characters Make Your Story. Boston: The Writers, Inc., 1942. Erikson, Erik H. Childhood and Society. Second Edition. New York: W. W. Norton and Co., Inc., 1950, 1963. Gage, N. L. (ed.) Handbook 2: Research 22 Teaching. Chicago: Rand- McNally, 1964. Goff, Erving. The Presentation p£_Self'ip_Everyday Life. Garden City, New York: Doubleday Anchor Books, Doubleday and Co., Inc., 1959. Hodgkinson, Harold. Educational Decisions: ALCasebook. Englewood- Cliff, New Jersey: Prentice-Hall, Inc., 1962. Jahoda, Marie, g£_§13 Research Methods ip_Social Sciences. New York: The Dryden Press, 1951. Krech, David, Crutchfield, Richard S., and Ballachey, Egerton L. Individual 12 Society. New York: McGraw—Hill Book Company, Inc., 1952. Lindsey, Gardner (ed.). Handbook 2f Social Psychology 1. Cambridge: Addison-Wesley Publishing Co., Inc., 1954. 'll'lll'l‘l 128 Hid-Century White House Conference on Children and Youth. A_Healthy Personaligy for Every Child. Washington: Health Publications Institute, Inc., 1951. Monroe, Walter S. Encyclppedia of Educational Research. New York: The Jacmillan Co., 1960. Horse, William C. and Wingo, Max G. Readings 11 Educational Psychology. Chicago: Scott, Foresman and Co., 1962. National Society for the Study of Education. Behavior Science and Educational Administration. (1964 Yearbook) Chicago: The University of Chicago Press. National Training Laboratories. Leadership ip_Action. Selected Reading Series Two. Washington: National Training Laboratories, National Education Association, 1961. Olmsted, Donald W. Social Groups, Roles, and Leadership: An Introduction £9_the Concepts. East Lansing, Michigan: Institute—for Community Development and Services, Michigan State University, 1961. Raushenbush, Esther. Literature for Individual Education. New York: Columbia University Press, 1942. Rosenblatt, Louise M. Literature Ag Exploration. New York: D. Appleton-Century Company, Inc., 1938. Ryans, David G. Characteristics 2f_Teachers: A Research Study. Washington: American Council on Education, 1960. Schram, Wilbur. The Process and Effects 2f_Mass Communications. Urbana: University of Illinois Press, 1954. Sharp, George. Curriculum Development a§_Re-education g£_the Teacher. New York: Teachers College, Columbia University, 1951. Shefter, Harry. Shefter's Guide £2_Better Compositions. New York: Washington Square Book, Inc., 1960. Staff for Intergroup Education in C00perating Schools. Reading Ladders for Human Relations. Washington: American Council on Education, 1949. Stein, Maurice, etal. Identity and Anxiety. Glencoe, Illinois: The Free Press of Glencoe, 1960. Taba, Hilda. LeadershipTraining;ip_lntergroup Education. Washington: American Council on Education, 1953. Taba, Hilda (ed.). Literature for Human Understanding. Washington: American Council on Education, 1948. 129 Taba, Hilda. With Perspective 22_Human Relations. Washington: American Council on Education, 1955. The Association for Student Teaching. Improving_Instruction i2. Professional Education. Thirty-seventh Yearbook. Cedar Falls, Iowa: The Association for Student Teaching, 1958. Van Dalen, Deobald W. Understanding Educational Research. New York: McGraw-Hill Book Co., Inc., 1962. Waples, Douglas, Berelson, Bernard, and Bradshaw, Franklyn R. What Readinngoes £2_People. Chicago: University of Chicago Press, 1949. Wright, Charles R. Mass Communication, A_Sociological Perspective. New York: Random House, 1959. ARTICLES AND PERIODICALS Brook, H. I. "Six Books That Helped Mold the Nation," New York Times Magazine Section, February 25, 1934. Combs, Arthur W. "The Personal Approach to Good Teaching," Educational Leadership, XXI, No. 6 (March, 1964). Farrell, Edmund J. "Toward the Definitions of a Great Teacher," Phi Delta Kappan, XLV, No. 9 (June, 1964). Graubard, Stephen R. "Introduction," Daedalus, XCII, No. 4 (Fall, 1963). Greenwood, Ernest. "Attributes of a Profession," Social Work (July, 1957). Guerard, Albert J. "Introduction," Daedalus, XCII, No. 2 (Spring, 1963). Kohlberg, Lawrence. "Psychoanalysis and Literary Form: A Study of the Doubles in Dostoevsky," Daedalus, XCII, No. 2 (Spring, 1963). Lesser, Simon 0. "The Role of Unconscious Understanding in Flaubert and Dostoevsky," Daedalus, XCII, No. 2 (Spring, 1963). Paperbound Books i2 Print. New York: R. R. Bowker Co. (Published monthly, and indexed cumulatively quarterly.) Phinney, Eleanor and Laws, Ruth M. "Bibliotherapy: What It Is and Can Do for Mental Health," reported in Library Research Now 13_ Progress, No. 12 (April, 1960), WaShington: U. S. Department of Health, Education, and Welfare. 130 Rose, Gale W. "Performance Evaluation and Growth in Teaching," Phi Delta Kpppan, XLV, No. 1 (October, 1963). Russell, D. H. "Some Research on the Impact of Reading," English Journal, XLVII (1958). Tatara, Walter T. "Effects of Novels on Ideas About Scientists," Journal p£_Educational Research, LVIII, No. 1 (September, 1964). Van Til, William and Luecking, Evelyn. What Popular Magazines Spy About Education. Urbana, Illinois: College of Education, 1949. (Originally published in magazine form as The University of Illinois Bulletin, XLVII, No. 9). REPORTS Flanders, Ned A. et a1, "Helping Teachers Change Their Behavior," Ann Arbor:__The University of Michigan, Project Numbers 1721012 and 7-32-0560-171.0, Title VII, National Defense Education Act, April, 1963. Kersh, Bert Y.‘ "Classroom Simulation: A New Dimension in Teacher Education," Final Report, Project Number 886, National Defense Education Act of 1958. Monmouth: Oregon State System of Higher Education, 1963. UNPUBLISHED MATERIAL Allen, Arthur Thomas. "Teachers in the Becoming: A Case Study of An Initial Professional Experience for Prospective Elementary School Teachers." Unpublished Ed.D. dissertation, Wayne State University, 1960. Reviewed in Dissertation Abstracts, XXII, No. 1 (July, 1961). Bedford, Charles M. "The Concept of an Authentic Individual and Its Implications for Building a Framwork for an Existentialist Philosophy of Education." Unpublished Ed.D. dissertation, University of Southern California, 1961. Reviewed in Dissertation Abstracts, XXIV, No. 5 (November, 1963). Blount, Nathan Samuel. "The Effects of Selected Junior Novels and Selected Adult Novels on Student Attitudes Toward the ‘Ideal' Novel." Unpublished Ph.D. dissertation, Florida State University, 1963. Reviewed in Dissertation Abstracts, XXIV, No. 3 (September, 1963). 131 Briggs, Frances darknam. "The Changing Concept of Public School Teachers Portrayed in American Novels: 1900-1960." Unpublished Ph.D. dissertation, University of North Carolina, 1962. Kauffman, Melva Grace. "An Analysis of the Teacher as Portrayed in Modern Juvenile Fiction." Unpublished Ed.D. dissertation, Columbia University, 1962. Lawrence, Bessie F. "Factors Which Influence Academically Bright Students in Selecting or Rejecting Teaching as a Profession." Unpublished Ed.D. dissertation, Northwestern University, 1900. Reviewed in Dissertation Abstracts, XXI, No. 10 (April, 1961). Lorimer, Margaret. ”A Comparison of Responses Made to Selected Pieces of Literature by High Scorers and Low Scorers on the Inventory of Beliefs." Unpublished Ph.D. dissertation, Michigan State University, 1959. Nelson, Frankie Beth. "Beginning Teachers' Induction into the Social System of an Elementary School." Unpublished Ed.D. dissertation, Columbia University, 1962. Reviewed in Dissertation Abstracts XXIV, No. 5 (November, 1963). Nesbitt, Porter Beasley. "Existentialism and Its Implications for Teaching Literature." Unpublished Ed.D. dissertation, University of Cincinnati, 1962. Reviewed in Dissertation Abstracts, XXIV, No. 5 (November, 1963). Sandefur, J. T. and Bigge, Jeanette. "A Study of the Effects of Bibliotherapy on Behavioral Patterns of Selected Adolescents." A research proposal from Emporia, Kansas, Kansas State Teachers College, 1963. (Mimeographed.) Witham, Tasker. "The Forge of Life: Problems of Adolescents in American Novels." Unpublished Ph.D. dissertation, University of Illinois, 1961. OTHER SOURCES . The Novel: What It Is, What It's About, What 1: Does. Lesson 1. Chicago: Encyc10pedia Britanica Films, 34 minutes. APPENDIX 133 APPENDIX A Publishers of Novels Analyzed Bantam Books, Inc., 271 Madison Ave., New York, N.Y. Coward-McCann, Inc., 200 Madison Ave., New York, N.Y. Dell Publishing Co., 750 Third Ave., New York, N.Y. Dodd, Mead and Co., 432 Park Ave., New York, N.Y. E. P. Dutton and Co., Inc., 201 Park Ave., New York, N.Y. Fawcett Publications, Inc., Greenwich, Conn. Harcourt, Brace and World, Inc., 757 Third Ave., New York, N.Y. Harper and Row, Publishers, Inc., 49 E. 33rd St., New York, N.Y. Henry Holt and Co., New York, N.Y. Houghton Mifflin Co., 2 Park St., Boston, Mass. Little, Brown and Co., 34 Beacon St., Boston, Mass. J. B. Lippincott Co., 8 Washington Square, Philadelphia, Pa. The Macmillan Co., 60 5th Ave., New York, N.Y. The New American Library of World Literature, Inc., 501 Madison Ave., New York, N.Y. Pocket Books, Inc., 1 West 39th St. New York, N.Y. Simon and Schuster, Inc., 630 5th Ave., New York, N.Y. 134 AP PEN DI X 3 "Preliminary Acceptance" Novels by Index Headings 135 "Preliminary Acceptance" Novels by Index Headings :usow. mm lmxm 1964 III"... SUHmez. qm.hmn mumsomee. mm ox mpHoHsm. Nm H\m HEPP: mead cmansasm. Hm exp puomHQ noemmm. om B muoumHm .mN! HHH .nowm New. wN TmNH. emHH. som.NN!1¢\N. .noum momm. 0N «\H 1963 to g huum>om. @N H mmoHpcmm. mam. MN H\ eHHno\ucmumm. mm IHN mamnmuo. HN mwouwez. ON 5m“. .nc-* March IT-.. 2H mcom\.nuoz.mH.wm m .swamn\.suoz.mH e .% aOHuwcwmomHz.NH D“ mmmcHHmCOH.oH w. .cHHmQ.>sh.mH .n ummoCH.eH M_ uHHso.mH .k. mHuHU.NH w_ com\:uwm.HH B mmHH.Emm.on .m .couso.8mm.m umm9.m .umHn mmmHu.N N mmHuoum.pHHno.o.mN mumnu0pm.m H mxom.¢ I: paHHm.m Nomu00umHu<.N museummHoe<.H m\ 1 :COflUUHh: . Form #2 POPULATION ! mmHuoum.%mm. mNH Hlxmfl+. _ O O . 1.1—7:3 _ . _4 L 9 ‘4)..-‘5. w - dbl. flf ’40-- 9 a“- u‘.—.— .4 T I _..J~_+1 r'.‘ .IT ‘ ._ .1. .e._ .ru..ln213 .D,b_/Ab.9.U.in2n3fi4_D,b 7.1%:9 :l.2 5.6V719301111.11:11111.111.1111 0:74?2_n27272n2.n2727313m.3 Am>onw mmchwms pmumnED: ou pcommmuuoo mumnED: mmmsev 33. p- ‘1‘ -J ‘ 0 ct I 34. *.—.l .-.I — .-“q s 1.1 t ‘0’3‘4 9 D A’N-Q 0.“- -L- _ ,‘ l t 1 l .J 35. I -_I of "Preliminary Acceptance" .J.J .- .1- n.“ act on's numera or. numbe (a) Egplanations: total number of indexed specified novels, (b) fraction's denominator: number headings, (c) corresponding numbers for headings in left column of times differ different headings used to index the same novel. 6... 0 V. 1.r aa Mn T m .1 1;]. .3 e r .P Sn 8 nah .10 .d.4 a 98 .n n .1 ed v.1 0 e .D.1 av. n S .1 no u .1 d a e H A; 126 Total number novels indexed ry Acceptance" novels. EX: imina _-EE@ ”Prel Su Acceptance". nnnnnnnnn ........................... 136 APPENDIX C Analysis Category "A": ”Composite of Literary Analyses" "Individual Teacher Characteristics" l‘lll'.llr¢lrly \ Form.#3 .COHPOSITE OF LITERARY ANALYSES Author: Louis Kuchinc 033 Title: Venus in Sparta Edition analyzed: Hardback :ublisher: Houghton Mifflin Po Other publisher: Cost3I§Q Publ. date 1958 Pub1.date ok Review Di est S o sis: (Investigator's aEstract) An upper income executive's frustrations in family, extra- family affairs (both he and his wife search elsewhere for love). (Library Journal) Flashbacks used to develop the characters' insecurities and frustrations of adolescence in school and college and in adult life. ac er min$ r characters Igygiook view (bi est Review)s: Index— cate ories No index eadin_gs'us'a'e . _- Pp. Cost I. P. 137 COMPOSITE 9E EEE ANALXSES I. riteragz Factors tings: a. eviewers' avg........... b.1nvestigator' 8 avg....... Teacher Characteristics Profile: a .Avg. tchr.prf1.placement2__ b.No. tchrs. analyzed.......jL_ c. No. traits depicted.......§__ d .Invest. composite rating..1 (Compre.,c1arit ,appeal) 124.32% = a.No. ages" depicted.......;;_ b.No. influential tchrs.....;;_ c.1nvest. composite rating..;;_ h. Conclusionséggcommendations: a.inves . r ting...._ l b. Comments.on‘uses/limitations: (based on above and other data) “Itu'r-i 2. Good for portrayal Of modern man's search for identity and secure love; limited value for school scenes since the private school headmasters are minor characters. Recommended for experienced mulber of reviews: _L_pnfavorable x O - . . .0 _8_‘.'_mixedxl-. . . . . .T 3 acceptbl/favorbl x 2- 1: EIITbtal) Avg. . .ZI: B.Investigator's conclusions: This novel is average literature. III.Investi ator's S f 0123 ey: ontinuum-- ...xA.Appropriateness: ...xB.Story setting (19 2°“'°')€ .x...C.Teacher: Mr. Mfiturn Position: Headmaster 0 Liter ow O"T-to ("3HE high. 3Y contracted teachers. Factors: (See "Key", Form h) N ;( incest ’S...D.Teacher aspiration/rele co l.Type/source: NS 2.Reactions: us ...xE.Story synopsis data: l.Tchr. characterization: /a N/b Pj/c Y:( (Average "A-E") Negative U er class F.Material factors:/1§ree design! simple ,2 Acceptable 138 ANALYSIS: (Adapted from Ryans Form.#5 Individual Teacher Characteristics acteristics of Teachers Inventoryl) Characterisitics profile of ‘Mr- Minturn Profile No./PagesZ(Length) Student's view of Mr. Minturn as a representative of middle #2,_autocratic (p. 56,.5pgl Mr. Minturn's backstage manipulation of election for lfifl,_understanding_(pp, 6&5Q5, pog Understanding for student's unwillingness to "tattle" on others accused of drinking. #10,re§ponsible (p. 65, kpi) Made decision about expelling students, even when this meant arousing wrath of parents and Also #11,,steady and KEY: z .,N . Auchincloss' Venus in S arta TE;- treme 3% erate m 2- Moderate 12 O h- Extreme 1. Partial . . .. Fair . 2. Autocratic .3 . .. Democ. {#ILPartlal LP'SS‘ IR) 3. Aloof .. x .. Respnsv. h. Restricted .. . .xlUnderstn. 1 bb 5. HErsh .. X .. Kindly c ass sno ery. 6. Dull .. x .. Stimltg. 7. Stereotyped .. x .. Orignl. 8. Apathetic .. x .. Alert 9. Unimpressive .. x .. Attrctv. student prefects. 10. Evading .. . .x Respnbl. ll. Erratic .. . .n Steady 12. Excitable .. . . Poised 13. Uncertain .. x .. Confdnt. 1h. Disorganized .. x .. Systmtc. 15. Inflexible .. x .. Adaptbl. 16. Pessimistic .. x .. Optmstc. l7. Immature .. x .. Integrtd. 18. Narrow .. x .. Broad trUStees' #12,»poised. Zeacher Waffle Summary: Number dimensions de icted. _ 7- No. rated "1" or '2" ‘z-No. rated "3" or "h" £_;Ifivestigator's avg. rating: _l_Comprehensiveness _g_Clarity 1 Appeal 3 Total pages analyzed above §::Other usuable pages which "stand out" but not analyzed OTHER TEACHER: #l,_partial_(pp;44 and 48, 2 pg) Mr. Fitch, successor to Mr. Minturn,discriminates in relation to Negro-Jewish students. f10,evadingg(pt_95,fllp;)g_ Mr. Fitch "passed the buck" to a father of a boy in trouble. General Teacher Characteristics Teachers appear to be Opportunistic and only partially sensitive to student needs. Other Suitable Pages (Length) 1 44-48 (5) 10 45 ( ) 2 ll 3 12 h 13 5 1h 6 15 7 16 8 17 9 18 lo ’David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19607, pp. 85;92. The Council's per- mission to adapt and use the above terms and "Glossary" in Form.#6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. 1 I. - fl!" \ II Form #3 . COMP$ITE OF LITERARY ANALYSES Either: Joshua M. Craig Title: 'Tales Out of School Edition analyzed: Hardback Publisher. Houghton Mifflin Pp._ 208 Cost 3. ___7_35ub1. date l96l Other publisher: 139 Pp. Cost Publ.date I. Book Review Digest S o sis: P. (Investigator's aEstract) No reviews found. (Teacher major character) (Author currently an elementary principal) II. Book Review Digest Reviews: Index categories No index headings used. A. Number of reviews: x _'unfavorable x O - . . . x: _mixed x l ' . . . . . . 1c _acceptbl/favorbl x 2- __ Total) Avg. . . it B .Investigator' s conclusions: X X X This novel is average literature. III .Investigator' s S of Liter Factors: 0123-Kay:Continuump- ow O"7—to ("3 “; high. L1Y/2y/3y/uyj5 N. (Violence ) )LlEV2Ns/3 C/hY/SN 1M 240/3M/h2/5M/6Ns ...xA. Appropriateness: ...38. Story setting (l9_ 50 o o 0 ISO TeaCher: Mr. K111;— COMPOSITE OF ALL ANALYSES 1. Liter —Factors Rat tin s: a .Reviewers' avgoeeooeoeeee b Jnvestigator's avg....... 2. Teacher Characteristics Profile: a .Avg. tchr. prfl. placement 4 b. No. tchrs. analyzed.......;l— c .No. traits depicted....... 5 d .Invest. composite rating.._ (Compre . ,clarit ,appeal) 3 . W '...g___A' e : a. No.' ages" depicted....... ‘ b. No. influential tchrs..... c.1nvest. composite rating.. )1 . Conclusionséégconmendations. ° a inves . r t1ng...._ 3 b. Comments.on.uses/limitations: (based on above and other data) Excellent for portrayals of an inner city public school's efforts to overcome indifference hostility, and apathy and secure a meaningful curriculum, a new building, and a sense of pride within faculty and students. Recommended for all prOSpective and contracted teachers. llwl H}: (See "Key", Form h) Positioanl. Princi al 7 NS ...uD.Teacher aspiration7role conflicts: l.Type/source: 2 Reactions: ....E. Story synopsis data: Assignment as principal to worst school in city. Fights to make it a good school. 1 .Tchr. characterization: ZaY ZbY/c Y: ( ) 2 Theme: [é Conflicts, frus rations and victories of a princip . bligatiofii Empathy e Ed/soc. equality for all b o d ' ./ 3.Style: a c e Humane principal (Average "A- E") F .Material factors: [1 Attractive/colorful/? Acceptable Form.#5 ANALYSIS: (Adapted from.Ryans Characterisitics profile of 140 Individual Teacher Characteristics acteristics of Teachers Inventoryl) Mr. Jim King KEY:427 N : Craig’s Tales Out of School mtreme Bmerate 2- Moderate 12 O h- Extreme Profile NoglPages[(Length) 1, Partial ,, x .. Fair #2,autocratic (pp.3-4,6-8, 5p.) 2. Autocratic .x . .. Democ. Orders given without dis- 3. Aloof .. x .. Respnsv. cussion with custodial and h. Restricted .. . .x Understn. faculty personnel. (Oddly in S, Harsh .. . .JtKindly this book the principal arrives 6, Dull ,, . ,} Stimltg. on the job on opening day of 7. Stereotyped .. X .. Orignl. school, hence has only minutes 8. Apathetic .. x .. Alert to get set for 1200 students!) 9, Unimpressive .. x .. Attrctv. #4, understanding (pp.29-30,42pg) 10. Evading .. . .x Respnbl. Use of humor with little boys 11, Erratic .. x .. Steady accused of pinching girls, then 12, Excitable ,. x .. Poised use sterness to make a point. 13. Uncertain .. X .. Confdnt. #4. understanding (pp.93-95, pr.) 1h. Disorganized .. x .. Systmtc. Use of humor and price in 15. Inflexible .. x .. Adaptbl. developing school Spirit (via 16. Pessimistic .. x .. Optmstc. basketball at an assembly). 17. Immature .. x .. Integrtd. #5,,kindlyi(pp. 75-76. 222.) 18. Narrow .. 34.. Broad Private recommendations to teachers and public praise. W : #fi, stimulating (p.62L 113.) g“; 0: r Simegsiggga:3pieted. Stimulation of pride in school __fll_Nb' rated "1" or :2" posture by large school banner. M. rated "3" or "h" .3. 3 Comprehensiveness :§:Clarity 3 Appeal stigator's avg. rating: l§_13tal pages analyzed above 2 Other usuable pages which stand out" but not analyzed Other Suitable Pages (Length) pp.42-43(3) \OCJNOVLC'UJNH 10 11 12 13 1h 15 16 17 18 #6. Stimulating (Dp.38-40.72pp,)_ Use of praise for good patrol members who formerly caused trouble. #10,responsibility (p. 19. 1p.) Pleas for industrial arts and homemaking teachers for older students, who needed more than a straight academic program. General Teachgr_Characteristics Teachers portrayed as sincere persons seeking to make the school meaningful to students and community. 1. Oavid G. Ryans, Characteristics of Teachers (washington: American Council on Education, 19 mission to adapt and use the above terms and "Glossary" in Form.#6 is gratefully acknowledged by the investigator. 2. , PP- 92. e Council's per- An "0" stands for mixed or non-portrayed characteristics. Form #3 .COMPOSITE OF LITERARY ANALYSES W Thu Hersey _— Title: The Child Buyer Edition analyzed: g_perback Publisher: Bantam Books Pp. 229 Cost_ .60 Publ. date 1961 Other publis—rer: lfred A. Kno f pp 257 _Cost4 00 _om 1. Book Review Di est S o sis: m ZWSHSEBrTsma‘EEE'act) A state legislative committee's hearing in a town where a man was seeking to buy a male child: effects upon the child's family, friends, and teachers. A conflict between what's enhancing for adults and the boy genius to be made into a thinking machine for a "brain" corporation. (Several teacher major characters) 11. Book Review Digest Reviews: Index categories No index headIfiE'fiEEHT"" 141 mulber of reviews: unfavorable x O - . . .0 jr-mixed x l - . . . . . .1? -r-hcceptbl/favorbl x 2- 1? Total) Avg. . . B Jnvestigator' s conclusions: This novel is average literature. III.Investi ator's S 0123 ey: ontinuumh- ..x.A. Appropriateness: ...xC. Teacher: Dr. Gozar Position: E1. principal ...JD.Teacher aspiration/role co l.Type/source: §9g§9§lg§ 9g ALL ANALYSES . iter g . a.Reviewers' avg........... 2. LW'M': ‘1. Excellent for portrayals of Factors Ratin 3° b.1nvestigator' 3 avg....... Teacher Characteristics Prof a .Avg. tchr. prfl. placement b.No. tchrs. analyzed....... c.No. traits depicted.......l d .Invest. composite rating.. (Compre.,c1arit ,appeal) ob lwlelel a.No. "ages" depicted. . . . . . .; b.No. influential tchrs....._;; c.1nvest. composite rating.._;; Conclusionséégcommendations: a.lnves . r . ting.... b.00mments.on uses/limitations: (based on above and other data) L school-community interaction and public school teachers' personal and professional role conflicts.‘ Reads like science fiction but very stimulating and disturbing. Recommended for all prospective and contracted teachers. of Liter ow 0"7—to ("53; Factors: high. ’2‘Y 31S bl! ...xB. Story setting (19_ 50's ): mmmm IEEI’ ‘ (See "Key", Form h) : (Child buying ) K/s LM P D. 3and several other degrees icts: Desire to be helpful, challenging vs. desire for 2.Reactions: Real sympathy and interest in boy. ..atE.Story'synopsis data: l.Tchr. Self-enhancement (Average "A-E") Ne ative: weakness characterization: /aY /b He Y : ( Hearing on child buying orgasm-— several teachers ) /o Powerful/disturbing F Not significant Conscientious/courageous innocent F.Material factors/L Lurkingfman/ child /2 Acceptable 142 Fbrm.#S ANALYSIS: Individual Teacher Characteristics (Adapted from.Ryans' Characteristics of Teachers Inventoryl) Characterisitics profile of Dr- Gozar KEY:z .,N . Herse 's The Child Bu er I- Etreme 3- erate 2- Moderate 12 O h- Extreme Profile him/Pages] (Length) 1, Partial ,, x ,, Fair #2L democratic (p. 51. lpl 2. Autocratic ., , ,K Democ. Ideal democracy defined as 3. AlOOf ee . .K Respnsv. getting peOple to attain 1;. Restricted .. . RS Understn. POtentialityo 5, Harsh ,, . ,K Kindly #3._responsive (pp,54-55._2pp.) 6. Dull ,, , .x Stimltg. Working with Barry, mutual 7. Stereotyped ,, x ,, Orignl. stimulation. Strengthening of 8. Apathetic ., . .5 Alert Barry's interest in chemistry. 9, unimppgssive ,. , Jg‘Attrctv. Also #6 stimulating. 10. Evading .. . ;x Respnbl. #4, understanding (p. 168, 1p.) 11, Erratic ,. , Jg Steady Disturbance of a meeting by 12. Excitable .. x .. Poised state supervisor in protest of 13. Uncertain ,, , J; Confdnt. treating children as "things" 1h. Disorganized .. x .. Systmtc. to be studied scientifically. 15. Inflexible .. . . Adaptbl. #5, kindly. (p. 222. 1p.) 16. Pessimistic .. . . Optmstc. Personal concern for Barry's 17. Immature .. . . Integrtd. problems. 18. Narrow .. . . Broad #6. stimulating (p. 1264 1p.) __ Challenging assignments based on pupil interests. TeacherProfil;_Summgry. ' #8. 1 t . ’ . 1_4Number dimensions depicted. a__er (P 90 1P ) NO. rated "1" or '2" -FENO. rated "3" or "h" Chemical research before school started and involvement of Barry in it. ;1_I3§estigator'8 avg- rating: #9, attractive (p. 14;#lpt) ._ %;_Comprehensiveness Honest, frank, dynamic, self- 7?‘§;arity reliant. ppeal #lOLresponsible (pp, 220-224_ZP) gm pages analyzed above _Other usuable pages which "stand out" but not analyzed Decision to support child buying scheme after carefully deciding that Barry could main- tain his identity. Also #13, confident, #15, adaptable, #16 Optimistic, #17, integrated, Other Suitable Pages (Length) 1 Several other 10 2 teach r - ll 3 acteristizgr 12 #18, broad. h llu trate r13 General Teéafig; Characteristics 5 ied character-1h Teachers portrayed as having a 6 isticg 15 "price" for capituhting to a 7 16 child-buying scheme. 8 17 9 18 l. Evid G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 1965), pp. $92. The Council's per- mission to adapt and use the above terms and "Glossary" in Form #6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. 143 Form #3 .COMPOSITE OF LITERARY ANALYSES COMPOSITE 92 5;; ANALYSES Iuthqr: E35n Hunter 1. Liter Factors Ratings: Title: The Blackboard Jungle aofievieWBrS' 8V8.....-.--.. 2 Edition analyzed: Paperback b.1nvestigator's avg....... 2:: Publisher: Pocket.Books, Inc. 2. Teacher Characteristics Profile: Pp. 392 Cost I§o Publ.date 1955 a.Avg. tchr. prfl. placementL Other publisher:31mon and—SEREEEE} b.No. tchrs. analyzed......uJ__ Pp. 3Q2 00313.50 Fub1.date 1953 c.No. traits depicted.......1_Q_ '_'_"—'- d.Invest. composite rating..;L_ I. Book Review Digest S opsis: (Compre.,clarity,appeal) P. egg (Investigatorrsflifisfract) 3. W J—A e . 3 a.No. "ages" depicted.......; Idealistic beginning English tea- b.No. influential tchrs.....;:; char in N.Y.C. thwarts case of c.Invest. composite rating..;:; attempted rape of a teacher, gang he Conclusionséékcomnendations: beating, attempted knifing, and 3-an93 . r t1“8----_;L other problems faced by those b.CommBnt& On “SOS/linrltationa: working with 10w ability, (based on above and other data) unmotivated trade school students. Ezssllsat for portrayals 0f (Library_gpurnal) effects of teaching in a large (Teacher major characters) city vocational high school and (Author formerly a teacher in a the Challenge 0f fighting baCk. vocational high school) literally and figuratively, 11. Book Review Digest Reviews: against SUSP1C10n. hOStilitY. Iaagx‘zzzggories '-""" and indifferences. Recommended No index headinggused. for all prOSpective and con- . ber of reviews: tracted teachers. unfavorable x O - . . . :::mdxed x l ' . . . . . .:: acceptbl/favorbl x 2- ‘13 Total) Avg. . . .2 B.Investigator's conclusions: This novel is good literature. III.Investi ator's S of Liter Factors: (See "Key" Form h) 0123 Key:Continuum~- ow O")_to ("33; high. ’ ..x.A.Appropriateness: 1 Y 2 Y 3 Y b Y S Y :( ) ...xB.Story setting (19 49 ):Elfi§§?-E§§fCéE-Y§§_§__Race7nationality ..x.C.Teacher: Mr. Dadier élM.723OZ3M/HN/§LM/5 NS Position:Hi.Sch.English 7 Hunter College, filA. ...xD.Teacher aspiration/role conflicts: l.Type/source: English vs.4pupil hostility 2.Reactions: Sarcasm, then_good teaching ...xE.Story synopsis data: l.Tchr. characterization:/aY /ng/cY :( ) 2.Theme:[a Good teachers thwarted in efforts to help students. [B Obligationslgcontemptg/c Disturbing [aFutility of role P7e Not significant 3.Style:[a X/B X/C YyalX/e Y/ngeachers fighting overwhelming odds. 3 (Average "A—E") F.Material factors:/1 Knife in apple A/Q Acceptable 144 Individual Teacher Characteristics acteristics of Teachers Inventoryl) Dadier 39%; “““t—‘afiufimmmm 3- erate ANALYSIS: (Adapted from Ryans Characterisitics profile of Mr. KEY: 27 Form.#5 Profile No./PagesZ(Length) Mr. Dadier's use of sarcasm in relation to Spanish student's name ("Toro means "bull",... common Bull.") stimulating, (p. 122, 1) Mr. Dadier's use of magazine— article interesting to his poor students (everyonel). fisgjk original. #15,adaptab1e (1;. 12'3"; 1) Mr. Dadier's change of plans to capitalize upon surprising #16,ogtimistic (p, 52. 1) Hr. Dadier's assertion that all students can't be bad. Mr. Dadier's placement of blame upon one student for '15:15xtreme 2- Moderate 12 O h- Extreme 1. Partial .x . .. Fair #5. harsh. (p. 67.,;) 2. Autocratic .. x .. Democ. 3. Aloof .. x .. Respnsv. 1;. Restricted x. . .. Understn. 5. Harsh x. . .. Kindly 6. Dull .x . .x Stimltg. #6, 7. Stereotyped .. . .x Orignl. 8. Apathetic .. x ., Alert 9. Unimpressive .. x .. Attrctv. 10. Evading .x . .. Respnbl. ll. Erratic mi.. .. Steady 12. Excitable 1x . .. Poised 13. Uncertain ' .. x .. Confdnt. 1h. Disorganized .. x .. Systmtc. interest. 15 . Inflexible .3 ;. .3. Adaptbl . l6. Pessimistic ,. . . Optmstc. l7. Immature .. . Integrtd. 18. Narrow so 00 Broad #1; partial LP- 1444;) eac er of e ummary: _1_0_ Number dimensions de icted. a No. rated "1" or '2" “'"NO. rated "3" or "h" _jL stigator's avg. rating: 3 Comprehensiveness Telex-ity 'TTlppeal 93: Taal pages analyzed above :Other usuable pages which "stand out" but not mugged Other Suitable Pages (Length) 1 10 2 :1 (11 ll 3 12 l: 13 5__cm.m_ 1h 6 15 7 lé—I'ffi‘lflL— 8 17 - o (3) 9 18 groups' punishment. fil7,immature,i(p. 159-163, 4%) Mr. Dadier's"boast"language about his male exploitations. Other inferred characteristics' #11, erratic #10, evading 4, restricted #12, excitable 6, dull #15, inflexible eneral Teacher Charagteristics eachers portrayed rather negatively (Seductive, indifferent, calloused) ntil Mr. Dadier seeks to involve tudents in a meaningful education. 1. David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19 , PP- -92. e Council's per- mission to adapt and use the above terms and "Glossary" in Form.#6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. Form #3 . COMPOSITE OF LITERARY ANALYSES I;EHEF?‘F¥EEEE§'CY57'PEEEEE'_' Title: Good Morning, Miss Dove Edition analyzedJ‘Hardback Publisher: Dodd, Mead, and Co. Pp. 218 Cost 2.75 Publ.date 1954 Other FUbliSher: b 0 NO 0 tChrS o a‘nalyzede e e e e 0 OJ.— Pp. Cost Publ.date c.No. traits depicted......fl£L_ I. Book Review Digest S opsis: (Compre.,clarit',appea1) P. 695 (Investigator's aEstract) 3. W ._LA 83. : a.No. "ages" depicted......<:;_ A story of Miss Dove, an elementar geography teacher for 35 years, seemingly to some too many years until her hOSpitalization brings to mind what she has meant to the students she has taught. (Teacher major character) II. Book Review Digest Reviews: Index categories No index headihfiTTfiRfiT""" A.Number of reviews: _unfavorable x O - . . . mixed x l - . . . . . .-— Tacceptbl/favorbl x 2- T2 ETotal) Avg. . . :2 B.Investigator's conclusions: This novel is good literature. 145 y he COMPOSITE OF ALL ANALYSES 1. Liter Factors Ratings: a.Reviewers 2. angOOOOOOOOOO 2— b.lnvestigator's avg....... ;1_ Teacher Characteristics Profile: a.Avg. tchr. prfl. placemnt_3__ d.Invest. composite rating..J;_ b.No. influential tchrs.....;;__‘ anvest. composite rating”; Conc lusionsyRec omnendations : a.invest. Overall Rating....J;_ b.Comments.on uses/limitations: (based on above and other data) Good to portray a stereotype of a dedicated, selfless, iron-willed teacher living only for others. Recommend for contracted teachers but not for prospective teachers who could not identify with Miss Dove. III.Investi ator's S of Liter Factors: (See "Ke " Form h) 0123 ey: ontinuum-- ow O")—to_T'r-%)13 h—igh. y ’ ...xA.Appropriateness: ' Lle2 Y/3 Y/h Y/S Y :( ) ..x.B.Story setting (19 30'” 7: 1:: "u‘ BC N N ...xC.Teacher: Miss Dove lF 250 33 N M UM Position: El. Geography 7 ...xD.Teacher aspiration/role conflicts: l.Type/source: 2.Reactions: e e eerStox'y mopSiS data: l.Tchr. characterization:/aYg/bflg/CY :( 2.Theme:/a Life must go on [b [g Awe Family obligations Normal personal vs. redemption of father's name. Firm resolve and dedication Limited NOne significant /c /e Dedicated servants 3.8tylerQY/b W0 W5 Y/eY [f 3 (Average "A-E") F.Material factors:/1 Title Only A/gAcceptable 146 Individual Teacher Characteristics (Adapted from Ryans' Chiracteristics of Teachers Inventoryl) Miss Dove Form.#S ANALYSIS: Characterisitics profile of m‘ z ' ”Um “trons 3- erate 2- Moderate 12 oggkh- Extreme Profile No./Pagg§[(Lgngth)______ 1. Partial .. x .. Fair #1. aloof (p. 221_1p;) 2. Autocratic .. x .. Democ. Community looked upon her as 3. Aloof x- . .. Respnsv. deity. (Mothers afraid of her) 1:. Restricted .. x .. Understn. #5. harsh (22- 9112. Spa.) __ S. Harsh q, . .. Kindly Mouths washed out with yellow 6, Dull .. x .. Stimltg. laundry soap for disciplinary 7. Stereotyped ..,, .. Orignl. violations. 8. Apathetic ..,, .. Alert .22. unimpressiveoip. 5. to.) ._ 9. Unimpressive .x . .. Attrctv. "nousey hair" in a little "bun" 10. Evading .. .4 . Respnbl. Also (p. 19, 1p.) thin, un- 11, Erratic .. x .QSteady painted mouth. 12. Excitable .. x .. Poised #10,responsible (pp, 33-34, 2p.) 13. Uncertain .. x .. Confdnt. Payment for father's embezzle- lh. Disorganized .. ,d.. Systth. ment, sister's education, and 15. Inflexible 09cc .. Adaptbl. mother's medical and burial l6. Pessimistic .. ,¢.. Optmstc. expenses. 17. Imtm as x 00 Integrtd. #10,responsible LP. 82, ID.) 18. Narrow .. x o. Broad Introspection: acceptance at 54 of teacher's role in con- Teacher Waffle Sunmary: 6 Number dimensions de icted. — No. rated "1" or '2" 1r—No. rated "3" or "h" ji_13§estigator's avg. rating: _3_Comprehens iveness LClarity Appeal 14 Total pages analyzed above 218 Other usuable pages which II II stand out but not analyzed Other Suitable Pages (Length) 1(Total book 10 Zillustrative ofll 3 many sharacterlgtics). h 13 5 1h 6 15 7 l6 8 17 9 18 trast to more human mother's role. #10. responsible (p. 102. 12,) _g, Real responsibility for helping students to develop high standards. (She dedicated her whole life to this task!) #ll,steady (pp. 12-14. 2pp,) ___ All robins picture required to be identical. Taught students to pass annual state exams. #fll,steady(p. 1.¥%p.) ”Impartial justice, the admantive regulations, and the grey, calm, neutral eyes..." Also, p. 8 no moods apparent. General Teacher Characteristics his teacher was portrayed as a chine which had had an influence pon many lives. 1. David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19 , PPo 92. e Council's per- mission to adapt and use the above terms and "Glossary" in Form.#6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. I 1, (L1. 11!!! illllll- lllu IIII Ill-ll. l Form #3 .COMPOSITE OF LITERARY ANALYSES Euthor: Benjamin Siegel Title. The Principal Edition analyzed: Hardback Publisher: Harcourt, Brace Pp. 2§3 Cost 4.95 Pudeate 1963 Other publisher: 147 Pp._ Cost— I. Book Review Diggst S o sis: Eh 22g(InvestigatorTEEEEEEFact) Suburban principal replaces beloved principal who has retired and finds varied school problems and love for an English teacher. Publ. date (Several teacher main characters) II. Book Review Digest Reviews: Index categories Suburban life, School life. .AJNumber of reviews: iunfavorable x O - . . . ___mixed x 1 - . . . . . . 2 acceptbl/favorbl x 2- ETotal) Avg. . . B.Investigator's conclusions: This novel is average literature III .Investigator' s S of COMPOSITE OF ALL ANALYSES 1. Liter a.Reviewers 2. 3. h. FEEtors things: avgoeoeeeeeeee b.1nvestigator's avg....... Teacher thracteristics Profile e: a.Avg. tchr. prfl. placement;1_ b. No. tchrs. analyzed...... .;;_ c.No. traits depicted......._ 2 d .Invest. composite rating.._ 3 (Compre.,c1arit ,appeal) W ._s_.A 68 = a. No.' 'ages" depicted.......:;_ b 0 N0 . muential tChI'S e e e e 0;:- c.Invest. composite rating..;;_ Conclusions éggc omnendations. ° a. inves . r ting...._ 3 b. Comments.on uses/limitations: (based on above and other data) Excellggg for portrayals of principal-teacher-superintendent student-community relationships and a variety of personal and professional problems in public schools. Recommended for all prospective and contracted teachers. Liter ow O")-to ("3 H; Factors: (See "Key", Form h) 0123‘fey:cont1nuum.- high. ...xA. Appropriateness: 1 Y 2 Y 3 Y/h by; 1' ;( ) ...xB. Story setting (19_ 40' s ). 1HS 2 BSC/h 1y; N ...3C. Teacher: Mr. Evans fiLALBW/LNEN IONS Position. Hi. School Prin. ...xD. Teacher aspiration/role conflicts: 1 .Type/source: Urgency to have the school accredited vs. "brakes" 2.Reactions: ...xE.Story synopsis data: l.Tchr. characterization:[aYl/bYL/CY :( Headaches, frustration; relaxation through romance ) 2.Theme:[a Role requires Specific images. [b [3* Positive Educational needs 2% 1e Rather forceful Not significant 3. Style'laYflchYzaY [BY/fA Active "human" professional (Average "A-E") F .Material factors:A_SCh°°l/trees 1/2 Acceptable 148 ANALYSIS: Individual Teacher Characteristics (Adapted from Ryans' macteristics of Teachers Inventoryl) Characterisitics profile of RObert Evans Form.#5 KEY: 2 . Siegel’sTRZ-Principal “trams 3- eratem 2- Moderate 12 O h- Extreme Profile No./PagesZ(Length) . P .. . . Fair % Aftzigtic 3 Dance #1: fair YEP. 12823;: 3% 129D 3. Aloof ° ' " Resanv SuSpension of School Board h. Restricted " x '° Understn member's son as first violator 5' Harsh ;' ° .ZlKindly ° for leaving school without 6. Dull .. x .. Stimltg. ”missha- 7 Stereotyped .. .. Orignl. #2, autocratig_jp. 104, 1p,)_ 8. A thetic x Alert Demanded absolute order in first 9. Uggm ssive " ' 'x Attrctv assembly; students sent back to 16 Evaglz '° ' '3 Respnbl. rooms with a demand to return 11' Erratig " ' '3 Steady ' correctly. Also p. 106, 12° Excitable °° : '° Poised restrictions concerning leaving ' " ” building. 1 . Uncertain .. .. Confdnt. Ii Disorganized .. x .. Systmtc. #4: “nderstanQLEE_KP- 164‘63l71%2.1 15. Inflexible x Adaptbl Joe Maxwell's need for a motor 16. Pessimistic f. ° : Optmstc: scooter; sympathy with Joe's 1 . Immature .. . Inte td. feelings. 1; Narrow' .. :9 Broatgir fie harsh (E: 106- lPel_ . [ Sarcasm in auditorium speech concerning restrictions. kindly (D. 21s. IpQ .__ Teacher Waffle Summary: #5 . 12 Number dimensions depicted. -— Z‘No. rated "1" or '2" .77No. rated "3" or "A" _3_In_vestigator's avg. rating: 3 Comprehensiveness #10, Help for a student needing a special English test. Also #15, adaptable in meeting needs. regponsible (p. 246-52, 65pp.) Decisions made aggressively; :EiCIarity :3Appeal 1535M pages analyzed above 535' Other usuable pages which stand out" but not analy_zed Other Suitable Pages (Length) 1 J. 80, 243 (neg insistance that teachers be retained in face of false accusations. #15, adaptable (2.:225. 1p.) Optimistic about being more flexible, less inclined to antagonize needlessly. Also #16 optimistic,g#12, inte- ' g (1%) %% grated. h 13 Inferred characteristics SPP-39'92(4) ll: 8, alert, #9, attractive, #18, broad. 6 15 Geneggl Teacher Characteristicg 7 16 Teachers are portrayed in various 3 1g manners, none excessively critical. 1. David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19 a PP- -92 . e Council' 3 per- mission to adapt and use the above terms and "Glossary" in Form #6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. Form #3 .COHPOSITE OF LITERARY ANALYSES Author: Trry We ll Title: The Teachers Edition analyzed: Paperback Publisher: New American Librar pp. 2_56 mom Other publisher: Pp._ I. 290k Review Di est 8 o sis: P. (Investigator's agstract) No reviews found. Cost Publ.d§te (Several teacher main characters) 11. Book Review Digest Reviews: Index categories No index heading used mnber of reviews: x unfavorable x O - . . .x xmedX1.eeeeee-_;CI x _acceptbl/favorbl x 2- _5 Erotsl) B Jnvestigator' s conclusions: This novel is average literature. III.Investi ator's S 0123 ey: ontinuum-- "ASA. Appropriateness: "...a. Story setting (19 50's : ..,:;C Teacher: Mr. Loren of 149 COMPOSITE OF ALL ANALYSES I. Literégi-Faztors Eétiggg; a. eviewerS' avg........... b.1nvestigator' 8 avg....... 20 a .Avg. tchr. prfl. placement Z b.No. tchrs. analyzed.......:2: c. No. traits depicted....... 3 d .Invest. composite rating.;_l- (Compre.,c1arit ,appeal) 3. W "..s__.A' 88 = a.No. "ages" depicted......." b.No. influential tchrs.....;;_ c.Invest. composite rating..;;_ 14 . Conclusions éggconmendations. ° a.inves . r ting....3 b. Comments.on.uses/limitations: (based on above and other data) Excellent for portrayals of the "ups and downs" of several major teacher characters in relation to teachers, pupils, and the community, also for portrayals of personal and professional problemt. Especially recommended for college readers and also con- tracted teachers. Teache; Characteristics Profile: Liter ow 0"Tto_("_a¥3 high. Factors: (See "Key", Form h) Position:lll - Scfi . H)’. 8 Eory . . .xD.Teacher aspirationfrole co l.Type/source: 2 Reactions: ...xE. Story synopsis data: 1. Tchr. characterization: 2. Theme: rawa a 3.5tyle= aY Y cY Y or 3 (Average "A-E") F .Material factorsqi. Subdued, colorful Need for community vs. personal loneliness. s yness, a e agg ess v s. f 'I ElieIr Ianuence. 8. Early years 1 nger on n '.C 'e e e .1 Soul- -searching, dedicated contitv / z Acceptable 150 Form #5 ANALYSIS: Individual Teacher Characteristics (Adapted from Ryans' macteristics of Teachers Inventory-1) Characterisitics profile of Ken Loren KEY: Y 7 . Weil's The Teachers I- Eitreme %erate mm 2- Moderate 12 O 3515- Extreme Profile No . /Pafi8(‘_£fl£_tll_2_— 1. Partial .. x .. Fair # i Orijinal (pp- 57-58L1p.) 2. Autocratic .. x .. DemOC. DeveIOpment of new materials 3. Aloof .. x .. Respnsv. to correlate local and United 1;. Restricted .. x .. Understn. States History. Also #6, S. Harsh .. x .. Kindly stimulating, #18, broad. (Mr. 6. Dull .. . . Stimltg. Loren, the main character, was 7. Stereotyped .. . .% Orignl. not portrayed in a class room, 8. Apathetic .. x .. Alert but his methods were described.) 9. Unimpressive .. x .. Attrctv. 10. Evading .. x .. Respnbl. OTHER TEACHERS ll. Erratic .. x .. Steady #3. responsive (pp.16--17L pr.) 12. Excitable .. x .. POiBOd "Pap" German's humor and Openness, 13. Uncertain .. xinu Confdnt. trust even among rebels. Also 1h. Disorganized .. x .. Systth- #5. kindly. #8gglert. 15. 111110111310 .. x .. Adaptbl. #lQLresponsible (p. 173-13Q l6. Pessimistic .. x no OpthtC- "Pop" Gorman's encouragement of ‘- 17. Innature .. x .. Integrtd. high standards and pride in 18. "arrow .. o .{Broad good workmanship. #2, autocratig (pp. 32-3; 2pp.l T;EEEEF_P;3?il3-Summary: Dr. Corwin's absolute direction of total class procedures. ._2_th:;f Sigzgsfiifisog°figfit°d- Also #3,,aloq§;_#&. restricted; TNO. rated "3:: or ")4" #5, harsh; #1L stereotyped; #15A 2 Ira—vestigator's avg. rating: inflexible; #16 pesiimistic; _ 1 Comprehensiveness £1].litiun:tul)re (self-pitying and -- comp a n ng . égigfiy . F6, stimulating (pp. 123-97. 4pr 1 m pages analyzed above Dr. Corwin's change to meaningful 1.3-Other usuable pages which instruction. Also #7, original, "'"stand out" but not analyzed #5xeadafltable- Other Suitable Pages (Length) the: Although Mr. Loren was lpp.80-81(1) 1021m10(9) the main character very little 2 11 was said about his classroom 3 12 teaching, as can be noted above. u;f‘:§'(ff""‘ 13 111-12(1) Other teachers classroom scenes 5 1b were numerous. 6 15 General TeacheL Characteristics 7 PP-112'13(Z) 16 ‘gery human teachers seek answers to 8 17 ersonal and professional problems. 9 18 111-12g1) 1. David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 1955;, pp. 33-92. The Comfl's per- mission to adapt and use the above terms and "Glossary" in Form #6 is gratemlly acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. g... .T.I Iflwlmtiurfln III III, ’1‘? illll 151 Form.#3 . COMPOSITE O_F LITERARY ANALYSES COMPOSITE 0_F £1; ANAIXSES Khthor: Elizabeth Yates i. riterggz Factors Ratings: Title: Nearby 3. evj-emrs 8V8. 0 e o o e e e e o o 1 Edition analyzed: HardbaCk b .InVQStigator' S avgeoeceoe T Publisher. Coward- -McCann 2. T222119; W Profile: Pp.2_7__6 Costz. _7_5 FEbl.d"—ate"194' 7' 8 Avg. tchr prfl placement 5 Other publish—e_r: " b.No. tchrs. analyzed....... Pp. Cost Publ.date c. No. traits depicted.......T§' " d .Invest. composite rating..-3_' l. £20k Review Digest 5 o sis: (Compre.,c1arit ,appeal) P._22§(Investigator's aEstract) 3. "Ages' : a.No. ages" depicted......._:: A beginning, city-bred teacher's b.No. influential tchrs....._~_: choice of teaching in a one-room c.Invest. composite rating.._=: New England school and her h. Conclusionséégcommendations: successful efforts to develop a lnves . r t1ng...._ 3 meaningful personal and social b- Comments.on uses/11mitations: attitudes. (based on above and other data) Excellent for portrayal of a public one-room schOol program and its teacher's effort to develop a program which was comprehensive and meaningful for 11. Book Review Digest Reviews: both Pupils and also the Index categories community. (Moral lessons about No index heading used. prejudice sometimes interferes (Main character teacher) I-Number of reviews: with the story.) Recommended . unfavorable x O - f0: 311 Prospective and .TThdxed x 1 . . . '1r’ contracted teachers. .TFacceptbl/favorbl x 2- 77 Total) Avg. . . :E B .Investigator' s conclusions: This novel is average literature. III.Investi ator's S of Liter Factors: (See "Key" Form h) 0123 ey: ontinuum- ow 0"7—tfio hT—ig . ’ ...3A..Appropriateness: 4/6PT ...aC. Teacher: muss Rowan Position- El Teacher 23Colle;e de;ree ...aD.Teacher aspiratioanole co "icts: l.Type/source: Des re to teach in rural community where needed. 2.Reactions: Conscientious effertslfreedam Qf 9322:53199 ..,xE.Story synopsis data: l.Tchr. characterization: /a Y/b yo Y : ( ) 2.Theme:AaChallenge of teaching individuals @Understanding/love [c Almost "too perfectW Ld Positive 76 Very high ideals 3. Style:ZaY lb Y /c Y 16 Y [6 Y /f"ides1" teacher lovable children (Average "A-E") F.Material factors:(.]£1ain cloth /2 Acceptable 152 Individual Teacher Characteristics Fbrm.#5 ANALYSIS: (Adapted from Ryans' fiacmristics of Teachers Inventoryl) Characterisitics profile of Miss Rowen KEY: 2' . ATEtes' Nearby ntrm 3- fiderate m 2- Moderate 12 o h- Extreme Profile No ./P§mfll—_ 1. Partial .. . . Fair #l, fair (pp.30-31, 1p.) 2. Autocratic .. ; 'x DemOC. Introspection concerning need 3. Aloof .. . . RBSPHSV. to know all students and A h. Restricted .. . . Understn. treat each as an individual. 5. Harsh .. , . Kindly #4..undg§standingfi(pp.94-99,9%pp.) 6. Dull .. . . Stimltg. Help for pupil in facing death 7. Stereotyped .. . . Orignl. of father, also provision 8. Apathetic .. . . Alert for dignified class discussion 9. Unimpressive .. . . Attrctv. about death and patriotism. Also . lO. Evading .. . . Respnbl. #12_poised. f 11. Erratic .. . x. Steady fl, kindlyAQJL lp.) _4 g 12. Excitable .. . . POiBOd Admiration for new dress and Q 13. Uncertain .. . x. Confdnt. pretty things like flowers, 1h. Disorganized .. . . Systmtc. setting the stage for affection lS. Inflexible .. . . Adaptbl. and warmth. (Also pp.20-21,g 16. Pessimistic .. . . OptmstC. lkp). Teacher-pupil sharing ‘ l7. Immature .. . . Integrtd. of other interests. Also i; 18. Narrow .. . . Broad responsive. #6, agigplating (pp.142-48, Stop.) Teacher Froffie Summ'y: 18 Number dimensions depicted. — No rated "1" or '2" im: 1'8th "3" or "h" 3 Evestigator's avg. rating: ‘;;_Comprehensiveness _§_Clarity 2 Appeal Lima]. pages analyzed above _BiOther usuable pages which II II stand out but not analeed Other Suitable Pages (Length) 1 (all 18 dimen- 10 (all 18 dimensions zsions depicted 11 depicted in story) 3in story) 12 h 13 5 P-50 (2%) 1h 622.205—20814) 15 7 60-62 (2) 16 8 , l7 9 18 Discussion about the classroom as a place for facing problems (called "challenges" in later life, Miss Rowen notes) and learning to accept differences of skin and speech. #14.systematic (p.64,,lp.) Smooth organization of varied class activities. Also #12I poised in facing "crisis", brought on by swearing in classroom, through a quiet individual conference. Also fill steady. #16,ogtimistic (p. 210-11,#pr.l walk with students, productive of joyous optimism. #18,bro§d (p. 258,,lp.) _‘ Educational goals: being support- ive of the unloved, teaching tolerance, stimulating thinking and searching for pupil personal answers. 1. David G. Ryans, Characteristics of Teachers (Washington: American Council on Education, 19 a PP- -92 . e Council' 3 per- mission to adapt and use the above terms and "Glossary" in Form.#6 is gratefully acknowledged by the investigator. 2. An "0" stands for mixed or non-portrayed characteristics. 153 APPENDIX D Analysis Category "B": "Composite of Literary Analyses" "The Personality 'Ages' of Students and Teachers" Form #3 .COMPOSITE 9E LITERARY ANALYSES Author: James Baldwin Title: go Tell It On the Mountain Edition analyzed: Paperback Publisher: New American Librar Pp. lglcost 60 PEbl.date 1954 Other publisher: Alfred Kno f Ppgga Cost: 59 Ffibl.3ate 1952 1. Book Review Digest S o sis: P.33 (Investigator's aEstract) A story of a fourteen year old Harlem boy's dramatic religious experience; and through flash- backs, the lives and sins of three generations, both young and old. (Very important teacher minor character) 11. Book Review Digest Reviews: ndex categories No index heading used ITNEmber of reviews: 154 COMPOSITE OF ALL ANALYSES l. titer Factors Ratin s: b.1nvestigator's avg....... Teacher Characteristics Pro a.Avg. tchr. prfl. placement-- b.No. tchrs. analyzed......." c.No. traits depicted....... ' d.Invest. composite rating..-- (Compre.,clarity,appeal) __— A as : H~ 2 5": E a.No. "ages" depicted......._fL b.No. influential tchrs..... 1 c.Invest. composite rating”: A. Conclusionséggcommendations: a.lnves . r t1ng.... 3 b.Comments.on uses/limitations: (based on above and other data) Excellent for brief but exceedingly important public school principal's contribution (a sense of identity) and detailed development of personality stages, particularly in their negative manifestations Recommended for all ages of prospective and contracted ___unfavorable x O - . . . teachers. Lmedxl-HHHZ 10 acceptbl/favorbl x 2- 20 Total) Avg. . . :2 B.Investigator's conclusions: This novel is good literature. III.Investi ator's S of Liter Factors: (See "Key" Form h) 0123 Key: ontinuum-- ow O")—to ("3'%?highm._ " ’ ...xA.Appropriateness: [L Y/2 Y/3 N94 Y/S Y :( ) ...xB.Story setting (19 304.0%): IN. 2 E 3m 4 Y g Negro x...C.Teacher: Not named 1F 2 N 3N8 4N3 S NS Position: El. Principal 7 None speCLfied x...D.Teacher aspiration/role conflicts: l.Type/source: NS 2 .Reactions: T ...xE.Story synopsis data: l.Tchr. characterization:[aN /b N/c N:( ) y 2.Theme:(a Search for iaenci [bglntentions [dggPositive A/C Powerful empaEfiy e None / 3.8tyle:gY/b Y/c Y/d Y/e Y/f The «th— 2 (Average "A-E") F.Material factorsg/l Line drawing of boy/3 Acceptable 155 Form #7 ANALYSIS: Personalit "A es" 2; Students and Teachers (Adapted from. ikson 3 Ages of fign'll— Novel: Baldwin's Go Tell It On the Mountain KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) Invest ator's Ra Tchr.Influ. ( ) + or - (See 3 ow pp. 18-19 (1 AGE ll Other Usable Pp, Not Analyzed 4 Positive None ne ne e AVG. 2 3 3 3 NO. INFLU. TOTAL PP.22 (l-low, 2=medium, l-HigHT- TCHRS._l_ Descri tions_q§_teachers qg_other§ influences 9£_o£_other circumstances: A TOTAL PP. 12 4 18f l. Unnamed principal's awakening in first grader (John) a sense of "his individual existence," his igggtigy through which he could raise himself, win the love for which he yearned, and sustain himself through beatings and other adversities. 5 ll 2. John's fear and sense of estrangement when mother was pregnant (after each return from delivery a little more of a stranger). S l6ff. 3. John's conflicts between becoming a preacher and insistent biological urgings (a sense of sin produced). 5 120ff. 4. John's shame in looking upon his father's nakedness, his felt relationship to the sin of Noah's son and his ultimate conversion, 7 127ff; 5. Deborah's feelings of futile sterility and barren relationships with husband Gabriel. 8 58f. 6. Aunt Florence's despair, loneliness, and unbelief while facing death; recollections of conflicts and defeats. 1. Erik H. Erikson, Childhood and Society, Second Edition (N.Y.: W;W, Norton and Company, Inc., 1963), pp. 2&7-69. Adapted. Form #3 . COMPOSITE OF LITERARY ANALYSES Iuthor: N331 Faasen 156 Title: ,_ Edition analyggdfa“ Publisher: Simon and Schuster Pp. 1BGCost3. 95 b . ate 1963 Other publisher: Pp. Cost Publ.date I. Pok Review Di est S o sis. 38 __(Inve stigator's aEstract Thirteen year old "warfare" with ) conventional teachers and parents. Rarely-found trustworthy adults. A run-away's efforts to find his run-away father (with the aid of two run-away girls). (Best Seller) (Teacher minor characters) 11. Book Review Di est Reviews: Index categories Re ascents. Tchr, Psych. er of reviews: .1_unfavorable x O - . . ._1 _mixed x l - . . . . . . _7-acceptb1/favorbl x 2- ETOtal) AVE. 0 e - B .Investigator' s conclusions: This novel is average literature. III.Investi ator's S of 0123 ey: ontinunmp- ...3A. Appropriateness: ...¥B. Story setting (19_ 40's K...C. Teacher: Mr. Henry Position: Hi. Sch. Principa x...D. Teacher aspiration/role co 1. Type/source: NS 2 Reactions: us ...aE.Story synopsis data: 1 ‘4 "1 Liter : ow o'Tt-F’gl'lzo 3 h"_"igh. COMPOSITE OR ALL ANALYSES I. Literfl Factors RZthgs: Viewers angOOOOOOOOOC b.1nvestigator' S avg....... MI W SPEE— a.Avg. tchr. prfl. placement-- b.No. tchrs. analyzed. e ee 0 e e c.No. traits depicted....... d. Invest. composite rating.. (Compre.,c1arit ,appeal) 3..Earaanaliir '.Asaa = a. No. "ages" depicted....... b. No. influential tchrs..... c.Invest. composite rating. ._3_ h. Conclusionséggcommendations: a.lnves . r ting.... b.00mmente.on.uses/limitations: (based on above and other data) Excellent for portrayals of adolescent rejection of adults as insensitive and incapable of being helpful; public school teachers portrayed as inhuman. Recommended for all prospective and contracted teachers. 83+ 2. H» L Factors (See "Key", Form h) l.Tchr. characterization:/aN /bM_[cN :( ) 2.Theme: a [d Unsympathetic 3.Sty1e:[§gY/b Y/c Y/d‘Y/e (Average "A—E") 2 F.Material factors:/1 Plain, clothbound Futility of living. Dislike fortebels ' e NS Y T e adolescent rebel [c Same sympathy /2. Acceptable 157 Form #7 ANALYsIs: Personalit "A es" 93 Students and Teachers (Adapted from. ikson 5 Ages of_flgn.l7- NOVBI‘ Faasen's The Toyfair KEY: #l, Infancy ‘ #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) AGE" Invest ator's Ra Tchr.Influ. ( ) Other Usable Pp. * or - (See 3 ow Not Analyzed Ne at ve1 - _ ga ve Ne at e None AVG. 3 3 3 3 NO. INFLU. TOTAL PP6 TOTAL PP. (ll-low, 2m‘flum' ,' E-Tigm" TCHRS._i_ _ Descri tions_q§_teachers qg_other§ influences o£_o£_other circumstances: A S 9ff. 1. Student's open defiance of school attendance rules (sat out in play area during a class); ”who cares" attitude about men teachers who were too "chummy" and women teachers who were too "crabby"; feelings that teachers put up with students only to get paid.) 5 18ff. 2. Mr. Henry's suspension of student and mother's "fake” tears. 5 22ff. 3. Mr. Henry's "sickening” explanations about student's "broken home"; students' plan to run away to find father, who seemed like a"ghost"; student's feelings that everybody hates everybody else in school. 5 47f. 4. Girl's self-consciousness about her eye-catching figure and problems with mixed-up emotions, including staff and students. 5 SSff. 5. Girl's rejection of home: a place of ”yelling," trouble, and phony parents. 5 107f. 6. Student's reasons for skipping school (adult not worth listening to, no interest, no understanding, and instruction isolated from life.) 7 181ff. 7. Father's rejection of son and other responsibilities. 1. Erik B. Erikson, Childhood and Society, Second Edition (N.Y.: W.W. Norton and Company, Inc., 1963), pp. 2h7-69. Adapted. 158 Form #3 . COMPOSITE 0F LITERARY ANALYSES COMPOSITE 923 ALL ANALYSES Author: C's-meron HSwley' I. Iitergy Factors ti_ngs: Title: The Lincoln Lords 8- eviewers avgooooooooooo 1 Edition analyzed: Hardback b Investigator' 8 “sun... 7 Publisher: Little Brown and Co. 2. M W M: Pp._ 534 Cost _5___. oo Rubi. d'a"t"e'1' 9——60 8 Avg. tchr. Prfl Placemnt; Othe-'_r publishTr Baontam—— b.No. tchrs. analyzed......._'_; Pp. Cost 75 Fabijate c. No. traits depicted......._ -- — —— d. Invest. composite rating": '- I. _B_o__ok Review Di est S o sis. (Compre.,c1arit ,appeal) P. 513(Inve stigator's aEstract) 3. W .828}: a.No. "ages" depicted.......__2_ A handsome executive's ups and b.No. influential tchrs..... 1 downs with temperamental staff c.Invest. composite rating..— and treacherous competitors in the! h. ___Conclus_ ionsggkcomnendations: business world and with his wife and mums . 1‘ t1ng.m_ 2 adolescent son, b. Comments on uses/limitations: (Library Jontml (based on above and other data) Recommended for its portrayal (Teacher main character) 0f Personality development in a business world and the in- securities which may haunt , D S : adolescents living in an 11 BoInglech:sizzor:ieg8t Reviews indifferent private school No index heading used. environment- mnber of reviews- Recomended for experienced . 1 unfavorable x O _ 0 contracted teachers. Tmixedxl'. . . . . ."5 Tacceptbl/favorbl x 2- _5 Total) Avg. . . :1 B .Investi ator' s conclusions: This novel 3 average literature. III.Investi ator's S of Liter Factors: (See "Key" Form 1;) 0123 ey: ontinuum-- ow 0"Tt_r"§%zo h——.'_igh ’ ...¥A. Appropriateness: lY 2Y 3N1; Y Y :( ) .223. Story setting (19 30- 40 ) Miami-rm; Jews ¥...C. Teacher: Dr. Summerfield [51' . NS .3..D. Teacher aspiration/role co icts: 1.:Type/source Teacher portrayed only in terms of money- seekini 2 Reactions: NS ".351. Story synopsis data: 1. Tchr. characterization: (aN ébYJc N; ( ) 2.Them: a Power vs. secu Compromise 6 NS C Y/d X76 Y/fI Insecure but sincere 1 (Average "A-E") F.Material factors:/‘1-Colorful, attractive /2 Acceptable — m. -.- u..- -1. “__e-.__.fi 159 Form #7 ANALYSIS: Personalit "A es" of Students and Teachers (Adapted from. son 3 Ages of Man I)— Novel: Hawley's The Lincoln Lords KEY: #l, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) "AGE" Invest ator's Ra Tchr.Influ. ( ) Other Usable Pp. + or - (See ow Not Analyzed Ne at 1 -2 None None None AVG. 3 3 3 3 NO. INFLU. TOTAL PP. 21 TOTAL PP.5 (l-low_, 2-neTiun,TE- igh)‘ TCHRS._O_ _ Descri tions_q§_teachers qg_othe;§ influences o£_o£_other circumstances: A 5 l9ff l. Kip Lord's statement regarding housemaster's dismissal for homosexual tendencies; Kip's intimations about Forgehill Academy's indifference to its students (even though it was the most expensive school in the East). Kip's rebellious and shocking statements about his father and his school. 380ff.2. Kip's job secured on his own. 530f. 3. Kip's identification with father's problems and need ‘ for understanding for the father. 7 56f. 4. Mrs. Lord's feelings of defeatism about her husband's being ex-president of several companies. 7 372ff.5. Mr. Lord's uncomfortable feeling of "odd discomfiture” in his son's presence; also poor judgments in dealing with the boy. 7 532ff.6. Mr. Lord's sense of really belonging and being needed by a company and his wife's feeling of love for husband being the right guide to faith in the future. UIUI 1. Erik’H. Erikson, Childhood and Society, Second Edition (N.Y.: W,W. Norton and Company, Inc., 1963), pp. 2h7-69. Adapted. 160 Form.#3 . COMPOSITE OF IITERARY ANAHSES COMPOSITE 0_F ALL ANAHSES Author: 3'3be— I. Iiterg FEEors tings: Title: A SeparateIPeace a. viewers' avg........... _E__ Edition analyzed: RbrdbaCk b.1nvestigator's avg....... JL_ Publisher: Rhcmillan Co. 2. Teacher Characteristics Profile: Pp.l86 Costjmfilbldate 1961 a.Avg. tchr. prfl. placemnt; Other publisherw 33911 b.No. tchrs. analyzed.......;:; Pp. Cost I go fibl .date c .No . traits depicted. . . . . . ._; '—'-"'_" d.Invest. composite rating..;=; I. 222§_Review Di est S o sis: (Compre.,c1arit ,appeal) F5 zéaInvestigator's aEstract) 3..Efi:§nnfllity Eiggsx: a.No. "ages" depicted.......;;1 A man's reminescences about New boNO- influential tchrs....._JL Hampshire boarding school c.Invest. CONDOSite rating.._JL experiences, about roomate's h. Conclusionségkconmendations: 3 athletic prowess and charm, a.lnves . r ting....____ problems of getting studies done, b.Commants.on.uses/limitations: and guilt concerning a boy (based on above and other data) seriously injured in boyish ’ dangerous "game? Excellent for private school portrayals of adolescent (Two teachers minor characters) feelings about school, society, and themselves and for the in- 11, Book Review Digest Reviews: significance of teachers for mxmories —' some adolescents. Recommended No index headings used. for all ages of prospective and ITthber of reviews: contracted teachers. 1 unfavorable x O - . . . O -3-mixed x l - . .'. . . ._3 fi'scceptbl/rsvorbl x 2- 2'6 Total) Avg. . .':2 B.Investigator's conclusions: This novel is very good literature, III.Investi ator's S of Liter Factors: (See "Ke " Form h) 0123 ey: ontinuump- ow O"T-to ("§H; high. y , ...xA.Appropriateness: lY 2 Y 3N8 h M Mi:( pacifism ) ...xB.Story setting (19 40's LEBEIQJM N ,.x.C.Teacher:Mr. Ludsbugy 1M 2N8 3N8 NS NM . NS Position:Hi.Sch.Tchr. ..x.D.Teacher aspiration/role co ‘ icts: l.Type/source: NS 2.Reactions: NS ...xE.Story synopsis data: l.Tchr. characterization:/a N/nglcN :( both COld. indifferent ) 2.Theme:§a Life is a quandry. Student infractions [c Analytical, impersonal [a Negative ‘ ,Ie NS 3.Style:La rib Y/C Ygd YZB Yfl' The Questioning gynic 2 (Average "A—E") F.Material factors:[1 Greygcloth g/2 Acceptable 161 Form #7 ANALYSIS: Personality "Ages" of Students and Teachers (Adapted from Erikson 5 Ages of En T)— NOVBl: Knowles' A Separate Peace KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #S, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) AGE" Invest ator's Ra Tchr.Influ. ( ) Other Usable Pp. + or - (See ow Not Analyzed 2 Negative 1 .72 l 3 None one Ne at e AVG. NO. INFLU. TOTAL PP. TOTAL PP. (l-low, 2mTium,TE-t igfi')‘ TCHRS.3_ Descri tions o£_teachers qg_othe;§ influences or of other circumstances: "aw-Era? —— -—--—- A 5 15 l. Student's statement about teachers "uncoiling" during the summer session, tending to disbelieve students only half the time and to believe thatetudents spent only half of the time making fools of teachers. 5 Blff. 2. Student's examination of self in relation to America's past and present (an attempt to synthesize his sensations at age of sixteen). 45ff. 3. Student's suicide: society's test of courage. 68ff. 4. Teacher's arbitrary interrogation about student gambling, which was strictly prohibited. 5 106f. 5. Student's rejection of a teacher's "rare trace of personal interest". (p. 106) 6 i22ff. 6. Young man's reaction to peacetime army: monotonous routines and uselessness; also a young man's refusal to hear out the details of a close friend's breakdown in the service. U'IUI 1. Erik H.8Erikson, Childhood and Society, Second Edition (N.Y.: w;w. Norton and Company, Inc., 1963), pp. 2h7-69. Adapted. Fbrm #3 .COMPOSITE 9L LITERARY ANALYSES Anthor: Harold Robbins Title: Never Love a Stranger Edition analyzedzPaperback Publisher: Pocket Books Inc. Pp. 467 Cost . 75 fibl.date 1961 Other publisher: Alfred Kno f PpA67 Cost 3. 50 Fabljate 1948 1. Book Review Di est S o sis: P122 (Investigator's agstract) Frank Kane's life story: birth in a mid-wife's home, childhood in a Catholic orphanage, adolescence with Jewish relatives, and adult struggles by himself in an adult world. (Teacher minor characters) 11. Book Review Digest Reviews: ndex categories No index headin used A.Numher of reviews: unfavorable x O - . . . Imixedxl-...... acceptbl/favorbl x 2- Total) Avg. . . B.Investigator's conclusions: This novel is average literature. H l‘l 162 COMPOSITE OE LLL ANALYSES 1. titer Factors REtin s: b.1nvestigator's avg....... Teacher Characteristics Prof e: a.Avg. tchr. prfl. placement“ b.NO. tChrS. analyzed.. 0.....- c.No. traits depicted......r- d.Invest. composite rating.¢;__ (Compre.,clarity,appeal) Ages : H“ 2 t3 a.No. "ages" depicted.......JL_ b.No. influential tchrs.....;1_ c.Invest. composite rating..;1_ h. Conclusionséggcommendations: a.lnves . r ting.... 2 b.Commanta.on uses/limitations: (based on above and other data) Avera e in ortra in various "Egesé—of ersonaiitg develop- ment and possible supportive relationships of teachers in private and public schools. Recommended for younger pros- pective and contracted teachers. III .x..A.Appropriateness: Bernhard Sch. .X..C.Teacher:Bro. Position:E1. .Investi ator's of Liter 012 3 _Key: Continuum--§ow§ go"7'to ("3' whigh. /- Y/2M /3N /bN /SM Factors: (See "Key", Form h) M was S/t was Ms ...xB.Story setting (1920-40'8):§ C72 £0ch Y/SJews/gghoucs Principa ' 7 NS ..K.D.Teacher aspiration/role conflicts: l.Type/source: Conflicts between dischline and affection 2.Reactions: Sympathy for boy ...¥E.Story synopsis data: l.Tchr. characterization: 4s ng 3% Y:( ) 2.Theme:[a Early ”wounds eaI'slowly b S m athy agd affectiggg e Positive Strong Catholic d 3.3tylef/3Y /BY /CY 7aY /eY4/f Unloved peeple 2 (Average "A—E") F.Material factors:/l Sensational tyve / 2 Acceptable. :( Negro-white 19ve affair 163 Form #7 ANALYSIS: Personality "Ages" of Students and Teachers (Adapted from.Erikson 5 Ages of “En 17— N0V91= Robbins' Never Love a Stranger KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) AGE" Invest ator's Ra Tchr.Influ. ( ) Other Usable Pp. + or - (See ow Not Analyzed Positive1 ,96~9 ne .1 -27 2 me , - 1 . 18- AVG. 2 3 2 3 NO. INFLU. TOTAL PP. TOTAL PP. (l-low, 2-medium, 5-highT- TCHRS._3__ _i Descri tions_q§_teachers qg_othe;§ influences o£_o£_other circumstances: A 5 65ff. 1. Brother Berhnard's reassurance to Frankie Cane (who has just been told that he's not a Cetholic but is a Jew raised in a Catholic orphanage). 5 76ff. 2. Frankie's partial identification with his mother, vicariously, as his guardian aunt talks about the past. (Mother's picture seems to be smiling at him in dark.) 5 86ff. 3. Frankie's rejection of religion, feeling of self- adequacy, and identification with a "nice" girl. 6 152 4. Frankie's sense of fear and being alone in a strange city. 7 171 S. Frankie's negative feelings about lack of accomplish- ment in the Navy. 7 456ff. 6. Frankie's marriage and feelings of completeness. 8 164 7. A "madam" senses her ahmmnnsswhen Frankie leaves his post as bouncer. 1. Erik H. Erikson, Childhood and Society, Second Edition (N.Y.: W.W. Norton and Company, Inc., 1963), pp. 2h7-69. Adapted. Form #3 .COMPOSITE OF LITERARY ANALYSES uthor: ess—e StuarE Title: Taps for PrivaEe Tussie Edition analyzed: Hardback Publisher=F P. Dutton Co. Pp._393003t 2:75Pfibl.date 1943 Other publiShertPocket Books Lib. Pp. Cost 59 bl. ate 1. Book Review Digest S opsis: P.7B3 (Investigator's aBStract) A poor Southern family receives a $10,000 insurance check for a soldier believed to be dead: the story of the windfall through the eyes of young Tussie. (He finds his identity at home and family through school.) (Teacher helpful minor character) 11. Book Review Digest Reviews: Index categories No index heading used. A.Number of reviews: 164 COMPOSITE OF ALL ANALYSES 1. Literggy FEEtors REtings: a. eviewers' avg........... 1 b.1nvestigator's avg....... 2:: Tasha: W P_r°_f_i_le= a.Avg. tchr. prfl. placement;;_ b.No. tchrs. analyzed.......;;_ c.No. traits depicted......n;;_ d.Invest. composite rating..;;_ (Compre.,c1arity,appeal) "Ages': N e 3. a.No. "ages" depicted....... b.No. influential tchrs..... c.Invest. composite rating..:2: h. Conclusionséégcomnendations: a..Ln'VBS o 1‘ tmgcocc_2 b.Commanta.on uses/limitations: (based on above and other data) _3 1 Average value for portraying a grade school boy's struggle for existence in world of ambiguous adults; above average for portraying a kindly, help- ful public school teacher. (The Mountain dialect both "flavors" the story and interferes with the readability.) Recommended lunfavorable x O - . . . 0 ._Tmixed x l . . . . . . ,‘T for experienced contracted ::§acceptbl/favorbl x 2- ‘3 teachers. _2(Total) Avg. . .:I B.Investigator's conclusions: III.Investi ator's S of Liter Factors: (See "Key" Form h) 0123 Key: ontinuum-- ow O")—to ("33) high. ’ ...aA.Appropriateness: ' /l y/2 ylfi Y/h Y/S Y =( ) .....B.Story setting (19 330-40 9: :. 2s 3R hy SN x...C.Teacher: Miss Clark IE Position: E1. Teacher [1 2NS 3 S N M NS NS x...D.Teacher aspiration/role conflicts: l.Type/source: NS 2.Reactions: NS ...xE.Story synopsis data: l.Tchr. characterizationzzaY /bY /cY :( ) 2.Theme:[a Love overcomes all /b Poverty [9 Positive 3.Style: 2 (Average "A—E") /c Diligent effort 73 NS 0 fly 6M f”Real” eo le F.Material factor3,/1 Line drawing 3/3 Acceptable 165 Form #7 ANALYSIS: Personality "A es" of Students and Teachers (Adapted from Erikson 3 Ages of H3n.l)— NOVBl=Stuart's Taps for Private Tussie KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) AGE" Invest ator's Ra Tchr.Influ. ( ) Other Usable Pp. 0 or — (See ow Not Analyzed 1 AVG. N0. INFLU. TOTAL PP.3 TOTAL PP.12 (l-low, 2-medium, ES-Eighlr TCHRS._1__ Descriptions_o§_teachers qg_othez§ influences or of other circumstances: A 4 llff. l. Sid's shame at being dirty and ill-clad at soldier uncle's funeral and subsequent observations of correct ways to react to relatives and the dead. 4 221f. 2. Miss Clark's kindly assistance when Sid enters school for first time and faces ridicule because of clothing, hair, and general appearance; Miss Clark's help in overcoming Sid's fears. 4 224f. 3. Miss Clark's encouragement of Sid's enjoyment of school and sense of accomplishment there. 4 248ff. 4. Sid's mixed-up thoughts about life: the fiddle music which expressed the world of nature, the sounds of lovemaking from the honeymooners bed on the other side of the quiltpartition, and the newly developed reading ability. 7 294ff. 5. Uncle Kim's expression of desire to assume responsibility for Sid's future, so long neglected. 8 24lf. 6. Grandpa's pride in grandson's school accomplishments and future as a citizen; Sid's positive feelings about school. 8 258ff. 7. Grandpa's "voices” which prepare him for death, inevitable and acceptable. l. EFik B. Erikson, Childhood and Society, Second Edition (N.Y.: wyw. Norton and Company, Inc., 1963), pp. 2h7-69. Adapted. 166 Form #3 . COMPOSITE OF LITERARY ANALYSES COMPOSITE OE Q ANALYSES Author: Irang SEuIman— I. Biterg Factors Eti_ngs: Title: Children of the Dark 8- eviewerS' avg-”mm.- i Edition"sns""lyzed: Hardba——ck b Investigator' s ave-u... Publisher. HoIt Co. "— 2. Teache; Characteristics Pr__o_:file: P£3270 Cost 3 BO ___Publ .datel9_5_6___ a .Avg. tchr. prfl. placemnt_-_- Other publisT—er: PO ular BOOkB b.No. tChrS. analyzeduuuo; PP- Cost- 35 Pibljate c.No. traits depicted......._—_-_ d. Invest. composite rating”; 1. Book Review Di est S o sis: (Compre.,c1arity,appeal) P.853 (Invest-Ta—gatorfE—ETS a s ract) 3. Personality '.'_.a__A' es : a.No. "ages" depicted......._2_ A thriving midwestern community's b.NO. influential tChI‘S.....__Q_ indifference toward its youth un- c.Invest. composite rating”; til a boy dies in a flaming stolen 1:. Conclusionsé?coxrmendations: car and a precocious boy wanted 8.13733 . 1‘ ting...._ 2 for murder duels with the police. b Comment: on uses/limitations: (Library Journal (based on above and other data) (Teachers minor characters) Good for illustrating adolescent search for "kicks," indifferent parents, and public school teachers who seem to be only a . peripheral influence. Another 11’ g‘fi-ExB-zT-vizgog—iggs—t RM book which capitalizes on No index gheading used youthful rebellion for a plot. Recommended for younger prospective and contracted teachers. Wer of reviews: _1_unfavorable x O - . . ._9_ 1mixedxl-..... .i Tacceptbl/favorbl x 2- _6 ETote-l) Avg. . . .1. B . Investigator ' s conclusions: This novel is average literature. III.Investi ator's S of Liter Factors: (See "Key", Form 1:) ("3") hig . 0123 ey: ontinuum-- ow 0"7—to . . .xA. Appropriateness: ...sB Story setting (1940's )wmmm N x. . . .C. Teacher: Nameless t Position: HI . SCH.TeacEers .x..D.Teacher aspiration/role co icts: l.Type/source: Student boisterousness vs. rigid "rules" 2 .Reactions: "8th " x...E.Story synopsis data: l.Tchr. characterization: is N [lb N {c N : ( ) 2.Them:é% Adolescent searc o e mean ng None Tc Shock—ing d e 3.Style:§aY iEY >10Y .23Y 7eY 72 Frustrated youth. (Average "A-E") F.Material factors:/1 Plain red cloth /2 Acceptable : (Insanity ) l 167 Form #7 ANALYSIS: Personalit " es" of Students and Teachers (Adapted from Egikson 5 Ages of “Sn 1 Novel: Shulman's Children of the Dark KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) s Tchr Other Usable Pp. + or - (See Not Analyzed .31-35 AVG. 2 3 3 3 N . (l-low, 2=medium, E-Eigfil' TCHRS. 3 Descri tions_oj;teachers qg_others influences or of other circumstances: A ———————- ._______ __ __.__. ___________ O . 5 [3ff. 1. Adolescents' party in a wealthy boy's home: boredom turns into sheer destructiveness and orgiastic behavior ("move- ment, destruction, and wanton excitement,")(p.21). 5 37ff. 2. Students' indifference to teachers at lecture about astronomy; students' whispered plans for after school drag race. 5 93ff. 3. Steve's pretending to be a sailor and revulsion toward prostitute and girl; yearning for warm, real relationship. 5 110 4. Teachers'seeming sympathy after boy killed in drag race, (Didn't give much school work that day.) 5 114 5. Other student's admiration for dead boy's crowd. 5 117 6. Student's reference to chemistry teacher: "Old Musclehead" (p.117), rapid switch to other topics. 5 l99ff 7. Adolescents' trust of each other in midst of meaningless school and indifferent, "stupid" parents. 5 204 8. Buzzy's plan to get Out of school by setting off bomb scare in school, ”the camp of the enemy." (p.204). 5 223ff 9. Judy's ridicule and Plato's sense of aloneness except for friend, Steve who stands by even when Judy asks Steve to choose between them; Plato's idealistic future plans. I 1. Erik H. Erikson, Childhood and Societ Second Edition (N.Y.: W.W. Norton and Company, Inc., 1963;, pp. 2h7-69. Adapted. 168 Fbrm.#3 . COMPOSITE OF LITERARY ANALYSES COMPOSITE OF: ALL ANA-USES Ahthor: nfTafEH-WETREI 1. riterggy Factors Ratings: Title: a. eviewers' avg........... Edition analyzed: figrfigacfi b.1nvestigator' 3 avg....... Publisher: Harcourt Brace World 2. Teacher Characteristics Profile: l4... Pp,186 _coszm a.Avg. tchr. prfl. placement; Other publisher: b.No. tchrs. analyzed.......; Pp._ COSt_ P'ubl. date C. No. traits depiCtedocooooo; ' """" d. .Invest. composite rating..-- I. Boo___k_ Review Di est S o sis. Commenclarit .appesl p l__48T(—In sHéETBr'EfiEact) 3. '...g.__A' es : a.No. ages" depicted......._ Summer in New England for two b.No. influential tchrs....fl_§_ college friends, one of whom.is c.Invest. composite rating.._ now teaching in a high school, h. Conclusionséggcommendations:— where his pressures pushed a former a.lnvee . r t1ng...._ 3 student into college and ultimate b. Commenta.on uses/limitations: suicide. (The New Yorker) The (based on above and other data) other friend, a college instructor unsuccessful in practicing guidancel EEEEALEEE for P3Y¢h°1°81¢81 about which he is writing a book. analyses of a sincere tescher's (Teacher major characters) struggle With conscience, (Did he motivate a gifted student , to his death?),a counselor's II. ¥%§§x§%§%§§e¥%§§2£ 2221212; inadequate efforts to help the "Teachers" teacher, and personality "ages". War of reviews: Recommended for experienced 1 unfavorable x O . . . contracted teachers. 0 :mixedxl-......I 4 acceptbl/favorbl x 2- 8 ETotal) Avg...IZ B .Investigator' s conclusions: This novel is good literature. III.Investi ator's S of Liter Factors: (See "Key" Form.h) 0123 ey: ontinuumu ow 0"Tt—I’F9'37-‘Zo h—_igh. ’ ...aA.Appropriateness: N :( Suicide ) ..x.B.Story setting (19 50's )Eflfliflifl‘yfi —— 2 I . . .xC.Teacher: Mr. Cutler Position:Hi.Sch. Physics ...¥D.Teacher aspiration/role co ' icts: l.Type/source: Guilt feelings regardigg boy's suicide. 2.Reactions: Withdrawal into self and rejection of help. ...¥E.Story synopsis data: l.Tchr. characterization:/a‘Y/b‘g/c‘Y:(two teachers on vacation) 2.Theme: a. Reconciliation of uilt feelin s and ride in teaching ee or un erstan ng c Sympathy and identification d Positive e NS 3.3tYle:§a Y75 Y70 Y]3 Y/6 Ya Soul- ~searching person 3 (Average "A-E") F.Materia1 factors:(! .Attractive 1’3 Acceptable f I -' WT? oim'ilfi 169 Form #7 ANALYSIS: Personality "Ages" _o_£ Students and Teachers (Adapted from Erikson 3 Ages of Ban T7- Novel: Walker's Body of A Young Man KEY: #1, Infancy #h, School Age #7, Adulthood #2, Early Childhood #5, Adolescence #8, Senescence #3, Play Age #6, Young Adulthood (Characteristics of each age described in Form #8) AGE" Invest ator's Ra Tchr.Inf1u. ( ) Other Usable Pp. + or - (See 3 ow Not Analyzed ne1 9 l ne 77-78 1 Positive 20-21 2 AVG. 2 3 2 2 NO. INFLU. TOTAL PP.1 TOTAL PP. 2 (l-low, 2emedium, S-highT- TCHRSflJL_ Descriptions_q§_teachers qg_other§ influences o:_9£_other circumstances: A 5 89 1. Adult's recollection of hated parents for sending her to private school, away from them. 5 77f. 2. Boy's discussion about lack of real friends. 5 20f. 3. Mr. Cutler's friendly relationship with students and friend's children. 5 68ff. 4. Boys' "just talking" for hours at a campfire. 6 57f. 5. Mr. Cutler's willingness to tutor student having difficulty in college physics. 6 lSlf. 6. Son's aloofness from father in making decision about college. 6 156. 7. Boy's warmth toward Mr. Cutler for accepting the right to make decisions about college. 7 22ff. 8.Mr. Cutler's feelings of blame for a college student's suicide (former high school student who was actively encouraged to attend college by Mr. Cutler.) 7 34f. 9. Mr. Cutler's guidance phiIOSOphy sought to give answers to young people. 7 36ff. 10.Mr. Cutler's encouragement and aid to bright boy in securing a scholarship. 1. Erik H, Erikson, Childhood and Society, Second Edition (N.Y.: W,W. Norton and Company, Inc., 1963), pp. 2h7-69. Adapted. , I l '- _- "...a- ' IIHIWIW 3 1293 03082 2989