A COMPARATIVE STUDY OF THE TRAINING IN SOCIAL SCIENCES AND THE TEACHING COMBINATIONS OF THE TEACHERS OF SOCIAL SCIENCES INTHE NORTH CENTRAL AND NON-NORTH CENTRAL. ASSOCIATION HIGH SCHOOLS OF MICHIGAN Thesis {or the. Degree of M. A. Dorothy T. BaII I936 .‘x .. r) $2“) '1' A COHPnHLTIUF CTUEY 09 THE TFhINIJG IN SOCIAL SCIEJCPF AID TEE TFhCHING COWBIdrTIOME OF THE TFnCEEES OF EOCIHL ECIIJCES IN THE NORTH CENT AL AND NON—NORTH CENTRAL kESOCIrTIUN HIGH SCHOOLS OF --. n'f f‘,"\. a: OLIIUL. by DOFOTVY TOEHTOW BALL L Thefiis Eubmittad in Partial Fulfillment of the Requirements for the Iegree of Easter of Arts at michiyau State College Tact Lansinr Hichiian 9 r, C. 19%6 THESIS AC"\T OI'EEDGICCN TS The author is deep-y appreciative of the guidance and criticism given by Dr. Everett Lewis Austin, Head of the De— partment of Education, Michigan State College. To the State Department of Public Instruction and the Director of the Bureau of CooPeration with Educational Insti- tutions In Michigan the writer is indebted for their Splendid c00peration and the permission to use the official records and assistance in analyzinv them. _.l (>1"); V“) 7.1 1‘“ L6 _ - LJKJ'.) d Chapter LIST OF LI m I. III A. T 03 TRCDUCTICK A‘s-m?“ VT LI-- ‘d. C OrL in and P‘l nose of O 0 o o o o o o o o o B. LilflltatiCKS Of St‘EJ; O o o o o o o o o o o o o o 2 C. lefi ChltiCS 82 CO‘ILntCI‘S'd o o o o o o o o o o o o o 4 D. 81.: Llfl 8,1. St‘kldi(‘38 O o 0 O O o o o o o o o o o o o o 4 E0 Definition Of TCI‘IRS O 0 C O 0 O O O O O o o 0 Q o o 8 O F. PrOCQ-dllre o o o o o o o o o o o o o o o o o o o V II. COIEAE ~O‘" OF THE ILA IIIG IN SCCIA SCIEICES 'F .33 TEACHERS CF SOCIAL SCIE" 35 IN T?“ NCtTH CE"TE‘I 2(1) ASSCCIATICH OF COLLEGES AID SECOZ'D‘ uiY SCKCCLS 13.3% AID ICE N‘PTH CEZTRAL ASSOCIATI 3 HIGH SCHOOLS OF LIICHIGJEI 1335 I o o o o o o o o o o o o o o o o o o o o 1) A. Social Sciences Teugtt by Teachers With Less Trai nin5 Than Required 03' Accredit n3 Boards fvr til—8 Tu? GTOIIITS Of SC.LOJlS O o o o o o o o o D 10 B. Social Sciences Ta151 t by Teachers With Trazning Re equ.ired by Rcsgective Accrediting Boards . . . . 10 C. Correlation etwecn Amount of Training DZQ Size of SCI-OOl d..l‘011.ezlts o o o I o o o o o o o o o o o 12 D. Correlation Between Amount of Trainlnc and Salaries f TeaCI-Lers . O O O O O O O O O O O O O O O O O 16 E. Correlation Betv.een .tmovnt of Trainim n5 and Experience Of TPCICILGI‘S o o o o o o o o o n o O o o o o o o 20 (1) In the following rateiiz l the title North Ce: t'€‘ ssociation of Colleges and Secondary Sc 1001 s will be abureviatcd to Korth Cent tyne-I a-(«uh High School. Chapter Page III. ANALYSIS OF THE TEACHING COMBINATIONS CF TEACHERS OF SOCIAL SCIENCE IN THE NORTH CENTRAL AND NON-NORTH CENTRAL HIGH SCHOOLS 1934-1935 . . . . . . . . . . . . . 25 A. Various Subjects in the Social Sciences Taught by TeaChe r8 0 O O O O O O O O O O O O O O O O O 25 B. Subject combinations of Teachers of Social Science 27 C. Different fields in Which Teachers of Social SClenCB InstI'UCt '0 o o o e o o e o o o o o o o o o 33 IV. CONCLUSIONS . . . . . . . . . . . . . . . . . . . . . . 35 A. Results - . . . . . . . . . . . . . . . . . . . . 35 B. Tepics for Further Study . . . . . . . . . . . . . 37 V.APPENDIX....................... 88 VI. BIBLIOGRKPHY . . . . . . . . . . . . . . . . . . . . . 42 TeIfLe Cfg‘e r I" ' {‘fw ‘r ‘C‘H ‘- ‘f:"'"‘C "1'\ "' rr" "‘ 1" r'fi" "I" I. \OLII‘ J LU ‘1‘ 'I $1.3er\ , ‘1‘ XII I! 1L H :71 I. IT~TJ\Y 1 ‘r h r‘ vfi'f‘“? (‘W' n l {.41- 1- I!‘ rt; 1 I L t“‘.1; L‘L, ‘3‘) _J\ o o u o 0 o o o o o o o o o o 5 II. T”? T: 11113 TI CWI .Trfl CC-7WCT fl? 777 TTwCCTRC 0? '(I FCIFII (L TR 7?? }CCTT C7W’3LT ECQCCI TT“" 137‘ ' 1 ' Pym "- r T .- ," ff;\ r~ - .n -... ----- r- a :H‘L h=Li-4C%'lh CHnaTCICJ UIGI1 CC VMJZ: I)? -IU.* GJCI Tf1.5 . . . L1 :"f‘ (““1" ‘Y' L" ”"1 1‘,“ \T r- r r fl. w 'IIW-r‘ Int-x ~1" , .v- rvww‘ '~ A III. TJ* ItIIIe~~z I: \wtgnJ Latrga; wr l-I Ta,Cw,.:\T g f v . 'vv‘lv v- ,- :5 " nxv'v- frv ('\I 1‘,‘>ii. .-- I, -:'-~I.;)o ho ho doe smmpmwh w.w H m.m m w.w m ¢.¢ «a use s.H u o.m m m.¢ , a m.o ma smegmam hoes: nous: w.w H m.v v m.N e w.m am 0:02 n.0H we ¢.oa ma o.HH 5H N.OH ON 0:02 acme acme undo peso puma acme name when no» .oz and .02 ham .02 Mom noz pavepo and .oz Add .oz Add .02 mom .oz ufiumao coca eoaanpcm umaanenm umaacndm ommaaoo oooH ao>o emaaenqm vaHcpcm Umaacpnm omoaaoo nope oooalaom comlaom ; oom oooalaom oomlaom com 8: A3 A8 E :3 A3 3 at A8 3 mqoomum d¢mhzmo EHmOZIzoz mqoomom damazmo mhmoz . man mqoomom mon ZOHBquomm< qamazmo mBMOZIzcz 924 vmma Admazmo mamoz Ema ZH nmqqomzm qumDm ho mmmSDZ HEB OH nmaH @492. 18 no formal training in social science; 4 or 1.9 per cent with some training but less than the required ten semester hours of college credit; 191 or 90.1 per cent of the social science teachers had met or surpassed the required amount of training in social science. Column 5, Table IV, shoes that of the teachers of social science in the North Central Schools, who received salaries from $1001.00 to $1500.00, 58 or 10.7 per cent had no formal training in social science; 15 or 5.6 per cent had some training but less than the required fifteen semester hours; 506 or 85.7 per cent of the teachers had earned the required semester hours or more. Column 8, Table IV, by contrast shows that of the teachers in the same salary group in the Non-North Central schools 6 or 2.5 per cent had no college training. 14 or 5.8 per cent had some college training in social science but did not meet the requirements; 222 or 91.7 per cent had earned the required ten hours of college credit or more. Column 4 of Table IV shows the distribution of teachers of social science in terms of semester hours of preparztion in social science for tie salary group from {1501.0W to $1000.00 inclusiVe in the North Central schools. 15 or 7.3 per cent had no training; 2 or 1.0 per cent had less than fifteen semester hours; 188 or 91.7 per cent of the teachers had earned the required number of credits or more. Contrasting column 4 is column 9, with the :ne salary group for the Non-North Central schools 2 or 2.5 per cent of the teachers had no formal college training; 1 or 1.5 per cent had less than the standard ten semester hours of credit; 76 or 19 96.2 per cent had earned ten or more semester hours of credit. Column 5, Table IV, presents the salary group of over $2000.00 in which 50 or 10.9 per cent of the teachers had no training in social science; 6 or 2.2 per cent had some training but less than the minimum fifteen semester hours; 258 or 86.9 per cent had earned fifteen semester hours or more. Contrasting the above is column 13 including the teachers of the Non—North 10013 in the same salary group. 2 or 4.5 per cent of these teachers had no formal preparation in social science; 2 or 4.5 per cent had some training but less than the required ten hours; 40 or 91 per cent had earned ten or more semester hours of college cr,dit in social science. In summary, Table IV shows that the group of teachers of social science who received salaries from $1501 to £2000 had the greatest per cent adequately prepared in terms of the required fifteen semester hours in social scieice demanded by the North Central schools. In the Non-North Central Schools the teachers who received from $1501 to $2000 salaries had the greatest per cent adequately prepared in terms of the ten semester hours de- manded by the University of Michigan. In the North Central schools the teachers who received salaries from $1001 to $1500 had the greatest per cent of the teachers inadequately prepared in terms of North Central Associ— ation requirements. By contrast in the Non—North Central schools the salary group $1300 or less had the greatest per cent of the teachers inadequately trained to meet the standards for accrediting by the University of Hichigan. Correlation Between Training and Experience Table V, page 21 shows the relationship between the prepara- tion in social science of the teachers of social science and their experience in teaching. Column 2 shows that of all the teachers of social science in the North Central schools who were teaching for the first year there were no teachers without any training; 2 or 5.6 per cent had less than the required fifteen semester hours of college credit in social science; 54 or 94.4 per cent had fifteen semester hours or over. In the Non-North Central schools, of the same tenure group, 8 or 8 per cent of the teachers had no formal training; no teachers had training which was less than the required ten semester hours of social science; 92 or 92 per cent of the teachers had college train- ing which met or surpassed the requirements of the accrediting board, University of Michig an . Column 5, Table V includes all the teachers of social science in the North Central schools with one to five years teaching exper- ience. 15 or 7.7 per cent of these teachers had no formal college training in social science, 5 or 5.0 per cent had less than fifteen semester hours; 151 or 89.5 per cent had met or surpassed the stan- dards set. On the other hand in the Non-North Central schools in the same group in experience 6 or 5.1 per cent had no college train— ing; 7 or 5.6 per cent of the teachers had less than the required ten hours of college credit; 181 or 95.5 per cent of the teachers had met the standard requirements or more. TABLE V 21 THE TRAINING IN SOCIAL SCIENCE OF THE TEACHERS OF SOCIAL SCIENCE IN THE NORTH CENTRAL 1954 AND NON-NORTH CENTRAL HIGH SCHOOLS 1955 ‘ NORTH CENTRAL SCHOOLS (l) (2) (5) (4) (5) (6) No 1-5 yrs 6-10 yrs 11-15 yrs over College Experience Experience Expe ence Experience 15 reagg Credit No. Per No. Per No. Per No. Per No. Per cent cent cent cent cent None 0 ’ o 15 7.7 56 11.8 19 10.5 so 12.1 Under Fifteen 2 5.6 5 5.0 7 2.5 5 1.7 6 2.4 Fifteen or over 54 94.4 151 89.5 262 85.9 158 87.8 212 85.5 Total 56 100.0 169 100.0 505 100.0 1180 100.0 248 100.0 NON-NORTH CENTRAL SCHOOLS (7) (8) (9) (10) (11) (12) No 1-5 yrs 6-10 yrs 11-15 yrs over College Experience Experience Experience Experience 15 years Credit No. Per No. Per No. Per No. Per N01 Per cent cent cent cent cent None 8 8 6 5.1 7 5.2 2 5.9 2 4.1 Under Ten 0 O 7 5.6 8 5.9 4 7.7 l 2.1 Ten or over 92 92 181 95.5 120 88.9 46 88.4 45 95.8 Total 100 100$) p94 100.0 155 100.0 52 100.0 48 100.0 Read table thus: 15 or 7.7 per cent of the teachers of social science in the North Central Schools who had 1 — 5 years teaching experience had no semester hours of college credit in social science. Of the teachers in the North Central schools with experience in teaching from six to ten years 56 or 11.8 per cent had no college training in social science; 7 or 2.5 per cent had some training but less than requirements; 262 or 85.9 per cent had earned fifteen semester hours or more. By contrast in the Non-North Central schools for the same tenure group 7 or 5.2 per cent of the teachers had no training; 8 or 5.9 per cent had some college training but less than ten hours; 120 or 88.9 per cent had ten or more semester hours of college credit. or the teachers in the North Central. schools with experience from eleven to fifteen years 19 or 10.5 per cent had no training in social science; 5 or 1.7 per cent of the teachers had some college training but not equal to the standard; 158 or 87.8 per cent had fifteen semester hours or more of college credit in social science. Whereas in the Non-North Central schools in the same tenure group 2 or 5.94 per cent of the teachers had no college preparation in social science; 4 or 7.7 per cent of the teachers had some train-— ing but less than the required ten semester hours; 46 or 88.4 per cent had earned ten or more semester hours of college credit in social science. Of the two hundred forty eight teachers in the Nmth Central schools who had taught for over fifteen years, 50 or 12.1 per cent had no training in social science; 6 or 2.4 per cent had some college training but less than the required fifteen semester hours; 212 or 85.5 per cent of the teachers of social science had earned the minimum fifteen semester hours of credit or more. By contrast in the Non-North Central schools of the teachers with over fifteen years of experience teaching 2 or 4.1 per cent had no college train- ing in social science; 1 or 2.1 per cent had some training but less han the ten required hours of credit; 45 or 95.8 per cent had earned ten semester hours of credit or more in social sciences. In summary Table V shows in column two that the teachers with no experience teaching in the North Central schools conform more nearly with accepted standards than do any other tenure group. In the Non-North Central schools the group with experience of fifteen years and over more nearly conform with the accepted standards for those schools. In the North Central schools the teachers with experience in teaching of fifteen years or over had a greater per cent inade- quately prepared in social science according to standards whereas in the Non—North Central schools teachers with experience from eleven to fifteen years had a greater per cent inadequately pre- pared in social science. . The following excerpts represent different points of view of various educators: “In the fields (social sciences and others) the minimum of college training in the field taught or related fields ... should .,(1) be ... eighteen or twenty semester hours. (1) Douglass, H. R., Organization and Administration of Secondary Schools (Boston, 1952) p. 84. "Intensively trained teachers are very apt to be bigoted propogandists for their special subjects. For example the social science teacher may have been trained by Specialists with an ob- session for social sciences. These teachers become dangerous social servants in a democracy."(l) "It is not argued that teachers may not be successful with less training than the minimum outlined, but it is certain that a staff with less preparation is more than likely to do an inferior or medium order of teaching and that, other things being equal, teachers possessing this training will be superior to those who do not possess it."(2) Although.it is evident that educators are not agreed on the subject of the amount of training teachers of social science should possess it shows that at present the problem has not been solved satisfactorily and that the subject is dynamic. (l) Selser, C. A., Menhennett, W.F., and Cromwell, A. D., Introduc tion to Teachiggp(hestchester, Penn., 1951) p. 505. (2) Douglass, H. R., Op. cit., p. 85. M m CBLPTER III ANALYSIS OF THE TEACHING COMBINATIONS OF TEACHERS OF SOCIAL SCIENCE IN THE NORTH CENTRAL 1954 LND NON-NORTH CENTRaL HIGH SCHOOLS 1955 For the purposes of this study the six subjects which com- pose the field of social science are civics, economics, geography, history, sociology and vocational guidance. Table VI, page 26 shows the distribution of teachers accord- ing to the subject in social science they taught. In this table the same teacher may have taught in civics, history and geography if so the same teacher would be counted three times in the total to avoid this the actual totals of teachers which is 971 in the florth Central schools and 588 teachers in the NonéNorth Central schools were used to determine the percentages. In the North Central schools 246 of the 971 teachers or 25.5 per cent taught civics; 107 or 11.0 per cent of the teachers taught geography; 158 or 14.2 per cent taught economics; 614 or 65.2 per cent taught history; 128 or 15.2 per cent taught sociology; 25 or 2.4 per cent of the teachers taught vocational guidance. By contrast in the Non4North Central schools 245 of the 588 teachers of social science taught civics which is 41.7 per cent of the teachers; 51 or 8.7 per cent taught geography; 155 or 22.6 per cent taught economics; 416 or 70.7 per cent taught history; 50 or 8.5 per cent taught sociology; 7 or 1.2 per cent taught vocational education. The above subjects in the field of social science were taught alone or in combination with subjects of other fields. TABLE VI THE NUMBER AND PERCENTAGE OF TEkCHERC TEACHIJG IN THE VARIOUS SUBJECTS IN SOCIAL SCIEJCF Ifl Ti} HCPTH CENTRAL ECEQOLS 1954 AND NON-NORTH CENTHLL SCHOOLS 1955 --—'H-H-- D O -n —— #‘V" . -..- NORTH CSJTRgL C TOOLS NPR—U0??? CENTRAL SCVOCLE subéecm Number PerCent-J Subjects Ihmbrr Perhent- 1n age in age .Soc::l_Sci§nce Teaching Teaching Social Science Teaching _gffggggg: 1) j (2.) is) d (4) (5) (6) h—H'---_~_ --.—...--. . ......l.-- F "......” Civics 246 25.5 *Civics 245 41.7 Geography 107 11.0 Geography 51 8.7 Economics 158 14.2 Economics 155 22.6 History 614 65.2 History 416 70.7 Sociology 128 15.2 Sociology 50 8.5 Vocational 25 2.4 Vocational 7 1.2 Guidance Guidance Read table thus: 246 or25.5 per cent of the teachers in the North Central schools taught civics. 245 or’4L7per cent of the teachers in the Non—North Central Schools taught civics. The overwhelming predggingce of the subject history in the program of the teachers of social science may be explained by its inclusion in the reduireuents for graduation from high schools and entrance reguirements for most colleges. Geography, sociology, economics and vocational guidance are relatively new subjects in the high school program of studies and are usually found in the larger schools. Table VI in summary shops that in both the North Central and Non-Jorth Central schools by far the greatest per cent of the :ers taught history than any other subject in the field of (+— (D p: 9. social science. This was true to a greater degree in the Non- North Central group than in the North Central group because in some instances history alone constituted the offering in social science in many Non~Nortn Central schools. In both school groups vocational guidance was found least frequently in the prog‘ans of the teachers. This subject being one of the latest additions to the field of social science. Subject Combinations In practice social science subjects were found in combination with subjects in every other field in the school system. Table VII, page 28, contrasts conditions existing in the North Central and Non-North Central Schools relative to subject combinations taught by the teachers of social science. This table shows that over half of the teachers in the North Central schools taught social science only whereas about one fifth TABLE VII THE NUMBFR AND PERCENTAGE OF TEACHERS OF SOCIAL SCIENCE TFACHING THE VARIOUS SUBJFCT COMBINLTIONS IN THE NORTH CENTRAL SCHOOLS 1954 AND NON-NORTH CENTRAL SCHOOLS 1955 J NORTH 01:2:th SCHOOLS I NON-NORTH CENTRAL SCHOOLS Social Science and umber lPercent- Number Percentage Teach- age Teaching Teaching ing Teaching 1.Soci&1 science only 546 56.2 129 21.9 2.English 115 11.8 86 14.6 5.Physica1 Education 51 5.5 14 2.4 4.Mathematics 45 4.5 41 7.0 5.Commerce 59 4.0 42 7.0 6.Science s7 2.8 55 9.5 7.Latin 24 2.5 16 2.7 8.Modern Language 20 2.1 2 .5 9.Music 8 .8 4 .7 10.Home Economics 7 .7 8 1.4 11. Industrial Arts 5 .5 11 1.8 12.Agriculture 5 .5 4 .7 15.Mathematics-Science 10 1.1 17 2.9 14.Mathematics—Commerce 9 1.0 9 1.5 15.Mathematics—English 5 .5 15 2.2 16.Mathematics-Industrial Arts 4 .4 O O 17.Mathemetics-Physical Education 5 .5 2 .5 18.Mathematics-Music 1 .1 O O l9.Mathematics-Modern Language 1 .1 1 .2 20.Mathematics-Home Economics 1 .1 O O 21.Mathematics—Latin O O 4 .7 22.Mathematics-Agriculturé O O 2 .5 25.English-Modern Language 7 .7 1 2 2.0 24.English-Physica1 Education 7 .7 l .2 25.English-Commerce 5 .5 6 1.0 26.English-Science 4 .4 6 1.0 27.English—Latin 5 .5 26 4.4 28.English—Music 2 .2 4 .7 29.Home Economics—English O O 7 1.2 50.Science-Agriculture 5 .5 17 2.9 TABLE VII (Continued) SUBJECT COMBII‘UTIOI-IS NORTH CENTRnL SCHOOLS NON-NORTH CENTEiT SCHOOLS Social Science and Number Percentage Number Percentage Teaching Teaching Teaching Teacb'ng 51.50ience-Industrial Arts 2 .2 5 .5 52.Science-Commerce l .1 5 .5 55.5cience Home Economics 1 .l 5 .5 54.Science-Latin O O 2 .5 55.8cience-Physical Educ. O 0 l .2 56.1ndustria1 Arts- Physical Educ. 4 .4 2 .5 57.Industriel Arts- Commerce 1 .l l .2 58.Industrial Arts-music l .1 O O 59.Industria1 Arts-Art O O - l .2 40.jodern Language-Latin l .1 5 .5 41.Modern Language-Commerce l .l_ 0 O 42.Modern Language-Home Economics 0 O l .2 45.£rt-Latin O 0 l .2 44.Art—Music O O l .2 45.Commerce-Latin O O 6 l 46.00mmerce-Phys. Educ. O O l .2 47.Mathematics—Science Commerce 2 .2 l .2 48.Methematics-Science Pm$.Fm l .1 O O 49.Mathematics-Science- T311810 l o l O O 50.Methematics—Science— Latin 0 O 2 .5 51.Mathematics—Science- Agriculture 0 O 2 .3 52.Mathemetics-English Science 0 O 2 .5 55.Mathematics-English Latin 0 O l .2 54.Mathematics-English— Industrial Arts L O O l .2 55.Mathematics— Phys. Ed.~ Industrial Arts 0 O l .2 TABLE VII (Continued) SUBJECT COMBINATIONS '1‘ NORTH CENTRAL SCHOOLS HON-HORTH CENTRAL SCHOOLS Social Science and Number Percentage Number Percentage Teaching Teaching Teaching Teaching 56.English4Latin- Physical Educ. l .l O O 57.English—Latin- Modern Language 0 O l .2 58.anlish—Latin-Science O O l .2 59.English—Latin—Home Economics 0 O l .2 60.English-Hodern Language Science 0 O l .2 61.English—Modern Language Music 0 O l .2 62.English-Modern Language Commerce 0 O l .2 65.English-Science— Commerce 0 O l .2 64.80ience—Manual arts- ?hysical Education 1 .l O O 65.8cience-Home Economics Physical Education 0 O l .2 66.Mathematics-English-Home Economics-Physical Education 0 O l .2 67.Science-Agricu1ture- Industrial Arts-Music O O l .2 Total Teachers 971 100.0 588 100.0 Read table thus: 546 or 56.2 per cent of the teachers in the North Central schools teach social science only. ,4 of the teachers of the Non-North Central schools taught social sciences only. This table also indicates that Inglish, physical education and mathematics in order were the three subject fields most comnonly n the North Central schools. In H. conbined with the social sciences the Non-North Central schools English also led in first place in the freguency with which it was conbined with the social sciences however, science and commerce resoectively ranked second and third. In the case of the teachers who taught two subject fields with social science, mathematics and science were combined with social sciences most frequently in the North Central group of schools and social science, English and Latin in the Non—North Central'zroup. In the instances where the teachers were asked to teach in three subject fields with social science the most frequent combin- ation in the North Central schools was mathematics, science and commerce combined with social science. In the Non-North Central schools three possible combinations tied for first place not any combination being the same as recorded for the North Central schools. In the Non~North Central schools two teachers taught in four subject fields and social science, in neither case were the combin- ations similar in any respect except both taught social science. No teachers in the North Central schools taught in four subject fields and social science. Table VII shows that there were sixt"-six subject field V combinations in the North Central and Non—North Central schools. 52 Of this number thirty—nine different combinations were taught in the North Central schools whereas fifty-seven of the sixty-six combina— tions present in both groups of schools were found in the Non-North Central schools. Thirty-five and three-tenths per cent of the teachers in the North Central schools taught in only one other field combined with social science, 47.9 per cent of the teachers in the Non-North Central schools taught in one other subject field. In both groups of schools there were eleven possible double-combinations represented. Seven and nine tenths per cent of the teachers in the North Central schools taught in two other fields combined with social sicence, in the Non-North Central schools, 26.5 per cent of the teachers taught a similar number of combinations. There were thirty- four combinations. Six tenths per cent of the teachers in the North Central schools taught social science in combination with three other subject fields whereas in the Non-North Cent‘al 5.5 per cent of the teachers of social science taught in three other subject fields in combination with social science. There were nineteen possible combinations. In the Non-North Central schools 0.4 per cent of the teachers taught subject combinations involving four fields other than social science whereas in the Non-North Central schools there were no teachers who taught in four fields other than social science. Practice indicates that teachersof social science can ex- pect to teach in two or more fields. For the most part it is in the larger schools only that teachers are permitted to teach in one field. This is due in the main to school organization and economic factors. Various Fields in Which Teachers Instructed Table VIII, pageifii , shows the number and percentage of teachers who taught in one to five fields. The material summarized in table VIII indiCates the advisability of prospective teachers of social selence preparing in more than one subject field. TABLE VIII THE NUMBER AJD PERCEJTAGE OF TEnCHERS OF SOCIAL SCIENCE TFRCHIN IN THE VARIOUS SUBJECT FIELDS IN THE NORTH CENTRAL SCHOOLS 1954 AJD NON—NORTH CENTRAL SCHOOLS 1935 NORTH CENTRAL SCHOOLS Non—4mm CEZJTFAL screams Number Number Percentage Number Number Percentage of of __§ields Teaching Teaching Fields Teaching Teaching l1) l2) El (4) (5) l6l One 546 56.2 One 129 21.9 Two 542 55.5 Two 285 47.9 Three 77 7.9 Three 156 26.5 Four 6 .6 Four 18 5.5 Five 0 0 Five 2 .4 Total 971 100.0 Total 588 100.0 Read table thus; 546 or 56.2 per cent of teachers in the North Central schools taught in one field. \— CONCLUSIONS The following conclusions are indicated from the preceding study: 1. 4. a higher percentage of the teachers of social science in the Non-North Central schools had earned the formal re- quirement of ten semester hours of college credit in social science which is the standard of the accrediting board of the University of Michigan, than the teachers of social science in the North Central schools, who were re- quired to hold fifteen semester hours of college credit in social science. The data analyzed revealed that in the North Central schools the teachers of social science in schools with an enrollment of over 1000 pupils had the highest per cent adequately trained in terms of established requirements than in any other enrollment group. ‘The Non-North Central school on the other hand had the highest per cent of the teachers of social science adequately prepared in the schools with an enrollment from 501 to 500 pupils. In both groups of schools those schools with an enrollment of 500 pupils or less had the lowest per cent of the teachers meeting the standard requirements set up by the respective accrediting boards. This study shows that the teachers of social science who received salaries from $l50l to {2000 had the highest per cent adequately prepared in terms of formal requirements than did any other salary group in both the North Central and Non-North Central high schools. In the North Central schools the teachers who received salaries from $1031 to $1500 had the highest per cent with less than the required fifteen semester hours of credit than any other salary group. In the Non-North Central schools the teachers who received $1000 or less per year had the highest per cent with less than the required ten semester hours of credit. In the North Central schools the teachers who had no ex- perience in teaching had the highest per cent of all tenure groups with training in social science of fifteen or more semester hours. In the Non-North Central schools the teachers with experience of over fifteen years had the highest per cent of all the tenure groups with training in social science of ten or more hours of credit. In the North Central schools the group of teachers with fifteen or more years of experience had the highest per cent of inadequately trained teachers in terms of standard requirements. Whereas in the NonéNorth Central schools the teachers with eleven to fifteen years experience had the highest per cent of inadequately trained teachers. 8. More teachers in both groups of schools teach history than any other subject. In both groups of schools the order of frequency with which the subjects in the social science field occurred in the programs of the teachers was prac- tically identical. 9. The subject combinations in both.groups of schools were numerous and varied, apparently determined only by the local conditions. The North Central schools were superior to the Non-North Central schools in the matter of fewer subject combinations, the majority of their teachers taught only in social science. The remainder of the teachers with few exceptions taught one other subject field in combination with social sciences. 10. Some of the teachers of social science in the North Central schools taught in as many as four subject fields whereas some of the teachers in the Non-North Central schools taught in as many as five subject fields in a teaching program. However, in the North Central schools over ninety per cent of the teachers of social science taught only in one or two fields. In the Non—North Central schools by contrast slightly less seventy per cent taught in one or two sub- ject fields. The remaining numbers being distributed over three, four and five different subject fields. A serious need for further work growing out of this study includes a survey of the training and teaching combinations of all of the teachers in the high schools of Michigan and an experimental study to determine whether teachers with more training are more efficient teachers than those with less training. APPEN DIX REVIEWS OF SIMILAR STUDIES A study was made in 1954 of the subject combinations and college preparation of teachers of home economics in small high schools of Nebraska.(l) The study showed a wide range of subjects combined with home economics. English was most frequently com- bined with home economics. All of the teachers of vocational home economics had majors in home economics, sixty per cent of the non- vocational teachers had majors in home economics. A study of the preparation of teachers of English and of the subjects they teach in the public high schools of Kentucky was made in l955.<2) This study showed that those in charge of teacher placement failed to emphasize specialization in subjects to be taught. The subject combinations in the larger high schools for the majority of teachers was good but in the smaller high schools the teachers were required to teach too many subject combinations. A study of Ohio conditions relative to teachers of social science, their training, experience and subject combinations was made in 1954,(5) This study indicated that a large percentage of (l) Dickerson, M. E. A Study of the Subject Combinations and College Preparation of the Home Economics Teachers in the Small High Schools of Nebraska. Unpublished Master's Thesis, University of Nebraska, 1954. p. 91. (2) Jones, John Spenser. A Study of the Preparation of the Teachers of English in Kentucky in the Fields of English and of the Subjects They Teach. Unpublished Master's Thesis, University of Kentucky, 1955. p. 70. (3) Puderbaugh, Franklin E. A Study_of Ohio Social Science Teachers; Their Training1 Experience, and subject Combinations. Unpublished Master's Thesis, Ohio State University, 1954. p. 86-87. the teachers of social science taught English, mathematics, physical education and foreign language in combination with the social sciences. Twenty-five per cent of the teachers of social science in the high schools of Ohio had no formal preparation in social science, forty—one had college training only in one subject in the social science field and thirty—four per cent of the teachers were adequately prepared in terms of formal requirements to teach the entire social science field. Sample of Form Used to Record Data in This Study Name of Enrollment Teacher Subjects Semester Years Salary School Credits Fxner- ience l.(N.C.A) 259 l Civics 15 6 $1080 Listory 15 Latin English Please return this blank by December I, 19...... to 41 1 BUREAU OF COOPERATION WITH EDUCATIONAL INSTITUTIONS OF THE UNIVERSITY OF MICHIGAN ANNUAL REPORT FOR ACCREDITING Submitted by the High School (Give official name by which your high school should be listed in published reports.) County City Street Address Date of submitting this report ’ ___19_._.Administrator in direct charge of high school (Superintendent or Principal) GENERAL INFORMATION XOTE: (:1) Questions desiginatfighbyuhtlgbasterisk (') may be omitted by public high schools in cities of more than 10,000 population. (b) Non-public schools my omit questions c . such as apply only to pub 1. Secretary of Board of Education 2. What grades are included in the high school? , 19..-- = 19-..... 5. Give specific dates on which your school will be closed for all 3. Date of opening of school year 4. Date of closing of school year vacations or special holidays ‘6 Population of school district ‘7. Total school census *8. Approximate enrollment of non-public schools in the school dis- trict *9. What is the assessed valuation of the school district? *10. How much money is being raised this year for school purposes on this valuation? 11. What is the tax rate per $1000 for school purposes? _..______ I"12. What is the bonded indebtedness of the school district? ....-.“ STANDARD 1 (a) 1. When was the present high school administrator elected to this position? 2. If newly appointed in charge of the high school since January, 1930: Name two courses taken in the field of Administration and Supervision Indicate where you had two years of secondary school teach- ing previous to this appointment STANDARD 1 (b) I. Name any teachers in your high school who do not hold regular teaching certificates issued in Michigan STANDARD 1 (c) I. Name any high school teachers of science who have not had at least one college course of three semester hours m the particular science subject they are teaching? 3. Name any high school teachers of social studies who.have not had at least one college course of three semester hours in each of the particular subjects they are teaching STANDARD 1 (d) . Name any teachers of non-academic subjects in_the high school who do not hold special certificates in their subjects as required by law STANDARD 2 . Average number of pupils in the high school per full-time teacher 2. Name such classes as have enrollments from 30 to 40 __-.._.._.... 3. Name such classes as have enrollments exceeding 40 __.._-_.--___.__ 4. Name such classes as have enrollments of less than 10 ________ 5. Enrollments Boys Girls Total Total below 7th grade 7th grade 8th grade 9th grade 10th grade 11th grade 12th grade Post-graduates Total STANDARD 3 1. How many teachers do not have at least one free period a day for pupil consultations? 2. How many teachers teach six periods a day? How many teachers teach more than six periods a day? 9° 4. How many classes are held in rooms where other students are present? STANDARD 4 *1. Do you have the equivalent of at least three teachers in the upper four grades of your high school? STANDARD 5 (a) 1. What are the net number of minutes of class-room work per period. exclusive of all time used for passmg between classes? (Not less than three minutes should be allowed for passing be- tween classes.) 2. What laboratory sciences have less than three recitation plus two double laboratory periods, a total of seven periods per week? 3. What vocational subjects have less than 10 periods per week? STANDARD 5 (b) 1. How many weeks of actual school work did your high school pupils receive during the last school year? 2. How many weeks of actual school work are planned for the cur- rent school year? STANDARD 6 How many periods a week does the administrator teach? 2. Estimated number of hours per week spent by the administrator in actual classroom supervision.__._.; office duties ; confer- ; conferences with parents and patrons ...; ences with teachers ; purely clerical duties 3. How much clerical help is provided? 4. What organized professional study is carried on by the faculty? ; community activities STANDARD 7 *1. How many teachers are employed in the grade rooms in the build- ing housing the high school? *2. What provisions are made for the supervision of health in the elementary grades? __ 3. Has the board of education a written statement of policies? _._.. *4. Does the board of education employ only teachers recommended by the superintendent? *5. Does the board of education purchase only such supplies and equipment as have been recommended by the supermtendent? STANDARD 8 1. What provision is made for establishing efiicient study habits? l 2. For adequate educational guidance? 3. For adjustment to individual needs? 4. What plan is followed for reporting especially satisfactory or un- satisfactory work to parents? 5. Under what conditions may pupils carry five subjects? 6. How many pupils in the high school are carrying five subjects or more? 7. Is a permanent, cumulative record card kept for each pupil? __ 8. Check the items recorded on such a card: school marks ; standardized test results _..-__; ; post-school rec— intelligence test scores character, personality and other ratings ord__..__.; others 9. Check forms used for records: registration card card...__s...; health record- ; attendance record guidance record .; activities record ; others 10. Number of graduates last year (midyear and spring): Boys Girls Total 11. Number of last year’s graduates now attending college ...—.... 12. Number of former graduates attending college for the first time ; program this year __ STANDARD 9 1. Will a copy of this report be presented to the board of education? 2. Is the oflicial letter from the University or Department of Public Instruction relating to the last inspection on file? STANDARD 10 ‘1. Indicate the number of units or half units of work included in your program of studies: English W. Economics Typewriting French ..______.._ History ..____.__.._.. Bookkeeping German Biology Other Commercial .. Latin Chemistry M Manual Arts _.___.__ Algebra H. S. Geography ...... Home Economics ...... Geometry Physics __.___.....__. Agriculture Civics Stenography Music ... Other subjects ‘2. How many units are required for graduation? *3. How many of these must be earned in classroom subjects? 4. Is every student required to take a semester of American Govern- ment before graduating? STANDARD 11 1. In what respects is the high school building overcrowded? ...... 2. Check service systems that are unsatisfactory: heating ventilating _; fire protection ......_....; cleaning ; artificial lighting ; water supply ....___._; drinking fountains __.__...; toilets - - *3. What improvements to the plant were made last year? STANDARD 12 1. Check inadequate laboratory equipment: ; individual laboratory tables .....___; running water ; gas 2. Is apparatus adequate for general science physics ; chemistry—...; agriculture- 3. How much was spent for apparatus the past year? 4. Is there an annual appropriation for apparatus? a If so. how much? fl STANDARD 13 1. How many usable volumes in the library? a 2. Is the library immediately accessible to the study hall? *3. Is there a local public library available to pupils? 4. Is there a good reference library of encyclopedias, dictionaries. and other general books provided in the study hall? *5. In what way is library reference stimulated? demonstration desks ; cases for apparatus ; electricity ; biology 6. Is the library cataloged? How? 7. Are books kept in good repair? 8. How much money was expended on the high school library 135 year? What appropriation was made for the current year? 9. Is the high school supplied with adequate sets of World am American history maps? Are grades one to six supplied with at least two complete sets c supplementary readers? STANDARD 14 1. 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