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Submitted in partial fulfillment of
the requirements for the degree
of hoetor of Hhilesophy in the
Graduate School *
Indiana University,
1949
ProQuest Number: 10295227
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uest.
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P.O. Box 1346
Ann Arbor, Ml 48106 - 1346
Joeepted W the f&oultgr of the CfcrsMlttatd
School of Indiana University an fulfilling
the the eis requirements for the degree
of looter of Philosophy#
lootomte Remittee Chairman
ACKSOWLBBOMMT
fit# writer is deeply grateful to hr. 6.
#• Trsttastt for permission to use M o improvement
Sheets, for M o gaidanoe during the past twelve
years. Aok&owledgmsiit is also ©ado of the encour
agement given the writer hy the other meabero of
M o hostaral Sommiitee, eat especially of hr* S.
Fatttsls assistance with the statistical phases of
this study*
the writer wish®® to ©agrees his apprecia
tion of the assistant* given hi© by the secondary
school principals and teachers who participated la
this study*
111
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1
CHAPTER 1
INTRODUCTION •* THE ORIGIN AMD i45r :OD OF
COHSTauCTIIJG IwTfiQVELRthT 3H73TS
Ail te&Ohsr© should fee interested in continually
improving their method© of instruction* In order to im
prove their methods of instruction,, teachers need access to
self-evaluative techniques and supervision. Most secondary
school teachers do not have adequate supervision; there
fore, the need become© of paramount Importance for self-
evaluative technique© or technique© fey which school person
nel, other than trained supervisors, can assist in the
evaluation of the instructional process*
What are Improvement ®he,et.l»? Twenty-five years ago,
Dr* 0* G* f* Fran&sn became dissatisfied with rating scales
as Instrument© for Improving the effectiveness of instruction
at the secondary school level because rating scales only
give a composite picture of a teaching situation; tuey do
not tell the teacher what to do in order to improve his
instructional procedures, This dissatisfaction has resulted
in the development and constant refinement of Improvement
Sheet© for many secondary school subjects,* Improvement
Sheets are eoraposed of the following principal parts *
1* Specific alms for each subject-matter area.
**For a complete list of Improvement sheet titles,
sec page 25,
Zm Lists of desirable activities performed by the
teacher in the achievement of each aim*
3# Lists of desirable activities performed by the
student in the achievement of each aim*
4* Suggestion© of material© that will enable the
teacher to use more varied methods of instruc
tion*
5* Bibliographies that will clarify the meaning
and aid in the achievement of each Individual
student or teacher activity*
When the teacher activities and student activities
have been assembled for any subject, they are placed in a
form that Include®, at the right of each item, column® la
beled "Yes** and Miio#n The teacher or an observer use© this
list to oueck an item !iY © a I f It is practiced la the class
room and nHo," if it 1© m % practiced in the classroom. These
lists are ©o extensive that it would be impossible for an
observer to see all Improvement Sheet item© practiced dur
ing a single class period; therefore, in order to determine
the effectiveness of a teacher by u sing an Improvement
Sheet, it would be necessary to observe him for a long per
iod of time*
The following quotation from an article by Dr, Fr&nzen
will further clarify the use of Improvement Sheets;
The idea of the Improvement Sheet does not
imply its use as a rating scale; all that t..e teacher,
committees, or principal are interested in learning
is whether or not the teacher performs toe desirable
activities that are listed. Consequently, these
activities are put in the form of statements, or,
better still, questions* Ths question form is prob
ably to be preferred, because it can be answered by
checking in on© of the two columns headed ttYesa and
"Ho*n The reason that only two columns are used is
that we are not looking for the degree to which a
teacher performs a certain activity, because that Is
an element which may be considered later. It is
enough for oar present purpose to find evidence of
the presence or absence of certain items* Another
thing to be observed in this cornicetion is that all
these questions or statements are so worded that the
performance of the act is considered a desirable acti
vity with the idea in mind that a more constructive
attitude will result from finding a positive item
answered negatively ijhan from finding a negative item
answered positively.4*
The method of cons tractlug improvement She© to * In
miiiiiiinti.iininiir1--inmivT-Tff rnniii ■mi'n - wnrtiMtiwiiiffi'ini*—urmwwwtmtr.wnffwwnriwmrmi'iTi- iiiilrtTM'ini»irin>rTiiTin,''riiiin unn nnni'iiiimi i imn tnrm rrm^irrni.tfiiiWir-l-Trr^Tt-
order to construct an Improvement Sheet for a subject-matter
area, It is first necessary to establish the specific alms
for that subject* The constructor© of an Improvement 3ho@t
are always teachers who work in the area for which the Xm-
proveneat sheet is being constructed* These teachers ex
amine all available statements of aims tont have implica
tions for the area and take tue most pertinent fact© from
each etutement* often these facts have boon assombled, they
are stated in simple language as the aims for the subject-
matter area* All items taat become a part of an Improvement
**Franaent 0. G* F* Flans for the supervision of
High-Bchool Teaching By The
the lUgii 0etioat Pr Inctpals' coiif or©xice• "Hovember 13, lo£S*
