Table Of ContentFIELD EXPERIENCES IB TEACHER EDUCATION
<?ITH RECO^MEHimflOHS FOR
INBUSTHIAL ART 5 TEACHER PREPARATION
3y
Stanley J*" hrasek
m
Thesis submitted to the Faculty of the Graduate School
of the U niversity of Maryland In p a rtia l
fu lfillm en t of the requirements for the
degree of Bootor of Philosophy
1950
UMI Number: DP70321
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1
AG K NO WL E DO EM ENT S
The splendid cooperation received by the w riter fro© a
vast number of people made th is study possible, te&ny per
sons, through correspondence or in conferences, contributed
data explaining th e ir programs. Their names are included in
Chapters ¥ and VI, and to each one sincere appreciation is ex
tended. In addition, a number of individuals spent consider
able time reviewing program rep o rts. The names of the
reviewers are included in program explanations. Their a s s is t
ance is likew ise appreciated*
The w riter is deeply g ratefu l to Professors R. Lee
Hornbake and Alvin Schindler. Dr. Hornbake has been a
constant guide over an extended four-year period of graduate
study, iils guidance during the in it ia l stages of the research,
in form ulating the purpose® and in planning the overall pro
cedures, contributed greatly to the success of the study. Dur
ing hie current year of research at Harvard U niversity close
contact has been maintained by means of correspondence and
conferences. Dr* Hornbake has reviewed the en tire present
study and has made many thought-provoking suggestions.
Dr. S ch in d ler^ Influence also has been immeasurable.
From a basic course in Educational Sociology in 19^6 to the
present study the w riter has received frequent assistance
and guidance. Dr. Schindler helped in planning the current
study, reviewed each phase of the rough d ra ft, and made many
11
tim ely suggestion8 and recommendations which are Incorporated
la the finished manuscript* To these two men the w riter
wlahes to express h is deep sense of gratitude*
Various members of the College of Education sta ff also
have aided the w riter* Dr# Henry B reohblll loaned the w riter
m aterials from h is lib rary and also reviewed the o verall p at
tern of the study* Dean Harold Benjamin and Dr# Gladys A*
wlggln made several suggestions regarding specific programs*
Mr# Frank Sievers of the 0* S* O ffice ©f Education helped
the w riter with the I n itia l questionnaire* Dr. Clarence A*
Hewell offered suggestion® on various occasions and reviewed
the early chapters of the study# To each of these persons,
and to a l l others who assiste d d ire c tly or In d ire c tly , ap
p reciatio n is expressed*
Special commendation Is made to my w ife, M arjorie, whose
constant assista n ce , encouragement and e d ito ria l aid have
helped to make th is study a reality *
Stanley J • Drazek
May 7, 1950
t i t
Greeting h is p u p ils, th© master asked;
What would you learn of me?
-&nd the reply carnet,
Bow sh all w© ©are for our bodies?
How shall we rear our children?
How shall we work together?
How shall we liv e with our f©llowmen?
How shall we play?
For what ends sh all we live? . * *
And the teacher pondered these words,
and sorrow was in h is h ea rt, fo r h is own
learning touched not these things#1
The above quotation w ritten over tw enty-five years ago
portray® the p lig h t of an inadequately prepared teacher#
Our public school® are dedicated to the education of young
ster® for In te llig e n t p artic ip atio n in our ever changing
society# our society i® characterised by continuous tech
nological advancements, many of which have been made p o ssi
ble through the medium of mass production# This technological
advancement has provided our country with a m aterial standard
of liv in g p aralleled by no other nation; y e t, these standards
have not been attain ed without in flic tin g noticeable scars
upon our social in stitu tio n s# In g en eral, satisfacto ry so
c ia l adjustments have been outdistanced by advancing social
complexities#
Unlike the teacher of yesteryear who was concerned with
the education fo r a re la tiv e ly established so ciety , the
• Crosby Chapman and George S. Counts. P rincip les of
Education* Boston: Houghton M ifflin Company# 1924*
1V
teacher of todayv and ss©r© sp e c ific a lly , th© In d u stria l Arts
teacher of today, should possess the capacity for understand*
Ins and in a measure d irectin g both technical and social
change. E ffective s k ill and lite ra c y In the®® areas are the
n atio n 1e assurance th at I ts adaptive society w ill be wisely
p ilo ted by a w ell educated and adaptive © itlsenry.
the prospective teacher should develop an understanding
of the social and technical problems associated with our way
of l i f e , these understandings ©an no.longer tee gained in the
confines of the formal collage classroom, certain In sig h ts
can be gained b est through first-h a n d experiences, h program
of fie ld experiences Is one technique which may be u tilis e d
in teacher education In s titu tio n s as a supplement to formal
course work. The product of our teacher in s titu tio n should
then be b e tte r equipped to guide young people in assuming /
th e ir ro les In our variab le society.
From the program mentioned, the teacher may find assu r
ance when asked, “How sh all we work together?1* or *fliow shall
we liv e with eur fellow saeni* He w ill not have “sorrow . . .
In hi® h e a rtH for h is own learning experiences should d irect
hi® In h is thinking and in hie answering.
This study presents some of the fie ld experience pro
grams currently operating in several of our teacher educa
tion in s titu tio n s . These may serve a® an aid to those
contemplating fie ld experience program® for th e ir p a rtic u la r
situ a tio n . Reoomendatlens are Included which may provide
bases fo r experiences d esirable fo r intending teachers of
In d u strial Arts*
V
LI3T I fvPlIP
T able Pa
T . t:i «; FTR'Tf, s i e . i i , and th ip p - h io io e v 5,
Ami'jcn
g p j j \ t - k 3 ..,i r „i O uij,ri-;i i t u d - a t i
QI TIM PI 01 4L PRL^lPIPP * ................................ . ?9
.
II TH E PR, I If IT 11IY II T ill
Oil IIP A : I'ID I BY T : I
I I ’ . T -'lIT THv T :"'T II' T/YIHL PELI lip . . 82
IV. 01 CT I 1 3UTT ,11 , F PI ELD EXP IPX ApI I PRwCII¥3
up A IR T u iI-IIIE IAITT, El DPT PUP I - D IY
GA:'D IU :A;TIwlAEIHI................................. 88
vi
TABLE or CONTENTS
C hapter Pag®
ACfLOWLElXJLELTS. .......................... i
PREFACE* ............ i l l
LI ST '..'i* PA OPES • . * • • * • * • • • • • • • • • • * * • • * • ♦ • • • * • • • • v
1 THE PROBLEM IN IT B 3ETTIMG........................... 1
Statement of the P ro b le m ....................... .* 3
Procedure®. ............ 4
To ope and Limitations of the study • .......... 5
Assumptions Involved In th® S tu d y ....... 6
Svi denoe of need ............ 7
Definition of f e n s . . ............ 10
Organisation of phi® Report............... 12
II A 3ACE1BCUKD FOR FIELD CAPER I LOO 0 0 INCLUDING
A Pevlew of the L ite ra tu re .* .* * .. 14
H istorical E v o l u t i o n . . . . . . . . . . . . . . . .......... 15
Field Experience® in Other Area® of Study 28
Field Experience® at the Teacher
Preparation Level ............ 40
I I I IMPORTANT related studies 57
N atio n al Survey of Teacher Education
In Community Study Techniques 57
American Council on Teacher Education
and Field Experiences 59
The American Association of Teachers
College® S tudy...**............... 68
Types of Direct experiences U tilized
In Teacher Education ................. 73
Scientific Evaluation of -I eld
Expert encee. ............................... 7 6
IV EUTyEY v,F EX I STT LG- FIELD PRaTR * T S I A
Teacher Education in stitu tio n ® .••» ••« ... 34
Card Q uestionnaire. .............. 34
C orrespondence ........................ 39
V is ita tio n and Conference©................................. 90
V TROCRAL RSPuRTSl DATA ERCL CO'L* EREVC ES,
OBSERVATIONS 43 U FRITTED DESCRIPTIONS.............. 93
I n tr o d u c tio n ................ 93
F ield Experience R elated to V arious Col
leg e C ourses, C ortland S ta te Teachers
College ............ 98
Community Study Workshop, Department
of Education, B a ltim o r e * ........ 114
v ii
Chapter Page
A Program of fork Experi©nee, Leadership-
A c tiv itie s, and the U tilisa tio n of
Off-Campus C ultural O pportunities,
th e George Washington U n iv ersity ..* . 124
Cooperative Program with Local
In d u strie s, Kent State U n iv e rsity ... 134
A program In Community P a rtic ip a tio n ,
Miner teachers C o lle g e .......................... 140
A Program In September Field Experiences
and Field service P ro jects in
Education, Ohio State U n iv e rs ity .... 150
A Program in Community Study, Oneonta
State Teachers c o lle g e . .................... 166
The Functional Program of Teacher
Education, Syracuse U n iversity. . . . . . 180
Field Experiences Related to O rientation
in Education C ourse. ...................... 199
Internship in School Adas! nl s tr a ti on,
U niverslty of Maryland ............ 202
A Program of Organised In d u stria l
Experience fo r In d u stria l Arts
Teachers, U niversity of M aryland.... 20?
A Program of study in Human Development,
U niversity of M aryland............................ 213
Community Recreation Leadership,
Wayne U niversity . * 218
Cooperative Programs with in d u strie s,
Wayne u n iv e rsity ................ 222
Field Ex erlenees Related to O rientation
to Education, Wilson Teachers College 232
VI PROG RAM REPORTS; DATA FROM CORRESPONDENCE... 23?
A gricultural and Mechanical College
of Texas ................. 23?
Berea C o lleg e. ............ 238
(Danbury) State Teachers C o l l e g e ......... 239
(Indiana) State Teachers C o lleg e. .......... 241
Iowa State C o l l e g e . . . . . . . . . . ..................... 243
Louisiana State U niverslty. . . . . . . . . . . . . . . 243
Marshall College ............ 243
(Milwaukee) State Teachers C o lle g e ....... 244
(Newark) State Teachers C ollege....................... 244
(Paterson) State Teachers C o lle g e ....* ... 245
Rhode I eland College of Edueatl©n. . . . . . . . 248
San “ra n d se o S ta te C o l le g e ...... 248
Southern U niv ersity................................................ 249
U niversity ©f C in cinn ati ...........*................ 249
U niversity of Denver.......................... 250
U niversity of Kentucky ................ 251
U niversity of Miami.................. 252
U niversity of M ic h ig an .... ............. 252
U niversity of Minnesota ............. 254
v l i l
Shapter Fasre
Uni ver «5 t y of Omaha . *. *......................... 255
University of flsco n sln ....................................... 257
Wheelocfc College . . . . . . . . . . . . . . ................. • 258
(Whitewater) State Teachers College*#**. 259
Summary ............................................ 260
v ii p :co. " 'o o m tio s -or n eld experiences to
J ~1cJ \ L ARTS TEACHER EDUCATTOK.......................... 263
Professional Heeds of Teacher©*..*............. 263
Areas fo r Pi ©Id Experiences*................................ 265
In d u strial Area...............*................................... 266
Community Fi ©Id roc peri en ees. *.................*. * * 276
och jo 1 i^xpsrl ences............... 278
Chi Id Study• . • • * .............. .................... 279
Summary............................................................................. 281
'$1.11 SO O 0 THY .............. 283
The .approach................................................. 203
Summary of C urrent Program s.................... 285
Recommendation® fo r I n d u s tr ia l Arts
Teacher P r e p a ra tio n . 208
APPENDIX A - P i O &FP.ERI UUCP DATA YPHYS 290
P a rt I - Community study A rea*.*.. 290
P art II - I n d u s tr ia l Area*................................................... 303
P a rt TIT - E ducational I n e t l tu tl o n s . . . . . . . . . . . . . . * 312
APPENDIX B - 1 THROUGH 3-2? Fy-EY PLOY TO UY V AH I,, US
IT STI TUT IS .US 1M ADYI PI STRATI v? PROS RAP 3............... 316
SELECT TO BT BL ; OGRAPHY .................................................... 354
INDEX - INSTITUTE; *3 CONTAINED IN TUT STUDY............ 357
