Table Of ContentPROBLEMS OP GUIDANCE IN THE JUNIOR HIGH SCHOOL
A P roject
Presented to
the Faculty o f the School o f Education
The U niversity o f Southern C alifornia
In P artial F u lfillm en t
o f the Requirements for the Degree
M aster o f Science in Education
fey
W allace J. Hutchens
February 1950
UMI Number: EP45885
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This project report, written under the direction
of the candidate’s adviser and approved by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
Dat ..........................
3
< .
Adviser
Dean
TABLE OP CONTENTS
CHAPTER PAGE
I . THE PROBLEM AND DEFINITIONS OF TERMS USED . . . . 1
The problem . . . . . . . . . . . . . . . . . . 1
Statem ent o f the problem 1
Importance o f th is study . . . . . . . . . . 2
Need for guidance . . . . . . . . . . . . . . 2
Background o f the study . . . . . . . . . . . 3
D efin ition s o f terms used . • • • . • . . . • • 5
Guidance .......................... . . . . . . . . . . . . 3
Core curriculum . . . . . . . . . . . . . . . 5
V ertical ....................................................... 5
II. METHOD OF PROCEDURE . 6
I I I . PRINCIPLES AND ORGANIZATION FOR IMPROVING A
GUIDANCE PROGRAM ......................... 7
Why guidance programs fa il and succeed . . . . J
Causes o f fa ilu re . . . . . . . . . . . . . . 7
Good rules for s u c c e s s ..................................... 7
Growth needs o f the junior high school students 8
How improved guidance in the classroom may be
accom plished through b etter learning
situ a tio n s . 9
O rganization o f an in service train in g program . 9
IV. TECHNIQUES FOR IMPROVING PROFESSIONAL GROWTH IN
GUIDANCE . . . .......................... . . . . . . . . . . 13
i l l
CHAPTER PAGE
In service train in g program . . . . . . . . . . . 13
Guidance a c tiv itie s • Ik
O rganization o f guidance . . * . • .............................. 15
Problems prim arily a ffectin g teachers . . . . 16
Guidance problems prim arily a ffec tin g students 17
Workshop a c tiv itie s ........................................ 17
Conditions favorable for involving teachers in
study a c tiv itie s 18
Suggestions for helping the teacher . . . . . 19
Understanding guidance r e sp o n sib ilitie s . . . . . 20
The place o f classroom guidance . . . . . . . 21
Areas o f guidance for which the classroom
teachers should assume primary resp o n sib ility 23
The place o f o ffic e guidance . . . . . . . . . 29
R esp o n sib ilities o f associate or a ssista n t
p rin cip als in the guidance program . . . . . 31
R esp o n sib ilities o f the p rincip al in the
guidance program ........................................ 31
The steerin g committee 33
Guidance for junior high s c h o o ls ......................... . 33
V. CURRICULUMS AMD PERSONAL GUIDANCE . . . . . . . . 35
Types o f curriculum plans .............................. 35
The conventional or su bject curriculum . . . . 36
The correlated curriculum ....................... 37
IV
CHAPTER PAGE
The fused curriculum . . . . . . . . . . . . . 38
The large or broad fie ld s curriculum . . . . . 41
The experience curriculum 42
The personal lif e functions or "cardinal
p rin cip les” plan • • « • • . • • • • • . » . 44
The so cia l functions plan 44
Curriculum building . . . . . . . . 46
Curriculum development as program o f teacher
development • • . • • • • • * . . • • • • • 46
Securing system -wide or school p articip ation • 48
U tiliz in g the work of ind ividu al teachers • • 49
D iscovering and u tiliz in g sp ecia l ta len t • * 50
Personal guidance 51
Pupil needs 32
Educational and vocational guidance . . . . . 52
Placement and follow -up program . . . . . . . 57
V I. REPORT CARDS, CLASSIFICATION OF STUDENTS, TESTS,
AND MEASUREMENTS.................................................................... 59
Marking system , record and report cards . . . . 59
Current tendencies In marking system s and
evaluation . . . ..................... . . . . . . . . . 59
Cumulative records . . . . ..................... . . . . . 59
Need fbr new types o f records 60
Experiments In home reports 64
CHAPTER PAGE
C la ssifica tio n and grouping o f pupils . . . . . . 65
Adm ission, prom otion and graduation standards . 66
Im plications o f the n o -fa ilu re p olicy - • * * 67
Homogeneous grouping • • « .. . • • . . . • . • 67
Shortcomings and uses o f conventional te sts . . . 70
Use o f achievem ent te sts 74
V II. SUMMARY AND CONCLUSIONS . . . . . . . . . . . . . . 78
Summary . . . . . . . . . . . . . . . . . . . . . 78
Conclusions . . . . . . . . . . . . . . 79
Who Is responsible for guidance in the junior
high schools? . . . . . . . . . . . . . . . . 79
BIBLIOGRAPHY......................... . 82
v i
LIST OP TABLES
TABLE PAGE
I . Guidance Chart for Junior High Schools. . . . . . 3^-
II * Twenty L ife Problems o f Junior High Students . . . 53
III* Progressive Achievement T est 75
IV. P rogressive Achievement T est 77
CHAPTER I
THE PROBLEM AND DEFINITIONS OF TERMS USED
The term "Guidance" is com paratively new in the fie ld
o f Secondary Education. As a r e su lt, there have heen many
varied thoughts and ideas expressed in th is fie ld . In the
older sch ools, one took the prescribed courses and continued
as long as he could; however, in a dem ocratic so c ie ty , much
need and carefu l planning is necessary to assure the proper
m otivation and v ita liz a tio n o f the school program.
I . THE PROBLEM
Statem ent o f the problem. The junior high school is
attem pting to esta b lish a program o f guidance and counseling
to assure each in d ivid u al student the opportunity to r ise to
the fu ll lim its o f h is a b ility . The purpose o f th is p roject
was to fin d suggestions for improving the guidance services
on th is le v e l by: (1) an in serviee train in g program; and (2)
by developing a b etter understanding as to the r esp o n sib ili
tie s o f the adm inistrators, guidance s p e c ia lis ts , and teachers.
Curriculum b u ild in g, report cards, and c la s sific a tio n o f stu
dents are included as problems o f these guidance workers. I t
is hoped that th is study may be o f some assista n ce to teachers
and p rin cip als in th eir attem pt to help our young people to
make the adjustm ents the world demands.
Importance o f th is study. Much has heen v ritten in
regards to who should he responsible for the guidance program
In the secondary sch o o ls. Some think that the teacher is
the most e ffe c tiv e , others b e lie v e , a sp ecia lized person or
the p rin cip al is more capable. I t is the opinion o f competent
a u th o rities that a v e il balanced program o f guidance v i ll come
about only a fte r the cooperation o f a ll in the school plant
have been encouraged and contacts made w ith the student outsid e
the sch ool. The student needs guidance in the m atter o f liv in g
and the various asp ects o f l i f e which he goes through during
the course o f a day. Thus, we must cooperatively guide and
plan a program for the proper enrichment o f the p u p il.
Heed for guidance. Guidance co n sists in helping stu
dents to se t up ob jectives that are m eaningful, r e a lis tic ,
reasonable, worth w h ile, as far as is p o ssib le, and to a tta in
these o b je ctiv e s. The major fie ld s in which guidance is
necessary are h ea lth , vocation , avocation , education and
human r e la tio n s. The need for guidance is p articu larly acute
today because of:
(1) Increased com plexity o f our so c ia l organization.
(2) R apidity o f so c ia l changes.
(3) The changing character o f sanctions as determ ined
by:
(a) The home.
