been slow in providing the necessary means for the physical development of the individual pupils; (2) that these schools show advancement in the matter of meeting the intellectual needs of their pupils by the provisions for supervised study, homogeneous grouping, promotion by subject, and in methods of instruction; (3) that provisions for meeting the social needs of individual pupils are inconsistent and limited among the schools of this association; and (4) that in the matter of moral instruction the indirect method, found through the teaching of literature and science, appears to be followed more often than the direct method.

1969. Wind, Kate. A comparative personnel study of retained and eliminated pupils in junior high schools. Master's, 1931. Minnesota. 140 p. ms.

A comparative study of data relative to intelligence, age, scholarship, and socioeconomic status of 1,355 eliminated pupils and 1,213 retained pupils in junior high school, for the purpose of prediction of length of stay in school, and with a view toward providing suitable educational and vocational guidance in accordance with the indicated length of stay in school. Findings: For purposes of prediction, overageness is, perhaps, the outstanding characteristic of the prospective early leaver. Age-grade status is the factor among those noted, most closely associated with retention or elimination (biserial r=0.876±0.001). The Sims score, the composite score representing various factors in socio-economic status of home background, ranks second highest among the correlations calculated (0.624+0.009). Magazines in the home (biserial r=0.55±0.012), school marks (biserial r=0.397±0.009), and books in the home (biserial r=0.368±0.010) all present significant differences between the two groups and show considerable correlation between the individual factors and amounts of schooling the children receive.

See also 307, 310, 315, 317, 342, 535, 544, 546, 584, 590, 599, 625, 627, 1836, 1840, 1842, 1868, 1871, 1912, 2034, 2179, 2255, 2284, 2288, 2297, 2300, 2305, 2500, 2602, 2756-2757, 2817, 2835, 2867, 2882, 2887, 2895, 2908-2909, 2970, 2980, 3010, 3019, 3033, 3037, 3049. 3056, 3074, 3084, 3111, 3136, 3176, 3187, 3196, 3266, 3276, 3338, 3351, 3356, 3374-3375, 3602, 3625, 3641, 3649, 3655, 3683, 3705, 3718, 3749, 3755, 3763-3764, 3771, 3860, 3925, 3936, 3946, 3950, 3952, 3987, 4016, 4019, 4030-4033, 4051, 4078, 4165, 4300, 4302, 4325, 4331, 4340; and under Special subjects of curriculum.

JUNIOR COLLEGES

1970. Anderson, John A. An examination of the records of the graduates of the Pasadena junior college in standard colleges and universities. Calif., Junior college, 1930.

Pasadena,

The reports of 259 graduates of the Pasadena junior college in attendance at 24 standard colleges and universities were studied.

1971. Austin, David. The probable effect of the development of the public junior college on the enrollment of the small liberal-arts college. Master's, 1931. Claremont.

1972. California. State department of education. Statistics of California junior colleges for the school year ending June 30, 1930. Sacramento, California State printing office, 1931. 35 p. (Bulletin no. J-4, August 1931.)

The statistics in this bulletin comprise all of the essential data reported to the State department of education relative to the public junior colleges of California.

1973. Christensen, Alfred. The organization and administrative control of the public junior college. Master's, 1931. Northwestern.

1974. Crawford, Stanton C. Junior college as extension of university. Junior college journal, 1:289-98, February 1931. (Reprint.)

This article describes the organization and work of the Johnstown Junior college of the University of Pittsburgh.

1975. Davidson, John Wesley. A study of the feasibility of establishing junior colleges in Washington. Master's, 1930. Washington.

1976. Davis, Horace Leonard. Some aspects of the financing of 11 private junior colleges of Kentucky. Master's, 1931. Kentucky.

1977. Denson, J. L. The public junior colleges of Mississippi. Master's, 1930. Colorado.

1978. Dodson, Pat Sparks. The development and present status of the junior college in Texas. Master's, 1930. Texas Christian.

1979. Eby, Frederick, and Pittinger, Benjamin Floyd. A study of the financing of public junior colleges in Texas. Austin, University of Texas, 1931. 80 p. (University of Texas bulletin no. 3126. Bureau of research in the social sciences. Study no. 1, July 8, 1931.)

The study of the financing of the 16 junior colleges in Texas for the years 1927-28 and 1928-29 shows wide variations in allotment of funds, and in the interpretation of costs chargeable to the junior college, and not to the school system as a whole.

1980. Eells, Walter Crosby. California junior college laws: drastic changes. School executives magazine, 50: 235, January 1931.

1981.

853 p.

Junior college. Boston, Mass., Houghton Mifflin company, 1931.

This book, which is intended primarily as a textbook for courses on the junior college, is arranged in three main divisions. Part 1 is devoted to the development of the junior college, part 2 deals with the organization and administration of the junior college, and part 3 discusses the place of the junior college in American education.

1982. Public junior college as an agency of democracy, the financial aspect. In National education association, Department of secondary-school principals. Bulletin, 35: 135-50, March 1931.

1983.

Success of the public junior college in California. American

association of university women journal, 24: 117-21, April 1931.

1984. Fischer, Ernest William. A study of the departmental teaching costs in Chaffey junior college for the fiscal year ending June 30, 1930. Master's, 1931.

Claremont.

1985. Fox, Clement Silas. A study of sex differences in achievement of junior college freshmen. Master's, 1931. Stanford.

1986. Hale, Wyatt W. Comparative holding power of junior colleges and regular four-year colleges. Phi delta kappan, 13: 69–74, October 1930.

From a study of the holding power of 38 junior colleges and 21 standard colleges, it was found that standard colleges have a significantly greater holding power than do junior colleges.

1987. Harbeson, John W. A critical study of the practice of classifying junior college students into separate certificate and diploma groupings. Doctor's, 1931. Southern California. 383 p.

A comparison of certificate and diploma students with respect to social and economic backgrounds, high-school and junior-college scholastic records, 13 standardized intelligence and personality tests, and trait ratings by students, parents, and teachers; followed by a study of the educational implications involved.

*1988. Joyal, Arnold Edward. Factors relating to the establishment and maintenance of junior colleges, with special reference to California. Doctor's, 1931. California. Berkeley, University of California press, 1932. (University of California publications in education, 6: 359–453, 1932.)

The study takes up the development of legal standards for the establishment of juniorcollege districts in California; junior-college laws in States other than California; class size and teaching load in relation to educational objectives and to cost of instruction; other factors which affect the cost of instruction in California junior colleges; cost of instruction in California Junior colleges; the area of junior-college districts, and enrollments in relation to area; and the development of criteria for the establishment and maintenance of junior colleges.

1989. Kentucky. University. Report of a survey of 15 private junior colleges of Kentucky. Lexington, University of Kentucky, 1931. 204 p. ms. This survey covers number, growth, and distribution of the student body, entrance and graduation requirements, student load, faculties, libraries, laboratories, buildings and equipment, and finance.

1990. McCarthy, Joseph Lowell. Entrance requirements and curricula of 15 private junior colleges in Kentucky. Master's, 1931. Kentucky. 80 p. ms. Reports an investigation of the practices of 15 private junior colleges of Kentucky in the admission and graduation of students, and a study of the curricula of these institutions.

1991. McKenzie, John H. of Michigan. Master's, 1931. A questionnaire study of 459 former students from six junior colleges in Michigan. Considers social and economic condition prior to and during attendance, with study of later educational training and occupation. Findings: The isthmian functions of the junior college are being well provided for. There is need of greater emphasis being placed upon terminal courses.

A follow-up study of students in junior colleges
Chicago. 110 p. ms.

1992. Martin, Paul E. Prognosis of success in junior college. Compton union district, Calif., Public schools [1930].

Correlation coefficients were obtained between actual achievements in junior college and five prediction indices.

1993.

Scholarship standing of junior college groups. Compton union

district, Calif., Public schools [1930].

Average grade-point ratios were figured for nongroup students, Greek-letter society, Greek letter society probationers, and special students. The average grade-point ratio for all students was 1.1; for all men, 1.1; and for all women 1.3. Greek-letter students had a higher average than nongroup students, and fraternity probationers had a higher scholastic average than the corresponding group of women students.

1994. Merrill, Ray Stoddard. A proposed plan of junior colleges for Utah. Master's, 1931. Stanford.

1995. Metzler, David Russell. Adult education in the junior college. Master's, 1931. Stanford.

1996. Millikin, Bruce Emanuel. The junior college in Utah-a survey. Master's, 1931. Stanford.

1997. Murray, Evan B. The need of public junior colleges in Utah. Master's, 1930. Utah St. Agr. Coll.

1998. O'Mara, James P. The organization and administration of curricula in California public junior colleges. Pasadena, Calif., Junior college, 1930.

A study of the curricula and practices in the junior colleges, as well as the organiza. tion of the college.

1999. Prall, Charles E. Report of the junior college survey committee, Arkansas educational association. Journal of Arkansas education, 9:18-23, November 1930.

2000. Proctor, William Martin. Student interest in junior college. Junior college journal, 1: 84-88, November 1930.

2001. Reedy, Joel Martin. The junior college as now administered. Master's, 1931. Tennessee.

2002. Robins, John Prescott. Should junior colleges be established in Oregon? Master's, 1931. Stanford.

2003. Rosenstengel, William E. Criteria for selecting curricula for public junior colleges. Doctor's, 1931. Missouri.

It was the purpose of this study to develop criteria which might be used in determining the curricular offerings of a particular junior college.

2004. San Mateo, Calif. District junior college. Follow-up study of former students of San Mateo junior college and a study of status 1 and status 2 students. 1931. 9 p. ms. (Vol. 3, no. 7.)

2005. Segel, David. A plan for classifying entering junior college students. Long Beach, Calif., City schools, 1930. 3 p. ms. (Junior college research study, no. 2.)

2006.

and Brintle, S. L. A report on the Stephens college experimentation in orientation courses in Long Beach in 1929-30. (A supplement to the Stephens college reports.) Long Beach, Calif., City schools, 1931. (For abstract see no. 717b.)

This report compares the results on tests given to classes taking orientation courses in social studies and humanities and to regular classes in high school and junior college. The comparison shows that the experiment as set up is inadequate to show differences between the achievements of pupils taking orientation work and those taking regular work.

2007.

Brintle, S. L., and Woodruff, C. H. Investigation of certificate and diploma classification as used in the Long Beach junior college, with the development of guidance techniques. Long Beach, Calif., City schools, 1931.

Teachers' marks and psychological and educational test data on 1,000 Long Beach junior college students furnished the basis for this study. The data showed that the classification on the basis of recommended grades is unjust both to certificate and to diploma students. High-school marks alone are not a sound basis for predicting college

success.

2008. Taylor, Philip H. A comparison of certain aspects of public junior colleges and four-year liberal arts institutions in Southern California. Master's, 1931. Southern California. 123 p.

A study of student populations, administrative problems, curricula, and aims of the two types of institutions operating in this area.

2009. Thomson, Mary Martha. A personality study of students in certain public junior colleges in California. Master's, 1931. California. 33 p. ms. The purpose of the study was to determine further characteristics of students in five typical California junior colleges, supplementing the work of Eells. Findings: The group studied was homogeneous with regard to chronological age and nativity. A close relationship exists between parental occupations and educational opportunity. The locus of the institution seems to be one of the factors which determines opportunities for student employment. There is no uniformity of procedure in determining entrance status of students. From the programs chosen, it would seem that nonrecommended students come to junior colleges more for social purposes than through a desire for more learning activities.

2010. Tweedy, Ira. Can Idaho establish more junior colleges? Master's, 1931. Stanford.

2011. Whitney, F. L. Legal background of the junior college movement. High-school teacher, 6: 322-23, October 1930.

This is a survey of state legal provision for the fiscal support of the public junior college.

2012. Young, William Lesquereux. The junior college movement in relation to higher education in Ohio. Doctor's, 1931. Ohio. 450 p. ms.

A study of data from 3,183 high-school seniors in 32 selected Ohio cities, and data from the 45 Ohio colleges. Findings: Ohio needs the public junior college; public junior colleges would not harm, but would benefit present worthy Ohio colleges.

See also 993, 1003, 1093, 1133–1134, 1420, 1499, 1509, 2015, 2651, 3030, 3045, 3141, 3145, 3216, 3239, 3393, 3773, 3939, 3990, 4017, 4310-4311, 4344.

TEACHER TRAINING

2013. Adams, Alice. Weaknesses in the training of beginning primary teachers as revealed by ratings of principals and interviews with teachers. Master's, 1931. Southern California. 63 p. ms.

2014. Ambros, Milos-Vejchoda. A study of 108 colleges and universities preparing teachers in physical education in the United States, 1930. Master's. 1930. Int. Y. M. C. A. Coll. ms.

2015. Atkinson, W. K. The academic and professional preparation of juniorcollege instructors. Master's, 1930. Illinois. 61 p. ms. (For abstract see no. 699.)

"Data were obtained from published statements concerning standards of preparation of junior-college instructors, from published catalogues or bulletins of 75 institutions studied, and from answers to a letter addressed to 30 superintendents and deans throughout the country. A review of previous investigations of the sort represented by this thesis is included. The statement that the academic training, as marked by degrees held, places the preparation of junior college instructors of the country as a whole on a high level' is among the concise statements drawn from the findings."

2016. Bachman, Frank P. Training and certification of high school teachers. Nashville, Tenn., George Peabody college for teachers, 1930. 175 p. (Field studies, no. 2.)

A study of the present status of high-school teaching as a profession and suggestions as to steps which should be taken to elevate high-school teaching to a semiprofessional level so that teachers may prepare themselves with confidence that a reasonably secure and definite teaching position awaits them.

2017. Barney, Lew K.

Problems and generalizations in elementary courses

in education. Master's, 1931. Colo. St. T. C.

The purpose of the study was to select a suitable number of the most frequently used problems and generalizations to be combined into a syllabus for elementary courses in education.

*2018. Bateman, Marjory. A program of physical education for training the nonspecialized elementary teacher based upon present procedure and present needs in the State of Wisconsin. Master's, 1931. New York. 165 p. ms.

The study deals with the physical education programs in teachers colleges in the United States; the content of courses, and administration of them in 11 teachers colleges having the most satisfactory physical education programs.

2019. Beene, George Toliver. The relationship between training of teachers and achievement of students. Master's, 1931. Peabody. 75 p. ms.

*2020. Billig, Florence Grace. A technique for developing content for a professional course in science for teachers in elementary schools. Doctor's, 1930. T. C., Col. Univ., New York City, Teachers college, Columbia university, 1930. 101 p. (Contributions to education, no. 397.)

Bibliography: p. 99–101.

A study was made of the courses in science for teachers in elementary schools offered by 146 teachers colleges and normal schools, as given in their catalogues for the years 1927-28, 1928-29. The background of training in science of 954 students enrolled in courses in science was analyzed. A technique was developed for a professional course on the collegiate level for the training of teachers in science.

2021. Blough, Leslie E. The development and present status of teacher training in the Church of the Brethren. Master's, 1930. Northwestern.

2022. Bolton, Ferrell. Specific training of Georgia primary teachers holding a bachelor's degree. Master's, 1931. Peabody. 70 p. ms.

A study of transcripts of primary teachers in the towns and cities of Georgia through superintendents of same, also academic courses for these transcripts. Findings: (1) Composition, history and literature were the subjects that averaged highest in the academic group; (2) general psychology and history of education averaged highest in the professional group; (3) there was little variation in the academic subjects taken by the primary teachers, but great variation in the professional subjects taken by them; (4) the cultural courses received the highest percentage in the city group and the vocational courses the highest percentage in the small-town group; (5) the average credit hours in the academic subjects ranged from 3 to 19, while the range in the professional group was from 2 to 7 hours; (6) high-school methods was taken practically as often as primary methods; (7) practice teaching was done more often in the high school than in the elementary grades; and (8) practice teaching in the elementary grades was taken less frequently than any other academic or professional subject.

2023. Brown, Dorph Harrison. The relationship between academic preparation and success of high-school teachers. Master's, 1930. Colorado.