2159. Vaughn, Cora B. Administrative organization of student teaching. Master's, 1931. Southern California. 176 p.

Based on a study of the voluminous literature relating to the subject, an analysis of bulletins and catalogues of teacher-training departments, interviews with supervisors, and a variety of unpublished data; treats such problems as selection of student teachers, administrative organization, laboratory high schools, and rating of student teachers.

2160. Wade, Newman A. Distribution of student teachers' time in conducting recitations. Frostburg, Md., State normal school, 1930. 24 p. ms.

Data were collected during the school year 1929-30, from student teachers' records of the number of recitations taught in each subject and grade during the forenoons of each of two 6-week periods of student teaching. Reports were furnished by 66 student teachers. One half of the students taught in graded schools for six weeks and in oneteacher rural schools for six weeks; the other half of the pupils taught in graded schools both periods. Reading received the largest share of attention. Arithmetic ranked second, but considerably below reading. Approximately 16 per cent of the total time was given to recitations in the social studies. Slightly less than 7 per cent of the time was used in conducting recitations in such subjects as industrial arts, health, nature study, and writing. A number of student teachers spent less than two hours with classes in the various subjects.

2161. Wellborn, J. W. Effect of student teaching on pupils in two classes in beginning algebra. Master's, 1931. Kansas.

Gives the results of an experiment carried on with rotated groups of 21 pupils each, with a student teacher under direct supervision of the critic teacher and with the critic teacher alone, for two 10-week periods.

2162. Wildrick, Caroline M. Dowling. An investigation of the practices connected with student teaching in elementary teacher training institutions in the United States. Master's, 1931. Indiana. 178 p. ms.

See also 871, 2106, 3751, 3766, 4105.

PROFESSIONAL STATUS OF TEACHERS

2163. Allen, J. G. A study of the status of shop teachers in the all day unit trade school in the State of Pennsylvania. Master's, 1930. Penn. State. (For abstract see No. 714.)

Data were secured from questionnaires and official records in the offices of the State department of public instruction, Harrisburg, Pa., in an attempt to study the trade and industrial school teachers employed in all-day schools and classes in order to determine their training, experience, professional training, tenure, turnover, salaries, certificates held, etc.

2164. American educational research association. Teacher personnel. Review of educational research, 1:65-159, April 1931.

A summary of references up to November, 1930, including the following sections: Teacher supply and demand, recruitment for teacher training, the preparation of teachers, teacher selection and placement, teachers' salaries, teaching load, teacher rating, ethics of the teaching profession, health of the teacher, the legal status of the teacher, teacher tenure, teachers' organizations, pension or retired pay for teachers.

2165. Ames, Fannie Orlina. The teacher in American literature. Master's, 1931. Stanford.

2166. Anderson, C. Albert. A comparison of the teacher qualifications of the Rocky Mountain States. Master's, 1931. Wyoming. 161 p. ms.

2167. Anderson, Henning Jay. Correlation of scholarship and success in teaching. Master's, 1930. Chicago.

High school scholarship marks and college scholarship marks were correlated with teaching success (as rated by superintendents) for 480 2-year and 3-year certificate-course graduates and 110 A. B. or B. S. graduates of Northern State teachers college, Marquette, Mich.

2168. Bailey, E. Lehr. The teaching personnel of Loraine county schools. Master's, 1931. Ohio. 147 p. ms.

A comparative study of teachers of the county between 1915 and 1930. Findings: (1) There is need for more men teachers; (2) a county salary schedule; (3) longer tenure; and (4) higher training.

2169. Clary, James Dan. The teachers in the public accredited high schools in Arkansas, 1929-1930. Master's, 1931. Chicago. 87 p. ms.

A study of the public accredited high schools in Arkansas showed that the training and salaries are not sufficient and that the teacher load is not excessive.

2170. Clay, Wallace L. The economic activities of Ohio men high school teachers. Master's, 1931. Ohio. 95 p. ms.

A study of regular and auxiliary incomes, experience, training, dependents, kinds of property accumulated, extent of travel, professional plans of men high school teachers. Findings: 82 per cent of 192 men with 6 or more years of experience earned auxiliary incomes during previous 5 years, 44 per cent doing such work during time of contract for teaching. Median 5-year average salary was $1,996, and average median of annual auxiliary earned incomes was $156 with a range of $000 to $3000. Median number of dependents was 1.54, and average was 1.92. Training beyond high school ranged from less than 2 years to more than 7, with a median of 4.7. Median experience was 10 years for the group. Sixty per cent attended summer school for an average of 1.9 sessions during the preceding five years. Life insurance was owned by 98 per cent, autos by 85 per cent, and house furnishings by 82 per cent of the group. Salaries were roughly proportional to experience but not so with training; five years of training reached the point of diminishing return in regular income. Auxiliary incomes bear no apparent relationship to experience, training, or regular salaries. Eighteen per cent only claim no membership in professional societies, and 24 per cent are subscribers to less than two professional journals. Twenty-six per cent of the group have not traveled for pleasure beyond the native State, and 65 per cent have never traveled in foreign countries for pleasure.

2171. Coxe, Warren W. A study of the elementary school teacher in New York State. Albany, New York State education department, 1931.

Based upon questionnaires from the elementary school teachers in New York State, outside of New York City. Findings: Data relating to general and professional training, experience, certification, salaries, nationality, and birthplace are given.

2172. and Soper, Wayne W. Study of the high school teacher in New York State. Albany, University of the State of New York press, 1931. 42 p. (University of the State of New York bulletin, no. 964)

This study shows that 75 per cent of the high-school teachers in the State are college graduates. It points out the limited amount and rather unsatisfactory character of the professional training which high-school teachers have received.

2173. Croon, Charlotte. Construction of scoring key of Strong's vocational interests blank for women teachers. Master's, 1931. Minnesota.

2174. Dice, Clifford, Orville. The legal status of public school teachers in California. Master's, 1931. Southern California. 72 p.

A study of constitutional provisions, legislative enactments and court decisions to determine the present status of the teacher and to indicate the trend of legislation in recent years on this subject.

2175. Georges, Frank J.

Financial policies and practices of teachers. Mas

ter's, 1931. Southern California. 170 p.

2176. Gould, Arthur and Nettles, Charles H. into service. Los Angeles, Calif., City schools, 1931.

Induction of new teachers

A study made to assist principals with the problem of bringing new teachers into a high school.

2177. Grimm, L. R. A credit union for Illinois State teachers association. Springfield, Illinois State teachers association, 1931. 23 p. ms.

This is a nation-wide study of credit unions among teacher groups; it analyzes problems met by a state-wide teacher group. It recommends a credit union for local groups where credit needs justify; but discourages such unions for state-wide groups.

2178. Hager, Walter E. The quest for vocational adjustment in the profession of education. Doctor's, 1931. T. C., Col. Univ. New York City, Teachers college, Columbia university, 1931. 84 p. (Contributions to education, no. 491.)

A study of the success which followed attempts of graduate students of education to change the type of their educational work. The measures of success used were: The

extent to which such students were able to obtain a position in the field they tried to enter, and the salary they received. Data were secured from records at Teachers college of 454 persons who received their master's degree in 1924 and 1925. Findings: Data indicate that long experience in one field of education may not necessarily be an appropriate preparation for success in another. It seems desirable to select the field of education in which one wishes to engage and to enter upon that work early in one's career. There are opportunities for advancement and high salaries in every field of education. It seems inadvisable for a person to resign a position in order to obtain training in a new field.

2179. Hall, Willis T. The status of the junior high school teachers of Oklahoma. Master's, 1931. Oklahoma. 69 p. ms.

2180. Hammonds, Carsie. Distribution of time of teachers of vocational agriculture in Kentucky-its relation to distribution of aid and to teacher training. Lexington, University of Kentucky, 1931. 113 p. (Bureau of school service. Bulletin, vol. 3, no. 3, March 1931.)

This study was undertaken for the purpose of determining how teachers of vocational agriculture in Kentucky spend their time at various times of the year, how certain factors affect this distribution of time, and what changes might be made in the teacher-training and supervisory programs in the light of these findings.

2181. Harris, Otto. Living conditions of faculty members. Doctor's, 1930. New York. 256 p. ms.

A study of the physical, social, and economic conditions of faculties of New York university, Columbia university, Hunter college, and the College of the City of New York. The data definitely show that members of the faculties as a whole can not live on the salaries which they receive.

2182. Hartle, R. B. The teacher in Maryland since 1865. Master's, 1931. Maryland. 57 p. ms.

A study of the certification, number, tenure, salaries, pensions, and duties of teachers of the public schools of Maryland from 1865 to 1930. Findings: Great improvement has been made in the certification, employment, tenure, and remuneration of teachers in Maryland. Since 1904 the State has developed a definite policy for improving the teaching force.

*2183. Herring, Wiliam C. The rural teacherage; with special reference to Oklahoma. Doctor's, 1931. Cornell. 202 p. ms.

The purpose of this study was to set up standards that may be used by school officials in planning new teacherages or in judging the serviceability of those already erected, with special reference to conditions in Oklahoma. Data were secured from available literature, and from questionnaires on 320 teacherages in Oklahoma.

2184. Hoerner, Mary Finch. The married woman as a teacher of home economics. Master's, 1930. T. C., Col. Univ. 69 p. ms.

A questionnaire study giving the opinions of 29 State supervisors, 31 city supervisors, and 62 married home economics teachers.

2185. Iowa. Board of educational examiners. Teachers of the public elementary and secondary schools of Iowa. A summary. Des Moines, Iowa. 1930. 36 p.

This study was sponsored by the Board of educational examiners and the Department of public instruction. Facts were assembled from over 98 per cent of the individuals employed as teachers, principals, supervisors, superintendents, or in other professional positions connected with the public elementary and secondary schools in the school year 1928-1929.

2186. Jaeger, Waldemar John. in California relative to teachers.

Supreme court and appellate court decisions
Master's, 1931. Stanford.

2187. Jones, William Walter. An intensive study of the teaching force of the consolidated schools of Oklahoma as to salary, experience, and qualifications. Master's, 1930. Oklahoma. (For abstract see no. 713.)

This is a statistical study which indicates that the superintendents of the Oklahoma consolidated schools are improving in salary, experience, and qualifications; high-school teachers are improving in experience and qualifications but are decreasing in salary: elementary school teachers are gaining in salary, experience, and qualifications.

2188. Keeler, Frederic D. A study of secondary school faculty meetings. Master's, 1931. Utah. 94 p. ms.

2189. Kentucky. University. A report of a survey of the teaching personnel of the Lexington schools. Lexington, University of Kentucky, 1931. 128 p. ms.

On the basis of a study of the teaching staff of the city schools of Lexington, Kentucky, recommendations are made with reference to the age of teachers, both with respect to their employment and their retirement, the employment of married teachers, health regulations, source of teachers, distribution of the members of the staff between the two sexes, the amount and nature of the training of new employees, growth in service, teaching loads, and certain miscellaneous factors.

2190. Knight, William H. Cost of living of teachers in the State of Ohio. Master's, 1930. Ohio.

2191. Lake, F. X. An analysis of the prospective teachers in the June 1931 graduating class who entered the University of Michigan in the fall of 1927. Master's, 1931. Michigan.

2192. Lee, J. Murray. A survey of the teaching staff. Burbank, Calif., City schools, 1931. (For abstract see no. 717b.)

Data were secured from questionnaires filled out by all the teachers in grades 1-12 in the school system.

2193. Lindemann, Howard. The secretaries of state teachers' associations. Master's, 1930. Ohio.

The study deals with salary, experience, training, duties, and accomplishments, of the secretaries of state teachers associations, and includes an analysis of constitutions.

2194. Masters, Harry V. and Upshall, C. C. A study of certain facts revealed by the application blanks of those applying for the life diploma during the school year of 1928-1929. Bellingham, Washington State normal school, 1930. 11 p. ms. (Bureau of research studies, no. 6)

Findings: There are more teachers in the primary and intermediate grades than in the grammar grades and rural schools; teachers applying for the life diploma have had, on the average, 29 months of teaching experience since graduation; the range of the middle 50 per cent of the teachers in intelligence quotient is 114-127; tabulations of data on certain other aspects of the first few years of a teacher's professional career are given. 2195. A study of certain facts revealed by the application blanks of those receiving the life diploma in June 1930. Bellingham, Washington State normal school, 1930. 11 p. ms. (Bureau of research studies, no. 7.) Findings: There are more teachers in the primary and intermediate grades than in the grammar grades and rural schools; teachers applying for the life diploma have had, on the average, three years teaching experience since graduation; the median initial salary ranged from $100 to $109 per month according to the grades taught; the average salary had increased $20 per month at the end of three years' teaching experience.

2196. Mead, Arthur R. and others. Ethics for prospective teachers. Delaware, Ohio Wesleyan university, 1931. ms.

2197. Meyer, William T. An analysis of the social science teaching positions in Iowa high schools. Master's, 1931. Iowa. 137 p. ms.

2198. National education association. Department of classroom teachers. Sixth yearbook: The economic welfare of teachers. A discussion of the principles of economic security and their application among teachers and teachers' organizations. Washington, D. C., National education association, 1931. 244 p. The yearbook aims to present certain basic principles underlying the economic welfare of workers in general; to apply several of these principles to the needs of the teaching profession, indicating some of the methods whereby teachers, both individually and in organized groups, can help to promote their own financial security; and to describe plans and activities actually in operation among teachers' organizations for the economic benefit of their members. A survey was made of the available literature in the field, and reports on the activities of teachers' organizations were obtained from questionnaires and letters.

2199.

Research division. Ethics in the teaching profession. Washington, D. C., National education association, 1931. 89 p. (Research bulletin, vol. 9, no. 1)

2200. Nebraska. State department of public instruction. Status of rural teacher in Nebraska. In its Biennial report of the State superintendent of public instruction, 1929–1930. Lincoln, Nebr., 1931. p. 112–19.

2201.

Status of teacher in accredited schools in Nebraska. In its Biennial report of the State superintendent of public instruction, 19291930. Lincoln, Nebr., 1931. p. 127-42.

2202. Olmstead, Edna. Troublesome and very difficult problems of beginning rural school teachers. Master's, 1931. Michigan.

2203. Overn, A. V. Where do teachers come from. Grand Forks, University of North Dakota, 1931. 10 p. (School of education record, vol. 16, no. 7, April

1931)

A study was made of all the teachers in Minnesota outside of Duluth, St. Paul and Minneapolis. The training and experience of the teachers is increasing. The nature and extent of this increase is shown.

2204. Parish, Truman A. Out of school activities of teachers of agriculture in New York. Master's, 1931. New York. 65 p. ms.

A study of 84 per cent of the agricultural instructors in New York State (90 individuals). Findings: On the average each man was engaged in 6.4 different activities spending 111⁄2 hours per week in them. Thirty-one per cent of the activities were taken up because of suggestions from higher authority. The remainder were taken up because of the satisfaction derived from them. The teachers reporting spent two hours a week in non-agricultural activities involuntarily because they were asked to do so by men of influence and authority.

2205. Parkinson, B. L. The preparation, experience and salaries of white public school teachers in Alabama. Montgomery, Ala. Department of education, 1931. 9 p. (Reprinted from Alabama school journal, May 1931.)

This study is based on data given by teachers on themselves when they filled out Institute cards in the fall of 1930. Data on 3,451 teachers were studied and analyzed. 2206. Parks, Hannah. Job analysis of the work of the high school teacher of English. Master's, 1931. Ohio Wesleyan. Work was begun in 1927. teachers.

Data were obtained from teachers in service and student

2207. Pittard, Eunice. Status of home economics teachers in Tennessee approved high schools. Master's, 1931. Peabody. 59 p. ms.

Findings: Of the 366 home economics teachers studied 26.22 per cent taught only home economics and 73.77 per cent taught a combination of subjects. The combination teacher taught an average of 1.66 other subjects in addition to home economics. English was combined with home economics more than any other subject. The average salary of the teacher of home economics only was slightly higher than the average salary of the combination teacher. The tenure for home economics teachers was higher than the tenure for combination teachers. The majority of home economics teachers had held their position three years or less, while the majority of combination teachers had held their present position only one year.

2208. Ragsdale, T. R. The frequency of performance of certain teachers activities by rural teachers and the extent to which they consider their training adequate preparation for performing such duties efficiently. Master's, 1931. Illinois.

*2209. Rankin, Marjorie. Trends in educational occupations. An examination of the waxing and waning occupations in the public school systems of cer tain cities in the United States from 1898 to 1928. Doctor's, 1930. T. C., Col. Univ. New York City, Teachers college, Columbia university, 1930. 83 p. (Contributions to education, no. 412.)