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TITLE Power, Authority and Decision Making in Teacher Education. Yearbook 1971. INSTITUTION American Association of Colleges for Teacher Education, Washington, D.C. PUB DATE 71 NOTE 184p. AVAILABLE FROM Publications Dept., American Association of Colleges for Teacher Education,1 Dupont Circle, N.W., Washington, D.C. 20036 ($6.00)

EDRS PRICE MF-$0.65 HC-$6,58 DESCRIPTORS Annual Reports; Conference Reports; *Professional Associations; *Teacher Education; *Yearbooks

ABSTRACT This document is a collection of reports of the American Association of Colleges for Teacher Education (AACTE) for 1971. The title of the document reflects much of the association's concern for that year and is close to tae theme of the association's 1971 annual meeting, "Power and Decision Making in Teacher Education." The document is divided into six sections. Section one is the listing and description of the winners and all entries of the association's 1971 Distinguished Achievement Awards. Section two is a collection of the main speeches for the annual meeting, including the Twelfth Annual Charles W. Hunt Lecture, "The Impossible Imperatives: Power, Authority, and Decision Making in Teacher Education," by Evans R. Collins. Section three is a report on the association itself and includes the report of the executive director, the President's address, and the report of the AACTE Special Study Commission. Section four presents the articles of incorporation and bylaws. Section five is composed of outlines of reports for the annual business meeting, 1971. Section six is a directory of officers, committees, and member institutions for 1971. (JA) brk

PERMISSION TO REPRODUCE THIS COPY. U S DEPARTMENTOF HEALTH, RIGHTED MATERIAL HAS BEEN GRANTED By EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION ,t7/2._*. DOCHVFN HAS BEEN REPRO OU':10 FAA( it 'fAS RECEIvE0 r Rom r,-4E PERSON OR ORC,ANIZAl,ON ORIGIN TO ERIC AND ORGANIZATIONS OPERATING ATiNG I1. PO.NT, et yiE4 OR ORINiONS, UNDER AGREEMENTS WITH THE NATIONAL IN. '*'.TED 00 NO' NECESS.,R=,Y REPRE STITUTE OF EDUCATION SENT 0, , .C;AL NAT:ONAt INS To TU7E Or FURTHER REPRO- FOUCZI,ON POSITION OR POLICY DUCTION OUTSIDE THE ERIC SYSTEM RE- QUIRES PERMISSION OFTHE COPYRIGHT OWNER

American Association of Colleges for Teacher Education 1971 by American Association of Colleges for Teacher Education One Dupont Circle, Washington, D. C. 20036 Library of Congress Catalog Card Number: 48-99E:4 Standard Book Number: 910052-53-0 Printed in the United States of America 0 0

The urgentcalltosetpriorities entationsofselectedprogramsin within the contemporary context of teacher education around the country, changeclearly underlined in Crisis ina closed-circuit television series ad- Teacher Education, the report of thedressed to current issues in teacher AACTE SpecialStudyCommission education, and a preconference series under the chairmanship of Dr. Truman of instructional clinics on administra- Pierceset the tone of the 1971 An- tive procedures. nual Meeting as conferees weighed the If the Special Study Commission re- theme Power and Decision Making inport sounded the call for establishing Teacher Education. What, for example,priorities, the Twelfth Charles W. Hunt should be the appropriate roles for Lecture emphasized the need for co- colleges and universities in preparing operativeaction in settingthem. teachers and other education person- Former AACTE PresidentEvan R. nel? How might the resources of overCollins, in delivering the 1971 Lecture, 850 institutions of higher education be called for a reflection upon and re- coordinated to assure the quality ofbuilding of teacher preparation pro- leadership needed in this critical field gramsin"theessentialsenseof of education? What demands are being colleagueship." Other General Session placed upon professionals and theiraddresses by Charles E. Silberman, institutions as both must relate with James Farmer, and Pauline Frederick students, other institutions and agen-pointed to the pervasive implications cies, and government units on theof day-to-day decisions in the continu- local, state, and national levels? Such ing process of adapting programs and questions helped to form the frame- procedures of teacher education to the work for the program which is reported broader needs of society. in this volume of proceedings. Throughout the conference, atten- On this year's agenda were a num-tion was given to the cooperative role ber of innovations designed to increase played by members of the American the knowledge and skill of participants Association of Colleges for Teacher in coping with the issues of the day in Education in the central process of teacher education. The program com-decision-making in teacher education mittee, under the leadership of Chair-and in their continuing work with all man Daniel E. Griffiths, instituted three groups involved in implementation of new programming approaches: a Dif-these plans. The 1971 Distinguished fusion Center featuring mediated pres- Achievement Awards reinforced the

iii practical success of melding ideas with action to improve the education of teachers. Also, the numerous innova- tive programs discussed in various sec- tion meetings gave sound evidence of thevitalitycurrentlyfoundinthe decisionmaking phaseofteacher preparation. The role of the Association as stimu- lator to its membership in the improve- ment of teacher preparation was a central part of the meeting plan. As a result of actions at the Business Meet- ing,concrete steps were takento strengthen the Association's ability to speak with assurance and authority in the continuing dialogue on how school personnel should best be prepared. Each year the Annual Meeting brings to a close the administration of the electedleaderof AACTE. PaulH. Masoner, who has served the educa- tion of teachers in many ways, has giventhe Associationthroughhis leadership as presidenta new view of its task and of its responsibility to make a significant contribution to the development of American education. AACTE salutes Dr. Masoner for his service. The Association is particularly in- debted to those from its member insti- tutions who participated in the plan- ning and in the sessions themselves. Their numerouscontributionsgave substance to the many dialogues. To those members of the AACTE staff who have worked hard and dedi- catedlyin support of not only the Annual Meeting. but of all of the pro- grams and projects of the organiza- tion, sincere appreciation is expressed.

EDWARD C. POMEROY Executive Director November 1971

iv iii Foreword 69 The Association

71 The President's Address: Entering a Demanding Decade Paul H. Masoner 1 Distinguished Achievement Awards 77 Report of the Executive Director Edward C. Pomeroy 17 Annual Meeting 1971 79 Report of the AACTE Special Study Commission 19 Twelfth Charles W. Hunt Truman M. Pierce Lecture: The Impossible Imperatives: Power, Author- ity, and Decision Making 85 Articles of Incorporation and in Teacher Education Bylaws Evans R. Collins 97 Annual Business Meeting 1971 31 The Classroom Crisis Stanley Elam 99 Reports of the Auditing and Charles E. Silberman Tellers Committees Daniel E. Griffiths 100 Election of New Member Henry J. Hermanowicz Colleges and Universities 53 Crisis of Education in Edward C. Pomeroy the Seventies 101 Presentation of Plaques fcr James Farmer Hosting Administrative Interns 61 Turning on the Human Frank Klassen Race Pauline Frederick 103 Directory 1971

Encouragement of Excellence

Change, innovation, achievement hopefully, to stimulate other those actions which can lead to better institutions toward excellence. This teacher education begin in the section summarizes the programs of college or university. A faculty will the 1971 Distinguished Achievement gather to design a needed program for Awards recipients and of those the inner-city teaching; a teacher educatorjudges have designated worthy of comes up with a program for more special recognition. Also, each DAA individualized student work based on entry is listed. performance standards; or an idea is In addition to these awards, a implemented for a cooperative project special category of recognition in between a college and its neighboring international education has been school district so that students who created for this year. Mindful that 1970 think they want to teach can test out was declared International Education their commitment early in the Year by the United States Congress sophomore year. The project, in turn, and that numerous activities have makes an impact upon the total grown out of the action, AACTE has educational program within the added an award for the outstanding institution. Often it serves as a pilot program in international education. project leading to a larger change Entries in this special category are within the education curriculum. also noted. The main purpose of the American The Association hopes that the wide Association of Colleges for Teacher range of programs cited in this Education has always been the section will lead to further improve- encouragement of excellence by its ments in teacher education and that member institutions. AACTE's key the sense of achievement reflected by activities have been devoted to these programs will serve to remind encouraging improvements in teacher the American publicduring a time of education programs which, in turn, heavy criticisms heaped upon benefit the profession. Too often, educationthat quality preparation however, the general public or even is being provided in the training the teacher education profession does of teachers. not hear about such achievements. Each participating college and . AACTE's Distinguished Achievement university and its faculty, staff, and Awards (DAA) for Excellence in students are commended by ths, Teacher Education, begun in 1965, American Association of Colleges for were designed to encourage member Teacher Education in making these colleges and universities to describe Distinguished Achievement Awards their successful programs and, possible.

3 Panel of Judges

The panel of judges for the 1971 Distinguished Achievement Awards included Helen Berwald, professor of education, Carleton College, Northfield, Minn.: F. Clark Elkins, vice president in charge of instruction, Arkansas State University; William J. Martin, chief, Fellowships and Overseas Projects, Division of Foreign Studies, U.S. Office of Education: Ernest J. Milner, director, Urban Teacher Preparation Program. Syracuse University; Gerald Torkelson, professor, College of Education at University of Washington, and member of the AACTE Board of Directors; and Matthew J. Whitehead, dean, District of Columbia Teachers College.

4 The Distinguished Achievement Award Weber State College Ogden, Utah President William P. Miller Dean, School of Education Caseel D, Burke

The Distinguished Achievement explicit materials inside packets of kits Award for Excellence in Teacher and which was structured upon the Education for 1971 is presented to idea that the student will find guidance Weber State College for its imple- from these materials and, at the mentation and development of an same time, have the flexibility to Individualized, Performance-Based proceed individually on the work. Teacher Education Program (IPT) These self-instructional units, arranged In 1967, the faculty at Weber State in course credit blocks called began shaping a new program which "WILKITS" (Weber Individualized offered concrete guidance to the Learning Kits), state particular student in achieving stated goals and behavioral objectives and then provide objectives, but carefully allowed the a variety of learning experiences student to proceed at his own pace. for achieving these objectives. The teacher educators had done some Evaluation and completion are based hard thinking about the increasing on clearly defined performance complexity of the task facing standards. A "pass" grade is given for elementary and secondary schools in successful completion of a credit providing good teaching within a block. The student begins the program society that was undergoing in his sophomore year with a set of accelerated change. They also looked exploratory activities designed to at some of the problems which develop an interest in, and a continually plague teacher education: commitment to, teaching. As a junior recruiting the most capable students or senior, he does some teaching in into the profession, eliminating one of the public schools. After the extraneous clutter of requirements, teaching practicum, the student has a encouraging personal commitment, shifting responsibility and initiative to time of reappraisal during which he can correct areas of weakness noted the student. treating individual student in his training so far, he can pursue needs and abilities, using a variety of special interests, or he can assist teaching models. developing skills in other students in earlier phases of the human relations, and applying technological developments to program. teaching needs. Approximately 700 students out of The result was an individualized the total student body of 7,500 are program which depended upon some involved in the program.

5 For Distinguished Achievement Northeastern State College Tahlequah, Oklahoma President Robert E. Collier

Recognition is given to Northeast- worked out instructional materials for ern State College for its Cherokee the implementation of two college- Bilingual Education Program which credit Cherokee language courses, assists the area's public schools in formulated lesson plans and learning providing an approach to teach activities for the Cherokee-speaking the Cherokee-speaking elementary student, and enrolled teachers and school students who come into the aides in college-level Cherokee public schools unfamiliar with the language classes. Most important to English language. The Cherokee the program's success has been the Indians of northeastern Oklahoma are willingness of the staff to undergo a significant portion of the under- language courses and workshop educated and low-income families in sessions in order to understand the the state. Long a proud tribe, the elder bilingual problems encountered in Cherokees have retained their native the classroom. tongue as the language of the home. Under the program, children who come from homes where English is not the dominant language can receive instruction in both English and Cherokee at the start of their formal education until the former language is sufficiently understood. The pl;ght of the nonEnglish-speaking child placed in the American classroom is well known to educators. Traditionally these children have been poor achievers and dropouts. Since . materials designed for bilingual instruction in English and Cherokee are nonexistent, the program staff had to forge new materials. They developed primary stories and music activities in the Cherokee tongue. introduced reading programs with special instruction for bilingual use,

6 For Distinguished Achievement Salem State College Salem, Massachusetts President Frank L. Keegan

Recognition is given to Salem childhood majors, PERCEPT gives State College for its Peabody Early practical information and opportunities Childhood Education Project to observe "open education" in (PERCEPT), which prepares women action; for the disadvantaged children with degrees in fields other than who speak Greek, Spanish, or education to teach children ages three Portuguese upon entrance into the years through eight. Funded under the program, most can leave ten months Education Professions Development later speaking fluent English. Act, PERCEPT was designed to attract into early childhood education women who, for the most part, were mothers with a vested interest in education and teaching. Most were over 30 years old. The need by the state of Massachusetts for profes- sionally trained teachers in early childhood education became acute when a legal mandate was passed calling for public kindergartens by 1973. Not only has PERCEPT attracted novice teachers who might not other- wise have come into early childhood education, but the project emphasizes the "open education" in the school- room for the youngsters. who come from a variety of subcultures and differ in language, race, and socioeconomic background. Close ties are maintained by the project participants with parents through scheduled videotapes of activities. Alternating two five-week training periods, the novice teachers first work with children three to five years of age and then with five- to eight-year-olds. For the early

7 For Distinguished Achievement State University of New York College of Arts and Science at Plattsburgh Plattsburgh, New York President George W. Angell

Recognition is given to the State youngsters. The teaching and University of New York College of Arts administrative staffs in the school and Science at Plattsburgh for its district have cooperated with the Teacher Preparation Through School- college in carrying out the project. Community Living Project in The Ausable Forks Board of Education trying to provide the student with is now working on a new program for professional experiences placed early an open-space school which will need in the curriculum and reaching beyond the kind of informed and flexible the classroom. Using the setting of teachers emerging from this a nearby village, Ausable Forks, which experiment in teacher-community is r Dcated in an impoverished area, involvement. the project puts students and a professor into the community, both as residents and as teachers. Half of the time is spent in the public school and in the pupils' homes and the remainder is spent in individual study and in seminars. Rather than relying on second-hand acquisition of the concepts and principles needed for teaching, the studentscollege sophomoreslearn through analyses of the real-life experiences they are encountering in the village school. A large number of the schoolchildren are disadvantaged and in need of special help. Three ideas underlie the Teacher Preparation Through School- Community Living Project: that teacher preparation must include real-life experiences; that community study must be nart of a teacher's preparation; and that opportunities must be provided for preservice teachers to work with disadvantaged For Distinguished Achievement Wisconsin State University River Falls, Wisconsin President George R. Field

Recognition is given to Wisconsin methods. The program has demon- State University at River Falls for its strated that it is possible for a small River Falls Model Program for the university with limited resources to Preparation of Elementary Teachers draw upon emerging ideas in teacher emphasizing active student education and apply them to a involvement in prestudent teaching specific situation. experiences. The 50 participating junior elementary education majors are pursuing teaching competencies through an individualized, task- oriented approach. At the beginning of each quarter, instructional packets are distributed which include activities designed for large- and small-group instruction, professor-student conferences, individual and small- group projects, and miniteaching experiences. The student progresses in these tasks at his own pace. He observes and works with children, utilizes a variety of audiovisual materials on individual and small- group bases, visits schools, and studies the teaching process in a variety of ways. Viewed as an alternative to the traditional elementary education program at River Falls rather than as a potential replacement, the model program offers an individual, activity-centered approach. Students in the program take no courses outside of education during the two quarters. The first quarter covers educational founda- tions; the second quarter deals with

9 Special Participating Recognition Institutions

Chadron State College Adams State College Chadron, Nebraska Alamosa, Colorado President President Edwin C. Nelson John A. Marvel

College of Steubenville Appalachian State University Steubenville, Ohio Boone, North Carolina President President Very Rev. Kevin R. Keelan Herbert W. Wey

Idaho State University Asbury College Pocatello, Idaho Wilmore, Kentucky President President William E. Davis Dennis F. Kin law

Montclair State College Ball State University Upper Montclair, New Jersey Muncie, Indiana President President Thomas H. Richardson J. J. Pruis

State University of New York College Bowling Green State University at Buffalo Bowling Green, Ohio Buffalo, New York President President Hollis A. Moore, Jr. Elbert K. Fretwell, Jr. Chicago Consortium of Colleges and Universities Executive Director John M. Beck

Cleveland State University Cleveland, Ohio President Harold L. Enarson

College of Mount St. Joseph on the Ohio Mount St. Joseph, Ohio President Sister Adele Clifford

10 College of Saint Rose Georgia State University Albany, New York Atlanta, Georgia President President Alfonse Miele Noah N. Langdale, Jr.

Concordia Teachers College Georgian Court College Seward, Nebraska Lakewood, New Jersey President President W. Theophil Janzow Sister M. Stephanie Sloyan

Culver-Stockton College Glassboro State College Canton, Missouri Glassboro, New Jersey President President Fred Helsabeck Mark M. Chamberlain

East Carolina University Inter American University Greenville, North Carolina of Puerto Rico President Hato Rey, Puerto Rico Leo W. Jenkins President Sol L. Descartes

Elizabeth City State University Elizabeth City, North Carolina Kutztown State College President Kutztqwn, Pennsylvania Marion D. Thorpe President Lawrence M. Stratton

Fairmont State College Fairmont, West Virginia Lake Erie College President Painesville, Ohio E. K. Feaster President Paul Weaver

Florida Agricultural and Mechanical University Lee College Tallahassee, Florida Cleveland, Tennessee President President Benjamin L. Perry, Jr. Charles W. Conn

Florida Technological University Lesley College Orlando, Florida Cambridge, Massachusetts President President Charles N. Millican Don A. Orton

Framingham State College Mankato State College Framingham, Massachusetts Mankato, Minnesota President President D. Justin McCarthy James F. Nickerson

11 Metropolitan State College San Fernando Valley State College Denver, Colorado Northridge, California President President Kenneth Phillips J. W. Cleary

Moorhead State College Slippery Rock State College Moorhead, Minnesota Slippery Rock, Pennsylvania President President Roland Dille Albert A. Watrel

North Adams State College Southern Illinois University North Adams, Massachusetts Edwardsville, Illinois President President James T. Amsler Robert G. Layer

Northern Illinois University Stanford University De Kalb, Illinois Stanford, California President President Rhoten A. Smith Richard W. Lyman

Northern Montana College Texas A&I University Havre, Montana Kingsville, Texas President President Joseph R. Crowley James C. Jernigan

Pennsylvania State University Texas Woman's University Middletown, Pennsylvania Denton, Texas President President John W. Oswald John A. Guinn

PMC Colleges Towson State College Chester, Pennsylvania Baltimore, Maryland President President Clarence R. Moll James L. Fisher

Rhode Island College United States International University Providence, Rhode Island San Diego, California President President J. F. Kauffman William C. Rust

St. Edward's University University of Arizona Austin, Texas Tucson, Arizona President President Edgar Roy, Jr. Richard A. Harvill

12 University of Colorado Western Carolina University Boulder, Colorado Cullowhee, North Carolina President President F. P. Thieme Alex S. Pow

University of Illinois at Chicago Circle William Paterson College Chicago, Illinois of New Jersey, The President Wayne, New Jersey Norman A. Parker President Karge Olsen

University of Massachusetts Amherst, Massachusetts Winona State College President Winona, Minnesota Robert Wood President Robert DuFresne

University of Montana Missoula, Montana Winthrop College President Rock Hill, South Carolina Robert T. Pantzer President Charles S. Davis

University of Northern Colorado Greeley, Colorado Wisconsin State University President La Crosse, Wisconsin Darrell Holmes President Kenneth E. Lindner

University of South Florida Tampa, Florida Wisconsin State University President Oshkosh, Wisconsin Harris W. Dean President R. E. Guiles

University of Wisconsin Wisconsin State University Madison, Wisconsin Stevens Point, Wisconsin President President John Carrier Weaver Lee Dreyfus

University of Wyoming Wisconsin State University Laramie, Wyoming Whitewater, Wisconsin President President William D. Carlson William L. Carter

West Chester State College Wittenberg University West Chester, Pennsylvania Springfield, Ohio President President Paul W. Rossey G. Kenneth Andeen

13 International Relations Entries

Alabama Agricultural and Moorhead State College Mechanical University Moorhead, Minnesota Normal, Alabama President President Roland Dille Richard D. Morrison Oklahoma State University Stillwater, Oklahoma Andrews University President Berrien Springs, Michigan Robert B. Kamm President Richard Hammill San Francisco State College San Francisco, California Bowling Green State University President Bowling Green, Ohio S. I. Hayakawa President Hollis A. Moore, Jr. Towson State College Baltimore, Maryland President College of Steubenville James L. Fisher Steubenville. Ohio President University of Alabama Very Rev. Kevin R. Kee lan University, Alabama President F. David Mathews Dakota State College Madison, South Dakota University of Connecticut President Storrs, Connecticut Harry P. Bowes President Homer D. Babbidge, Jr. Eastern Michigan University Ypsilanti, Michigan University of Utah President Salt Lake City, Utah Harold E. Sponberg President James C. Fletcher

Kansas State Teachers College Wittenberg University' Emporia, Kansas Springfield, Ohio President President John E. Visser G. Kenneth Andeen

14 Special International Award Wayne State College Wayne, Nebraska President William A. Brandenburg

The Special International Award for of foreign countriesin this case, the Excellence in Teacher Education for Scandinavian countries of Norway, 1971 is presented to Wayne State Denmark, and Sweden. College for its Nebraska-Scandinavian In the summer of 1970, 100 Summer Institute, which stressed Scandinavian students and teachers international understanding in its came to the Wayne State campus to exchange program. In the Midwestern take part in an American civilization Plains areawhich in the past has project. symbolized the heartland of American isolationismthe Nebraska college, The institute emphasizes an cooperating with three sister colleges, interdependence between the Atlantic formed the institute to enable community and the United States. On exchange between American and the one hand, individual lectures and Scandinavian students and teachers. courses underscore the North Atlantic During 1969, the initial year, 32 theme in military, economic, and teachers and students representing political affairs and, on the other hand, 25 communities in the state went to individual lectures and formal courses Scandinavian countries. Twenty-eight present broad perspectives on of these were elementary and Scandinavia's cultural and social secondary schoolteachers in the history, particularly those contributions humanities and social sciences, and to its heritage which are common four were outstanding seniors from the to the heritage of the United States. Nebraskan colleges Wayne State, One Nebraskan participant summed Peru, Chadron, and Kearney. The up the experience of journeying from institute yet these goals: (1) to the heartland of America to the strengthen the intellectual community Scandinavian setting: "We have been of the state through a.; enriching taken from what is a very small world educational experience, (2) to enable for many of us and been exposed to students and teachers from the United new people, customs, climate, and States to understand the interrelated geography. Instead of living under the forces which have produced today's same pattern of life, we have seen how world and which are shaping the Scandinavians live and have at tomorrow, and (3) to deepen under- least one different aspect with which standing of American institutions by to compare our own civilization." comparison with and contrast to those

15

The Twelfth Charles W. Hunt Lecture THE IMPOSSIBLE IMPERATIVES: Power, Authority, and Decision Making in Teacher Education Evan R. Collins Professor of Higher Education Boston College

THE CHARLES W. HUNT DR. EVAN R. COLLINS, the twelfth LECTURES, given over a period of Hunt lecturer, can be accurately called 12 years at the Annual Meeting of the a "teacher of teachers." Directly after American Association of Colleges earning his A.B. at Dartmouth in 1933, for Teacher Education commencing in he became instructor and director of 1960, were established by action of programs at Tabor Academy in Marion, the Executive Committee of the Massachusetts. He received his Ed.M. Association. The lecture series was (1938) from Harvard and went on to conceived as a professional tribute to become director of placement (1938), the long years of leadership and then assistant dean of the Graduate service Dr. Hunt has given to teacher School of Education at Harvard education as a teacher, a university (1939-46). Dr. Collins completed his dean, college president, secretary- doctoral work (Ed.D., Harvard, 1946), treasurer of the American Association taking time out for wartime service as of Teachers Colleges, and chief of operations analysis with the consultant to the Board of Directors Second Army Air Force (1943-45) and of AACTE. later as special consultant to the Assistant Secretary of the Air Force. Charles W. Hunt has combined He was named president of the State vision with practicality in encouraging University of New York at Albany voluntary cooperation among higher and served there from 1949 to 1969. education institutions for the In September of 1969 he assumed his improvement of teacher education. present post as professor of higher The AACTE is proud to acknowledge education at Boston College, Chestnut its great respect and appreciation for Hill, Massachusetts. He wears two Dr. Hunt's educational statesmanship, hats inasmuch as he is concurrently his devotion to teacher education, his director of the Institute for College insights into human behavior, and his and University Administrators of the personal friendship. American Council on Education.

19 DR. COLLINS: On behalf of all who clear in the theme for this Annual are here, I welcome this opportunity MeetingPower, Authority, and to join in doing honor to Charles W. Decision Making in Teacher Education. Hunt. We salute him as a true pioneer My title, The Impossible Imperatives, in the field in which we are all reflects my feeling that the tasks we engaged, one of a very few who early face are so difficult as to seem seized a vision and worked to make it impossible, so urgent as to be real in the institution he led, in his imperative. wide-ranging contacts with colleagues, and in this national organization he I. There is no need to remind nurtured from its beginnings 53 years ourselveS of our worries and woes. ago. We salute him, too, as one This year, as we meet, we share a oio-timer who has stayed young and sense of sharp concern. The university still activea valued counselor at is in trouble. I refer not only to our meetings of the Board of Directors, a precarious financial position, although vigorous participant in today's events. that is a symptom. Our basic malaise For us all, this Annual Meeting is a is more deep-rooted. We need not be time to renew our friendships with our reminded how many candidates in the colleagues and counterparts at other 1970 election won votes by lambasting institutions and to swap professional higher education. Led by the gossip. More. it is a time to inquire into Administration's acrimonious the state of the art, to assess the year alliterator, spokesmen for both left and just passed, to try to discern the right found the campus fair game, murky futureeven to plan to impose andto our concernfound the voters some shape upon it. agreeing with them. We must surely agree that 1970 was Why did these critics find such ready an amorphous year, a period with few response? Certainly there has been distinctive characteristics. Its major a shift in the public's opinion of us. developments were continuous, they During the 1950s and most of the were culminations of trends; there sixties higher education reached new were no new trends. Since Kent State heights of public esteem and and Jackson State and Cambodia, the affirmation and support. Faculty campuses have been generally quiet; salaries rose, legislatures were we are almost tempted to suggest generous in their appropriations, and "Not much seems to be happening more and more people applied for now." That would be a bitter college admission; we felt wanted. The suggestion: that only violence is G.I. Bill had been the first national noteworthy. It is rather an urgent affirmation of the principle that, reminder that we cannot construe this whatever we meant by it, higher relative calm to mean not much needs education should be open to a whole to happen or, worse, that we can go generation. We were only approaching back to the good old days that never the implementation of this ideal, but were. Instead, we recognize it as a its impact was already apparent time to plan change, when we are not in the programs and purposes of our pushed by events so that we merely colleges. react. We can now seize the initiative. Under these pleasant pressures, we We know we still have our deficiencies; began the sixties, mildly protesting we know they need to be overcome. but not prepared for the changes We will not be misled or sidetracked necessitated by two factors: the by calm or apathy or exhaustion, by dramatic increase in numbers and the the old smug belief that nothing needs less-easily-measured but farther- to be changed. reaching revolution of values in the This awareness, this sense that 1971 college population. We talked almost is a time for decision and initiative is happily about a national population

20 increase of more than three million a of the major contemporary problems yearadding the population of a city in the social and political fields, an like Phoenix, Arizona anew each appreciation of the major modes of monthabout a birth every thought and expression in the seven and a half seconds, eleven humanistic areas, a mature set of thousand future students born each values, a well-grounded preference day. We did not question whether the for the good and the beautiful, and a higher education we had developed lifetime devotion to learning? for the few would be appropriate for "In the majority of the 2,300 the majority of the age group now readying for college; even less did we institutions ... ," Lewis Mayhew question whether this new generation reported a year ago, "students enter of college-goers was, indeed, quite and leave and seem to grow not much like its predecessorin lifestyle, in more than they would have had the aspirations, in value structure. time been spent in war, work, or welfare."' He is supported by Trent's We did, then, an impressive job of finding that college graduates meeting the quantitative needs ".. . could be judged largely apathetic building the plants and staffing them, to intellectual inquiry and social expanding existing institutions and issues."'" developing new ones. In our under- standable preoccupation with these Perhaps our claims have been a bit immediate problems, we had little time overdrawn. Perhaps these were or energy for change. We were largely functions our institutions could serve, objectives we could realistically seek, concerned with extending higher education as we had known it, without when our student group was more serious reconsideration of its narrowly selected. Most of us, I submit, continuing appropriateness for a vastly find them unattainable under the extended college population. There pressures of the new numbers we was experimentationwe can point to undertake to serve. But more a Green Bay, a Monteith, a New fundamental is the question of whether College, a Santa Cruz, to scattered such objectivesand the programs innovations in organization or we developed long ago to attain curriculum. But in many cases even themare not only attainable, but these were essentially experiments in appropriate for the new student management, attempts to improve the population. This group is different not grouping of students or the only because it is larger and more organization of instruction, better to do representative of the age group, it is what we had long ago agreed it was differenthow different we do not yet our mission to do. We "raised" knowalso because of the impact of a whole new complex of social admission standards, not by changing stresses and generational pressures them, but merely by applying the old standards more rigorously, upon it. To quote Margaret Mead, and we made corresponding "We have for the first time in our adjustments in curricular regulations. history a youth generation that actually does know more than their Perhaps we oversold ourselves, elders." But no member of the parental plugging the old reliable product to generation can honestly say of his the new market. Have you seriously experience, "Yes, ! know; I remember read your catalogue to see what it is how it was for me." And we are only you seem to promise your institution beginning to recognize that, under the will do? Whatever our local variation Paper developed for American Council on of the program in general studies, can Education. Institute for College and University it truly develop in students an Admmistrators, November 1969. (Unpublished) appreciative awareness of the ways of Trent. James W.. and Medsker, Leland L. Beyond High School. San Francisco, Calif.: problem solving in science, a grasp Jossey -Gass, Inc., 1968, p. 232.

21 impact of such deep-rooted social teachers have been trying to maintain change, the motivations, the a precarious balance: between, on the aspirations, the values are changed one hand, the need for practical, too; student expectations of the clinical experience in the work of the college or universityand thus, for classroom teacher of children and, on them at least, the purposes of the the other. the desire for academic university nave changed. prestige or at least respectability as Thus, in brief, we did an impressive defined and controlled by the liberal job in the sixties of extending higher arts faculty in our colleges and education, as we knew it, to a vastly universities. expanded group of students. We've The history of teacher education in been somewhat less successful in this country has been the history of doing all that we advertised for those three simple revolutionary ideas: that students, probably because we teachers need special preparation for promised too much. Less impressive teaching; that the provision of this still has been our readiness to review preparation is a matter of public, i.e. whether this, any longer, is the job that social, concern; that the study of this needs to be done. The group to be field is properly in the schools. Hall's educated, because it is a more school at Concord represented representative fraction of the age acceptance of the first of these ideas, cohort, is different in composition. The that teachers need professional group, because its experience is new, training. For the other two ideas to :is different in character. Its values are develop, to travel 14 miles down different, and what it needs to obtain the road and gain some acceptance in from the college or university may well the Harvard yard as an A.M. in T. be different. program, took almost a 100 years. So we gather here with a sense that And the balance between professional the university is in trouble. clinical work and work in the academic disciplines is still a precarious one. It.Our concern, as members of It has been the function and institutions admittedly in trouble, is responsibility of the professional not relieved but deepened when we school or department to effect a turn, within this context, to our own constructive reconciliation of the fieldthe preparation of teachers and disparate elements and to maintain a other school personnel. All the balanced program, enlisting the problems harassing the campus as a cooperation of the liberal arts faculty whole are familiar to us in professional for both general education and subject- education. Students in education are matter preparation and the not exempt from the stresses and participation of the practitioners in pressures that affect all students. Nor the field to provide clinical experiences are our courses particularly singled and supervision. The professional out as shining exceptions to student faculty looks both ways and shares charges of poor teaching, or the expertise of both groups as it impersonality, or irrelevance. Indeed, blends both elements with its own to the complex of all-university teaching in the program. This program- problems most of us in teacher making responsibility and authority education must add a clutch peculiarly is central to the policy decisions our own. governing teacher education in the These special problems of ours turn university. The faculties of the schools on the question of professionalism and or departments of education stand the professional component in the at the pivot of this sometimes uneasy preparation of teachers. At least since alliance. They must take the lead in the time of Samuel Hall's normal continuous adjustment and academy, professional educators of accommodation. In the process, we

22 not infrequently find that we have to have faculty rank in many cases, alienated our associates in the field, not allowed to share in faculty without ever having made unshakable deliberations in most cases, sometimes allies of our colleagues in the arts sneered at by persons who should and sciences. know better...." I submit that we're We are vulnerable and culpable to not often doing much better today. both sides, but especially in our This kind of snobbism within our relationships with our colleagues in ranks reflects our own use of the the field. Many, if not most, arrange- irrelevant standards we decry when ments for student teaching and they are used against us. Since the laboratory experiences are essentially Greeks. disdain of manual activities exploitativerarely of the children, has characterized elitist university the pupils; not infrequently of the education, has isolated intellectual neophytes, the college students: and pursuits from their social setting, and principally of the classroom teachers. has rendered suspect the elements of The laboratory function, at one time professional preparation in the served largely by the campus school of undergraduate years. Too often many colleges, now falls more teacher educators have accepted this heavily on the public and private irrelevant basis for academic prestige schools because increased and perpetuated the false dichotomy enrollments in teacher education have between work and academic worth. hastened the demise of the "practice Whatever its roots, our failure to school." This service by schools and recognize our classroom colleagues as teachers is usually sold as a full partners leaves us open to professional obligation; this is charges we can disregard only at our probably a valid basis, and it peril. We should not be amazed that recognizes the inadequacy of the other our unilateral policymaking is now common forms of recompensethe questioned and is, indeed, to be tuition waiver, the token stipend, the curtailed. The NEA, through TEPS, annual free dinner in the college is frank to acknowledge its plans to cafeteria at which the student take over the direction of teacher teachers "entertain" their critic education. The directors of your teachers and the dinner speaker Association were assured by the extols and applauds the true representatives of TEPS at a recent professional collaboration between meeting that neither the colleges and institutions, cooperating teachers, and universities, nor the professional school systems, as represented at the faculties, but "teachers must have the once-a-year festivities. major voice they must be largely But most of us would be forced to responsible for determining who shall acknowledge that, in fact, we too be candidates for the profession and seldom invite our field colleagues to by what standards teachers shall be contribute as equals to our program prepared (including accreditation of discussions or to participate fully in institutions)."* policy formulation. Indeed, within the The 1971 budget for our largest closer relationship of the university school system, that of New York City, faculty, the status of the campus A. R. Mead ann others "Present and Future Uses schoolteacher has traditionally been of Laboratory Schools in Teacher Education." that of the second-class citizen. Functions or.l.aboratory Schools in Teacher Fifteen years ago, A. R. Mead put it in Education. (Edited by Alex F. Perrodin.) Washington, D. C.: Association for Student Teach:ng, strong terms: "By and large, what has 1955. P. 139. been done to these workers and about National Education Association, National them has been a shame and a disgrace Commission on Teacher Education and Professional Standards "The Meaning of Accountability: A to the profession. They have been Working Paper." Washington, D. C.: the Association, paid smaller salaries ... not allowed November 1970. p. 6. (Mimeo.)

23 was headlined in The New York Times We face two related tasks. The first as placing "the highest priority" on is redefining the purposes of the teacher training through "learning university. In this task, we need to cooperatives" set up by the school proceed not as though we were system in each borough. Other school wielding power but, rather, exercising systems and the public offer additional authority. The second task is that of evidence of our having forfeited their realignment for the preparation of confidence in institutionally-dominated teachers. Here we need to unite in the decision making. As of December, common taskwith the authority this 16 states had enacted professional unity generatesthose who now practices legislation and 25 states had pursue the divisive tactics of power. enacted negotiation statutes for In both cases we begin with the nature teachers. Both types of action clearly of power and with a distinction give support to the program of the between power and authority. Power, organized teachers. And teacher edu- even as in "power to the people," cators cannot at this juncture count on commonly denotes force and assumes strong and enthusiastic support from that, by the exercise of strength, we their colleagues in the liberal arts. Yet can coerce consent. Short of naked our need for such support increases physical force, any exercise of as it becomes clearer that the power requires, of course, the act of program-making, policy-formulating consent. The recipient of an order authority of the professional faculty is must perceive it, comprehend it, and what is at stake. That authorityover consent to it if the order is to have the curriculum for teacher education effect. This consent may be engineered and over standards for admission to crudely, as in a dictatorship, by programs in teacher education and for making the alternatives more performance in our courseshas long unpleasant than consent (although been vested in the colleges and coercion feeds on itself, requiring universities preparing teachers. it is more and more drastic enforcement). passing from us, in part by our default Such use of power ignores or subverts and forfeit, in part as a result of our cherished concept of the consent aggressive organizational policy. of the governed, which undergirds The hour is already late. democratic organization and the development of legitimate authority. Power, which is coercive, enforces Ill. My remarks so far may seem a consent and invites sabotage. somewhat grim catalog of problems, Authority, which is legitimate, earns hardly calculated to launch a wave consent by developing preponderant of optimism over this Annual Meeting. agreement on ends and purposes. To I wish I could simplify the difficulties achieve objectives to which he or even specify them with sufficient subscribes, the individual consents to clarity so that solutions would seem the exercise of the authority he more readily apparent. But our present acknowledges as legitimate. problems are both complex and difficult, and their solutions are not In the American university, coercion subject oto simple prescription. as a form of authority has not been Although I began by indicating our significant, even if some would have present opportunity to shape the it so. As Glazer points out, "When future, we may indeed conclude, when authority there loses the capacity to we really face the task, that the act based on common acceptance of imperatives are impossible, although its legitimacy, it has no other source the impossibilities are so clearly of power to draw upon." Within the imperative. I would suggest only two university, in theory, administrative general rubrics which may help order Glazer. Nathan.The Six Roots of Campus Trouble." Address to the American Alumni Council our efforts by suggesting priorities. adapted for the Harvard Bulletin 73:1.

24 officers exercise power delegated to inherent in the acknowledged them by the trustees, in whom it is expertise of the scholar or the legally vested as representatives of the administrator, or is earned anew in larger social body. But in practice, each act of leadership, in decision the trustees often no longer have making which enlists the assent of the effective power to delegate; it has group. Such a course of action been legally diminished by the courts necessitates a high degree of skill in and legislatures (notably in the areas leadershipin anticipating which of civil rights and due process), by problems will be critical or perhaps in the unions (particularly in salary selecting which problems to matters, personnel practices, and emphasizewhile there is still time working conditions), and, increasingly, for the processes of participatory by successive refusals to consent to its democracy to work, to be successful, exercise (most often by students). and thus to generate new consensus. Such frustration of legal power Such authority is, of course, based always poses the temptation to travel upon goals shared and accepted; the authoritarian routeto escalate authority gains its legitimacy from the penalties, to make the aPernatives dedication to these common goals. to the acceptance of asserted authority Without such acceptance by all groups so progressively unpleasant, and in the university, decision making finally unbearable, that at last not even deteriorates into power wielding, with the strongest will withhold compliance. a greater or lesser degree of coercion But we know where that road leads, implicit in decisions. It becomes and we reject it. imperative, then, for the university to redefine its goals, not only to clarify The converse error is the "cop-out": its aims but also to enlist support, to the abdication by the university of earn acknowledgement of its powers which are contested. It is legitimacy. Here the matters of tempting, when frustration runs high, purpose, of process, and of product to turn to a different source of authority are inextricably interwoven. We cannot when the authority of the university expect true consensus regarding failsto turn over to police and goals which result from the exercise courts, for example, the regulation of of arbitrary power or from an empty all but purely academic matters, thus "ploy" aimed only at consent without surrendering the privilege of realistic participation. We may institutional self-regulation to external reasonably expect renewed support civil authority.' the acknowledgement of authority The more productive alternative lies only from those who have given in the exercise of leadership, in the assent to the process and thus to the recognition that only earned authority product of decision making. We must, can command continuing support, or in fact, operate not as though we were at least acceptance, each new day, wielding power, but rather exercising each new issue, by tapping anew the acknowledged authority. I recognize, reservoir of commonly accepted of course, how difficult such a motivations, aspirations, or prescription is to follow, especially formulations of the university's when the patient is gravely ill. A time purposes. Some authority accrues to of crisis is not one in which to develop the designatioi, of special adminis- credibility ana confidence. But the trative responsibilities; more is present period of relative calm gives ' CI. McConnell, T. R. "Faculty interests in Value us that opportunity and, therefore, Change and Power Conflict." Value Change and imposes that obligation. Power Conflict in Higher Education. Center for Research and Development in Higher Education, The goals to be sought must, we University of California. and Western Interstate Commission for Higher Education. Boulder. know, be shared, not imposed by any Colorado: 1969. p. 69. part of the university upon the whole.

25 Any attempt at imposition, any use of upon students." Instead, we are even the forms of force, impugns the discussing the other 99 percent (no validity of the goals and subverts the one's silent majority). This is the group consensus that supports legitimate with whom we must communicate authority. Is it realistic to expect such and whose constructive contributions consensus? When we seek substantial must be comprehended in our agreement on the purposes of the reappraisal of the purposes of the university, what problems may we university. anticipate?1 he most immediate and They are not antagonists, but allies. visible problem is the emergence of a Disillusioned and sometimes youth culture which differs so sharply despairing as they may sound, they from its parent culture as to seem are groping, as we are, not for a return revolutionary. Its values are so to the dear old days and not toward radically different that some observers a destruction of all that is established, see no possibility of accommodation. but for a new formulation that will Nathan Glazer, for example, sees the combine the enduring values with e "challenge to intellectual and rational new relevance. They are more values, (to) everything involved in the demanding than we in formulating process of learning. For the youth purposes for their lives and, hence, culture has ... some favored cultural for their universities. We have orientations: mysticism, astrology, underestimated the stress of a society science fiction, encounters. All this characterized by affluence, the undercuts the critical functions of the absence of noble goals, technology colleges and universities." It is, he without a tradition of service and says, "the rejection of all the values social responsibility. We have ignored which are incorporated in the current a dilemma. Youths face a world they curriculumbalance, objectivity, cannot accept because they cannot rationality, analysis."'' reconcile its idealism with its Without questioning whether these shortcomings in practice, so they read values are indeed incorporated into "hyprocrisy." They feel a need to our present curriculum, and whatever reform the world by next Tuesday, but are the merits of such a description as they have to learn to live in it now, with Glazer's, we have little basis or hope all its injustices, We must net be put for a constructive resolution of the off when we find that their revulsion at problem. Its real danger is that it insincerity leads them to overreactto think that strong feeling, honestly tempts us to view the student as an expressed, justifies unreasonable adversary, alien, or antagonistic action. element we must overcome if we are to maintain the university. This is an Yet they are not adversaries, and insidious approach, seducing us to the they are more than allies: they are our use of power rather than the students. We have worked hard to development of authority. This is the teach them a concern for social justice extreme of the "The campus would be and peace in the world and for a fine place if only it weren't for the improvement of the quality of human students" syndrome, and we life, and we should be proud that they forswear it. now seek those ends, however gropingly. As Richard Gill observed, We are not describing here the one radical issues are far too serious to be percent of students on the extreme left to the radicals. left and right, those whom Keniston We need to join with them, not in and Lerner describe as the "unholy alliance" against the campus, who are politicizing the university to become together forcing an identity of violence Keniston, Kenneth, and Lerner, Michael. "The Unholy Alliance Against the Campus." New York Glaser, Op. ca. Tunes Magazine, November 8, 1970.

26 an instrument to achieve these goals, acknowledge; it is clear that it is but in leading the university in its already upon us. Our neglect of the traditional and distinctive purposes of classroom teachers as colleagues in study and learning. The study of our program making and our exploitation society's crises and its goals and of them as co-workers have led to their motivations are the proper business of demands for a stronger voice in the university. Such goals we can policy. Indeed, if we take TEPS at its share. In sharing, we can together word, as quoted earlier, that support not the forms of power, but the organization wants, if not the sole usages of consent along with the voice in policy determination, acknowledgement of that legitimate certainly the dominant one"the authority through which voluntary major voice"so that teachers "must society establishes and achieves its be largely responsible" for common goals. Such an end we determining who enters the profession, earnestly seek. by what standards they will be prepared, how they will be educated IV. We have been saying that' the expression of the purposes of the in service, and which institutions university is always a precarious will be accredited. consensus, a fragile compromise; the General acceptance of this position. power to lead, to formulate goals and understandable as it is, would be a pursue them, cannot be legally dangerous step backward in teacher granted, not formally delegated, not education. Acceptance of the TEPS merely asserted, but must be earned position would deny the university- many times over by those who would based scholarly quality of teacher maintain and make effective the education. It would, for the profession, delicate strength of the university. constitute a major step toward The same general considerations syndicalism. It would divert attention govern the complex of crucial and energy from the main job of the decisions determining the program of schools to a debilitating, unprofes- teacher education. This formulation, sional scramble for power. too, is based not on any grant of legal Concerning the first of these points power, but on the much more difficult the university-level roots of teacher and demanding development of a educationnote was made earlier consensus, a sense of colleagueship, that this realization gained general of the patient pursuit of true acknowledgement only after participation by all who can contribute acceptance of the idea that teaching to a solution of the problem. Engaged requires special professional in the formulation must., of course, preparation and that the provision of be those who have the key such preparation is a matter of social contributions to makethe concern and public policy. Only in the practitioners in the classrooms of our last few decades has it been generally elementary and secondary schools and acknowledged that teachers need the concerned college faculty realistically to be educated at least to members in the fields of the arts and the level of the baccalaureate; that the sciencesled, hopefully, by the study and development of the field of professional faculties in education. education as a proper subject of To reestablish this consensus, we scholarly inquiry, as an emerging have many broken relationships to discipline, requires university-level repair, many breaches to restore. We attention. Only as pedagogy emerged in the professional field of teacher from its "codebook" or "how-to-do-it" education need to acknowledge our stage and established a theoretical past shortcomings and to face up to base did we trace and strengthen its the results of our neglect. roots in the academic disciplines. One such result we do not need to Only then did the classroom

27 practitioners acknowledge the need goals and responsibilities. The school for a theoretical structure which systems, the organized teaching extended beyond the range of their profession, the institutions of higher daily problems or the need for the educationeach has a distinctive and formulation of the professional important function; all have common program of preparation to rest concern for effective educational increasingly in the professional programs. For any one of the partners faculty. either to default on its distinctive On the second point, which we have responsibility or to seek to infringe on referred to as the first step toward another's would endanger the total syndicalism, there is no need to remind enterprise. If college and university this group that the educational teacher educators default on the enterprise is conducted not for the exercise of their distinctive collective teaching staff, but for the responsibilities, they leave to the health of the total society as it is teachers in elementary and secondary enhanced by the provision of classrooms the responsibility for education for its children. Absolute developing and teaching programs of control of an occupation or profession teacher education. For this teachers by those who practice it directlybe have neither direct preparation nor they teachers, lawyers, physicians, opportunity to address themselves to civil servantsis syndicalism rather the problem. than democracy. As W. H. Cowley Instead, members of this pointed out long ago, its adoption Association, as leaders in American "would mean that military men would teacher education, need again to completely control national defense assert the complex nature of the establishments, that clergymen would teaching responsibility and the similarly have exclusive domain over implications of this complexity for the churches, and that civil servants would programs of preparation; they need to be unrestrained in the management reflect and rebuild in those programs of civil governments." Organizations the essential sense of colleagueship, of classroom teachers quite under- so that the programs may be effective. standably tend to center their organi- Our relationships with school systems zational concerns on matters of and with classroom teachers, among teacher welfareworking conditions, individuals or organizations, are the pay scales, and the development of relationships of equals of equals with political leverage to assure improve- differentiated responsibilities and with ments. These are important, surely, to accountability for different functions. teachers, but they are not the aims of The established school systems, the schools nor of the programs to through their administrative staffs and prepare teachers. classroom teachers, are, and should In addition to the dangers of be, held primarily responsible for the sacrificing the university character of education of pupils at elementary and teacher education and of the devious secondary levels. For the education of shortcomings of syndicalism, we must teachers at all levels we hold to avoid, if we can, the costly scramble account the teacher educators, whose for dominance, in which the school- leadership is represented here tonight. children would be the first losers. It's time we got on with the job. In a contest of sheer strength, there It will not be easy. The job is would be little question: the organized complex, and we are confused. The schoolteachers have the power, tasks may well seem impossible: to especially as they organize to force redefine the university, to maintain its consent. Ours is the responsibility to ancient values and give them new earn once again a position of authority, force for a generation more humanely based on agreement upon our common motivated; to reestablish in our

28 universities a colleagueship in teacher education that may yield truly pro- fessional programsthese tasks you may well consider impossible, imperative though they be. The power to effect these decisions is not ceded in courts or contracts or laws, nor is it granted by boards or legislatures. But there is power also in patience and persistence and persuasion. There is power in understanding and in the values and the vision of our profession. And there is power in knowing that, despite our inadequacies, the job must be done because we dare not fail. Thus is the task imperative, impossible though it may seem. In James Gould Cozzens' book The Last Adam, there is this passage: "Don't be cynical," Judge Coates said, "... Nobody promises you a good time or an easy time. I don't know who it was said when we think of the future we fear. And with reason. But no bets are off. There is the present to think of, and as long as you live there &ways will be. In the present, every day is a miracle. The world gets up in the morning and is fed and goes to work, and in the evening it comes home and is fed again and perhaps has a little amusement and goes to sleep. To make that possible, so much has to be done by so many people that on the face of it, it is impossible. Well, every day we do it; and every day, come hell, come high water, we're going to have to go on doing it, as well as we can." "So it seems," said Abner. "Yes, so it seems," said Judge Coates, "and so it is, and so it will be! And that's where you come in. That's all we want of you." Abner said, "What do you want of me?" "We just want you to do the impossible." Judge Coates said. God grant we may find success.

29 The Classroom Crisis Presenter: Stanley Elam Editor, Phi Delta Kappan Bloomington, Indiana

I think Crisis in the Classroom is a report to the university faculty, the monumental achievement. It is faculty of education, the faculty probably as valuable as the Conant education council, the state governor. study of the early sixties, but in a the state board of education, or the somewhat different way. legislature. So much for books. Last week, I talked with the deans But I am exaggerating because of three midwest teacher preparatory Robinson really was not that institutions which collectively produce pessimistic. Let me quote from his nearly 6,000 certificated teachers report: annually. Each dean told me that he One conclusion emerged clearly. had Crisis and that it was being The education Establishment is not carefully studied by his faculty. devoted to the politics of consensus. Educators are taking their opinions A year after Dr. Conant's book The from no one, neither from Conant Education of American Teachers nor from the NEA nor from AACTE appeared, Don Robinson, who is nor from NCATE. They are decidir.g for themselves how much Conant currently acting editor of Phi Delta they will have, and some are ready Kappan, tried to assess the impact of to have a great deal and some the book in a special issue of the very much less. Nearly all are magazine. He gave Mr. Conant A's for heartily in favor of adopting some of the proposals, only there is no sincerity, devotion, and impartiality. agreement on which ones. He gave him a B on scholarship, and he gave him a miserable D on impact Don assumed that it was up to and practicality. It was probably too educators whether the Conant early to give a grade on impact, proposals would be adopted, and just as it is too early now to grade evidently he was right. They did and Mr. Silberman on that score. still do hold the power of veto. Few state legislatures or other public But Don based his grades on the re- instruments forced Conant's proposals ports of 21 competent journalists from on teacher education, although there around the country. Their conclusion were some notable exceptions. was that Conant's book, at that point, had effected almost no change in Conant made 27 specific teacher education. In many places the recommendations and 12 of these initial reaction was to appoint a required action by the faculties, committee to study the book and administrative officers, and trustees of

31 institutions educating teachers. Amongwhat goes on in city slum schools in the 12 was the recommended the name of education was rather establishment of clinical professor- unkindly used in Mr. Silberman's book. shipsa rather ill-defined position Silberman quoted parts of that classic analogous to clinical professorships "Hey, man, you are principal?" But in certain medical schools. This Luvern Cunningham is, in my proposal excited the most attention. estimation, one of the truly creative When I talked with deans of those deans in our major universities, and huge midwestern teacher factories last he tells me that at OSU a university- week, I asked what they considered wide committee, with a strong public the most important improvements school component, has developed an made in teacher education programs ambitious design for the future of at their institutions over the past 10 teacher education in that state. One years. Each one of them pointed, first, feature would be a refined partnership to "clinical laboratories," "increased with the state's public and private involvement of the public schools in schools to permit early clinical teacher preparation," or "early clinical experience for all students in teacher experience for all prospective education. The governor of Ohio has teachers." Perhaps the idea was ripe been asked to select 300 teacher and ready to be picked. But I think that education centers or laboratories Conant's book did have something to throughout the state. do with this movement of establishing Incidentally, OSU called a college- a new kind of clinical experience for wide faculty meeting on Crisis in the teachers, and usually that experience Classroom, and Dean Cunningham was at the expense of a classroom said that they were very sensitive to course in methodology. the charge of mindlessness. But he At Michigan State, Dean John Ivy is also said that the big, tough problem is proud of new arrangements with in transforming attitude sets and school systems throughout the state. capacities to perform responsibly in He speaks of clinical laboratories a new framework. Not mindlessness, where analyses of materials and then, but mind-set is the enemy. situations take place and where Another problem related to this one prescriptions are tried and then is providing motivation for change. cranked into the system. There are 157 People and institutions change only school districts in this network. A when it is to their advantage and when full-time faculty member is in charge they, can clearly see that it is to their of each regional unit or cluster of advantage. I'm afraid the dynamics of schools. Part-time or clinical faculty teacher education are such that we work under supervision of full-time cannot really expect quick responses professors in teacher preparation. to the challenges of our time. There is There is a field faculty force. Student no way of holding the teacher- teaches may work in many different producing institutions strictly parts of a system, not just in one. Also, accountable for product. For that there are extern experiences for 300 matter, we are not even sure that we to 400 administrators in training each can produce anything of value. year. This is a combination of work experience and academic activity. In this connection, I recommend an article in the January 1971 American At Ball State University in Muncie, Educational Research Journal written Indiana, even freshmen get out into by James Popham of UCLA. You will the public schools in the university's all recognize Popham as a leading X-EL program. exponent of behavioral objectives. He Luvern Cunningham is dean at Ohio and his associates set up an State University. His public dismay at experiment in which he tried to find

32 differences between the success of to discuss the implications of teachers who have had training and underfinancing, at least to my people picked up off the street in satisfaction. But this is not really my teaching the same materials in social point. What struck me was that studies, electronics, and auto me- Mr. Silberman said teacher education chanics. Popham has yet to find a is underfinanced for two reasons. The group of people off the street whom the first reason is that a large number of experienced teachers can outperform, new teachers are produced at colleges as measured by student learning. and universities that fall at or even below the C or D levels given in the I am told by Journal Editor Dick AAUP rating of faculty salaries. The Turner that Popham's experiment has second reason given by Silberman is some design problems and, of course, that, even in A-rated institutions, the phrase "people picked up off the proportionately less of the budget is street" is not quite accurate. They allocated to education schools than to were appropriate people for the other undergraduate colleges. courses that they taught, and they used the same materials as the people This is the man who, throughout his trained in teaching. My own criticism book, speaks of the mindlessness of of that experiment is that it should educationists. Mr. Silberman tells us have included a group of students who that the cause of teacher education's merely read the instructive materials poverty is that teacher education is and had no teachers at all. poverty-stricken. Think about that. Popham now contends that he was I agree with much that Crisis in the naive to think teachers would be able Classroom says. It is a very eclectic to modify learner behavior any more book. I enjoyed particularly Mr. than housewives, TV repairmen, and Silberman's technique of giving garage mechanics. Teachers, he says, teachers an insult. with his right hand have not been trained as skilled and a bouquet with his left. And behavioral modifiers nor are they given depending on your personal needs, this kind of help once they go into you may accept either one. the schools. The reward system in the I am puzzled by Mr. Silberman's schools does not focus heavily on insistence on the mindlessness of whether the teacher can modify the educators. He defines his word many learner's behavior. times and gives examples, and yet I'm Popham's experiment is extremely still not sure I understand the term. significant and needs to be carefully It could be my own mindlessness. examined: its limitations need to be Here is a representative sentence from understood before we overgeneralize the chapter on the teacher as student: from it. After all, every reasonably "Certainly, few educationists have good profession has some unique asked themselves why they are doing skills that its members alone can what they are doing, or how it affects perform. Popham's answer to the the kind of students they turn out." dilemma is to use measurable objec- Let's face it openly: This is a very tives. What is yours? big error and no amount of repetition, I have two small criticisms of Crisis with variation, is going to make it any more acceptable--to me at least. in the Classroom. Every year I read about 1,500 manu- On page 453, Mr. Silberman scripts written by educators. Many of observes in a footnote that teacher them are unpublishable because the education is underfinanced. That is thinking is not very good. But. if there of course one of its great weaknesses is anything that is characteristic of the and a weakness as well of the entire authors, it is that they ask why we school system. Yet Mr. Silberman fails do what we do. Perhaps if I got out and

33 visited schools the way Mr. Silberman than any other teacher, but when a has been doing for the past three or teacher is good, you don't mind four years, I would have to take a the work." different view. After all, I get my stuff We are now in a period of economic secondhand, in manuscripts. But it recession when it is possible to seems to me, from what I read, that recruit more good people for teacher educators are profoundly interested in education: the bright, energetic, purposes and goals, and they always talented, and fair-minded ones. have been. They may just now be Perhaps one of the uses of adversity is learning how to rranslate huge, fuzzy to seize the opportunity. At Ohio State, generalizations into measurable Michigan State, Illinois, and other behavioral objectives, a /a Jim state universities, systems of Popham. But they have not failed to enrollment limitations are being consider objectives. devised. Methods of career counseling One final point: I don't think we will and selection are being handed out. ever get enough good human beings So the teacher surplus we have been into the classroom. They are needed talking about may be a time of great there, not so much to teach as to serve opportunity. I urge you to take as models. What are good human advantage of it by upgrading the beings like? Kids often don't find out quality of the next generation of from their parents. I wish they could teachers. If you cannot dc it by find out from their teachers. training, then do it by selection... but do it. I recently read a fascinating document which the National Association of Secondary School Principals (NASSP) plans to publish. It is based on what high school graduates say about their teachers. These youngsters were asked to identify their good teachers and their bad teachers and to explain the difference. Here is a typical remark: "I would suggest that those who are unfit to guide a child be dismissed for the sake of the students who would in the future have to suffer under them the way we had to." And another: "Ladies and gentlemen, you make me sick. Go hack to your small desks and teach what the boss wants and don't make waves." There are too many teachers like that, and there are too few about whom these same kids have remarked, "For the first time, I did extra reading for class. He expected me to know more, and I respected him for that and for his intelligence and tried to live up to it." There is a little footnote on that one: They fired him at the end of the year." Another one: "My teacher was rough but straight. He expected more

34 The Classroom Crisis Presenter: Charles E. Silberman Editor, Fortune Magazine New York, N. Y.

The text for my sermon this morning "mindlessness" is the individual's is taken from the "Scriptures," that is, failure to ask why he is doing from the remarkable essay on "The what he is doing and what are the Relation of Theory to Practice in consequences. Education" which John Dewey wrote Mindlessness is by no means the in 1904. As Dewey put it, what we need monopoly of the public schools or of most is improvement of education the schools of education. It is diffused not simply by turning out teachers who throughout the entire educational can do better the things that are not system. It is diffused throughout the necessary to do, but rather by whole society. We all tend to be so changing the conception of what caught up in our day-to-day routines constitutes education. that we forget to ask why. We accept the routines as given. We forget to ask What Dewey was saying, I think, is what the consequences are, or what that the central task of teacher we are doing. But I submit that education is to provide teachers with mindlessness is present in schools a sense of purpose or, if you will, with of education. a philosophy of education. This In traveling around the country, for provision argues strongly for develop- example, we made a practice of asking ing in teachers an ability and desire deans of schools of education, senior to think seriously, deeply, and members of education faculties, continuously about the purposes and graduate and undergraduate deans of consequences of what they do, arts and sciences, presidents, and about the ways in which their curricula academic vice presidents why it and teaching methods in classrooms mattered that a student had attended and school organizations and their their institution rather than some testing and grading procedures affect other. In what ways were their the purpose and, in turn, are affected graduates different from the graduates by it. Providing teachers with a sense of other institutions? How, by attending of purpose must be the central task for their schoot, were their students teacher education, because mostly affected? In what ways were they what is wrong with the schools stems different people, different teachers, or from the absence of purpose, any different human beings as a result? thought about its purpose, or the The usual responsewith a few failure to ask why. What I have called notable exceptions such as Vito

35 Perrone of the University of North education or any study of it should Dakota's New School, Vincent Rogers start not with the teachers college or of the University of Connecticut, and the school of education, but with the Charlotte Winsor of Bank Street school itself. What should be taught, in was a blank stare, a long pause, or a what manner, and to what purpose? quivering of the throat, followed by an expression of puzzlement, a It is essential to begin with the confession that this was an interesting public schools because one of the question that had not come up before, characteristics that distinguishes or an attempt to suggest an answer teacher education from education for better left unsaid. The arts and the other professions is that the sciences people did not fare much preparation of teachers begins not in better. In one instance, when we asked college, but in kindergarten or the first a provost in one of the largest state grade. Prospective lawyers and universities if he could define the doctors generally have a wildly goals of the institution, he smiled very romantic and inaccurate conception of proudly and said, "yes, it has very what being a lawyer or doctor entails. clear goals." The next time the Students planning to become teachers, American Council on Education on the other hand, approach their produced a rating of graduate schools, education with a relatively accurate he hoped that his university would picture of what teachers do. Their be in the middle of his conference picture is accurate because they have rather than at the bottom. spent some 10,000 hours in direct contact with elementary and secondary It seems almost self-evident to me teachers by the time they have begun that the question automatically ought their first year in college. This is to be the starting point of any precisely why teachers require special educational program. The notion is preparation at the college or hardly original with me. Plato argued university level. its centrality 2,400 years ago with While prospective teachers start out particular charm in a dialogue with with a relatively accurate picture of Protagoras. The theme is clear: what most teachers do, the problem is Socrates' young friend, hearing that that what most teachers do is not what that great orator is in town accepting they should be doing. Unless pupils, is rushing off to enroll. prospective teachers are given Apparently there are long lines at the alternative pictures of what teaching registrar's office. Socrates stops him and learning can be along with the and asks the young man how the necessary techniques and the studies he is about to undertake will necessary theoretical understanding, affect what kind of human being his they are almost bound to teach the new education will make him. For same way their teachers taught them. education, Socrates reminds him, is about the proper way to live. Or, as What, then, should be done? Let me Dewey put it in his neglected little emphasize, as I did in the book, that I classic, Moral Principle in Education, have no panacea or master plan and "The moral purpose is universal and certainly no Conant-type checklist or dominant in all instruction, whatsoever how-to manual. Teacher education has the topic." suffered too long from too many answers and too few questions. The It should be equally self-evident that time now perhaps should be spent one cannot talk about how teachers asking the right questions rather than should be educated without talking getting the right answers. Not that I am about what the schools are like, what without answers, but my answers are they should be like, and what they can tentative in the case of the schools be like. Any discussion of teacher because I was unable to find in teacher

36 education the kinds of models that I understand what they are doing. was seeking. I did find for the Dewey wrote in his 1904 essay: elementary schools pier.es of models, They must become students of superb examples of how you handle teaching. To place the emphasis on one or another aspect of teacher the security of proficiency in teaching education, but there were no models and discipline puts the student's attention in the wrong place and of the process in its totality. tends to fix it in the wrong direction Let me then suggest the directions for immediate skills at the cost of the power to keep on growing. The in which I think the answers may lie teacher who leaves the professional and the kind of questions we need school with power and managing to be asking. ability may appear to have superior advantage the first day, the first In a general way, I would suggest month, or even the first year. But that prospective teachers need both later progress may consist only in more practical experience and more perfecting and refining skills already possessed. Such persons may know theoretical understanding. They do not how to teach, but they are not get enough of either. They need students in teaching. There is no tar more immersion in the classroom, one way of giving students the and Dr. Elam's report that this is intellectual understanding they need. beginning at an earlier stage is There are a number of ways, it encouraging. They need vastly more seems to me, it could be doneand, experience with children outside of the importantly, it should be done classroom, and they need it at the through the study of history and earliest possible point in time. To wait philosophy of education and the until the junior or senior year is to sociology of education. My own view is delay too long. We need to take a leaf that these studies should occupy an from the medical school reformer's essential place in teacher education, book. At the same time that critics not the marginal place which Conant were urging the schools of education has assigned them. They should be to imitate the medical schools' directly related to and growing out of dichotomy between the preclinical and the questions that come from the clinical years, medical reformers were student's immersion in the classroom. demonstrating that the dichotomy was To argue a central role for these a disastrous mistake. The most academic studies is not to suggest that innovative medical schools now courses be given traditionally, as they introduce students to clinical have been. None of these studies will experience in their first year. But improve the teacher's performance in clinical experience per se is useless, the classroom. To expect that they will perhaps even harmful. What is crucial is to misunderstand the nature of is the nature of that experience. theory and its relation to practice. They First, prospective teachers must be are crucial, however, because they exposed to alternative approaches. raise the necessary questions about One professor began a program three the larger goals and the meaning of years ago in a Harlem elementary educational practice. / think the chief school with five classrooms because reason, perhaps the only reason, for she found it too frustrating to have her keeping teacher education in the students go out into a classroom that university is to enlarge the intellectual controverted everything she was trying context within which the teacher to teach them in her course on child uses his work. development. Equally important, Prospective teachers can and however, prospective teachers must should get the necessary intellectual have the opportunity to develop an base for their academic studies as intellectual base, which is essential if well. Mastering the subject matter is they are to be able to analyze and not enough. Basic educationists forget

37 that teachers also need knowledge which, in turn, will permit new kinds about knowledge, about the of supervisory roles. We've got to stop ramifications of the subject or subjects thinking of continuing education as a they teach, and about how these series of workshops or an annual subjects relate to other subjects, to course over the summer. We must knowledge, and to life in general. In think of it as a process that goes on short, they need insights into why they from day to day within the classroom. are teaching and what they are The first step, as New York State teaching. and they need to know that Commissioner of Education Ewald B. they need these insights. Nyquist has suggested, is to make They also need an understanding of principals adjectives once again the process of growth and develop- instead of nouns. The term 'principal' ment and of the nature of the mind began as an adjective. The principal and of thoughtall of which means was the principal teacher or the head they need to study psychology and teacher. We've got to restructure our child development. Here, too, these goals so that principals can return to studies must illuminate the practical that role. In the case of the large cities experience with children. Equally and many suburbs, it means breaking important, such courses should alsc be large schools down into smaller used to give prospective teachers schools within the schools, which an understanding of themselves as permits and requires redefining the well as of the children they will be role not only of the principal, but of teaching. One of the great weaknesses the assistant principal and other in teacher education, as Dewey supervisors. Then they can function pointed out in 1904, is that it throws as teachers of teachers and away or makes light of the greatest they can be carrying on continuing asset in the student's possession: his in-service education within the own direction and personal classroom. To change the structure of experience. the school and to change supervisory roses will require a whole new Set of None of this, however, will be of any relationships because the schools of avail to educationists if they continue education must reeducate the to think that education of teachers is existing personnelsupervisory confined to the preservice years. As persa;-.nel and teachersto these new Dean Robert Schaefer of Teachers kinds of roles. College has written, "The school is a The more I meet with school people, center of inquiry. It is trivial to argue the more I am persuaded that we must about the degree of knowledge also create domestic techniques necessary to begin teaching while we similar to the English advisory system, ignore the crucial question of how and, because teachers and the teachers can continue to learn administrators feel so threatened, throughout their careers." we've got to create them wherever On tpe,most elementary level, we possible outside the normal super- have to arm prospective teachers with visory chain of command. What survival techniques. We have to teach makes the English inspectors and them how to deal with the system advisors so effective, from my without submitting to it. More observations, is partly their superb important, we need to pull together expertise and partly the fact that they preservice and in-service education, are outside the supervisory system: and this action will mean new kinds of suggestions and criticisms seem much relationships between education less threatening when they come from schools and public schools. These new the person to whom you report in the relationships will require and also chain of command. If we accomplish permit new organizational structures, this, the bulk of in-service education

38 w',-,u1c1 be going on within the schools, with workshops and courses in joint relationships with the universities. I suggest that, if we are to create advisory systems outside the school structure, the school of education may be a school of education which has the kinds of close working relationships that Dr. Elam indicated Ohio State is trying to develop. This would be the base for a corps of advisors who would work in the classroom. Let me conclude by quoting from Horace Mann's valedictory report to the Massachusetts Board of Education in 1848: "To all doubters, disbelievers, or dispairers in humane progress," he said, "there is one experiment which has never yet been tried. Education "las never been brought to bear with one-hundredth part of its potential forces upon the nature of children and through them upon the character of men, and of the human race." It's about time we tried.

39 The Classroom Crisis Reactor: Daniel E. Griffiths Dean, School of Education New York University New York, N. Y.

I have agreement with Mr. Silberman starting to come a bit closer to what I on a great many points. I too have consider to be the lesson that been bored stiff in many fourth-grade Americans should learn from English classrooms around the country, and I education. have wondered how in the world the I have wondered why he did not kids put up with it. But the fact that return from England with this basic they survive ought at least to be question: How can it be that the considered; it might in some sense be Englishgiven teachers who are better preparation for life than some obviously educationally inferior to of the more entertaining types of American teachers, a lower level of education which many people financial support, a quiet structure that advocate. effectively diminishes public involve- Mr. Silberman's report diagnoses ment in educationhave developed the maladies of monotony and many schools which are warm, boredom in the classroom. He does humane, and educationally effective? this relentlessly and, I believe, fairly. Before I move into an answer to this He analyzes the component parts with question, I would like to comment that, a critical skill that is devoid of while we have a great deal to learn romantic nonsense. I would say that he from the English in the way in which states all the ills in the report but that they organize schools, we have very the cures are not there. He offers no little to learn from them in how to train prescription for what he calls the teachers. Quite to the contrary, the "mindlessnesss" in American educa- English have learned a great deal from tion. The question of purpose has the Americans; in fact, they are very eluded other analysts also. On a anxious to hear all about American practical level, though, he does education. But they have made a recommend a dose of English medi- national decision to restrict most of cine to cure the symptoms of their teacher education to teachers classroom boredom. colleges, which at the present time are After reading his book I concluded being built in profusion; London, for that Mr. Silberman made the instance, has 11 teacher colleges. correct observations in England, but The English have made the decision he learned the wrong lesson. I note to keep teacher education out of the that, in the session today, he is university. I think this is a monumental

41 blunder, and it is going to lead to some as many districts. These large districts, very bad results. While their teachers equivalent structurally to the are technically good, they are certainty American district, provide only for not students of teaching nor do they education at the local level, while each seem to have much notion of purpose school within the authority is educa- when it comes to their teaching. tionally autonomous. I think that this structuringnot the informal I lived in London for five months in educationis the most significant 1969 while studying the organization thing we have to learn from England: of education in England and Scotland. that teachers in this kind of division I made many of the same observations must plan their own work, and they as Mr. Silberman. I talked with some of must build their own program. There the same educators. I would say his are no district syllabi; there are no descriptions of informal classrooms or readers bought by the local school the integrated day of the English board. If there are going to be any elementary school cannot be faulted, materials, they have to be developed, except that they are embellished with worked on, and bovght by the teachers an unrestrained enthusiasm that would in their own schools. make an English headteacher blush. d would also say that the informal Each authority is governed by a school is nowhere near as widely committee of the county or borough accepted in England as one would be council. They are political school led to expect from reading his book. boards, and I think that the structuring Noneiheless, how do the English do is a good idea. Each school or what they do? How do they have some combination of two or three schools schoolsnot all by any meansin has its own board. For instance, each which is found a warm, humane high school has its own board of environment, excellent teaching, and eciocation, called the board of some very good results? I think the governors. These boards are made up answer is more basic than the of politically ch'isen members and advocating of informal education or of what are called "added members," a rapprochement between educa- selected for their professional ex- tionists and liberal arts professorsa pertise. Most boards have on them state of affairs completely lacking in professors and other people who have English primary education. The answer knowledge of education. These lies in the English approach to school boards, then, govern within the organization, which mandates the framework of the overall authority. independence and freedom of teachers The national government and the local and administrators. Thus, an English authorities raise money for programs solution would require a radical of education, which are supported change in the American educational at approximately the same financial system; and, frankly, I think it is time. level throughout the country. I would certainly agree with Mr. Silberman that there is no sense in The administrators in the national starting to talk about the re-education government and the local authorities, of American teachers by talking comparable to a superintendent and about the teachers colleges and the his staff in our country, generally have little or nothing to say about what schools of education. subjects are to be taught or how. What In England, because the country is is taught in an English school is organized into large local authorities, decided by the headmaster and the education as a national system is teacher after minimal consultation with locally administered. The whole coun- the local board. I think that we can go try has only 57 school districts. Nassau too far in the direction of the English County in New York State alone has in this respect, and frankly I doubt that

42 our teachers' unions and associations should be not more than 200 to 300 would stand for it. English headmasters students. I do not know where the are without a doubt the most magic figure of 600 and up came from, autocratic creatures on the face of the but I wish it would go back to where it earth, and to imitate this kind of originated. ;f we can do nothing better, outworn autocracy in our schools then I would say subdivide our present would not be good. I think that, if we schools rather than build one more of were to go toward this type of those monstrous elementary schools. autonomy in our schools. there will be But more than that, let's stop building more authority vested with the those secondary schools of 5,000 to teachers and lessat least in com- 7,000. Perhaps education departments parison with the English systemwith that have in mind only the concept of the headmaster. the-bigger-the-better should go out The curriculum is seemingly left to and try to run some of the mon- the individual teachers and the strosities they have helped to create. headmaster, but there is a very strong I would also like to put in a pitch for monitoring system largely implemented getting us back into the national by the inspectors, both on the national bloodstream. Many years ago level and on the local level. On this educational statesmen decided we I would have to differ with Mr. should be nonpolitical. Since that time Silberman on a technical point: the we have bean the subject of jibes inspectors are not quite as much from politicians in our country. Any outside the system as he has led us New York City councilman who wants to believe. As a matter of fact, these a headline, for instance, can take a people are charged with promotion of shot at the Board of Education, since teachers. And they pick the head- none of the political parties is masters, who are then voted in by responsible for the condition of the local boards. education. I would advocate that we Other kinds of movements, such as reorganize, forget the nonpolitical the National Schools Council, are very nonsense, put the responsibility important in monitoring what goes on squarely on the political leaders of this in these schools. The schools, then, country, and make them face up to the are educationally autonomous to a situation that we have. I think the degree undreamed of in the United school boards should be peppered States, and they are theoretically with educational experts, humanists, better able to meet local educational and others who have a point of view needs. Since teachers and administra- based on wisdom and knowledge to tors can behave as human beings add some seasoning to the thoughts should, they can allow children to be of the board members. human also. Each individual American school We cannot duplicate English society, should have educational autonomy, nor can we simply take the English with its educational philosophy and system and apply it here; but we can curriculum determined by its own learn much from their organization of teachers, principals, and local education and adapt it to our needs. committee of governors appointed by I would say the American school the district board. As the governing system, including the schools of board of this school, the committee education, is a patchwork quilt of would also recommend selection of historical accident which should be staff. All schoolspublic and private, replaced by a carefully considered parochial and vocational, from nursery plan incorporating the essential to junior high schoolshould be characteristics of the English system. under the jurisdiction of this single American schools should be small. board. We have much waste in I would agree that elementary schools competition and in figilting worn

43 battles of the wall between church and state; it is high time to concentrate on children, to finance the education of all American children at the same high level, and to move ahead without wasting time and energy in fruitless arguments. Mr. Silberman's book has been a valuable stimulus to thinking in this country. Now we must go beyond the book and look at where the illustra- tions came from and ask the question, Why is it that the kind of education he advocates is so popular in England rather than just mindlessly accepted?

44 The Classroom Crisis Reactor: Henry J. Hermanowicz Dean, College of Education Illinois State University Normal, Illinois

My comments cover five areas: working relationships must be 1.I am convinced that many of Mr. established between the universities Silberman's proposals for teacher preparing teachers and the public education are contradictory and schools. others amorphous. Let me give you an illustration of a contradiction in one of his proposals. 2.I feel that many of his models for The New School for Behavioral Studies reformation of the common schools in in Education at the University of North the United States are unclear. Dakota has been extolled as one of the 3.I would argue against Mr. principal models of excellence for the Silberman's contention that teacher reformation of teacher education. education is a monolith. I want to make it clear that I know 4.I feel that many of Mr. Silberman's nothing about the New School for proposals are ahistorical. Behavioral Studies. I have not read any literature about it;I have not visited 5.I suspect that the pervasive the New School. However, after an theme of Crisis in the Classroom elaborate description of the efforts of mindlessnessis a cultural this new school, Mr. Silberman phenomenon rather than a indicates that the principal limitation phenomenon of the educational of the products of its program is that establishment. they are not students of teaching, that Let me amplify each of these points. is, they are not grounded in the First, some of Mr. Silberman's theoretical knowledge that he himself proposals for teacher education regards as fundamental to teacher appear contradictory in some places education and to the history and and amorphous in others. As with the philosophy of education. He also essence of American public education, indicates that they seem to he Mr. Silberman defines the central technicians or craftsmen. If that is so, problem of teacher education as then the program apparently suffers being one of mindlessness. His from the very characteristics he has remedy for mindlessness is (1) the assigned to the principal disease in program should be infused with teacher education: mindlessness. purpose, that is, philosophy, and it Next, let me hit upon what I feel are should display coherence; and (2) some of the amorphous areas. Mr. working arrangements and new Silberman indicates that teacher

45 education needs more systematic His positive model, on the other studies in the field, that is, in history, hand, in the primary grades is the philosophy, sociology, anthropology, informal classroom, of which he offers literature, and psychology. I wonder at a variety of illustrations. But I had the expense of what? At the expense difficulty seeing how this model of liberal education? Academic progresses through the junior and specialization? He indicates an senior high schools. essential need for teacher candidates to study knowledge about knowledge Another problem that I have is an and metaknowiedge of the subject implied polarization in Mr. Silberman's matter that they intend to teach. With book of a model vs. an anti-model. whom and where will they study Let me oversimplify a bit. For example, this metaknowledge? his model is the informal classroom. We identify youngsters' interests; we He also indicates that teacher organize the learning in terms of education programs should consider centers of interest; the teacher very the important possibility of providing skillfully draws upon areas of knowledge about self. There is a need, knowledge as resources while having he insists, for greater integration of youngsters, who progress at their own clinical experiences with the formal rate through this system of education, or theoretical study of teacher pursue their active inquiry. For want education. He insists on the need to of a better label, we will call this a restructure student teaching. And, of humanistic model. The polarized end course, he also points to a fundamental of this continuum, which might be an need for the improved articulation implied anti-model, is what I would call of academic with educational studies. superficially a behavioristic model in which you structure the program, But how will we give these define objectives precisely, try to emphases program coherenceone of extrapolate key concepts from a his criterion for successful teacher discipline, organize instructional preparation programs? How do we strategies, implement them, and differentiate between elementary and engage in highly systematic evaluation secondary teacher preparation% And of the results. what do they have in common? How do we organize all of these emphases? I think this polarization which is I had the weird feeling that the implied in Mr. Silberman's book is an collection of proposals represented oversimplification and may be spurious. somewhat of an eclectic grab bag for For example, a highly structured the general reformation of teacher program of instruction may be very education rather than a clear, coherent humanistic in its purpose and sense of direction for its improvement. operation; at the same time, it may be systematic for the very reason that My second area of concern was with the structure is intending to do justice the lack of clarity and models for the to the formal education of youngsters. reformation of the common school curriculum. Throughout his book, Mr. On the other hand, an informal classroom can suffer from incredible Silberman uses models and anti- mindlessness and lack of purpose. models of common school education. One of his anti-models described a The book may have a tendency to rigid, inflexible, ritualistic, oppressive, resurrect a kind of romantic, resilient obversive, thoughtless, and insensitive attitude in formal education in which program in which kids are carried anything goes so long as you proclaim along a robot-like assembly line. I that you like youngsters and that think this is a valid anti-model you are trying to capitalize upon their representing a poor direction for interests. I think this would set us back education. decades. I know that he is not

46 advocating this attitude. but I say that The informal classrooms pro- such a tendency presents a danger. posed are quite suggestive of the My third area of concern centers old activity curriculum designed to upon Mr. Silberman's implication that center around children's interests. I teacher education is a monolith and also suspect that the general model for upon his suggestion that all roads public school education, which starts related to teacher education lead to with the informal classroom, is the NEA. However, in other parts of the strikingly similar to Dewey's notion of book, he talks about the arguments the progressive organization of subject between academicians and education- matter. According to his notion, you ists in trying to organize teacher begin with children's interests and then education programs. It's .1 running follow the lines of the disciplines. battle. Hunt Lecturer Evan R. Collins My final point is that the pervasive warned us that the classroom theme of mindlessness seems to be a teachers, through NEA and their cultural phenomenon rather than a militancy and through tests, are phenomenon of the educational making a bid for greater power in establishment exclusively. Although teacher certification and program this point does not lessen its accreditation. We know that devastating effect, I think that Mr. community groups are demanding Silberman pointed it out rather a say in teacher education policies. beautifully in the early portions of the We also know that public school book when he analyzed some of the administrators are insisting upon problems of the legal and medical certain standards and working professions and when he looked at relationships with colleges and journalism and advertising. One of our universities or the sponsoring of fundamental societal problems internship experiences. We even know involves confusing technical skills and that the knowledge industry is getting competencies with the appreciation into the act of teacher education. of critical values and a sense of social I contend that teacher education is purpose, regardless what profession. not a monolith, but a crazy quilt. My fourth point is that many of the proposals in Mr. Silberman's book are ahistorical. One of the book's most intriguing elements is a description of the New School of the University of North Dakota where there are no hard departmental or divisional lines, where academicians and educationists work together on programs, and where a program has been developed with the characteristics of informality to be emulated in the field. This sounds like a fairly interesting and good normal school or an old teachers college, with the important difference that the teachers college or the normal school is within the framework of the university. I've heard for years that the teachers college represented an anachronism in higher education. But I recognize it in the book as a model for the improvement of teacher education.

47 The Classroom Crisis Rebuttal: Charles E. Silberman

I think Dean Griffiths and I are Let me focus more, then, on Dean perhaps in closer agreement than has Hermanowicz' criticisms, which I think, been suggested. And I think I did ask in a number of instances, are quite the question that he posedi.e., Why real and genuine questions. I stated does the informal approach succeed in flatly in the book that the graduates of England and not here? I attempted, the New School are not students of in Chapter 7 of the book particularly, teaching; students of teaching are to describe various adaptations and technicians and craftsmen. I think the programs along with reviews of crucial point I make in the book is that programs that emerged autonomously we can't say that much about the including Weber's program in graduates of most of the schools of New York and the New School education today. This is a weakness of Program in North Dakotaas evi- which we are aware and one which we dence that the differences between the are trying to remedy. In fairness, I structure of the English school and should also point out that the society and those of the United States graduates we observed in the were not reaily the problem. I did find classroomfrom the first class of a and describe a number of instances in 12-week summer sessionwere which the approach is working and is impressive. If middle-aged North being accepted by communities and Dakota teachers can be noticeably by teachers. Were I writing the book transformed in a 12-week summer now, there could be six or eight times session, the possibilities for teacher as many examples, such as the education imoact are quite large. Prospect School in North Bank, Vermont. I got something in the mail So the crucial point, I think, is that the other day from Oklahoma City, and one can go into any elementary school the kind of responsiveness that I have in North Dakota and can know in five been getting from places like Tulsa, minutes, without any doubt whatso- Oklahoma and St. Paul, Minnesota as ever, which teachers in that school are well as the affluent suburbs of North products of the school of behavioral Shore, Chicago persuade me that, science and which are not. 1 don't think while we must be fully cognizant of that can be said about any other the differences and avoid the mistake school of education, with the possible of simply trying to imitate what they exception of Bank Street and it are doing or transferring it as is, the depends quite on the nature of the basic approach is quite workable here. classroom and the nature of the school

49 environment into which teachers go. professional education. A course in If they go into a public school, they psychology or history is both liberal tend to have difficulty withstanding the and professional. One thing distin- pressures to conform to the existing guishing teacher education from model. education for other professions is that each course should be considered a I would agree that there may be a course in education. How it is taught trace of amorphousness in some of has a great deal to do with the my other proposalse.g., calling for prospective teacher's understanding better knowledge and more knowledge of the nature of education. No man of the history and philosophy of should be, or can be, considered well education. There is a problem in terms educated unless he has had the of who is going to provide it. But I courage and has been stimulated to suggest that Chapter 9 of my book is at think seriously about education, least as critical of the liberal arts particularly his own education. colleges of undergraduate education generally as it is of the schools of While I would have to agree there education. I find the same weaknesses. seems to be a certain amorphousness My main argument is that the study to the proposals when they are thought of education must be given a central of solely in terms of education, I think place in the entire undergraduate they come together a bit more if you period, and I suggest toward the end place them in the larger context of my of Chapter 11 that it also be given a remarks about general undergraduate central place in the entire graduate and graduate education. curriculum. On the question of the ahistorical nature of the discussion, I think I did If the educationists are completely make an attempt to point out the reformed, as I would like to see them, historical aspects in terms of the and nothing changes in the rest of the secondary school curriculum. If it college or the university, we won't be sounds similar to what Dewey had to able to succeed. I have suggested say about the nature of intellectual specific times when critics have been discipline and about the relationship extremely unfair to schools of educa- between individual growth and tion. They write as though the entire the disciplines, then I plead guilty. preparation of the teachers consisted Dewey was one of my major sources. of professional courses, when in fact I think that what distinguishes my some three-quarters of their education argumentat both the primary and is in the arts and sciences department. secondary school levelsfrom much If there is a failure in teacher of what did happen in the progressive education, the failure lies with the era and from what some of the liberal arts faculty as much as with the contemporary critics propose is my school of education. If we can get acceptance of Dewey's insistence that close cooperation between the one cannot talk about the growth of education and the arts and sciences the child apart from the culture or faculty, we can begin to deal with apart from putting him in contact with some of these problems. At the New the culture and the fact that the School this has been happening. In the culture's wonderful manifestations are past people in the arts and sciences the intellectual disciplines' marvelously department had refused to talk to the economical ways of organizing school of education people or even masses of information. among themselves. In some cases, the I was trying to demonstrate that department chairman is now teaching these two approaches are compatible courses in the new school. that one can have a curriculum, a We need to stop thinking about this pedagogy, that is both child- centered rigid separation between liberal and and subject- or knowledge-centered.

50 A sensitive little monograph by "Yes, you're right. Only things are Chittendon of ETS was written on the worse than you say. It is the whole approach part of studying, attempting society that is rotten, dirty, and corrupt, to develop criteria evaluation; he so that we have to eliminate the whole argues very persuasively that the system and start over from scratch." approach is also teacher-centered. Since no one can do that, it becomes As Dean Griffiths correctly pointed out, a very convenient excuse for not doing what was striking in England was that anything at all. I think we've got to the teachers and the heads determine understand the interconnection everything that is known to go on. between problems in the schools and Chittendon suggests tentatively problems in American society at large. and it strikes me as directthat We've got to take hold of the problems American teachers find it much easier at whatever point we can. In the case to accept that there are two shifts of of the schools of education, it means perception necessary to make change. taking hold of the crisis there. I argued One is the change in perception of that the central task of the schools is the child; the other is the change not to increase their efficiency, but to in perception of the teacher's role. create and maintain a humane society. American teachers find it easier than If we can create and maintain schools English teachers to change their that are humane, we will have gone perception of the child. Our rhetoric a significant way toward the creation and our professional literature have of a society that is humane. been child-centered; therefore, arguing this position is, in effect, telling the teachers to do what they were taught to do. American teachers, on the other hand, find it much more difficult that English teachers to change their conception of their own role or even to take this degree of responsibility. Here the difference is in organization. The tradition of autonomy of the teacher and the headmaster is what makes it relatively easy for English teachers to make that change in perception. But I think experience suggests that American teachers can make that change also. One last comment: of course mindlessness is a societal problem, not simply a problem of the schools, the schools of education, or the universities; but we are talking about. the schools, the schools of education, and the universities. I think one of the contemporary threats is that, as one sees more and more clearly the complete interrelatedness, there is the danger of throwing up one's hands and "copping out." One of the things I've discovered in meeting with deans of schools of education is a new kind of copout. Instead of arguing with me and saying I'm wrong, one group said,

51 Crisis of Education in the Seventies James Farmer Former Assistant Secretary of Health, Education, and Welfare

When Bob Finch, then secretary- as the excitement transcended the designate of HEW, invited me to come frustration, I felt that my work to the agency as assistant secretary, was justified and the little things we I told him that to do so would be to were able to accomplish would speak paint the bull's-eye on my chest. I for themselves in the months and, would be in all kinds of cross fires indeed, the years to follow. But the from left, right, militants, moderates, time came when the frustration seemed conservatives, radicals, whites, and to transcend the excitement, and it blacks. But, after deliberation, I was then that I had to leave. But, I do decided to accept his invitation want to stress that my decision to because I was impressed, more than resign did not in any way imply a with the successes of our efforts in the rejection of the concept of blacks and 60s, with our failures. Those failures, other minorities working in govern- if I may capsule them, were in not ment. It is of great importance that we providing upward mobility for the poor have people inside the establishment and in not improving the quality of lifeworking, indeed, as allies of those who for the masses of blacks, poor whites, are outside. My decision was a Chicanos, Puerto Ricans, and Indians. personal one as to where I thought I hoped with all my heart that, in HEW, I could be most effective. we would somehow be able to improve Nonetheless my concern about the quality of life and, thus, translate education is now far greater. Perhaps some of the victories of the 60s into in 20 months, I saw something of the meaningful changes in life conditions. complexities of the problems That meant, of course, an attempt to the Office of Education has had to face improve the quality and delivery of and is facing and something of human services, welfare services, the difficulties in mounting the different health services, andmost especially programs and getting them to work the educational services. around the country. If there is any So I took the job, and it was a group of people anywhere in the mixture of excitement and frustration. country whom I pity, it is educators Each morning, as I shaved, I had to because of their awesome responsi- look at myself in the mirror and ask bilities. If the frontlines of the 60's were which was gaining ascendencythe in Mississippi, Alabama, and frustration or the excitement? The Louisiana, in the jails around the excitement or the frustration? As long country, and in the marshes, the

53 frontline trenches today are just as pride and became less fearful as they surely in the schools. And if I see walked the streets and challenged the awesome responsibilities for teachers, private clubs. They were able to I see even more for those who train beard the lion in his den. They were teachers. Teacher educators are in a able to go into jail, and jails lost their cross fire that is infinitely worse terror, so officialdom also seemed than mine. less terrifying.

Let me speak now specifically of the The parents now are saying, "If our blacks, though what I say is essentially children are to stand upon our true of other minorities too. Today, shoulders, then our children must poor people are more concerned learn; they must get an education." about the education of their children They are saying it in great numbers, than ever before and more concerned and parents who themselves had about the schools. I am not one who little or no education are familiar with says that this issue is the keythat the statistics showing that children are everything else will fall into place once not learning in the inner cities. They the house of education is in order. know that many of the kids graduating In all of the i.nues we have to from high school are reading at third-, confrontjobs, housing, education, fourth-, and fifth-grade levels. And urban planning, cultureunless we they reject the notion that their work on all fronts simultaneously, the children cannot learn, Jensen to the work we do on any one is bounC to be contrary. They realize, too, that of limited effectiveness. there are many Jensens who say tha', But, if there is any one key among these children cannot learn because all the issues, then it is education they are genetically inferior. If those which determines, in part, whether a parents in the inner city reject man can work, what kind of work he anything, they reject that one like the can do, and whether he can help his plague. And I believe they are right. children to stand upon his shoulders and reach for the stars. It determines, The pilot projects which have been too, what kind of housing he can get conducted around the country have for his family. It determines whether he taught us many things. They have can have mobility. taught us what not to do and what to do; they have taught us, most of all, Nowat long lastthe parents of that children's academic skills can be poor children, poor black children improved. I have been impressed with and others, are confronting the the work of Head Start, especially educational establishment. Up until since I was close to it while in HEW. recent years black parents who were The Westinghouse report indicated poor were afraid of the establishment. that Head Start was a failure because They feared officialdom because most two years after the program the of them in our cities had recently, children did not show any cognitive within a generation, come from the advancement over those youngsters South, and officialdom was a terrifying who had not beer; the program. thing. It represented involved forms It would seem not that Head Start has that one must signwhen writing was failed, but that our elementary schools difficult and painfuland it repre- have not done their job. If a kid comes sented signing one's namewhen that out of Head Start with the notion signature might come up later to that education and learning are haunt a person through loss of job or exciting, interesting, and fun into a foreclosure of mortgage. That terror classroom which is dull, boring, and has faded, ana a part of the fading frustrating, then he falls back to where springs from the civil rights efforts of he would have been had he never the '60s when people developed new been enrolled in Head Start.

54 Where cognitive skills have been have confidence in the child's capacity stressed, Head Start has indicated to learn. that the children can learn. But what has not been done so far is to weld I speak riot just of white teachers, these pilot projects into an overall but of black teachers too. The problem national program. We suffer from a is far more than a matter of race. I dread disease in our country: pilot have heard black teachers express a projectitis. We have an abundance of lack of confidence. One teacher in pilot projects; we have proved and HarIM§did to another, "Why do you re-proved many times over; and we go sweat? Don't you know you're not on rediscovering the wheel. training kids to go to Harvard?" I'd say that teacher couldn't teach because The time has come for us to pull his attitude would quickly be com- together the data that we have gleaned municated to the pupils, confirming from pilot projects and weld them what society has said to the children: into national programs. This is what that they are worthless, that they the parents, through whatever words are unable to learn. they use, are saying. I think that they believeas I believe--that the I do not agree with those who say responsibility rests even more heavily the teacher in the ghetto has to be on your shoulders than it does on the black. Of course it is true that when a teacher's shoulders because, if white teacher walks before a class there is one thing which prevents a of black kids, that teacher has teacher from teaching effectively in a obstacles, eartly because of the ghetto school, it is experience or the polariakin in our society today which lack of training in the .7fe styles and the Kerner Commission report cited life conditions from which those three years ago when it declared that youngsters come. It is also important we are rapidly becoming two nations for teachers in preservice training to instead of one. 1 arn something about the conditions The report was right. The white of life in their pupils' communities so teacher will have two strikes against that they can sense that little Johnny him. But he may overcome those may not be insolent, just hungry. obstacles by convincing the kids that Maybe there was no food in the he is dealing with them as proud, refrigerator, or possibly Mama didn't dignified human beings. get home in time to fix breakfast. Or that, because little Andy falls asleep I saw a white teacher in Harlem in class, he does not necessarily have bring to the classroom pictures of that a short concentration span; he is sector of New York City when it had tired perhaps because there are six or been in its prime; those old brown- eight kids living in the tenement stones, long since slums, were in their flatfighting, crying, yelling, and play- glory and the broad, clean streets had ing. Andy couldn't sleep that trees down the center. The kids didn't night ... or any night. believe it was Harlem. They began going to a library to get out books on Teachers must be aware of these Harlembooks which they could not conditions. I doubt if they can sense read, incidentally, but which they had them from a textbook. They need to to learn to read in order to find out realize that Andy, who doesn't study more aboviihe community in which his lessons and doesn't do his they I:ved, and thus about themselves. homework, may not lack motivation for learning; instead, perhaps there is no That teacher finally lost his job. place for him to do his homework; Maybe he was too effective. The kids there is no table and no light over it, loved him. The black teacher who goes and no quiet. Teachers must compre- before such a class has many things hend these conditions and, above all, going for him. The students will say,

55 "Hey, there's a soul brother." And he These youngsters began going to has things working for him then. the library to find out about Hannibal But he may quickly dissipate the and to learn from books which they relationship if he indicates to the kids could not yet read so that they that he is looking down his nose at might learn more about themselves. them and lacks confidence in their capacity to learn. Then he becomes There has come, within the past more hated and feared than any other three or four years, a new burst of teacher because he is not only one pride and a spirit of identity among who is apart from them, but he is also blacks. I note, as I travel around the considered a traitor. The kids have country, that within the past year there great sensitivity. If there is anything is a greater acceptance of these that youngsters in the inner city feelings in the national community. develop, it is highly sensitive antennae There is also an increasing realization in order to survive and to face that such feelings are not un- all of the hostilities and still come American, but rather are in the through it. American tradition of a pluralistic Youngsters and their parents are culture. We are coming to believe that, insisting that there be more ethnic if we favor the individual cultures, material. A number of publishers are we can then strengthen the fabric of putting out materials for elementary the total culture by building upon the pluralistic concept. schools which are more relevant than past efforts were to the blacks and the I become a little bit Irish on other minorities. Back Street was one St. Patrick's Day. That is cultural of the earliest, and a number of pluralism. I become a bit Jewish on publishers have come out with books Yom Kippur and Rosh Hashanah. that are just as good if not better. This I have been invited to be an honorary is a big step forward. Yet these efforts member of tne Italian American remain a beginning in reflecting the Veterans Club in New York City, and I experiences and backgrounds of the have accepted. children. Nor are they widely used as yet, even though the children need to We are approaching that point in the read about themselves and their future where blacks, even black relationships to events and with other militants, will be prepared to make people. white honorary Afro-Americans on I was talking to some young teen- some Martin Luther King Day. In a real agers in Brooklyn a couple of years sense. that is the task of the 70s: ago about Afro-American history. to pass from pride, built upon They said, "Mr. Farmer, you're crazy. awareness, into acceptance of a We ain't got no history." pluralistic society. We live not on one I then mentioned some outstandiog level, but on three: the plane of personages and events in the history individuals, the one as members of of the blacks in this country, and I got groups, and the one with the common back blank stares. I then reached bond of humanity to bind it. It is the back further into history: "How about task of education to help our Hannibal? You might know something youngsters make the transfer; about him." teachers, especially, must understand the complexities of this goal. One of the kid's eyes lighted up as he replied, "Yeah, I know him. Victor A dozen years ago, only Rachel Mature, ain't it?" I had to convince Davis Dubois and a few other him that Hannibal was not Victor individuals were talking about inter- Mature, and that Hannibal was a cultural education. They were brother, or at least partly so. considered "do-gooders." If they

56 called a conference, they had to hold will not be allowed to damage the kids. it in a telephone booth. But now, In most cases, nonwhite youngsters multicultural education is widespread, of the lower class are pointed towards and we have begun to see the urgency failure from the first grade. of itif the nation is to survive its crisis. Now we must zero in, and the As an example, there is a test which teachers must be prepared to help has a question for first-grade youngsters make the transfer. They youngsters containing three pictures: must not tell the kids, "Forget your one of a man in a tuxedo, one of a man pride. Cut your hair short, no matter in work clothes, and one of a man whether it's straight or Afro." That is in a business suit. Little.kids were telling the kids to forget their asked which one of these portrays the ethnicity, if they are black; or, if they father going to work. The correct are white, to forget that they are answer, according to that test, is the individuals and to conform to society. man in the business suit. But what about the kid who has never seen his Education must help youngsters to father in a business suit? Or the kid be proud members of the three who has never seen him go to work in equations: individuals, groups, and a business suit or go to church or to a mankind. Those are the tasks of the club when the father would put on his teachers of teachers. Educational Sunday-go-to-meeting clothes? Or systems have not yet oriented what about the kid whose father is a themselves towards educating the kidsfarmer? He, too, would answer from of the poor, or those who are black, his own experience. The kid whose or those whose background is rural. father is a musician or a waiter in a We may argue about how well we do it fancy hotel restaurant would also flunk. with the middle classes, but we do it The kid who would get it "correct" infinitely better with them than with the is the one whose father has a rather poor. We may even argue about how conventional, traditional middle-class well we do it with whites, but it is occupation. My kids would answer done much better than with blacks, correctly because they have been browns, and reds. acculturated and because they have Preservice teacher education is a become middle-class urbanites. part of the problem; in-service There is nothing wrong with being education is another part; keeping up middle-class urbanites except that with the debates and the ferment there are too many kids who are not. taking place in the inner-city com- munities is still another; and current What happens when little Johnny reliance upon tests is a fourth. Most oftakes that test? The teacher and the counselor say, "Poor Johnny, he is not the tests used in education have built-in cultural biases which are very bright. He will never go to anti-black, anti-brown, and anti-red as Harvard, so ,ste don't want to give him well as anti-lower class and anti-rural. a curriculum which will unduly tax his do not say that we must discard limited intelligence." So he becomes a statistic in Bedford-Stuyvesant or any all tests. Obviously, the educator is more expert in his field than I am. other ghetto where statistics are essentially the same. Eighty-seven Nor do I have any real substitute to percent of the kids who graduate from offer, but I am willing to debate and high school in Bedford-Stuyvesant stress the point that the tests have come out with general diplomas; not built-in cultural biases. Perhaps we academic diplomas and not technical have to combine the tests with more or commercial ones. The general effective counseling given by better trained counselors and psychologists diplomas prepare them for failure. and work out some formula whereby The kid comes out waving the piece the cultural biases built into the tests of paper, saying, "Now, I'm going to

57 make it. Watch my smoke. I wasn't a instance. In a Green ley Associates fool like old Phillip over there who study made several years ago, dropped out of school; I stayed in and professional and certified teachers, served my time." And he goes down college graduates without teacher to get a job and finds he can't even fill training, and high school graduates out the application. It all has been used the same set of programmed a fraud for himan absolute, instructional materials to teach unmitigated fraud! functionally illiterate adults how to read. It was found that all three groups It i6 the responsibility of the teacher of teachers performed about the same educator and those whom he trains in using the programmed materials. and teaches to help change the Now the teachers would have been curriculum and the teaching methods. right in saying, "Oh yes, but our hands I can merely suggest some directions were tied behind us." Certainly they where I think we might seek the could not be innovative. They could not answers. We can begin with effective use their imagination or draw upon the use of paraprofessionals, teaching wellsprings of their experience or assistants, and teachers' aides. I dislike intellect because they had to follow the the term "teachers' aides"; it sounds programmed materials. But the too much like teachers' maids. I fear purpose of the test was to see whether that is often their use: erasing the we could use people with limited blackboard or picking up the papers. training and skills tr wipe ,")ut illiteracy But, as I was looking over evaluations in our country. Thegh school gradu- of compensatory education pilot ates performed as well as the others programs, the figures showed that very using the programmed materials. few of the compensatory projects succeeded or proved effective. Those We need to find ways to include that were effective had made persons of lesser training and skills to large-scale use of paraprofessionals in perform those tasks which can be classrooms who were from the same performed with limited training. Such communities as the kids. use improves the professionalization There have been many other studies of the professional teacher; certainly it showing that the use of paraprofes- does not limit it. sionals can improve the quality of education in many ways. There is a Ten years ago in Harlem, a study shortage of teachers, despite the was made of three schools which figures which indicate there is a showedthe figures would be worse surplus. How can there be a surplus todaythat teachers were spending 80 when maybe 20 million adults are percent of their time on nonteaching functionally illiterate and need to be duties. At the same time, people were taught? Or when kids graduating from asking these teachers, "Why is it the high school read at third-, fourth-, and kids don't learn?" The answer, I think, fifth-grade levels? What we mean is obvious. is that we have more teachers than we have the money to pay for adequate In the next few years, the crisis in instruction in the classrooms, but we education will deepen just as problems do not mean that we have more will grow more serious in our society. teachers than we need. The job The schools and the turmoil within remains to be done. them merely reflect the broader surrounding social turmoil. That The use of paraprofessionals can turmoil will continue as unemployment supplement the real shortage of the prevails. It is six percent now, but in trained professionals; paraprofes- the black community it is 12 percent- sionals can be very effective in plus and, among black youths in the teaching people how to read, for inner cities, it goes up as high as

58 35 percent. In other words, the inner city is in a depression. Combine these figures with the fact that American troop involvement in Vietnam is coming to an end. Remember that an inordinately high percentage of these returning young men are black, and they are coming back to a possibility of unemployment that is more than twice as great as the possibility faced by nonminority veterans. These young men are not going to be inclined to sit quietly and be told to get back to the bottom of the totem pole. For some reason, not yet properly analyzed, only a small percentage are taking advantage of the G.I. Bill and attending school. So we will be faced in the next two years, I think, with a very critical period. And the schools will be at the very heart of it. I shudder when I think of the terrible weight that has to rest upon an educator's shoulders at this time. The entire nation is looking to him and to the educational establishment.

59 Turning On the Human Race Pauline Frederick United Nations Correspondent for the National Broadcasting Company

Last year, the U.S. State Depart- perform their acrobatics over Laos, ment settled one issue to all official Cambodia, and Vietnam to the dirge of satisfaction with the annol.ncement silence, the President of the United that the incursion into or the invasion States led more than 1,000 American of Laos was not a violation of officials and their wives in a prayer international lawwith or without in the holier-than-thou city of American ground troops, of course. Washington, D. C. At the time, the Other nations violated international President asked God to give Ameri- law when they crossed the boundaries cans understanding hearts. of other countries with military forces The people of Laos. Cambodia, and by land, sea, and airbut never the Vietnam were too far away to hear, United States, according to the United even if the bombing had not made so States. If the argument between the much noise. But then, what would it hawks and buzzards proceeded, the have meant to Asian peasants to learn only real casualties were the little that rich and powerful Americans people of Asia, who are just statistics had acknowledged on public television to important people like hawks and that they stood in need of developing buzzards in the Pentagon. understanding hearts? As a matter Six miles high in the sky, clean- of fact, what does it mean to us? shaven technicians with impeccable Did we take this invocation of divine fingernails and deodorized body help seriously, andif sowere we creases were borne on singing engines ready to accept the responsibility of astounding magnificence into the which it entailed? country to be incursed in order to I was taught many years ago that execute marvels of minute techno- the Lord helps those who help logical acrobatics in delivering bombs themselves. I do not know whether this to the earth below. Things would fly is good theology, but it is difficult into smithereens. Chicken coops, for me to believe that any Divine pigpens, and people's homes would Power wishing to perform its wonders burn with the jellied fire delivered to on earth can do so without the these miserable hovels by the power cooperation of the mortals who and dedication of people in faraway inhabit it. Developing understanding America. hearts obviously means developing an Now, on the same morning that the understanding of other human beings. singing machines were ordered to It would seem virtually impossible to

61 achieve the state of grace in the the manipulation of English into the absence of one basic ingredient: truth. 1971 version of news-speak. If you Unfortunately, truth appears to be have read George Orwell's 1984, you shrinking in our national scenario. will recall that news-speak was the It has been said that, in any war, truth language by which government was is the first casualty. To justify policiesable to control and restrict the thinking which have failed, clever phrase- of the people in order to keep them makers delve into the rich lode of the in line. Out of this intellectually lethal English language to fashion certain lexicon of 1984 has come the basic slogans which neatly conceal hysteria.policy of the United States Government Anthony Lewis of The New York in 1971; it is: war is peace. To this Times wrote the other day that false doctrine we Americans who have creatures from another world learning asked for understanding hearts are the history of the Indochinese War now asked to pledge our allegiance. would conclude that our leaders were This is a complete disavowal of a mad. But the truth is worse, said Lewis; commitment the U.S. once made. they are what passes on earth A recent Gallup poll revealed that for sane. 75 percent of the American people In support of such belief is the daily believe it very important to make the outpouring of propaganda designed United Nations a success. There was a primarily to influence voters rather time when the United States Govern- than to encourage the development of ment seemed to have the same view. understanding hearts. In this catalog An American President, Franklin D. of curios, so far the following Roosevelt, exerted major leadership in assurances can be found: bringing the United Nations into existence. You wind down a war by winding it up. The next President, Harry S There are wider wars and Truman, presided over the signing of narrower wars. the United Nations charter in There can be no military solution San Francisco nearly 26 years ago. He of the problem in Indochina, so the was supported by the United States war must be escalated. Senate at the time. Vietnamization is a peace plan The United Nations grew physically whereby Americans train, equip, and on the bank of the East River of encourage Vietnamese to make war on New York, and there was hope that this Vietnamese, Cambodians, and location on American soil would Laotians. add to the interest of this nation's It is honorable for Americans to people in a second major attempt by urge nations to exterminate other countries to find the alternative to war. nations with the unlimited input of One reason why the League of Nations American air- and firepower. failed was that the United States had A defeat in Laos for American- refused to be any part of it. supported South Vietnamese military The major obligations to which forces is a victory for South Vietnam governments solemniy commit them- and the United States. selves by joining the U.N. are as The way to peace for one country follows: All members, not just some, is to invade two other countries. The measure of victory in today's shall settle their international disputes by peaceful means. All members, not war is the number of Indochinese just some, shall refrain in their deadif they are on the other side, international relations from the threat that is. or use of force against the territorial These ingenious illustrations of integrity or political independence of Pentagonese do not begin to exhaust any state. The parties to any dispute

62 shall, first of all rather than last of all, American labor also objected to an seek the solution by negotiation. ILO publication devoting space to the Lenin Centennial. How many of us realize that the United States since 1945 is solemnly Some years ago, when the Soviet committed to the treaty of the U.N. Union was withholding funds for charter to settle all disputes by the U.N. peace-keeping operation in peaceful means, not to use force or the Congo, an American told the threat of force against any other General Assembly: "I do not have to nation, and to seek a solution first of all draw a picture of the uncertainty, by negotiation? delays, and frustrationsand no doubt Or is the obligation binding only the failure which would ensuewere when it is convenient and violated members able to decide with impunity when it is judged inconvenient? Our which activities they unilaterally national policymakers apparently have considered to be legal or illegal and decided the U.N. is not their idea which they chose to support or not of a design for paradise, despite of support. Soon our world would become the American commitment to the not a safer, but a more dangerous charter. They have something better place for all of us, and our hopes for a than peace is peace; it is war is peace. strengthened and more useful United They remind one of the youngster Nations would have been dimmed." who announced that he was going to The man who spoke those words of draw a picture of God. When his warning against the precedents the teacher remarked that "No one knows Soviet Union was setting and the what God looks like," he declared with United States has come to follow was Pentagon-like confidence: "They will Ad lai Stevenson. when f get through!" But, back to the U.N.'s anniversary How little regard there is now in ceremony last year when the city of official Washington and Moscow San Francisco invited delegates to circles for the United Nations can be honor the historic signing of the demonstrated almost any day. Only charter a quarter of a century ago. this week President Nixon dismissed The occasion would have been given the U.N. from his foreign policy report particular significance by the presence by saying that the organization was of the President of the United States, "not functioning as effectively as it chief of the host government. He could might and there should be more have carried on the tradition set by self-restraint and less talk in the house earlier American presidents who had on the East River." left their imprint on the organization. He could have emphasized that the For a long time, it had been hoped United States Government agreed with that 1970the U.N.'s 25th anniversary the American people that it was yearwould produce ceremonies important to make the United Nations to demonstrate new faith in the a success. President Nixon was nearby organization and a rededication to its at the time at his San Clemente, principles and practices. But some- California home. However, he found thing less than an American birthday it inconvenient to travel the short gift was soon handed an important distance to San Francisco to lend his specialized U.N. agency, the Inter- presence to the ceremony. national Labor Organization (ILO). Congress voted to withhold a The General Assembly set aside $3.700,000 contribution to ILO because 10 days in mid-October for anniversary American labor objected to a Russian speeches by world leaders. There being named one of the five assistant was excited speculation that, if directors of ILO, although the United President Nixon and Soviet Premier States also holds a seat on that body. Kosygin in particular would talk

63 together under the same roof, they October 24th had long been planned might be moved to talk with one as a climax for the U.N. anniversary, another about ways to find peace in with the Los Angeles Philharmonic the world which their opposing Orchestra offering a special evening policies are keeping divided and performance of Beethoven's Ninth hostile. At the last minute, Premier Symphony. The event had become a Kosygin did not choose to attend the tradition at the end of United Nations Anniversary Assembly. It did not take Day, ever since Dag HammarskjOld any special insight to conclude that and cellist Pablo Casals had decided an outbreak of anti-Soviet criticism the symphony's Ode to Joy and final in Washington was not conducive to movement formed an appropriate any conversation between president United Nations hymn. and premier at the U.N. occasion. Specifically, the Nixon Administration With chiefs of state and heads of was supporting Israel's charge that government present at the U.N. for Egypt had wrecked the U.N.'s Middle the finale of the anniversary, President East peace talks by moving Soviet Nixon made some plans of his own. He missiles into the cease-fire zone. suddenly invited the distinguished Furthermore, Kosygin did not appre- visitors to come to the White House ciate President Nixon's decision to in Washington for dinner on that night appear with the Sixth Fleet in the of the year-end concert. He even had eastern Mediterraneanan exhibition an official plane sent from Washington of American power that seemed to to transport his guests to the capital. challenge the Russian position in that Visitors who were in New York for the area. The President had made sure U.N. occasion were suddenly faced that his belief in the importance of with the choice of spending the American military power was not lost. evening as originally planned at the Before going to keep his rendezvous U.N. or accepting a dinner invitation with the navy, he told Pope Paul at the from the White House. In the political Vatican that he was leaving the context of today's world, it is not Pontiff to visit the greatest might the surprising that so many found it more world had even knownthe American expedient to go to the White House Sixth Fleet! than to stay at the U.N. Once more, the peaceful possibili- The most dramatic iiiustration, ties offered by the United Nations however, of the low regard which the were scorned by its major members, major powers now have for the U.N. who found it more expedient to flex occurred on October 14th. It was on their military muscles at one another. that day that the commemorative sessions began in the General Eventually, President Nixon did Assembly; on that dayin three decide to appear before the U.N. different areas of the world, in a stand Anniversary Assembly; he flew to that in effect embraced the globe--the New York in the afternoon of the final United States, the Soviet Union, day and stayed just long enough to and the Peoples' Republic of China address the Assembly. He warned his exploded nuclear weapons. This was audience at the outset that he would the first time that the three had be realistic rather than ritualistic. conducted nuclear tests on the same He then told the U.N. members frankly day. These explosions were in that, if there was to be peace in this violation of the U.N. General world, it would be achieved through Assembly's resolutions which called the competition of the United States for all nations to stop testing all and the Soviet Union, not through the nuclear weapons in all environments. United Nations. He remarked that he hoped the competition would be The United Nations was created as peaceful. an alternative to force after what was

64 supposed to be the studied lessons of destroyit necessarythe system of two world wars. It was designed to be the other. as weak or as strong as the members wanted it to be. It was supposed to Ambassador Charles Yost, recently draws its position and power from fired from his post as U.S. Ambassador what was founded by the five major to the United Nations (without any nations: the United States, the Soviet publicly-stated cause), once summed Union, Great Britain, France, and up the reason for war: "The greatest China. To this end, these five were impediment to a peaceful world is not given permanent seats on the Security communism, capitalism, imperialism, Council with the authority to veto or nationalism, but simply human subsequent proposals that any of behavior." them might wish to oppose. It was One can only marvel at the internal hoped, however, that their cooperation conflicts in the United States that have would give the U.N. the power to directed our extension of the outer find the peace which so far had eluded conflict in Asia. Of course, this is basic mankind. to the doctrine of war is peace. With the breakup of the old If man's inner conflicts are to be empires following World War II, Britain translated into external action, there is and France became secondary in an obvious need for physical power. strength and influence while the United In a patriotic society such as ours the States and the Soviet Union became human memory, going back to the cave the nations with policies most affecting and the jungle, has fastened onto the course of the United Nations. physical prowess as a mark of a man. When the fist seemed no longer Unfortunately, the U.N. became an arena for the two countries to wage adequate to assert man's virility, he propaganda wars rather than a center picked up the stone, the glove, the to harmonize efforts against man's stick, the sword, the gun, the bomb, traditional enemy, war. andfinallythe missile. These symbols of masculine strength became This hostile rivalry between the the means by which a nation's pride United States and the Soviet Union was and power were asserted and used to rooted in wars of the past. World avenge any real or imagined War I pushed Russia over the brink degradation of its sacred sovereign into communism; it also disillusioned ego and to relieve its internal stress the United States Into the policy of with external action. isolationism. The new, insecure Soviet Union believed American capitalism As the United States and the Soviet was determined to destroy it; angry Union squared off in the world arena to and frightened Americans blamed the prove which was better and bigger emergence of communism for killing and to release their internal tensions, the fancy promises of the so-called the United Nations became of little war-to-end-war and for creating value to them. The U.N. was armed problems that threatened capitalism. with principles reminiscent of solemn There was an uneasy pause in the sarcasm of long ago. The Goliaths mutual hostility to deal with Hitler, but turned away from this physically weak after World War II the old antagonism organization. The impact of this resumed. Each of the two giants move was suggested one day in the fastened its anxiety on the imagined or Security Council by the representative real intentions of the other to spread of a small nation. The Ambassador its philosophy. from the Ivory Coast reminded the big powers, "When there is a dispute The United States and the Soviet between two small nations, the dispute Union each became increasingly disappears. When there is a dispute determined to change, subvert, and between a small nation and a large

65 nation, the small nation disappears. miiltary equipment is Costa Rica; it has When there is a dispute between two no tanks, no real fighters, and no large nations, the United Nations navyand it gets along fine." disappears." What do the United States and the Given an atmosphere of fear and Soviet Union have for their military hostility, it is logical that the United power? Regardless of all the States and the Soviet Union should Pentagon's rationalization, the begin a race to develop and accumu- purpose of weapons is to defile late the deadliest weapons ever innocent people and property. On that conceived by the mind of man. The count, the United States can now American motivation was once deliver more than 40 nuclear warheads described this way by Admiral for every Soviet city with a population Rickover, father of the atomic sub- of 100,000 or more. The United States marine: "If the Soviet Union were to is in a position to overkill Russians announce a plan to send a man to hell, more than 1,000 times. The Soviet the United States officials would be Union has enough power to destroy on Capitol Hill the very next morning America's major cities at least 16 times demanding funds of Congress to make over. If all military production were sure an American got there first." stopped today, there would still exist The same fanatic compulsion has the equivalent of 15 tons of TNT unquestionably motivated the Kremlin. for every man, woman, and child on This year, the world will spend earth. The race which started between $7,800 to train and equip a soldier and the two giants for kill-power has now $100 to educate a child. While the become a contest for unlimited overkill United States has been spending three powerwith no one yet explaining million dollars an hour to fight a how a person or a city, once killed, major war in Indochina, it has been can die over and over again. contributing to all worldwide peace The late President Eisenhower activities at the United Nations probably understood only too well the something less than half the amount motivation behind accumulating New York City paid for its police military power beyond the need for department and about the sum the killing once when he warned against Pentagon spends on its public relations the undue influence of the military- alone every year to glamorize its industrial complex, which rivals the kill-power sell to the American people. very power of government itself, by The United States is also the largest virtue of its vested Interest in big exporter of arms in the worldwith the arms and its perpetuation. Soviet Union and Red China close There is no shortage of rationaliza- competitors. American, Soviet, and tion for military power 'maven under Chinese weapons are in trigger-happy the world's avowed peace policy. hands all around the world tonight, A nation, some say, must be powerful contributing to tension, death, and enough to protect Itself from attacks destruction. It is difficult to see how by other countries. But then, what is weapons will feed the hungry, clothe the purpose of overkill power? the ragged, put roofs over the heads of Another purpose behind military power homeless, heal the sick, and educate is not so widely publicized: a flat the ignorant in little countries where recognition in important circles that over half the human race lives in might makes right. poverty, hunger, illness, and ignorance. The simple fact remains that One of the largest private arms weapons are made for killing and merchants is Samuel Cummings, who destruction; nations which collect has said, "The only country in Latin them are preparing for war, not for America which has any brains about peace. "War," pronounced one expert,

66 "is an act of violence to compel our action to ease the restlessness opponent to fulfill our will." stemming from our own unsolved problems. A former Green Beret colonel has observed, "You cannot use the term What of the people of Indochina? 'homicide' in the context of war. War is These human beings have been a nasty business in which you employ bombed by the great nations more a number of high-sounding objectives than the Nazis were ever bombed in such as freedom and defense against World War II. It is estimated that the aggression to justify killing people." equivalent of two and one-half Hiroshimas a month are being dumped It was inevitable that global rivalry by the American air force on Indo- between the United States and the china. The civilian casualties among Soviet Union would eventually bring the people of North and South their strategic interests into direct Vietnam, Cambodia, and Laos are conflict. When the Soviet invasion of beyond numbers. Nor can we calculate Hungary in 1956 was suspected, the the refugees wandering across the question arose whether the United devastated lands. States would meet this communist threat to Western Europe. But the This is the war-is-peace theory we Soviet Union stayed within its so proudly hail. boundaries. When the Cuban missile crisis arose, both powers likewise kept When the United States was finally their nuclear weapons sheathed and forced to the conference table in Paris settled their differences with barrages by American public opinion, it joined of communications. The Soviet Union in the haggling for weeks over the occupied Czechoslovakia in 1968, and shape of the conference table. The real once more the United States confined issue, however, was a lack of faith its reaction to words. in the ability to deal with others as human beings rather than as targets Then the power rivalry of the United for annihilation. The American States, the Soviet Union, and negotiators were expected, and still Communist China met head-on in are, to act on war terms and to try to Southeast Asia. All three powers work out at the conference table decided it was in their own interest to what the military has failed to beat out use conventional weapons in Indo- of its opponents on the battlefield. china. The three big powers, in this war, have refrained from attacking one There is much discouragement in another; instead, they have enlisted this country today and despair over the underprivileged Asians of Vietnam, how to change policy. But there is one Cambodia, and Laos as mercenaries shred of hope to which I cling: to fight for them. There is no record of I remember that more than half of the either Russia or China suffering a world's people are now under age 25, single casualty in the nearly 10 years and they definitely are searching for a of war, even though they have been better way. What greater challenge supplying the anti-American side of to the teachers than to help these the contest. younger Americans find our lost faith in human values and find a way to The United States, however, has develop understanding hearts! These sacrificed nearly 5,000 American lives, young people soon will be in a position had nearly 300,000 wounded and an of power; and if they are prepared untotaled number missing, and has to restore the society that we are paid over 100 billion tax dollars which watching disintegrate, then there is might have been used to ease some of some hope in the future. In the vast the inner struggles of poverty, hunger, wilderness of the human spirit in which and ignorance driving us to external we are now wandering, one cannot

67 think of any greater hope than for guidance back to an appreciation of humanity, a recovery of our sense of human values. I can think of no greater purpose of education than to restore humanity to humanity through our young people and help them to create understanding hearts. It has been written that the true enemy is not the one in front of us, but the one who calls himself our defender and makes us his slave. No matter what the circumstances, the worst betrayal is to consent to subordinate oneself to this administrative appara- tus and, once in its service, to destroy in oneself and others all truth and human values. There was never a greater challenge to all of us, including those of us in education, than to destroy the chains of subordination to violence, thereby freeing America for the sake of humanity: in short, to turn off the arms race and turn on the human race.

68 LICE bulkti The President's Address: ENTERING A DEMANDING DECADE Paul H. Masoner

Clearly it was within a context of the Commission members, but those crises and tensions that the of hundreds of institutional repre- Association and its member institutions sentatives and other faculty added strength and resources to members from AACTE institutions. current efforts and launched new and The report, Crises in Teacher creative undertakings designed to help Education: A Dynamic Response to education realize its role in a AACTE's Future Role, clearly identifies troubled society. the continuing responsibilities of the The limitations of space prevent a Association in such areas as full review of the major innovative communication, research and efforts occurring in our 850 member development, accreditation, institutions or overall coverage of professional development of faculty every notable research project. members, and decision making in Descriptions of teacher education teacher education. The report programs which were entered in the concludes: AACTE Distinguished Achievement . the members of the Commission Awards program reflect the qualities of have dreamed great dreams for the American Association of Colleges relevance, social concern, and for Teacher Education as an agent creativity which, in turn, lead to new of great promise for improving the levels of effectiveness in the education of teachers.... We preparation of teachers, recognize the difficulties to be faced in achieving the role recommended administrators, and educational for the Association, but we are specialists for the nation's schools. confident that it can and will find ways to mount these recommenda- But I should like to review a few key tions. To do so is the responsibility undertakings of the Association in of the entire membership, and we 1970, particularly those clearly shaped hope that all will be about this to meet critical needs and long-range importan' business without delay. responsibilities of AACTE. A second area of concern for AACTE Of major significance in the has centered around communica- Association's long-range endeavors tion and involvement. During recent was the report of the Special Study years it has become clear that AACTE, Commission, completed after almost although an organization of two years of review and deliberation, institutions, could not achieve its which represents not only the views of major responsibilities without

71 increasing the involvement of faculty of the college or university." If we members, both from professional agree, and we have indicated that we education and from the arts and do in various ways for many years, sciences, who are themselves involved then we must as a profession and as in the task of preparing personnel an association set about the task of for the education professions. doing more in developing a cooperative approach to teacher In recognition of this need, defined education that is a reality rather than in the Special Study Commission report and enunciated by participants a myth. in the 1970 School for Executives, a Some new and different approaches number of initial steps were taken can bring about more involvement. For during the past year. The circulation of example, the further development of the monthly AACTE Bulletin was state A,'-',CTE organizations can provide increased to almost 40,000. In addition, increased opportunities for inter- a new publication entitled Concern: institutional faculty and student AACTE Newsletter for Teacher exploration of common problems on a Educators was developed and has a regional basis. Institutional-based comparable circulation. Both seminars and informal study groups publications are serving the dual dealing with AACTE concerns might vipose of communication and conceivably aid in the involvement of involvement of the total faculty. students, faculty, and community The Association has continued to representatives. publish books and monographs The years immediately ahead, in dealing with a variety of professional order to be productive, demand concerns in teacher education. Many maximum effort in mobilizing human have become important guides for the and material resources in the cause continuing development and of better teaching. improvement of teacher education throughout the nation. Preeminent, of Another area of concern is stand- course, is the thoughtful Teachers ards and accreditation. In 1966, for the Real World, published in 1969 AACTE undertook an intensive study and still a best seller. of standards under the leadership of its Evaluative Criteria Study However, communication alone does Committea. With the participation of not achieve involvement; the process thousands of individuals representing must include not only faculty members colleges and universities, learned concerned with the education societies, professional associations, professions, but also students and the state departments of education, and community which the schools serve. the teaching profession, a new set of We must expand our horizons, both Recommended Standards for Teacher as an association and as individual Education was developed, approved by institutions, to include all those whose the Board of Directors in late 1969, concerns relate to the improvement and adopted by the National Council of teacher education. for the Accreditation of Teacher Of very special importance is the Education (NCATE) early in 1970. involvement of significant numbers of Beginning this year, all institutions those who constitute the faculty of arts seeking accreditation or reaccredita- and sciences. We have long tion will be evaluated under these emphasized the concept that teacher new standards. Through this effort of education is a total institutional AACTE, higher education institutions responsibility. Charles Silberman have clear and valid guidelines for states categorically in his Crisis in the self-evaluation and self-improvement Classroom that "the education of as well as the recognition which comes educators should be a central purpose with accreditation.

72 Here, too, the long-range organization of a National Institute responsibility of the Association is of Education. evident. No set of standards can be established without continuing review, Other relevant activities of the study, and revision. It was the decision Association include innovative of the Board of Directors to establish programs in student teaching and immediately a new Committee on graduate practicums in guidance for Standards, charged with the Job Corps centers; the development of responsibility for constant oversight of a consultative service for institutions standards and their significance to the seeking advice and help in upgrading improvement of teacher education. teacher education programs; the Summer Professors Program, enabling Two major projects spearhead the 35 college faculty members to work in work of the committee: (1) the Steps Job Corps centers for a four-week Toward Excellence Project (STEP), period; the publication of a multimedia involving more than 300 institutions guide, Mediated Resources in Teacher engaged in self-study under AACTE Education; and the Annual Meetii leadership; and (2) the Performance- instructional clinics. Based Teacher Education Project, involving five Texas institutions of The ERIC Clearinghouse on Teacher higher education, the Texas Education Educationa collaborative effort Agency, and AACTE. Funded by involving AACTE, the Association of USOE, the second project is studying Teacher Educators (ATE), and the performance-based teacher education National Commission on Teacher in order to develop and critique Education and Professional Standards models. (NCTEPS)gathers new knowledge for those who are interested in current Another concern centers upon ideas developments relating to preparation and innovations. The combined talents for the education professions. of the faculties and staffs of member Another item covers the international institutions provide AACTE with a major resource for development of dimension. For many years AACTE has given significant leadership by its educational ideas and strategies, commitment to international education initiation of innovative practices, and and the global improvement of teacher service as a clearinghouse for new education. International Education knowledge. Year 1970 was highlighted by a number A proposal coming out of the of projects based upon a fundamental Studies Committee for the establish- conviction that education and the ment of a National Center for schools have the greatest single Teacher Education has received potential for the development of widespread attention in recommend- international understanding. ing that a center and a network of A series of regional conferences on subcenters be established to collect, international education dealing with review, and analyze information and world-oriented curricula as well as research in the field of teacher international exchange and coopera- education to develop models and to tion for faculty and prospective insure dissemination of information. teachers involved more than 300 of our Indicative of the importance of the member institutions. proposal are the actions by the deans of schools and colleges of education The Administrative Internship in land-grant and state institutions of Program, supported with funds from higher education to develop a similar the Agency for International proposal and also the action of the Development (AID), brought 20 federal government in proposing the administrators from higher education

73 institutions and government education member institutions, entered into a agencies of countries around the world new venture: the Urban Education to AACTE member institutions for Leadership Development Project. Now almost a year of planned experiences in its second year. the project involves in higher education administration. faculty and staff of cooperating Nine AACTE institutions, organized institutions in workshops, conferences, into two groups, spent most of the seminars, and inter-institutional summer in Association-sponsored visitations. projects in the areas of faculty development and curriculum materials. The Association, aware of the One group studied East Africa and critical nature of educational problems the other Southeast Asia. Plans call relating to the inner-city crisis and the for a similar project in India in the neglect of our cultural minorities, summer of 1971. established in 1970 a Commission on Multicultural Education. With a Two Washington-based conferences membership of 12 educators emphasized the role of education in predominantly from minority groups, international affairs. A National the Commission is charged with Foreign Policy Conference for teacher focusing the total resources of AACTE education leaders, hosted by the U.S. and its member institutions upon the State Department, involved 500 grave issues relating to racial and participants from member institutions ethnic minorities. to gain insight into American foreign policy. A second conference, Another concern is that of "Education and Environment in the partnerships. It has long been the Americas," sponsored jointly by policy of the Association to join with AACTE and the Organization of others in both formal and informal American States (OAS), attracted 200 relationships designed to bring about educators and private agency and improvement in education. Central in government officials from most of the the partnership picture is the western hemispheric nations to focus Associated Organizations for Teacher on educational responses to worldwide Education (AOTE), which brings problems of pollution and the together many teacher education destruction of natural resources. organizations with several hundred thousand members. Other arrange- AACTE continues to serve as the ments include affiliations with secretariat of the International Council ICET, NCATE, ATE, and NCTEPS. A on Education for Teaching (ICET), an more recent development involves organization devoted to the global cooperation of AACTE with a number improvement of teacher education. of the learned societies in education for the establishment of a standing Concern for and involvement in conference on teacher education. problems relating to education in a multicultural society and to the crisis I turn to a final concern: the voice of education in urban communities is of teacher education. It is paradoxical not a new phenomenon. But, in June that, on the one hand, teacher 1966, the Association began a major education is being asked to assume attack on problems relating to the greater responsibilities for the preparation of teachers who would correction and elimination of serious provide relevant and effective social problems and that, on the other education for minority-group children hand, federal and state governments and youths. The NDEA National are reducing or seriously restricting Institute for Advanced Study in the financial support necessary for Teaching Disadvantaged Youth was a achieving these new and demanding landmark effort. In 1969 the roles. This dilemma, alongside other Association, in cooperation with 21 critical problems, calls for a strong

74 and effective voice to speak out in the public forum, the press, the halls of Congress, the state legislatures, and the Executive branch of government. In answer to this need, more than two years ago AACTE established a Committee on Governmental Relations charged with the Te.;Jponsibility of developing an effective liaison with public and quasi-public organizations and institutions. As a direct result, new and effective relationships have been developed with the U.S. Office of Education and other units of the Executive branch of the national government and with Congress as AACTE has offered assistance in the preparation of educational guidelines for federal programs, worked cooperatively for the passage of legislation important to education and to teacher education, testified before congressional committees, and enlisted the support of member institutions and other educational organizations on behalf of key programs and legislation. That the Association continue to speak as the voice of teacher education is most urgent.

75 Report of the Executive Director Edward C. Pomeroy

While we are talking in many ways nation of International Education at this Annual Meeting about crises in Year. It was a year in which this teacher education and crises in Association took hold of the idea of education generally, it is my pleasure performance-based teacher education to reassure you that the American and brought together a group of Association of Colleges for Teacher distinguished leaders to guide both Educationat least in the manage- our institutions and education ment of its programs and its staffis generally in terms of this important not in crisis. Rather it is at this time new concept and approach. considering one of the major steps of This was a year in which the our Association, brought to our Association contributed to teacher attention by Dr. Pierce and his education accreditation a newly colleagues in their Special Study established set of standards developed Commission findings. with your help and your colleagues' An organization must have a sense help over the past two years. These of strength to undergo critical self- new standards form the first steps of a examination. Equally necessary is the continuing process to keep in touch support from members and from the with new developments in teacher public in general to respond effectively education. to such critical study. I am happy to This was a year in which your assure you that your organization is Association operated a new secretariat ready to face those challenges within its staff to serve associations contained in the Commission's report. of professorsthe Society of Pro- In our activities this past year, we fessors of Education and the John have attempted to assist you in Dewey Societyin a more extensive responding to the many demands attempt to respond to the wide being made on teacher education demands of collegiate teacher institutions and on teacher educators. educators. This was a year in which a major new This was a year of expanded program was established through the communication with you and your Multicultural Education Commission. colleagues. I hope that you have found It was a year in which this organization as have many of your associates provided great leadership in trying that the Association's new publication to respond to the President's desig- Concern has pointed up a new type

77 of communication useful not only to people in teacher education, but to all who are concerned with the vast number of problems associated with our important tasks. This was a year of our continued cooperation with the Association for Teacher Educators (ATE) and the National Commission on Teacher Education and Professional Standards (NCTEPS). The operation of the ERIC Clearinghouse on Teacher Education provided us the opportunity to be in touch with the increasing amount of resource materials. it was a year of increased associa- tion and communication directly with members of your staff in Washington and your associates in the field. Regional conferences were held in international education, evaluation, and new program development. It was a year in which my colleagues and the staff have contributed to our Association new dimensions in teacher education leadership.

78 Report of the AACTE Special Study Commission Truman M. Pierce, Chairman Dean, School of Education Auburn University Auburn, Alabama

A year ago we had the opportunity to an early draft of the Commission's to make an interim report to this report. convention on what we were planning to do and some of the things we had In a very real sense, we found that done. Today we come to that final the Commission was not endowed hour of our work when what has in with any insight about the Association fact been done will be briefly reported. not already shared by its membership; even on the basis of extensive study, It is well to recall the charge to we could do no better than act on the this Commission from the AACTE composite of ideas coming from the Board of Directors: to study any and total body of members. So, the final all aspects of the Association report we now officially present is in including its organization and pro- reality a consensus of thought about grams which the Commission deemed what AACTE ought to try to be in the desirable and "to conduct any other next 10 years. The recommendations studies that might be appropriate." are comprehensive; in some respects We have carried out the charge to they are rather sweeping. But we have the best of our ability by carefully dreamed for the Association on the studying the Association's historical basis of what has been and what is evolution: what it has been in the past, nowin the firm belief that its service what it is today, and what we hope it in the future should be built soundly will be in the future. upon its past accomplishments. In addition to studying the reports In projecting key actions and goals of other study commissions and the for the Association, the Commission historical documents of the Asso- report addressed itself to how AACTE ciation, we have sought extensive should relate to education, teacher advice from our membership on how it education, and the broadest society views AACTE's present status and served by these segments. We possible future direction. We have had were bold enough to project for the views expressed from several future a crucial role for the Association hundred representatives of member in confronting the basic problems institutions. We have received and issues which influence schools hundreds of thoughtful letters, first, and the education of their teachers. suggesting what the Commission The Association would then become shobld do and, secondly, responding more influential in helping its member

75 organizations, associations, and Commission, thought that probably the institutions in their respective current pressures under which teacher bailiwicks; and, somehow or other, it education operates are summarized could become a vigorous spokesman in the six points which we have for the best in teacher education. enumerated in the report: Accordingly, the Commission talked (1) Pressure from our student about the context of crisis and tension population for considerable reform in within the present-day setting. our programs, the governing of our Commission member Walter K. Beggs institutions, and the way we operate will comment on these current and move students through those pressures. programs; We projected the role of the (2) Effect of a counter-pressure from Association as best we could in terms the surrounding public, which is of this crisis context; Commission dissatisfied with the way things are member George Denemark will speak going on campus; to prime goals. (3) Loss of credibility, making it Then we confronted a second key mandatory to reestablish our relation- questionWhat can an association ships with the larger society; actually do in the context of the (4) Immediate pressures from many times and in light of the particular communities within the society to help needs of teacher education and them meet their specific educational education in general? We have tried to needs and to produce the kind of define areas of program emphasis, to teacher who can zero in on some of be cited by Commission member the problems of minority groups; Nathaniel H. Evers. (5) Pressures from students, faculty, Finally, we addressed ourselves to and various communities around us to the question of how an association, participate in developing general large and diverse, can effectively policy for education and teacher organize and conduct its business in education; and order to achieve stated goals. Com- mission members William Engbretson (6) Question of what is the central and Robert F. Topp will consider dynamo of teacher education: does it this question. lie in our institution or outside, serving some sort of supplementary role? WALTER K. BEGGS: At the begin- ning of the Commission's delibera- When we take the membership of tions, there was one point on which all this Association in concert, some 850 of the members agreed: that, as our of us, and realize that we are member institutions go about their responsible for training 90 percent of business, no one of them is working the nation's teachers and probably in a vacuum. In each instance, there is most of its school administrative a local complex of pressures and personnel, then we must define our needs which must be considered. / function in relation to the elements which are demanding a role in this This situation extends also to process. regional, national, and international communities; all of these, in turn, GEORGE DENEMARK: In con- impinge back on the development and sidering the Association's main operation of the programs on any local responsibility of improving teacher campus. As a frame of reference, we education, the Commission identified adopted a crisis context under which six areas of activity: our educational institutions must (1) Alerting member institutions to operate in preparing teachers for the the continuous assay of forces, contemporary setting. We, as a agencies, and developments in the

80 nation ano the world which play upon division over the appropriate relation- and shape educational direction; ship between college personnel and public school personnel in the (2) Speaking authoritatively, aggres- education of teachers; sively, and responsibly in public forums on the issues and problems The linkage of theory and of teacher education; practice; (3) Providing for the feelings, ideas, The relationship between pre- needs, and frustrations of local service and in-service education; faculties in trying to reach the attention of the Association leadership for its A definition of the content of consideration and action; teacher education and an evaluation of the product of the teacher education (4) Making the Association's work process. visible to local faculties and providing them with a roster of services for These issues and many others, we institutional use: felt, should be at the heart of future Association activities. (5) Serving as a coordinating, but not a controlling agency for the many NATHANIEL H. EVERS: The groups, societies, and associations Commission addressed itself to a with somewhat narrower and more number of major emphases, as out- specialized responsibilities in teacher lined in the report. They are matters in education; and which the membership had already indicated interest; the Commission (6) Giving national and international merely tried to sharpen them. visibility to the composite member institutions and spelling out the WILLIAM E. ENGBRETSON: We significance of that composite attempted to look at the Association wherever such action would enhance machinery in terms of improving its the work of the individual institutions operation. We thrashed around the or their work in concert. question of membership and concluded Underlying all of these areas of that we should support a continuation activity is a deep concern for the of institutional membership. critical issues of society, education, We have also recommended that and particularly teacher education in accredited junior colleges offering two facing problems like years of baccalaureate preparation The cumbersomeness of curricu- and currently unaccredited four-year lum change in most colleges and teacher preparation institutions be universities; eligible for and solicited to take associate membership in AACTE. Cooperation with other institutions and agencies concerned with the Individual membership was dis- improvement of higher ed. cation; cussed at some length several times and rejected as a motion. The broad question of higher education's dual function as the It is recommended by the Com- traditional citadel of rational thought mission that the number of institutional and its more recently emphasized role representatives vary according to the as dynamic agent for social change; size of the college or university, using as a basis the number of degrees The fragmentation of governance annually awarded to persons in higher education and the diminish- completing programs in teacher ing of public confidence in such education. The formula for representa- governance; tion would begin at three per institution The fragmentation of authority and progress to seven for those and responsibility reflected in growing institutions graduating 600 or more

81 teacher education students per year. up to the changes today. Now, we have Institutions holding associate member- made the job more complex by ship would have one representative defining the tasks in somewhat greater each without voting privileges. detail: communication with you, research and development involving We feel strongly that the institutional you, professional development for your representatives should include a wide start, long-range pl.9nning and cross-section of the faculty involved evaluation on a continual basis, and in the preparation of teachers. accreditation responsibilities closely The Commission recommends that tied to our interests. each teacher education faculty We hope to free the executive establish a local unit of AACTE, with director from unnecessary adminis- the chief institutional representative trative trivia so that he can provide the serving as unit chairman and the other kind of study and advice to us that will institutional representatives forming carry us forward in the new and a primary planning body. The institu- more vigorous role of this organization. tional representatives, the Commission feels, should have the power to elect Our committee structure is being the Board of Directors and the officers changed rather drastically: we are of the Association by individual vote. going to have small standing com- Therefore, we are proposing that, mittees working with each of the when voting on changes in the associate directors within his particu- Constitution and By-Laws, each lar sphere of responsibility. institution have a single vote. In addition, there will be, as needed, We are recommending that the d hoc temporary task force groups. Board of Directors consist of 17 to 19 We are anxious to have more of our members; 12 of these should be members involved in important matters elected for three-year terms. affecting the national level of teacher education. We are trying to encourage It is the Commission's view that the the development of state associations Board of Directors should concern of AACTE, and already some progress itself primarily with formulation of toward this goal is evident. Of course, policy, determination of major thrusts we wish firmly to certify our strongest of programs, evaluation of these support of the Ar,sociated Organiza- programs, and long-range planning tions for Teacher Education tzcause and development. The Board should its members are our colleagues as we establish and maintain cooperative work together to upgrade teacher relationships with individuals and education in the nation. groups sharing in the common purpose of improving teacher education. DR. PIERCE: Thank you, gentlemen It should have a smaller Executive of the Commission, for your concise Committee of five members, including and clear statements about our report. the President, President-Elect, Past Now we ask that the members,- ip President, and two other members carefully study it and possibly support elected by the Board. The Committee the recommendations in order to join should meet twice a year to handle together in shaping an effective role most of the details of management and for this Association. administrative matters requiring PRESIDENT MASONER: Both the Board approval. members of the Special Study Com- ROBERT F. TOPP: This organiza- mission and the members of the Board tion, more than any other similar one, of Directors recognize the tremendous has had a central staff led by an responsibility placed upon the executive director; it has been shoulders of the chairman of this progressive and courageous in facing Commission. We have a special

82 presentation for Dr. Pierce in honor of his leadership. The plaque reads: "The American Association of Colleges for Teacher Education presents this certificate of special recognition to Truman M. Pierce, chairman of the AACTE Special Study Commission from February 1960 to January 1971, in appreciation for his outstanding leadership and service to the member- ship of the Association and to the teacher education profession. Presented this 23rd Annual Meeting of AACTE on February 24, 1971, by action of the Board of Directors."

83 1T,

QJl Articles of Incorporation and Bylaws

Articles of Incorporation Section 3. To exchange reports, ex- First: The name of the corporation is periences, and ideas with educators of the American Association of Collegesteachers in other countries as a means for Teacher Education. of improving teacher education and of Second: The period of duration isstrengthening international understand- perpetual. ing and cooperation. Third: The purpose of this Association Section 4. To encourage and assist is to provide, through professional or- the administrators of teacher educa- ganization and cooperation, for con- tion institutions to develop greater com- tinuous search for and promotion of petence, especially in their leadership ideas and practices which are most ef- of college faculties in developing im- fective in the education of teachers. proved programs for the education of Consonant with this purpose, the major teachers. objectives of the Association are: Section 5. To cooperate with other Section 1. To provide member insti- professional education organizations tutions with the means for continuous and agencies in activities designed to exhange of information. experiences,establish desirable directions, goals, and judgments concerning all aspects and standards for teacher education. of teacher education. Section 6. To make available to col- Section 2. To stimulate and facilitateleges and universities, upon request, research, experimentation, and evalua- professional consultant services and tion in teacher education and in re- other practical assistance to help lated problems of learning and teaching; them improve their teacher education to serve as a clearinghouse of informa- programs. tion and reports on these matters; and Section 7. To represent the education to publicize the findings of studies thatof teachers before all segments of the have significance for the improvement public as a great professional enter- of teacher education. prise carrying special responsibilities _ -- for the development of competent Articles of Incorporation approved at February 1970 citizens. Annual Meeting. Bylaws revised and approved at Fourth: This Corporation will have February 1971 Annual Meeting and subsequently ratified April 1971 members.

87 Fifth: The Corporation is to have ations shall file a formal application for single class of members, comprised ofregular membership, which shall in- colleges and universities eligible forclude: (1) a statement from the cata- membership in this Association, which logue or other official document are those four-year, degree-granting in- indicating that teacher education is one stitutions which officially and publiclyof the purposes of the institution, (2) a announce that the education of teach-statement from the chief administrative ers is one of their important institu-officer that the institution proposes to tional purposes and which present take an active part in the work of the satisfactory evidence that they qualifyAssociation, and (3) a commitment to for membership; or such other individ-cover the first year's membership fee. ual class of members as may be desig-The application should be forwarded to nated by the Directors of the Association the Executive Director of the Associa- and set forthin the Association's By-tion at the national office in Washington, laws. The members shall have voting D. C. rights as established by the Directors C. The application will be considered et the Association and set forth in theby the Board of Directors of the Associ- Association's Bylaws. ation at the next regular or special meet- Sixth: The Directors are to be appoint- ing of the Board of Directors. The Board ed by the members in a manner to beof Directors will submit to the member- provided in the Bylaws. ship, at the next Annual Meeting, those Seventh: The internalaffairsof theapplications it recommends for final ac- Corporation shall be regulated in ae ceptance by the membership. cordance with procedures set forthin D. Applicants which are accepted as the Bylaws. In the event of dissolutionregular members shall continue there- of the Association, the Directors shall,after to be regular members of the As- after payment of debts and obligations.sociation, contingent upon the payment divide the net assets equally among theof annual dues in a timely manner. An nonprofit colleges and universitiesinstitution desiring to withdraw from comprising the membership at the timeregular membership in the Association of dissolution, provided such institu-may do so at any time, provided that it tions are then exempt from federalis not then in default with regard to the income taxes as charitable and/or edu-payment of any annual dues which cational organizations. would otherwise be due the Association. The regular membership of any institu- tion may be terminated for cause at any Bylaws time, provided, however, that the Board ARTICLE IMembership of Directors of the Association shall, in Section 1 Regular Membership the event of any anticipated termination A. Regular membership in the Asso- for cause, consider and adopt a resolution ciation will be limited to four-yearrecommending the termination and sub- degree-granting colleges and universi- mit such resolution to the membership ties, upper division colleges, and grad- fnr final action at any regular or special uate schools. which are accredited by a meeting of the membership. regionalaccrediting association andSection 2Associate Membership which officially and publicly announce A. Two-year accredited or nonac- that the education of teachers is one of credited institutions and fOur-year non- their important institutional purposes.accredited institutions which officially 8. An applicant for regular member-and publicly announce that the educa- ship which meets the above qualifica-tion of ter ;hers is one of their important

Be institutional purposes, will be eligiblefor regular membership in the Associa- for associate membership inthetion in accordance with the procedures Association. set forth in Section 1; if, at the end of the B. An applicant for associate mem-five-year period, any four-year institu- bership which meets the above qualifi-tion has not qualified for regional ac- cations shall file a formal applicationcreditation, its associate membership for associate membership, which shallin the Association will be automatically include: (1) a statement from the cata-terminated because it is the intent of the logue or other official documen. indi-Association to encourage all four-year cating that teacher education is one ofinstitutions to qualify for regional of the purposes of the institution, (2) aaccreditation. statement from the chief administra- F. The associate membership of any tive officer that the institution proposesinstitution may be terminated for cause to take an active part in the work of theat any time, provided, however, that the Association, and (3) a commitment toBoard of Directors of the Association cover the first year's membership fee.shall, in the event of any anticipated The application shall be forwarded totermination for cause, consider and the Executive Director of the Associa-adopt a resolution recommending the tion at th,i national office in Washington, termination and submit such resolution D. C. to the membership for final action at C. The application will be consideredany regular or special meeting of the by the Board of Directors of the Associ-membership. ation at the next regular or special meet- ARTICLE ;IRepresentation and ing of the Board of Directors. The BoardVoting of Member Institutions of Directors will submit to the member-Section 1Representation ship. at the next Annual Meeting, those A. Regular member institutions shall applicationsit recommends for finalexpress themselves officially in the af- acceptance by the membership. fairsof the Association through the D. Two-year colleges which are ac-medium of institutional representatives. cepted as associate members shallThe representatives of any regular mem- continue thereafter to be associateber institution should include, to the members of the Association, contingentmaximum extent possible, a cross-sec- upon the payment of annual dues in ation of faculties engaged in the prepara- timely manner. An institution desiringtion of teachers, including those in to withdraw from associate member-academic disciplines, andallmajor ship in the Association may do so at anyunits of the professional teacher edu- time, provided that it is not then in de-cation faculty. The number of repre- fault with regard to the payment of anysentatives of each regular member annual dues which would otherwise beinstitution shall be calculated in accord- due the Association. ance with the following formula: E. Four-year institutions which are 1. Three representativesfor each accepted as associate members may institution which graduates from continue to be associate members of one to not more than 150 teacher tne Association for a period of five years education students per year; from the date of original acceptance, 2. Four representatives for each in- contingent.upon the payment of annual stitution which graduates not dues in a timely manner; provided, how- less than 151 and not more than ever. that at such time as any four-year 300 teacher education students institution actually qualifies for regional per year; accreditation the institution shall apply 3. Five representatives for each in-

89 stitutionwhichgraduatesnot Section 2-Membership Meetings/Quo- less than 301 and not more than rum 450 teacher education students A. The Association shall hold one per year; Annual Meeting and such other meet- 4. Six representatives for each in- ings on such days and at such places stitutionwhichgraduatesnot as may be determined by the Board of less than 451 and not more than Directors. 600 teacher education students B. One or more institution& repre- per year; sentatives from one-third of the regular 5. Seven representatives for each member institutions, or one or more in- institution which graduates morestitutionalrepresentatives from one- than 600 teacher education stu-half of those regular member institu- dents per year. tions which have a representative reg- B. Each regular member institutionistered and in attendance at any shall advise the Executive Director ofmeeting, shall constitute a quorum for the Association, by means of a requiredthe transactionofbusinessatany Annual Report form provided by the As- meeting. sociation, of the names of the institu-Section 3-Voting tional representatives selected by the Each institutional representative (or institution. One of these representativesa duly authorized substitute) shall be shall be designated as the Chief Institu-entitled to cast one vote on every issue tionalRepresentative. Each member(except for amendments as set forth in institution will have the right to selectSection 4) considered by the member- substitute institutional representatives ship at any regular or special meeting, at any time during the calendaryear, andprovided, however, that any single indi- any i;-.dividuat substitution shall he ef-vidual representative attending any fective as of the date on which the Ex-meeting may cast votes for the other ecutive Director is advised of thedesignated institutional representatives change. Should any designated institu-of his institution in their absence, upon tional representative be unable to at-the presentati-n of a Proxy Form pro- tend any regular or special meeting ofvided by the Association. indicating his the membership, the institution mayauthorization in this regard. elect to send a substitute institutionalSection 4-Amendments to Bylaws or representative for any given meeting, Association Dues Schedules provided the substitute presents to the Proposed amendments to the Associ- Executive Director of the Association aation Bylaws or Association Dues properly executed Proxy Form providedSchedules shall be forwarded toall by the Association. member institutions not more than 50 C. Each associate member institution but not less than 10 days prior to a regu- may select one individual to serve as its lar or specially scheduled meeting of institutionalrepresentative, and said the membership. The proposed amend- representative (or a duly authorized sub-ment shall then be submitted to a vote stitute) may attend all membershipat the membership meeting and shall meetings and express the views of thebe considered adopted and in effect associate member institution on all is-when approved by a majority vote of sues under consideration, provided.those member institutions with an in- however, that the institutional repre-stitutional representative registered and sentative from an associate member in-in attendance at the meeting. Notwith- stitution shall have no right to vote onstanding anything set forth in Section any issue under consideration. 3, above, on all issues involving such

90 amendments each regular member in-ber of elected Directors, certain Direc- stitution shall have a single vote to betors may be elected for terms of less cast by its Chief Institutional Represent-than three years. ative at any regular or special meeting B. The individual occupying the of- of the membership. fice of President, President-Elect, or Section 5Rules of Procedure Immediate Past President shall serve as The rules of procedure at the meet- a member of the Board of Directors dur- ings of members shall be according toing the periods of time he holds the Robert's Rules of Order so far as suchsaid position. rules are applicable and not inconsist- C. The individuals holding the posi- ent with these Bylaws or the Non- tions of Chairman and Chairman-Elect Profit Code of the District of Columbia. of the Associated Organizations for The rules of procedure may be sus- Teacher Education shall serve as mem- pended by a majority vote of the insti-bers of the Board of Directors during tutionalrepresentativespresent andthe period of time they hold the said votiiig at such meeting, provided, how- positions. ever, that any institutional representa- D. The Board of Directors may, at its tive bearing a duly executed Proxy option, elect as additional Board mem- Form, provided by the Association, may bers individual representatives of mem- cast votes for non present representa-ber institutions who, by reason of their tives of his institution. unique experience, expertise, or posi- ARTICLE IIIBoard of Directors andtion in specific areas of teacher educa- Officers of the Association tion, may enable the Board to serve Section 1 Board of Directors more adequately the diversified inter- Except as otherwise required by lawests of teacher education; this provision or provided by these Bylaws, the con- shall never operate to increase the total trol of the Association and its affairsnumber of Directors by more than two and property shall be vested in theat any given time, and the respective Board of Directors. The Board of Direc- term of each such additional member tors be comprised of not less than will be determined by the Board of Di- 17 and not more than 19 Board mem- rectors but in no event will exceed a ber!: Individual members are to be se- three-year term. lected from existing institutional repre- E. Liaison representatives from other sentatives by the member institutionseducational associations and organiza- in accordance with the procedure set tions may be appointed by the Board of forth herein. Directors, at the Board's discretion, to A. Twelve of the individual membersserve on the Board of Directors. Such of the Board of Directors shall be electedliaison representatives shall not be re- for three-year terms. which will be stag-quired to assume the liabilities inherent gered to provide continuity, by the reg-in the position of Director and shall not ular member institutiond representa- have a right to vote. tives under a procedure which allows, F. The Board of Directors may, by to the maximum extent possible, for aresolution, create an Executive Com- comprehensive representation consid-mittee composed of five members of the ering such factors as geographical lo- Board. cation, institutional types, professional Section 2Officers positions, institutional sizes, and ethnic The Officers of the Association shall and cultural backgrounds; provided,be a President, a President-Elect, an however, that in order to originally es- Immediate Past President, an Executive tablish or to maintain the desired num-Director/Treasurer (a single individual),

91 and a Secretary. The President-Elect A. For the purpose of nominating shall be elected by the regular membercandidates for the offices of the Presi- institutions in accordance with the pro-dent-Elect and of the Board of Directors cedure set forth below. The term of theeach year, the membership of the Asso- President-Elect shall be one year be-ciation shall be grouped by states into ginning on March 1: the President-Electsix divisions as follows: Zones I,II, shall automatically become the Presi-IV, V, and VI. dent on March 1of the following year Zone I Maine,New Hampshire. and shall occupy the off ice of President Vermont,Massachusetts, for a term of one year. Rhode Island, Connecticut, The President shall automatically be- New York, New Jersey, Del- come the Immediate Past President on aware, Maryland. March 1of the following year and oc- Zone II Virginia, District of Colum- cupy such office for a term of one year. bia, North Carolina, South Should the President ever become dis- Carolina, Georgia, Florida, abled or unable. for any reason, to exe- Puerto Rico, Alabama, Mis- cute the responsibilities of his office, sissippi, Tennessee. the President-Electwill become the Zone III Pennsylvania, West Virgin- President and serve for the unexpired ia, Kentucky, Ohio, Indiana. part of the disabled President's term in Zone IV Michigan, Wisconsin, Illi- addition to his own regular term as nois, Minnesota, Iowa. President. The Executive Director/Treas- Zone V Louisiana, Arkansas, Mis- urer and the Secretary of the Associa- souri, Kansas, Oklahoma, tion snail be appointed by the Board of Texas. Directors for terms of office to be de- Zone VI Guam, Alaska, Hawaii, termined by the Board of Directors; pro- Washington, Oregon, Cali- vided, however, that a minimum of 60 fornia, Arizona, New Mex- days notice shall be given to the Execu- ico, Nevada, Utah, Colo- tive Director prior to the termination of rado, Nebraska, Wyoming, his service by action of the Board of Di- Idaho, Montana, North Da- rectors and provided further that the kota, South Dakota. Executive Director will give the Board B. At the time of each Annual Meet- of Directors a minimum of 60 days no-ing, the Board of Directors shall ap- tice should he desire to resign the re-point a Nominating Committee of seven, sponsibilities of Execi_. .ive Director. Thecomposed of one member from each Board at Directors shall appoint also anZone and the Immediate Past President Associate Executive Director and suchof the Association, who shall act as other Associate Directors as may bechairman but who shall have no vote required to assist the Executive Director.except in the event of a tie. An alternate The terms of the Associate Executivefor each member shall be appointed Director and the Associate Directorsfrom his Zone to serve in his absence. shall be determined by the Board of C. At the time of each Annual Meet- Directors. The duties of the Officers ofing, the Board of Directors shall appoint the Association shall be such as area Tellers Committee. An alternate for usually associated with their respectiveeach member shall be appointed. The offices, or as may be more specificallyExecutive Director of the Association designated in these Bylaws or by theshall act as chairman. Board of Directors. D. Any officially designated institu- Section 3Election of Officers andtional representative shall be eligible Board of Directors for nomination as an officer or member

92 of the Board of Directors of theprogress of such programs and foster Association. long-range planning or programs which E. The Nominating Committee shallmay better improve teacher education use a formal process whereby institu-in the United States and abroad. The tional representatives may recommendBoard shall encourage the establish- persons for nomination to elected of-ment and maintenance of cooperative fices. On or before June 1, the Nomina-relationships with individuals and ting Committee shall name two candi-groups actively participating in teacher dates for the position of President-Elect,education programs. It shall be the gen- and a slate consisting of twice the num-eral policy of the Board to appoint task ber of candidates as there are vacanciesforces, committees, and commissions, to be filled on the Board of Directors.such groups to be comprised of indi- The slate shall be transmitted by theviduals from AACTE member institu- chairman of the Nominating Committeetions to the maximum extent possible, to the Executive Director of theto accomplish specific tasks and to Association. assist in the execution of major Associ- F. On or before October 1, the Elec-ation programs. tion Ballot. showing the candidates forSection 5 Board Meetings the offices. shall be 'distributed to all A. The Board of Directors shall meet official representatives of the memberat least twice per year. It shall be the institutions of the Association. The rep-joint responsibility of the President and resentatives shall be instructed to re-the Executive Director to prepare agen- turn the Election Ballot to the Tellersdas for each meeting. It shall be the re- Committee in care of the Executive Di-sponsibility of the Executive Director to rector of the Association on or beforeattend Board meetings and to bring to December 15, following distribution ofthe attention of the Board all matters re- the Ballot. quiring Board action, including matters G. All legal Election Ballots receivedset forth in the advance agenda and by the Executive Director on or beforesuch other matters as he may be di- December 15 shall be counted by therected by the President to prepare for Tellers Committee. The results shall beconsideration. transmitted to the President of the As- B. The rules of procedure at meet- sociation for announcement at the nextings of the Board shall be according to Annual Meeting of the Association. Robert's Rules of Order as far as such H. The candidates receiving the'rules are applicable and are not incon- larger numt-or of votes shall be electedsistent with these Bylaws or the Non - to office. In the event that vacanciesProfit Code of the District of Columbia. have occurred on the Board of Directors The rules of procedure may be sus- so that positions represent unequalpended by a majority vote of those pres- terms, longer terms will be awarded toent and voting at such meeting. One- candidates with the higher nuriiber, ofthird of the total number of voting votes. Directors of the Association shall con- Section 4Responsibilities of the stitute a quorum for the transaction of Board business at any regular or special meet- The Board of Directors shall concerning of the Board of Directors. itself primarily with the formulation ofSection 6 Indemnification of Direc- policies to guide the Association and totors/Officers determine the majoi- thrusts of the Asso- The Board of Directors is authorized ciation's programs. The Board shallby the membership to indemnify any maintain a continuous evaluation of theDirector or Officer or former Director

93 or Officer of the Corporation or any per-Board of Directors of the annual bud- son who may have served at its requestget shall be considered to constitute an as a Director, Officer, Agent, Associateappropriation of funds for the purposes Member, etc., of any other association,designated therein and authorization whether for profit or not for profit,to the Executive Director to cause such against expenses actually and necessar-funds to be expended. The Executive ily incurred by him in connection withDirector shall arrange for a surety bond the defense of any action, suit, or pro-to ensure the faithful expenditure and ceeding in which he is made a party bysafekeeping of all Association funds, reason of being or having been suchthe costs of said bond to be an Associa- Director, Officer, Agent, etc., except intion operating expense. relation to matters as to which he shallSection 4Association Records be adjudged in such action, suit, or pro- The Executive Directorshall cause ceeding to be liable for gross negligenceappropriate records of all financial op- or misconduct in the performance of a erations to be maintained at the national duty, it being understood that this By-offices in Washington, D. C., which law is being adopted in lieu of the Cor-said records shall be available upon poration's contracting for such indem-reasonable notice for inspection by the nity type insurance coverage with an Board of Directors. insurance carrier and incurring the ex-Section 5Audit pense required thereby. The President shall appoint an Audit- ARTICLE IVFinancial Operations ing Committee of three institutional Section 1 Revenues representatives, who shall review a Cer- The primary source of operating rev-tified Public Accountant's audit of the enues will be the dues contributed byaccounts of the Association during each member ' nstitutions. Operating ex-fiscal year, and the Auditing Commit- penses shall be reduced to the maxi-tee's report shall be presented to the in- mum extent possible by reimbursementsstitutional representatives during the secured through the sale of AssociationAnnual Meeting. publications to members and nonmem-Section 6 President's Operational bers and through the Association's con-Expenses sultative activities. The Board of Directors may allocate Section 2Annual Dues a reasonable amount of Association The annual dues of the Associationfunds to the President of the Associa- shall be levied in accordance with ation in order to permit him to fully exe- schedule of dues formulated by thecute the responsibilities of the office of Board of Directors and approved by thePresident during his term. membership; amendments to existingARTICLE V Election of AACTE Mem- Dues Schedules will be made in accord-bers to the National Council for Ac- ance with the procedure set forthincreditation of Teacher Education Article II, Section 4. (NCATE) Section 3Expenditures Section 1 The expenditure of Association funds For the purpose of selecting AACTE shall be controlled by an annual budget.members of the NCATE each year, the It shall be the responsibility of the Ex-Board of Directors shall use a formal ecutive Director to consult with theprocess whereby institutionalrepre- President in the preparation of a pro-sentatives may recommend persons for posed budget and to submit the samenomination to NCATE membership. to the Board of Directors for approvalMembers of the faculties of institutions and adoption. The approval by theholding membership in AACTE shall be

94 eligible for nomination as AACTE mem-tion of representation on the Council bers of the NCATE. according to institution type shall be Section 2 systematically defined and shall be iden- On or before June 1, the Board oftified on election ballots. The slate shall Directors shall name two persons forbe transmitted by the Board of Directors each position to be filled. This slate shat! to the Executive Director of the give due consideration to balanced rep-Association. resentation of the different types of col- Section 3 legiate institutions preparing teachers The Tellers Committee appointed un- and of the various academic and profes-der Article Ill of the Bylaws shall also sional fields relevant to teacher educa-serve as the Tellers Committee for this tion in these institutions. The distribu-election.

95

Report of the Auditing Committee Report of the Tellers Committee Robert DuFresne Richard B. Brooks President Dean, School of Education Winona State College College of William and Mary Winona, Minnesota Willi, msburg, Virginia

The Auditing Committee included The Tellers Committee examined the Dean David B. Austin, Richmond ballots in the AACTE Washington College of the City College of office. The computer was checked New York; Dean A. J. Richards, and rechecked. For Sister Margaret Kentucky State College. Frankfort; and Hughes, academic dean at St. Joseph myself. We examined the report of College, Emmitsburg, Md.; Billy E. Browner and Reinstein, Certified Ross, associate dean at the University Public Accountants, Silver Spring, of Delaware, Newark; and myself, I Maryland, for the year ending Dec. 31, report the following election results 1970 and found it consistent with as certified by the committee: standard auditing procedures. The President-elect: George W. Denemark, report reveals an excess of expense dean, College of Education, University over income in the amount of $6,812. of Kentucky, Lexington. The total net worth for the year ending Board of Directors: Samuel G. Gates, Dec. 31, 1970 was $297,051, as president, Wisconsin State University, compared to net worth Jan. 1, 1970 of LaCrosse; and Kenneth R. Williams, $302,254. This is a reduction in net president, Winston-Salem State worth of $5,203. University, Winston-Salem, North Carolina. In view of rising costs, we feel this Representatives to NCATE: Edward B. report reflects good budget and O'Connor, chairman, Department of business management. Education, The Creighton University, Omaha, Nebraska; Virgil W. Gillen- The Association appears to be on a water, executive vice president, sound financial foundation, and in the Northern Arizona University, Flagstaff; opinion of the committee the executive and Calvin E. Gross, dean, School of director and his staff are to be Education, University of Missouri at congratulated. Kansas City.

... The Auditing Committee report ... The Tellers Committee report was put to a vote and accepted. was put to a vote and accepted.

99 Election of New Member Colleges and Universities Edward C. Pomeroy Executive Director, AACTE

The Board of Directors has reviewed Alderson-Broaddus College membership applications from the Philippi, West Virginia institutions listed below and has found these applications in order and in Marian College of Fond du Lac accord with AACTE's membership Fond du Lac, Wisconsin requirements. There are three categories of new members which I (2) Those institutions complying with wish to identify: requirements for associate member- shipin the Association. (1) Those institutions complying with requirements for regular Florida International University membership in the Association. Miami Pacific Union College Southwest Minnesota State College Angwin, California Marshall

Missouri Western College Ramapo College of New Jersey St. Joseph Mahwah Bernard M. Baruch College Cameron State Agricultural College The City University of New York Lawton, Oklahoma New York Francis Marion College Ladycliff College Florence, South Carolina Highland Falls, New York Lenoir Rhyne College University of Wisconsin-Parkside Hickory, North Carolina Kenosha (3) Finally, two institutions which Mars Hill College have served as associate members Mars Hill, North Carolina have now been recommended for Benedict College regular membership. Columbia, South Carolina Florida Technological University Orlando Christian Brothers College Memphis, Tennessee Dallas Baptist College Dallas, Texas Jarvis Christian College Hawkins, Texas On behalf of the Board of Directors, I move the acceptance of these Norfolk State College institutions as full or associate Norfolk, Virginia members of the American Association of Colleges for Teacher Education. Virginia Polytechnic Institute and State University . The motion was put to a vote Blacksburg and carried.

100 Presentation of Plaques for Hosting Adminstrative Interns Frank Klassen Associate Director, AACTE

One of the Association's key University of Minnesota, Duluth international education activities has Duluth been the intern administrative leadership program. The success of Dakota State College this program is determined by the Madison, South Dakota amount of institutional commitment and involvement in helping educational State University of New York leaders of other countries develop a College at Buffalo new awareness of administrative Buffalo techniques and policies and practices The University of Arizona in teacher education. Tucson I would like to read the names of those institutions which have served as The Pennsylvania State University hosts to the interns, who have come University Park from Latin America, Africa, and Asia. Florida Atlantic University Ohio University Boca Raton Athens State University of New York Florida Agricultural and Mechanical College of Arts and Science at University Plattsburgh Tallahassee Plattsburgh East Texas State University Commerce Marylhurst College Marylhurst, Oregon Slippery Rock State College Slippery Rock, Pennsylvania San Francisco State College San Francisco, California Eastern Montana College Billings

101

DIRECTORY OF OFFICERS, COMMITTEES, AND MEMBER INSTITUTIONS (Revised November 1971) The American Association of Colleges for Teacher Education Headquarters: One Dupont. Circle, Washington, D.C. 20036

Officers and Staff Program Associates: Judith aabbitts, John Collier President: Nathaniel H. Evers, Dean, Program Assistants: Shirley Bonneville, Graduate School of Arts and Sciences, University of Denver, Colorado :`,ay Shoemaker Secretaries: Diane Bartosh, Robin Beatty, President-Elect: George W. Denemark, Yvette Cashwell, Jane Chamberla'n, Dean, College of Education, University Marlene Glassman, Brenda Greenhowe, of Kentucky, Lexington Marian Levine, Kathleen Mayer, Sara Executive Director and Treasurer: Edward Millard, Margaret Sauser, Doris C. Pomeroy Schubert, Edith Qua lia Administrative Assistant: Gladys Bos- Receptionist: Sheila Mc Nee tick Specially Funded Projects: Secretary and General Counsel: George E. Project Coordinator for the Adminis- Cranwell trative Internship Program: David lmig Director of Job Corps Project: Robert Associate Directors: J. Stevenson Joel L. Burdin Richard L. James Board of Directors* Frank H. Klassen Executive Committee of the Board Walter J. Mars Karl Massanari Nathaniel H. Evers, President and Chair- Mark Smith man of the Board, AACTE; Dean, Grad- uate School of Arts and Sciences, Uni- Controlier: Florence G. Jones versity of Denver, Denver, Colorado Accountant: Sandra Milazzo 80210 (1973) Bookkeeper: Francine Cornish Paul H. Masoner, Past President, AACTE; Manger of Personnel and Office Services: Dean, School of Education, University Frank R. Green of Pittsburgh, Pittsburgh, Pennsylvania 15213 (1972) Publications and Membership Secretary: Rita Dennis George W. Denemark, President-Elect, Office Aide: Steven Allen AACTE; Dean, College of Education, University of Kentucky, Lexington Director of Publications: Gertrue E. Mitchell 40506 (1974) Editorial Assistant and Bulletin Editor: 'Terms expire at Annual Meeting of year in Deana S. Morrison cl:cated.

105 Edwin P. Adkins, Associate Vice President, Liaison MemberRolf W. Larson, Temple University, Philadelphia, Penn- Director, National Council for Accredita- sylvania 19122 (1973) tion of Teacher Education, 1750 Pennsylvania Avenue, N.W., Washing. Rev. Carl A. Hangartner, S.J., Coordinator ton, D.C. 20006 of Teacher Education, Saint Louis

- University, St. Louis, Missouri 63103 . ConsultantCharles W. Hunt, 58 Elm (1973) Street, Oneonta, New York 13820 Edward C. Pomeroy, Executive Director and Treasurer, AACTE, One Dupont Committee on Studies* Circle, Washington, D.C. 20036 ChairmanHenry J. Hermanowicz, Dean, Natt B. Burbank, Assistant Dean, Schooi College of Education, Illinois State of Education, Lehigh University, University, Normal 61761 (1575) Bethlehem, Pennsylvania 18015 Vice ChairmanEdward J. Kelly, Dean, (1972) t College of Education, University of William H. Evans, Professor of knglish Northern Colorado, Greeley 80631 and Secondary Education, Southern (1973) Illinois University, Carbondale 62901 Edmund J. Cain, Dean, College of Edu. (1972) t caticm, University of Nevada, Reno Samuel G. Gates, Executive Director, 89507 (1974) Trustees of the State Colleges in Saul B. Cohen, Director, Sch %di of Geog- Colorado, 221 State Services Building, raphy, Clark University, Worchester, Denver, Colorado 80203 Massachusetts 01610 (1975) Donald Hight, Professor of Mathematics, Burdette W. Eagon, Associate Vice Prosi- Kansas State College of Pittsburg, dent for Academic Affairs, Wisconsin Pittsburg 66762 (1974) t State University, Stevens Point 54481 James B. Jones, Professor, Department Edward J. Griffin, Chairman, Department of Psychology and Guidance, Texas of Education, University of San Southern University, Houston 77004 Francisco, San Francisco, California (1973) t 94117 (1972) James F. Nickerson, President, Mankato K. Richard Johnson, President, National State College, Mankato, Minnesota College of Education, Evanston, Illinois 56001 (1972) 60201 (1973) Theodore R. Sizer, Dean, Faculty of Warren G. Palmer, Associate Professor, Education, Harvard University, Cam- School of Education, The University bridge, Massachusetts 02138(1972) of Michigan, Ann Arbor 48104 (1972) Gerald M. Torkelson, Professor of Edu- Liaison MemberDavid Darland, Associ- cation, College of Education, University ate Secretary, National Commission on of Washington, Seattle 98105 Teacher Education and Professional (1973) t Standards, NEA, 1201 Sixteenth Street, Kenneth R. Williams, President, Winston. N.W., Washington, D.C. 20036 Salem State University. Winston-Salem, (NCTEPS) North Cdrolina 27102 (1974) Terms expire at Annual Meeting of year ir Liaison MemberRoy A. Edelfelt, Teacher dicated. Education and Professional Standards, t Appointed by the Advisory Council of the Division of Instruction and Professional Associated Organizations for Teacher Education. * Appointed by the Board of Directors to fm Development, National Education Asso- prove diversified representation inits member. ciation, 1201 Sixtenth Street,'N.W., ship, as approved in a 1'370 referendum of insti- Washington, D.C. 20036 tutional representatives.

106 Liaison MemberWilliam E. Drake, D. Bob Gowin, Associate Professor of Professor of Agricultural Education, Educational Foundations, School of Cornell University, Ithaca, New York Education, Cornell University, Ithaca, 14850 (Advisory Council of the New York 14850 Associated Organizations for Teacher Education) Liaison MemberEdward J. Kelly, Dean, College of Education, University of Liaison MemberKenneth Goodman, Northern Colorado, Greeley 80631 Associate Professor, College of Educa- tion, Wayne State University, Detroit, Michigan 48202 (American Educational Subcommittee on Social Forces, Trends, Research Association) and Educational Relevance Liaison MemberWilliam P. Vial', ChairmanRev. Joseph P. Owens, S.J., Professor of Education, John Carroll Professor of Educational Leadership, University, Cleveland, Ohio 44118 School of Education, Western Michigan University, Kalamazoo 49001 (National Frank Angel, Assistant Dean, College of Association of State Directors of Education, University of New Mexico, Teacher Education and Certification) Albuquerque 87106 Lena DiCicco, Mental Health Coordinator, Subcommittees of the Committee on City of Cambridge, Department of Studies Health, Hospital and Welfare, 1493 Cambridge Street, Cambridge, Mas- Subcommittee on the Teaching-Learning sachusetts 02139 Process James Kelly, Jr., Associate Dean, ChairmanAsahel D. Woodruff, Bureau of Educational Research, State College School of Education, University of Pitts- burgh, Pittsburgh, Pennsylvania 15213 of Education, University of Utah, Salt Lake City 84112 William Kuschman, Coordinator of Lab- Hugh Baird, Associate Professor of oratory School Research, Northern Education, Brigham Young University, Illinois University, De Kalb 60115 Provo, Utah 84601 William C. Kvaraceus, Chairman, Depart- Thomas E. Clayton, Associate Professor ment of Education, Clark University, of Education, Syracuse University, Worcester, Massachusetts 01610 Syracuse, New York 13210 Helen Richards, Chairman, Department of Richard McKee, Director of Research, Ball Elementary Education, Gramb ling State University, Muncie, Indiana College, Grambling, Louisiana 71245 47306 Gale W. Rose, Associate Professor of W. James Popham, Associate Professorof Educational Administration, School of Education, University of California, Education, New York University, Los Angeles 90024 New York, New York 10003 Liaison MemberHenry J. Hermanowicz, Dean, College of Education, Illinois Subcommittee on Technology in Teacher State University, Normal 61761 Education ChairmanWesley C. Meierhenry, Head, Subcommittee on Academic and Foun- Department of Continuing and Higher dation Disciplines in Teacher Education Education, Teachers College, University of Nebraska at Lincoln, Lincoln 68508 ChairmanElmer Ferneau, Director, Instructional Media Services, The Herbert Hite, Chairman, Department of University of Tulsa, Tulsa, Oklahoma Education, Western Washington State 74104 College, Bellingham 98225

107 Phil Lange, Professor of Education, Betty McGuire, University Editor, Duke Teachers College, Columbia University, University, Durham, North Carolina New York, New York 10027 27706 Donald J. McCarty, Dean, School of James L. Warner, Assistant Director of Education, University of Wisconsin, Public Information, Iowa State Uni- Madison 53706 versity, Ames 50010 Paul Witt, Head, Instructional Develop- ment, Michigan State University, East Committee on International Relations Lansing 48823 ChairmanPaul G. Orr, Dean, College of Liaison MemberBurdette W. Eagon, Education, The University of Alabama, Associate Vice President for Academic University 35486 Affairs, Wisconsin State University, Stevens Point 54481 Augusto Bobonis, Acting Senior Vice Pres- ident, Inter American University of Puerto Rico, Hato Rey 00919 Subcommittee on Policy Making and Implementation in Teacher Education Hobert W. Burns, Academic Vice Presi- dent, San Jose State College, San ChairmanPaul W. Eberman, Dean, Jose, California 95114 College of Education, Temple Univer- sity, Philadelphia, Pennsylvania 19122 John Dunworth, Dean, Teachers College, Ball State University, Muncie, Indiana Jack R. Childress, Dean, School of 47306 Education, Boston University, Boston, Massachusetts 02215 Matthew J.Whitehead, Dean of the Keith Goldhammer, Dean, School of College,District of Columbia Teachers Education, Oregon State University, College,Washington, D.C. 20009 Corvallis 97331 Committee on Government Relations Robert B. Howsam, Dean, College of Education, University of Houston, ChairmanEvan R. Collins, Professor of Houston, Texas 77004 Higher Education, Boston College, Chestnut Hill, Massachusetts 02167 Virginio L. Piucci, Dean of Professional (1972) Studies, Rhode Island College, Prov- idence 02908 Frederick R. Cyphert, Dean, School of E. Brooks Smith, Chairman, Department Education, The University of Virginia, of Elementary Education, Wayne State Charlottesville 22903 (1974) University, Detroit, Michigan 48202 Rev. Charles F. Donovan, S.J., Senior Vice Liaison MemberEdmund J. Cain, Dean, President and Dean of Faculty, Boston College of Education, University of College, Chestnut Hill,Massachusetts Nevada, Reno 89507 02167 (1972) Laszlo J. Hetenyi, Dean, School of Edu- Committee on Public Relations and cation, Oakland University, Rochester, Publications Michigan 48063 (1973) Frances Henderson, Director of News Herbert A. Smith, Associate Dean of Bureau, Morgan State College, Education, Colorado State University, Baltimore, Maryland 21212 (1972) Fort Collins 80521 (1973) Robert McCartney, Secretary of the Ex Officio MemberGeorge W. Denemark, College, University of Massachusetts, Dean, College of Education, University Amherst 01002 (1972) of Kentucky, Lexington 40506

108 Committee on Standards Pear lie C. Dove, Chairman, Department of Education, Clark College, ,ChairmanMargaret Lindsey, Professor Atlanta, Georgia 30314 of Education, Teachers College, Col- umbia University, New York, New York Helen Fernandez, Assistant Professor, 10027 Department of Romance Languages, Hunter College, New Y.. rk, New York Clarence Bergeson, Professor, Department 10021 of Educational Communications, State University of New York at Albany, Simon Gonzalez, Assistant to the Chan- Albany, New York 12203 cellor, University of California, Los Angeles 90024 Doran Christensen, Music Teacher, Rev. Carl A. Hangartner, S.J., Coor- Jefferson High School, 1101 Douglas dinator of Teacher Education, Saint Street, Alexandria, Minnesota 56308 Louis University, St. Louis, Missouri Norman C. Johnson, Chairman, Depart- 63103 ment of Education, North Carolina Richard E. Lawrence, Dean, College of Central University, Durham 27707 Education, The University of New Mexico, Albuquerque 87106 David Krathwohl, Dean, School of Edu- cation, Syracuse University, Syracuse, Charles F. Leyba, Associate Professor New York 13210 of Education, California State College at Los Angeles, Los Angeles Bernard V. Rezabek, Associate Director, 90032 NCATE, 1750 Pennsylvania Avenue, Washington, D.C. 20006 Alonzo Spang, Director of Indian Studies, University of Montana, Missoula 59801 J. T. Sandefur, Dean of the Graduate School, Western Kentucky University, Bernard Watson, Professor, Department Bowling Green 42101 of Curriculum and Instruction, Temple University, Philadelphia, Pennsylvania Harold G. Shane, University Professor of 19122 Education, Indiana University, Bloomington 47401 Nominating Committee

Sister Fidelma Spiering, Academic Dean, Chairman Marylhurst College, Marylhurst, Paul H. Masoner, Dean, School of Edu- Oregon 97036 cation, University of Pittsburgh, Pittsburgh, Pennsylvania 15213 Merle Wood, Science Teacher, Kern County Union High School District, Zone I South High School, 1101 Manz Road, Hilton P. Fleming, Dean of Professional Bakersfield, California 93309 Studies, State University College of Arts and Science-Plattsburgh, Platts- burgh, New York 12901 Commission on Multicultural Walter A. Brower, Dean, School of Edu- Education cation, Rider College, Trenton, ChairmanJames Kelly, Jr., Associate New Jersey 08602 Dean, School of Education, Zone II University of Pittsburgh, Pittsburgh, Charles Hayes, President, Albany State Pennsylvania 15213 College, Albany, Georgia 31705 Carl J. Dolce, Dean, School of Educa- Melvin G. Scar lett, President, Middle tion, North Carolina State University, Tennessee State University, at Raleigh, Raleigh 27607 Murfreesboro, 37130

109 Zone III California Joseph F. Marsh, President, Concord Lewie W. Burnett, Dean, School of College, Athens, West Virginia 24712 Education, California State College A. J. Richards, Dean of Instruction, at Hayward, Hayward 94541 (1973) Kentucky State College, Frankfort Colorado 40601 John A. Marvel, President, Adams State Zone W College, Alamosa 81101 (1972) K. Richard Johnson, President, National Connecticut College of Education, Evanston, Illinois 60201 Vacant at press time Sister Anne Kennedy, President, Holy Delaware Family College, Manitowoc, Wisconsin Vacant at press time 54220 District of Columbia Zone V Paul P. Cooke, President, District of Bob G. Woods, Dean, College of Edu- Columbia Teachers College, Washing. cation, University of Missouri-Colum- ton, D.C. 20009 (1971) bia, Columbia, 65201 Florida Garland A. Godfrey, President, Central State University, Edmond, Ok'lhoma Bert L. Sharp, Dean, College of Educa- 73034 tion,University of Florida, Gainesville 32601 (1972) Zone VI Benedict J. Surwill, Dean, School of Georgia Education, Eastern Montana College, Roy M. Hall, Dean, School of Education, Billings 59101 Georgia State University, Atlanta 30303 (1973) Donald J. Leu, Dean, School of Educa- tion, San Jose State College, San Jose, Hawaii California 95114 Andrew W. S. In, Assistant Dean for Curriculum, University of Hawaii, State Liaison Representatives* Honolulu 96822 (1972) Alabama Idaho J. Howe Hadley, Dean, College of Everett V. Samuelson, Dean, College of Education, University of South Ala- Education, University of Idaho, Moscow bama, Mobile 36608 (1971) 83843 (1972)

Alaska Illinois Wendell W. Wolfe, Dean, College of Carl Eisemann, Jr., Chairman, Depart- Behavioral Sciences and Education, ment of Education, Knox College, University of Alaska, College 99701 Galesburg 61401 (1971) (1972) Indiana Arizona David T. Turney, Dean, School of Edu- F. Robert Paulsen, Dean, College of cation, Indiana State University, Education, The University of Arizona, Terre Haute 47809 (1973) Tucson 85721 (1972) Iowa Arkansas Howard Knutson, Dean, College of Fred Vescolani, Dean, College of Edu- Education, University of Northern cation, University of Arkansas, Iowa, Cedar Falls 50613 (1973) Fayetteville 72701 (1973) Terms expire December 31 of year indicated.

110 Kansas Nevada John E. Visser, President, Kansas State Edmund J. Cain, Dean, College of Edu- Teachers College, Emporia 66801 cation, University of Nevada, Reno (1972) 89507 (1973) Kentucky New Hampshire Harry M. Sparks, President, Murray State Harold E. Hyde, President, Plymouth University, Murray 42071 (1971) State College, Plymouth 03264 (1971) Louisiana Robert B. Landers, Dean, School of New Jersey Education, Mc Neese State University, Walter A. Brower, Dean, School of Edu- Lake Charles 70601 (1973) cation, Rider College, Trenton 08602 (1972) Maine Einar A. Olsen, President, University of New Mexico Maine at Farmington, Farmington Jack 0. L. Saunders, Dean, College of 04938 (1971) Education, New Mexico State Univer- Maryland sity, Las Cruces 88001 (1971) J. Haywood Harrison, Chairman, Depart- New York ment of Education, Morgan State Hilton P. Heming, Dean of Professional College, Baltimore 21212 (1973) Studies, State University College of Massachusetts Arts and Science-Plattsburgh, Plattsburgh 12901 (1972) Leonard J. Savignano, President, West- field State College, Westfield 0W85 North Carolina (1972) F. George Shipman, President, Living- Michigan stone College, Salisbury 28144 (1971) Laszlo J. Hetenyi, Dean, School of North Dakota Education, Oakland University, Thomas S. Jenkins, President, Mayville Rochester 48063 (1971) State College, Mayville 58257 (1971) Minnesota Ohio Roland Dille,President, Moorhead State C. Neale Bogner, Dean, School of Edu- College, Moorhead 56560 (1972) cation, Miami University, Oxford 45056 (1972) Mississippi Cleopatra D. Thompson, Dean, School of Oklahoma Education and Technical Studies, H. E. Sorenson, Dean, College of Edu- Jackson State College, Jackson 39217 cation, Oklahoma State University, (1973) Stillwater 74074 (1973) Missouri Oregon Bob G. Woods, Dean, College of Educa- Esby McGill, Dean of Faculties, Southern tion, University of Missouri-Columbia, Oregon College, Ashland 97520 (1971) Columbia 65201 (1971) Pennsylvania Montana A. W. Vander Meer, Dean, College of J. Francis Rummel, Dean, School of Education, The Pennsylvania State Education, University of Montana, University, University Park 16802 Missoula 59801 (1972) (1971) Nebraska Puerto Rico Paul C. Kennedy, Dean, College of Sol Luis Descartes, President, Inter Education, University of Nebraska at American University of Puerto Rico, Omaha, Omaha 68101 (1973) San German 00753 (1973)

111 Rhode Island Representatives of Colleges and Uni- Vacant at press time versities Appointed by AACTE to National Council for Accreditation of South Carolina Teacher Education* John Otts, Dean, College of Education, University of South Carolina, Columbia John R. Beery, Dean, School of Educa- 29208 (1972) tion, University of Miami, Coral Gables, South Dakota Florida 33124 (1973) T. E. Moriarty, Dean, School of Education, Helen D. Berwald, Chairman, Department University of South Dakota, Vermillion of Education, Carleton College, 57069 (1973) Northfield, Minnesota 55057 (1973) Tennessee Virgil W. Gillenwater, Executive Vice James D. McComas, Dean, College of Education, The University of President and Provost, Northern Arizona University, Flagstaff 86001 Tennessee, Knoxville 37916 (1972) (1974)** Texas Frank W. R. Hubert, Dean, College of Keith Goldhammer, Dean, School of Education, Texas A&M University, Education, Oregon State University, College Station 77843 (1973) Corvallis 97331 (1973) Utah Calvin E. Gross, Dean, School of Edu- Stephen L. Alley, Dean, College of cation, University of Missouri, Education, Brigham Young University, Kansas City 64110 (1974) Provo 84601 (1973) Albert T. Harris, Director, School of Vermont Education, Virginia State College, Dean C. Corrigan, Dean, College of Petersburg 23803 (1972) Education, University of Vermont, Burlington 05401 (1972) J. N. Hook, Professor of English, Uni- versity of Illinois, Urbana 61801 Virginia (1972) Arnold P. Fleshood, Dean, School of Education, Virginia Commonwealth J. Marc Jantzen, Dean, School of Edu- University, Richmond 23220 (1972) cation, University of the Pacific, Stockton, California 95204 (1972) Washington Roland B. Lewis, Executive Coordinator, Martin L. Koehneke, President, Concordia Teacher Education Program, Eastern Teachers College, River Forest, Illinois Washington State College, Cheney 60305 (1971) 99004 (1973) West Virginia Edward B. O'Connor, Chairman, Depart- ment of Education, Creighton Robert B. Hayes, Dean, Teachers College, University, Omaha, Nebraska 68131 Marshall University, Huntington 25701 (1974)* (1971) Wisconsin Averno M. Rempel, President, Eastern Donald J. McCarty, Dean, School of Oregon College, La Grande 97850 Education, University of Wisconsin- (1972) Madison, Madison 53706 (1972) Kenneth R. Williams, President, Win- Wyoming ston-Salem State University, Winston- Laurence A. Walker, Dean, College of Salem, North Carolina 27102(1971) Education, The University of Wyoming, 'Terms expire October 31 of year indicated. Laramie 82070 (1973) "Terms begin November 1, 1971.

112 NCATE Coordinating Board Dorothy V. Meyer, Director of Education, Cambridge Model Cities, Cambridge, American Association of Colleges for Massachusetts 02138 Teacher Education Howard L. Nostrand, Professor of William E. Engbretson, President, Gov- ernors State University, Park Forest Romance Languages, University of South, Illinois 60466 Washington, Seattle 98015 Robert H. Farber, Dean of the University, National School Boards Association DePauw University, Greencastle, Indi ana 46135 Edwin D. Bihr, Member of NSBA's Board of Directors, Board of Education, 900 Rev. Carl A. Hangartner, S.J., Coordinator West Broadway, Columbia, Missouri of Teacher Education, Saint Louis 65201 University, St. Louis, Missouri 63103 *Harold V. Webb, Executive Director, Warren C. Lovinger, President, Central NSBA, Evanston, Illinois 60201 Missouri State College, Warrensburg 64093 Associated Organizations for Teacher Mark R. Shibles, Dean, College of Edu- cation, University of Maine, Orono Education 04473 ChairmanWilliam Evans, Professor of Paul H. Masoner, Dean, School of Edu- English and Secondary Education, cation, University of Pittsburgh, Southern Illinois University, Carbondale Pittsburgh, Pennsylvania 15213 62901 *Edward C. Pomeroy, Executive Director, SecretaryMark Smith, Associate AACTE, Washington, D.C. 20036 Director, AACTE, Washington, D.C. 20036 Council of Chief State School Officers Floyd T. Christian, Commissioner of Constituent Organizations and Repre- Education, State Department of sentatives to the Advisory Council:** Education, Tallahassee, Florida 32304 American Association for Health, Physical *Byron W. Hansford, Executive Secretary, Education and Recreation CCSSO, 1201 Sixteenth Street, N.W., Washington, D.C. 20036 George Anderson, Associate Executive Secretary, AAHPER, 1201 Sixteenth Street, N.W., Washington, D.C. 20036 National Association of State Bitr':;.!S of (1974) Teacher Education and Certification M. Mitchell Ferguson, Executive Director, Ralph H. Johnson, Chairman, Department Teacher Education, Certification, and of Health, Physical Education and Accreditation, State Department of Recreation, College of Education, Uni- Education, Tallahassee, Florida 32304 versity of Georgia, Athens 30601 (1972) Paul Greene, Director, Teacher Education and Certification, State Department of American Association of School Education, Jefferson City, Missouri Administrators 65101 Natt B. Burbank, Assistant Dean, National Commission on Teacher Edu- School of Education, Lehigh University, cation and Professional Standards, Bethlehem, Pennsylvania 18015 National Education Association (1972) 'Liaison representatives to Council from con- *Roy A. Edelfelt, Executive Secretary, stituent organizations. NCTEPS, Washington, D.C. 20036 Terms expire February 28 of year indicated.

113 Arthur G. Martin, Superintendent of Association for School, College and Schools, Moorestown Township Public University Staffing Schools, 109 West 2nd Street, Robert Heideman, Director of Placement, Moorestown, New Jersey 08057 (1973) University of Wisconsin, 202 State American Association of School Librarians Street, Room 304, Madison 53706 (1974) Catheryne S. Franklin, Standards imple- mentation Committee, Associate Victor Lindquist, Director of Placement, Professor, Graduate School of Library Boston University, 195 Bay State Road, Science, University of Texas at Austin, Boston, Massachusetts 02215 (1972) Box 7576, University Station, Austin, Texas 78712 (1973) Association of Teacher Educators Melvin C. Buller, Executive Secretary, American Home Economics Association Association of Teacher Educators, Ardyce Gilbert, Head, Home Economics 1201 Sixteenth Street, N.W., Washing- Education, College of Home Economics, ton, D.C. 20036 South Dakota State University, Brookings 57006 (1973) Duaine Lang, Coordinator, Office of Laboratory Experiences, College of Helen Loftis, Professor of Home Eco- Education, Indiana University, nomics Education, Winthrop College, Bloomington 47401 (1973) Rock Hill, South Carolina 29730 (1972) Council for Exceptional Children American Vocational Association Robert L. Erdman, Chairman, Department of Special Education, University of William E. Drake, Professor of Agricultural Utah, Salt Lake City 84112 (1972) Education, Cornell University, Ithaca, New York 14850 (1973) International Reading Association Floyd M. Grainge, Assistant Dean, School Donald 1. Cleland, Professor and Chair- of Applied Arts and Sciences, California man Emeritus, Department of Reading State College, Long Beach 90801 and Language Arts, University of (1973) Pittsburgh, Pittsburgh, Pennsylvania Association for Educational Communica- 15213 (1973) tions and Technology Ralph C. Staiger, Executive Secretary- Clarence Bergeson, Professor, Depart- Treasurer, International Reading ment of Educational Communications, Association, Six Tyre Avenue, Newark, State University of New York at Albany, Delaware 19711 (1972) Albany, New York 12203 (1972) National Association for Business Teacher Gerald M. Torkelson, Professor of Edu- Education cation, College of Education, University of Washington, Seattle 98105 (1973) Z. S. Dickerson, Madison College, Harrisonburg, Virginia 22801 Association for Field Services in Teacher (1974) Education Elvin S. Eyster, Chairman, Graduate Robert Mac Vane, Director, Evening Divi- School of Business, Indiana University, sion and Summer Sessions, Montclair Bloomington 47401 (1972) State College, Upper Montclair, New Jersey 07043 (1974) National Council of Teachers of English David Middleton, Dean of Continuing William Evans, Professor of English and Education, East Carolina University, Secondary Education, Department of Greenville, North Carolina 27834 English, Southern Illinois University, (1972) Carbondale 62901 (1973)

114 Geraldine LaRocque, Associate Professor ERIC Clearinghouse on Teacher of English, Teachers College, Columbia Education Advisory and Policy University, New York, New York 10027 (1972) Council* John R. Beery, Dean, School of Educa- National Council of Teachers of tion, University of Miami, Coral Gables, Mathematics Florida 33124 (AACTE) Donald Hight, Professor of Mathematics, Oliver Bown, Co-director, Research and Kansas State College of Pittsburg, Pittsburg 66762 (1974) Development Center for Teacher Education, The University of Texas, Charles R. Hucka, Associate Executive Austin 78712 Secretary, NCTM, 1201 Sixteenth Robert Bush, Director, Stanford Center Street, N.W., Washington, D.C. 20036 (1973) for Research and Development in Teaching, School of Education, Stan- ford University, Stanford, California Society of Professors of Education 94305 William Van Til, Coffman Distir guished Professor in Education, Indi ana State Howard R. Jones, Dean, College of University, Terre Haute 47809 (1973) Education, The University of Iowa, Iowa City 52240 (AACTE) The American Association of Colleges for Margaret Lindsey, Professor of Education, Teacher Education Teachers College, Columbia Ur'ia,sity, Arthur Bertrand, Dean, School of Psy- New York, New York 10027 (Al E) chology and Education, American International College, Springfield, Philip MacBride, Social Studies Teacher, Massachusetts 01109 (1972) Scarlet Junior High School, Ann Arbor, Michigan 48104 (ATE) Ted W. Booker, Dean, College of Edit- cation, Texas Woman's University, Harold E. Mitzel, Assistant Dean for Denton 76204 (1972) Research, College of Education, The Pennsylvania State University, Uni- Sister Jane Godfrey, Associate Professor versity Park 16802 (NCTEPS) of Education, Loretto Heights College, Denver, Colorado 80236 (1972) Kevin Ryan, Director, Master of Arts in Teaching Program, The University of Charles Hayes, President, Albany State Chicago, Chicago, Illinois 60637 College, Albany, Georgia 31705 (1973) (NCTEPS) Stanton Langworthy, Professor of Educa- tion, Glassboro State College, Glass- AACTE Performance-Based Teacher boro, New Jersey 08028 (1972) Education Project Committee Edward C. Pomeroy, Executive Director, ChairmanJ. W. Maucker, Assistant to AACTE, Washington, D.C. 20036 the President for Academic Affairs, Philip Richards, Chairman, Department of Kansas State Teachers College, Education, College of St. Scholastica, Emporia 66801 Duluth, Minnesota 55811 (1973) Vice ChairmanDonald J. McCarty, Dean, Benedict J. &Irwin, Dean, School of School of Education, University of Education, Eastern Montana College, WisconsinMadison, Madison 53706 Billings 59101 (1973) °Jointlysponsoredby AACTE(fiscalagent); Association of Teacher Educators,a national Sam P. Wiggins, Dean, College of Edu- affiliate of the National Education Association; cation, The Cleveland State University, and National Commission on Teacher Educa- Cleveland, Ohio 44115 (1974) tion and Professional Standards, NEA.

115 William W. Barr, Student, School of Edu- Margaret Lindsey, Professor of Education, cation, University of Denver, Denver, Teachers College, Columbia University, Colorado 80210 New York, New York 10027 Patrick L. Daly, Social Studies Teacher, Donald M. Medley, Professor of Edu- Edsal Ford High School, 20601 cation, The University of Virginia, Rotunda Drive, Dearborn, Michigan Charlottesville 22903 48124 K. Fred Daniel, Associate for Planning and Youra Qualls, Chairman, Department of Coc' "cation, State Department of English, Tuskegee Institute, Tuskegee Er ion, Tallahassee, Florida 32304 Institute, Alabama 36088

William H. Drummond, Associate for Atilano Valencia, Staff Member, South- Teacher Education, State Department western Cooperative Education of Public Instruction, Olympia, Laboratory, Albuquerque, New Mexico Washington 98501 87106 Tommy Fulton, Art Teacher, Jarman Junior High School, Midwest City, Paul A. Varg, Professor of History, Oklahoma 73110 Michigan State University, East Lansing 48823 William A. Jenkins, Dean, School of Education, Portland State University, Liaison MemberHoward B. Casmey, Portland, Oregon 97207 Commissioner of Education, State Lorrin Kennamer, Dean. College of Department of Education, St. Paul, Education, The University of Texas at Minnesota 55101 (Council of Chief Austin, Austin, 78712 State School Officers) David Krathwohl, Dean, School of Liaison MemberEmmitt Smith, Vice Education, Syracuse University, President, West Texas State University, Syracuse, New York 13210 Canyon, 79015 (Texas TTT Project)

116 Directory of Member institutions

The name of the State Liaison Represent. Athens College ative is listed directly under the name of Athens, Alabama 35611 each state. The name of the Chief Institu- Robert Murphree, Chairman, Education tional Representative is listed first under Division each member institution, followed by the Joe Slate, Assistant Professor of Edu- names of the otherofficialrepresenta- cation tives. Sidney E. Sandridge, President Auburn University Auburn, Alabama 36830 Truman M. Pierce, Dean, School of Education Taylor Littleton, Dean of Undergraduate ALABAMA Faculties W. D. Spears, Professor of Psychology State Liaison Representative: Birmingham-Southern College Birmingham, Alabarm 35204 J. Howe Hadley, Dean, College of Edu- B. D. Whetstone, Chairman, Department cation, University of South Alabama, of Education Mobile 36608 Ralph M. Tanner, Dean of the College Ray Black, Chairman, Department of Alabama Agricultural and Mechanical Education University Normal, Alabama 35762 Florence State University Florence, Alabama 35630 Henry Ponder, Vice President for Aca- demic Affairs E. B. Norton, President S. Q. Bryant, Dean, School of Education Turner W. Allen, Dean of the College R. D. Morrison, President W. L. Crocker, Chairman, Department of Education Alabama State University Huntingdon College Montgomery, Alabama 36101 Montgomery, Alabama 36106 Levi Watkins, President Henry L. Bonner, Head, Department of Robert D. Reid, Vice President for Aca- Education demic Affairs H. E. Bowen, Dean of the College Zelia S. Evans, Head, Department of Rhoda Ellison, Head, Department of Education and Psychology English

117 ALABAMA (cont'd)

Jacksonville State University Troy State University Jacksonville, Alabama 36265 Troy, Alabama 36081 Theron E. Montgomery, Dean of the William T. Wilks, Academic Vice President University William P. Lewis, Chairman, Department Jackson W. Selman, Professor of Political of Education and Psychology Science Marjorie C. Kirkland, Director of Greene Y. Taylor, Chairman, Division of Counselor Education Education Tuskegee Institute Tuskegee Institute, Alabama 36088 Judson College Marion, Alabama 36756 William A. Hunter, Dean, School of Education J. Clyde Walker, Chairman, Division of E. L. Jackson, Vice President for Aca- Education demic Affairs Charles L. Tyler, Dean H. P. Carter, Dean, College of Arts and N. H. McCrummen, President Sciences

Livingston University University of Alabama, The Livingston, Alabama 3547Q University, Alabama 35486 Howard M. Fortney, Dean, College of Paul G. Orr, Dean, College of Education Education Merlin G. Duncan, Professor of Educa- Nathaniel E. Reed, Dean of Arts and tional Administration Scien ces M. L. Roberts, Jr., Professor, College of Owen Love, Academic Vice President Education

Mobile College University of Alabima in Birmingham Mobile, Alabama 36613 Birmingham, Alabama 35233 Fain A. Guthrie, Chairman, Division of Eugene M. Keebler, Academic Vice Education President George W. Campbell, Dean, College of Hazel A. Petersen, Director of Student Teaching and Associate Professor of Geneta1ss3tEidies E. P. Ort, Chairman, Department of Education Nora C. Jenkins, professor of Psychology Elementary Education

University of Montevallo Samford University Montevallo, Alabama 35115 Birmingham, Alabama 35209 Kermit A. Johnson, President Alto L. Garner, Dean, School of Education B. E. Fancher, Dean, College of Education R. E. Wheeler, Vice President of Academic and Departmental Chairman Affairs Eugene B. Sledge, Chairman, Department Leslie S. Wright, President of Biology

Spring Hill College University of South Alabama Mobile, Alabama 36608 Mobile, Alabama 36608 Russell C. Baker, Jr., Acting Chairman, J. Howe Hadley, Dean, College of Edu- Education Department cation Charles J. Boyle, Dean of the College Carl E. Todd, Assistant Dean, College of Brother Claver Thomas, Professor of Education Education John E. Morrow, Professor of Education

118 ALASKA ARKANSAS State Liaison Representative: State Liaison Representative:

Wendell W. Wolfe, Dean, College of Fred Vescolani, Dean, College of Edu- Behavioral Sciences and Education, cation, University of Arkansas, University of Alaska, College 99701 Fayetteville 72701 University of Alaska College, Alaska 99701 Agricultural, Mechanical and Normal College Wendell W. Wolfe, Dean, College of Pine Bluff, Arkansas 71601 Behavioral Sciences and Education Frank Darnell, Head, Department of C. W. Dawson, Dean, Division of Teacher Education Education William R. Wood, President Lawrence A. Davis, President Garland D. Kyle, Dean of instruction

ARIZONA Arkansas College Batesville, Arkansas 72501 State Liaison Representative: Stanley Reed, Professor of Education F. Robert Paulsen, Dean, College of Roberta D. Brown, Academic Dean Education, The University of Arizona, Beverly Pilgrim, Associate Professor of Tucson 85721 Education Arizona State University Arkai.las Polytechnic College Tempe, Arizona 85281 Russellville, Arkansas 72801 D. D. Weber, Acting Dean, College John H. Wainright, Dean, School of of Education Education Karl Dannenfeldt, Academic Vice Presi- B. L. Harton, Registrar dent C. E. Padgett, Jr., Professor of Mathe- John W. Schwada, President matics

Grand Canyon College Arkansas State University Phoenix, Arizona 85017 State University, Arkansas 72467 Robert S. Sutherland, Dean F. Clark Elkins, Vice President for Woodrow Berryhill, Associate Professor of Instruction Education Harry F. Hodge, Dean, College of David B. Brazell, Professor, Division of Education Education and Psychology Ray L. Simpson, Chairman, Elementary Northern Arizona University and Special Education and Speech Flagstaff, Arizona 86001 Pathology Charles E. Fauset, Dean, College of College of the Ozarks, The Education Clarksville, Arkansas 72830 J. Lawrence Walkup, President Fritz H. Ehren, Academic Dean Virgil W. Gillenwater, Executive Vice Robert W. Dalke, Chairman, Division of President and Provost Teacher Education University of Arizona, The Ralph Ehren, Director of Student Teaching Tucson, Arizona 85721 F. Robert Paulsen, Dean, College of Harding College Education Searcy, Arkansas 72143 Walter Delaplane, Vice President for Edward G. Sewell, Chairman, Department Academic Affairs of Education Newell A. Younggren, Head, Department Clifton L. Ganus, Jr., President of Biological Sciences Joseph E. Pryor, Dean of the College

119 ARKANSAS (cont'd)

Henderson State College University of Arkansas Arkadelphia, Arkansas 71923 Fayetteville, Arkansas 72701 Martin B. Garrison, President Fred Vescolani, Dean, College of Joe T. Clark, Vice President for Instruc- Education tional Affairs Dean Clayton, Associate Professor of J. F. Treadway, Professor of Education Education R. M. Roelfs, Associate Dean, College of Hendrix College Education Conway, Arkansas 72032 Frances Sue Wood, Professor of Educa- University of Arkansas at Little Rock tion Little Rock, Arkansas 72204 Roy B. Shilling, Jr., President James Fribourgh, Vice Chancellor for Richard E. Yates, Professor of History Academic Affairs Howard Stephens, Chairman, Division of John Brown University Education Siloam Springs, Arkansas 72761 Rose Berry, Professor of Education John E. Brown, Jr., President Roger F. Cox, Dean of Academic Affairs University of Arkansas at Monticello Morgan M. Young, Chairman, Divisionof College Heights, Arkansas 71655 Teacher Education Cecil Haywood, Head, Department of Education and Psychology Ouachita Baptist University Jesse M. Coker, Director of Student Arkadelphia, Arkansas 71923 Teaching Dewey E. Chapel, Director of Teacher Robert L. Kirrhman, Academic Dean Education Carl Goodson, Vice President for Academics CALIFORNIA Thurman Watson, Head of Elementary Education State Liaison Representative:

Philander Smith College Lewie W. Burnett, Dean, School of Edu- Little Rock, Arkansas 72203 cation, California State College at Walter R. Hazzard, President Haywar..;, Hayward 94541 Crawford J. Mims, Vice President for Academic Affairs Biola College James D. Scott, Vice President for La Mirada, California 90638 Development Richard D. Jones, Chairman, Education Department Southern State College Robert Crawford, Dean Magnolia, Arkansas 71753 Richard Arthur, Chairman, Division of Frank Irwin, Chairman, Division of Edu- Humanities cation Imon E. Bruce, President California State College at Dominguez George L. Sixbey, Professor of English Hills Dominguez Hills, California 90246 State College of Arkansas Lyle E. Gibson, Vice President, Academic Conway, Arkansas 72032 Affairs Silas D. Snow, President M. Milo Milfs, Director, Graduate Institute A. E. Burdick, Vice President for Aca- of Education demic and Instructional Affairs Robert L. Callatrello, Assistant Professor B. A. Lewis, Dean of Graduate School of Education

120 CALIFORNIA (cont'd)

California State College at Fullerton College of Notre Dame Fullerton, California 92631 Belmont, California 94002 Eugene L. McGarry, Dean, School of Sister Rosemarie Julie Gavin, Academic Education Dean L. Donald Shields, President Sister Mary Emilene Zenner, Director, Kenneth R. Doane, Director of Institu- Teacher Education tional Studies June Chapin, Director, Educational Development

California State College at Hayward Dominican College of San Rafael, The Hayward, California 94541 San Rafael, California 94947 Lewie W. Burnett, Dean, School of Henry Aigner, Chairman, Department of Education Education Tudor Jones, Chairman, Department of Charles Lavaroni, Director of Student Teacher Education Teaching Herb Graw, Associate Daan, School of Artelle Farley, Assistant Director of Education Student Teaching

California State College at Long Beach Fresno State College Long Beach, California 90801 Fresno, California 93710 John B. Brinegar, Dean, School of Norman A. Baxter, President Education Richard K. Sparks, Dean, School of Stephen Horn. President Education Jesse J. Thompson, Professor of Speech Harold H. Haak, Academic Vice President

California State College at Los Angeles Humboldt State College Los Angeles, California 90032 Arcata, California 95521 R. F. Sando, Dean, School of Education Milton Dobkin, Vice President for Aca- John Greenlee, President demic Affairs Albert R. Wise, Department of Physical Alba Gillespie, Dean for Graduate Studie Education and Research Patrick H. McGlynn, Chairman, Depart- ment of Education California State College at San Bernar- dino Immaculate Heart College San Bernardino, California 92407 Los Angeles, California 90027 Robert L. West, Chairman, Department of Frederick F. Quinlan, Chairman, Depart- Education ment of Education John M. Pfau, President Sister Gerald Shea, I.H.M., Academic Gerald M. Scherba, Vice President Dean Sister Helen Kelley, I.H.M., President Chico State College Chico, California 95926 La Verne College Arley L. Howsden, Dean, School of La Verne, California 91750 Education W. Donald Clague, Dean of Graduate Homer Bronson, Chairman, Department Studies of Education L. B. Newcomer, President Robert L. Fredenberg, Associate Vice Thomas Fine, Director of Teacher President Education

121 CALIFORNIA (cont'd)

Lone Mountain College Sacramento State College San Francisco, California 94118 Sacramento, California 95819 Sister Constance Welch, Director of Thomas P. Carter, Dean, School of Student Teaching Education Sister Natalie White, Professor of English Harvey P. Reddick, Vice President for Sister Gertrude Patch, President Academic Affairs

Loyola University of Los Angeles San Diego State College Los Angeles, California 90045 San Diego, California 92115 Paul F. Schumann, Chairman, Department Manfred H. Schrupp, Dean, School of of Education Education Richard Kocher, Assistant Professor of Maurice L. Crawford, Associate Dean, English Rev. John W. Clark, Academic Vice School of Business Administration President F. A. Ballentine, Acting Associate Dean, School of Education Mount St. Mary's College Los Angeles, California 90049 San Fernando Valley State College F. Roman Young, Chairman, Department Northridge, California 91324 of Education Anthony C. LaBue, Dean, School of Sister Regina Clare. Graduate Division Education Coordinator Paul Walker, Vice President for Academic Eugene V. Petrik, Vice President Affairs Harry Finestone, Dean of Academic Pacific College Planning Fresno, California 93702 Elias H. Wiebe, Chairman, Division of San Francisco State College Professional Studies and Applied Arts San Francisco, California 94132 Arthur J. Wiebe, President Dwight Newell, Dean, School of Education Daniel D. Feder, Dean of Academic Pacific Union College Planning Angwin, California 94508 Donald L. Garrity, Vice President for John W. Cassell, Academic Dean Academic Affairs Louis Normington, Professor of Education Melvin E. Wolford, Professor of Education San Jose State College San Jose, California 95114 Pasadena College Pasadena, California 91104 Donald J. Leu, Dean, School of Education Hobert W. Burns, Academic Vice President Beryl R. Diliman, Director of Teacher Robert Wilson, Chairman, Social Science Education Teacher Education Harvey B. Snyder, Assistant to the President W. Shelburne Brown, President Sonoma State College Rohnert Park, California 94928 Pepperdine University James B. Enochs, Vice President for Los Angeles, California 90044 Academic Affairs Olaf H. Tegner, bean, School of Education John Lawrence, Chairman, Department of Pence Dacus, Dean, Continuing Education Education William S. Banowsky, President Herbert Fougner, Professor of Education

122 CALIFORNIA (cont'd)

Stanford University University of San Diego Stanford, California 94305 San Diego, California 92110 Robert N. Bush, Director, Stanford Sister Margaret Guest, Director of Ele- Center for Research and Development in mentary Education Teaching and Professor of Education De Forest L. Strunk, Director of Special Richard E. Gross, Chairman, Committee Education on Teacher Education and Professor of Robert E. Nelson, Chairman, Department Education of Education Alfred H. Grommon, Professor of Edu- University of San Francisco cation and English San Francisco, California 94117 Stanislaus State College Edward J. Griffin, Chairman, Department Turlock, California 95380 of Education Rev. Edmond J. Smyth, S.J., Vice Presi William W. Day, Dean of Professional dent for Academic Affairs Studies John R. Devine, Director of Teacher Richard V. Jones, Chairman, Education Education Department Joseph Corbin, Associate Dean of Aca- demic Affairs COLORADO State Liaison Representative: United States International University San Diego, California 92101 John A. Marvel, President, Adams State Robert F. Topp, Dean of Teacher College, Alamosa 81101 Education Adams State College Walter Rehwoldt, Chairman, Department Alamosa, Colorado 81101 of Education John P. Turano, Dean of College Francis J. Mueller, Academic Dean, Donald H. Brooks, Associate Professor of Western Campus English Eugene T. Kelly, Director, School of University of California, Berkeley Education Berkeley, California 94720 James L. Jarrett, Associate Dean, School Colorado State University of Education Fort Collins, Colorado 80521 Albert H. Bowker, Chancellor Herbert A. Smith, Associate Dean of Education University of California, Los Angeles Charles Neidt, Academic Vice President Los Angeles, California 90024 Thomas Mark, Professor of English Gordon L. Berry, Assistant to the Dean, Fort Lewis College Graduate School of Education Durango, Colorado 81301 Kenneth N. Trueblood, Dean, College of Donald F. Whalen, Director, School of Letters and Science Education Gary D. Fenstermacher, Assistant Pro- Ralph Downey, Chairman, Department of fessor, Graduate School of Education Music University of the Pacific Paul W. Pix ler, Dean of the Faculty Stockton, California 95204 Loretto Heights College J. Marc Jantzen, Dean, School of Edu- Denver, Colorado 80236 cation Carl Burnhart, Director of Teacher Edu- Alistair W. Mc Crone, Academic Vice cation President Edward Clark, Executive Vice President John V. Schippers, Chairman, Department Sister Esther Marie Goodrow, Professor of of Curriculum and Instruction History

123 COLORADO (cont'd)

Metropolitan State College University of Northern Colorado Denver, Colorado 80204 Greeley, Colorado 80631 George M. Brooke, Chairman, Divisionof Edward J. Kelly, Dean, College of Edu- Education cation Keats R. McKinney, Acting President Bruce W. Broderius, Associate Dean, Merle W. Milligan, Dean of Arts and School of Education Sciences Western State College of Colorado Gunnison, Colorado 81230 Regis College Harlan Bryant, President Denver, Colorado 80221 Robert R. Corneer, Director, School of Loretta R. Konecki, Acting Chairman, Education Department of Education Edwin H. Randall, Director, Graduate William P. Kelly, Assistant Professor of Studies Education Rev. Eugene E. Grolimes, S.J., Academic Dean CONNECTICUT

State Liaison Representative: Southern Colorado State College Pueblo, Colorado 1,11005 Vacant at press time Harry P. Bowes, President Clifford F. S. Bebell, Chairman, Division Central Connecticut State College of Education New Britain, Connecticut 06050 Budge Threlkeld, Dean F. Don James, President Heimwarth Jestin, Vice President for Academic Affairs Temple Buell College Edmund Thorne, Dean of Teacher Edu- Denver, Colorado 80220 cation R. N. Rothstein, Assistant Professor, Secondary Education Eastern Connecticut State College E. C. Donahue, Assistant Professor, Willimantic, Connecticut 06226 Elementary Education Charles R. Webb, President H. V. Bonnema, Associate Professor, Robert K. Wickware, Acting Dean of the Elementary Education College William Billingham, Professor of Educa- University of Colorado tion Boulder, Colorado 80302 Fairfield University Hazlett H. Wubben, Acting Dean, School Fairfield, Connecticut 06430 of Education John R. Carnes, Associate Dean, College Robert F. Pitt, Dean, Graduate School of Education of Arts and Sciences F. P. Thieme, President Rev. T. Everel.t McPeake, S.J., Professor of Education Chester J. Stuart, Associate Professor of University of Denver Education Denver, Colorado 80210 Robert J. Sta lcup, Director, School of Southern Connecticut State College Education New Haven, Connecticut 06515 Robert C. Amme, Senior Research Manson Van B. Jennings, President Physicist Lois J. King, Dean of Teacher Education Nathaniel H. Evers, Dean, Graduate Evann Middlebrooks, Jr., Vice President School of Arts and Sciences of Academic Affairs

124 CONNECTICUT (cont'd)

University of Bridgeport DISTRICT OF COLUMBIA Bridgeport, Connecticut 06602 Leo Mann, Interim Dean, College of State Liaison Representative: Education James T. Hamilton, Assistant Dean for Paul P. Cooke, President, District of Graduate Studies Columbia Teachers College, Washington Thurston E. Manning, President 20009

University of Connecticut, The America n University, The Storrs, Connecticut 06268 Washington, D.C. 20016 William P Roe, Dean, School of Educa- Ralph Whitfield, Acting Chairman, tion Department of Education Theibert L. Drake, Assistant Dean, Scheel William M. Wiebenga, Dean, College of Education of Arts and Sciences W. I. Wardwell, Associate Professor of Robert J. Chinnis, Asscit:iate Professor of Sociology Education

University of Hartford Catholic University of America, The West Hartford, Connecticut 06117 Washington, D.C. 20017 Irving S. Starr, Dean, School of Education Sister Mary Sarah Fasenmyer, S.C.L., Donald Mattran, Assistant to the Presi- Dean, School of Education dent, Hartt College of Music Gustav Hensel, Chairman, Mathematics A. M. Woodruff, Chancellor Department Richard Sine, Director of Undergraduate Western Connecticut State College Teacher Training Programs Danbury, Connecticut 06810 Ruth A. Haas, President District of Columbia Teachers College Stephen K. Lovett, Director of Teacher Washington, D.C. 20009 Education Matthew J. Whitehead, Dean of the Gertrude Braun, Academic Dean College Robert G. Williamson, Chairman, Edu- cation and Psychology Department DELAWARE Paul P. Cooke, President

State Liaison Representative: Dunbarton College of Holy Cross Washington, D.C. 20008 Vacant at press time Joan Fiske Adams, Chairman, Education Delaware State College Department Dover, Delaware 19901 Sister Ann Elizabeth Waters, C.S.C., M. Milford Caldwell, Academic Dean Academic Dean Romeo C. Henderson, Head, Department Paul G. Buchanan, President of Education L. I. Mishoe, President Federal City College Washington, D.C. 20001 University of Delaware Herman Howard, Chairman, Teacher Newark, Delaware 19711 Education James B. Heck, Dean, College of Edu- Anita Hughes, Chairman, Graduate cation Division John W. Shirley, Provost Sydney Hall, Chairman, Physical Willard E. Baxter, Chairman, Department Education of Mathematics 'Associate Member

125 DISTRICT OF COLUMBIA (cont'd)

Gallaudet College Florida Agricultural and Mechanical Washington, D.C. 20002 University Edward C. Merrill, Jr., President Tallahassee, Florida 32307 John S. Schuchman, Dean Paul B. Mohr, Sr., Dean, School of Virginia Heidinger, Acting Chairman, Education Department of Education Lucy Rose Adams, Head, Department of Business George Washington University, The Benjamin L. Perry, Jr., President Washington, D.C. 20006 Rodney Tillman, Dan, School of Edu- Florida Atlantic University cation Boca Raton, Florida 33432 Robert Edward Baker, Assistant Dean, Clarence Crawford, Assistant to the Dean, School of Education Office of Graduate Studies Harold F. Bright, Vice President for Donald Schwartz, Dean of Advanced Academic Affairs Studies Howard University John DeGrove, Dean, College of Social Washington, D.C. 20001 Sciences Carroll L.Miller, Dean, Graduate School*Florida International University Everette S. Rutherford, Chairman, Miami, Florida 33144 Department of Education G. Wesley Sowards, t an, School of Andrew Billingsley, Vice President for Education Academic Affairs Butler Waugh, Dean, College of Arts and Trinity College Sciences Washington, D.C. 20017 Charles E. Perry, President Edward Ducharme, Director, Master of Florida Memorial College Arts in Teaching Program Miami, Florida 33054 Sister Margaret Finnegan, Academic Dean Sister Maureen Brogan, Instructor in John L Wilson, Vice President for Aca- Education demic Affairs Pearl Puryear, Director of Student Teaching FLORIDA J. C. Chang, Chairman, Division of Education State Liaison Representative: Florida State University Bert L. Sharp, Dean, College of Educa- Tallahassee, Florida 32306 tion, University of Florida, Gainesville Philip R. Fordyce, Dean, College of 32601 Education Barry College Paul Craig, Vice President for Academic Miami Shores, Florida 33161 Affairs Sister Alice Joseph Moore, O.P., Garth K. Blake, Assistant Dean, College Associate Professor of Education of Education Sister M. Dorothy Browne, O.P., .'resident Florida Technological University Sister Rita Schaefer, Academic Dean Orlando, Florida 32816 Bethune-Cookman College C. C. Miller, Dean, College of Education Daytona Beach, Florida 32015 Robert G. Cowgill, Assistant Dean, Florence L. Roane, Chairman, Division of College of Education Education Robert D. Martin, Chairman, Elementary Joseph H. Taylor, Dean of the College Education Richard V. Moore, President 'Associate Member

126 FLORIDA (cont'd)

Jacksonville University University of West Florida, The Jacksonville, Florida 32211 Pensacola, Florida 32504 James M. Coffee, Chairman, Division of Billy J. Williams, Assistant Vice President Education and Director, Teacher Edu- for Education cation Samuel Harris, Chairman, Faculty of Raymond Mammarella, Professor of Professional Education Education Russell E. Robbins, Chairman, Faculty of Dan A. Thomas, Dean of the Faculty elementary Education

GEORGIA Rollins College Winter Park, Florida 32789 State Liaison Representative: Marshall M. Wilson, Director, Graduate Roy M. Hall, Dean, School of Education, Program in Education Georgia State University, Atlanta 30303 J. B. Critchfield, President J. Allen Norris, Jr., Assistant Dean for Albany State College Academic Affairs Albany, Georgia 31705 Charles Hayes, President C. A. Bronson, Chairman, Division of Stetson University Teacher Education De Land, Florida 32720 James Pendergrast, Dean of Academic Richard B. Morland, Chairman, Depart- Affairs ment of Education Armstrong State College John Outterson, Director of Graduate Savannah, Georgia 31406 Studies in Education William W. Stokes, Head, Department of G. Robert Fox, Chairman of the Graduate Education Council Henry L. Ashmore, President P. L. Ward, Member, Department of University of Florida Education Gainesville, Florida 32601 Atlanta University Bert L. Sharp, Dean, College of Education Atlanta, Georgia 30314 S. C. O'Connell, President Edward K. Weaver, Dean, School of Calvin A. VanderWerf, Dean of Arts and Education Science Linwood D. Graves, Professor of Sec- ondary Education Gerona Taylor, Registrar University of Miami Coral Gables, Florida 33124 Augusta College Augusta, Georgia 30904 John R. Beery, Dean, School of Education James M. Dye, Chairman, Department of Jack Reynolds, Professor of English Education Henry King Stanford, President George A. Christenberry, President BillyE. Bompart, Associate Professor of University of South Florida Mathematics Tampa, Florida 33620 Berry College J. A. Battle, Dean, College or Education Mount Berry, Georgia 30149 Charles A. Manker, Jr., Assistant Dean M. S. McDonald, Chairman, Department of Instruction and Research of Education and Psychology William P. Danenburg, Dean of William C. Moran, Academic Dean Administration J. R. Bertrand, President

127 GEORGIA (cont'd)

Clark College Morris Brown College Atlanta, Georgia 30314 Atlanta, Georgia 30314 Pear lie C. Dove, Chairman, Department of Lawrence E. Boyd, Chairman, Division of Education Education and Psychology John D. Withers, Dean of Faculty and J. A. Middleton, Presioent Instruction Margaret Rowley, Dean Vivian W. Henderson, President Fort Valley State College, The North Georgia College Fort Valley, Georgia 31030 Dahlonega, Georgia 30533 Clara W. West, Acting Chairman, Division Hugh I. Shoff II, Dean of Education L. Lawson Byrd, Head, Department of C. H. Morse, Professor of Education Education Robert Threatt, Professor of Education H. Lawrence Dennis, Assistant Professor and Coordinator of Student Teaching of Business Administration

Georgia College at Milledgeville Oglethorpe College Milledgeville, Georgia 31061 Atlanta, Georgia 30319 G. Robert Hoke, Dean of the T. Lavon Talley, Chairman of Education College Division John. H. Lounsbury, Chairman, Depart- G. Malcolm Amerson, Dean ment of Education John Williams, Assistant Dean J. W. Bunting, President Georgia Southern College Savannah State College Statesboro, Georgia 30458 Savannah, Georgia 31404 John 0. Eidson, President Thelma M. Harmond, Chairman, Division P. A. Duncan, Vice President of Education Starr Miller, Dean, School of Education Prince A. Jackson, Jr., President Calvin L. Kiah, Dean of Faculty Georgia Southwestern College Americus, Georgia 31709 Tift College Hoyt W. Pope, Chairman, Division of Forsyth, Georgia 31029 Education H. T. Johnson, Dean of the College Gordon S. Miller, Dean of the College A. A. Palamiotis, Chairman, Division of Clifford V. Burgess, Head, t),.,partment of Social Sciences Education Kenneth Morris, Head, Department of Georgia State University Science and Mathematics Atlanta, Georgia 30303 Roy M. Hall, Dean, School of Education University of Georgia William M. Suttles, Executive Vice Athens, Georgia 30601 President and Provost J. A. Williams, Dean, College of Education Richard H. Barbe. Associate Dean, School George S. Parthemos, Vice President of Education T. H. Whitehead, Coordinator, Instruc- Mercer University tional Services Macon, Georgia 31207 Hubert E. Hamilton, Director, Teacher Valdosta State College Education Valdosta, Georgia 31601 Garland F. Taylor, Dean, College of Lib- W. Ray Cleere, Dean, School of eral Arts Education William F. Palmer, Department of Randall Hicks, Professor, Mathematics Mathematics Department

128 GEORGIA (cont'd)

Wesleyan College College of Idaho, The Macon, Georgia 31201 Caldwell, Idaho 83605 Ernestine Bledsoe, Chairman, Education R. Ward Tucker, Professor of Education Department Warren B. Knox, President Horace B. Gray, Professor of Education Robert Wendt, Assistant Professor Joseph B. James, Dean Education West Georgia College Idaho State University Carrollton, Georgia 30117 Pocatello, Idaho 83201 Thomas W. Sills, Chairman, Division of Richard R. Willey, Dean, College of Education Education John M. Martin, Dean of Academic Affairs Charles H. Kogel, Academic Dean Ward Pafford, President William E. Davis, President

GUAM Northwest Nazarene College Nampa, Idaho 83651 University of Guam Gilbert Ford, Vice President for Aca- Agana, Territory of Guam 96910 demic Affairs Lawrence F. Kasperbauer, Dean, College Thelma B. Culver, Dean Emeritus of Education Lilburn Wesche,Chairman,Divisionof Pedro C. Sanchez, President Education and Psychology Robert Peryon, Director, Professional and Field Services University of Idaho Moscow, Idaho 83843 HAWAII Everett V. Samuelson, Dean, College of Education State Liaison Representative: Robert W. Coonrod, Academic Vice President Andrew W. S. In, Assistant Dean for Elmer K. Raunio, Dean, College of Curriculum, University of Hawaii, Hon° Letters and Science lulu 96822

Church College of Hawaii, The ILLINOIS Laie, Hawaii 96762 Robert W. Laird, Chairman, Education State Liaison Representative: Department Carl Eisemann, Jr., Chairman, Department Nephi Georgi, Academic Dean of Education, Knox College, Galesburg Stephen L. Brower, President 61401 University of Hawaii Augustana College Honolulu, Hawaii 96822 Rock Island, Illinois 61201 Hubert V. Ever ly, Dean, College of Edu- J. Thomas Tredway, Dean of the College cation Donald W., Peterson, Chairman, Depart- Har:an Cleveland, President ment of Education Andrew W. S. In, Assistant Dean for Roald Tweet, Chairman, Department of Curriculum English IDAHO Aurora College Aurora, Illinois 60507 State Liaison Representative: John B. Adams, Chairman, Education Everett V. Samuelson, Dean, College of Department Education, University of Idaho, Roy L. Crews, Professor of Education Moscow 83843 Mark H. Trumbo, Dean of the College

129 ILLINOIS (cont'd)

Blackburn University Elmhurst College Carlinville, Illinois 62626 Elmhurst, Illinois 60126 Clarence Hughes, Director of Teacher Robert J. Clark, Dean of the College Education Ervin H. Schmidt, Chairman, Department M. Alan Brown, Dean of Education Ann Barnard, Chairman, Department of Peter S. Pierro, Director of Elementary English Education

Bradley University Eureka College Peoria, Illinois 61606 Eureka, Illinois 61530 Leo G. Bent, Dean, College of Education Clarence R. Noe, Vice President for Aca J. H. Manheim, Dean, College of Arts anddemic Affairs and Executive Dean Sciences Genevieve Langston, Chairman, Division E. Russel Kuchel, Vice President for of Education and Psychology Academic Affairs Owen West, Professor of Education Chicago State University Chicago, Illinois 60621 George Williams College Irwin J. Suloway, Dean of Faculty Downers Grove, Illinois 60515 Thomas J. Creswell, Dean of Instruction J. Clifford Holmes, Dean of the College Milton B. Byrd, President F. Robert Steiger, Dean of Undergraduate tudies College of St. Francis William R. Bockwitz, Coordinator, Teacher Joliet, Illinois 60435 Education Francis J. Kerins, President Evelyn Glynn, Chairman, Education Governors State University Department Park Forest South, Illinois 60466 David M. Clarke, S.J., Provost William E. Engbretson, President Tilman C. Cothran, University Vice Concordia Teachers College President of Academic Affairs River Forest, Illinois 60305 Charles Wade, Dean, College of Human Carl L. Waldschmidt, Academic Dean Learning and Development Wilbert Rosin, Director of Graduate Studies Greenville College Martin L. Koehneke, President Greenville, Illinois 62246 i. D. Baker, Director, Teacher Education De Paul University John H. Ayers, Chairman, Department of Chicago, Illinois 60604 Biology Austin Iiynn, Acting Dean, School of Delbert D. Catron, Vice President of Education Student Affairs Martin Lowery, Dean, De Paul College Rev. J. T. Richardson, C.M., Executive Vice President Illinois State University Normal, Illinois 61761 Eastern Illinois University Henry J. Hermanowicz, Dean, College of Charleston, Illinois 61920 Education Quincy V. Doudna, President Francis B. Belshe, Associate Dean of the Peter R. Moody, Vice President for Faculties Instruction Joseph T. Durham, Associate Dean, Harry J. Merigis, Dean, Faculty of Edu- College of Education cation Asscciate Member

130 ILLINOIS (cont'd)

Illinois Wesleyan University Mundelein College Bloomington, Illinois 61701 Chicago, Illinois 50626 Clifford N. Pfeltz, Coordinator of Teacher Sister Margaret Irene Healy, Chairman, Education Programs Department of Education John Clark, Dean of the University Robert R. La Du, Academic Dean R. S. Eck ley, President Sister Ann Ida Gannon, B.V.M., President

Knox College National College of Education Galesburg, Illinois 61401 Evanston, Illinois 60201 Carl Eisemann, Jr., Chairman, Depart. K. Richard Johnson, President ment of Education Lewis Troyer, Dean of Academic Affairs Donald W. Sanville, Associate Dean of the Dorothy Oldendorf, Director of Student College Teaching D. Wayne Green, Professor of Physics North Central College Lake Forest College Naperville. Illinois 60540 Lake Forest, Illinois 60045 G. A. Constantine, Chairman, Department Edwin C. Reichert, Chairman, Department of Education of Education Tom Delveccio, Assistant Professor of Richard C. Hantke, Professor of History Education William L. Dunn, Provost Arlo L. Schilling, President

Loyola University of Chicago North Park College Chicago, Illinois 60611 Chicago, Illinois 60625 John M. Wozniak, Dean, School of Edu- Quentin Nelson, Director of Teacher cation Education Program James Barry, Professor, Department of C. Hobart Edgren, Dean English J. William Fredrickson, Chairman, Division Rev. Robert McNamara, S.J., Dean of Social Science

Mac Murray College Northeastern Illinois State College Jacksonville, Illinois 62650 Chicago, Illinois 60625 C. L. Kanatzar, Dean of College Jerome M. Sachs, President Phoebe E. Wilkins, Director of Counseling E.E. Scales, Dean, College of Education Thomas J. Stevens, Head, Department of R. 0. Poorman, Assistant Vice President Education for Academic Affairs Millikin University Northern Illinois University Decatur, Illinois 62522 De Kalb, Illinois 60115 William D. Lewis, Chairman, Education James Heald, Dean, College of Education Department David C. Smith, Associate Dean, College J. Roger Miller, President of Education J. Graham Provan, Assistant Professor Paul Burtness, Dean, College of Liberal of History Arts and Sciences

Monmouth College Northwestern University Monmouth, Illinois 61462 Evanston, Illinois 60201 Benjamin T. Shawver, Chairman, B. J. Chandler, Dean, School of Education Department of Education William C. Bradford, Associate Dean of R. D. Boswell, Jr., Chairman, Department Faculties of Mathematics Clarence L. Ver Steeg, Professor of His- Frank McKenna, Dean of the College tory

131 ILLINOIS (cont'd)

Olivet Nazarene College University of Illinois at Chicago Circle Kankakee, Illinois 60901 Chicago, Illinois 60680 Vernon T. Groves, Director of Teacher Daniel C. McCluney, Jr., Vice Chancellor Education and Dean of Faculties Harold W. Reed, President Van Cleve Morris, Dean, College of John E. Hanson, Associate Professor of Education Chemistry Gerald A. Danzer, Assistant Professor of History and Education Quincy Collage Quincy, Illinois 62301 University of Illinois at Urbana-Champaign Louis Eckes, Director of Teacher Edu- Urbana, Illinois 61801 cation Program J. Marlowe Slater, Associate Dean for Rev. Titus Ludes, 0.F.M., President instruction Rev. Peter D. Holzer, 0.F.M., Dean and J. N. Hook, Professor of English Professor of Political Science H. E. Carter, Vice Chancellor for Aca- Roosevelt University demic Affairs Chicago, Illinois 60605 Western Illinois University Ruby H. Franklin, Chairman, Department Macomb, Illinois 61455 of Education Charles C. Hanna, Acting Dean. College Otto Wirth, Acting Chairman, Depart- of Education ment of Languages Robert E. Gabler, Chairman, Department Paul J. Otscamp, Dean of Faculties of Geography Southern Illinois University James R. Connor, Provost and Academic Carbondale, Illinois 62901 Vice President Elmer J. Clark, Dean, College of Educa- Wheaton College tion Wheaton, Illinois 60187 Dorothy Higginbotham, Associate Pro- AV Peter Veltman, Dean of the College fessor of Speech 4-le len De Vette, Department of English Robert G. Layer, Chancellor John H. Fadenrecht, Chairman, Depart- Southern Illinois University at ment of Education Edwardsville Edwardsville, Illinois 62025 INDIANA W. Deane Wiley, Dean, Education Division S. Joseph Gore, New Programs Officer State Liaison Representative: Leslie J. Wehling, Director of Student David T. Turney, Dean, School of 171u- Services cation, Indiana State University, Terre Trinity College laute 47809 Deerfield, Illinois 60015 Anderson College Victor A. Cottrell, Chairman, Education Anderson, Indiana 46011 Department J. Edward Hakes, Dean of the College Elbridge G. MacKenzie, Director of Harry L. Evans, President Teacher Education Robert H. Reardon, President University of Chicago, The Robert A. Nicholson, Dean Chicago, Illinois 60637 J. Alan Thomas, Dean, Graduate School Ball State University of Education Muncie, Indiana 47306 Kevin Ryan, Director, Master of Arts in John Dunworth, Dean, Teachers College Teaching Program Leslie J. Mauth, Associate Dean of Richard Hodges, Director, Master of Teachers College Science in Teaching: Elementary Program J. J. Pruis, President

132 INDIANA (cont'd)

Butler University Indiana State University Indianapolis, Indiana 46208 Terre Haute, Indiana 47809 Joseph M. Nygaard, Dean, College of Maurice K. Townsend, Vice President for Education Academic Affairs David M. Silver, Dean, College of Liberal David T. Turney, Dean, School of Edu- Arts cation Jackson K. Eh lert, Dean, College of MusicCharles W. Engel land, Professor of Social Sciences DePauw University Greencastle, Indiana 46135 Robert H. Farber, Dean of the University Indiana University William E. Kerstetter, President Bloomington, Indiana 47401 Ned MacPhail, Head, Department of David L. Clark, Dean, School of Education Education Richard Young, Associate Dean, College of Arts and Sciences Eariham College Egon Guba, Associate Dean, School of Richmond, Indiana 47374 Education Milton E. Kraft, Professor of Education Landrum R. Bolling, President Indiana University-Purdue University at Joe E. Elmore, Vice President for Aca- Indianapolis demic Affairs Indianapolis, Indiana 46204 Franklin College of Indiana Everett Jarboe, Chairman, Department of Franklin, Indiana 46131 Education Joseph Taylor, Dean Leland Erickson, Director of Teacher James East, Associate Dean Education Richard M. Park, Dean of the College Thelma Tsismanakis, Associate Professor Manchester College of Education North Manchester, Indiana 46962 Warren K. Garner, Director of Teacher Goshen College Education Goshen, Indiana 46526 Howard A. Book, Dean S. L. Yoder, Director of Teacher Educa- Donald L. Colburn, Professor of Psy tion chology H. D. Weaver, Jr., Acting Dean Mary N. Royer, Professor of Education Marian College Huntington College Indianapolis, Indiana 46222 Huntington, Indiana 46750 Sister Claire Whalen, Head, Education Lee Eve, Chairman, Division of Department Professional Studies Louis C. Gatto, President E. DeWitt Baker, President James Thompson, Instructor in Sociology

Indiana Central College Indianapolis, Indiana 46227 Marian College Marion, Indiana 46952 Robert E. Cramer, Academic Dean William E. Bishop, Chairman, DepartmentByron Tippet', Professor of Education of Teacher Education C. Maurice Burns, Dean of the College Frederick D. Hill, Assistant Professor of James Dean, Assistant Professor of History Education

133 INDIANA (cont'd)

Oakland City College Saint Mary's College of the University Oakland City, Indiana 47560 of Notre Dame Richard V. Beesley, Dean of the College Notre Dame, Indiana 46556 Charles B. Robertson, Executive Vice Sister M. Jeanne Finske, C.S.C., Academic President Dean Paul R. Root, Chairman, Division of Jack Detzler, Vice President Education and Psychology Eugene Campanale, Chairman, Department of Education

Purdue University Taylor University Lafayette, Indiana 47907 Upland, Indiana 46989 George S. Haines, Director of Teacher C. R. Hicks, Director of Teacher Educa- Education tion Gordon Zimmerman, Vice President for Frank J. Woerdehoff, Associate Director of Academic Affairs and Dean Teacher Education Richard Gates, Associate Professor of M. B. Ogle, Jr., Dean, School of Human- Physical Education ities, Social Science, and Education University of Evansville Evansville, Indiana 47701 Saint Francis College Fort Wayne, Indiana 46808 William C. Wesley, Acting Dean of the Schocl of Education J. Wilbur Haley, Director of Personnel in Robert F. Garnett, Associate Professor Teacher Education of Education Sister M. Jo Ellen Scheetz, 0.S.F., Fred E. Harris, Vice President for President Academic Affairs Sister M. Jean Schaeffer, Academic Dean University ,of Notre Dame Notre Dame, Indiana 46556 Saint Joseph's College Eugene A. Campanale, Associate Director, Rensselaer, Indiana 47978 Office of Teacher Preparation Rev. Charles Banet, President Robert E. Burns, Director, Office of Rev. Bernard J. Meiring, Chairman, Teacher Preparation Department of Education James M. Lee, Head, Department of Education

Saint Joseph's College, Calumet CampusValparaiso University East Chicago, Indiana 46312 Valparaiso, Indiana 46383 Rev. Francis L. Kinney, Chairman, Leonard Kochendorfer, Associate Pro- Department of Education fessor of Education Raymond J. Krajewski, Academic Dean Albert G. Huegli, President Michael Guiden, Director of Elementary Louis Foster, Dean, College of Arts and Education Sciences

Saint Mary-of-the-Woods Co Ilne IOWA Saint Mary-of-the-Woods, Indiana 47876 State Liaison Representative: Sister William Eyke, Academic Vice President Howard Knutson, Dean, College of Sister Jeanne Knoerle, President Education, University of Northern Iowa, Sister Agnes Arvin, Area Advisor in Cedar Falls 50613 Education Associate Member

134 IOWA (cont'd)

Briar Cliff College Grace land College Sioux City, Iowa 51104 Lamoni, Iowa 50140 Leo Frommelt, Head, Department of Marybeth Evans, Director of Teacher Education Education Sister Mary Lenz, Head, Department of Harry A. Dennis, Chairman, Division of English Health and Education Sister Mary Jordan, O.S.F., President Harold L. Condit, Dean of the Faculty

Buena Vista College Iowa State University Storm Lake, Iowa 50588 Ames, Iowa 50010 John P. Williams, Dean of the Faculty Virgil S. Lagomarcino, Dean, College of Floyd A. Pace, Chairman, Division of Education Education and Psychology W. Robert Parks, President Paul A. Mars, Associate Professor of Chalmer Roy, Dean, Science and Education and Director of Student Humanities Teaching

Central College Iowa Wesleyan College Pella, Iowa 50219 Mt. Pleasant, Iowa 52641 Newell H. Dailey, Professor of EducationJoseph L. Mauck, Chairman, Department N. E. Ryerson, Chairman of Secondary of Education Education Charles Reid, Assistant Professor of Barbara Dieleman, Chairman of Ele- Secondary Education mentary Education Jack Hufford, Assistant Professor of Mathematics Clarke College Dubuque, Iowa 52001 Loras College Sister Mary Edward Dolan, P.B.V.M.. Dubuque, Iowa 52001 Chairman, Department of Education Msgr. F. P. Friedl, Academic Dean Sister Mary Vera Clarke, B.V.M., John E. Hess, Chairman, Department of Chairman, Mathematics Department Education Sister Helen Thompson, B.V.M., Academic Elmer Michels, Director of Student Dean Teaching and Certification

Coe College Cedar Rapids, Iowa 52402 Luther College Decorah, Iowa 52101 Ben M. Dukes, Chairman, Department of Roger W. Anderson, Head, Department of Education Education Carson Veach, Dean of the College E. D. Farwell, President Leo L. Nussbaum, President John Tjostem, Assistant Professor of Biology Drake University Des Moines, Iowa 50311 Alfred S. Schwartz, Dean, College of Morningside College Education Sioux City, Iowa 51106 l.eland P. Johnson, Dean, College of Russell M. Eidsmoe, Head, Department of Liberal Arts Education C. Edward Dyer, Associate Dean, Grad- Donald Poppen, Dean of Students uate Division Thomas S. Thompson, President

135 IOWA (cont'd)

Mount Mercy College University of Iowa, The Cedar Rapids, Iowa 52402 Iowa City, Iowa 52240 Sister Joan Marie, R.S.M., Chairman, Howard R. Jones, Dean, College of Department of Education Education R. Van Ryswyk, Academic Dean Willard R. Boyd, President Winnifred Barquist, Director of Elemen- H. Vernon Price, Professor of Mathe- tary Education matics

Northwestern College University of Northern Iowa Orange City, Iowa 51041 Cedar Falls, Iowa 50613 Roy Wilbee, Dean John J. Kamerick, President Paul M. Koehn, Chairman, Division of Daryl Pendergraft, Executive Dean Education Howard Knutson, Dean, College of Edu- Florence Huffman, Elementary Education cation Director Upper Iowa University 'Parsons College Fayette, Iowa 52142 Fairfield, Iowa 52556 Paul C. Pickett, Chairman, Department of Louis Stoneking, Professor of Education Education Cornell Clarke, Professor of Education Herschel Hendrix, Dean of the College John Wahrer, Director of Athletics and and Vice President Professor of Physical Education Charles B. Clark, Academic Dean and Chairman, Department of Political Science St. Ambrose College Davenport, Iowa 52803 Wartburg College George Monty, Chairman, Department of Waverly, Iowa 50677 Education Herbert J. Max, Head, Education Rev. F. J. McMahan, Dean of the College Department Agnes Renner, Chairman, Department of John W. Bachman, President History and Geography Ronald Matthias, Dean of the Faculty

Simpson College Westmar College Indianola, Iowa 50125 Le Mars, Iowa 51031 E. G. Booth, Chairman, Division of Armin C. Block, Director Teacher Education Education and Chairman of Education Dave Koos, Assistant Professor of Department Mathematics John Courter, Dean of the Faculty Waller W. Wiser, Vice President of Aca- Leon Scott, Assistant Professor of Psy- demic Affairs chology

University of Dubuque William Penn College Dubuque, Iowa 52001 Oskaloosa, lov:a 52577 LeRoy H. Giles, Head, Department of D. E. Schultze, Dear of the College Education and Psychology A. E. Goedeken, Chairman, Department of John Reese, Acting Dean of the College Education and Psychology Walter F. Peterson, President Donald G. Rebertus, Associate Professor 'Associate Member of Physics and Mathematics

136 KANSAS Friends University Wichita, Kansas 67213 State Liaison Representative: R. Dale Jantze, Director of Teacher John E. Visser, President, Kansas State Education Teachers College, Emporia 66801 William Perry, Assistant Professor of Music Roy F. Ray, President Baker University Baldwin City, Kansas 66006 Kansas State College of Pittsburg Lowell Gish, Chairman, Department of Pittsburg, Kansas 66762 Education George F. Budd, President Neal Malicky, Dean of the College Aaron W. Harper, Dean, School of Robert Courtney, Department of Mathe- Education matics A. H. Proctor, Academic Vice President

Benedictine College Kansas State Teachers College Atchison, Kansas 66002 Ernporia, Kansas 66801 Edward S. Hiner, Chairman, Department John E. Visser, President of Education Truman Hayes, Dean, College of Edu- Richard Sames, Dean, Academic Affairs cation and Psychology Sister Laura Haug, O.S.B., Director of L. C. Boylan, Dean, School of Graduate Teacher Education and Professional Studies

Bethany College Kansas State University Lindsborg, Kansas 67456 Manhattan, Kansas 66502 Theodore Von Fange, Head, Department Samuel R. Keys, Dean, College of Edu- of Education cation Lloyd C. Foerster, Academic Dean John Chalmers, Vice President, Academic Arvin Hahn, President Affairs William L. Stamey, Dean, College of Bethel College Arts and Sciences North Newton, Kansas 67117 Kansas Wesleyan University Justus G. Holsinger, Director of Teacher Salina, Kansas 57401 Education Harold J. Schultz, President Orville Voth, Vice President for Academic William Keeney, Academic Dean Affairs Paul W. Renich, President Albert Nelson, Professor of Education College of Emporia, The Emporia, Kansas 66801 McPherson College Ronald A. Ebberts, President McPherson, Kansas 67460 Wynona J. Kirkpatrick, Dean of Aca- Merlin Frantz, Dean of Academic Affairs demic Affairs J. Jack Melhorn, President Donald Minner, Head, Education Dayton Rothrock, Head, Department of Department Education

Fort Hays Kansas State College Marymount College Hays, Kansas 67601 Salina, Kansas 67401 Calvin E. Harbin, Chairman, Division of Sister Magdalita Bruns, Academic Dean Education Emerald V. Dechant, President W. Clement Wood, Chairman, Department William Rupp, Chairman, Department of of Education Education

137 KANSAS (cont'd)

Mid-America Nazarene College Washburn University of Topeka Olathe, Kansas 66061 Topeka, Kansas 66621 Alma Jean Lunn, Chairman, Division of John W. Henderson, President Education and Philosophy Wilbur R. Oldham, Head, Department of Donald S. Metz, Academic Dean Education R. Curtis Smith, President C. Robert Haywood, Vice President, Academic Affairs Ottawa University Ottawa, Kansas 66067 Wayne D. Angell, Dean of the College Wichita State University David C. Tnomas, Chairman, Division of Wichita, Kansas 67208 Education and Psychology Leonard M. Chaffee, Dean, College of Roy M. Browning, Sr., Director of Education Placement Clark Ahlberg, President Kenneth Nickel, Associate Dean, College Saint Mary College of Education Xavier, Kansas 66098 Sister Gregory Sheehy, Acting Head, Department of Education KENTUCKY Sister Mary Louise Sullivan, Dean of Studies State Liaison Representative: Agnes Sirridge, Professor, Department of History Harry M. Sparks, President, Murray State Saint Mary of the Plains College University, Murray 42071 Dodge City, Kansas 67801 Asbury College Donald R. Barber, Chairman, Division of Wilmore, Kentucky 40390 Teacher Education Custer B. Reynolds, Academic Dean Sister M. Quintin Ryan, Dean Paul R. Roher, Director, Teacher Edu- Sister M. Vincent, Coordinator, Elemen- cation tary Education Richard Steinhauser, Director, Education Sterling Coi,ege and Psychology Sterling, Kansas 67579 Ralph Renfro, Chairman, Department of Bellarmine-Ursuline College Education Louisville, Kentucky 40205 Joel E. Strandberg, Academic Dean Robert A. Preston, Vice President for Arthur Gathman, Assistant Professor of Academic Affairs Education Rev. Alfred Poo ler, Teacher Certification Tabor College Officer Hillsboro, Kansas 67063 Kathleen V. Lyons, Associate Professor, Allen R. Grunau, Associate Professor of Department of English Education Larry Fed, Associate Professor of Music Berea College Abram G. Konrad, Dean of Academic Berea, Kentucky 40403 Affairs Pat W. Wear, Chairman, Department of University of Kansas Education Lawrence, Kansas 66044 Orville F. Boes, Associate Professor of Dale Scanned, Dean, School of Education Business Karl D. Edwards, Assistant Dean, School William M. Jones, Academic Vice Presi- of Education dent and Dean George B. Smith, Vice Chancellor Associate Member

138 KENTUCKY (coned)

Brescia College Spalding College Owensboro, Kentucky 42301 Louisville, Kentucky 40203 Sister Annette Thomas, Chairman, Richard M. Walsh, S.C.N., Chairman, Department of Education Department of Education Sister M. Antonia Wathen, Academic Dean Sister Mary Catherine Baseheart, S.C.N., Sister Joan Marie Lechner, President Dean and Professor of Philosophy Sister Mary Margaret Carr, S.C.N., Cumberland College Chairman, Department of Home Eco- Williamsburg, Kentucky 40769 nomics J. M. Boswell, President K. H. Morgan, Head, Department of Transylvania University Education Lexington, Kentucky 40508 Ann R. Shelley, Director of Elementary Student Teaching John R. Bryden, Vice President and Dean of the Liberal Arts College Eastern Kentucky University James M. Broadus, Chairman, Depart- Richmond, Kentucky 40475 ment of Education Robert R. Martin, President Irvin E. Lunger, President Dixon A. Barr, Dean, School of Education Thomas F. Stovall, Vice President for Union College Academic Affairs Barbourville, Kentucky 40906 J. H. Boyd, Dean of the Graduate School Kentucky State College Warren Robbins, Director of Student Frankfort, Kentucky 40601 Teaching A. J. Richards, Dean of Instruction C. W. Simms, Professor of Psychology Carl M. Hill, President J. F. Underwood, Director of Student Teaching University of Kentucky Lexington, Kentucky 40506 Kentucky Wesleyan College George W. Denemark, Dean, College of Owensboro, Kentucky 42301 Education Robert Cockrum, Head, Education Lewis W. Cochran, Vice President for Department Academic Affairs Howard Ramsey, Vice President for James E. Simpson, Associate Professor, Academic Affairs Department of Mmthematir. Billy B. Horrell, Associate Professor of Education University of Louisville Louisville, Kentucky 40208 Morehead State University Morehead, Kentucky 40351 F. Randall Powers, Dean, School of Education James Powell, Dean, School of Education Thomas S. Jeffries, Associate Dean, Morris Norfleet, Vice President for School of Education Research and Development William F. Ekstrom, Vice President for Adron Doran, President Academic Affairs Murray State University Murray, Kentucky 42071 Western Kentucky University Harry M. Sparks, President Bowling Green, Kentucky 42101 Thomas B. Hogancamp, Vice President Dero Downing, President for Administrative Affairs R. L. Cravens, Vice President for Aca- Donald B. Hunter, Dean, School of demic Affairs Education Tate C. Page, Dean, College of Education

139 LOUISIANA Louisiana Tech University Ruston, Louisiana 71270 State Liaison Representative: B. J. Collinsworth, Dean, College of Robert B. Landers, Dean, School of Education Education, Mc Neese State University, H. J. Sachs, Head, Department of English Lake Charles 70601 and Foreign Languages F. Jay Taylor, President Centenary College of Louisiana Shreveport, Louisiana 71104 Loyola University New Orleans, Louisiana 70118 Dorothy Bird Gwin, Chairman, Department of Education and Psychology Ralph J. Erickson, Chairman, Thad N. Marsh, Dean of the College Department of Education John Horton Allen, President Rev. Michael F. Kennelly, S.J., President Rev. James C. Carter, S. '., Provost Dillard University New Orleans, Louisiana 70122 Mc Neese State University Violet K. Richards, Chairman, Division of Lake Charles, Louisiana 70601 Education Robert B. Landers, Dean, School of Edward E. Riley, Jr., Dean of Instruction Education Daniel C. Thompson, Chairman, Division Robert H. Pittman, Vice President of of the Social Sciences Academic Affairs E. F. McLaughlin, Professor of Psychology Grambling College Grambling, Louisiana 71245 Nicholls State University Robert W. Hunter, Dean, Division of Thibodaux, Louisiana 70301 Education D. G. Joseph, Dean, College of Education William McIntosh, Dean, Division of C. E. Weimer, Professor, Department Liberal Arts of Education Jacob T. Stewart, Dean, Division of Jo Ann Cangemi, Professor, Department of Applied Sciences and Technology Education Louisiana College Northeast Louisiana University Pineville, Louisiana 71360 Monroe, Louisiana 71201 Frank Mobley, Chairman, Department of H. T. Garner, Dean, College of Education Education Daniel Dupree, Dean, School of Pure and G. Earl Guinn, President Applied Sciences William D. Murray, Dean of the College George T. Walker, President Louisiana State University and Agricul- Northwestern State University of tural and Mechanical College Louisiana Baton Rouge, Louisiana 70803 Natchitoches, Louisiana 71457 John L. Garrett, Jr., Dean, College of Edu- Tom P. Souther land, Dean, School of cation Education Cecil G. Taylor, Chancellor Charles F. Thomas, Vice President Clifford L. Mondart, Sr., Director, School A. R. Kilpatrick, President of Vocational Education St. Mary's Dominican College Louisiana State University in New Orleans New Orleans, Louisiana 70118 New Orleans, Louisiana 70122 Sister Mary Jeanne Girshefski, Chairman, Milton L. Ferguson, Dean, College of Education Department Education Kenneth Trist Urquhart, Dean of Studies Homer L Hitt, Chancellor Sister Kathleen, 0.P., Instructor, Cresap S. Watson, Professor of English Education Department

140 LOUISIANA (tont'd)

Southeastern Louisiana University Saint Joseph's College Hammond, Louisiana 70401 North Windham, Maine 04062 Clea E. Parker, President Sister M. Dolores Sablone, Academic Lisso R. Simmons, Dean, School of Dean Education Sister Mary Mark Barrett, Professor of Jack W. Knight, Acting Dean, School of Education Science and Technology Evelyn G. O'Connor, Head, Department of Education Southern University and A&M College Baton Rouge, Louisiana 70813 University of Maine W. R. Hicks, Dean, College of Education Orono, Maine 04473 G. Leon Netterville, President Mark R. Shibles, Dean, College of Edu- Edward R. El lois, Jr., Associate Dean, cation College of Education Alex M. Caughran, Professor of Education James M. Clark, Vice President of Aca- Tulane University demic Affairs New Orleans, Louisiana 701 t8 Melvin L. Gruwell, Director of Center for University of Maine at Farmington Teacher Education Farmington, Maine 04938 George Barton, Professor of Philosophy Einar A. Olsen, President Panos Morphos, Professor of French Dick C. Rice, Academic Vice President Robert P. Beynon, Head, Division of University of Southwestern Louisiana Education Lafayette, Louisiana 70501 Louis Coussan, Dean, College of Edu- University of Maine at Portland-Gorham cation Gorham, Maine 04038 Walter R. Robinette, Director of Student William J. MacLeod, Vice President for Teaching Academic Affairs W. Champagne, Registrar Melissa H. Costello, Chairman, Depart- ment of Education Xavier University of Louisiana Robert M. York, Graduate Dean New Orleans, Louisiana, 70125 Mohamed J. Shaik, Director, Division of University of Maine at Presque Isle Education Presque Isle, Maine 04769 Sister Vera Lane, Chairman, Department Albert W. Purvis, Dean of Instruction of Secondary Education Warren H. Horton, Chairman, Division of Frank Rice, Chairman, Department of Social Sciences Elementary Education Stanley F. Salwak, President

MAINE MARYLAND State Liaison Representative: State Liaison Representative:

Einar A. Olsen, President, University of J. Haywood Harrison, Chairman, Maine at Farmington, Farmington 04938 Departmilt of Education, Morgan State College, Baltimore 21212 Nasson College Springvale, Maine 04083 Bowie State College Bartholomew J. Ciampa, Director of Bowie, Mai/gland 20715 Student Teaching Charles W. Stallings, Dean of Faculty Gordon S. Johnston, Vice President for Dorothy S. Smith, Dean of Instruction Academic Affairs Patricia Hauk, Dean of Student Academic John S. Bailey, President Affairs

141 MARYLAND (coed)

Columbia Union College Towson State College Takoma Park, Maryland 20012 Baltimore, Maryland 21204 E. C. Walter, Academic Dean James L. Fisher, President George Akers, President K. A. Shaw, Dean of the College Lloyd Mauldin, Chairman, Departmentof Billy Hauserman, Associate Dean for Education Education University of Maryland Coppin State College College Park, Maryland 20742 Baltimore, Maryland 21216 Robert F. Carbone, Dean, College of Calvin W. Burnett, President Education Charles D. Saunders, Dean of the College Walter V. Hohenstein, Associate Vice Shirley Stokes, Acting Director of Student Chancellor for Academic Affairs Teaching L. M. McClure, Associate Dean, College of Education Frostburg State College University of Maryland, Eastern Shore Frostburg, Maryland 21532 Princess Anne, Maryland 21853 Kenneth Jab Ion, Dean of the College Archie L. Buffkins, Chancellor Nelson P. Guild, President William M. Pender, Director of Teacher Training Goucher College William A. Lynk, Head, Department of Baltimore, Maryland 21204 Science and Mathematics Beulah B. Tatum, Chairman, Department Western Maryland College of Education Westminster, Maryland 21157 Jane Morrell, Associate Professor of Joseph R. Bailer, Director of Graduate Education Program Marvin B. Perry, President Leonard S. Bowlsbey, Chairman, Depart- ment of Education Morgan State College Harry Holloway, Dean of the Faculty Baltimore, Maryland 21212 J. Haywood Harrison, Chairman, MASSACHUSETTS Department of Education State Liaison Representative: Walter R. Talbot, Sr., Chairman, Department of Mathematics Leonard J. Savignano, President, West- Percy H. Baker, Dean of the College field State College, Westfield 01085 American International College Saint Joseph College Springfield, Massachusetts 01109 Emmitsbigg, Maryland 21727 Arthur Bertrand, Dean, School of Psy- Sister Robertine, Professor of Education chology and Education Sister Margaret Hughes, Academic Dean Joseph Cebu la, Director, Graduate Sister Margaret Flinton, Professor of Studies French John F. Mitchell, Academic Dean Assumption College Salisbury State College, Worcester, Massachusetts 01609 Salisbury, Maryland 21801 Claire Quintal, Acting Director, Graduate S. Goldsborough Tyler, Director of School Teacher Education Richard E. Greene, Chairman, Department Joseph S. Bachman, Associate Dean of of Psychology and Education the College Marilyn Helfenbein, Director, Teacher J. W. Baker, Dean of the College Preparation

142 MASSACHUSEM (cont'd)

Atlantic Union College Emmanuel College South Lancaster, Massachusetts 01561 Boston, Massachusetts 02115 Don R. Cantrell, Chairman, Department Sister Marie Barry, President of Education Sister Grace Ayers, Academic Dean W. G. Nelson, President Sister A. T. Hayes, Chairman, Department S. Lugene Gascay, Dean of the College of Education Boston College Fitchburg State College Chestnut Hill, Massachusetts 02167 Fitchburg, Massachusetts 01420 Lester E. Przewlocki, Dean, School of Lawrence A. Quigley, Executive Vice Education President Richard E. Hughes, Dean, College of Arts Mary A. Lenaway, Director of Professional and Sciences Experiences Rev. Charles F. Donovan, S.J., Senior Robert E. Lee, Principal of McKay Vice President and Dean of Faculty Campus School Boston State College Framingham State College Boston, Massachusetts 02115 Framingham, Massachusetts 01701 Robert J. Bond, Acting President D. Justin McCarthy, President Robert V. McCarthy, Dean of Under- Gail E. Cosgrove, Executive Vice President graduate Studies Vincent J. Mara, Academic Dean William J. Fitzpatrick, Chairman, Harvard University Department of Secondary Education Cambridge, Massachusetts 02138 B oston University Theodore R. Sizer, Dean, Faculty of Boston, Massachusetts 02215 Education Jack R. Childress, Dean, School of Edwin Moise, Professor, Mathematics Education Department William J. Newman, Dean, College of Spencer MacDonald, Director of Master of Liberal Arts Arts in Teaching Program John R. Silber, President Lesley College B ridgewater State College Cambridge, Massachusetts 02138 Bridgewater, Massachusetts n2324 Don A. Orton, President V. James DiNardo, Dean of Undergrad- George L. Miller, Jr., Vice President for uate Studies Academic Affairs Adrian Rondileau, President William L. Perry, Director of Graduate Lee Harrington, Academic Dean Programs Clark University Lowell Stet a College Worcester, Massachusetts 01610 Lowell, Massachusetts 01854 William C. Kvaraceus, Chairman, Daniel H. O'Leary, President Department of Education John J. Fisher, Dean Saul B. Cohen, Director, School of M. Shannon, Chairman, Department of Geography Elementary Education Walter E. Wright, Dean, Undergraduate Merrimack College Academic Affairs North Andover, Massachusetts 01845 Eastern Nazarene College Walter A. Socha, Chairman, Department Quincy, Massachusetts 02170 of Education and Psychology Leslie Parrott, President Ernest Costello, Director, Division of Philip A. Fitch, Chairman, Department of Liberal Arts and Sciences Education William E. Russell, Assistant Professor Donald L. Young, Dean of the College of Education

143 MICHIGAN (cont'd)

Andrews University Kalamazoo College Berrien Springs, Michigan 49104 Kalamazoo, Michigan 49001 Warner E. McClure, Dean of the College Paul E. Collins, Chairman, Department of Joseph G. Smoot, Vice President for Education Academic Administration Douglas W. Peterson, Dean of Academic Thomas S. Geraty, Chairman, Education Affairs Department Weimer K. Hicks, President Calvin College Grand Rapids, Michigan 49506 Madonna College Livonia, Michigan 48150 John Vanden Berg, Dean of the College J. Marion Snapper, Chairman, Education Sister Mary Lauriana, Academic Dean Department Sister Mary Martina, Chairman, Education Department Dennis Hoekstra, Assistant Dean for Academic Affairs Nancy Tanger, Coordinator of Teacher Education Central Michigan University Mt. Pleasant, Michigan 48858 Marygrove College Curtis E. Nash, Dean, School of Educa- Detroit, Michigan 48221 tion Sister Yvonne Denomme, Dean Frank %flings, Dean, School of Fine and Sister Mary Laubacher, Head, Department Applied Arts of Education James R. Hodgins, Associate Professor of Sister Antoinette Ruedisueli, Assistant English Dean and Director, Graduate Program Eastern Michigan University Ypsilanti, Michigan 48197 Mercy College of Detroit Allen Myers, Dean, College of Education Detroit, Michigan 48219 Donald Drummond, Dean, College of Arts Sister Mary Ramona Gerard, R.S.M., and Sciences Co-Chairman, Education Department, and Bruce K. Nelson, Vice President for Director, Elementary Education Instruction Yahuda Cohen, Co-Chairman, Education Department, and Director, Secondary Ferris State College Education Big Rapids, Michigan 49307 John V. Nahabedian, Instructor, Depart- George Storm, Acting Dean, School of ment of History and the Social Sciences Teacher Education Robert L. Ewigleben, President Michigan State University Robert Hitch, Professor of Education East Lansing; Michigan 48823 Hillsdale College Leland Dean, Director, School of Teacher Hillsdale, Michigan 49242 Education John E. Ivey, Jr., Dean, College of Edu- Earl Harold Munn, Academic Dean cation George C. Roche Ill, President J. Geoffrey Moore, Professor Traver K. Sutton, Director, Division of Secondary Education Nazareth College Hope College Kalamazoo, Michigan 49074 Holland, Michigan 49423 Sister Mary L. Bader, President Lamont Dirkse, Chairman, Department of Sister M. Gabrielle Henning, Chairman, Education Education Department John J. Ver Beek, Professor of Education Barbara J. Sullivan, Instructor, Education M. L. Rider, Dean for Academic Affairs Department

145 MICHIGAN (cont'd)

Northern Michigan University Western Michigan University Marquette, Michigan 49855 Kalamazoo, Michigan 49001 John X. Jamrich, President James H. Griggs, Professor of Education Jacob Vinocur, Vice President for Aca- James W. Miller, President demic Affairs Cornelius Loew, Dean, College of Arts Wilbert A. Berg, Dean, School of Edu- and Sciences cation

MINNESOTA Oakland University Rochester, Michigan 48063 State Liaison Representative: Laszlo J. Hetenyi, Dean, School of Roland Dille, President, Moorhead State Education College, Moorhead 56560 Frederick W. Obear, Provost George T. Matthews, Dean of the College Augsburg College of Arts and Sciences Minneapolis, Minnesota 55404 Einar 0. Johnson, Chairman, Department Siena Heights College of- Education Adrian, Michigan 49221 Kenneth C. Bailey, Vice President for Richard Reaume, President Academic Affairs Sister Jean Fitzgerald, 0.P., Vice Carl Chrislock, Chairman, Department of President and Dean of Academic Affairs History Sister Claudia Hinds, Professor of Edu- Bemidji State College cation Bemidji, Minnesota 56601 John Yourd, Chairman, Division of Edu- University of Detroit cation Detroit, Michigan 48221 William Britton, Professor of Chemistry Henry B. Maloney, Director, Division of Richard E. Beitzel, Vice President for Teacher Education Academic Affairs James V. McGlynn, S.J., Vice President Bethel College for Academic Affairs St. Paul, Minnesota 55101 Sister Mary Ann Untener, I.H.M., Junet E. Runbeck, Chairman, Department Assistant for Certification of Education Virgil A. Olson, Dean University of Michigan, The Carl H. Lundquist, President Ann Arbor, Michigan 48104 Wilbur J. Cohen, Dean, School of Edu- Carleton College cation Northfield, Minnesota 55057 Frank H. T. Rhodes, Dean, College of Bardwell L Smith, Dean of the College Literature, Science and the Arts Helen D. Berwaid, Chairman, Department Warren G. Palmer, Associate Professor, of Education School of Education Richard Noer, Associate Professor of Chemistry Wayne State University College of Saint Benedict Detroit, Michigan 48202 St. Joseph, Minnesota 56374 J. Wilmer Menge, Dean, College of Sister Mary David Olheiser, O.S.B., Education Chairman, Department of Education Ernest J. Ament, Associate Professor of Sister Firmin Escher, O.S.B., Academic Greek and Latin Dean William R. Keast, President Stanley Idzerda, President

146 MINNESOTA (cont'd)

College of Saint Catherine Dr. Martin Luther College St. Paul, Minnesota 55116 New Ulm, Minnesota 56073 Sister Annabelle Raiche, Chairman, Conrad Fi ZirPiaidenf Department of Education Arthur J. Schulz, Academic Dean Dwight W. Culver, Academic Dean Erich H. Sievert, Chairman, Department Sister Seraphim, Chairman, Mathematics of Education Department Gustavus Adolphus College St. Peter, Minnesota 56082 College of St. Scholastica Gerald W. Brekke, Chairman, Department Duluth, Minnesota 55811 of Education Philip Richards, Chairman, Department of David A. Ferber, Vice President for Education'' Academic Administration Sister Johnetta Maher, Professor of Home Elmer Suderman, Professor of English Economics Hamline University Thorwald Esbensen, Dean of Instruction St. Paul, Minnesota 55101 Curtis Martin, Chairman, Department of College of Saint Teresa Education Winona, Minnesota 55987 Kenneth Jantzen, Vice President for Sister M. Romana Walch, Professor of Academic Affairs and Dean Education Charles R. Moyer, Professor of English Sister M. Joyce Rowland, President Macalester College Oscar Horner, Chairman, Department St. Paul, Minnesota 55101 of Biology William T. Ward, Chairman, Department of Education College of St. Thomas Murray Braden, Dean of the Faculty St. Paul, Minnesota 55101 Philip Lee, Professor of French Rev. Msgr. W. E. O'Donnell, Academic Mankato State College Vice President and Dean of the College Mankato, Minnesota 56001 James A. Byrne, Dean of Graduate James F. Nickerson, President Programs in Education and Chairman Kent G. Alm, Executive Vice President of Department of Education Benjamin A. Buck, Dean, School of Edu- Robert P. Fogerty, Chairman, Divisionof cation Social Sciences Moorhead State College Moorhead, Minnesota 56560 Concordia College Roland Dille, President Moorhead, Minnesota 56560 Glaydon D. Robbins, Dean of Professional Carl L. Bailey, Dean of the Cc liege Studies Martin Lutter, Professor of History Gerhard Haukebo, Chairman, Department Alton Rogness, Chairman, Education of Education Department St. Cloud State College St. Cloud, Minnesota 56301 Concordia College Paul E. Ingwell, Director, Institutional St. Paul, Minnesota 55104 Research Luther Mueller, Director of Program Irvamae Applegate, Dean, School of Development Education Harvey A. Stegemoeller, President Marvin Holmgren, Vice President for Leroy Young, Assistant Professor of Academic Affairs Physical Science and Chemistry 'Associate Member

147 MINNESOTA (cont'd)

Saint. John's University University of Minnesota, Morris Collegeville, Minnesota 56321 Morris, Minnesota 56267 John E. Lange, Academic Vice President Dean Hinrrion, Chairman, Division of William Cote 11,Department of Education Education Edward P. Murray, Department of Edu- John Imholte, Provost cation Wilbert Ahern, Associate Professor, Division of Social Science

Saint Mary's College Winona State College Winona, Minnesota 55987 Winona, Minnesota 55937 Brother Leonard Courtney, Chairman, Robert DuFresne, President Education Department Frank Markus, Dean of Education Ulric C, Scott, Jr., Vice President for Otto Frank, Head, Department of Edu- Academic Affairs cation Brother J. Leo, Registrar MISSISSIPPI St. Olaf College State Liaison Representative: Northfield, Minnesota 55057 Cleopatra D. Thompson, Dean, School Elaine M. Tracy, Chairman, Department of of Education and Technical Studies, Education Jackson State College, Jackson 39217 Graham S. Frear, Associate Professor of Education and English Alcorn Agricultural and Mechanical Joseph Iverson, Associate Professor of College Education Lorman, Mississippi 39096 Walter Washington, President Calvin S. White, Dean of Instruction Southwest Minnesota State College Rudolph E. Waters, Vice President Marshall, Minnesota 56258 Howard A. Bellows, President Delta State College Marion L. Sl.ane, Dean, Academic Affairs Cleveland, Mississippi 38732 Richard F. Wollin, Chairman, Division of Jack W. Gunn, Dean of the College Education James Milton Ewing, President B. Hal Buchanan, Dean, School of Education University of Minnesota Minneapolis, Minnesota 55455 Jackson State College Jack C. Merwin, Dean, College of Edu- Jackson, Mississippi 39217 cation Cleopatra D. Thompson, Dean, School William E. Gardner, Associate Dean, of Education and Technical Studies College of Education John A. Peoples, President Charles Bruning, Director, Department of Wilbert Greenfield, Dean of Academic Clinical Experiences Affairs Mississippi College University of Minnesota, Duluth Clinton, Mississippi 39056 Duluth, Minnesota 55812 John R. Blair, Head, Division of Educa- Valworth R. Plumb, Chairman, Division of tion and Psychology Education and Psychology J. W. Lee, Dean of the Graduate School Harry C. Johnson, Head, Department of Charles E. Martin, Vice President for Elementary Education Academic Affairs Arthur E. Smith, Head, Department of Art 'Associate Member

148 MISSISSIPPI (cont'd)

Mississippi State College for Women Central Missouri State College Columbus, Mississippi 39701 Warrensburg, Missouri 64093 Charles P. Hogarth, President Warren C. Lovinger, President Thomas R. Landy, Director of Teacher Roy H. Jorgensen, Dean of Teacher Education Education S. A. Brasfield, Dean of Academic Affairs Leroy Barrows, Dean, School of Education

Mississippi State University Culver-Stockton College State College, Mississippi 39762 Canton, Missouri 63435 Merrill M. Hawkins, Dean, College of Henson Harris, Vice President for Education Academic Affairs John K. Bettersworth, Vice President for Vearl McBride, Professor of Education Academic Affairs Jack E. McBride, Professor of Physical William L. Giles, President Education University of Mississippi Drury College University, Mississippi 38677 Springfield, Missouri 65802 S. A. Moorhead, Dean, School of Edu- Dickson S. Young, Director of Teacher cation Education Noel A. Childress, Professor of Mathe- Allen Eikner, Dean of the College matics Lorene Bahn, Professor of Education Porter Fortune, Chancellor University of Southern Mississippi Evangel College Hattiesburg, Mississippi 39401 Springfield, Missouri 65802 Eric M. Gunn, Dean, College of Robert E. Cooley, Dean of the College Education and Psychology J. Robert Ashcroft, President Ralph S. Owings, Dean, Graduate SchoolVirgil Nicholson, Head, Department of Claude E. Fike, Dean, College of Arts and Education Sciences Fontbonne College St. Louis, Missouri 63105 MISSOURI Sister Ruth Margaret Raupp, Dean of State Liaison Representative: Studies Francis W. Kinkel, Associate Professor, Bob G. Woods, Dean, College of Educa- Department of English tion, University of Missouri-Columbia, Angelo Puricelli, Chairman, Department of Columbia 65201 Education Avila College Kansas City, Missouri 64145 Harris Teachers College St. Louis, Missouri 63103 Sister Marie Georgette, C.S.J., Chairman, Department of Education and Psychology Richard A. Stumpe, President Thomas G. Taff, Director of Special William A. Pearson, Dean of Instruction Education Pelagie A. Greene, Director of Admissions G. Richard Scott, Academic Dean Lincoln University Central Methodist College Jefferson City, Missouri 65101 Fayette, Missouri 65248 James H. Seeney, Head, Department of Harold P. Hamilton, President Education Aubrey Forrest, Dean of the College Oscar J. Chapman, Dean of Instruction John R. Smart, Jr., Head, Department of Norman Johnson, Head, Department of Education Health and Physical Education

149 MISSOURI (cont'd)

Lindenwood Colleges, The Northeast Missouri State College St. Charles, Missouri 63301 Kirksville, Missouri 63501 Bernard G. Dewulf, Chairman, Depart. Charles J. McClain, President ment of Education Taylor Lindsey, Chairman, Division of John Anthony Brown, Jr., President Education John A. Bornmann, Chairman, Chemistry Charles C. Campbell, Dean of Adminis- Department tration

Marillac College Northwest Missouri State College St. Louis, Missouri 63121 Maryville, Missouri 64468 Sister Damien Wolcott, D.C., Academic Robert P. Foster, President Dean S. Small, Dean of Faculties Sister Mary John Lindner, D.C., Chairman, Leon F. Miller, Dean of Graduate Studies Department of Teacher Education Sister Zoe Glenski, D.C., Chairman, Rockhurst College Department of Social Sciences Kansas City, Missouri 64110 Rev. Robert F. Weiss, S.J., Dean Francis X. Chenot, Chairman, Department Maryville College of Education St. Louis, Missouri 63141 Rev. James D. Wheeler, Department of Mary Lou Adams, Chairman, Education Chemistry Department Sister Hortense Doyle, Director of Saint Louis University Placement St. Louis, Missouri 63103 Sister Anne Webster, Dean Rev. Carl A. Ha ngartner, S.J., Coordinator of Teacher Education Missouri Southern College Rev. J. Barry Mc Gannon, S.J., Dean, Joplin, Missouri 64801 College of Arts and Sciences Edward S. Phinney, Dean of the College Robert C. Roach, Instructor, Department Charles F. Niess, Chairman, Division of of Modern Languages Education and Psychology 0. L. Schuster, Associate Professor of School of the Ozarks, The Education Point Lookout, Missouri 65726 Wayne Huddleston, Vice President for Missouri Valley College Academic Affairs Marshall, Missouri 65340 Kenneth Young, Professor of Education Alton E. Harris, Chairman, Department of William Donald Kirk, Associate Professor Education of Education George F. Brock, Associate Professor, Department of Education Southeast Missouri State College D. Dautenhahn, Chairman, Faculty on Cape Girardeau, Missouri 63701 Teacher Education A. R. Meyer, Dean of Instruction Milford Holt, Dean of Teacher Education Missouri Western College Mark F. Scully, President St. Joseph, Missouri 64507 Lyle E. Boyles, Executive Vice President Southwest Baptist College Charles E. Coyne, Dean of Education Bolivar, Missouri 65613 and Psychology M. H. Smith, Director, Teacher Education George S. Richmond, Chairman of Courts Redford, President Emeritus Elementary Education James L. Sells, President

150 MISSOURI (cont'd)

Southwest Missouri State College William Jewell College Springfield, Missouri 65802 Liberty, Missouri 64068 Duane G. Meyer, President Bruce R. Thomson, Dean Patrick Copley, Dean, Division of Psy- Lute C.,iles, Professor of Elementary chology and Education Education Harold L. Chappell, Head, Departmentof Robert F. Wicke, Associate Professor of Teacher Education Education

William Woods College University of Missouri-Columbia Fulton, Missouri 65251 Columbia, Missouri 65201 Clifford M. Shipp, Academic Dean Bob G. Woods, Dean, College of Educa- Robert L. Osgood, Assistant Professor tion of Education H. W. Schooling, Dean of Faculties Lloyd E. Farley, Chairman, Education Robert L. Burton, Associate Dean, Department College of Education

University of Missouri-Kansas City MONTANA Kansas City, Missouri 64110 State Liaison Representative: Calvin E. Gross, Dean, School of Edu- cation J. Francis Rummel, Dean, School of William M. Ryan, Chairman, Department Education, University of Montana, Mis- of English soula 59801 Edwin J. Westermann, Dean, Arts and Sciences Carroll College Helena, Montana 59601 Allen Pope, Chairman, Department of University of Missouri-St. Louis Education St. Louis, Missouri 63121 Rev. J. D. Harrington, President Glen R. Driscoll, Chancellor William L. Franzen, Dean, School of College of Great Falls Education Great Falls, Montana 59401 Hans C. Olsen, Assistant Dean, School of Sister Mary David Price, Academic Vice Education President and Dean Harold Morris, Chairman, Department of Washington University Education St. Louis, Missouri 63130 Sister Mary Michelle Holland, President David L. Colton, Director, Graduate Eastern Montana College Institute of Education Billings, Montana 59101 Ira Hirsh, Dean, Faculty of Arts and Benedict J. Surwill, Dean, School of Sciences Education William H. Danforth, Chancellor Harold Mc Cleave, Academic Vice Presi dent and Dean of Faculty Webster College Stanley J. Heywood, President St. Louis, Missouri 63119 Fred Stopsky, Director of Teacher Edu- Montana State University cation Bozeman, Montana 59715 Anna Barbara Brady, Assistant Director of Earl N. Ringo, Dean, College of Education Teacher Education Carl W. McIntosh, President William McConnell, Assistant Professor, Clifford V. Davis, Dean of General Science Department fiNdies MONTANA (cont'd)

Northern Montana College Concordia Teachers College Havre, Montana 59501 Seward, Nebraska 68434 Lee Spuhler, Dean of Education W. Theophil Janzow, President Joseph R. Crowley, President Herman Glaess, Chairman, Louis W. Hagener, Dean of General Professional Training Division Studies Walter E. Mueller, Academic Dean Creighton University, The Rocky Mountaf,n College Omaha, Nebraska 68131 Billings, Montana 59102 Edward B. O'Connor, Chairman, George R. Nelson, Coordinator, Teacher Department of Education Education Program Rev. Joseph J. Labaj, S. J., President Richard H. Ramsey, Dean of the College D. Paul Hartnett, Associate Professor of Lawrence F. Small, President Education University of Montana Dana College Missoula, Montana 59801 Blair, Nebraska 68008 J. Francis Rummel, Dean, School of Earl R. Mezoff, President Education C. A. Christiansen, Dean of the College Richard G. Landini, Academic Vice R. J. Weckmuller, Chairman, Education President Department Richard A. Solberg, Dean, College of Doane College Arts and Sciences Crete, Nebraska 68333 Richard E. Dudley, Chairman, Education Western Montana College Division Dillon, Montana 59725 Lowell E. Dodd, Associate Professor of Stanley A. Grout, Dean of Education Education Dale R. Tash, Academic Dean Loyd C. Oleson, Registrar James E. Short, President Hastings College Hastings, Nebraska 68901 NEBRASKA James E. Koontz, Chairman, Department of Education Vito Liaison Representative: Otto Eckman, Assistant Professor of Education Paul C. Kennedy, Dean, College of Darrell Lloyd, Professor of English Education, University of Nebraska at Omaha, Omaha 68101 *Hiram Scott College, The Scottsbluff, Nebraska 69361 Chadron State College Howard Backous, Chairman, Division of Chadron, Nebraska 69337 Professional Studies Robert N. Manley, Chairman, Division of Edwin C. Nelson, President Social Sciences Harold Koch. Chairman, Division of Robert D. Agan, Assistant Professor of Education Education Larry Tangeman, Dean of Instruction Kearney State College College of Saint Mary, The Kearney, Nebraska 58847 Omaha, Nebraska 68124 Leonard Skov, Dean, School of Education Sister Michaelanne Kasper, Director Milton J. Hassel, President of Teacher Education Harry Hoffman, Des- School of Fine Arts Sister Mary Angelica Costello, President and Humanities Sister Mary Mechtilde Hill, Dean 'Associate Member

152 NEBRASKA (cont'd)

Midland Lutheran College Wayne State College Fremont, Nebraska 68025 Wayne, Nebraska 68787 Cecil E. Walker, Chairman, Professional William A. Brandenburg, President Education Division Walter J. Peterson, Chairman, Division of Donald Kahnk, Associate Professor of Education Psychology Lyle E. Seymour, Dean of instruction Stanley C. Carlson, Associate Professor of Elementary Education NEVADA

Nebraska Wesleyan University State Liaison Representative: Lincoln, Nebraska 68504 Larry Vaughan, Chairman, Department of Edmund J. Cain, Dean, College of Edu- Education cation, University of Nevada, Reno 89507 Harold E. Hall, Head, Department of English University of Nevada Vance D. Rogers, President Reno, Nevada 89507 Edmund J. Cain, Dean, College of Edu- Peru State College cation Peru, Nebraska 68421 Neil D. Humphrey, Chancellor N. Edd Miller, President Keith L. Melvin, Dean of the College John C. Christ, Head, Division of Science and Mathematics University of Nevada, Las Vegas Rex R. Shelley, Head, Division of Edu- Las Vegas, Nevada 89109 cation Anthony Saville, Dean of Education Roman Zorn, President Holbert H. Hendrix, Coordinator, Ele- Union College mentary Education Lincoln, Nebraska 68506 Neil W. Rowland, Academic Dean C. D. Eddleman, Chairman, Department NEW HAMPSHIRE of Biology George Stone, Chairman, Department of State Liaison Representative: Education and Psychology Harold E. Hyde, President, Plymouth State College, Plymouth 03264 University of Nebraska at Lincoln Lincoln, Nebraska 68508 Keene State College Robert L. Egbert, Dean of Teachers Col- Keene, New Hampshire 03431 lege Edward F. Pierce, Dean of Administration Dudley Bailey, Chairman, English Paul G. Blacketor, Chairman, Education Department Department 0. W. Kopp, Chairman, Department of Leo F. Redfern, President Elementary Education Mount Saint Mary College University of Nebraska at Omaha Hooksett, New Hampshire 03106 Omaha, Nebraska 68101 Sister Amy Hoey, Academic Dean Paul C. Kennedy, Dean, College of Edu- Sister Mary Stephanie Callahan, Chair- cation man, Education Department Paul L. Beck, Professor of History Sister Martha Finnigan, Instructor in Edu- William L. Gaines, Dean, Academic Affairs cation

153 NEW HAMPSHIRE (cont'd)

Plymouth State College Glassboro State College Plymouth, New Hampshire 03264 Glassboro, New Jersey 08028 Harold E. Hyde, President Lawson J. Brown, Dean of Professional Vorton R. Bagley, Chairman, Education Studies Department Robert C. tilough, Chairman, Elementary John C. Foley, Dean of the College Education Department George Hays, Chairman, Secondary Saint Anselm's College Education Department Manchester, New Hampshire 03102 John F. McGrath, Jr., Director of Teacher Training Jersey City State College Rev. Brendan Donnelly, Dean of the Jersey City, New Jersey 07305 College Harry L. Brown, Jr., Dean of Professional Rev. Placidus H. Riley, President Education Joseph A. Leib, Chairman, Department of University of New Hampshire Elementary Education Durham, New Hampshire 03824 Joseph F. Callahan, Chairman, Depart- Roland B. Kimball, Chairman, Departmentment of Secondary Education of Education Richard S. Dewey, Professor of Sociology Monmouth College Allen Spitz, Dean, College of Liberal Arts West Long Branch, New Jersey 07764 Everett W. Holt, Dean of the Faculty NEW JERSEY William H. Atkins, Chairman, Department of Teacher Education State Liaison Representative: Rose Mary Miller, Associate Professor, Department of Mathematics Walter A. Brower, Dean, School of Edu- cation, Rider College. Trenton 08602 Montclair State College Caldwell College Upper Montclair, New Jersey 07043 Caldwell. New Jersey 07006 Thomas H. Richardson, President Sister Mary Amelia, Chairman, Depart- Laurence Bellagamba, Dean, School of ment of Education Education Sister Agnes Bernard, Assistant Professor Frank M. Cordasco, Vice Provost of Education Sister Alice Matthew, 0.P., Academic Dean Newark State College Union, New Jersey 07083 College of Saint Elizabeth Nathan Weiss, President Convent Station, New Jersey 07961 Robert L. Granger, Dean of Professional Sister Elizabeth Ann Maloney, Dean of Studies Studies Richard J. Nichols, Director of Graduate Sister M. Kathleen Hutchinson, Director Programs of Teacher Education &s ear Itibleortle M. Mahoney, President Ramapo College of New Jersey Illons Om Coast College Mahwah, New Jersey 07430 tollowood. New Jersey 08701 William J. Jacobs, Dean of Teacher Sister M. Stephanie Sloyan, President Education Sarah Christie, Chairman, Department of George T. Potter, President Education John Robert Cassidy, Dean of the Schools Vincent G. Tomes, Academic Dean 'Associate Member

154 NEW JERSEY (cont'd)

Rider College Westminster Choir College Trenton, New Jersey 08602 Princeton, New Jersey 08540 Walter A. Brower, Dean, School of Edu- Edward F. J. Eicher, Dean of the College cation R. E. Robinson, President William D. Guthrie, Director, Undergrad- Maud D. Thomas, Assistant Professor of uate Programs in Teacher Education Music Education Peter Yacyk, Chairman, Graduate Division of School of Education William Paterson College of New Jersey, The Rutgers University Wayne, New Jersey 07470 New Brunswick, New Jersey 08903 H. T. Gumaer, Dean, School of Education Milton Schwebel, Dean, Graduate School M. Ardell Elwell, Chairman, Speech Department of Education James Wheeler, Chairman, University Kenneth Job, Professor, Professional Department of Undergraduate Teacher Education Department Education Donald H. Amick, Assistant Dean, NEW MEXICO Graduate School of Education State Liaison Representative:

Saint Peter's College Jack 0. L. Saunders, Dean, College of Jersey City, New Jersey 07306 Education, New Mexico State University, Patrick J. Caulfield, Chairman, Depart- Las Cruces 88001 ment of Education Rev. Edmund G. Ryan, S.J., Academic Eastern New Mexico University Vice President Porta les, New Mexico 88130 Francis A. Varricio, Assistant Professor Gail Shannon, Vice President for Aca- of Mathemathics demic Affairs Charles W. Meister, President Seton Hall Univer;Fity Hendrick C. De Bruin, Dean, College of South Orange, New Jersey 07079 Education John H. Callan, Dean, School of Educa- New Mexico State University tion Las Cruces, New Mexico 88001 JohnB.Duff,Executive Vice President Jack 0. L. Saunders, Dean, College of and Vice President for Instruction David Sternberg, Chairmari, Department Education Gerald W. Thomas, President of Physics Donald C. Roush, Vice President Trenton State College University of Albuquerque Trenton, New Jersey 08625 Albuquerque, New Mexico 87105 Clayton R. Brower, President Sister M. Edwina Hausladfm, Academic Helen M. Carpenter, Professor of History Vice President E. B. Franz, Chairman, Department of Frank Kleinhenz, President Elementary and Early Childhood Educa- tion University of New Mexico, The Albuquerque, New Mexico 87106 Upsala College Richard E. Lawrence, Dean, College of East Orange, New Jersey 07019 Education J. Kenneth Rystrom, Chairman, Depart- Chester C. Traveistead, Academic Vice ment of Education President C. Alfred Perkins, Dean of the College Nathaniel Wollman, Dean, College of Arts Delbert Earisman, Department of English and Sciences

155 NEW MEXICO (cont'd)

Western New Mexico University Canisius College Silver City, New Mexico 88061 Buffalo, New York 14208 John H. Snedeker, President William F. Kean, Dean, Graduate Division Curtiss R. Hungerford, Dean of Academic Phillip D. Heffley, Assistant Professor of Affairs Chemistry Glenn E. Knight, Chairman, Department Donald J. Murphy, Professor of Education of Education and Psychology

City University of New York, The: NEW YORK Bernard M. Baruch College Stater Liaison Representative: New York, New York 10010 Gerald Leinwand, Chairman, Department Hilton P. Heming, Dean of Professional of Education Studies, State University College of Arts Theodore H. Lang, Professor of Education and SciencePlattsburgh, Plattsburgh Philip Ha lboth, Assistant Professor of 12901 Education

Ade 1phi Uraiversity Brooklyn College Garden City, New York 11530 Brooklyn, New York 11210 Richard F. Clemo, Dean, College of ArtsHarry G. Albaum, Dean of the Faculties and Sciences Louis Rosenzweig, Dean, Teacher Edu- Evelyn Konigsberg, Professor and cation Program Chairman of Education J. Robert Loy, Chairman, Department of Victor Larsen, Professor of Biology Modern Languages

City College Alfred University New York, New York 10031 Alfred, New York 14802 Doyle M. Bonner, Dean, School of Stuart E. Smith, Chairman, Department of Education Education Paul J. Burke, Associate Dean, School of Lewis C. Butler, Dean, Graduate School Education James A. Taylor, Dean, College of Liberal Louis A. Rosasco, Associate Dean, School Arts of Education

Bank Street College of Education Hunter College New York, New York 10011 New York, New York 10021 Gordon J. Klopf, Provost and Dean of the Milton J. Gold, Dean of Programs in Faculties Education M. Yonemura, Chairman, Graduate Pro- Charles H. Stern, Associate Professor of grams English Harold Tannenbaum, Professor of Science C. W. Post Center of Long Island Education University Greenvale, New York 11548 Queens College Georg° E. Bryant, Executive Dean, Flushing, New York 11367 School of Education Jack D. Roberts, Dean of Teacher Edu- Thomas F. Bowman, Dean, Graduate cation School of Education Howard Knag, Director of Records and George A. Giuliana, Dean, Undergraduate Evaluation School of Education Joseph S. Murphy, President

156 NEW YORK (contad)

Richmond College Ladycliff College Staten Island, New York 10301 Highland Falls, New York 10928 David B. Austin, Dean Sister Maria Margaret, F.M.S.C., John Hinz, Professor of American Studies Director of Teacher Education Ira Blei, Professor of Biology Sister Rose Marian Mulligan, F.M.S.C., Vice President and Dean of Academic Affairs York College Joy Marie Conley, Assistant Professor flushing, New York, 11365 of Education Wallace K. Schoenberg, Associate Dean, Teacher Preparation Division Theresa G. Rizzitiello, Professor, Physical Le Moyne College Education Department Syracuse, New York 13214 Elizabeth E. Seittelman Professor of J. Donald Monan, S.J., Academic Dean Teacher Preparation and Classics Breese Barbour, Chairman, Education (End of CUNY Listungs) Department Robert McQueeney, Assistant Professor of Education

College of Mount Saint Vincent Manhattan College Riverdale, New York 10471 Bronx, New York 10471 Sister Mary David Barry, President Brother Adelbert James Norton, F.S.C., Sister Barbara Kennedy, Academic Dean Dean, School of Teacher Preparation Sister Geraldine Little, Chairman, Brother Christopher Dardis, F.S.C., Department of Teacher Preparation Head, Education Department John S. Sich, Head, Department of College of Saint Rose, The Physical Education Albany, New York 12203 Sister Catherine Thomas McNamee, Marist College Academic Dean Poughkeepsie, New York 12601 George W. Brag le, Chairman, Department Franklin H. Hazard, Director, Teacher of Education Education Program Ruth B. Johnson, Associate Professor Brother Patrick Magee, Supervisor of of Education Schools Brother Richard La Patietra, Academic Fordham University at Lincoln Center Dean New York, New York 10023 Harry N. Rivlin, Dean of the School of Medaille College Education Buffalo, New York 14214 Anthony C. Motto la, Assistant Dean, Sister Alice Huber, President School of Education Sister Mary Jane Nevins, Vice President Charles A. Bird, Assistant Dean Sister Marion Zimmer, Staff Member, Graduate Division Hofstra University Hempstead, L. I., New York 11550 Mills College of Education Jonathan C. Mess-rli, Dean, College of New York, New York 10011 Education Margaret M. Devine, President Clifford Lord, President Leo R. Downey, Dean William P. Mc Ewen, Provost and Dean of Nellie McCaslin, Director, Student Per- Faculties sonnel Services

157 NEW YORK (cont'd)

Mount Saint Mary College St. John's University Newburgh, New York 12550 Jamaica, New York 11432 Sister Mary Charles Boyle, 0.P., Ray C. Dethy, Dean, School of Education Chairman, Division of Education William Jones, Assistant Dean William B. Mclvor, Coordinator of Special Rev. Richard Devine, C.M., Dean Education Sally Magagana, Assistant Professor. St. Lawrence University Department of Education Canton, New York 13617 New York University William B. Axtell, Professor of Education New York, New York 10003 Donald S. Keeler, Professor of Education D. Kenneth Baker. Vice President and Daniel E. Griffiths, Dean, School of Dean Education Harry J. Hartley, Associate Dean for Instruction, School of Education John C. Payne, Vice Dean, School of State University of New York: Education (For clarity, location is given with many of the institutional names) Pace College State University College at Buffalo New York, New York 10038 Buffalo, New York 14222 Edward J. Mortola, President Robert B. Simpson, Dean, Professional Frederick B. Bunt, Dean, School of Studies Education Sherman F. Dreyer, Dean, Applied Sci- Leo Weitz, Chairman, Secondary ence and Technology Education Walter B. Greenwood, Interim Vice President, Academic Affairs Rosary Hill College Buffalo, New York 14226 Lucy W. Stephenson, Chairman of Edu- State University College at Oswego cation Concentration Oswego, New York 13126 Sister Marita Lannan, O.S.F., Vice Ralph Spencer, Dean of Professional President and Academic Dean Studies Thomas J. Langley, Assistant Professorin Harry Nash, Professor of Education Education Lewis Lieb, Chairman, Secondary Education St. Bonaventure University St. Bonaventure, New York 14778 State University C-z:loge at Potsdam J. Francis O'Malley, Dean, School of Potsdam, New York 13676 Education H. K. Hughes, Academic Vice President Al Nothem, Academic Vice President George Jeffers, Acting Dean of Education Richard W. Gates, Director, Teacher Charles Snyder, Dean of Arts and Education Programs Sciences St. John Fisher College Rochester, New York 14618 State University CollegeHew Paltz Bernard Gross, Chairman, Department of New Paltz, New York 12561 Teacher Education Mario D. Fantini, Dean, School of Edu- Rev. David Heath, Assistant Professor cation of Teacher Education J. J. Neumaier, President Frank J. O'Donnell, Assistant Professor Richard F. Klix, Chairman, Graduate of Teacher Education Division

158 NEW YORK (cont'd)

State University College of Arts and State University of New York College at Science-Geneseo Cortland Geneseo, New York 14454 Cortland, New York 13045 R. W. MacVittie, President Louis Rzepka, Dean, Division of Education Thomas S. Colahan, Vice President for Frank Nania. Chairman, Department of Academic Affairs Education Helen Vance Foster, Chairman, Depart- David Zodikoff, Staff Member, ment of Special Education Education Department State University of New York College at State University College of Arts and Fredonia Science-Plattsburgh Fredonia, New York 14063 Plattsburgh, New York 12901 Thomas Hagan, Acting Vice President for George W. Angell, President Academic Affairs Hilton P. Heming, Dean of Professional J. Stuart Wilson, Dean of Arts and Studies Sciences W. F. Lawrence, Vice President of the Robert Heichberger, Acting Dean for College Professional Studies (End of SUNY Listings) State University College of New York- Oneonta Syracuse University Oneonta, New York 13820 Syracuse, New York 13210 Clifford J. Craven, President David Krathwohl, Dean, School of Edu- Katherine E. Hobbie, Dean of Education cation Carey W. Brush, Acting Vice President Thomas Samph, Research Coordinator for Academic Affairs James F. Collins, Assistant Dean, Teacher Preparation State University of New York at Albany Albany, New York 12203 Teachers College, Columbia University New York, New York 10027 Randolph Gardner, Dean, School of Education Robert J. Schaefer, Dean Violet Larney, Professor of Mathematics Margaret Lindsey, Professor of Education Louis T. Benezet, President R. Freeman Butts, William F. Russell Professor in the Foundations of Educa- tion and Associate Dean for International State University of New York at Buffalo Studies Buffalo, New York 14214 Rollo L, Handy, Provost, Faculty of University of Rochester, The Educational Studies Rochester, New York 14627 Robert L. Ketter, President Cecil E. Combs, Associate Provost S. S. Winter, Director, Teacher Education Frank J. Dowd, Jr., Vice President for St :ident Affairs Norman Gunderson, Professor of State University of New York at Stony Mathematics Brook Stony Brook, New York 11790 Wagner College Mortimer Kreuter, Director of Teacher Staten Island, New York 10301 Preparation Egon 0. Wendel, Dean of the Faculty H. Bentley Glass, Academic Vice Norbert H. Leeseberg, Acting Associate President Dean and Chairman, Education Francis H. Palmer, Provost for Educa- Department tional Research and Development Arthur 0. Davidson, President

159 NEW YORK (cont'd)

Yeshiva University East Carolina University New York, New York 10003 Greenville, North Carolina 27834 Joseph B. Gittler, Dean, Ferkauf Graduate Robert L. Holt, Vice President and Dean School of Humanities and Social Sciences Leo W. Jenkins, President B. Weiner, Staff Member, Ferkauf Grad. Douglas R. Jones, Dean, School of uate School Education Doxey Wilkerson, Staff Member, Ferkauf Elizabeth City State University Graduate School Elizabeth City, North Carolina 27909 Marion D. Thorpe, President NORTH CAROLINA Ernest A. Finney, Coordinator of Student State Liaison Representative: Teaching Rosanne M. Edwards, Chairman, F. George Shipman, President, Living- Department of Education stone College, Salisbury 28144 Fayetteville State University Appalachian State University Fayetteville, North Carolina 28301 Boone, North Carolina 28607 Charles A. Lyons, Jr., President Herbert W. Wey, President R. L. Fields, Dean of the University Ben H. Horton, Jr., Dean, College of W. T. Pace, Chairman, Education Education Department 0. K. Webb, Jr., Dean of the General High Point College College High Point, North Carolina 27262 Atlantic Christian College J. A. Thacker, Director of Teacher Edu- Wilson, North Carolina 27893 cation A. D. Wenger, President David W. Cole, Dean of the College L. H. Swindell, Jr., Dean A. Paul Gratiot, Chairman, Department of K. D. St. John, Chairman, Department of History Education and Psychology Johnson C. Smith University Bennett College Charlotte, North Carolina 28208 Greensboro, North Carolina 27420 Riley R. Cabiness, Chairman, Department Chauncy G. Winston, Dean of instruction of Education George Breathett, Chairman, Division of Jack S. Brayboy, Vice President for Social Sciences Academic Affairs Lela R. Hankins, Director of Teacher Lloyd H. Davis, Director of Student Education Teaching Campbell College Lenoir Rhyne College Buies Creek, North Carolina 27506 Hickcry, North Carolina 28601 Norman A. Wiggins, President James M. Ungiaube, Academic Dean A. R. Burkot, Vice President and Dean of W. Clyde Taylor, Jr., Chairman, Educa- the College tion Department Willard Swiers, Chairman, Department Edwin L. Settler, Chairman, Teacher of Education Education Committee Duke University Livingstone College Durham, North Carolina 27706 Salisbury, North Carolina 28144 Allan S. Hurtburt, Chairman, Department Willa C. Bryant, Director of Student of Education Teaching I. D. Holley, Professor of History Eliza Miller, Acting Director of Teacher Harold W. Lewis, Vice Provost and Dean Education of the Faculty J. i.:. Simpson, Dean of the College

160 NORTH CAROLINA (cont'd)

Mars Hill College Saint Augustine's' College Mars Hill, North Carolina 28754 Raleigh, North Carolina 27602 John M. Hough, Jr., Assistant Dean for Joseph Jones, Jr., Vice President for Academic Affairs Academic Affairs Vernon B. Chapman, Jr., Head, Educa- Prezell R. Robinson, President tion Department Frissell W. Jones, Chairman, Division of Harley E. Jolley, Director of Environ- Education mental Education Shaw University North Carolina Agricultural and Technical Raleigh, North Carolina 27602 State University Cleon F. Thompson, Provost Greensboro, North Carolina 27411 M. M. Atkinson, Director, Division of Lewis C. Dowdy, President Teacher Education Glen F. Rankin, Dean of Academic Affairs J. Archie Hargraves, President S. Joseph Shaw, Dean, School of Edu- cation University of North Carolina at Chapel Hill, The North Carolina Central University Chapel Hill, North Carolina 27514 Durham, North Carolina 27707 Norton L. Beach, Dean, School of Edu- Leonard H. Robinson, Vice President for cation Academic Affairs Joel Carter, Professor of Music Norman C. Johnson, Chairman, Depart - Richard C. Phillips, Professor of Educa- ment of Education tion George E. Clarke, Director of Student Teaching University of North Carolina at Charlotte, The North Carolina State University at Raleigh Charlotte, North Carolina 28213 Raleigh, North Carolina 27607 John B. Chase, Jr., Chairman, Division of Carl J. Dolce, Dean, School of Education Education Robert 0. Tilman, Dean, School of Lib- Ben H. Hackney, Jr., Associate Professor eral Arts of Education Henry C. Cooke, Associate Professor of D. John Pleasants, Jr., Assistant Pro- Mathematics fessor of Education

Pembroke State University University of North Carolina at Greens- Pembroke, North Carolina 28372 boro, The Kenneth G. Kersh, Dean of the University Greensboro, North Carolina 27412 L. L. Murray, Head, Department of Robert M. O'Kane, Dean, School of Education Education Janie B. Silver, Professor, Department ofMereb E. Mcssman, Dean of the Faculty Education J. S. Ferguson, Chancellor

St. Andrews Presbyterian College Western Carolina University Laurinburg, North Carolina 28352 Cullowhee, North Carolina 28723 Victor C. Arnold, Dean of the College W. Newton Turner, Vice President for John P. Daughtrey, Director, Teacher Academic Affairs Education Program Taft B. Botner, Dean, School of Education George E. Melton, Chairman, Teacher and Psychology Education Committee Maurice B. Morrill, Dean, Graduate School

161 NORTH CAROLINA (cont'd)

Winston-Salem State University Valley City State College Winston-Salem, North Carolina 27102 Valley City, North Dakota 58072 Kenneth R. Williams, President Howard C. Rose, President Lafayette Parker, Academic Dean Cy F. Kruse, Dean of the College W. Archie Blount, Vice President of Donald H. Welsh, Professor of Social Research Science

NORTH DAKOTA OHIO State Liaison Representative: State Liaison Representative: C. Neale Bogner, Dean, School of Edu- Thomas S. Jenkins, President, Mayville cation, Miami University, Oxford 45056 State College, Mayville 58257 Antioch College Dickinson State College Yellow Springs, Ohio 45387 Dickinson, North Dakota 58601 Philip Rothman, Chairman, Education R. C. Gillund, President Department Paul C.Larsen, Dean of the College Robert L. Piper, Dean, Antioch-Putney Tom Jensen, Chairman, Division of Graduate School of Education Education and Psychology Morris Keeton, Academic Vice President Ashland College Mayville State College Ashland, Ohio 44805 Mayville, North Dakota 58257 Ernest J. Kozma, Director, Division of Thomas S. Jenkins, President Education Richard Forseth, Associate Professor of L. E. Lindower, Dean of the College Mathematics Stanford K. Siders, Assistant Director, G. C. Leno, Dean Division of Education Baldwin-Wallace College Minot State College Berea, Ohio 44017 Minot, North Dakota 58701 Robert D. Trautmann, Chairman, Division Gordon B. Olson, President of Education Kasper C. Marking, Dean of the College John Gregg, Assistant Dean D. A. Peterson, Registrar Richard Miller, Vice President for Aca- demic Affairs North Dakota State University Fargo, North Dakota 58102 Bluffton College Bluffton, Ohio 45817 Joel W. Broberg, Director, Institute of Education N. Emerson Miller, Director. of Teacher Earl A. Anderson, Chairman, Department Education of Education Luther Shetler, Chairman, Mathematics Josephine Rudd, Chairman, Home Department Economics Education Mark H. Houshower, Dean of Academic Affairs University of North Dakota Bowling Green State University Grand Forks, North Dakota 58201 Bowling Green, Ohio 43403 Martel le L. Cushman, Dean, College of David G. Elsass. Dean, College of Education Education C. A. Wardner, Director, Science Educa- George R. Horton, Assistant Dean, tion College of Education William E. Koenker, Vice President, William York, Chairman, Department of Academic Affairs Education

162 OHIO (confd)

Capital University Edgecliff College Columbus, Ohio 43209 Cincinnati, Ohio 45206 Richard E. Sommerfeld, Dean, College of Sister Mary Berding, Chairman, Edu- Arts and Sciences cation Department John Kirker, Chairman, Department of William Wester, Academic Dean Education Sister Mary Ann Brady, Instructor, Virginia Burkert, Associate Professor of Department of Education Education Findlay College Central State University Findlay, Ohio 45840 Wilberforce, Ohio 45384 John Wheeler, Coordinator of Student C. A. Henderson, Dean, College of Edu Teaching cation F. Jack Lizotte, Acting Chairman, D. T. Holmes, Dean, College of Arts and Division of Education Sciences Emily L. Geer, Chairman, Division of Lewis A. Jackson, President Social Sciences

Cleveland State University, The Heidelberg College Cleveland, Ohio 44115 Tiffin, Ohio 44883 Sam P. Wiggins, Dean, College of Edu- Roy M. Bacon, Head, Department of cation Education Herbert Corben, Academic Vice President Arthur R. Porter, Jr., Vice President and Paul Briggs, Adjunct Professor Dean of the College Carl G. Klopfenstein, Head, Department of History College of Mount St. Joseph on the Ohio Mount St. Joseph, Ohio 45051 Hiram College Sister Barbara, Professor of Secondary Hiram, Ohio 44234 Education William Carrell, Assistant Professor, Sister Bernadette, Supervisor of Ele- Department of Education mentary Education Robert Mac Dowell, Vice President and Edgar E. Mallick, Dean of the College Dean Edward B. Rosser, Chairman, Division of College of Steubenville Science Steubenville, Ohio 43952 S. P. Wright, Head, Department of John Carroll University Education Cleveland, Ohio 44118 Sister Mary Heffernan, Head, Education Rev. Joseph P. Owens, S.J., Professo, of Program Education Rev. Theodore Bradower, Dean of the John A. Morford, Coordinator, Teacher College Education Program Arthur J. Noetzel, Academic Vice President Denison University Granville, Ohio 43023 Kent State University Thomas F. Gallant, Chairman, Department Kent, Ohio 44240 of Education Robert J. Alfonso, Dean, College of Robert B. Lillich, Director of Student Education Teaching Franklyn C. Ingram, Associate Professor, Roderick M. Grant, Jr., Chairman, Industrial Arts and Technology Physics and Astronomy Robert I. White, President

163 OHIO (cont'd)

Lake Erie College Ohio Dominican College Painesville, Ohio 44077 Columbus, Ohio 43219 Paul R. Bowers, Chairman, Department ofSister Isabel Charles, 0.P., Executive Vice Education President and Dean Lynde Steck le, plea Head, Human Sister Mary Michael, Chairman, Depart- Development ment of Education Barton Bean, Ama Head, Social Studies James Kennedy. Assistant Professor, Malone College Department of Biology Canton, Ohio 44709 Roger L. Wood, Director of Teacher Ohio Northern University Education Ada, Ohio 45810 Arnold Fritz, Associate Professor of Harold P. Vayhinger, Head, Division of Biology Teacher Education James Stanley, Assistant Professor of Eugene K. Eakin, Vice President for Political Science Academic Affairs Robert H. Hilliard, Chairman, Department Miami University of History and Political Science Oxford, Ohio 45056 C. Neale Bogner, Dean, School of Edu- Ohio State University, The cation Columbus, Ohio 43210 Phillip R. Shriver, President Kenneth M. Glass, Associate Dean, Luvern L. Cunningham, Dean, College of Education School of Education D. A. Severino, Associate Dean Mount Union College Harold C. Trimble, Professor of Mathe- Alliance, Ohio 44601 matics Education Chester E. Bartram, Head, Department of Education Ohio University De Bow Freed, Dean of the College Athens, Ohio 45701 Paul Chapman, Professor of English Gifford W. Crowell, Dean, College of Muskingum College Education New Concord, Ohio 43762 George Klare, Dean, College of Arts and L. Coleman Knight, Chairman of Teacher Sciences Education and Professor of Mathematics Taylor Culbert, Vice President for Aca- demic Affairs Earl L. Riggle, Chairman, Department of Education William P. Miller, President Ohio Wesleyan University Delaware, Ohio 43015 Notre Dame College Joseph N. Wetmore, Chairman, Depart Cleveland, Ohio 44121 ment of Education Sister Mary Verone, S.N.D., Chairman, Robert P. Lisensky, Vice President for Department of Education Academic Affairs Sister Mary Winfred, S.N.D., Coordinator Thomas E. Wenzlau, President for Elementary Education Sister Mary Leroy, S.N.D., Vice President Otterbein College Oberlin College Westerville, Ohio 43081 Oberlin, Ohio 44074 Chester L. Addington, Chairman, Robert W. Fuller, President Department of Education Frank Laycock, Chairman, Department of Curt Tong, Chairman, Physical Education Education Department, Men'' Division Ellsworth C. Carlson, Provost Thomas J. Kerr IV, President

164 OHIO (cont'd)

Rio Grande College Wilmington College Rio Grande, Ohio 45674 Wilmington, Ohio 45177 Edward E. Wallen, Chairman, Divisionof Graydon W. Yap le, Vice President for Education and Psychology Academic Affairs Herman Koby, Vice President for Aca- Elizabeth Kinzig, Chairman, Departmen' demic Affairs of Physical and Health Education Alphus R. Christensen, President George E. Winsor, Associate Professor of Education Saint John College of Cleveland Cleveland, Ohio 44114 Wittenberg University Sister M. Josetta, C.S.J., Dean, Division Springfield, Ohio 45501 of Education Erno J. Dahl, Vice President for Academic Rt. Rev. Msgr. Lawrence P. Cahill, Affairs President Elizabeth Brinkman, Assistant Professor Rev. George E. Eppley, Director of of English Graduate Education R. Johnson, Chairman, Department of Education University of Akron, The Akron, Ohio 44304 Wright State University H. Kenneth Barker, Dean, College of Dayton, Ohio 45431 Education F. Norwood Marquis, Dean, Division of John S. Watt, Associate Dean, College of Education Education Andrew P. Spiegel, Provost R. H. Sandefur, Dean, College of Fine R. G. Iddings, Associate Dean, Division and Applied Arts of Education University of Cincinnati Xavier University Cincinnati, Ohio 45221 Cincinnati, Ohio 45207 Lillian M. Johnson, Acting Dean, College Raymond F. McCoy, Dean, Graduate of Education and Home Economics School H. David Lipsich, Vice Provost for Richard T. O'Neill, Associate Professor of Undergraduate Affairs Chemistry C. R. Weilbaker, Professor of Education Kenneth F. Scheurer, Chairman, Depart- and Assistant Dean ment of Education University of Dayton Dayton, Ohio 45409 Youngstown State University Youngstown, Ohio 44503 Rev. Joseph J. Panzer, S.M., Dean, School of Education Donald W. Robinson, Dean, School of Bernard J. Bedard, Chairman, Department Education of English Earl Edgar, Academic Vice President Very Rev. Raymond A. Roesch, S.M., Marvin Chrisp, Chairman, Elementary President Education

University of Toledo, The Toledo, Ohio 43606 OKLAHOMA George E. Dickson, Dean, College of State Liaison Representative: Education William S. Carlson, President H. E. Sorenson, Dean, College of Edu- William Leckie, Vice President for Aca- cation, Oklahoma State University, demic Affairs Stillwater 74074

165 OKLAHOMA (cont'd)

Bethany Nazarene College Oklahoma Baptist University Bethany, Oklahoma 73008 Shawnee, Oklahoma 74801 Elbert Overholt, Director, Teacher M. Roland Wilson, Chairman, Department Education of Teacher Education Robert W. Judd, Head, Biology William E. Neptune, Dean of Liberal Arts Department Norman Searcy, Teacher Certification C. Harold Ripper, Academic Vice Officer President Oklahoma Christian College *Cameron State Agricultural College Oklahoma City, Oklahoma 73111 Lawton, Oklahoma 73501 Stafford North, Dean of the College Ward Williams, Director of Teacher 0. B. Stamper, Chairman, Division of Education Education Richard Murray, Dean of the College Leonard Hall, Division of Education Bob Vowell, Chairman, Physical Science Department Oklahoma College of Liberal Arts Chickasha, Oklahoma 73018 Central State University H. B. Smith, Jr., Head, Division of Edu- Edmond, Oklahoma 73034 cation Garland A. Godfrey, President Sam Evans, Chairman, Department of Bill Fisher, Dean of the Graduate History Program Robert L. Martin, President Joe C. Jackson, Vice President for Academic Affairs Oklahoma Panhandle State College Goodwell, Oklahoma 73939 East Central State College Nor land W. Strawn, Dean of Education Ada, Oklahoma 74820 Royal H. Bowers, Dean of Instruction Stanley P. Wagner, President Freeman McKee, President Edward W. James, Dean of the College Wendell Altmiller, Associate Dean for Oklahoma State University Teacher Education Stillwater, Oklahoma 74074 H. E. Sorenson, Dean, College of Edu- Langston University cation Langston, Oklahoma 73050 W. Ware Marsden, Director of Teacher Louise C. Stephens, Director, Division of Education Education J. H. Boggs, Vice President for Academic Walter L. Jones, Dean of Academic Affairs Affairs Laron Clark, Director of Development Phillips University and Public Relations Enid, Oklahoma 73701 Northeastern State College John B. Ireland, Director of Teacher Tahlequah, Oklahoma 74464 Education Robert E. Collier, President Richard T. Anderson, Acting Dean, Elwin Fite, Dean of the College College of Arts and Sciences Major McClure, Chairman, Division of Milburn E. Carey, Professor of Music Education and Psychology Southeastern State College Northwestern State College Durant, Oklahoma 74701 Alva, Oklahoma 73717 Leon Hibbs, President Jesse W. Martin, President Ernest Sturch, Jr., Dean of Instruction Andy E. Clark, Dean of Instruction Collin Bowen, Director of Teacher Fred Lawson, Chairman, Education Education Department Associete Member

166 OKLAHOMA (cont'd)

Southwestern State College Marylhurst College Weatherford, Oklahoma 73096 Marylhurst, Oregon 97036 Al Harris, President Sister Fidelma Spiering, Academic Dean Louis Morris, Dean of Instruction Edward F. Gottlieb, Chairman, Education Earl Reynolds, Chairman, Division of Department Teacher Education and Psychology Sister Marian Frances Brand, Chairman, English Department University of Oklahoma Norman, Oklahoma 73069 Oregon College of Education Robert E. Ohm, Dean, College of Monmouth, Oregon 97361 Education Leonard W. Rice, President Eugene F. Cates, Associate Dean, Anton Postl, Chairman, Department of College of Education Science and Mathematics Gerald Kidd, Assistant Director, Bert Y. Kersh, Dean of Faculty Education Professions Division Oregon State University University of Tulsa, The Corvallis Oregon 97331 Tulsa, Oklahoma 74104 Keith Goldhammer, Dean, School of John G. L. Dowgray, Jr., Vice President Education for Academic Affairs David Nicodemus, Dean of Faculty B. C. Oliver, Associate Dean, College of Henry Ten Pas, Director of Vocational Education Education Warren L. Hipsher, Director of Student Pacific University Services Forest Grove, Oregon 97116 Meredith J. McVicker, Dean of the OREGON Graduate School Louis Flannery, Librarian State Liaison Representative: James V. Miller, President Esby McGill, Dean of Faculties, Southern Portland State University Oregon College, Ashland 97520 Portland, Oregon 97207 William A. Jenkins, Dean, School of Eastern Oregon College La Grande, Oregon 97850 Education Erwin Lange, Professor of General Averno M. Rempel, President Science Carlos E. Easley, Dean of Instruction Joseph Blumel, Vice President for James E. Kearns, Director of Education Academic Affairs Lewis and Clark College Southern Oregon College Portland, Oregon 97219 Ashland, Oregon 97520 John K. Richards, Chairman, Department James K. Sours, President of Education Esby McGill, Dean of Faculties John R. Howard, President Bill Sampson, Director of Teacher William Shearer, Chairman, Department Education of Chemistry University of Oregon Linfield College Eugene, Oregon 97403 McMinnville, Oregon 97128 Robert D. Gilberts, Dean, College of Gordon C. Bjork, President Education Lyn Swanson, Dean of Faculty Roland Bartel, Professor of English Wesley Caspers, Chairman, Education Paul E. Kambly, Assistant Dean, College Department of Education

167 PENNSYLVANIA

State Liaison Representative: Clarion State College Clarion, Pennsylvania 16214 A. W. Vander Meer, Dean, College of James Gemmell, President Education, The Pennsylvania State Uni- versity, University Park 16802 Richard C. Skinner, Acting Dean of Professional Studies Alliance College Arnold H. Zaeske, Director, Elementary Cambridge Springs, Pennsylvania 16403 Education Walter Smietana, Chairman, Department of Education and Psychology College Misericordia Herman A. Szymanski, Dean Dallas, Pennsylvania 18612 Henry J. Parcinski, President Arnold Garinger, Director of Student Beaver College Teaching Glenside, Pennsylvania 19038 John Mul lany, Chairman, Education Norman A. Miller, Professor and Chair- Department man, Department of Education Margaret F. LeClair, Dean of the College Duquesne University Edward D. Gates, President Pittsburgh, Pennsylvania 15219 Bloomsburg State College Helen M. Kleyle, Dean, School of Bloomsburg, Pennsylvania 17815 Education John A. Hoch, Vice President and Dean James A. McCulloch, Dean, College of of the Faculties Arts and Sciences Charles H. Carlson, Director of Graduate Rev. Henry J. McAnulty, C.S.Sp., Studies President H. M. Afshar, Chairman, Department of Education East Stroudsburg State College California state College East Stroudsburg, Pennsylvania 18301 California, Pennsylvania 15419 John R. Wildrick, Dean of Administration Philip J. Proud, Dean, School of David Johnson, Dean, School of Arts and Education Sciences William R. Benedetti, Associate Dean, Francis B. McGarry, Dean of Academic School of Education Affairs Dennis Burke, Area Curriculum Coordinator Edinboro State College Carlow College Edinboro, Pennsylvania 16412 Pittsburgh, Pennsylvania 15213 Jack B. Hetrick, Dean, School of Edu- Sister Mary Paul, R.S.M., Chairman, cation Education Department James E. McKinley, Dean of Instruction Sister Mary Patrick McClain, R.S.M., Vice J. F. Huston, Head, Secondary Education President and Academic Dean Department William Uricchio, Chairman, Biology Department Gannon College Cheyney State College Erie, Pennsylvania 16501 Cheyney, Pennsylvania 19319 Very Rev. Msgr. Louis H. Lorei, Dean, Adoulphus P. Thompson, Dean, Division Division of Humanities of Teacher Education Richard L. Herbstritt, Director, Depart- D. Jack Moses, Interim Academic Dean ment of Education Ujjwala Salve, Acting Dean, Division of John S. Rouch, Director, Department of Graduate Studies English

168 PENNSYLVANIA (cont'd)

Geneva College Lafayette College Beaver Falls, Pennsylvania 15010 Easton, Pennsylvania 18042 George M. Van Home, Chairman, Robert S. Chase, Jr., Provost and Dean of Department of Education the Faculty Leotta C. Hawthorne, Director of Student Clay A. Ketcham, Associate Professor of Teaching Latin and Education Robert Pitts, Assistant Dean of the Samuel B. Craig, Jr., Assistant Professor College of Education

Lebanon Valley College Grove City College Annvi!le, Pennsylvania 17003 Grove City, Pennsylvania 16127 Carl Y. Ehrhart, Vice President and Dean Joseph A. Hartman, Director of Teacher of the College Training Cloyd H. Ebersole, Chairman, Department J. Stanley Harker, President of Education Luther A. Mueller, Chairman, Department Frederick P. Sample, President of History and Political Science

Lehigh University Immaculate College Bethlehem, Pennsylvania 18015 Immaculate, Pennsylvania 19345 John A. Stoops, Dean, School of Edu- Sister Mary Leo, I.H.M., Director of cation Teacher Education Robert L. Leight, Professor of Education Sister Marian David, I.H.M., Instructor in Albert C. Zettlemoyer, Vice President and Psychology Provost Sister Mary of Lourdes, I.H.M., President Lock Haven State College Lock Haven, Pennsylvania 17745 Indiana University of Pennsylvania Francis N. Hamblin, President Indiana, Pennsylvania 15701 Lydia E. Gross, Director, Elementary George A. W. Stouffer, Jr., Dean, School Education of Education Francis A. Colabrese, Director, Secondary William W. Hassler, President Education S. Trevor Hadley, Dean of Students Mansfield State College King's College Mansfield, Pennsylvania 16933 Wilkes-Barre, Pennsylvania 18702 Sylvester M. Schmitz, Vice President for Adam M. Drayer, Chairman, Education Academic Affairs Department Richard Finley, Director of Continuing Rudolf J. Schleich, Academic Dean Education Rev. Lane D. Kilburn, President Richard M. Wilson, Dean of Professional Studies

Kutztown State College Marywood College Kutztown, Pennsylvania 19530 Scranton, Pennsylvania 18509 Lawrence M. Stratton, President Sister M. Michel Keenan, I.H.M., Vice Paul Drumm, Acting Director of Graduate President of Academic Affairs Studies Sister M. Carina, I.H.M., Chairman, Dodson E. Dreisbach, Vice President for Department of Education Academic Affairs Sister M. Coleman Nee, I.H.M., President

169 PENNSYLVANIA (coned)

Mercyhurst College Saint Joseph's College Erie, Pennsylvania 16501 Philadelphia, Pennsylvania 19131 William E. Bryan, Chairman, Department Hilda W. Fell, Chairman, Department of of Education Education Sister M. Carolyn Herrmann, President Michael J. Toconita, Professor of Modern William P. Garvey, Dean of the College Languages James E. Dougherty, Executive Vice Millersville State College President Millersville, Pennsylvania 17551 James E. Maurey, Dean of the Education Shippensburg State College Division Shippensburg, Pennsylvania 17257 N. C. Brown, Vice President for Academic Gilmore B. Seavers, President Affairs Paul F. Cauffman, Dean of Teacher Raymond E. Kuhl, Director of Field Education Services Williard Kerr, Dean of Graduate Studies Muhlenberg College Slippery Rock State College Allentown, Pennsylvania 18104 Slippery Rock, Pennsylvania 16057 William M. French, Head, Education Albert A. Watrel, President Department James N. Roberts, Vice President for Philip B. Secor, Dean of the College Academic Affairs Adeline Kreinheder, Professor Wayne Walker, Dean, School of Education Education Susquehanna University Selinsgrove, Pennsylvania 17870 PMC Colleges Chester, Pennsylvania 19013 Robert M. Bastress, Chairman, Education Department Mathews M. Johnson, Dean Wilhelm Reuning, Dean of Faculty Harold L. Peebles, Acting Director of Elizabeth Wiley, Associate Professor of Teacher Education English Clarence R. Moll, President Temple University Pennsylvania State University, The Philadelphia, Pennsylvania 19122 University Park, Pennsylvania 16802 Paul W. Eberman, Dean, College of A. W. Vander Meer, Dean, College of Education Education Roderick Hilsinger, Chairman, Curriculum Paul M. Althouse, Vice President for and Instruction Department Academic Affairs Edwin P. Adkins, Associate Vice President James B. Bartoo, Dean, Graduate School University of Pennsylvania Philadelphia College of Art Philadelphia, Pennsylvania 19104 Philadelphia, Pennsylvania 19102 Neal Gross, Dean, Graduate School of Neil Lieberman, Chairman, Art Education Education Department Erling E. Boe, Associate Dean, Uraduate Thomas Smucker, Associate Professor School of Education Elizabeth Sacca, Assistant Professor Perry Viles, Assistant Professor of History Saint Francis College University of Pittsburgh Loretto, Pennsylvania 15940 Pittsburgh, Pennsylvania 15213 John W. Powers, Chairman, Department Paul H. Masoner, Dean, School of Edu- of Education cation E. J. Gergely, Dean of the College James Kelly, Jr., Associate Dean, School Arthur Julian, Assistant Professor of of Education Education Rhoten H. Smith, Provost

170 PENNSYLVANIA (cont'd) University of Scranton Inter American University of Puerto Rico Scranton, Pennsylvania 18510 San German, Puerto Rico 00753 Rev. Joseph A. Rock, Academic Vice Douglas J. Duffy, Vice President for President Academic Affairs Lawrence J. Lennon, Chairman, Depart. Jean Littlefield, Director, Ramey Air Base ment of Education Extension Bernard Johns, Assistant Professor of Europa G. de Piller°, Dean of Academic Mathematics Affairs

Villa Maria College University of Puerto Rico, Rio Piedras Erie, Pennsylvania 16505 Campus Sister Gertrude Marie Peterson, S.S.J., Rio Piedras, Puerto Rico 00931 Academic Dean Jose A. Caceres, Dean, College of Sister M. Lucy Woods, S.S.J., Chairman, Education Elementary Education Juan N. Martinez, Acting Dean of Studies John Murphy, Chairman, Division of Pedro J. Rivera, Chancellor Education

West Chester State College RHODE ISLAND West Chester, Pennsylvania 19380 Albert E. Filano, Vice President for State Liaison Representative: Academic Affairs Vacant at press time Harold W. Benda, Dean, School of Education Barrington College Willard Trezise, Dean of Graduate Studies Barrington, Rhode Island 02806 Westminster College William H. Young, Chairman, Education New Wilmington, Pennsylvania 16142 Division Louis E. Caister, Dean Joseph R. Henderson, Chairman, Marion Bean, Professor of Education Department of Education Phillip A. Lewis, Dean of the College Brown University Ear land I. Carlson, President Providence, Rhode Island 02912 Wilkes College Reginald D. Archambault, Chairman, Wilkes-Barre, Pennsylvania 18703 Department of Education Francis J. Michelini, President Leallyn B. Clapp, Professor of CP,e,nistry E. L. Hammer, Professor of Education M. F. Brennan, Dean, Graduate Schnol Ralph B. Rozelle, Director of the Graduate Bryant College Division Providence, Rhode Island 02906 PUERTO RICO Thomas A. Manion, Vice President for Academic Affairs State Liaison Representative: Priscilla Phillips, Chairman, Business Sol Luis Descartes, President, Inter Education Department American University of Puerto Rico, Harry F. Evarts, President San German 00753 Providence College Catholic University of Puerto Rico Providence, Rhode Island 02908 Ponce, Puerto Rico 00731 Rev. Robert G. Quinn, O.P., Chairman, Sister Miriam Imelda, Dean, College of Department of Education Education Rev. Cornelius P. Forster, O.P., Chairman, Jose Echevarria, Vice President for Department of History Academic Affairs Very Rev. Thomas R. Peterson, 0.P., Francisco Jose Carreras, President President

171 RHODE ISLAND (cont'd)

Rhode Island College °Francis Marion College Providence, Rhode Island 02908 Florence, South Carolina 29501 Joseph F. Kauffman, President J. Franklin West, Director, Educational Eleanor M. McMahon, Acting Dean of Research and Planning Educational Studies James E. Potterfield, Chairman, Depart- Sidney P. Rollins, Dean of Graduate ment of Education Studies John W. Baker, Dean of the College Salve Regina College Newberry College Newport, Rhode Island 02840 Newberry, South Carolina 29108 E. William Burrell, Chairman, Department James F. Cummings, Head, Department of Education of Education Sister Mary Jean Tobin, Chairman, C. B. Park, Academic Dean English Department A. G. D. Wiles, President Sister Margaret Sorensen, Academic Dean South Carolina State College University of Rhode Island Orangeburg, South Carolina 29115 Kingston, Rhode Island 02881 Ashriel I. Mose, Dean of the Faculty Robert W. MacMillan, Chairman, Depart- Amelia S. Roberts, Dean, School of ment of Education Education Beverly Cusack, Dean of the College of Marguerite R. Howie, Associate Professor Home Economics of Sociology Werner A. Baum, President University of South Carolina SOUTH CAROLINA Columbia, South Carolina 29208 John Otts, Dean, College of Education State Liaison Representative: William H. Patterson, Provost John Otts, Dean, College of Education, H. Willard Davis, Vice President for University of South Carolina, Columbia Advanced Studies and Research 29208 Winthrop College Allen University Rock Hill, South Carolina 29730 Columbia, South Carolina 29204 Ross A. Webb, Dean of the Faculty Sylvia P. Swinton, Director of Teacher Jack H. Boger, Dean, School of Education Education Charles S. Davis, President J. W. Hairston, President George W. Hopkins, Professor of Education SOUTH DAKOTA Benedict College State Liaison Representative: Columbia, South Carolina 29204 Alfred F. Young, Director of Teacher T. E. Moriarty, Dean, School of Education, Education University of South Dakota, Vermillion Benjamin F. Payton, President 57069 William H. Knight, Director of Student Augustana College Teaching Sioux Falls, South Dakota 57102 Erskine College William R. Matthews, Vice President for Due West, South Carolina 29639 Academic Affairs J. Calvin Koonts, Head, Department of Donald Fryxell, Chairman, English Education Department Joseph Wightman, President Oscar Oksol, Chairman, Department of Joseph Stukes, Vice President for Education Academic Affairs 'Associate Member

172 SOUTH DAKOTA (cont'd)

Black Hills State College South Dakota State University Spearfish, South Dakota 57783 Brookings, South Dakota 57006 Meredith N. Freeman, President Duane Everrett, Head, Department of E. Keith Jewitt, Dean of Academic Affairs Education Lincoln M. Henry, Chairman, Division of Burton L. Brage, Professor of Agronomy Education and Psychology H. M. Briggs, President

Dakota State College Southern State College Madison, South Dakota 57042 Springfield, South Dakota 57062 Dale Hanke, Dean of the College Robert S. Strong, Dean of the College Allen R. Millar, President Carrol Krause, Acting Executive of the William P. Knox, Chairman, Division of College Education and Psychology Ivan Ward, Director of Student Teaching

Dakota Wesleyan University University of South Dakota Mitchell, South Dakota 57301 Vermillion, South Dakota 57069 Roger D. Ruark, Director, Department of T. E. Moriarty, Dean, School of Education Education and Psychology Quentin Oleson, Professor, Curriculum Joan Miller, Staff Member, Elementary and instruction Department Education Cleland Cook, Assistant Professor of Lawrence Kruger, Staff Member, Mathematics Elementary Education Yankton College Huron College Yankton, South Dakota 57078 Huron, South Dakota 57350 Glen Bachman, Head, Education Richard H. Timmins, President Department Phillipp H. Mergier, Academic Dean Paul L. Williams, Academic Dean John J. Wollman, Chairman, Division of Clarence Shoemaker, Jr., Chairman, Education and Physical Education Teacher Education Mount Marty College Yankton, South Dakota 57078 TENNESSEE Sister M. Laurina Kaiser, Chairman, Department of Education State Liaison Representative: Bruce Weier, Vice President for Academic Affairs James D. McComas, Dean, College of Sister M. Evangeline Anderson, President Education, The University of Tennessee, Knoxville 37916 Northern State College Aberdeen, South Dakota 57401 Austin Peay State University Norman K. Baumgart, President Clarksville, Tennessee 37040 Lester A. Clarke, Vice President and Tom K. Savage, Dean, College of Edu- Academic Dean cation Kenneth E. Bryant, Chairman, Division of Joe Morgan, President Education and Psychology Haskell C. Phillips, Chairman, Department of Biology Sioux Falls College Sioux Falls, South Dakota 57101 Belmont College John L. Butler, Academic Vice President Nashville, Tennessee 37203 and Dean J. M. Galloway, Chairman, Department of Bradley R. Lear, Head, Department of Education Education Glen E. Kelley, Academic Dean A. 0. Larsen, Director, Teacher Placement Herbert C. Gabhart, President

173 TENNESSEE (cont'd)

Bethel College George Peabody College for Teachers McKenzie, Tennessee 38201 Nashville, Tennessee 37203 Laddie H. Lollar, Chairman, Division of John M. Claunch, President Education and Psychology W. D. McClurkin, Academic Vice President James McKee, President Dana Swick, Chairman, Division 4)f Inez Merrill, Associate Professor of Education Business Knoxville College Knoxville, Tennessee 37921 CarsonNewman College Robert S. Beale, Dean Jefferson City, Tennessee 37760 Eldred Davis, Chairman, Department of James A. Posner, Chairman, Education Education and Psychology Department 0. Paul Orr, Professor of Education Mary Elizabeth Smith, Director of Lambuth College Elementary Education Jackson, Tennessee 38301 Jack S. McCorkle, Director of Secondary Education James S. Wilder, Jr., President Walter E. Helms, Professor of Education Walter H. Whybrew, Vice President and Christian Brothers College Academic Dean Memphis, Tennessee 38104 Brother Malcolm O'Sullivan, President Lane College Brother Camillus Dufresne, Vice President Jackson, Tennessee 38301 for Academic Affairs Knute 0. Broady, Chairman, Division of Brother Joseph Brusnahan, Fiend, Education Education Department Juanette A. Beasley, Director of Student Teaching David Lipscomb College Herman Stone, Jr., President Nashville, Tennessee 37203 Lee College Thomas C. Whitfield, Director of Teacher Cleveland, Tennessee 37311 Education Donald S. Aultman, Vice President and Mack Wayne Craig, Dean Dean of the College Paul B. Langford, Associate Professor of Hubert P. Black, Chairman, Teacher Chemistry Education Division Delton L. Alford, Chairman, Division of Arts and Sciences Tennessee State University Johnson City, Tennessee 37601 Maryville College L. Scott Honaker, Dean, College of Maryville, Tennessee 37801 Education Arthur H. Hafner, Chairman, Department T. P. Copeland, Chairman, Department of of Education Biology Margaret Sherer, Associate Professor of Mack P. Davis, Dean Education Malcolm M. Willey, Academic Executive Fisk University Officer Nashville, Tennessee 37203 Memphis State University Nebraska Mays, Chairman, Education Memphis, Tennessee 38111 Department Robert L. Saunders, Dean, College of Robert Moore, Director of Secondary Education Education Cecil C. Humphreys, President Nedra Peters, Director of Elementary Devoy Ryan, Associate Dean, College of Education Education

174 TENNESSEE (cont'd)

Middle Tennessee State University Union University Murfreesboro, Tennessee 37130 Jackson, Tennessee 38301 Melvin G. Scar lett, President G. Wayne Brown, Academic Dean Delmar B. Pockat, Dean, School of James A. Pate, Head, Department of Education Education Clay Tucker, Dean, School of Arts and Marvin Kilman, Department of Education Scences University of Tennessee, The Milligan College Knoxville, Tennessee 37916 Milligan College, Tennessee 37682 James D. McComas, Dean, College of James Shields, Director of Student Education Teaching Walter Herndon, Associate Vice Chan- Paul Clark, Chairman, Area of Teacher cellor Education James A. Cooley, Professor of Mathe- C. Robert Wetzel, Academic Dean matics

Southern Missionary College University of Tennessee at Chattanooga Collegedale, Tennessee 37315 Chattanooga, Tennessee 37401 Frank Knittel, President Frank R. Whittacre, Chairman, Depart- K. M. Kennedy, Chairman, Division of ment of Education Education Elizabeth L. Dalton, Field Services Coordinator Tennessee State University R. Cornet, English Department Nashville, Tennessee 37203 M. D. Williams, Dean, School of Educa- TEXAS tion C. B. Fancher, Assistant Dean of FacultyState Liaison Representative: Wendolyn Y. Bell Head, Department of Frank W. R. Hubert, Dean, College of Modern Foreign Languages Education, Texas A&M University, College Station 77843 Tennessee Technological University Cookeville, Tennessee 38501 Abilene Christian College Edell M. Hearn, Dean, College of Educa- Abilene, Texas 79601 tion Orval Filbeck, Head, Department of Everett Derryberry, President Education W. S. Prescott, Dean of Faculties Dwain Hart, Head, Department of Phys- ical Education Tennessee Wesleyan College John C. Stevens, President Athens, Tennessee 37303 Toombs H. Kay, Jr., Academic Dean Austin College James R. Lemons, Chairman, Department Sherman, Texas 75090 of Education John D. Moseley, President Charles C. Turner, President Dan T. Bedsole, Academic Dean Bill Van Freeman, Professor of Education Trevecca Nazarene College Nashville, Tennessee 37210 Baylor University S. P. Parry, Dean of the College Waco, Texas 76703 G. L. Pennington, Director of Teacher M. L. Goetting, Dean, School of Education Education William B. Tcland, Dean of Graduate Wayne D. Lee, Head, Department of School Education George M. Smith, Dean of Instruction

175 TEXAS (cont'd)

Bishop College Howard Payne College Dallas, Texas 75241 Brownwood, Texas 76801 Charles L. Knight, Dean of the College Frances L. Merritt, Director of Teacher J. N. Nelum, Chairman, Division of Education Education Henry C. Lindsey, Academic Dean M. K. Curry, Jr., President John L. Beard, Associate Professor of Education Dallas Baptist College Dallas, Texas 75211 Clifton S. Harris, Jr., Director of Teacher Huston-Tillotson College Education Austin, Texas 78702 Charles Pitts, President Marion M. Curry, Chairman, Education Ralph A. Phelps, Jr., Vice President Division Norman T. Miller, Associate Professor of Dominican College Education Houston, Texas 77021 John T. King, President Margaret Rose McLelland, Head, Education Department Sister Mary de Lourdes Warren, 0.P., Incarnate Word College Academic Dean San Antonio, Texas 78209 Sister Theophane Power, Director of East Texas Baptist College Graduate Studies Marshall, Texas 75670 Sister Margaret Patrice Slattery, Dean of Howard C. Bennett, President Instruction Joe T. Mason, Academic Dean Sister Claude Marie Faust, Professor of C. E. Williams, Chairman, Department of Mathematics Education East Texas State University Jarvis Christian College Commerce, Texas 75428 Hawkins, Texas 75765 William E. Truax, Jr., Dean, School of M. L. Lanier, Director of Teacher Edu- Education cation Roger L. Brooks, Dean, School of Arts E. C. Powell, Dean or Instruction and Sciences V. C. Waddleton, Secretary for Teacher D. Whitney Halladay, President Education HardinSimmons University Abilene, Texas 79601 Lamar State College of Technology Edward G. Groesbeck, Vice President for Beaumont, Texas 77705 Academic Affairs M. L. McLaughlin, Dean, School of E. L. Bowden, Chairman, Division of Education Education Frank A. Thomas, Jr., President William 0. Beazley, Administrative Andrew J. Johnson, Vice President of Associate to the President Academic Affairs Houston Baptist College Houston, Texas 77036 Mary Hardin-Baylor College H. B. Smith, Vice President for Academic Belton, Texas 76513 Affairs C. D. Allen, Professor of Education Edward V. Tapscott, Chairman, Division of Bobby E. Parker, Vice President of Aca- Education demic Affairs Calvin Huckabay, Chairman, Division of Edna Bridges, Associate Professor of Languages Education

176 TEXAS (cont'd)

Midwestern University St. Edward's University Wichita Falls, Texas 76308 Austin, Texas 78704 Clarence L. Darter, Jr., Dean, School of Glenn E. Hinkle, Director, Center for Education Teaching and Learning E. L. Dickerson, Dean of the Graduate Brother Stephen Walsh, C.S.C., Academic School Dean Thomas B. Hill, Chairman, Departmentof Brother Joseph Cain, C.S.C., Professor of Education Biology

North Texas State University St. Mary's University Denton, Texas 76203 San Antonio, Texas 78228 J. J. Spur lock, Vice President of Aca- Jeanne F. Minner, Chairman, Department demic Affairs of Education Dwane Kingery, Dean, School of Educa- Very Rev. Louis J. Blume, S.M., President tion Rev. J. Willis Langlinais, S.M., Dean, Hugh M. Ayer, Associate Dean, College School of Arts and Sciences of Arts and Sciences Sam Houston State University Our Lady of the Lake College Huntsville, Texas 77340 San Antonio, Texas 78207 Robert C. Brooks, Vice President for Harold A. Wren, Director, School of Academic Affairs Education Su ler E. Ryan, Dean of Education Albert J. Griffith, Vice President Jack Staggs, Chairman, Department of John L. McMahon, President Education

Pan American University Southern Methodist University Edinburg, Texas 78539 Dallas, Texas 75222 Fred Cunningham, Dean, School of G. C. Hoskins, Director of Teacher Education Preparation Programs B. E. Reeves, Acting Dean, The Graduate James E. Brooks, Associate Provost and School Dean of the Faculties of Humanities Ralph Schilling, President and Sciences Eugene Bonelli, Chairman of Division Prairie View Agricultural and Mechanical of Music, Meadows School of the Arts College Prairie View, Texas 77445 Southwest Texas State University James E. Johnson, Director of Teacher San Marcos, Texas 78666 Education Billy Mac Jones, President J. L. Brown, Head, Department of 0. L. Dorsey, Dean, College of Profes- Economics sional Schools A. J. McNeil, Dean of Instruction J. Lloyd Rogers, Dean, School of Edu- cation Rice University Houston, Texas 77001 Southwestern University M. V. McEnany, Dean of Undergraduate Georgetown, Texas 78626 Affairs Durwood Fleming, President Virgil W. Topazio, Dean of Humanities F. Burr Clifford, Dean of the College Donald I. Wood, Chairman, Department Juct.on S. Custer, Vice President for Education Fducational Services

177 TEXAS (cont'd)

Stephen F. Austin State University Texas Technological University Nacogdoches, Texas 75961 Lubbock, Texas 79409 Robert T. McKibben, Dean, School of Gordon C. Lee, Dean, College of Educa Education tion Joe Ericson, Associate Professor of G. E. Murray, President Political Science S. M. Kennedy, Vice President for Ralph W. Steen, President Academic Affairs Texas Wesleyan College Texas A &l University Fort Worth, Texas 76105 Kingsville, Texas 78363 Joe E. Mitchell, Chairman, Division of Education John W. Glock, Dean, School of Teacher Birney Gross, Dean of the College Education W. M. Pearce, President James C. Jernigan, President S. Boyd Stewart, Dean, School of Arts Texas Woman's University and Sciences Denton, Texas 76204 Ted W. Booker, Dean, College of Education Texas A&M University John A. Guinn, President College Station, Texas 77843 Mabel E. Maxcy, Professor, Art Depart- Frank W. R. Hubert, Dean, College of ment Education Carl Landiss, Head, Department of Trinity University Health and Physical Education San Antonio, Texas 78212 Lannes Hope, Associate Dean, College Milo E. Kearney, Chairman, Department of Education of Education M. Bruce Thomas, Dean of the University Ted Edwards, Staff Member, Department Texas Christian University of Education Fort Worth, Texas 76129 Herbert F. LaGrone, Dean, School of University of Houston Education Houston, Texas 77004 James W. Newcomer, Vice Chancellor for Robert B. Howsam, Dean, College of Academic Affairs Education Karl Snyder, Professor of English Emmett Fields, Vice President and Dean of Faculties Alfred R. Neumann, Dean, College of Arts Texas Lutheran College and Sciences Seguin, Texas 78155 University of Texas at Austin, The Charles H. Oestreich, Academic Dean Austin, Texas 78712 Howard L. Ezell, Associate Professor of Lorrin Kennamer, Dean, College of Education Education A. G. Gustafson, Professor of Physics Arthur Cory, Staff Member, Dean's Office, Arts and Sciences Texas Southern University E. William Doty, Dean, College of Fine Arts Houston, Texas 77004 University of Texas at El Paso, The E. W. Rand, Director, Teacher Certifica- El Paso, Texas 79902 tion John W. McFarland, Dean, School of Harvey C. Johnson, Chairman, Teacher Education Education Committee R. Milton Leech, Vice President R. J. Terry, Dean, College of Arts and Olav E. Eidbo, Head, Department of Sciences Music

178 TEXAS (cont'd)

Wayland Baptist College Utah State University Plainview, Texas 79072 Logan, Utah 84321 Roy C. McClung, President Oral L. Ballam, Dean, College of Edu- W. Wayne Alford, Dean of the College cation R. Garth Hansen, Provost West Texas State University Kenneth Farrer, Head, Elementary and Canyon, Texas 79015 Secondary Education Kenneth M. Laycock, Dean, College of Education Weber State College James P. Cornette, President Ogden, Utah 84403 J. B. Roberts, Graduate Dean Caseel D. Burke, Dean, School of Edu- Wiley College cation Marshall, Texas 75670 Levi Peterson, Chairman, Department of George H. Chandler, Dean of Faculty and English Student Personnel Blaine Parkinson, Professor of Secondary Richard R. Williams, Chairman, Council Education on Teacher Education Herman L. Totten, Director of Student Teaching VERMONT

UTAH State Liaison Representative: State Liaison Representative: Dean C. Corrigan, Dean, College of Education, University of Vermont, Bur- Stephen L. Alley, Dean, College of lington 05401 Education, Brigham Young University, Provo 84601 Castleton State College Brigham Young University Castleton, Vermont 05735 Provo, Utah 84601 Harold Abel, President Stephen L. Alley, Dean, College of Donald E. Hall, Chairman, Department of Education Education Robert K. Thomas, Academic Vice William G. Ellis, Director, Division of President Continuing Education Curtis N. Van Alfen, Assistant Dean, College of Education Johnson State College Johnson, Vermont 05656 Southern Utah State College Cedar City, Utah 84720 William G. Craig, President Doris U. Spencer, Head, Department of Morris A. Shirts, Dean, School of Edu- Education cation Thomas Cain, Supervisor in Secondary Royden C. Braithwaite, President Education Conrad Hatch, Director, Academic Affairs

University of Utah Lyndon State College Salt Lake City, Utah 84112 Lyndonville, Vermont 05851 Stephen P. Hencley, Dean, Graduate Raymond P. Semones, Chairman, School of Education Department of Education E. W. Harmer, Department of Education H. Franklin Irwin, Jr., President Jerry R. Andersen, Academic Vice Pres; Ferguson McKay, Acting Dean of the ident College

179 VERMONT (cont'd)

St. Michael's College George Mason College of the University Winooski, Vermont 05404 of Virginia Donald J. Wehmeyer, Chairman, Fairfax, Virginia 22030 Department of Education James M. Snyder, Chairman, Department Edward J. Pfeifer, Dean of Academic of Education Affairs C. Robert Walter, Chairman, Department Edward Murphy, Professor of English of Chemistry Josephine F. Pacheco, Assistant Professor Trinity College of History Burlington, Vermont 05401 Sister Ruth Ready, R.S.M., Professor of Hampton Institute Education Hampton, Virginia 23368 Sister Janice Ryan, R.S.M., Instructor, Robert A. Rice, Secretary of the College Special Education and Director of Development Ruth Kelley Izzo, Associate Professor of Edward C. Kollmann, Dean of the Faculty Education 011ie M. Bowman, Dean of Admissions and Registrar University of Vermont Burlington, Vermont 05401 Longwood College Dean C. Corrigan, Dean, College of Farmville, Virginia 23901 Education Herbert R. Blackwell, Dean of the College Alfred Rollins, Vice President for Aca- C. H. Patterson, Chairman, Department of demic Affairs Education N. James Schoonmaker, Professor of Charles F. Lane, Chairman, Department Mathematics of History and Social Sciences

Madison College VIRGINIA Harrisonburg, Virginia 22801 Ronald E. Carrier, President State Liaison Representative: D. R. Hall, Provost of the College Arnold P. Fleshood, Dean, School of Charles G. Caldwell, Dean, School of Education, Virginia Commonwealth Uni- Education versity, Richmond 23220 Norfolk State College College of William and Mary Norfolk, Virginia 23504 Williamsburg, Virginia 23185 Roy A. Woods, Dean of Academic Affairs Richard B. Brooks, Dean, School of Herman H. Bozeman, Chairman, Division Education of Teacher Education George R. Healy, Vice President for Elaine P. Witty, Head, Elementary Edu- Academic Affairs cation Department Cecil M. McCulley, Professor of English Old Dominion University Eastern Mennonite College Norfolk, Virginia 23508 Harrisonburg, Virginia 22801 A. Rufus Tonelson, Dean, School of Myron S. Augsburger, President Education J. L. Brubaker, Director of Teacher David Delzell, Professor of Biology Education Anne Daughtrey, School of Business Ira E. Miller, Dean 'Associate Member

180 VIRGINIA (cont'd)

Radford College Central Washington State College Radford, Virginia 24141 Ellensburg, Washington 98926 Robert C. Gibson, Dean, Division of Edward J. Harrington, Vice President for Education Academic Affairs Frederick N. Phlegar, Professor of John Green, Dean of Education Education B. L. Martin, Acting Dean of Arts and Charles Hagan, Professor of Education Sciences and Director of Student Teaching Eastern Washington State College University of Virginia, The Cheney, Washington 99004 Charlottesville, Virginia 22903 Roland B. Lewis, Executive Coordinator, Frederick R. Cyphert, Dean, School of Teacher Education Program Education Stan Robinson, Chairman, Teacher Frank L. Hereford, Provost Education Committee Ralph W. Cherry, Professor of Education Dean Gaudette, Chairman, Department of Education Virginia Commonwealth University Richmond, Virginia 23220 Fort Wright College Arnold P. Fleshood, Dean, School of Spokane, Washington 99204 Education Sister Katherine Gray, Vice President for F. J. Brooke, Vice President for Academic Academic Affairs Affairs Sister Cara Lee Foley, Chairman, Richard S. Vacca, Assistant Dean, Religion Department School of Education Sister _lunette Morgan, Director, Depart- ment of Education Virginia Polytechnic Institute and State University Gonzaga University Blacksburg, Virginia 24061 Spokane, Washington 99202 Karl T. Hereford, Dean of Education Kenneth A. Ames, Dean, School of Leslie F. Malpass, Vice President for Education Academic Affairs John F. Firkins, Chairman, Council on Rufus Beamer, Professor of Education Teacher Education Rev. R. E. Twohy, S.J., President Virginia State College Petersburg, Virginia 23803 Pacific Lutheran University Albert T. Harris, Director, School of Tacoma, Washington 98447 Education Kenneth A. Johnson, Dean, School of H. H. Hamlett, Associate Professor of Education Biology T. C. Bridge, Director, Division of General Richard D. Moe, Dean of Graduate and Summer Studies Education Lucille Johnson, Professor of English

WASHINGTON Seattle Pacific College Seattle, Washington 98119 State Liaison Representative: Edwin L. Lyle, Dean, School of Education Roland B. Lewis, Executive Coordinator, William Rearick, Dean of Professional Teacher Education Program, Eastern and Graduate Studies Washington State College, Cheney 99004 David L. McKenna, President

181 WASHINGTON (cont'd)

Seattle University Whitworth College Seattle, Washington 98122 Spokane, Washington 99218 Winfield S. Fountain, Dean, School of Merton D. Munn, Chairman, Education Education Department Rev. Louis B. Gaffney, President Alvin B. Quail, Director of Graduate Father Robert I. Bradley, S.J., Dean, Arts Studies and Sciences Edward B. Lindaman, President

University of Puget Sound WEST VIRGINIA Tacoma, Washington 98416 State Liaison Representative: Ernest J. DeRocher. Director. School of Education Robert B. Hayes, Dean, Teachers College, J. Maxon Reeves, Dean of the University Marshall University, Huntington 25701 R. Franklin Thompson, President AldersonBroaddus College University of Washington Philippi, West Virginia 26416 Seattle, Washington 98105 Walter C. Johnson, Jr., Academic Dean Frederic T. Giles, Dean, College of Edu- Betty Jo Marteney, Chairman, Department cation of Education George M. Beckmann, Dean, College of Ruth M. Shearer, Professor of Education Arts and Sciences Solomon Katz, Vice President and Provost Bethany College Bethany, West Virginia 26032 John A. Spence, Head, Department of Walla Walla College Education College Place, Washington 99324 Robert G. Goin, Head, Department of E. Stanley Chace, Chairman, Department Physical Education of Education Perry E. Gresham, President R. Dale McCune, Vice President for Academic Affairs Bluefield State College Donald D. Lake, Vice President for Bluefield, West Virginia 24701 Student Affairs Wendell G. Hardway, President Gordon R. Short, Vice President Washington State University C. D. Reece, Professor of Music Pullman, Washington 99163 Concord College George B. Brain, Dean, College of Athens, West Virginia 24712 Education Raymond Muse, Chairman, Department of Joseph F. Marsh, President History I. L. Mitchell, Director of Educational Lloyd Urdal, Chairman, Department of Services Education Arthur J. Benson, Chairman, Division of Education

Western Washington State College Davis and Elkins College Bellingham, Washington 98225 Elkins, West Virginia 26241 Herbert Hite, Chairman, Department of Edward V. Perkins, Chairman, Education Education Department Frederick Sargent II, Provost Ralph Booth, Registrar Joseph Hashisaki, Chairman, Department Lloyd J. Averill, Dean of the Faculty and of Mathematics Vice President

182 WEST VIRGINIA (cont'd)

Fairmont State College West Virginia Institute of Technology Fairmont, West Virginia 26554 Montgomery, West Virginia 25136 E. K. Feaster, President Donnell B. Portz line, Director of Teacher Galen Du ling, Director of Teacher Edu- Education cation Leonard L. Mitchell, Coordinator of William A. Boram, Dean of Academic Professional Laboratory Experiences Affairs A. Reed Davis, Dean of the College West Virginia State College Glenville State College Institute, West Virginia 25112 Glenville, West Virginia 26351 Edwin D. Hoffman, Dean of Instruction D. Banks Wilburn, President Harry V. Scott, Chairman, Division of Byron Turner, Professor of Chemistry Woodrow W. Morris, Chairman, Division of TeachL! Education James T:iomas, Chairman, Department Education and Psychology of Education Marshall University West Virginia University Huntington, West Virginia 25701 Morgantown, West Virginia 26505 Robert B. Hayes, Dean, Teachers College Delmas F. Miller, Dean, College of Human Donald N. Dedmon, Vice President for Resources and Education Academic Affairs J.L. Car line, Chairman, Curriculum and George J. Harbold, Dean, College of Instruction Education Arts and Sciences J. G. Harlow, President West Virginia Wesleyan College Morris Harvey College Buckhannon, West Virginia 26201 Charleston, West Virginia 25304 Kenneth M. Plummer, Vice President for James W. Rowley, Academic Dean Fred S. Coffindaffer, Assistant Academic Academic Affairs and Dean of the College Ellis Ivey, Chairman, Department of Dean Education Wilmer E. Doss, Head, Department of Patton L. Nickell, Jr., Registrar and Education Teacher Certification Officer Salem College Wheeling College Salem, West Virginia 26426 Wheeling, West Virginia 26003 K. Duane Hurley, President Carson Bryan, Chairman, Department of Wayne England, Dean of the College Education Doyle K. Zwiebel, Assistant Professor of Thomas Wack, Acting Dean Education V. Rev. F. R. Haig, President

Shepherd College WISCONSIN Shepherdstown, West Virginia 25443 A. G. Slonaker, Academic Dean State Liaison Representative: Carroll W. Palmer, Director of Teacher Donald J. McCarty, Dean, School of Education and Division Chairman Education, University of Wisconsin- James A. Butcher, President Madison, Madison 53706 West Liberty State College Alverno College West Liberty, West Virginia 26074 Milwaukee, Wisconsin 53215 Reese E. Dukes, Chairman, School of Sister Bernadette Kalscheur, O.S.F., Education Chairman, Department of Education Bernard J. Landwehr, Chairman, School Sister Bernarda Handrup, Academic Dean of Business Sister Bernardin Deutsch, Director, James L. Chapman, President Secondary Education

183 WISCONSIN (cont'd)

Beloit College Lakeland College Beloit, Wisconsin 53511 Sheboygan, Wisconsin 53081 John H. McDonnell, Chairman, William Welti, Dean Department of Education Richard Sanders, Head, Department of John Biester, Associate Professor of Education Chemistry Roland Koyen, Professor of Education J. Lynn Osen, Associate Professor of History Marian College of Fond du Lac Fond du Lac, Wisconsin 54935 Cardinal Stritch College J. Lance Kramer, Academic Dean Milwaukee, Wisconsin 53217 Sister Francis Assisi, C.S.A., Chairman, Sister Mary Aquin, O.S.F., President Educational Studies Sister Mary Camille, O.S.F., Academic Sister Mary Charlotte O'Neil, C.S.A., Vice President Head, Secondary Program Sister Mary Justine, O.S.F., Dean Marquette University Carroll College Milwaukee, Wisconsin 53233 Waukesha, Wisconsin 53186 Frank L. Steeves, Chairman, School Morris N. Spencer, Dean of Education Richard L. Burdick, Chairman, Education Alfred Sokolnicki, Dean, School of Speech Department Roman A. Bernert, S.J., Associate Robert V. Cramer, President Professor of Education Carthage College Kenosha, Wisconsin 53140 Mount Mary College Milwaukee, Wisconsin 53222 Reuben Poston, Professor of Education Lloyd H. Melis, Chairman, Department Sister Mary Nora Barber, President Irene Schey, Chairman, Department of of Education Education E. Spangler, Academic Dean Sister Gertrude Mary Bauer, Registrar Dominican College Racine, Wisconsin 53402 Ripon College Ripon, Wisconsin 54971 Sister Dolores Ender le, Chairman, Education Department Don F. Thomann, Chairman, Education Barry McCabe, Vice President for Aca- Department demic Affairs Robert P. Ashley, Dean of the College Rev. Jude Weisenbeck, Chairman, New Larry H. Miller, Professor of Education Division St. Norbert College Edgewood College West De Pere, Wisconsin 54178 Madison, Wisconsin 53711 Rev. E. J. La Mal, 0. Praem., Chairman, Sister Mary Cecilia Carey, P.O., President Department of Education Joseph E. Schmiedicke, Chairman, Raymond P. Clouthier, Education Department of Education Department Sister Mary Rosary Corrigan, Director, Donald B. King, Dean of the College Teacher Education Stout State University Holy Family College Menomonie, Wisconsin 54751 Manitowoc, Wisconsin 54220 William J. Micheels, President Sister Anne Kennedy, President John B. Stevenson, Dean, School of Sister Martina Van Ryzin, Academic Dean Education Sister Thomas More Bertels, Chairman, Dwight Agnew, Dean, School of Liberal Social Science Department Studies

184 WISCONSIN (conrd)

University of Wisconsin-Madison Wisconsin State University-Platteville Madison, Wisconsin 53706 Platteville, Wisconsin 53818 Donald J. McCarty, Dean, School of Harold Hutcheson, Dean, College of Education Education Irving Shain, Vice Chancellor for Academic Harry Pearce, Head, Department of Affairs Education Edward R. Mulvihill, Associate Dean, B. R. Ullsvik, President College of Letters and Sciences Wisconsin State University-River Falls University of Wisconsin-Milwaukee River Falls, Wisconsin 54022 Milwaukee, Wisconsin 53201 George R. Field, President Richard H. Davis, Dean, School of Edu- L. G. Stone, Dean, School of Education cation R. J. Delorit, Academic Vice President J. Martin Klotsche, Chancellor Edward Hoist, Professor of English Wisconsin State University-Stevens Point *University of WisconsinParkside Stevens Point, Wisconsin 54481 Kenosha, Wisconsin 53140 A. L. Fritschel, Dean, College of William Morrow, Acting Dean of College Professional Studies of Science and Society Burdette W. Eagon, Associate Vice Harry Lantz, Associate Professor of Music President for Academic Affairs John Elmore, Acting Chairman of Lee Dreyfus, President Education Division Wisconsin State University-Superior Viterbo College Superior, Wisconsin 54880 La Crosse, Wisconsin 54601 Karl W. Meyer, President Sister M. Mynette Gross, F.S.P.A., John C. Haug land, Vice President for Academic Dean Academic Affairs Sister M. Theodine Sebold, Chairman, Robert G. Trauba, Dean, School of Teacher Education Education Gloria Patterson, Staff Member, Home Economics Department Wisconsin State University-Whitewater Whitewater, Wisconsin 53190 Wisconsin State University-Eau Claire Eau Claire, Wisconsin 54701 William L. Carter, President Leonard Haas, President A. I. Winther, Dean, School of Education Rodney Johnson, Dean, School of Edu- Arnold J. Lien, Vice President, cation University Services Richard E. Hibbard, Vice President for Academic Affairs WYOMING Wisconsin State University-La Crosse State Liaison Representative: La Crosse, Wisconsin 54601 Kenneth E. Lindner, President Laurence A. Walker, Dean, College of Carl Wimberly, Dean, College of Letters Education, The Unit 'rsity of Wyoming, and Sciences Laramie 82070 Bernard J. Young, Dean, College of Education University of Wyoming, The Wisconsin State University-Oshkosh Laramie, Wyoming 82070 Oshkosh, Wisconsin 54901 Jim Ranz, Vice President, Academic R. E. Guiles, President Affairs David L. Bowman, Dean, School of Laurence A. Walker, Dean, College of Education Education Raymond J. Ramsden, Academic Vice Robert H. Bruce, Dean, Graduate School President Associate Member

185 Index to Member Institutions

Abilene Christian College, Texas Arkansas, University of Adams State College, Colorado Arkansas at Little Rock, University of Ade 1phi University, New York Arkansas at Monticello, University of Adrian College, Michigan Arkansas College Agricultural, Mechanical and Normal Arkansas Polytechnic College College, Arkansas Arkansas State University Akron, University of, Ohio Armstrong State College, Georgia Alabama, University of, in Birmingham Asbury College, Kentucky Alabama, The University of Ashland College, Ohio Alabama Agricultural and Mechanical Assumption College, Massachusetts University Athens College, Alabama Alabama State University Atlanta University, Georgia Alaska, University of Atlantic Christian College, North Carolina Albany State College, Georgia Atlantic Union College, Massachusetts Albion College, Michigan Auburn University, Alabama Albuquerque, University of, New Mexico Augsburg College, Minnesota Alcorn Agricultural and Mechanical Augusta College, Georgia College, Mississippi Augustana College, Illinois Alderson-Broaddus College, West Virginia Augustana College, South Dakota Alfred University, New York Aurora College, Illinois Allen University, South Carolina Austin College, Texas Alliance College, Pennsylvania Austin Peay State University, Tennessee Alma College, Michigan Avila College, Missouri Alverno College, Wisconsin Baker University, Kansas American International College, Mas- Baldwin-Wallace College, Ohio sachusetts Ball State University, Indiana American University, The, District of Bank Street College of Education, New Columbia York Anderson College, Indiana Barrington College, Rhode Island Andrews University, Michigan Barry College, Florida Antioch College, Ohio Baylor University, Texas Appalachian State University, North Beaver College, Pennsylvania Carolina Bellarmine-Ursuline College, Kentucky Arizona, The University of Belmont College, Tennessee Arizona State University Beloit College, Wisconsin

186 Bemidji State College, Minnesota Calvin College, Michigan Benedict College, South Carolina *Cameron State Agricultural College, Bennett College, North Carolina Oklahoma Berea College, Kentucky Campbell College, North Carolina Bernard M. Baruch College of The City Canisius College, New York University of New York Capital University, Ohio Perry College, Georgia Cardinal Stritch College, Wisconsin Bethany College, Kansas Carleton College, Minnesota Bethany College, West Virginia Carlow College, Pennsylvania Bethany Nazarene College, Oklahoma Carroll College, Montana Bethel College, Kansas Carroll College, Wisconsin Bethel College, Minnesota Carson-Newman College, Tennessee Bethel College, Tennessee Carthage College, Wisconsin Bethune-Cookman College, Florida Case Western Reserve University, Ohio Biola College, California Castleton State College, Vermont Birmingham-Southern College, Alabama Catholic University of America, The, Bishop College, Texas District of Columbia Black Hills State College, South Dakota Catholic University of Puerto Rico Blackburn University, Illinois Centenary College of Louisiana Bloomsburg State College, Pennsylvania Central College, Iowa Bluefield State College, West Virginia Central Connecticut State College Bluffton College, Ohio Central Methodist College, Missouri Boston College, Massachusetts Central Michigan University Boston State College, Massachusetts Central Missouri State College Boston University, Massachusetts Central State University, Oklahoma Bowie State College, Maryland Central State University, Ohio Bowling Green Sta'le University, Ohio Central Washington State College Bradley University, Illinois Chadron State College, Nebraska Brescia College, Kentucky Chapman College, California Briar Cliff College, Iowa Cheyney State College, Pennsylvania Bridgeport, University of, Connecticut Chicago, The University of, Illinois Bridgewater State College, Massachu- Chicago State University, Illinois setts Chico State College. California Brigham Young University, Utah Christian Brothers College, Tennessee Brooklyn College of The City University Church College of Hawaii, The of New York Cincinnati, University of, Ohio Brown University, Rhode Island City College of The City University of Bryant College, Rhode Island New York Buena Vista College, Iowa Clarion State College, Pennsylvania Butler University, Indiana Clark College, Georgia C W. Post Center of Long Island Clark University, Massachusetts University, New York Clarke College, Iowa Caldwell College, New Jersey Cleveland State University, The, Ohio California, University of, Berkeley Coe College, Iowa California, University of, Los Angeles College of. ..(See most significant California State College, Pennsylvania term.) California State College at Dominguez Colorado, University of Hills Colorado State University California State College at Fullerton Columbia Union College, Mayland California State College at Hayward Concord College, West Virginia California State College at Long Beach Concordia College, Moorhead, Minnesota California State College at Los Angeles Concordia College, St. Paul, Minnesota California State College at San Concordia Teachers College, Illinois Bernardino ',Associate Member

187 Concordia Teachers College, Nebraska Eastern Nazarene College, Massachu- Connecticut, The University of setts Coppin State College, Maryland Eastern New Mexico University Cornell University, New York Eastern Oregon College Creighton University, The, Nebraska Eastern Washington State College Culver-Stockton College, Missouri Edgecliff College, Ohio Cumberland College, Kentucky Edgewood College, Wisconsin Dakota State College, South Dakota Edinboro State College, Pennsylvania Dakota Wesleyan University, South Elizabeth City State University, North Dakota Carolina Dallas Baptist College, Texas Elmhurst College, Illinois Dana College, Nebraska Emmanuel College, Massachusetts David Lipscomb College, Tennessee Emporia, The College of, Kansas Davis and Elkins College, West Virginia Erskine College, South Carolina Dayton, University of, Ohio Eureka College, Illinois Delaware, University of Evangel College, Missouri Delaware State College Evansville, University of, Indiana Delta State College, Mississippi Fairfield University, Connecticut Denison University, Ohio Fairmont State College, West Virginia Denver, University of, Colorado Fayetteville State University, North De Paul University, Illinois Carolina DePauw University, Indiana 'Federal City College, District of Columbia Detroit, University of, Michigan Ferris State College, Michigan Dickinson State College, North Dakota Findlay College, Ohio Dilistrd University, Lousiana Fisk University, Tennessee District of Columbia Teachers College Fitchburg State College, Massachusetts Doane College, Nebraska Florence State University, Alabama Dr. Martin Luther College, Minnesota Florida, University of Dominican College, Texas Florida Agricultural and Mechanical Dominican College, Wisconsin University Dominican College of San Rafael, The, Florida Atlantic University California *Florida International University Drake University, Iowa Florida Memorial College Drury College, Missouri Florida State University Dubuque, University of, Iowa Florida Technological University Duke University, North Carolina Fontbonne College, Missouri Dunbarton College of Holy Cross, Dis- Fordham University at Lincoln Center, trict of Columbia New York Duquesne University, Pennsylvania Fort Hays Kansas State College D'Youville College, New York Fort Lewis College, Colorado Ear lham College, Indiana Fort Valley State College, The, Georgia East Carolina University, North Carolina Fort Wright College, Washington East Central State College, Oklahoma Framingham State College, Massachu- East Stroudsburg State College, Penn- setts sylvania *Francis Marion College, South Carolina East Tennessee State University Franklin College of Indiana East Texas Baptist College Fresno State College, California East Texas State University Eastern Connecticut State College Friends University, Kansas Eastern Illinois University Frostburg State College, Maryland F,Astern Kentucky University Gallaudet College, District of Columbia Eastern Mennonite College, Virginia Gannon College, Pennsylvania Eastern Michigan University Geneva College, Pennsylvania Eastern Montana College Associate Member

188 *George Mason College of the University Hunter College of The City University of of Virginia New York George Peabody College for Teachers, Huntingdon College, Alabama Tennessee Huntington College, Indiana George Washington University, The, Huron College, South Dakota District of Columbia Huston-Tillotson College, Texas George Williams College, Illinois Idaho, The College of Georgia, University of Idaho, University of Georgia College at Milledgeville Idaho State University Georgia Southern College Illinois at Chicago Circle, University of Georgia Southwestern College IllinoisAt_ Urbana-Champaign, Georgia State University University of Georgian Court College, New Jersey Illinois State University Glassboro State College, New Jersey Illinois Wesleyan University Glenville State College, West Virginia Immaculate College, Pennsylvania Gonzaga University, Washington Immaculate Heart College, California Goshen College, Indiana Incarnate Word College, Texas Goucher College, Maryland Indiana Central College 'Governors State University, Illinois Indiana State University Grace land College, Iowa Indiana University at Bloomington Grambling College, Louisiana Indiana University-Purdue University Grand Canyon College, Arizona at Indianapolis Great Falls, College of, Montana Indiana University of Pennsylvania Greenville College, Illinois Inter American University of Puerto Rico Grove City College, Pennsylvania Iowa State University Guam, University of Iowa, The University of Gustavus Adolphus College, Minnesota Iowa Wesleyan College Hemline University, Minnesota Jackson State College, Mississippi Hampton Institute, Virginia Jacksonville State University, Alabama Hardin-Simmons University, Texas Jacksonville University, Florida Harding College, Arkansas Jarvis Christian College, Texas Harris Teachers College, Missouri Jersey City State College, New Jersey Hartford, University of, Connecticut John Brown University, Arkansas Harvard University, Massachusetts John Carroll University, Ohio Hastings College, Nebraska Johnson C. Smith University, North Hawaii, University of Carolina Heidelberg College, Ohio Johnson State College, Vermont Henderson State College, Arkansas Judson College, Alabama Hendrix College, Arkansas Kalamazoo College, Michigan High Point College, North Carolina Kansas, University of Hillsdale College, Michigan Kansas State College of Pittsburg Hiram College, Ohio Kansas State Teachers College *Hiram Scott College, The, Nebraska Kansas State University Hofstra University, New York Kansas Wesleyan University Holy Cross, College of the, Massachu- Kearney State College, Nebraska setts Keene State College, New Hampshire Holy Family College, Wisconsin Kent State University, Ohio Holy Names, College of the, Ca Mot nia Kentucky, University of Hope College, Michigan Kentucky State College Houston, University of, Texas Kentucky Wesleyan College Houston Baptist College, Texas King's College, Pennsylvania Howard Payne College, Texas Knox College, Illinois Howard University. District of Columbia Knoxville College, Tennessee Humboldt State College, California Associate Member

189 Kutztown State College, Pennsylvania Malone College, Ohio Ladycliff College, New York Manchester College, Indiana Lafayette College, Pennsylvania Manhattan Co Ilece, New York Lake Erie College, Ohio Mankato State College, Minnesota Lake Forest College, Illinois Mansfield State College, Pennsylvania Lakeland College, Wisconsin Marian College, Indiana Lamar State College of Technology, Marian College of Fond du Lac, Texas Wisconsin Lambuth College, Tennessee Marillac College, Missouri Lane College, Tennessee Marion College, Indiana Langston University, Oklahoma Marist College, New York La Verne College, California Marquette University, Wisconsin Lebanon Valley College, Pennsylvania Mars Hill College, North Carolina Lee College, Tennessee Marshall University, West Virginia Lehigh University, Pennsylvania Mary Hardin-Baylor College, Texas Le Moyne College, New York Marycrest College, Iowa Lenoir Rhyne College, North Carolina Marygrove College, Michigan Lesley College, Massachusetts Maryland, University of Lewis and Clark College, Oregon Maryland, Eastern Shore, University of Lincoln Memorial University, Tennessee Marylhurst College, Oregon Lincoln University, Misbuuri Marymount College, Kansas Lindenwood Colleges, The, Missouri Maryville College, Tennessee Linfield College, Oregon Maryville College, Missouri Livingston University, Alabama Marywood College Pennsylvania Livingstone College, North Carolina Massachusetts, University of Lock Haven State College, Pennsylvania Mayville State College, North Dakota Lone Mountain College, California Medaille College, New York Longwood College, Virginia Memphis State University, Tennessee Loras College, Iowa Mercer University, Georgia Loretto Heights College, Colorado Mercy College of Detroit, Michigan Louisiana College Mercyhurst College, Pennsylvania Louisiana State University and Agri- Merrimack College, Massachusetts cultural and Mechanical College Metropolitan State College, Colorado Louisiana State University in New Miami, University of, Florida Orleans Miami University, Ohio Louisiana Tech University Michigan, The University of Louisville, University of, Kentucky Michigan State University Lowell State College, Massachusetts *Mid-America Nazarene College, Kansas Loyola University, Illinois Middle Tennessee State University Loyola University, Louisiana Midland Lutheran College, Nebraska Loyola University of Los Angeles, Cali- Midwestern University, Texas fornia Milligan College, Tennessee Luther College, Iowa Millikin University, Illinois Lyndon State College, Vermont MillersvilleState College,Pennsylvania Macalester College, Minnesota Mills College of Education, New York Mac Murray College, Illinois Minnesota, University of Mc Neese State University, Louisiana Minnesota, Duluth, University of McPherson College, Kansas Minnesota, Morris, University of Madison College, Virginia Minot State College, North Dakota Madonna College, Michigan Misericordia, College, Pennsylvania Maine, University of Mississippi, Univercity of Maine at Farmington, University of Mississippi College Maine at Portland-Gorham, University of Mississippi State College for Women Maine at Presque isle, University of Associate Member

190 Mississippi State University Norfolk State College, Virginia MissouriColumbia, University of North Adams State College, Massa- Missouri-Kansas City, University of chusetts Missouri-St. Louis, University of North Carolina at Chapel Hill, The Missouri Southern College University of Missouri Valley College North Carolina at Charlotte, The Missouri Western College University of Mobile College, Alabama North Carolina at Greensboro, The Monmouth College, Illinois University of Monmouth College, New Jersey North Carolina Agricultural and Tech- Montana, University of nical State University Montana State University North Carolina Central University Montclair State College, New Jersey North Carolina State University at Montevallo, University of, Alabama Raleigh Moorhead State College, Minnesota North Central College, Illinois Morehead State University, Kentucky North Dakota, University of Morgan State College, Maryland North Dakota State University Morningside College, Iowa North Georgia College Morris Brown College, Georgia North Park College, Illinois Morris Harvey College, West Virginia North Texas State University Mount Marty College, South Dakota Northeast Louisiana University Mount Mary College, Wisconsin Northeast Missouri State College Mount Mercy College, Iowa Northeastern Illinois State College Mount St. Joseph on the Ohio, College Northeastern State College, Oklahoma of, Ohio Northeastern University, Massachusetts Mount Saint Mary College, New Northern Arizona University Hampshire Northern Colorado, University of Mount Saint Mary College, New York Northern Illinois University Mount St. Mary's College, California Northern Iowa, University of Mount St. Scholastica College, Kansas Northern Michigan University Mount Saint Vincent, College of, New Northern Montana College York Northern State College, South Dakota Mount Union College, Ohio Northwest Missouri State College Muhlenberg College, Pennsylvania Northwest Nazarene College, Idaho Mundelein College, Ilinois Northwestern College, Iowa Murray State University, Kentucky Northwestern State College, Oklahoma Muskingum College, Ohio Northwestern State University of Nasson College, Maine Louisiana National College of Education, Illinois Northwestern University, Illinois Nazareth College, Michigan Notre Dame, College of, California Nebraska at Lincoln, University of Notre Dame, University of, Indiana Nebraska at Omaha, University of Notre Dame College, Ohio Nebraska Wesleyan University Notre Dame College of Staten Island, Nevada, University of New York Nevada, Las Vegas, University of *Oakland City College, Indiana New Har,:pshire, University of Oakland University, Michigan New Mexico, The University of Oberlin College, Ohio New Mexico State University Oglethorpe College, Georgia New York, State University of Ohio Dominican College (See State University of New York.) Ohio Northern University New York University, New York Ohio State University, The Newark State College, New Jersey Ohio University Newberry College, South Carolina Ohio Wesleyan University Nicholls State University, Louisiana 'Associate Member

191 Oklahoma, University of Richmond College of The City University Oklahoma Baptist University of New York Oklahoma Christian College Rider College, New Jersey Oklahoma College of Liberal Arts Rio Grande College, Ohio Oklahoma Panhandle State College Ripon College, Wisconsin Oklahoma State University Rivier College, New Hampshire Old Dominion University, Virginia Rochester, The University of, New York Olivet Nazarene College, Illinois Rockhurst College, Missouri Oregon, University of Rocky Mountain College, Montana Oregon College of Education Rollins College, Florida Oregon State University Roosevelt University, Illinois Ottawa University, Kansas Rosary Hill College, New York Otterbein College, Ohio Rutgers University, New Jersey Ouachita Baptist University, Arkansas Sacramento State College, California Our Lady of the Lake College, Texas St. Ambrose College, Iowa Ozarks, The College of the, Arkansas St. Andrews Presbyterian College, North Pace College, New York Carolina Pacific, University of the, California Saint Anselm's College, New Hampshire Pacific College, California Saint Augustine's College, North Caro- Pacific Lutheran University, Washington lina Pacific Union College, California Saint Benedict, College of, Minnesota Pacific University, Oregon St. Benedict's College, Kansas Pan American University, Texas St. Bonaventure University, New York *Parsons College, Iowa Saint Catherine, College of, Minnesota Pasadena College, California St. Cloud State College, Minnesota Pembroke State University, North Si Edward's University, Texas Carolina Saint Elizabeth, College of, New Jersey Pennsylvania, University of St. Francis, College of, Illinois Pennsylvania State University, The Saint Francis College, Indiana Pepperdine University, California Saint Francis College, Pennsylvania Peru State College, Nebraska Saint John College of Cleveland. Ohio Philadelphia College of Art, Pennsylvania St. John Fisher College, New York Philander Smith College, Arkansas Saint John's University, Minnesota Phillips University, Oklahoma St. John's University, New York Pittsburgh, Oniversity of, Pennsylvania Saint Joseph College, Maryland Plymouth State College, New Hampshire Saint Joseph's College, Indiana PMC Colleges, Pennsylvania St. Joseph's College, Calumet Campus, Portland State University, Oregon Indiana Prairie View Agricultural and Mechanical Saint Joseph's College, Maine College, Texas Saint Joseph's College, Pennsylvania Providence College, Rhode Island St. Lawrence University, New York Puerto Rico, University of, Rio Piedras Saint Louis University, Missouri Campus Saint Mary, The College of, Nebraska Puget Sound, University of, Washington Saint Mary College, Kansas Purdue University, Indiana Saint Mary of the Plains College, Kansas Queens College of The City University of Saint Mary-of-the-Woods College, Indiana New York Saint Mary's College of the University Quincy College, Illinois of Notre Dame, Indiana Radford College, Virginia Saint Mary's College, Minnesota ,Ramapo College of New Jersey St. Mary's Dominican College, Louisiana Regis College, Colorado St. Mary's University, Texas Rhode Island, University of St. Michael's College, Vermont Rhode Island College St. Norbert College, Wisconsin Rice University, Texas *Associate Member

192 St. Olaf College, Minnesota Southern State College, Arkansas Saint Peter's College, New Jersey Southern State College, South Dakota Saint Rose, The College of, New York Southern University and A&M College, St. Scholastica, College of, Minnesota Louisiana Saint Teresa, College of, Minnesota Southern Utah State College St. Thomas, College of, Minnesota *Southwest Baptist College, Missouri Salem College, West Virginia Southwest Minnesota State College Salem State College, Massachusetts Southwest Missouri State College Salisbury State College, Maryland Southwest Texas State University Salve Regina College, Rhode Island Southwestern Louisiana, University of Sam Houston State University, Texas Southwestern State College, Oklahoma Samford University, Alabama Southwestern University, Texas San Diego, University of, California Spalding College, Kentucky San Diego State College, California Spring Hill College, Alabama San Fernando Valley State College, Springfield College, Massachusetts California Stanford University, California San Francisco, University of, California Stanislaus State College, California San Francisco State College, California State College of Arkansas San Jose State College, California State University College at Buffalo, Santa Clara, University of, California State University of New York Savannah State College, Georgia State University College at Oswego, School of the Ozarks, The, Missouri State University of New York Scranton, University of, Pennsylvania State University College at Potsdam, Seattle Pacific College, Washington State University of New York Seattle University, Washington State University College-New Peitz, Seton Hall University, New Jersey State University of New York Shaw University, North Carolina State University College of Arts and Shepherd College, West Virginia Science-Geneseo, State University of Shippensburg State College, Pennsyl- New York vania State University College of Arts and Siena Heights College, Michigan Science- Plattsburgh, State University Simpson College, Iowa of New York Sioux Falls College, South Dakota State University College of New York- Slippery Rock State College, Pennsyl- Oneonta vania State University of New York at Albany Sonoma State College, California State University of New York at Buffalo South Alabama, University of State University of New York at Stony South Carolina, University of Brook South Carolina State College State University of New York College South Dakota, University of at Cortland South Dakota State University State University of New York College South Florida, University of at Fredonia Southeast Missouri State College Stephen F. Austin State University, Texas Southeastern Louisiana University Sterling College, Kansas Southeastern State College, Oklahoma Stetstm University, Florida Southern Colorado State College Steubenville, College of, Ohio Southern Connecticut State College Stout State University, Wisconsin Southern Illinois University Suffolk University, Massachusetts Southern Illinois University at Susquehanna University, Pennsylvania Edwardsville Syracuse University, New York Southern Methodist University, Texas Tabor College, Kansas Southern Missionary College, Tennessee Tarkio College, Missouri Southern Mississippi, University of Taylor University, Indiana Southern Oregon College ',Associate Member

193 Teachers College, Columbia University. Virginia State College New York Viterbo College, Wisconsin Temple Buell College, Colorado Wagner College, New York Temple University, Pennsylvania Walla Walla College, Washington Tennessee, The University of Wartburg College, Iowa Tennessee at Chattanooga, University of Washburn University of Topeka, Kansas Tennessee State University Washington, University of Tennessee Technological University Washington State University Tennessee Wesleyan College Washington University, Missouri Texas at Austin, The University of Wayland Baptist College, Texas Texas at El Paso, The University of Wayne State College, Nebraska Texas A&I University Wayne State University, Michigan Texas A&M University Weber State College, Utah Texas Christian University Webster College, Missouri Texas Lutheran College Wesleyan College, Georgia Texas Southern University West Chester State College, Pennsyl- Texas Technological University vania Texas Wesleyan College West Florida, The University of Texas Woman's University West Georgia College Tift College, Georgia West Liberty State College, West Virginia Toledo, The University of, Ohio West Texas State University Towson State College, Maryland West Virginia Institute of Technology Transylvania University, Kentucky West Virginia State College Trenton State College, New Jersey West Virginia University Trevecca Nazarene College, Tennessee West Virginia Wesleyan College Trinity College, District of Columbia Western Carolina University, North Trinity College, Illinois Carolina Trinity College, Vermont Western Connecticut State College Trinity University, Texas Western Illinois University Troy State University, Alabama Western Kentucky University Tufts University, Massachusetts Western Maryland College Tulane University, Louisiana Western Michigan University Tulsa, The University of, Oklahoma Western Montana College Tuskegee Institute, Alabama Western New Mexico University Union College, Kentucky Western State College of Colorado Union College, Nebraska Western Washington State College Union University, Tennessee Westfield State College,Massachusetts United States International University, Westminster Choir College, New Jersey Elliot Campus, Crlifornia Westminster College, Pennsylvania University of ... (See most significant Westmar College, Iowa term.) Wheaton College, Illinois Upper Iowa University Wheeling College, West Virginia Upsala College, New Jersey Wheelock College, Massachusetts Utah, University of Whitworth College, Washington Utah State University Wichita State University, Kansas Valdosta State College, Georgia Wiley College, Texas Valley City State College, North Dakota Wilkes College, Pennsylvania Valparaiso University, Indiana William Jewell College, Missouri Vermont, University of William and Mary, College of, Virginia Villa Maria College, Pennsylvania William Paterson College of New Jersey, Virginia, University of, The The Virginia Commonwealth University William Penn College, Iowa Virginia Polytechnic Institute and William Woods College, Missciri State University Wilmington College, Ohio

194 Winona State College, Minnesota Wisconsin State University-Superior Winston-Salem State University, North Wisconsin State University-Whitewater Carolina Wittenberg University, Ohio Winthrop College, South Carolina Worcester State College, Massechusetts WisconsinMadison, University of Wright State University, Ohio WisconsinMilwaukee, University of Wyoming, University of *Wisconsin-Parkside, University of Xavier University, Ohio Wisconsin State University-Eau Claire Xavier University of Louisiana Wisconsin State University -La Crosse Yankton College, South Dakota Wisconsin State University-Oshkosh Yeshiva University, New York Wisconsin State University-Platteville York College of The City University of Wisconsin State University-River Falls New York Wisconsin State University-Stevens Youngstown State University, Ohio Point Associate Member

195