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A Study of the Curriculum and the Curriculum Development Program of the Stewart Junior High School at the University of Utah

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A Study of the Curriculum and the Curriculum Development Program of the Stewart Junior High School at the University of Utah A STUDY OF THE CURRICULUM AND THE CURRICULUM DEVELOPMENT PROGRAM OF THE STEWART JUNIOR HIGH SCHOOL AT THE UNIVERSITY OF UTAH DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State U n iv e rsity by E arl W illiam s Haimei; J r . , B.A. M.S. The Ohio State University 1958 Approved by: p7 Adviser T j lollege of Education PREFACE During the school years of 19%3-Sk and 195U-?!j I was a member of one of the most restricted groups in American society—a junior high school faculty. As a faculty we behaved rather conventionally; we worked, studied, and played together; and we argued, competed, even fought with each other. A number of worth-while things—projects, friendships, research studies, attitudes, teaching methods—were developed and shared by the Stewart staff. This study is a record and an evaluation of one of the staff’s more ambitious efforts at action research. There can be no hierarchy of credits, although much credit is due, in expressing appreciation for contributions to this study. The staff of the Stewart School gave generously of their time and talents, and the school’s principal, Dr. Avard A. Rigby, was particulaiiy helpful and encouraging. A special accolade is given to Professor Hugh D. Laughlin, who directed the study. "Directing the study" included helping me to assume the role of an objective investigator rather than a Stewart staff member. Dr. Laughlin is my teacher—guide, critic, and friend. Wives traditionally operate to the advantage of doctoral candi­ dates; mine was no exception. Most of the work in compiling the tables, and all of the typing, are the result of her efforts. Detail work can be done personally, or purchased; but nothing buys or compares in value with a wife who encourages, who is enthusiastic, and who believes in the potential Ph.D. TABLE OF CONTENTS CHAPTER PAGE I . AN INTRODUCTION TO A JUNIOR HIGH SCHOOL CURRICULUM DEVELOPMENT PROGRAM............................................................................... 1 Purposes of "the Study ............................................................................... 3 Basic Assumptions ........................................................................................ U D e fin itio n o f Terms . • ........................................... ..................... i* Need for the Study ..... 6 Related Studies ...... ....................... - 7 limitations of the S tudy ................................................................ 13 Procedures and Sources of D a ta ........................................................ lU Preview of Succeeding C hapters ........................................................ 15 I I . THE SETTING AND STORY OF THE JUNIOR HIGH SCHOOL CURRICULUM DEVELOPMENT PROGRAM........................... ........................ 17 The Location, Description, and Personnel of the School. • 17 Philosophy and Purpose of the School ....................................... 20 The Story of the Curriculum Development Program ...................... 22 The Curriculum of the Junior High School, 195U-1957 . 27 Summary ...................................................................................................................... 30 I I I . EVALUATIVE CRITERIA FOR A CURRICULUM DEVELOPMENT PROGRAM AND A JUNIOR HIGH SCHOOL CURRICULUM................................................ 31 The Modern American Social Order ..................................... 33 Family and Community S t r u c t u r e .................................................... 3k i i i CHAPTER PAGE The Value System In America . ......................................................... 39 The Current American Economy ........................................................ U3 Psychology In American Education . ............................................. Ii5 The Nature and Task of Psychology in Education .... k$ C riteria For A Secondary School Curriculum Development Program ............................................................................... 51 Philosophy and Purposes of the School ......................................... $2 Leadership .............................................................................. 57 Teacher Growth and D e v e lo p m e n t .................................................... 6o Community and U n iv ersity R e l a t i o n s ............................................ 62 E v a l u a t i o n ............................................................ 65 Instructional Program .......................................................................... 68 Research ...... .......................................................................... 71 Criteria Related To The Curriculum of a Junior High S c h o o l ....................................................................................................... Ik Criteria Directed at an Evaluation of the Core Program. 75 Criteria Directed at the Evaluation of the Science Program ...................................................................................... 76 Criteria Related to the Evaluation of the Mathematics P ro g ram ................................................................................................... 77 Criteria Directed at an Evaluation of the Art, Music, Home Economics, Industrial Arts and Foreign Language Programs ........................................................................................... 77 iv CHAPTER PAGE Criteria Directed at an Evaluation of the Physical Education and Health Programs ................................................ 79 Criteria Related to an Evaluation of the library, Activity Program, and Guidance Functions of the School ♦ .................................................................... 79 Summary................... ............................................. 80 IV. THE JUDGMENTS OF STEWART SCHOOL STAFF CONCERNING THE CURRICULUM DEVELOPMENT PROGRAM.................................................... 82 Questionnaire Rating Scale Utilized by Stewart School Staff in Evaluating the Curriculum Development Program. 8h Philosophy and Purposes ..................................................................... 86 L e a d e r s h i p ............................................................................................... 91 Teacher Growth and Development .................................................... 95 Community and U n iv ersity R e l a t i o n s ........................................... 100 E v a l u a t i o n .............................................................................................. I0h Instructional Program ......................................................................... 109 R e s e a r c h................................................................................................... 116 Summary and Conclusions ......................... 118 Philosophy and Purposes ................................................................ 119 Leadership .................................. 120 Teacher Growth and D e v e lo p m e n t ................................................ 121 Community and U n iv ersity R e l a t i o n s ....................................... 122 E v a l u a t i o n .......................................................................................... 123 v CHAPTER PAGE Instructional Program ............................................................ .... 123 Research . .................................................................................* 12t* V. THE JUDGMENTS OF STEWART SCHOOL STAFF CONCERNING THE JUNIOR HIGH SCHOOL CURRECULUM.................................................... 126 Curriculum Trends in Junior High Schools .......................... 128 Criteria Designed for an Evaluation of the Core C u r r ic u lu m ...................................................................................... 131 Criteria Designed for an Evaluation of the Science P ro g ram ............................................................................................... liiO Criteria Related to an Evaluation of the Mathematics Program ........................................... ...................................... 15>0 Criteria Directed at an Evaluation of the Art, Music, Home Economics, Industrial Arts, and Foreign Language Programs ......................................................................... l£8 Criteria Directed at an Evaluation of the Physical Education and Health Programs ................................................ 168 Criteria Related to an Evaluation of the library, Activity Program, and Guidance Functions of the S c h o o l ............................................................................................... 173 Summary and Conclusions ................................................................. 183 The Core Curriculum ..................................................................... 183 The Science Program ........................................................ 18£ The Mathematics P ro g ra m............................................................ 186 v i CHAPTER PAGE The Art, Music, Home Economics, Industrial Arts, and Foreign Language Programs ........................................... .... 167 The Physical Education and Health Program s .................. 189 The Library, Activity, and Guidance Functions P r o g r a m s ..................* ................................................................ 190 VI. THE ROLE OF SUBJECT MATTER IN THE JUNIOR HIGH SCHOOL CURRICULUM.........................................................................................
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