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A Critical Study Op the Experience Unit in Elementary Education with Special Reference to the Elementary Schools Op Erie County, New York

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A Critical Study Op the Experience Unit in Elementary Education with Special Reference to the Elementary Schools Op Erie County, New York A CRITICAL STUDY OP THE EXPERIENCE UNIT IN ELEMENTARY EDUCATION WITH SPECIAL REFERENCE TO THE ELEMENTARY SCHOOLS OP ERIE COUNTY, NEW YORK Dissertation Presented In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Anthony Milanovlch, B,S., M.S. The Ohio State University 1952 Approved by* Adviser AC KNOWLEDGMENTS The writer takes this opportunity to express his sin­ cere appreciation to the many people who helped to make this study possible. Special thanks are due his adviser, Dr. Harold Alberty, for his wise counsel, constructive criticism, and understanding attitude. The writer is also deeply in­ debted to the other members of his committee, Dr. Lowry W. Harding and Dr. Ward G. Reeder, for cooperation, encourage­ ment, and practioal suggestions. The writer owes a debt of gratitude to the teachers, principals, supervisors, and su­ perintendents of Erie County, New York, who so willingly participated in this study; and to the jury of experts who assisted in validating the criteria. Finally, grateful ac­ knowledgment is due the writer’s wife, Betty, for constant inspiration and for the typing of the manuscript. i 803142 ii TABLE OB’ CONTENTS c h a p t e r p a g e I.-THE NEED FOR A MORE VITAL EDUCATION ...... 1 THE STUDY, DEFINITIONS OF TERMS, AMD RELATED STUDIES . ....................... 9 THE S T U D Y .......................... 9 Setting of the study......................... 9 Purpose of the study.............. 9 Importance of the study .............. 10 Method of the study ............................ 10 Limitations of the study........................ 12 DEFINITIONS OF TERMS .......................... 12 RELATED STUDIES ............................. 13 The New York City Experiment....................14 A Study by the New York State Education De­ partment.......................................15 ORGANISATION OF THE STUDY ........................ 16 II. TEE ROLE OF THE ELEMENTARY SCHOOL IN A DEMO­ CRATIC SOCIETY.................................. 18 NATURE OF A DEMOCRATIC SOCIETY....................18 A Democratic Society............................ 19 A Democratic Personality........................23 ROLE OF THE ELEMENTARY S C H O O L ................... 28 Responsibilities of Our Schools ............. 28 The Changing Role of the Elementary School. 35 SUMMARIZING PRINCIPLES. ......................48 iii III. THE NATURE OF THE ELEMENTARY SCHOOL CHILD AND OF TEE LEARNING PROCESS.....................50 NATURE OF THE CHILD......................... 50 Erroneous Views Regarding the Child. 52 The True Nature of the C h i l d ............ 55 Basic Needs of the Child ............. 59 NATURE OF LEARNING .........................63 Older Views of Learning.................. 64 Theories of Learning ..................... 65 Modern Views of Learning ................. 73 Characteristics, Conditions, and Princi­ ples of L e a r n i n g .......................76 PRINCIPLES OF CHILD GROWTH AND DEVELOPMENT . 83 SUMMARISING PRINCIPLES ..... ........... 94 IV. MODERN DEVELOPMENTS OF UNIT TEACHING IN THEIR HISTORICAL SETTING .......................... 98 GROWTH OF' THE PHILOSOPHY UNDERLYING EXPERIENCE UNIT TEACHING ................. 98 European Teachers and Philosophers.... 98 American Influences...................... 100 THE BEGINNINGS OF UNIT TEACHING........... 114 MODERN DEVELOPMENTS OH' UNIT TEACHING.... 118 The Trend Toward Unit T e a c h i n g ......... 118 Present Concepts of Unit Teaching....... 1 2 1 Classification of Units ................. 129 iv V. DEVELOPMENT AND REFINEMENT OF CRITERIA FOR EVALUATING THE EXPERIENCE UNIT ................. 139 THE PROCEDURE USED TO DEVELOP AND REFINE THE CRITERIA .......................... 139 Development and Defense of the Original Criteria......................................139 Validation and Refinement of the Criteria...................................... 140 DEFENSE AND REFINEMENT OF THE ORIGINAL CRITERIA IN LIGHT OF THE JURY RESPONSES . 141 THE REVISED SET OF CRITERIA ....................173 VI. A SURVEY OF THE CURRICULAR PRACTICES IN THE ELEMENTARY SCPIOOLS OF ERIE COUN T Y ............. 176 THE PROCEDURES USED TO OBTAIN THE DATA. 176 The Questionnaire M e t h o d ....................176 The Interview and Observation Method. 177 INTERPRETATIONS OF THE DATA ................. 179 VII. EVALUATION OF THE CURRICULAR PRACTICES IN• LIGHT OF THE ESTABLISHED CRITERIA .............231 VIII. CONCLUSIONS AND RECOMMENDATIONS ................. 2 4 5 CONCLUSIONS .................................... .. REC 0 MMEN DAT IO N S ................................. 248- BIBLIOGRAPHY...................................... 255 APFENDIX......................................................263 AUTOBIOGRAPHY ............. .............................. 277 v LIST OP TABLES TABLE PAGE I. s u m m a r y OP THIRTY-THREE JURY RESPOUSES ON ALL CRITERIA FOR EVALUATING THE EXPERIENCE UNIT. 170 II. DISTRIBUTION OF GRADES TAUGHT BY THE TEACHERS WHO RETURNED THE QUESTIONNAIRE............. 180 III. YEARS OP COLLEGE PREPARATION OP THE TEACHERS WHO RETURNED THE QUESTIONNAIRE . ..............181 IV. YEARS OP LAST SCHOOL ATTENDANCE OF TEE TEACHERS WHO RETURNED THE QUESTIONNAIRE.............. 182 V. YEARS OF ELEMENTARY' TEACHING EXPERIENCE OP THE TEACHERS WHO RETURNED THE QUESTIONNAIRE. 183 VI. NUMBER OP PUPILS IN THE SCHOOLS WHICH PARTICIPATED IN THE STUDY..................... 184 VII- NUMBER OP PUPILS PER ROOM OP THE TEACHERS WHO RETURNED THE QUESTIONNAIRE ............... 186 VIII. DISTRIBUTION OP GRADES VISITED BY THE WRITER . 187 IX. SUMMARY OP ALL TEACHERS' RESPONSES AND COM­ PARISON OP INTERVIEWED TEACHERS' AND ‘WRITER'S RESPONSES ON ITEM. Ill— TYPES OP CURRICULAR ORGAN I NATIONS.................................. 189 X. SUMMARY OF ALL TEACHERS' RESPONSES AND COM­ PARISON OF INTERVIEWED TEACHERS' AND WRITER'S RESPONSES ON ITEM IV--DETERMINATION OF SEQUENCE ...................................... 193 XI. SUMMARY OF ALL TEACHERS' RESPONSES AND COM- Vi PARISON OF INTERVIEWED TEACHERS' AND WRITER'S RESPONSES ON ITEM V--PROVISION FOR INDIVID­ UAL DIFFERENCES..................................196 XII. SUMMARY OF ALL TEACHERS' RESPONSES AND COM­ PARISON OF INTERVIEWED TEACHERS' AND WRITER'S RESPONSES ON ITEM VI— SOURCES OF INFORMATION AND VARIETY OF ACTIVITIES BASED UPON DIRECT EXPERIENCE ...................................... 199 XIII. SUMMARY OF ALL TEACHERS' RESPONSES AND COM­ PARISON OF INTERVIEWED TEACHERS' AND WRITER’S RESPONSES ON ITEM VII— DEVELOPMENT OF THE DEMOCRATIC CHARACTERISTICS ................... 202 XIV. SUMMARY OF ALL TEACHERS' RESPONSES AND COM­ PARISON OF INTERVIEWED TEACHERS’ AND WRITER’S RESPONSES ON ITEM VIII— SELECTION OF MA­ TERIALS AND ACTIVITIES ........................ 205. XV. SUMMARY OF ALL TEACHERS' RESPONSES AND COM­ PARISON OF INTERVIEWED TEACHERS' AND WRITER'S RESPONSES ON ITEM IX— ORGANIZATION OF SUB­ JECT MATTER .................................... 208 XVI. SUMMARY OP ALL TEACHERS' RESPONSES AND COM­ PARISON OF INTERVIEWED TEACHERS' AND WRITER'S RESPONSES ON ITEM X--TIME IN WHICH CURRICU­ LUM IS CENTERED.................................. 2 g>i XVII. SUMMARY OF ALL TEACHERS' RESPONSES AND COM­ PARISON OF INTERVIEWED TEACHERS' AND WRITER'S vil RESPONSES ON ITEM XI— EMPHASIS UPON ALL-ROUND DEVELOPMENT .......................................214 XVJII• SUMMARY OP ALL TEACHERS' RESPONSES AND COM­ PARISON OP INTERVIEWED TEACHERS’ AND WRITER'S RESPONSES ON ITEM XII— USE OF COMMUNITY RE­ SOURCES ........................................... 217 XIX. SUMMARY OP ALL TEACHERS’ RESPONSES AND COM­ PARISON OP INTERVIEWED TEACHERS' AND WRITER’S • RESPONSES ON ITEM XIII--METHOD OP EVALUATION. .220 XX. SUMMARY OP ALL UNIT TEACHERS' RESPONSES AND COMPARISON OF INTERVIEWED TEACHERS’ AND WRITER'S RESPONSES ON ITEM XIV,ABC--3E- QUENCE OF U N I T S ............................. .223 XXI. LENGTHS OF UNITS AS REPORTED ON ITEM XIV,D OF THE QUESTIONNAIRE............................. 225 XXII. TIME DEVOTED DAILY TO UNIT TEACHING AS RE­ PORTED ON ITEm XIV,E OF THE QUESTIONNAIRE . .227 XXIII. CONDITIONS WHICH INTERFERE WITH CARRYING OUT THE BEST PROGRAM AS REPORTED ON ITEM XV OF THE QUESTIONNAIRE ........................... 2 2.9 A CRITICAL STUDY OF THE EXPERIENCE UNIT IN ELEMENTARY EDUCATION WITH SPECIAL REFERENCE TO THE ELEMENTARY SCHOOLS OF ERIE COUNTY, NEW YORK CHAPTER I THE NEED FOR A MORE VITAL EDUCATION Half a century ago John Dewey,**- the foremost educator of our times, called attention to the shortcomings of the "sitting and listening" school. Approximately thirty years later Rugg and Shumaker2 also pointed out the lag in educa­ tional practice. This lag between theory and practice In education still exists and Is recognized by educators today. "Most educators are firmly convinced that the schools are teaching ideas and attitudes which clearly are out of date and by methods which are behind the times."® The "slingshot" education of the past few decades is not adequate for the atomic age in which we live. Just as the kerosene lamp has been replaced by the electric light, and the horse and buggy by the automobile, the education of thirty years ago must be replaced by a new education, if it is to meet the present needs of American life. As Kilpat­ 1 John Dewey, The School and Soclety (Chicago: Univer­ sity of Chicago Press, 1899), p. 51. 2 Harold Rugg and Ann Shumaker, The Child-Centered School (Yonkers, New York: World Book Company, 1928), pp. 11-18. ® Harold Alberty, et al.. Let * s Look at the Attacks on the Schools (Columbus: College of Education,
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