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ABSTRACT the Contribution of John Lounsbury to the Development Of ABSTRACT The Contribution of John Lounsbury to the Development of the Middle School Movement in American Education: An Oral History Sheila Rogers Gloer Committee Chairperson: Betty J. Conaway John H. Lounsbury is considered to be one of the founders of the middle school movement. His career began in the 1940’s as a junior high school teacher. He later became one of the key leaders in the junior high reform movement and subsequently, a leader in the middle school movement. Although Lounsbury retired from his position as professor and dean of the School of Education at Georgia College and State University two decades ago, he is still actively involved in the National Middle School Association and is the senior publications editor for the organization. This dissertation describes his career and his contributions to the middle school movement and his understanding of key philosophical underpinnings. The dissertation also analyzes the impact of Lounsbury’s work in molding the movement and how his work impacted other key leaders. Oral interview was the selected venue for this research because the interview process allowed for Lounsbury’s own interpretation of events which he experienced. Interviews with Lounsbury were conducted in 2005 and 2006. They were transcribed and analyzed along with interviews of twelve key leaders in the middle school movement as well as interviews of Lounsbury’s wife, Elizabeth Lounsbury, his executive assistant, Mary Mitchell, and high school best friend, Tom Rogers. The following four research questions were employed in each interview: 1) What led Lounsbury and others to develop and promote the middle school philosophy? 2) What factors present in the 1950’s and 1960’s necessitated reform for the education of young adolescents? 3) What are essential elements for successful education of the middle level student? 4) What is the future of middle level education? The responses to these four questions by all interviewees were analyzed and then organized into key themes. The analysis of these key themes brought about five important understandings which are discussed in the summary of findings. This dissertation describes and documents the significance of Lounsbury’s career in shaping the direction and philosophy of the middle school movement. The Contribution of John Lounsbury to the Development of the Middle School Movement in American Education: An Oral History by Sheila Rogers Gloer, B.S., M.A., Ed.S. A Dissertation Approved by the Department of Curriculum and Instruction ___________________________________ Larry J. Browning, Ed.D., Chairperson Submitted to the Graduate Faculty of Baylor University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Approved by the Dissertation Committee ___________________________________ Betty J. Conaway, Ph.D., Chairperson ___________________________________ Elden R. Barrett, Ph.D. ___________________________________ Larry J. Browning, Ed.D. ___________________________________ Lawrence B. Chonko, Ph.D. ___________________________________ Tony L. Talbert, Ed.D. Accepted by the Graduate School May 2007 ___________________________________ J. Larry Lyon, Ph.D., Dean Page bearing signatures is kept on file in the Graduate School. Copyright © 2007 by Sheila Rogers Gloer All rights reserved TABLE OF CONTENTS CHAPTER ONE .......................................................................................................... 1 Introduction ........................................................................................................... 1 The Purpose of the Study ................................................................................ 4 Significance of Study ...................................................................................... 5 Background for the Study................................................................................ 6 Procedures ....................................................................................................... 7 Definition of Terms ......................................................................................... 10 Ethical Responsibilities ................................................................................... 12 Limitations of this Study ................................................................................. 13 Conclusion....................................................................................................... 14 CHAPTER TWO ......................................................................................................... 15 Review of the Literature Pertaining to the Middle School Movement.................. 15 Introduction ..................................................................................................... 15 Early American Education .............................................................................. 16 Colonial Era .............................................................................................. 16 Nationalist Era........................................................................................... 16 Progressive Era.......................................................................................... 17 Junior High Period........................................................................................... 19 The Middle School .......................................................................................... 23 Historical development of the middle school............................................ 23 iii The Middle School Curriculum ................................................................ 24 Middle Level State Licensure or Certification.......................................... 26 Teacher Preparation......................................................................................... 28 Earliest Teacher Preparation-The Normal School .................................... 29 Middle Level Teacher Preparation Programs............................................ 31 Content of the Middle Level Teacher Preparation Programs.................... 37 Current Middle Level Teacher Education Programs................................. 48 John H. Lounsbury .......................................................................................... 52 Biographical Information .......................................................................... 52 Conclusion....................................................................................................... 58 CHAPTER THREE ..................................................................................................... 59 Research Methodology.......................................................................................... 59 Introduction ..................................................................................................... 59 Why This Study is Suited to a Qualitative Design.......................................... 60 Methodology ................................................................................................... 61 Background to Oral History...................................................................... 61 Modifications to Oral History Methods .................................................... 63 Role of the Researcher..................................................................................... 64 The Role of Baylor University Institute of Oral History .......................... 66 Procedures ....................................................................................................... 67 Initial Lounsbury Interviews ..................................................................... 67 Other Interviews........................................................................................ 68 Follow-up interview with Lounsbury........................................................ 71 iv Data Analysis................................................................................................... 73 The Product ..................................................................................................... 76 CHAPTER FOUR........................................................................................................ 78 Findings ................................................................................................................. 78 Organization of Chapter Four.......................................................................... 78 Coding procedures........................................................................................... 78 Findings ........................................................................................................... 80 Lounsbury’s Career in the Junior High Reform Effort ............................. 84 Lounsbury’s Philosophy, Teachings, and Writings .................................. 85 Lounsbury’s Role in the Early Middle School Movement ....................... 86 Lounsbury’s Role in the Latter Day Middle School Movement............... 91 Response to Research Questions..................................................................... 94 Interview Question One................................................................................... 95 Answer category One-developmentally appropriate education for young adolescent learners.............................................................................. 95 Answer category Two-dissatisfaction with the junior high ...................... 96 Answer category three -A new rallying point ..........................................
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