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Utilization of Resources in the Teaching Learning Process

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Utilization of Resources in the Teaching Learning Process UTILIZATION OF RESOURCES IN THE TEACHING-LEARNING PROCESS By ROBERT EDWARD DUBEY A DISSERTATION PRESENTED TO THE GRADUATE COUNQL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION UNIVERSITY OF FLORIDA January, 1953 The writer is indebted to many persons for their contaributions to this study. He is especially indebted to the teachers in River Rouge, Michigan, and to the teachers in the Florida schools T»ho contributed so much to this study. He is also indebted to those other teacliers irtio re- sponied to the survey form which has provided important data for a part of the study. Acknowledgment is due those educators whose writings and reports in the field of resource utilization have provided data signifi- cant to ttiis study. The writer wishes to express especial appreciation to the members of his committee, all of linam. have been most helpful and encouraging. Acknowledgment of indebtedness is due Dr. Leon N. Henderson, chairman of the committee, for nis interest, inspiration, and tactful guidance and assistance throughout tiie development of the study} to Dean Joseph B. White for his critical analysis, practical suggestions, and encouragementj and to Dr, Clara M« Olson, for her inspiration and constructive sugges* tlons, especially in the formative stages. To the other members of the ccsmnittee. Dr. Rembert W. Patrick and Professor Mell H. Atchley, inr debtedness is acknowledged for their careful criticism, helpful suggestions and encouragement. Finally, t^e writer wishes to acknowledge his gratitude to his wife for her confidence, patience, and encouragment in the development of the study. ii TABU or C0NTBR8 ACniOMDQWBTS CHAPTTR u impsmnrm i 9mA for Thli f^tw^ J2 Stat«Mnt of thtt F)rob\«i • • 12 UfiitsUons and I^nltlona* •••••• • ^2 Pl^ootdhirw •••••••••••••••••••••• SooreM of Dftta* *J OT«nrl«w the Msawtatloa •••••••••••• W U. KISTOaiCiL lM^kLh>tdiM • 1^iroi^«m Infltiear»« • 21 EHriH^f Aawrifiia LMdwni 23 n«tiBt of Dyrwnle Imkittrlal Sool«t3r •••••••• 27 Th« EdUMtloma BxBurtlonft •••••• 29 lHrl7 Tmtaaw In th« F1«U of HMOurm UtUlsaUon, 51 SfolviAC Dinr«loptaant« and fimir Cootrlbatloiui* • • • 37 Tte r Willi! J Sohool Cooo^ and B^q?laiuiUon of mttmwX ApfroM^ In This Study ••••••••• Id n/« T^jR»» xxnusss, ar) xeess vt momsi utilizaticw • • li6 8«M BmIo T!r«nd« In Cosanntt/ C«nt«rtd Sduoatloa. • li7 Iqplloatloni of UX« AotlTLty Bdaoation tad Rmkmutm QtaiMtlOQ* •••••••••••• ^ Trsdiilotial Atttharitarianlsa Plocks Resouro* Utill- MtiOOl •••••••••••••••••••••• ^ CurxleaXm Changs aa HaLatad to Social wbJU>>;a« • • • 5k ttm4» in Coordinatloa tad Cooperation BetvcNm S^oflla and cthar Agaoaiaa •••••••••••• 65 SirridepMBia in 9m Y«Ac and ^^etrolt •«•••••• 69 TrandB In Prlndplea of np«r«tion and Organlaatlon • 71 IdooatlooaX loath Coamls8iooa« ••••••••••• 76 oB-yrodTawional Cltlaaoa CocaslMienat CowdttaaSf Md T^owidatlons ••••••••••••••••• % OofWaaotal Toath Afi«noiea and tha Solto^ • • • • 09 Taa^MT Edttoatlon ••••••••••••••••• 92 Ttw EdteeaUonal EjcaursloR and iha Rararso risld Trip 9b Dlraet Soorea of Airallabla Raaotiroaa •••••••• 96 ..... 96 lU 0 f ir CfUPTER rr. DEVELOfwarr of m. tmmmm m mm fm m APPUCATioir 18 macm 9ams 103 Soureesof Select«l St*t««Bt» ••••••••••••• J-J^ BvMniiBg* Analyslt and CUMirieation of Statera^ts* • 10$ 8oop* «f th« C«t»gorl«f •••••••••••••••• IJJ Cwurtraotion of th« Iiupinnmit •••••«••••• llX 113 ApprwKblAg T«»<di«(s, Sm»l« i U«»r» and Adsinlstratosrs • • 1^ ©f wfcoois in ttt» mar miosis or m ust of ohtcrausati ^^25 m ^^-^^^^••'''x. or mm towE, sccHioAW • • • • U7 nrtonr •••••• • }iJ Unk of th« Qoldftiimr Oonnell* •••••• izi Te««h«r Tf4ttCttion Pro3«et« • 128 Uoal School OwrrLeolm Stwtr 133 Currl«olwa ?i»oot3»^otlon ••••••••••••••• lUO sohorib^piiMMiHUar Oiar. • • }f Job Il*««Bi«(it S«nrleo ijw Glow Took Bwiin w lUbOK^^^dimUon Day. •• 1{»6 nio f}m|i1nc Arogrsa •••••••••••••••• RiriSP llc«i» Driw iPndnlng ftrogrm •••••••••• Igl 152 Biw Rottfi* lottth Bbtma* ••••••• • tlw Rlwr Bmico iMth CouooU* •••••••••••• 155 niliMlj Ropcri of T«nt«iliw Inatfuaont* ••• 160 BwiltttUon. •••••••• 160 SMlo Prtiwlploa 1^ optmeUiie nrtoucM ••••• •••••••• 100 TMcMng Techni^w •••••••••••••••••• 172 OarfWRlMtioaal Prinolplst ••••••••• 173 Tit AKAi-Tsis 0? T OF (SSKmmzknmz m v---^r^'^-i Of mxcnij a .UA scsims ••••••••••••• 178 JuhnMB Citgr» Taontg— •••••••• 179 SUtMt3oro» OMTiila •••••••••••••••••• lol Orl»aali»id> KoHh Carolina • IQU XMm^ Florida 186 Flnallaa Countgr* Florida ••••••••••••••• iBo Hallaalr Haaantarx School • • • • • • • 191 St* Pataortburg •••• •••••••• 193 Oleamtar RLgh School ••••••••••••••• 196 Farkar rdatrlctt South Carolina •••••••••«•• •199 Summary Report of Tentative Instrument. ••••••• 206 Evaluation • 206 Basic Principles 208 Operating Practices •••• • 215 Teaching Techniques •• •••• 222 Organisational Principles • 223 Til. LIST OF GENERALIZATIONS SELECTED BT THE COOPERATIMO EDUCATORS 228 The List of Generalisations ...... .. 228 Other Significant Generalisationa .... 235 Rejected Generalizations •••• 236 mi. CONCLDSIONS AND RECOMMENDATIONS 238 Conclusions ..... • .•••*••• 238 Recommendations 2llil BIBLIOGRAPHY • 2U3 APPENDICES • 258 BIOGRAPHI 303 1 CHIFtBt I imEtmnm Aa oMtmUon of tte history of towiaiw •tesation imalt • ftMMT ooasUttBt t«Qd«i)oy f«r tte pilblie MteoiLs to grov apwrt Arm th« MMHait/ aod to iMUto UmmoItm* Alaost uniT«rMll/ Mhoola bOMM •offlelw* onto thwttlTTfti th«/ loot tlw fMliQg oiT IdentifloaUon «ith or to rs^ogalM thet tlM I target tlM II nil lit J Bdiiotti«r« oitkar UUM im—iillj and tte volioflX ar* organioaXIy r«Ut«i» «lth ttw aobodl b«U| a ftaetl«idi« institution within tha ui—uutty» Aa a owiaaqaanoe, thoaa imtanaoa 4mw tha aabools raanliatl oat into tha ui—aiilty or brooght tba iiiiMimllji inaida tha aohodi aalla, aatrtng oaa of ooMwnl ty raaonreaa, ba» •MO tha aKoaptiao to tha mla. Adharaoea to thia policy of laoUtioa raatriotad tha a/att«atin aaarah far, and axtaaaiva aaa of, iiatoral ra» aauroas, aooial raamuroaat and iMsan raaouroaa, iftiioh ai«ht hmra oontributod SMh to tha adueational prograa in arioua ?hia apparoflib datamination af aohoola to aithdraa tnm tba •m^ unity Mda it ^»paar alaoat ae if thay vara oblivioua of tha ohainlng Aaariaan aoaat* Thay gava Uttia avldanao of baiag mmn of tba racdd growth of p^Nilation, of tha aaorging pradoaioaiioa of induatry^ of tha gradual ahift ia tha baaio atraotura of tha nation firaa a rurol^agrarian aoaiaty to an indaatrial««rbaB aaolaty» and of toi riaa of nav SaatitattMia and aganeiea to neat thaao ohanging oonditiona* Tha traaanlooa growth af Aaarioan population haa baan omnpaatart by a parallal growth ia tha aabar af aganoiaa oraatad by fadaral« atata^ 1 » 2 and local goveraments to serve the needs and wants of the American people. It is cowfton knowledge that aany of these agencies and the schools have thought of their services as being rather separate and distinct, with very- little In conwrcr that might havebeen of use to each other. It is also true that the educators have generally held thenselves aloof from industry In all forms, and neither seeking ways serve industry, nor making Industry aware of valuable contributions it might niake to the enrichment of the edu- cational prograa* The continued pursuance of the policy of isolation by educators tended to n^ko the cuxTlculum pi'edond.natly academic in nature. A function^ curriculum, providing "education for use rather than for more possession, education for a reasonably direct and obvious contribution to the improvement of daily living here and nowt education for all aspects of our individual's necessary and inescapable involvement in coraraunity life» his role as a person, as cltisen, as home maker, as worker, and as gen- eral beneficiary of the cultural heritage,"^ iras not possible. A* a Mcuiequence, the curriculum was seldOBi related to the dynamic society of irtiich the school was a fundaraental institution, and the varied and essential auxiliary and coordinate services to youth were not {a*ovided* As a result many students could see no meaningful relation between education end the Mctemal world of work and reality. "The child should be aade ac^uiiinted with a changing ^pnamic world and shorild be prepared to live in a e<mtinu ally changing world. ... Education, therefore, is a process of living and not a preparation for future living, "2 This has meant that for the most 3. Featherstone, A Functional Curriculum for Youth, p. 7# 2 John Dewey, The Child and the Curriculum, p. 17. I put the tendency has been for the sdioole to beome oonoerned vith lixlted £armal ejects of the culture of their respeetlve ccBaaanities* They hare quite generally by default excluded flr>om the teachiog-leaming process the use of a rich rarlety of resources and those valuable teeth* niques of instruction that are an integral part of res<»irce utilization. It is quite apparent that among leaders in education there is a consciousness^ an aeareness, that the tea^ing^leaming process would b« aided if a proper and intelligmt use of resources was effected* Am a oonsequenoe, educational tiiiidcing is shiftily to a diffegring Tievpoint, with the result that many educators now asatUM that wise use of c asiiUTity resources by public schools is a good policy and will result in better instruction and an enriched curricultmi* Pioneering in the field by tha Lincoln School, Teachers College, ColuBibia Unirersityy by the JPhiladelidiia schools azKi by the Parker School District has served to deaonstrate the great bmefits to the teaching'-learning process and eurriculua resulting troa utilization of resources* TtOit this as8UBy>tion is sound and has been widely accepted for scne tlae is ixxiicated by the decision of the National Council for the Social Studies in 1938 to devote its ysarbodc to the topio, "Utilisation of Caamunity Hesources for the Social Studies*" Later the Cot^erative Study of Seoondary School Standards, in deveLopii^ the evalu- ative criteria for the visitii^ conaittees to use in evaltiating the higk school pr^ran, included a specific item en the use of ooamttnity resources 3 in social studies* WilUw 0* Carr, Associate Secretary of the National Iducatimi Section JD-16, Evaluative Criteria^ p* 186.
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