"

110

'!:
lII

!l (: T

! :,.: IL

': r 'L'j 1

'iI.

I H p: ,. '

: i I I EEl

* i

: ,. i

t ,, i i:i: 1

'i, ç

II, ',,IIII. si,.

';;.

i5 . ,, - i,, ,-

i?

.5, ...

i,, F ..

çj$ p' p

I tr

rirr ¶15

1T5 T57

, 

.î

îØJ4J

'i t,:ti:,

:: . ,, it i I :it

J çitIt

tr ii

t

i , ê

tl

:

I :

i

s t 11h .

ts IsI

s.l

si :. '.' 'i,, j

'Ii::;1IJjTI:s ff;1 :: j"t

t ;f lIz!

î

jtr

r N' i f :

,L,,

'ti L

:" r ,:L

! : j II !r .ii;;

;ii : ::1;ìr i5iIIi.i' .15111L4 I '''

: wr- s li IIiii5 tts. s

5 h li t liii, 5s55l' Ì liii

r

4 4 p- 

I

!

"i 

" 

i ttrJ;ø

ï Lt

i

i

L tD 1 i

i11'I

çrr F

I f ti

¡

AL !:

*- -a--

. _

-

v

= 4 :4_

. s--.

'1/24frego

j--

- _ 011*

SURVEY OF MU'

DIRECTIONAL SMFF

%MUM Unild SArtn- Cermissitebff

LooKAila Vp K0006. PrOlOPOT Stealaeall The Urdeirsity

Aasatiaie DiffiCktr.

if h.

-- Cm. A. Jason, in Sfoomihry Etbagedion. Un.i Maw OAR 4 gebegijor.,

.-11.44164- H. V. annkat, S

BnARD_ F COss Nug AA4.. A A r EtzW04313 P. Nan, &thooll

staaccduverays

Jam B. Exasopaupif 1,--Ti=4

1.14 e`,4 4.-Mi Ca.kaLra FL June. D, &tisAg ef Mtwara^

MANN DLYiscifir, American

MKAMM, Praessas Eduadian,

N. Y.

JOIN NottioN, Proistner ef Ne

York. N. Y.

Awn% Romizo., Director 4 in*titieni,

Cartg.k-fw

iy.....71:--diallablOny tairJuo, Ai ; 4-..arj-144 9 1 vr-- 1" t 4 - _ Dizn, Toichwbs ,Tq

- L Summary. Leonard V. Staff.

2. The licrizontal 01--w 1-1' 4 Seamdarv

prehenmive sukd :" 6-.- Girayaou N. H. Noll.

and C. Elwood Drake.

5. ParteTfina Swoudary Grows N. ar4-1 C.

Elwood 10 mat& , 4. life v -rA, Nimistiam. Gomm 1Wauver, FL N61 . ;47 10

5. Education. T. Sixin14 i3, a

40

6. The Emery N. Ferries, W. a.

15 mute. -. 7. Eduoation kr. Negros. Alamo etMly. t_19 meta. it ;Nitakni lad Secoulary Edimatka. The William II.

William M. Proctor, and Soovel & Mayo. 15 ousts.

provIdone Alacidag Ihsoadaty Siganatiss. Ward W.

and C. Sew& 10 mos.

N. Articulation of Moot and Cabs.. Fltoy %emu& 10 emts.

li. Administration fliapervirion. Fred Urnikt** Witis )1* R. O. Wiletti- IA mate* ---

13. sad -ti Teatim it S.

jr. is am& , it Provide* tar Individual

£ toy

9.

40 add.

liesearah ba

Th

sad

_ I

rtN71 Ve(rilliar T 1

t 1 its&Psimailies., may wer

=#-, lo muta.

ISW: Las* Johns=

flab.

` P7t 14: t lo ant&

IL Vita

1. 1 I .4--474
UNITED STATES DEPARTMENT OF THE INTERIOR

HAROM L. ICKES : SECRETARY

OFFICE OF EDUCATION : WILLIAM JOHN COOPER

COMMISSIONER

PROCEDURES

IN CURRICULUM MAKING

.) BY

EDWIN LIDE

4 BULLETIN, 1932, NO. 17

NATIONAL SURVEY OF SECONDARY EDUCATION

MONOGRAPH NO. 18

UNITED STATES

GOVERNMENT PRINTIRG OFFICE

WASHINGTON : 1933

For sale by the Superintendent ot Documents, Washington, D. C. - Price 10 cents

4.47:1'.144,4..

, .1 . 441itaa it? 4, 444-

A

S.

fr

s-IAI.

AM&

411b ow. gr * k

.....s.

fa.

UR

.......111111w ,

0471,42)4.4VW-4..A`Na ;Q...iSt:

I '4
.

)

SW. , t . Ik . ""'!.

NOTE

Edwin S. lick, the author of this irnograph, is

specialist in the curriculum of the NATIONAL

SURVEY OF SECONDARY EDUCATION.

William John Cooper, United States commis-,

goner of education, is director of the Survey;

Leonard V. Koos, professor of secondary 'education at the University of Chicago, is associate

director; and Carl A. Jessen, specialist in sec-,

()Mary education of the Office of Education, is

coordinator.

[ni

IG

j . :)é . Nso. s,.

ht.

t a

w

-

I

/

I ,

%

41

.,
CONTENTS

LETTER OF TRANSMITTAL . CHAPTER* I : THE PROBLEM . Page

. v

1. Purpose of the study . 1 2. Curriculum making in private schools . . 1 3. Research in the field . . . 1

4. Methods of locating the centers .

. 3

5. Methods of collecting data . . . . 4

6. Outline of present study : .

. 4

CHAPTER II : CURRICULUM MAKING ON A CITYWIDE SCALEGENERAL FEATURES OF

PROGRAMS OF REVISION . . 6

1. Outline of the chapter . . 6

2. Size and location of the cities represented . . . 6

a. Types of schools and grades represented . . . 6

4. Number of years revision plans have been in operation 7

5. Subject fields revised .

. 8

6. General plans of attack 9

7. Stages of development

- 23

8. Time required for first . tive revision . . . 13

1 CHAPTER III : CURRICULUla MAKING OALit"EI TYWIDE SCALEDETAILS OF ORGANIZATION . . . 15

1. Outline of the chapter . . . . 15

2. Plans of organization in individual systems . . 15

3. Agencies directing revision programs . . 23

4. Agencies having a part in revision . . . 24

5. Organization of committees .

. 28

6. Responsibility for different elements . 32

7. Cost of revision . . . . 34

CHAPTER IV : CURRICULUM MAKING ON A CITYWIDE s CAL E SPECIFIC PROCEDURES FOR SEPARATE ELEMENTS . 37

1. Outline of the chapter . . a 37

2. Securingtooperation and interest . . 87

8. Organising committees . . . . 89

4. Providing conditions of work . . . . 42

5. Selecting and organizing materials . . 48

6. Trying out course outlines . . . 48

i m I

. .

. . . . .

.. . . . . . . . .

. .,. . .

. .

. . . . ,

. . ...- . . . . . .

.

.

, . . . . .

1 41Ik

.

. . . .

o

.

. A. *._..Zr-P.1.1__..
CONTENTS

Page

CHAPTER IV : CURRICULUM MAKING ON A CITYWIDE SCALE, ETC.Continued

7. Assembling course outlines . . . . 49

8. Training teachers in use of new course . . . 50

9. Appraising results .

,

. . . 51% 10. Continuous revision .

. k2

11. General evaluation . . . . 55

CHAPTER V : COUNTY-WIDE REVISION 58

1. Outline of the chapter . 2. Curriculum making in Ashtabula Coutty, Ohio

3. Curriculum making in Arkansas and Kentucky

4. Curriculum making in Maryland . . CHAPTER VI : STATE-WIDE REVISION . 1. Nature of the information secured

2. General plans for revision programs

3. Details of alganization . 4. Specific procedures

5. General evaluation . .

58

58

58

59

65

65

66

69

76

80

CHAPTER VII : INFLUENCE OF CENTRAL AGENCIES

ON CURRICULUM MAKING . . . 82

1. Purpose and methods of the inagix . . 82

2. State departments of educatioilr . . . 83

3. State universities . 4. State teachers associations . . CHAPTER VIII : SUMMA*Y AND CONCLUSION . 89

91

93

1. City-wide revision . 4 93

2. County-wide revision . . 97

3. State-wide revision . . . 97

4. Central influences on curriculum making . . 97

5. Conclusion . . . . . . 98

.

.

. .

. e

:

.[ iv

-05

4 .4

Lfre 4644: 41;:''-*:44;)t.-1441;* aJe... .11t4;

.

. .

. .

..
LETTER OF TRANSMITTAL

DEPARTMENT OF THE INTERIOR,

OFFICE OF EDUCATION,

Washington, D. C., March, 1933.

SIR: Within a period of 30 years the high-school enrollment has increased from a little over 10 per cent of the

population of high-school age to more than 50 per cent of that

population. This enrollment is so unusual ror a sedondary

school that it has attracted the attention of Europe, where only 8 to 10 per cent attend secondary schools. Many European educators have said that we are educating too

many people. I believe, however, that the people of the

United States are now getting a new conception of education.

They are comitig to look upon education as a preparation for

citizenship and for daily life rather than for the money return

which comes from it. They are looking upon the high school

as a place for their boys and girls to profit at a period when

they are not yet acceptable to industry.

In order that we may know where we stand in secondary

education, the membership of the North Central Association

of Colleges and Secondary Schools four years ago took the

lead in urging a study. It seemed to them that it was *rise

for such a study to be made by the Government of the United

States rather than by a private foundation; for if such an

agincy studied secondary education) it might be accused

either rightly or wrongly of a bias toward a special interest. When the members of a committee of this association

appeared before the Bureau of the Budget in 1928, they

received a very courteous hearing. It was impossible, so the

Chief of the Budget Bureau thought, to obtain all the money

which the commission felt desirable, with the money which

was obtained, $225,000, to be expended over a 3-year period, it was found impossible to do all thi things that the committee

had in mind. It was possible, however, to study those things

which pertained strictly to secondary education, that is, ita

organization ; its curriculum, including some of the more

fundamental subjects, and particularly those subjects on

which a comparison could be made between the present and

[ v

4
LETTER OF TRANSMITTAL

11

earlier periods, its eitracurriculum, which is almost entirely

new in the past 30 years; the pupil population; and administrative and Aipervisory problems, personnel, and activities.

The handling of this survey was intrusted to Dr. Leonard

V. Koos, of the University of Chicago. With great skill he

has, working on a full-time basis during his free quarters from

the University of Chicago and part time during other quarters,

brought it to a conclusion.

This manuscript reports a study that was made of procedures in curriculum building. It was written by Edwin S.

Lide, a regularly employed specialist on the staff of the National Survey of Secondary Education. Doctor bide discovered that there were three general types of curriculum

revision aside from revigion in a very few independent schools.

These types were a city-wide type, a county-wide type, and

a state-wide type. The first was found in a great many of

our cities varying in size and in location. The county-wide

type was found best exemplified in the State of Maryland

where county revision secures the assistance of a State

supervisor. The state-wide type was found in approximately

a third of the States and varied greatly in effectiveness.

When the cost of curriculum revision was investigated it

was discovered that very few schools keep an exact record;

some guperintendents do not attempt to keep_ any sort of

account of expenditures for curriculum revision. The range

of expenditures reported varied from nothing to twenty-five

or thirty thousand dollars per year with an average of less

than four hundred dollars per year. In nearly all cases the

revision of the curriculum is made a part of the work of supervision. This means that superintendents, principals, and

supervisors are the most important directing officers. Special0 ista from without the system are, however, employed in

about one-fourth of the programs. In some cases provision

is made for a reviiw of the course of study which is developed.

In other eases it is merely put into effect on the theory that

it is being tried out pending a future revision. In state-wide

revisions a State university is very frequently coiled in as a

cooperating institution. State universities and State teachers

associations indicate that they are doing practically nothing

except where they are invited by the State superintendent to

cooperate. In one or two of the States tests have been given

VI

-,=-34`..1.244:4- i

_
LETTER OF TRANSMITTAL

on a state-wide basis and studies of the occupations of recent

high-school graduates have been investigated. Regional

conferences on curriculum revision are 'also reported in 15

of the 19 States replying.

This manuscript is concerned with detailed minutia of

curriculum maldng. The concrete reporting of practices 'will, it is believed, be very helpful to those who are now

attempting reconstruction of the curriculum. Therefore it

is recommended that it be published as one of the monographs

in the National Survey of Secondary Education.

Respectfully submitted.

The SZCRETARY OP THZ INTERIOR.

411...

WM. JOHN COOPER,

Commissioner.

4-4 -

-7 -...

_

.* .

I,- . t

.10--=-.2- :...:1014 r Am., 414.. . V' t
PROCEDURES IN CURRICULUM MAKING

CHAPTER I : THE PROBLEM

1. PURPOSE OF THE STUDY

The purpose of this study is to indicate the details of organization and the specific procedures through which programs of curriculum revision are conducted on city-wide, county- wide, and state-wide scales and to reveal the influence of

certain central agencies on such programs. The study does

not enter into the reasons for curriculum revision, or the philosophies upon which the programs rest. The concern is

rather with the administrative arrangements which have been adopted in order that the curriculum may be brought and kept up to date.

CURRICULUM MAKING IN PRIVATE SCHOOLS

While an effort was made to secure information concerning methods of revising the curriculum in private and laboratory

schools, the returns were too meager to justify treatment. A

general inquiry form sent to private schools contained questions regarding whether a plan of curriculum revision had

been in progress within the past five years. An analysis of

almost 800 returns indicated affirmative reports from 90

schools. Special inquiry was made of each of these schools,

but the forms devised for data on curriculum making were

returned by only four schools. Since these four schools were

small, curriculum making was largely an informal, family

affaira'among the faculty members of each. We may con- clude, therefore, that plans for curriculum revision among

such schools are far from numerous.

S. RESEARCH IN THE FIELD

Research neede,c1.In the early period of the Survey, the

feeling among curriculum leaders of the need of more extended

investigations in this field wits indicated in their response to

requests that they recommend problems which they considfi

, B.

[ 1) a
NATIONAL SURVEY OF SECONDARY EDUCATION

a ered important for the currimum project. Several letters

suggested a study of plans and procedures for conducting

curriculum revision.

Studies of city-wide revitrion.--Most of the studies which

have been made relate to curriculum making in single schools

or systems. The principal sources of such reports are two

yearbooks of the Department of Superintendence ' concerned

with revision in the elementary grades and a yearbook published in 1927 for the National Society for the Study of Education 2 which includes a section devoted to revision in the

secondary field.

In these reports separate accounts are given of procedures

in a number of city-school systems, as well as practices in laboratory schools. In the Second Yearbook of the Department

of Superintendence an analysis of replies from 81 cities as to

the relation of the principal to the revision program is made.

A more detailed set of data for public high schools is reported

by Counts in the Twenty-sixth Yearbook of the National

Society for the Study of Education, based on replies from 111

senior and 73 junior high schools.

Patterson reported, in an unpublished study in 1928, the

results of a study of the curriculum revision program in seven

Oklahoma cities. Another unpublished study is one made

by David 4 in 1930, in which practices in 34 cities and towns,

well distributed over the' United States and ranging in population from 3,000 to 1,300,000, were analyzed.

The most detailed study of procedures in curriculum revision is that made by Cocking 6 in 1928. .While only 12 cities

are represented in the investigation, 36 "chief factors" in

curriculum m were : u mtenswe y. In no one o

the studies just mei .1 oned except that of Counts, was a

distinction madé :tween revision on the elementary and

revision on the secondary-school level.

I Second and Fourth Yearbooks, 1934 and 1926, Department of Superintendence, National

Education Association, Washington, D. C.

3 Twenty44th Yearbook, National Society for the Study of Education, Pt. I, Bloomington,

ill., The Public School Publishing Co.

Patterson, John W. The Organisation and Administration ol a Program of Curriculum

Revision. M. 8. Thesis (unpublished), University of Oklahoma, Norman.

4 David, F. L. Selecting and Organising Personnel far Curriculum Revision. Cleveland,

Ohio.

Cocking, Walter D. Administration Procedures in Curriculum Making far Public

Schools, 'Nowhere College, Columbia University, Contributions to Education, No. WO,

New York City.

[2]

-7- 4-Tr& ;.;._ "5k--,Ft .

'71.1-4171r0.1. t:=-1Tt

s

04. I

, ,. . s ..!:

., rz,.. Crr, ,_ ,. :"

. ,i

- ! 1

'' ., . ---'-'r"-`.....'--.' .-"--2- '44- 4.... ..4*.?..:-=..- _....4-- - ------,-.44,.. gbnii-rme-t. .2.t.- -..., \:

"-*

I/
PROCEDURES IN CURRICULUM MAXLNG

Studies of county 'and state-wide revision.A few accounts

of curriculum making on a county-wide or state-wide basis

in individual counties or States are ako to be found in the

yearbooks previously mentioned. No published or unpublished account of studies of such procedures involving more

than one center, however, has come to the attention of the

writer.

While a few schools report their organization for revision

in the form of monographs, and while a few reports of practices in individual schools are contained from time to time

in periodical literature, the scarcity of published data in this

field is indicated by the accounts just given.

4. METHODS OF LOCATING THE CENTERS

Selection of ci ies.An effort was made to select for the

study those schools and systems whose procedures in curriculum revision were considered the most outstanding. A

general inquiry form which was sent at the beginning of the

survey to several thousand city superintendents and high- schwl principals contained three and one-half pages of

questions specifically related to the curriculum. These

questions were designed to enable a careful selection of

schools. Based on an analysis of the general forms, together with s 11E-- :Dons of State departments of education and

those derived from an analysis of the literature, special in- quiry forms were prepared and sent to 467 officials connected

with schools reporting programs of revision in progress within

the past five years.

Selection of count':e 8 .Three methods were Used for selecting counties to be approached with regard to plans for curriculum making. The literature in this field was first examined, but little came of this. A few suggestions were obtained

from the general inquiry form referred to in the preceding

paragraph. Finally a short form developed for this specific

purpose was sent to the State superintendent or commissioner

of education in all States employing a county system of

schools. From such procedures, however, a list of only 38

county superintendents was derived.

Identifying the States.A list of 12 States which had within

the past five years been organized for the revision of the

secondary-school curriculum wassecured from gitneral inquiry

(31

a
NATIONAL SURVEY OF SECONDARY EDUCATION

forms similar to those used in the first approach to city schools,

and which were returned from each of the 48 States. All

State departments of education (except the 12 conducting

revision), all State universities, and all State teachers associations were approached on a form devised to ascertain the

influence of ceniral agencies on curriculum making.

6. METHODS OF COLLECTING DATA

Ngjure of form8.As far as possible, the special inquiry

forms on which data were collected from cities (or from

individual schools within cities), from counties, and from

States engaged in curriculum revision were similar. The

separate forms with which approach was made to three central

agencies to ascertain their influence on local curriculum making were likewise similar. Two types of forms were pre- pared(1) those for schools reporting revision -air completed

and (2) those for schools reporting revision as in progre88. In

order to secure the reaction of educators to the plans they

had followed, after each item space was provided in which

they were requested to indicate (1) an evaluation of the plan

followed; (2) changes thought advisable were they to undertake a new- program. This fact, together with the attempt

to prepare a form adapted to returns from all types of organizations, gave each form an approximate length of 20 pages. Such length may have given a somewhat formidable appearance to the blank in centers employing a simple plan of

organization. On the whole, however, the returns indicate

careful efforts by respondents to supply all information at

hand.

Visits.The conclusion just stated is enforced by con-.

ferences at the time visits were made to officials and teachers

in a selected few of the centers from which forms were

received. Such centers were chosen through analysis of all

forms returned. Replies to inquiries made during such

visits indicate that much care and attention were given to

filling in the forms.

8. OUTLINE OP PRESENT STUDY

ti ti4 The body of the following study is treated wi . four

principal -division!): (1) Curriculum making on a city-wide

scale, with separate chapters devoted to general features of

[4]

- .r412$ .;;;.r;'
PROCEDURES IN CURRICULUM MAKING

programs of revision, to details of organization, and to

specific procedures for separate elements, (2) curriculum

making on a county-wide scale, (3) curriculum making on a

state-wide scale, (4) central influences on local curriculum making. A single chapter is devoted to each of the last

three divisions.

01 1g

151

ego
2. CHAPTER II

CURRICULUM MAKING ON A CITY-WIDE SCALE:

GENERAL FEATURES OF PROGRAMS

OF REVISION

1. OUTLINE OF THE CHAPTER

Considered in this chapter, as general features of the pro- grams of revision, are (1) the size and location of the schools

represented, (2) the types of schools and grades represented; (3) the number of years reVision plans were in operation; (4) the subject fields revised; (5) the general plans of attack

employed, (6) the stages into which the work developed; (7) the time taken for the first general revision. These features will be considered in the order named.

R. SIZE AND LOCATION OF TItE CITIES REPRESENTED

The size of the cities represented by the 162 schools whose

returns were analyzed is as- follows: Group Imore than

100,000 population, 45 cities; Group II-30,000 to 100,000

, population, 57 cities; Group III-10,000 to 30,000 popula- tion, 27 cities, Group IVless than 10,000 population, 33 cities. The New England area is represented by 14 cities, the Middle Atlantic section by 25, the North Central by 59, tho South by 31, and the West by 33.

3. TYPES OF SCHOOLS AND GRADES REPRESENTED

In some of the schools from which form/ were received, revision was completed, while in others it was still in prog- ress, in some cases, returns were representative of the city as

a whole, while in others, individual schools within city systems or independent schools are represented; in some of the schools grades are organized according to the traditional 8-4 plan, while others operate under the 6-3-3 or 6-6 plan. The distribution of these types of schools is shown in Table I. In 96 cases, as the table shows, the plans include grades 7

to 12; in 12 cases, only grades 7 to 9 are represented; and in 46 cases, the organization included grades 10 to 12 or grades 9 to 12. In 129 of the 162 prganizations revision

[
4

PROCEDURES IN CURRICULUM MAKING

TABLE 1. Distribution of centers in which revision haa been-completed or is in progress according to manner of organization of grades

Individual T nd City systems e ymn d en t schools in city' schools systems

Completed

7 to 12

7 to 9

10 to 12

9 to 12

Unknown

Total

43a

18

1 58

In

prog- ress Cornpleted

4

In

prog- Kiss

4 49

8

15

a4

1 73 10 2

7

1 15

61

Total

Completed

In

progress 6 2 Completed

8

In

prog- ress 44

4

4182

72 52

8

5

23

2

90

plang were representative of the city m a whole; in 25 cases

the 'Plans represented individualschools within the city which

were working independently; and in 8 cases, the organizationiPwere described as independent, since they represented

secondary schools in which, m in a union high-s'chool district, the control was distinct from that of the elementary schools. As in the total for all schools, in each of the separate types, the proportion of schools in which the first tentative revision

was in progress is slightly greater than the proportion in which revision has been completed.

4. NUMBER OF YEARS REVISION PLANS HAVE BEEN IN OPERATION

While the question was not asked for the program as a

whole, respondents were requested to indicate the year when the first revision was begun and completed in each subject field. Frwn these data were calculated the evidence reported in Table 2.

It appears that the average time for which the schools

represented have been organized for curriculum revision is only four years. The range is from more than 10 years ago

as indicated by four schools, to only a few months as indi- cated by one school. Among the population groups, the highest average is shown for the largest cities, but the lowest

is shown for the schools of Group III rather than for those of Group IV.

O [71

..... .......

r=. 1

1 7

.

)01,1`.. 4. 2.: . ; P 4: b . . ifl" ..A,,f1fiAgy.t.CA_Zedttillialf: aat z .

r
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 2. Distribution of schools by num4ers of years during which a

program of revision has been in operation

Years

10 or more

8 to 10

6 to 8

4 to 6

2

1 _ Less than 1

Unknown

Total

Average number of years

Number of schools

Population

group

2

II7

1 2

7 8 8 9

5

1 5 12 45 57 HI

4

6

3

6

6

5

27

4. 9 1. 9

Geographi6a1 section

N. C. 8. W.

8

1 ___ 2

6 4 14 9 8 1 13 4 5 3

le

2

3

3

4

9

6

6

Total 11

_ 4

14

43

22

31

12

1 59 31 33 162

4. 0 4.1 4. 7 4. 1

Not so much variation is shown in the averages for the

geographical sections, although the New England group

ranks somewhat lower and the Western group somewhat

higher than the average for all schools. The data as a whole

indicate the recency of concerted attack on the curriculum

problem.

I. SUBJECT FIELDS REVISED

An idea of the subject fields receiving At emphasis in

the revision programs represented may be gained from Table

3. Here are assembled the numbers of schools indicating

work completed and in progress in each subject field, separately for junior and for senior high school. A grand total

of 1,921 courses of study are reported as occupying the attention of the schools replying to this question.

English seems to receive attention from the greatest number of schools, followed by mathematics, physical education,

social studies, and science, in the order naméd. Since a

greater number of revision programs for senior high school

are included in the study, in practically all cases the totals

for senior high schools are greater for each subject field than

for junior high schools. Despite the tact, however, that a

greater number of entire prpgrams are represented as hi 'Progress rather than as completed, the .totals for the separate

[81

94:

ka,--T --44`7,

IV N. E. M. Ai. 7

_ _ 1 _ 1 I3 1 9 4 12

4 2 2

8 3 6

1 2 2

_ _ 1 _ _ 3

33 14 25

4. 1 4.0 4. 0

O. _ 29

_

,

. ;

74, 42. --41-,14A! s. : a 4Atgi-7!L 44¡;11-4--2t-t-gL-44A+.-Ap.'

1 '

3

7

I

_ _

1

1 _ _ 10 10 3.7
PROCEDURES IN CURRICULUM MAKING

fields are in nearly all cases greater for completed than for in

progress. This may be due in some vases to reluctance on

the part ot respondents to list subject fields unless revision

has been completed.

TABLE 3.Number of schools reporting curriculum revision in certain

subject fields, completed and in progress

Subject field

8enior high school

Completed

'In progress English

8 studies_

Mathematics

Foreign ImpsWs: Latin

French

Science

Physical education

Art_

Music

Commerce.

Industrial arts

Home economics

Other

TotaL

09

52

63

Total

Junior high school

Completed n prog

ress Total

rand

total

52

48

48

25

15

11

1 42

6125

28

33

37

82

9

611 478 1,089

7 53 as 91 45 M 81 50 35 86

37 16 sa 20 12 32

17 7 24

12 4 16

2 1 3

39 36 74

60 40 90

31 21 52

33 18 51 30 15 45 as 24 59

87 25 62

6 8 14 497 335 832

'11121 196

123

90

76

47

6

167

184

106

103

133

132

138V

1, 921

1. GENERAL PLANS OF ATTACK

Four types of plans.---On the general inquiry form devised

for this study, four questions were asked concerning general

plans on which th'e -details of organization would be built:

Whether organizations for revision of the secondary and elementary curriculums were distinct; whether revision was

made from the standpoint of the traditional grouping of

grades (8--4 or 7-4 plan) or of a reorganization of grades (6-6,

6-3-3 plans, etc.); which of three methods named best described the point of departure from which revision proceeded

what major elements the program included.

Distinction between elemeniary and secondary-school revision. the 146 schools replying to this question 117 'stated

that elementary and secondary-school revision were entirely distinct; 26 reported that both units were under the same

director; and 3 reported that in each subject field one chairman was in charge of both groups. It is likely that some

9

-","7"-, 3 : MF8 Lth L Inn

. ...... 45

35

$7

30

2

5143

29

29

56

444

re

6

.

liner i

' ' - 4112iikt"

. .

r . . ,

. . . .. . , t-. . , yl 01:yI le . , 41"--1(\ gt.5,1e:e 4...2,:e:414;014¡"3-j itiOit , I . ..." , 411..1AL . q:.4WOh. -A` -Eh' -

36

3 70

68

62

81

3

03

94

64

62

88

73

76

I
NATIONAL SURVEY OF SECONDARY EDUCATION

schools had one director in charge of both groups, even

though reporting a distinct organization. The replies indicate, however, that almost all consider revision on the elementary and secondary levels as entirely separate problems.

Little distinction in this respect is to be noted as between

geographical and population groups.

Asked to describe phases of the organizafion that did not

distinguish elementary and secondary .problems, it was explained by some that representatives of both units were on

the general, central, or steering committee. Others indicated relationships intended to secure articulation of the

work of the separate organizations.

Traditional or reorganized grouping of grades.The question concerning grouping of grades was asked only on the

form going to schools reporting revision as in progress. Replies to this question were found on 77 of the 90 forms; 72

per cent of those replying reported revision as based on a

reorganized grouping of grades.

Point of departure.Respondents were asked to indicate

which of three methods best described the point of departure

from which revision proceeded, namely, fundamental building of the curriculum from the ground up, revisiofi of old

course to conform more nearly to present needs, or adaptation of State course to local needs. The rep 'es are represented in Table 4.

In some cases, as the table indicates under "combination of

above," different points of departure were followed within a

single school or system, depending on the .subject field being

revised. The percentages computed to indicate the proportion of schools that in any instance build from the ground up,

reveal that this was specified by almost half of all schools.

Among the population groups, the variation is from 21 per

cent in cities of less than 10,000 to 58 per cent in cities of more

than 100,000 population. A consistently greater percentage

of schools build from the ground up as the cities increase in

size. In the Middle Atlantic, North Central, and Western

sections, there is little variation from the average for all

schools, but the schools of the New England group rank

higher and the schools of the Southern group considerably

lower, in the proportion building the curriculum from the

ground up.

[101
PROCEDURES IN CURRICULUM MAKING

TABLE 4.Number of schools indicating certain points of departure from

which revision proceeded

Point of departure

Population

group phical section

2

1. Building from ground up 16

2. Revision of old course 13

3. Adaptation of State came 1 4. Combination of above:

1, 2 8

2, 3 5

1, 3

1, 2, 3 2

5. Unknown

Total 45

20

23

142

3

4

III

4

57

7

112

2

3

27

IV

6 N. E. M. A IN. C. S. 7 8

W.

Total 15

44

44

122

1 6

10 4 232

1 2123

43

4

2

1

1 8

13 33 14 Percentage building from the ground

up 458 46 41 21 50

59 31 46 35

16 11 10 49

12 69

14 15 4 14

1 43

1 7

33 162 45 44 Evatuatiern.A summary of the evaluations given by respondents to the preceding question indicates that between

40 and 50 per cent consider their practice satisfactory with no

change desired. The few replies attempting a more detailed'

evaluation pointed out, for the most part, the desirability of

building from the ground up, but complained of the need of

more time, money, and expert advice for such a procedure.

In one or two cities, revision is directed toward a proper

reception of State courses by the local staff.

Tht major dements indu&d.--The request that they indicate opposite a list of 22 elements of a revision program,

the name of the agency or committee responsible for thope

elements included in their program, brought information

from 132 schools. Only the number of schools which supplied information for each element is indicated (by population groups) in Table 5. The agenciA 'responsible for each

element will be presented subsequently. In addition to the 22

elements named, space was provided for listing other elements. In a few cases, indicated in the table under the heading "Other," additional elements, such as providing for extracurriculum activities and for visual education, were listed.

The table reveals that formulating general plans is the

element most commonly indicated, averages for all schools

considered, and organizing and conducting experimental

classes is designated least of ten. Altogether, only 11 of the 22

(111

4 1

6 - 8

1 32

1

..... 1 _ .. 1 _ ... b 25

44

. _ _ _ _ _ _ 3

3
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 5.Number of schools in each population group in which certain

major elements of curriculum making are included

Element Group

I (22

schools)

Group

II (20

schools)

Group

III (49

schools)

Group

IV (41

schools)

Total

(132

schools)

1 I 3 1 I 6

, RImmisting general plans 17 13 32 27 gg principles 16 11 31 28 86 Formulating aims 19 12 7 29 28 88 Training for revision . 11 8 21 19 59 Investigating community characteristics 13 7 23 18 61

Investigating needs of pupils 16 7 22 22 67 Revising program of studio 17 10 30 25 82 Revising content in subject fields 16 9 25 26 76 Suggesting teaching procedures 12 10 22 24 68 Correlating work ot separate departments____ 18 9 22 21 65

Coordinating work of separate grades 12 8 22 21 63 Determining time allotments 16 8 27 28 79 Determining minimum standards 13 7 26 , 25 70 Orrserl and conducting experimental

17 8 14 15 89 Trying out before adoption 8 2 14 18 42

Editing for expreeskm and form 10 4 16 23 53 Editing for content 8 4 19 24 56 'rraining teachers in use of revised mina._ _ _ _ _ 9 5 17 U 54 Selecting textbooks 15 7 28 14 74 Selecting other supplies 12 8 23 24 67

Appraising results oi revision 13 4 18 23 58

Providing for continuous revision_ 11 4 17 23 55 Other 7 7 5 14 28

, elements are indicated in 50 per cent of the schools. It is

rather surprising that fewer than half the schools indicate inclusion of such important elements as training teachers for

revision and for use of the revised course, coordinating and

correlating the work, and editing and appraising the results.

It is to be expected that more elements would be designated

in the larger cities. This is true for the largest group, in

which an average of 18 of the 22 elements were indicated by

50 per cent or more of the schools. The =tallest cities rank

next, however, with 17 of the elements designated, while

the cities of Groups II and III are credited with only 7 and 5

elements, respectively, as being included in 50 per cent or

more of tke schools of their group. The 5 elements designated

by 50 per cent or more of the schools in each population group

are formulating general plans, formulating general aims, formulating guiding principles, revising the program of studies,

and suggesting teaching procedures. Revising content materials was also indicated in 50 per cent of all schools, except

those of Group III, in which it is credited to 9 of 20 schools.

14412

01-

' -

1. Formulating guiding ...... nabal

tecb&s

- _ __ ......

r

f .1(1::leA At_ _- - _;..,;,*44:¡;_ii-,4"..j

-

il

p. .,.
PROCEDURES IN CURRICULUM MAKING

7. STAGES OP DEVELOPMENT

Response *as made by 109 schools to the request that if, as

far as the program of religion had developed, more or less

distinct time stages had resulted, each stage be listed sepa- rately and briefly described. The replies given were ranked

according to the number which the stage was given in the

program by each respondent. Results were tabulated by population groups, but since in only one or two cases was

there any variation, the average rank for all schools as to the

number of the stage is all that is shown below:

Developing policies L 1

Preparation of teachers L 3

Surveying local needs 1. 6

Perfecting organization 1. 7

Formulating objectives 2. 1

Selecting and organizing materials, writing_ _ _ _ _ _ _ _ _ 2. 5

Securing reaction to tentative course_ OM ....... 3. 1

Reviewing and editing 3. 7

Putting new course int77ffect 3. 8

Checking results of revision 3. 9

Continuous revision t

8. TIME REQUIRED FOR FIRST TENTATIVE REVISION

Average number of years spent.While the specific request

was not made that the time required forthe first tentative revision be indicated, it is likely that general interest will attach to

data compiled to indicate the number of years devoted to the

revision of all subject fields listed by any one center. In

schools where all listed subject fields were not completed, separate tabulations were made to show the number of years spent up to the time the form was made out. These facts

are presented by population groups and geographical sections

in Table 6.

The data indicAte that in schools where the first tentative

revision has been completed, an average of 2.7 years was

required to do the job. An average of 3.2 years is shown,

however, as already spent by schools in which the revision is

not yet completed. For some reason schools in which complete revision has not yet been attained are devoting a longer

time to the process.

Variations according to size and location of Citi48.In the

completed group, cities of more than 100,000 population show

the greateet length of time-3.4 yearsas being devoted.

[131

__ 011 41. _

go. mP. em gm. 5
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 6. Number of schools giving specified length of time to revision

of the curriculum

FIRST REVISION COMPLETED

Number of years required

Population group

II III IV N. E. 2 4 8 years or more 2

6 t 8 years 1 4 to fs, yters 5 2 4 3 years 5 4 1 1 2 years 8 4 2 1 1 year 4 7 5 4 Less than 1 year 1 1 2 Unknown 6 13 5 7 Average 3. 4 2. 2 1.4 2.9 4. 3

Geographical section

M. A. 7 3

4

13

4 2.9

N. C. 8.

9

1 1 3 3 2 4 5 1 6 4

310 10 2.3 3. 1 w.

Total

le

2

16

6

17

11 2

2

11

111420

431 2. 4 2. 7

FIRST REVISION NOT YET COMPLETED; TIME REQUIRED TO DATE

6 or more years 4 to 8 years

3 years ..- 5

2

113

14

1 ______

6

3

13

1 _ . _ ._ . _6

___ _ _____

1 133

_ 4 _ _.... 2

13

3

2f37 2 years 7 5 3 3 3 9 3 3 1s

1 year_ 1 5 4 2 5 2 4 1 12 Less than one year _ _ _____ ______ 1 1 . 1 1 Average 3.1 3.4 3.0 3.3 2.7 3.3 3.3 3.4 3.5 3.2

Total 45 57 27 33 14 25 59 31 33 162

, Again, however, the next highest average-2.9 yearsis

shown by cities of less than 10,000 population. By geographical sections, the New England group (with only three

14 cities represented, however) shows the highest average, wtile

the lowest is indicated for the North Central group. Again,

the averages differ considerably for schools not yet completing the program. The highest average, according to size

of city is shown for cities of from 30,000 to 100,000 population. There is less distinction, however, in the averages for

these groups, the range being from 3 to 3.4 years. The

Southern group shows a higher average than any of the other

geographical sectiois, but the range herefrom 2.7 to 3.5

yearsis also less wide.

The range of from less than one year to more than eight

years indicates a wide variation in the time required by

different schools to complete a revision program. in y

centers, however, there is no attempt at simultaneous revisi n

of all fields during one period.

[ 14

7

.0*

.....

_

. a,

is d

. _ __

1 3 8

. __

,

,
/

'Ls CHAPTER hi

CURRICULUM MAKING ON A CITY-WIDE SCALE:

DETAILS OF ORGANIZATION

e 1. OUTLINE OP THE CHAPTER

Having determined upon the general features which the

program shall contain, the next problem is that of setting up

an organization through which the plans may be effectively

realized. Such organizations will vary considerably, depending on the major purposes and means within individual

schools for their realization. This chapter presents information concerning the following details of organization: (1) Examples of major phases of organization set up by individual

schools or systems; (2) the agencies having direction of revision programs; (3) the agencies having a part in curriculum

revision; (4) the types of committees *organized , (5) the

agencies responsible for different elements of the program;

(6) the cost of curriculum revision. These divisions will be

considered in the order named.

N. PLANS OF ORGANIZATION IN INDIVIDUAL SYSTEMS .- Four plans presented.Diagrams of the organizations for

revision as furnished by Los Angeles, Calif., and Rochester,

N. Y., offer opportunity for contrasting details in two large

systems, each of which has devoted intensive consideration

to the problem. Revision in smaller cities is represented by

the plans employed in Bessemer, Ala., and Hamtramck,

Mich.

Los Angeles.The organization for revision in Los Angeles

is based on the theory that revision activity may be present

in practically all fields at all times. The membership and

functions of agencies for revision, as reproduced from one of

their publications, is represented graphically in Figure 1.

The figure portrays two types of relationshipsthe solid line

in the figure indicates responsibility or authority, while the

broken line signifies an advisory-cooperative relationship

between the groups or agencies represented.

[15]
NATIONAL SURVEY OF SECONDARY EDUCATION

The memberships and functions of those of the separate

groups which are most concerned with curriculum revision

are summarized following the figure.

Jc

DIRECTOR - DIVISION

or PSYCHOLOGY AND Overturn MIAMI

CONINTITIZ OP DCPAAININT

IUDS MID MINIM

ISZCONDARTSCIWOLI C URRMADM STOP

I'

Imo Or da 1. gib DIVIS ION . OF

LIBRARY AND

ITTITCOIC

ICTIVITINS

Oka s. CONIC= ON

Cullum= POLICY

AND PROORiN 07 IYODIIII %

1

IsrSWIM 1PIIILD

C014111110SS Nix be divided on ettr.11.3. limes

when desirable

SUBJ1CT- rDak

s. ADVISORY COUCTIEKS

; TION 07 =marl

LOB ANNIS131111CONIWIT ammo

Fun= I.Reproduction of chart of curriculum organkatIon, Los Angeles

}WICIAL- PROMO(I

It is especially to be noted that many agencies are provided

through which there may be an exchange of vieiv-point at

various times throughout each school year. This applies not

only to expert advice, but to provisions through whieh the

NMI= 34 reue:- HOUID 01

IIIMIIITINIANT O EMMA

=nun :is p, .7: nt CHUN*

Of JUNIOR AND MINOR NIGH 4 'e ;

-

[

1 . ip. _ - . KOH SCHOOL .. - %.

,

'44%

APIltIggwv..-usi_zo

I ' E-7 . - . tt. , : o

' , lia. wirm

lAYMIX

0%. % %

%%

... s

SUB7ICT

I* Its ,411-451 CON111111:118

'[t [ 161

.

1

, .

I . % .

%

. 1
PROCEDURES IN CURRICULUM MAKING

!hi! fiiiiii

i 1

":.___ _ AI

. .. 1103 1 i SPINE

, IC 1 i

. Win MOM

MO1

llin cn

_. %MUM CC MIMS Lil 1110n1

., X

UM (.1

, =MI

. <

UM SIN , , Ineru w

Dawn

, I-

, I 1 MIN

Ka

lialDi

,

[ 17 I

sip

sommi Ord

4%1

biss.4

asa soma ibox ant $0401. aiXaclorr I V= Ex= on, MO

11110111 ' , Loa ma ; sit mow I met owas

1

, Mil MD 01 WO alb .0

yip".

I 1111.," 011111110

AO ogitiFb..;:nr. fl 213-Eren CILIEN14 n

1.01.10.1Li MIME `Ell6111T1

onnanno mom nannenn

LIM RCM

f

, 1101 f,:. e » FOR J 2:2 'MY , #. /swam cwamos

Il GENERAL CHAIRMAN

2 Pi_ COMMITTEE

ELDIENTAirv NUIKLAI. tfisG1- 4iNgoi HIGH sEinoR

ILIA 10010t -:ai Mu

MK °M

-iiiLr

r

r conepo

ECTiN1111 noronn

i "161HMI

, fain

;eMOUTON IN musm

ARTICULATION SOOAL STUDIES SPECIAL EDUCATION COMMITTEE

MU RA WI kia;Teso , MUCUMB W NUM

w. 01101111 111 eit Ic

MU A

GEMYAL AAWOR HIGH SCHOOL COMMITTEE ........ -

: MELIA 76"r tirrt CDR

....110111=111111111=111IMO IMO

'.1/111.1

rg '17-Q MINI IMP

E. II

coon.

E R S . FIouRa (N. Y.) organization for curriculum revision,

161,11111 110121

J uar y,
NATIONAt SURVEY OF SECONDARY EDUCATION 

Membership and fundion of agencies working on secandary-school revision, Los Angeles, Calif. 

Agency Membership Function 

Assistant director, divition of psy- chology and educational research. High-school principals' association_ _ Committee on curriculum policy and program of studies. 

Subject-field committees_ 

Subject-field advisory committees_ _ All junior and senior high school principals and vice principals. Chairman appointed by high-school princi- pals' association. Chairman of committees on carirg for over- age pupils, requirements for graduation, coordinating of ninth-grade work, pupil load in luniar high schools, pupil load in senior high schools. Member of curriguium staff committee. The assistant suferintendents in charge of junior and senior high schools and junior college, and the director of the division of course of study, elementary schools, sit with the committee. On-e committee for each major subject-mat- ter fieldeach school represented; about 80 members to each. . subret-mat- One committeg for each major ter field, 91. members: Supervisor concerned, member of cureculum staff, 7 from junior and senior high schools of the city. 

Director of program. 

Approve courses of study. Install 

courses of study. Study and coordinate the vtivities of other committees. 

Clearing house for ideas developed in other communities. Study and coordinate the activities of each subject-matter committee. 

=k 

o 

co 

O 

o 

P4 

Lti 0 

el 

o 
PROCEDURES IN CURRICULUM MAILIN'G 

Subject course-of-study committees_ Special problems committees 

Sendaiy-echool curriculum staff__ Supervisorir and directors of school 

subjects. 

Division of library and textbook activities. 

Committee of department heads and chairmen. Representative laymen 

One for each division of any subject-matter 

field fo; which a course of study is being developed. Approximately 9 members: Supervisor concerned, member of curricu- lum staff, 1 member from subject-field committee concerned, 6 others, preferably *teachers. 

Formed in accordance with problema that arise ; approximately 7 members each. 

All members of the staff of the division of 

psychology and educational research assigned to work upon the secondary-school curriculum. f 

All supervisors and directors of secondaryschool subjects. All members of the staff of this division_ Standing committee of approximately 30 members: 2 members from each of the 

subject-field committees and the second- ary-school curriculum staff. 

Services of qualified individuals requested in accordance with the particular tasks to 

to be performed. 

Work out the details of the course of 

study of each subject. 

Study intensively special problems that arise, such as the evaluation of textb.)oks or the selection of films and 

maps. Advises with all curriculum and courseof-study committees, assisting and directing them in the work. 

Advisory relationship, essentially the 

same as that of members of the secondary-school curriculum staff. Coordinates the administration of school 

textbooka with the work of the curriculum and course-of-study corn- mittees. 

Serves in an advisory-consultative capac- ity to the curriculum staff. 

Consulted to help to adjust the demands of the curriculum to the needs of 

society. 

004 

p. 

A 

410 

41, 

Of, _ 
NATIONAL SURVEY OF SECONDARY EDUCATION

practical reaction of the classroom teacher from each school

may be given.

The committee on curricultim policy and programs of

studies, subject-field committees, subject-field advisory committees, and committee of department heads and chairmen

are all standing committees. The research activities of the

system are perrhanently connected with the curriculum

policy through provision for an assistant director in this

division, with a curriculum staff whose entire responsibility

relates to tihe curriculum.

Rochegter, N. Y.The organization in Rochester, as reproduced from a chart sent from this city, is presented in Fig-.

ure 2. It is the hope of those setting up this plan that the

courses of study roulting may be sufficiently broad and forward-looking so that no revision will be necessary for 10 years.

The membership of the different committees is outlined in

the figure. A summary of the work of the different com-,

mittees, which was returned with the inquiry form from

this city, is reproduced herewith.

General summary of the work of secondary-school revision, Rochester,W. Y.,

1927-1981

Survey of work of the schools.

Central committee under Study of needs revealed.

chairmanship of deputy Establishment of organization for revision.

_superintendent. Gathering of literature on curriculum

building.

University of Rochester

cooperating extension

course. Members of

class were available for

faculty meeting presentation in schools desiring

service.

Faculty and principals'

meetings:

Study of curriculum theory and practice.

Analysis of objectives.

Selection and arrangement of content to'

Subject committees meet objectives.

Decisions as to form of curriculum.

Development of tentative course.

[ 20] A

.

,

.

6

1

. . :' N

s'AM:: ';%:..i.74a2 rY.;442:."-.:12:::1.»"ZI
PROCEDURES IN CURRICULUM MAKING

Central committee_

Subject committees

Central committee__ IM Subject committees__ ,a0 Ma. Central committee__

1

Supplying all teachers with materials for

classroom tryout.

Providing for acquaintance of teachers

and principals with new materials.

Definite establishment of certain experi- mental classes and situations.

Provision for teacher comment and criticism.

Provision for expert cciunsel.

Rerevision in the light of a semester's

experience.

Development of a second edition of the

courses embodying valid suggestions and criticisms.

Provision for second classroom tryout. Analysis of entire curriculum (all subjects and grades) to eliminate overlapping

and poor-grade placement, to determine

relative load for ability ranges to effect horizontal and vertical coo tion.

Testing program. , Study of textbooks.

Final additions and changes as result of

second tryout.

E-diting for printing (delegated to one

member).

Cooperation with press, and with local

organizations for publicity and understanding.

The summary indicates the work done by the two most important committees. The titles of the remaining committees, however, suggest the nature of their duties: Coordination and articulation are provided through general junior and

senior high school committees and through special artioulation committees in English and social studies; provisions for

special problems are indicated by the titles of the research

committees. While directors of special education and per- sonnel are members of general junior and senior high school

committees, their problems are considered sufficiently dis- tinct from thime in academic fields for separate general committees to be organized for each,/

It is to be noted that the entire pograms in both cities are

based on needs revealed by carefuIrsurveys of the work of the

schools. Perhaps the most striking contrast in the plans of

21 j

_

_ ,111.

am/ MD OD ima

ea.
NATIONAL SURVEY OF SECONDARY EDUCATION

the two cities is indicated in the more extensive effort at

Rochester to secure criticism resulting from actual tryout of

courses of study in the classroom. Since no permanent organ=

ization is provided through which desired changes may be

made for a considerable time after final adoption, very

thorough tryouts with rerevision in the light of criticism

seem more necessary.

Bessemer, Ala.The plans at both Los Angeles and

Rochester involve the expenditure of funds for obtaining

expert advice from specialists from without the system. A

method through which the same type of aid is secured in a

smaller school with less funds available is illustrated by the

3-year plan begun at Bessemer, Ala., in Septemiler, 1930.

Through arrangement with the division of field /studies of

the College of Education of the University of Alabama,

various members of this faculty will meet monthly with the

Bessemer public-school faculty over the 3-year period and

guide and coordinate the work of curriculum reorganization.

No charge, other than transportation expense, is made for

such expert service.

The following activities are contemplated by the University of Alabama for the separate years.

1930-31:

1. Orientation through a series of lectures.

2. Direction of the incidental collection of materials.

3. Unification and coordination of all work.

1931-32:

1. Lectures on special topics.

2. Survey of various aspects of education in Bessemer.

3. Examination of present curriculum practices; collectian and

evaluation of curriculum material.

1932-33:

1. General discussion by selected leaders on curriculum reorganization and adjustment.

2. SUrvey results and materials made available to all workers.

3. Preparation, testing, and revision of materials.

4. Unification and coordination of all work.

. 5. General review, revision, and adoption of tentative curriculum.

All teachers of the Bessemer public schools participate in

the program. The junior high school principal was selected

as director to work with an advisory council, elementarycurriculum council, secondary-curriculum council, and coin-

[22 1
4

PROCEDURES IN CURRICULUM MAKING

rnittees in the various subject fields. A regular schedule of

five meetings per month is provided.

Hamtramck, Mia.Although not working under such an

elaborate .arrangement, the schools of Hamtramck, Mich.,

have an agreement with one of the professors at the University

of Michigan according to which he spends one day of each

week in consultation with individual staff members. Curriculum making in these schools is the direct responsibility of

subject supervisors, who make the most use óf the time

given by the outside specialist.

5. AGENCIES DIRECTING REVISION PROGRAMS

Of the 162 schools, 154 indicated the name of the agency

having direction of the revision program. Their designations are assembled by population groups and by geographical

areas in Table 7. Altogether, 13 different agencies are

shown. Those selected in 20 or more centers are, in the

order named, superintendent, principal, assistant or deputy

superintendent, and general committee. A director of

curriculum is employed in only 10 of the systems and direction is under the division of research in only 8.

TABLE 7 .Number of schools in which certain agencies have direction

of the curriculum-revision program.

w Agency

Superintenfient Assistant or deputy superintendent Board of superintendents Director of curriculum

Director or supervisor of secondary educat1on

Division of research__ a University staff Department of instruction Director of educational and vocational guidance_ Principal Administration staff

Department beads General ownmittee

Unknown

Population groups

3 6

162

14

12

2

14

Total 45

3 4

13 6

7

2 2

4

4

1 8 5

a. 8

2

. 10 2

a 2

57 27

12

2

4a

33

Total s 35

23

2

10

5

8

2

3

1 27

15

3

20

. 162

Considerable variation in direction appears as the cities

increase in size. In Group IV, the superintendent or the

principal directs the program in two-thirds of the centers;

23 ]

. 8

4

III IV

10

. 8

q. ...00fr6r.
NATIONAL SURVEY OF SECONDARY EDUCATION

in Group III, the administration .staff, superintendent, or

principal directs the program in an equal proportion of the

schools; in Group II, the assistant superintendent and general

committee join the superintendent or principal for purposes of

direction in two-thirds of the centers represented, while in

Group I, two-thirds of the schools assign direction to the

assistant or deputy superintendent, director of curriculum,

superipWdent, or division of research. The chief distinction among the geographical areas is that in the New England

and Western sections the assistant superintendent is more

often director than is the superintendent.

Evaluation. Fifty-seven respondents reported the plan

followed to be satisfactory with no changes desired. These

replies represent 50 per cent or more of each of those designating a director of curriculum, supervisor of secondary education, general committee, or division of research directing the

curriculum program. In the 24 plans for which more descriptive evaluation was attempted, the point most often emphasized is the need of special training or of exp-ert advice by

the director; or, if funds are available, the securing of a fulltime director of curriculum. In three instances, the desirability of a single director, to prevent friction where direction

is under a committee, is indicated. Reports in one or two

instances indicate that the connection of curriculum revision

more directly with the department of instruction or supervision is oinsidered more desirable than its connection with

the strictly administrative department.

4. AGENCIES HAVING A PART IN REVISION

Local staff agencies. -On all but 2 of the 162 forins, reports

were made of the names of 1oc,a1 staff agencies utilized on the

curriculum project. As shown in Table 8, principals, teachers,

superintendents, and department heads, in the order named,

were checked on 100 or more of the forms. Supervisors of

special subjects, deputy or assistant superintendents, assistant

or vice principals, and general supervisors were utilized in

50 to 100 centers. A department of research and a department of supervision were reported respectively in only 49

and 48 instances, while a department of teacher training and

of curriculum were hi use in tally 16 centers each. Perhaps

thé greatest recognition given curriculum making is repro124 1

NATIONAL SURVEY OF SECONDARY EDUCATION

Evaluation.Forty -nine respondents indicated that the

practices followed were satisfactory and no changes were

desired. Of the 29 additional cases in which more detailed

judgments were recorded, the majority emphasize the importance of getting as wide a range of participants as possible.

Attention is also frequently called to the need of more

research activities and of ewert advice.

Professional agencies from without the system.--The need

felt for expert advice has been indicated to some extent in the

eyaluations given by different-schools. In schools and systems having sufficient funds, specialists, most often from

colleges and universities, are brought in for this purpose.

Sometimes, through extension courses paid for by the

teachers and possibly through arrangements similar to thgse

indicated at Bessemer, such advice is had with little cost to

the school district. In other cases, specific funds have been

provided in the school budget for this service. Of the 162

centers represented, 58 indicated that such service was

provided. The types of service made available to these

centers is shown in Table 9.

TABLE 9.Number of schools in which various types of specialists from

without the city were utilized (5 8 schools or systems)

Type of specialist

Population group

2 General field of education

Curriculum oonstruction

General field of psychology General field of sociology SubJect specialists. Other specialist& 4

411. 416

4 12

133

1 18

6

Iv

Total

6

a

1

14

1 4

12

3 29

29

10

640

13 Of the 127 provisions recorded, specialists in various subject fields are represented in 40 cases, while specialists in the

general field of education and in curriculum construction are

utilized in 29 cases each. By population groups, the proportion utilizing outside advice increases as the cities increase

in size. The Middle Atlantic and Western groups seem to

make use of such services more often than do the other three

geographical sx)ctions.

1261

VE=216

Ta

-41.

_ ....... _ _ .. ..... ...... . _ -

1 III

. ""1- -r. t_8, - . _

Ito 10

106

6
PROCEDURES IN CURRICULUM MAKING

Evatuation.It was indicated on 32 of the forms simply

that the practice followed was considered satisfactory with

no desired change. In 38 cases, answers were more detailed,

and for the most part they indicate that contacts with more

specialists are desirable. In a few cases it is suggested that

the specialists need to be carefully selected, and one respondent proclaims that only a few of those acting as specialists

are so qualified. On the other hand- many of those indicating

a desire for more of this type -rvice attest the value

resulting through motivation in the general meetings and

through expert criticism to special groups or committees.

Other agencies cooperating.To the request that they indicate any manner in which lay citizens were utilized in developing the program, *42 replies were received. As indicated

in Table 10, they reveal that the most common use of such

agencies is simply through consulting members of the community individually. Business men 4re interviewed concerning the commercial curriculum and men in industries

concerning vocational curriculums in seven and five centers,

respectively. Alumme, board members, and professional men

were also indicated in a few cases. On the whole lay agencies

seem to be consulted very little.

TILBLas 10.Number of schools in which the cooperation of certain non-'

professional agencies was secured (42 schools or systems)

Number of Nonprofessional cooperators schools

Alumme 1 Board members 4

Business men:

Commercial curriculum 7

Success of high-school graduates 1

Community:

- fer. Certain members consulted individually.. __ 411W Mb INN 13

Advisory c6mmittee of citizens 4

Survey 3

Meetings 1 Industry:

Vocational curriculum

Advisory committee for vocational subject&______ 1 Survey of employment service 1

Professional men 1

As one school points out, it is rather difficult to get in

touch with individuals who have a general idea of. the prob-

[27 I

.

i _ r

. ..... ......... _ . _

Survey_ ._ ____ _ __ a.... 4M .......

. 5

. __________________________________
NATIONAL SURVEY OF SECONDARY EDUCATION

lems of group instruction and who, .at the same time, have

broader contacts with vocational life. A most extensive

use of laymen, however, was reported in the development of

the curriculum at Saginaw, Mich., where the respondent

reports it as "the most valuable thing we did." Both questionnaire and conferences were used in a survey of the community and of such establishments as te Manufacturers'

Association, Board of Commerce, Molesale-Retail Dealers'

Association, and .Employment Managers' Association. Each

of these organizations furnished a committee to cooperate

with the school committee.

Evaluation.In 22 cases, the practice followed was considered satisfactory with no change desired. More detailed

comment is ventured by only a few schools which have

found the practice successful and would gxtend it further if

beginning again.

5. ORGANIZATION OF COMMITTEES

Type8 of committees employed on curriculum revision.

The agencies having a part in curriculum revision have been

indicated. Usually some, of these agencies are organized

into committees with specific duties assigned. The committees of most frequent occurrence are the subject-matter or

production committees which have charge of gathering and

arranging the materials for the separate courses. Details

with respect to the organization of such committees which

are considered in this section are average number of classroom

teachers and of the administrative and supervisory staff

represented, position of member selected as chairman, and

the agencies supervising the work of these committees. In

the second part of this section are considered all other committees which have been chosen by different schools and

systems.

(1) Production committees

Number of classroom teachers represented. The replies of

55 schools or systems to the question concerning number of

classroom teachers represented are shown in Table 11.

Where the number of teachers on the separate committees

varies in the same school or system, the results shown are

averages for that school or system. For the academic subjects, the range is from fewer than 5 to more than 20 teachers

[ 28 ]
PROCEDURES IN CURRICULUM MAKING

to a committee. Since 33 of the 55 organizations have fewer than 10 teachers to a committee, the smaller committee

appears to be preferred. Results in the special subject fields where 22 organizations have fewer than 5 on a committee

indicate even smaller committees in use by the average school

or system. While the average committee for the smallest

group naturally has fewer members than that of the largest

group of cities, there is little distinction in the averages for

the cities of Groups I and II. Little distinction likewise

appears in the different geographical areas.

TABLE 11.Number of schools having specified numbers of teachers on th production committit!e (65 schools or systems)

Size of committees r

Academic subjects

No subject committee organization MI teachers in department Fewer than 5

5 to 10

10 to 15

15 to 20

More than 20

special subjects

Nosubject committee organization All teachers in department Fewer than 5

5 to 10

10 to 15

15 to 20

More than 20

MIMI Population group

12

48

42

14

3

a

13

47

1 14

4

75

We ID 14

2

1

Iv

Total

.1P 2

2

4

12

2

5

-------- - ------

18

2

3

4

722

113

3

3

Amber of administrative and supervisory stag represented. Few *chools indicated the extent to which members of the

administrative and supervisory staff were represented on

production committees. In most of the schools answering,

as shown in Table 12, it seems to be the policy to have one or

more from this staff represented on each committee. This is

true both for academic and for special subjects. Little distinction in the policies of cities of different size and in different areas was observable.

Usual chairman.Of the 55 centers from which replies

were received, results as presented in Table 13 indicate that

in the academic subjects a department head in some high

[29]

r

___________ _ a6

- - _

IMP 41» 0

M. _____

_

III 48

16
, * NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 12. Number of schools having specified numbers of administrators

and supervisors represented on production committees

(57 schools or systems)

Number from administrative and supervisory staff

ACADEMIC SUBJECTS

None

One or more, in less than half of all committees

One or more, half of committees

One or more, majority of committees 4

One or more, all committees 31

Majority of each committee

SPECIAL SUBJECTS

None 18

One or more, in less than half of all committees

One or more, half of committees 1 One or more, majority of committees 3

One or more, all committees 31

Majority of each committee 1 school is selected more often to act as chairman of the committee. A classroom teacher is usually selected in nine of the

centers. This is the same frequency as that shown for the

principal and superintendent. Supervisors are employed

more often in the special subject fields, and these officials

show equal rank with department heads in the frequency

with which they act as chairmen for the special subjects. The

same frequencies for classroom teachers as for principals and

superintendents are again revealed.

TABLE 13.Number of schools in which certain officers are dmignated as

usual chairman of production committee (55 schools or systems)

Number of

schools

18

3

Officer

Population

group Geographical sections

4 Academic subjects

Department bead Classroom telicher

Principal or vice principal Supervisor. Superintendent Combination of above

Special subjects

Department bead Classroom teacher

Principal or vice principaL

Supervisor Superintendent Combination of above ...

It

4

IV

1..1111 N. E M. A. N. C. s. w.

Total 7 6 7 s 2 5 3 2 2 2 3 2 2 4 I 2 4 . . 2 8 8 2 5 5 1 1 2 2 1 2

11 1 2 12

1

2

2

4

12

15 II

15 3

4 3 8 8 1 4 1 2 _ 4 _ _ _ 8

5 5 2 2 8 8

3 1 1 6 1 5 2 _ 4

-

18129

5

15

12

7152

4 [30]

1 _ _ ..... _ ...

OW MP

IM . ....... .

....

- .... ..

3 2

1 3

1 3

29

Or

_

1 III

s s s

4 1

. ... ... .. ... . 1

aD all /Mr

5

____

___ ___

-
PROCEDURES IN CURRICULUM MAKING

Evaluation.Since the three items immediately preceding

were recorded in the same table on the inquiry form, they were

also reported in one evaluation. The detailed evaluations as

reco`rded on 30 of the forms, vary considerably. The chief

point of emphasis is the importance of choosing the committees with especial care on account of the expertness needed

for performance of the task involved. Attention is also called

to the inclusion of teachers from other divisions of the system

and to the ificlusion of the administrative and supervisory

staff on the membership of each committee as methods of

securing coordination and correlation.

Agencie,s supervising production committees.The repliesto

this question as reported for 118 centers in Table 14 indicate

that for the inost part supervision of the work of the production committ is shouldered by some one connected with the

committee. Committee chairmen and department heads are

the officials who most often assume this responsibility. In

only a few cases are subject specialists designated for this

work. A tendency to have this work supervised by more than

one agency is noted in the larger cities.

TABLE 14.Number of schools in which certain officers supervise the work

of the production committee (118 schools or systems)

Officer

Committee chairman

Director of general program _ Department heads Subject supervisor Subject specialists Principal Other .1

Population

group

U Ill IV

3 3 4 Geographical sections

N. E. M. A. 30 19 8 5

27 12 7 3

18 18 4 6

lb 11 3 2

4 1 3

1 1 1 7 3 4 3

7 3

4 N. C. s. W.

8 9 10 9 28 8 12 7 lb 10 14 8 14 12 8

4 12 7 7

2 1 1 3

1 1 2 8 2 Total 1162

49

44

318

5

17 Evaluation.In the very few instances in which an evaluation is attempted, attention is called to the need of expert supervision of this work.

(2) Other committees

Next to the production committee, the administrative,

general, or steering committee appears to be the one most

commonly organized, as revealed by vasults shown in Table

[ 31 I

_ _ _ _ _ _ 2

5

11

a

o
NATIONAL SURVEY OF SECONDARY EDUCATION

15. Only a few additional committees were given. A reviewing and editing committee, which is next in order, was

reported by only five schools. Additional committees are reported more frequently by schools in the larger iiopulation

groups and by the Western section among the geographical

groups.

6. RESPONSIBILITY FOR DIFFERENT ELEMENTS

The agencies indicated by different schools responsible for

22 separate elements of the curriculum program are listed in

Table 16. That there is considerable variation in the number

of schools from which replies concerning each element were

received has already been indicated in Table 6.

TABLE 15.Number of schools in which certain committees, other than

production committees, were organized (56 schools or systems)

Committee

Population group

Administrative, general, or staffing__ Reviewing and editing Library Coordinating Counseling or guidance Program of studies Visual education

Special features committee__ Other designations.

3

. II III IV

3

14 a 5

1 4

1 3 1

1

1 16 3 ..... 2

Total

34

5

4

4

6

11

1 11 The totals for the present table indicate that in the order

named the agencies which are most often designated, considering all elements, are the principal, the central (executive or general) committee, and the superintendent. The

agencies assigned responsibility for the separate elements in

10 or more reports may be summarized as follows:

Formulating general plans: Superintendent, principal, central com- mittee.

Formulating guiding principles: Superintendent, principal, central

committee.

Formulating general aims: Central committee, principal, superintendent.

Training teachers for revision: Principal.

Investigating community characteristics: Principal, central com- mittee, special committee. 4

32 j

.... _ I 1

.a 4

5
1m work Coordinating I 

of b. grades separate 

0., Determi 

allol 

I 1 II I . 

. a I I 

I a a I 

, 1 1.41 I I lorl 1.4 I I 

I 0 Ws sr& I Cm W." O." I CA GO Ob a 0% laS C. 1 

I 

lning 

=opts 

saunctaDOSI m 

11.111 

TABLE 16. Number of schools designating certain agencies as responsible for different elements of the revision program . , Agency responsible . . . - ' .9 - e o o 

1 4 

al d b., 044.e" 

0113 ri:,- 

am 

0. be 

CC e 

t,;-, 

p-4 

S 

0 ..e ' -.. r: _ . . I' ., IS ¡ P. 4 i.. cas o it 0 ^10 0 4.1 a fie s:ra u 

11 

2 . ' ' ' 4. a e ....4 ea a ot3 ..) d 

gy 

1:3 Eg 

IQ z e 

14 

ID .. 1 z 3 e 

a, 

l 

Central committee 17 20 23 8 11 10 8 4 5 11 18 15 13 Special committee _ 3 4 7 1 10 10 9 3 2 5 6 11 7 Subject committee 4 5 4 _ __ 6 6 5 35 23 6 4 5 11 Committee chairman 6 2 1 1 

Superintendent Assistant or deputy superintendent 31 9 22 8 19 6 5 2 5 2 4 2 17 8 4 _ _ _ 7 1 9 4 9 4 13 6 11 2 Principal_ 20 20 21 13 13 23 37 12 15 21 18 28 19 

Suzvieor 

1 2 1 1 2 2 0 Administrative and supervisory staff 9 7 7 7 8 4 10 2 7 7 5 7 3 Curriculum department 4 7 8 7 1 1 1 2 2 2 1 _ ___ 3 Research department 5 1 1 2 4 2 1 1 1 1 1 1 4 Outside expert 1 3 1 2 1 1 1 2 1 2 Extension elasso 5 Director of program Department heads 7 - 5 4 1 8 , 9 i 9 7 8 9 Teachers 2 3 11 7 13 9 5 6 5 8 State department 2 1 1 All agencies _ 1 2 _ _ _ _ _ _ de --- a , CI "6". 0 :A Ill ti CI a ° - 8 0 v a a. § I eg-'3-6 ,4§ g "3 cs , I> -.. i, 2 . . g 2 e gg 8 '-.'t : .A t i - ... '4.. zi i."0 s. g 8 - ;-!,.." i ;la= o 1.... = / I _ - .....4-= O d '4-4 0,0 o bp w 0, - -- , i o .441 421-2? 11-ili 1 1 1 Ti 3 ' 6- ° .) .. Ci 0 o 0 Es - I 0 a - 1W Cb rh 41 ...... 7 a 13 li 18 17 18 11 ..i. 21 22 23 U _ 5 5 8 4 5 10 9 4 9 .218 1 2 6 11 2 16 14 1 5 136 3 2 6 4 ! - 3 5 4 1 5 147 , I - 2 4 ____ ___ _ 1'2 4 1 7 6 5 8 9 15 216 2 1 2 2 . 3 _ 7 - 2 2 68 10 . 9 13 12 16 14 12 27 10 383 . 10 --- .._ _ ___. lg 4 ' 4 4 15 5 8 10 5 137 3 2 4 1 1 3 b I _ , _ 5 2,41 6 1 1 12 2 51,1 ____ , ___ , 1 1 1 ....___ _ 1 ____ .... 2 . . ____________ ___ ,..... . ____._ ___.__ ___ . _ _ _ _ 2 ......._ _ 2 2 _ _ _ 1 8 4 ; 4 6 11 10 14 12' 6 16C 14 ' 19 5 1 15 16 4 2 1511 _._ _ _L.__ - -1 1 2 ._ 1 _ _ _ _ /3 1 -1 i 2 1 _ _ _ _ _ _ _ _ 4 1 1 i 3 4 5 7 2 1 _ =11111111111101. ?-14 0 e el Re F-I 1194 
NATIONAL SURVEY OF SECONDARY EDUCATION

Investigating pupil needs: Principal, teachers, central committee,

special committee.

Revising program of studies: Principal, superintendent, other administrative and supervisory staff.

Revising materials of instruction: Subject committees, teachers,

principal.

Suggesting teaching methods: Subject committees, principal.

Correlating work of separate departments: Principal, central

committee.

Coordinating work of separate grades: Principal, central cornmittee.

Determining time allotments: Principal, central committee, superintendent, teachers.

Determining minimum standards: Principal, central committee,

superintendent, subject committee.

Organizing and conducting experimental classes: Principal.

Trying out before adoption: Teachers.

Editing for expression and form: Principal.

Editing for content materials: Principal, special committee.

Training teachers in use of revised courses: Principal, other administrative and supervisory staff, department heads.

Selecting textbooks: Special committee, teachers, principal, department 'heads, central committee.

Selecting other supplies: Teachers, ent heads, special

ckmmittee, principal.

Appasing results: Principal, department eads, other administrative and supervisory staff.

Continuing revision: Superintendent, principal.

It will be noted that the principal is assigned responsibility on 10 or more reports for 21 of the 22 elements. Subject

committees are, however, more than any other agency, responsible for revision of content materials and teaching

methods. The chief variation in the largest cities from the

summary just given is in the inclusion to a greater extent of

the deputy or assistant superintendent and tho department

of research, in the lesser delegation of responsibility to

the principal. In the smallest cities, on the other hand,

there is even greater centralization tlf authority in the superintendent and the principal.

7. COST OF REVISION

Reports concerning amounts expended for curriculum revision indicate that in some cases careful records are kept of

such expenditures, while in others the amounts indicated are

merely estimates. The total sums expended, together with

134

0444'

a

s

1

1

1

1 -

-I

1,
PROCEDURES IN CURRICULUM MAKING

the number of years over which the expenditure was distributed as reported by 62 schools, are shown iú Table 17.

Of the remaining 100 centers 63 made no reports, while

37 indicated ihat no definite budget was made of such

expenditures.

TABLE 17.Number of schools rekorting complete expenditures for

curricuium revision and years over which distributed (6 schools or

systems)

Total expenditure

$1 to $100

$ 1 00 tO $250

$250 to $500

$500 to $11000

$1,000 to $5,000

$5,000 to $10,000

$10,000 to $50,000_

$50,000 to $100,000

More than $100,000.

Distributed over1 year

3

2 years

2

2

2

43

12

43

12

2

3 years 4 years

6

32

3

42 More

than 4

years 32

4

3

3 Total

schools

7 12

8

210

14

7

1 I 2 The results assembled in the table indicate a range from

less than $100 to more than $100,000 spent for curriculum

revision.' vor the median school, however, the expenditure

is less thytri a thousand dollars for three years' work. The

items for which expenditures are most often made are shown

in Table 18.

TABLE 18.Number of schools designating certain items for which funds

were expended (61 schools or systems)

Item

Printing and mimeographing_ Library material Extra clerical help Outside specialists Substitute teachers....

Director of revon_ Additional pay for regular staff Conduct local vsrcb

Conduct local experimilit Other_ __

Population grou Oeographical sections

it

9

11710

5

42

14 20

108

9

o

4

1

III IV N. E. 75

22

3

42

2

22 M. A. N. C. S. 7 44* 3

4

3

42 8

15

12

78

3

11

13 78

45

2

13

11 w. 1612

48

o6

3

1 Total

II

4128

23

20

1810

53

29

Il Mi. 1361

J

i I!

4

------

- - - - -- -

- ....

1

1 8

1111.1 4

_ _ _ .. ... 1

l' . _ _ _ ....._

_ 1

. . . . 1 3....

-- ... 1 7

_

.-41_11L

;16;'5+- t Re
NATIONAL SURVEY OF SECONDARY EDUCATION

Printing and mimeographing, designated in 41 cases, is the

item most frequently. mentioned. Library materials, extra

clerical help, and outside specialists come next in order With

frequencies of 28, 23, and 20, respectively. The employment of substitute teachers is designated in only 18 cases

and a director of revision in only 10. Few reports mention

expenditures for additional pay to regular staff or for local

research and experiment.

Evaluation.Most of the commentsimade are explanations

rather than evaluations. They indicate that much more

money than was designated was used, but that it comes out

of funds or supplies provided for other purposes which can

not always be separated. Reports from many schools

emphasize that more money is needed for such items as outside specialists, substitutes for teachers, and extra clerical

help.

4

s

.

: [861

'Irk";4`

s. '0$\
4 CHAPTER IV

CURRICULUM MAKING ON A CITY-W1DE SCALE:

SPECIFIC PROCEDURES FOR SEPARATE

ELEMENTS

1. OUTLINE OF THE CHAPTER

When the pe'rsonnel and its organization for the curriculummaking program have been determined the next concern of

the responsible official is the procedures which shall be employed in order that certain elements of the program may be

brought to successful completion. In the present chapter

procedures for the following element are considered: (1)

Secwing the 'cooperation and interest:of certain groups, (2)

selecting committees; (3) providing conditions of work (4)

selecting and organizing teaching rtiaterials; (5) coordinating

and correlating the work ; (6) trying out courses before

,adoption; (7) preparing cotirses for publication; (8) training

teachers in the use of the new course outlines; (9) appraising

the results of revision; (10) caring for continuous revision,

(11)general evaluation.

1. SECURING COOPERATION AND INTEREST

Securing cooperation and interest of the local teaching stag.

In the various schools orsystems the cooperation and interest

of the same groups are not always desired nor are the methods

employed for securing it always the same. In Table 19 an

tabulated the procedures indicated as being followed by 127

schools or sAtems before launching the revision program and

by 61 schools or systems after launching the program, in

order that desirable activities of the local teaching staff may

be concentrated on curriculum revision.

Of the 127 schools, 28 indicated that no efforts were made

before launching the program. In 88 of the remaining 99

centers, meetings were held with the. administrative staff,

and in 52 discussions with representatiws of the central

curriculum staff were repprted. Of more interest, however,

are procedures of a specific nature, such as checking

against educational objectives in 45 centefs, preliininary

(37 I

01

,

.4
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 19.Number of schools using certain procedures to secure coop.. eration and interest before and after launching the program (1E7 schools

bef(,;(,- 61 schools after)

. I Proc...:1117:% No special effort. Meeting with ariministratgrs_ _ _ _ Di54cussion with represenilatives_ _ C hecking against ob)ectives_ _ Preliminary survey . _ _ :Meeting with speci%11;ti___ _

Before launching program ! After launching program

Population group

I I III IV

10 9 5 33 28 13 22 -I. 19 6 Pt 18 6

10 15 5

10 12 5 Population group

Total Total

I II Ill IV

4 281 2 3

14 88 15 19

5 52 13 16

7 45 10 10

2 32 4 5

5 32 2 1 9 18

1 3

2 2

2

3$

3 34

4 5

.2 2

- 11

929

13

3 surveys of the whole school, and meetings with curriculum

specialists reportki in 32 schools or systems each. Procedures of this nature are reported more frequently in the

larger than in the smaller 'groups, and in the South more

often than in av other geomphical section.

In sonte centers extensive surveys are *made ytQliminary

to active revision. An example is Beaumon'trTex., where

the survey was made by the school of education of one of

our large universities and two members of the staff were

retained for 2 yeirs on a part-time basis to help in building

a curriculum to fit the needs revealed. At Tulsa, Okla., a

survey of the educational ittitudes of 700 teachers was

made in orderto ascertain theii fundamental thinking as

A revealed by choice from 32 pairs of contradictory statements.

At Denver,. Colo., a newly appointed director curriculum

revision spent three months visiting classes and getting

acquainted before engaging in the details of revision.

Appi-oximatoly the same proportions are shówn for each

procedure after launching the program as has been described

for those before launching the program, but frequencies are

representative of a .srnaller number of schools.

Evaluation .PracticAs followed by 34 centers before revision and by 37 centers after revision were indicated as

satisfactory with no change desired. Oi the 14 schools whose

comments were not so favorable, the majority pointed out

the inadequacy of their present p4rogram and the need of

[ 38]

s 4 6 I 7

t

....._

'4 ...... t r

of

,.

, a

:S=1_ S

*- - -. 1 k Ot

1 1.)
4) PROCEDURES IN CURRICULUM MAKING

keeping. the idea a curriculum revi§ion sNontinually before

the teachers.

Publicity.In some cities, care is taken not only to acquaint the entire -teaching staff, but the general public as

well, with the majòr activities of the revision program.

Replies to questiQns calculated to reveal such procedures

were made on 119 of the forms; 53 of these replies were that

no special effoi:t was made to give publicity before revision,

while 16 reported no effort given after revisioft. The replies,

as assembled in Table 20, indicate that efforts through the

local press and through parent-teacher associations, resorted

to in 43 and 42 cases, respectively, are made most often.

Publicity is also given through local school publications and

through local addresses in a numberd cases. Few efforts

of any other nature are made.

TABLE 20.Number o `schools using certain procedures for giving

publicity before and after revis:on (I 19 ichools or systems)

Procedure

No special effort

I press Parent-teacher amociat ion

Local school publications Local addresses

National educational puhlkstions Radio.. __________ - - Other

Before rev isionrnp- After revisionPr.:Tr

ulation group illation group

, 11 III IV II III !Torn?

15 18 12'

14 14 4 11 14 15 6

13 17 2

3 7 2 2 _ 1 2 - . 2 4 2 _ 2 53

4342

36 L

25

5 4

10

12

120 t

1613g

.9

2

42

331; 3

1 , 2 i 44 i 165129

2S

25

.) ...

4 ; 2 ... 8 ' 3 Evaluation .--Efforts at publicity were recorded as satis-.

factory in 41 cases before.revision and in 29 cases after revision with no changes desired. In the 30.addiiimal cases

in which evaluation wits made, the majority pay tribute' to

what has been accomplished and report that a more system- / atic procedure would be followed if a revision were again

undertaken.

3. ORGANIZING COMMITTpES

Gra&8 for which responsible .Although the specific question was not asked, information was often available from

the manner of listing the committees, as to`the divisions of

t 39 1

a

a I Totnl'. I I IV

s.

_

. 3 4 4 7 8

74

I. . j

I ; 5 4 1 10 ___, i 1 iI 4

1

.

_

-

1 2

S

_
NATIONAL SURVEY OF SECONDARY EDUCATION

the scho.ol for which the separate committees were responsible.

The results obtained are indicated separately for the academic

and .for the special subjects in Table 21. Little distinction

exists between the academic and the special subject groups

in the types of committees organized. In most cases, committees for the junior and for the senior high school grades

work separately.

TABLE 21. Number of schools employing certain bases for the organization of production committees (71 schools or systems)

BRNO of organization Number of Academic subjects: schools

Not indicated 10

No subject committee organized 4

One committee, all subjects 5

One committee, each subject, 12 grades__ IM,.... 2

One committee, each subject, secondary grades_ __ _ _ 8

One committee, each subject, junior or senior division_ 26

One committee, each subject, 4-year high hchool_ _ __ 13

One committee, each bourse 3

Special subjects:

Not indicated 12

No Aubject committee organized 4

One committee all subjects 5

One committee each subject, 12 grades 3

One committee each subject, secondary grades

One committee, each subject, junior orsenior division_ 24

One committee each subject, 4-year high school__ 12

One committee, each cdurse _____ _ _____ 4

Criteria for determining membership .Of the 136 centers

reporting 66 replied that they did not use objective criteria

for determining committee memberships. The criteria employed by the schools using aiich procedures are shown in

Table 22. The character of professional training and rating

as to success in teaching are t4o3 criteria most often employed.

Evaluation.Objective methods are reported less often in

the smaller cities. This is accounted for to some extent by

the fact that the entire teaching staff is working oL curriculum revision in many of the smaller centers. Many do not

consider criteria for determining membership as objectively

applied an essential procedure, although the value of such

factors as interest, training, and success in teaching is

admitted. On 46 of the inquiry forms, tie practice reported

[ 40 ]

.....

_ _ _ _

_ _ _______ _ _

7

.1" c.
PROCEDURES IN CURRICULUM MAKING

as being followed (16 of which did not follow any criteria)

was considered satisfactory.

TABLE 22. Number of schools using certain criteria for determining

committee membership (138 schoa or systems)

Number Criteria of schools

Seniority within local system 10

Total years experience all schools _ _ 7

Length of professional training 21

Character of professional training 43

Correspondence of college work and work taughL 15

Rating as to success in teaching 50

Ex officio 21

Other 9

No criteria used 66

Agencies determining membenship.Considerable variation

among schools is indicated in the agencies which nominate

and approve candidates for committee memberships. The

414 replies received to this question are indicated in Table 23.

Th* question was not answered by 30 schools, one-half of

which are in the smallest centers. The central office most

often exercises its authority in this matter and in the majority of cases both the nominating and approving is done by

the administrative staff. In a few cases, however, the nomination of the entire personnel is made-by fellow teachers.

TABLE 23. Number of schools using certGin methods for selecting members of production committees (13 ,.? schools or systems)

Population group

Method of selection Total 11 111 Iv

Nominstkx1 by fellow teachers, approved by central office. a Nominated 1;37 principal, approved by mntrai

office

Nominated by special committee, approved by

central office

Selected by central office, approved by principal . selected by central office from teacher preference Selected by teachers Selected by oeptral office Selected by department heads All teachers serve Ilmo Other_ __

2 3

,...... 51 t 115

783

15

145

113

542

35

4 1 5

36.

2

ORD 4 6

11 44 12S408°-33--4 [ 4 1 I

z

.

1 i'.. -

, 5

7 5

-432

13 3111' 185

713

ta. J

i

_ _ _ _
NATIONAL SURVEY OF SECONDARY EDUCATION

Evaluation. On 62 of the 132 forms, the practice followed

was considered satisfactory with no change desired. Ve6r few additional evaluations were made. In some of the larger cities attention is called to the need of careful f,election.

4 PROVIDING CONDITIONS OF WORK

Conditions considered.Curriculum making is usually the

responsibility of the teacher with a schedule of regular work, and it is often considered desirable to arrange special conditions for the curriculum work. Considered in this connec- tion, in the order named are (1) training teachers for revision work; (2) provisions for contact with curriculum literature; (3; provisions for committee meetings; (4) provisions for release from regular work.

Training teacher8 for the work.Efforts are made in some centers not only to secure a healthy morale of the teaching staff with respect to curriculum making, but also to give them

such specific training as will enable them to do a better job. In some cases such training is carried on by the local staff entirely, while in others, specialists from without the syskm are brought in to give special advice or conduct classes. Replies on this matter as received from 138 schools or systems are assembled in Table 24.

e. TABLE 24.Number of schools wring certain methods for training teacheis for revision work (138 schools or systems)

Procedure

Population

VTOU p

II III

2 3 4 No organized effort. 15 13 3 Local extension course ______ . 17 9 Special summer-school training 13 7 5 Training school under regular em- ployees 5 7 2 Training school under specildists _ 2 5 2

Individual training under regular em- ployees _ _ _ _ ....... _ . ..... 17 -1 2 4 Faculty meetings Other 29 17 3 1

IV

26

3

23

21 Oeographic section I N. E. M. A. N. C. w. 7 8 10

4 12 4 .8

3 13 15 13 8

3 10 11 4

1 2 7 5 1

1 2 4 3

6 12 8 7

14 37 21 16 2 1 1

Total 113350

28

16

103894

4 In 33 of these schools, no organized effort was made to give training. Faculty meetings naturally appear often in such a program. They are listed in 94 cases. They are followed

i I

18 ..... . 1 . 5

36

Il 42]

*SD 'a

. 27

1

IP
PROCEDURES IN CURRICULUM MAKING

by local extension classes which are listed in no less than 50

cases. It is perhaps surprising to note that colleges and universities have connected so intimately with this work

Training is given by regular employees, in individual cases

in 36 instances and through regular classes -in 16 instances.

Teachers from 28 schools or systems receive special summerschool training.

a. Evaluation.Sixty-six schools or systems reported that the

practice followed was satisfactory and no changes desired.

More extended comment was received on 30 additional forms.

In nearly all cases the importance of this training is emphasized; more of it is indicated as needed and specific suggestions are given as to metlipds of securing it in such ways as

through study of research materials, interschool visitation,

use of summer school, classes under a trained expert, and

the like.

Illustrative plan, R.The emphasis which respondents place

on this element of curriculum revision may make a few

examples not out of place. Perhaps the most available

methods of securing expert advice are through extension

courses given by colleges and universities. In Sedalia, Mo.,

the board of education appropriated $600 a year for three

years in order that all teachers might have the benefit of

such classes. At Dallas, Tex., two years of preparation

were spent before any extensive revision was undertaken.

At Newark, N. J., experts were employed for six months to

direct the reading and organization of committee work.

The experience at Johnstown, Pa., is that teachers get the most out of such extension courses if they are not begun

until after teachers have been working at revision for a year.

Making literature accessible.Closely akin to provisions

for training teachers are those intended to give them access

to desirablò literature in their field. Provisions fQr this

purpose are,shown in Table 25. Replies were received from

132 schools or systems, of which 25 reported no special pro- visions for this purpose. In most cases-82, to be exact

such literature was provided through a centrally organized

library. Materials were mimeographed in 40 instances. In

some cities a considerable amount of material is mimeographed and distributed as service bulletins for teachers' use.

[431

0
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 25. Number of schools using certain methods for making

curriculum literature accessible (132 schools or systems)

Method

No special provisions Centrally organiLed library. Library, each building Public and private libraries__ . Materials mimeographed_ _ _ Other

P3paition group

I I III IV

2 4

3

319

1415

11 29

1515

115 5

4 7 15 72 3 1 9 5 2 Total2582

311540

15 In Oakland, Calif., a 75-page handbook for course-of-study

committees has been developed by the council of supervision. Public and private libraries are utilized in 35 centers

and curriculum library is afforded for each school in 31

cases. Fewer facilities are afforded in cities whose population has not reached 10,000.

Evaluation.Approximately half the Aihools reported

plans followed as satisfactory. In the 20 instances in which

more extended comment, is made, the need of more literature

is 9mphasized in almost all cases. Prefeeence is expressed

for a centrally organized library. One respondent probably

voices the sentiments of others when he says: "An organized

study of curriculum literature for all committee members

should have been arranged. Mere accessibility or even distribution is not enough."

Prorisions for meetings.Respondents were asked* to indicate the extent to which school hours were used, the schedule

of meetings provided, and the housing arrangement for committee meetings. The replies, as shown in Table 26, indicate that of \111 cases, schwl hours were not used at all in 65, . they were used one or more days or weeks as needed in 38,

and continuously for weeks or months in 8. No regular

schedule ofmcetings was arranged in 76 centers. Weekly

meetings, shown for 26 schools, were most often proNided,

followed by biweekly meetings in 16 instances, and continuous meetings for a short period in 11 instances. Special

quarters for 'meetings wer^rovided in 38 cases. No special

arrangement for quarters was reported LtyriliP respondents.

44

, ___

,

i 3 6

5

j. 1 *4

i

1
PROCEDURES IN CURRICULUM MAKING

TABLE 26. NumLer of schools making certain provisions for committee

meetings (111 schools or system)

Provision

Use of school hours: Number of

schools

Continuously, weeks or months 8

One or more days or weeks

Not at all

Schedule of meetings:

No regular schedule__ _ _ _ _ _ _ _ 76

Semiweekly , 5

Week 1 v_ _ 26

16

Monthly__ 9

Bimonthly 1

4. Continuous, short period__ . 11

Discretion of the eommitte _ _ _ 1 Housing facilities:

No special arrangement 75

Special quarters__ 38

/MD _ _ _ 38

_ 65

Eraluation.The practice followed with respect to use of

school hours was reported as satisfactory in 30 cases, the

schedule of meetings in 32 cases, and housing facilities were

all right in 28 cases. dIn the 16 instances reporting otherwise,

stress is given to lit need of use of school time, a regular

schedule, and suitable quarters for meetings.

Relation to regular duties.In the majority of schools, the

curriculum work of teachers is an added responsibility for

which no allowance is made. The chairmen of committees

were reported as released to some extent (and at times for

long periods) from their regular duties by 46 respondents as

against 83 who reported no releas+r embers -'1? were released

in 39 instances as against 112 in whiA- hey were not released.

Work WAS reported as continued during the summer in 43

instances and as mainly donelil the summer in the case of two

reports. Only one school reported that teachers were paid

for extra time.

Evaluatian.--Some indication has already been given that

administrators think teachers should not take on this work

entirely as an added responsibility. On 61 reports, however,

the practice foliowed was considered satisfactiny with no

change desired. Of the 43 cases in which a different reaction

was given, many apologies are made' to the effect that wgile

4

[ 451

_ _ _ _ _

- - - - - ----- - - -

4111. 410..

,

,
,

NATIONAL SURVEY OF SECONDARY EDUCATION

economy makes such added duties necessary, release from

some of the regular duties is desirable.

All school boards can not follow the example set at Tulsa

where committees of 20 members each are paid $25 a week to

attend summer school and write courses of study. This

school system reports that curriculum making is " too

important a task to be undertaken as a ' tag-end ' piece of

work at the close of a day of classroom teaching." If districts are not able to distribute the teacher load to include

curriculum work as is done at Montclair, N. J., they can, as

is done at Boston, give credit for professional cooperation to

candidates seeking promotion in the service.

6. SELECTING AND ORGANIZING MATERIALS

Respondents were asked to indicate influences having some

weight and those having most weight in the selection and

organization of the materials of instruction. The results

are presented in Table 27. Such influences as practices

elsewhere, expert opinion, committee discussion, reported

research and suggestions froni the State department of education are elicit shown to have some weight in from 60 to 70

schools. Local research and administrative orders are not

employed so ffequently.

TABLE 27.Number of schools in which certain influences have some weight and in which certain influences have most weight in the selection

and organization of materials (144 schools or systems)

Influence

Practioes elsewhere

State department

Local rasearch___

Reported research Expert Committee discussion.

Administrative orders .

a/

Influences having some weight Influences having most

weight

Population

group

2 3 4

IV

:8 29 8 7

23 18 11 18

15 1(1 9 7

23 24 13 8

24 22 7 11

19 21 13 11

11 10 7 8

otal

Populat km

group

8

Iv

10

23 23 12 17 6 3 5 7

19 19 7 12

15 8 ti 4 8 9 5 4 23 Z3 7 5

2 3 2 1 Total 11

57

33

2468 [46]

7 73

218

lt

_ 4. c, MP - mg

opinion..

, III
PROCEDURES IN CURRICULUM MAKING

The frequencies are somewhat different; however, for

influences having most weight. Practices elsewhere are far

ahead of other influences, while this with committee discussion and local research are the only practices having most

weight in 50 or more centers. The remaining practices range

in frequency from 8 to 33. Committee discussion is more of

a determining influence in the larger schools. Practices

elsewhere and local research are, however, reported with

almost as high frequency in the schools of Group IV as in

Groups I and II.

Evaluation.Practices were reported as satisfactory with

no changes, desired in approximately one-fourth of all cases.

In the evaluations of 15 respondents criticism was made of

the practic followed and in a majority of cases the criticism

related to the lack of local research. These schools say they

would do more of it if beginning again.

Coordination and correlation of materials.--b-Of the 162

centers, 125 reported the procedures followed in the coordination and correlation of the work of the various committees. As

presente4 in Table 28, the results indicate that no special effort

was made in 22 instances. In the order named, 'joint committee meetings, conferences with the director, 'skeleWn outlines,

and special committees for vertical correlation were employed

with frequencies varying from 64 to 46. Specittl committees

for horizontal Correlation webre organized in 37 centers.

TABLE 28.Number of schools using certain procedures for coordinating

and correlating the work (125 schools or syntems)

Procedure

Population group

3

II III

3 4

IV

a No special effort Special committee for vertical correlation

special committee for horizontal correlation... Joint committee meetings Skeleton outline_

Conference with director of revision program____ Other . 8

14

12 27

1820

4 17 20

4

28

7

7210

1 5

2

119

3 Total

22

46

37

46

9

Evaluation.gain, about a fourth of the schools recorded

practices followed as satisfactory. Twenty respondents

indicate dissatisfaction with *the plan followed because

[47]

I

, 7 6

19

1619 64

-
NATIONAL SURVEY OF SECONDARY EDUCATION

sufficient correlation was ftot secured. Special committees

and a skeleton outline are the two procedures most

commended.

Where vertical supervision is employed, as at Hamtramck,

Mich., the supervisor can very easily correlate the work of

all committees. Adequate coordination should also obtain at

Pasadena, Calif., where each committee is composed of

five persons, three of these working in the grades being reviPted

and two in that field at other levels.

6. TRYING OUT COURSE OUTLINES

Procedures for try out of courses before formal adoption

were indicated on 132 of the 162 inquiry forms. The practices followed in these schools are shown in Table 29. In 22

cases, respondents indicated that no provision for try out was

followed. The procedure most often followed, which was

indicated by 80 schools, is the try out of the tentative course

in the classroom by all teachers of that course. In 48

schools, teachers criticize the outline, but without the classroom try out. In 35 schools experimental classes were

organi7,ed to test the results of instruction in the new courses.

_a TABLE 29. Number of schools using certain procedures to try out the

course of study (182 schools or systems)

Procedure

No provision Teachers criticize witfibut tryout _ Experimental classes Tryout of tentative course by all teachers_ _ _ Tryout by selected teachers_ _ _ _ _ Population group

2 3

171334

1 LI 8

1412

31

44 Hi IV

3o

4

11 6

4 Total22

3 5 SO

2 To insure a course of study which will not he too far over

the heads of the teaclers, each teacher at Saginaw, Mich.,

hands in to the committee an outline of her work, which is

used as a point of departure. It was planned in this system

to have committee members take a seminar course at the

university before the cours6 is pre-Oared in its final form. An

unusual procedure for getting expert reaction to the course

is that followed at Beaumont, Tex. The outline was plaCed

[48] a

_ _ _ Is

.'
PROCEDURES IN CURRICULUM MAKING

in the hands of a university professor with au thority to

secure reactions s m his summer school classes. At

Rochester, N. Y., achers were called together in subject

groups at the close of each semester to present their discus- sions and criticisms both orally and in writing on the tentative copies, which were then called in and studied. In

some schools, however, the tentative courses are tried out

only by a few strong teachers in eak-depfirtment.

Eratuatior.Fifty-four responses were received indicating

satisfaction with p -tices followed. More detailed evaluations on the part o schools, in all bu t one instance, express need of more careful tryout of the course of study. The use

of experimental classes is especially recommended, in most

instances by schools which did notlorganize them.

7. ASSEMBLIMG COURSE OUTLINES

Ile plan followed in assembling the course of study reflects

to some degree the permanency with which the Product is

regarded. Replies from 140 of the schools on this question

are presented in Table 30. The majority of the courses are

printed or mimeographed, 31 falling within the former class

and 73 within the latter. More of the printed courses are

_bound than are loose-leaf, while the reverse is true of the

mimeographed courses. The large number of mimeographed

courses may reflect an attitude on the part of school men that,

COUFSCS of study as published are tentative rather than final

or they may reflec t an effort at economy. Courses are printed

more often in the largerjhan in the smaller cities.

TABLE 30.Number gof schools using certain methods of assembling

sourses of study (140 schools or systems

Procedure

1. Printed in pamphlet form

2. Mimeographed and bound._

3. Printed, loose--/..eaf

4. Mimeographed, loose-leaf 5. Combinations of 1, 2, 3, 4

TypOd.

Population group

11 1114

10 8 4 9 11 7 2 1 2

16

17 13 1 2

IV

6

132

122

2 Total 4 23

30

7

43

33

4

[49]

i!.

-

_

,t

ONIUMID a 2 f 3

7 8

_ _ _- 6. a
* NATIONAL SURVEY OF 9ECONDARY EDUCATION

Eratuation.---The practice followed was considered satisfactory in 43 of the schools, with no changes desired. In 19

eases the evaluations were not so final. Where printed

courses are considered desirable, it is explained for the most 11'

part, that this will be done only after considerable tryout,

pnd, in some cases, blank pages will he included for teacher

notes. In most cases school authorities seem careful to

guard against a consideration of the course of study as a

fixed or crystallized produet.

s. TRAINING TEACHERS IN USE OF NEW COCRSE

The necessity for training teachers in the use of the riew

course of study increases as schools become larger, since in

tile smaller schools all teachers more often have a part in the

work of revision. These facts are reflected in Table 31 in

Naich practices in 138 schools are summarized. It is signifi-

, cant that no formal provisions for teacher training are reported in almost half the schovols. Mile such reports are

found °more often in the smaller schools they are included

with considerable° frequency in the schools of Group I. In

the large schools, particularly, this work is usually delegated

to the supervisors Nsilo perform it either through regular

visits or through special meetings in which the teaching of

the new course is demonstrated. In only 28 cases was such

training placejt in the hands of teacher committees. Included under the heading "Other" are cases in which each

principal is made itsponsible for installing the new course.

TABLE 31.Number of schools using certain methods in training teachers

in the use of new courses of study (158 schools or systems)

MetIN

No formal ¡troy isiLn. Visits of supervisors _ Supefvisor demonstration meetings_ . Teacher committee instruction.

Department heads responsible _ Other_

Population

group

II III Iv

2

14 18 14 -21

26 21 8 5

32 21 8 2

10 15 2 1 3 3

4 7 4 Geographical section

N. E. M. A

510

6

3

N. C.. Et.

27 12 25 10 22 1 14 9 7 2 la 3

3 6 w. 139

115

3

'Total 1167

eo

63

28

15 1. [50]

16, a

%10

e I 7

106

5 _ ..... 1

.-... .. _ _.. ..... 6

1

7-- 4 le

1
PROCEDURES IN CURRICULUM MAXING

Evaluation.Sixty-three schools report, practices followed

as satisfactory, 17 of which are among those reporting no

formal provisions. In 18 instances, however; serious complaints are made against present practices. One respondent

thinks that in a school where there are no special supervisors,

the authors should be released front their regular work to aid

teachers with the new courses. Most of the others insist

that every effort be made to insure acpiaintance of all

teachers with the new course. The report from one school

points out that better results were obtained in junior than in

senior fligh school because the work in the forma was in

charge of a director of junior high school grady.

9. APPRAISING RESULTS

Of the 162 schools, 139 responded to inquiry concerninq

attempts-made to measure the, esults of instruction in the

new courses. Of this number 23 reported that no appraisal

was made and 9 reported the procedure they had planned to

follow. The results as presented in Table 32 indicate that

most of the appraisal is of.an informal nature conducted by

tire administrative anti supervisory staff. Fewer than 50

scho4 make formal gpecial appraisal through use of questionnaire, standardized tests or specially prepared tests.

TABLE 32. Number of sChool.:, -:ing certain Methods in appraising the

results of instruction (189 schools or systems) .

Procedure

No appraisal made

pecific courses only

Informal, by administrative and super- visory /daft . _ Informal, by teaching staff Formal special appraisal bl Questionnaire Standardized testa

Specialty prepared testa

Other

Population

group

_

I II III 1\ 2 2 4 3

10 5 3 5

3 8 1 I 24 26

3

s 3 2 20 6 6

15 5 4

1 13 17

132

Geographical section

1

'22 M. A.

.4

7 2

39

5 N. (' 23 Evaluation.Of the 52 schools reporting pre:; nt

satisfactory, 4 were in the group mAking no appr

[61

2

Total 11 72

lo26

49

37

5

plans as

and 15

4110

_____ -- ___ _ . A. F.. 6

5

.9 1,1

1 1.

alb

f; 5

s. w. 10

7.1 31 13 20

1 3

8 7

it) 10

8 8

2

, ,

.

' t

II

ti t)

1 7

la

14

1

.w
NATIONAL SURVEY OF SECONDARY EDUCATION

were included among those whose appraisal was informal.

In 29 instances respondents are less satisfied with their

present peogram and point out the need of making appraisal

more definite through use of expert advice, questionnaire,

and tests. Suggestions resulting from extensive evaluation

in the elementary field as carried on at Teachers College,

Columbia University, have been published by Stratemeyer and Rruner.'

10. CONTINUOUS REVISION

6 Of the 162 schools and syitems represented, 102 reported

that their program included plans for continuous revision,

reported that continuous revision was not contemplated,

aiad 53 did not _answer. Continuous revision is more often

planned for the larger cities. The percentages of schools in

each group not answering or not contemplatiiig continuous

revision are as follows: Group I, 29 per cent; Group; II, 36

per cent; Group III, 44 per cent; ,Group IV, 45 per cent. Questions were asked on the inquiry form relAting to (1)

the agencies responsible for continuous revision; (2) methods

of securing éritipisms and suggestions based on the old course;

(3) methods of conducting experiments with a view to courseof-study revision; (4) agencies responsible for deciding

changes to be made in adopted courses, looking toward immediate revision. The data secured will be considered in the

order named.

Agency re8ponsible jor con4ou reveizion.It is the policy

of most schools to -sign responsibility for continuous

revision to the same committee which assumed responsibility

for general revision. As kdicated in Table 33, 73 schools

follow this practice. No da assignment had been made

in 15 schools. This responsibility was delegated to the

research department in 22 cases, to the curriculum depart- ment in 20, and to a special committee in 12. The superintendent and the principal each retains this authority in 8

schools. The research and curriculum departments are

assigned responsibility more often in the larger cities and the

superintendent and principal more often in the smaller.

Evaluation.The agency designated is considered satiifactory in 47 cases. Fifteesn reports contain other suggesI Rating Elementary School Courses of Stud.% Bureau of Publications, Teachers College, Columbia University, New York City, 1926.

[52

b. a.

. 'te
ti

res:arch

PROCEDURES IN CURRICULUM MAKING

most of which indicate a desire for a department of

or of curriculum to conduct this work.

TABLE '33.Number of schools in which certain agencies are responsible

for continuous revision (132 schools or systems)

.1MB, Agency

. No definite assignment Committee same as general revision... _ Research department Permanent curriculum department__ _ Special committee Superintendent of schools Principals Other

Population

group

4 8 2 22 28 13

11 9

9 8 4

5 4 2

1 2 1 3 1 1 7 4

IV

5

5

10

wo as. 114

3

4

Geographical section

N. E. a2 M. A. N.C.1 S. 4 5 3 8 81 12 5 9 4 2 7 5

1 5 1 2 3 2 2 4 2

2 8 3 w. 102

172

4

11 Total 11 157320

128

8

15 How criticism i8 secured. Reports as to how criticisms of

the old courses were brought to focus are indicated in Table

34.% Twenty-six schools made no report and 18 replied

that they had no organized provisions. .With reported frequencies varying from 64 to 46, the following methods are

reported in descending order: Initiated by supervisory staff, initiated by administrative staff,_ interpretation of regular

testing, initiated by general revision committee. In the

smaller cities, the administrative staff more often initiates the

movement, while in the larger cities the supervisory staff and

the general revision committee have this responsibility more

often.

TABLE 34. Number of schools having certain provisions for securing

criticisms to be used in continuous revision (136 schools or systems)

Procedure

Population group Geographical section

IV N. E. M. A

No moulted provisions

Interpretation of regular testing

Initiated by special committee..... Initiated by general revision committee_ _ Initiated by supervisory staff Initiated by administrative staff Initiated by central onion Other 4 6 5 3

20 16 6 9

4 2 2 3

19 18 8 1 28 25 6 5

22 18 8 11 15 10 2 6

2 1 1 63 I

7

43

3

4

42

N. C. s. a

w. 10 11 2 5 4 3 18 10 21 7 10 51

1 5 3 2 11 6 14 9 14 46

11 25 13 11 64

12 27 7 9 59

8 11 3 8 32

1 4

,

I'. ' 7

%.1

10 22

Ill _......._ -

;

4

Total

I.

3

. . v. . ;.. 401N; ; kit

a

,_

In

3

1 _ _ _ 1

1 _ _ _ 1 8

6

8

ONMEN.MNIMPM

, 4

044kihi.

4
irsa

NATIONAL SURVEY OF SECONDARY EDUCATION

Evaluation.Nineteen respondents consider the plan they

followed inadequate mostly because plans were not definite

enough, and did not secure enough teacher criticism. It is

suggested that criticism can best be requested through individuals responsible for building the course. In 68 cases the

practices followed were considered satisfactory with no

changes desired.

How experiments are conducted.Thirty-one schools made

no answer as to how experiments were conducted with

a view to curriculum revision; 27 reported, no organized

efforts. The results are presented in Table 35. In only 35

instances are special experimental classes organized. While

100 &respondents report that teachers are encouraged and

assisted in conducting experiments in connection with regular

classroom work, thé degree to which they respond to such

encouragement is unknown.

TABLE M.Number of schools having certain procedures for conducting

experiments (131 schools or systems)

Procedure

Population group Geographical section

Total

I rl III IV N. E M. A. N. C. s. W. 1 2 8 4 ê I 7 II 11 No organized effort 7 11 7 2 2 4 8 5 8 27 Teachers encouraged as regular Work_ __ 38 29 14 19 10 14 39 19 la 100 Special classes orranized 15 13 3 4 2 4 14 8 7 35 Other 2 2 1 1 3 3 ___ 1 I

Evaluation. the 16 cases in which existing practices

were not considered satisfactory, it is pointed out that definite leadership is needed since teachers are as a rule poorly

trained for such work. In all instances, more experimental

work is considered desirable. Forty schools report practices

followed as satisfactory.

Agency respoutibk for clzciding changes.In most cases, decision as to what changes are to be matte in the old course is

the responsibility of the administrative and supervisory staff

or of the committee responsible for making "the general

revision. A total of 77 and 66 frequencies are reported respectively for such agencies in Table 36. The central office

[54)

_ _ ....... _ _

0 111.. IIn 1 II 1 11 .1

'1ii.'1:444tiM. Al
PROCEDURES IN CURRICULUM MAKING

has this responsibility in 39 schools and a special committee is assigned it in 23 cases. Reports were received from 129 of the 162 schools.

TABLE 36.Number of schools relying on certain specified agencies for deciding changes looking toward revision of adopted courses (11'9 schools or systems)

Agency

Population group Geographical section

Special committees

Same committee as metal revision_ _ Administrative and supervisory staff_ Central office

Teachers

1111111. IV N. E. M. A . N. C.

8

27

17 7

I 3

2

79

2

4

6

4

7

1 10

148

8

s.9 w. 19

7 7 7 23 12 17 28 15 15 10 7 10 2 1 1 Total 1123

66

7739

5

Evaintaion.Sixty-one schools reported practices followed as satisfactory, but only eight offered other comment. By these it is suggested that persons making such decisions be well trained and that the work be definitely organized.

11. GENERAL EVALUATION

As distinguished from the specific evaluation sought after each item, it was attempted at the NO of the form to secure a general evaluation concerning the revision program. Conclusions were asked as to (1) steps preliminary to launch- ing the program; (2) extent of teacher participation; (3) capacity in which services of different agencies are best utilized; (4) factors operating to prove* the construction of an ideal curriculum; (5) benefits of a geaeral nature; (6) con- clusions as to the program as a whole.

The replies are summarized in a general way. They indicate that the following specific conclusions are given by most respondents: There should be more thorough prelimi- nary instruction, asfar as possible, all teachersshould partici- pate in the program; practical work is best done by classroom teachers, lack of teacher training, money, and time are the factors which most often hamper the construction of an ideal curriculum; the professional growthof teachers is the greatest benefit derived. In general, it is concluded that teachers

551

_ _

_ _ ......... HI 12 26 22

30

4

11

1 06

t

. k

. :- Çrfl SiL °

c. ..A.s:,t1 :,°.* ;`!"'4_t Vti z ,!, **1:' . -

. allass4.2 vox:. 11f..1.16- f,

'

II

1 11114 a

1

r 4. e

E.
O NATIONAL SURVEY OF SECONDARY ED.VCATION

should be relieved in pal t from other duties, that continuous

revision is an indispénsable basis of procedure, and that there

should be more adequate provision for testing and research.

The count of detailed findings and recommendations in

appraisal is.--

(1) Steps preliminary to launching program:

More thorough instruction of teachers needed (25 schools).

More stress on the necessity for revision (7 schools).

More careful study of local needs (7 schools).

More expert advice (6).

Provision of more of a common background (6).

More publicity (3).

Other replies (9).

(2) Extent of teacher participation:

'Desirability of participation by as Many te4311tinr---aik,,,

possible (55 schools).

Need for care in selecting a well-trained group for committees (8 schools).

Need for relieving participants from some of regular

duties (6).

Work on revision invaluable trainihg for teachers (4).

Other replies (7).

s.

(3) Services performed best by different agencies:

Teachers for practical work (9 schools).

Outside agencies in an advisory capacity (5 schools).

Service of capable director most essential (5 schools).

Cooperation of all agencies needed (3).

Experts for writing and editing (2).

Research agencies for collecting information (2).

Assignment of increased responsibilities to outside

agencies (2).

Principals for evaluating and administering (2).

Other replies (4).

(4) Factors preventing an idetl curriculum:

Lack of teacher training (31 schools).

Lack of money (19 schools).

Lack of time by teachers with other dutles (17 schools).

College-entrance requirements (7).

Lack of objective data (7).

Lack of educational philosophy (6).

Lack of coordination of home and school (4).

Other replies (6).

(5) Benefits of a general nature:

Professional growth of teachers (42 schools).

Better courses of study (13 schools).

Better articulation of work (3 schools).

Other replies (3).

[ 56]

II n", 1`. .1 .'

f.:124ekrit4;PI ;
PROCEDURES IN CURRICULUM MAKING

(6) The program as a whole:

Teachers relieved in part of other duties (9 schools). Continuous revision an indispensable basis of procedure

(8).

More adequate provision for testing and research (8). More time allowed (7).

trig Greater teacher participation (6).

Greater use of eipeci al is ts (6).

More attention to trained leadership (4). More definite provisions" for teacher training (3).

ComWete responsibility in a permanent curriculum staff

'*(3).

Development from a tentative outline made by experts (3). Qther replies (14).

.

12846r.

itS; : , _ , [ 571

. -

4

ame

fr

c.-

..... . <JP;

-

a
CHAPTER V : COUNTY-WIDE REVISION

1. OUTLINE OF THE CHAPTER.,

Of the 38 centers approached with special inquiry forms

for plans of curriculum making on a county-wide scale, replies

were received from only 7; 3 of these were too limited for use.

In addition, however, to accounts of revision from the remaining four counties, this chapter treats of the results of

personal interviews with the three State high school super-.

visors of the State of Maryland and inquiry forms returned

from each of their supervisory districts.

L. CURRICULUM MAKING IN ASHTABULA COUNTY, OHIO

County Superintendent Graves reported that he is using

curriculum revision in Ashtabula County, Ohio, large!y as a

device for training teachers in service. Revision is a continuos process in which every teficher of the 4-year high

schools in his county is engaged. In 1929-30 there were 16

committees with membership of 4 to 7 teachers each. The

committees are reorganized each year. The assistant superintendent in charge of high schools directs the work. In

1929-30 about two months were spent in organizing, two

months in determining objectives, two months in selecting

and organizing content materials, and three months in

determining teaching procedures. About $150 was spent,

most of which was for mimeographing.

3. CURRICULUM MAKING IN ARKANSAS AND KENTUCKY

Inquiry forms were returned from Marion County in

Arkansas and filiorn Harrison and Henderson Counties in

Kentucky. Revision in these counties is controlled to a

considerable extent by the State departments of education

and consists for the most part in the adaptation of State

courses of study to local needs. It is largely an informalprocedure in which one committee revises the curriculum in

all fields. Much discussion and cooperation results, however, for all teachers of the county, No expense is involved

[581

'; 414:5An&liti -14:-X .rIZEriiOrN

,I .torie -

, -
PROCEDURES IN CURRICOVUM MAKING

except as a part of the regular budget. The results have

satisfied the respondents that the time given to the work is

well spent.

4. CURRICULUM MAKING IN MARYLAND

Attitude of State department The examples just given from

Arkansas and Kentucky indicate that revision of the curriculum in States with a county system of schools is sometimes

a joint undertaking of State and county agencies. It is in

Maryland, however, that the cooperation of these two

agencies has been developed to the greatest extent. Curriculum making in Maryland is both a State and a county

project, but since every county works as a separate unit in

the process, it is probably more accurately considered in this

division of the study.

Instead of preparing and circulating a single course of

study, the State department tOies the attitude that the

different social and ebailomic characteris,tics of different

sections of the State make it more desirable that each

county build its own course of study in accordance with ia

peculiar needs. The constniction of county courses of

study is considered An essential element of the Statts high

school supervisory program. The program varies, however,

according to the professional level of the teachers of each

county. In the more backward counties, supervision consists in correcting fundamental teaching faults. When a

higher level has been attained, supervision will be exercised w

largely through opportunities afforded in curriculum making. Background for re4,5 : .--The State Department of Maryland can take a more positive attitude toward county

curriculum, making than most States for several reasons. In the first place, authority is highly centralized in the

State departhent of education. It has approval of the

appointment of all teachers and officials, including county

superintendents. Two-thirds of the salary of the county

superintendent is paid by the State. No life certificates are

issued. Teachers are appointed for three years, and they must atiend summer schóol once during the period. Each

high-school teacher has a college d tlree. Principals are

encouraged to develop and keep alive a. professional spirit

among teachers. The tenure of principals is long. The

[59]

;

t.
t.

NATIONAL SURVEY OF SEC9NDARY EDUCATION

State is small, roads are good, and teachers know fairly well

what is going on in other sections of the State. County

superintendents are liberal in furnishing teachers with

literature and other material needs.

Approach to revision.The present policy of the State

toward curriculum making was put into effect in 1921

after two additional high-school.supervisors had been added

to the central staff. Previously to that time courses were

prepared at the central State office. From 1921 to 1925

attention was devoted for the most part to teacher preparation of lesson plans. In 1925 the work of all teachers of

the wious counties was united toward constructing for

each county separate courses in each subject field. Specialists from without the State were brought in to make talks,

especially on the unit plan of organization.

Organization for revision.The State, comprising 23 counties, is divided into 3 supervisory districts, with each State

supervisor responsibre for approximately 8 counties. In a

few of the more wealthy counties, a. county supervisor,

subject to the authority of the Staik supervisor but shouldering much of the detail ordinarily cared for by that official,

has -been provided. The State supervisor with the county

superinterident directs the revision in each county except in

industrial arts and home ec9noriOcs for which special State

supervisors are providO. All teachers in the county engage

in some way in the undertaking. A meeting of all teachers

is held at the beginning of the yearin each county at which

time it is decided what courses will be made that year.

Teachers, however, have in many cases been working on

specific units in the course for two or three years preliminary

to the organization of committees.

Extent of revision.The extent to which Maryland teachers

are engaged in any one year in making courses of study on a

county-wide basis may be gathered from a report furnished

by one of the State supervisors concerning work accomplished

in bis district in 1929-30.

County A: English, modern history, general science,

biology.

County B: Ninth-grade composition, general science. 4

County C: Ninth-grade Eish, modern history.

[ 60

,

.0"
PROCEDURES IN CURRICULUM MA&ING

County D: Ninth and tenth grade English. ancient history,

algebra.

County E: Work more directly under county supervisor.

Counties F, IG, and H: N'o work undertakjen on countywide basis. Teachers working independently, but not up

to standards of other counties.

It must be borne in mind that, while organized committees

are not working in each subject field in each county during

each year, all teachers are working on some units each year

with the idea that they will soon organize for revision. The

teachers of one county sometimes purchase courses developed

in other counties and adapt them to their needs. Accomplishment tests, based on suggestions of outstanding teachers

and prepared by the State staff each year, are given over the

entire State and the results widely circulated and discussed.

Ourriculum making in Allegany County.Each of the

three State supervisors had one of the county superintendents

of his district fill' in -and return the inquiry form prepared

for revision on a county-wide basis. The details of the organization and procedures outlined for Allegany County will be

considered and the general variation from Allegany County

plans of the other two counties will be noted.

(1) General plan 8.-14%1e most schools in Maryland are

organized on the traditional basis, revision was made in

Allegany County from the standpoint of the 6-3-3 organization of grades. Revision in the elementary and secondary

fields is entirely distinct. The curriculum is being built

from the ground up rather than as a revision of the old courses

of study. The stages of the program up to the time information was supplied for this ptudy were: (1) Fifteen lectures

by curriculum specialists fróm Columbia University covering

a school year, (2) organization of committees and reading

for orientation, one-half year; (3) production of units of instruction, now in progress. Periodic conferences will be held

with curriculum specialists from Cohunbia. The program

was begun in 1928 and is expected to be finished in 1932. All

subject fields in junior and senior high school are being

revised.

(2) Detail8 of organizah.,on.The county superintendent,

aided by the State supervisor, dire.cts the program. Other

[611

'
ql) NATIONAL StrRVEY OF SECONDARY EDUCATION

agencies having a part in the work are the curriculum specialists and the teachers and principals of the county. The

production committees consist usually of five classroom

teachers and one member of the county supervisory staff.

The State high-school supervisors and the university specialists act in an advisory capacity. The chairmen of committees are usually classroom teachers. They, together with

the county supervisor and the outside specialists, supervise

the work. The program also provides for (1) a review cornwittee consisting of four classroom teachers arid two from

die county supervisory staff and (2) an artictilation committee consisting of three from each of these groups. The

responsibility for the different elements of the program is

assigned as follows:

Formulating general plans: County superintendent, curriculum

specialists, supervisors.

Formulating guiding principles: Same.

Formulating general aims: Samè.

Providing materials for committees: County superintendent.

Investigating community characteristics: Supervisors, research

director.

Investigating pupil characteristics: Research director.

Revising program of studies: County superintendent and supervisors.

Revising materials of instruction: Production committees.

Revising teaching procedures: Production committees and supervisors.

Correlating departmental work: Curriculum specialists and production committees.

Coordinating grade work: Curriculum epecialists.

Determining time allotments: County superintendent and supervisors.

Determining minimum standards: County superintendent, supervisors, and production committees.

Conducting experimental classes: Supervisors.

Trying out courses before adoption: Teachers.

Editing for content: Committee chairmen.

Editing for expression and form: Cbmmittee chairmen.

Training prospective teachers in use of new courses: Supervisors.

Training teachers in service in use of new courses: Supervisors.

Selecting instructional supplies: Supervisors and teachers.

Selecting textbooks: Supervisors.

Developing new type tests: Supervisors and research director.

Appraising results: County superintendent and supervisors.

[621

,

. a *. a.

.11 4 .7 41. 4't so. it m= U4

*a-

; 'ita-,114:2i.
PROCEDURES W CURRICULUM MAKING

It is estimated that the cost of the program will be $5,000

per year, $2,000 of which is a fee to the university directing

the program and $2,400 for the employment of specialists.

About $200 is estimated for the purchase of library materials

and $400 for printing or mimeographing.

(3) Specific procedures for separate elements. The interest

of teachers in the program was obtained through questionnaires to local schools concerning the old courses of study

and through discussion meetings. Newspapers and bulletins

aided in the publicity secured.

No objective criteria were used as a basis for selecting the

committees. The members were nominated by a special

committee and approved by the county superintendent.

They were trained for the work through special efforts of the

director and by specialists brought into the city. Central

headquarters was provided with a library and members were

also furnished individually with needed literature. A room

in the administration building was reserved as a place of

meeting. Meetings were held continuously for short periods,

but on no regular schedule. When engaged in curriculum

making, teachers were paid for extra work or time was taken

from their regular work. In some cases work was done during

the summer.

Expert opinion and committee discussion were of most

weight in the selection and organization of materiall, although

the results of reported research were of some influence. The

work of separate committees was correlated through skeleton outlines provided by each committee and through

,conferences with the director.

In order that benefit might be secured from tryout of

courses before adoption, t9ntative copies were circulated

throughout the county witif request that classroom teachers

report their criticisms. After adoption, county and district

meetings were held for the express purpose of acquainting

teachers with their use. The county supervisors also discussed them on their regular visits and the county furnished

the aid of its staff ori'special trips to aid local adaptation.

The courses are appraised Chrough standardized and specially prepared Was. In. order to keep them up to date,

regional conferences are held and organized efforts are made

to collect criticisms.

[63]

s.

.
14) NATIONAL SURVEY Or_ tECONDARY EDUCATION

It was the general conclusion of the respondent that the

procedures employed are for the most part satisfactory. He

believes, however, that specially trained teachers should be

released from classroom duties for more extended periods to

produce the units of instruction.

Comparison with other Mary count its.Reports from

Carroll and Wicomico Gounties differ chiefly from that just presented in that specialists are 'not brought in from the

outside to assist in the program. As a consequence,-expenditure is confined largely to employment of extra clerical help

and purchase of library materials and hardly runs more than

$300 per year; nor, as in Allegany County, is it attempted

to make all co urses of study at the same time. The courses

are begun and completed in one year's time, but only two or

three are undertaken each year. The work done by curriculum specialists in Allegany County is, in these counties,

done for the most part by the State high-school supervisor and the county superintendent. The teachers work at

curriculum making in addition to their regular duties and

without additional pay.

11. 4-

t [64]

r'

vr?
CHAPTER VI : STATE-WIDE REVISION

I. NATURE OF THE INFORMATION SECURED

The States represented. An inquiry form, Jmi1ar to the

one devised for cities, was addressed to the superintendent of public instruction or commissioner of education in each

of the 12 States indicating an organization within the past

five years for curriculum making. Replies were received

from 11 States as follows: Connecticut, Florida, Idaho, Indiana, Iowa, Minnesota, Missouri, New Mexico, Oklahoma,

South Dakota, and West Virginia." Most of these States, it will be noted, are in the middle or far-western groups. These replies are the bases of the analyses which are pre- sented in the pages which follow. In almost all particulars

the study is conducted similarly to the- one on curriculum

revision in cities. The chief, variance is in the evaluation.

On some questions no evaluation was made by the authorities in any State, and as a consequence this is not included

itftr the basic treatment of all topics.

'Officials making returns.The 20-page'inquiry forms were

filled in by the following officials: In 6 States by the supervisor

of secondary education; in 2, by professors of the State

universities, in 1, by a State superintendent, in 1, by a special

curriculum director, in the eleventh State no name was given.

In 3 of the States, respondents report revision as completed,

while in the remaining 8 it was still in progress at the time

the form was returned.

Subjects complete and in progress.The scope of revision in

the 11 States considered is indicated in Táble 37, showing

the number of States in which revision in the separate subject

fields has been completed and is in progress. The total

represents 151 courses of study, 50 of which are in junior

high school and 01 in senior high school. More work is

being done in mathematics, science, English, social studies,

Latin, physical education, domestic arts, and manual arts

than in other subject fields. Art, music, and commerce do

not fall far behind, however. It is of interest to note that a

(65)

-,;kt,14kar4a.-

A
NATIONAL SURVEY OF SECONDARY EDUCATION

few States are also publishing courses in character, in visual

education, and in guidance.

TABLE 37. Subject fields in which revision was completed and in progress

in 11 States

1 \._____-- Subject field , Junior high

school

Senior high

school

, -Total -- Compieted

In prog

ress

, Com

pleted

In progress

, 1 I.

A

I 4 5 # English BocW studies

Mathematics

Science p Physical education Art

Music

Latin

spanIshfilt

Commerce

Manual arts

Domestic arts A tuts

Character . Visual education

Guidance

Administration and supervision

Total

12

1

12

1

6

3

444

38

3

112

14

11

11

2

32

42

112

22

13

2

1

6

65

55

6

5

2

355

52

2

1

1

1

1313

14

1412

1010

10569

11122

3

2

23

8 42 28 73

, 151 I. GENERAL PLANS FOR REVISION PROGRAMS

General plan of attack.In 7 of the 10 States replying to

the question revision of the elementary and secondary fields

of education was kept entirely distinct, while in the remaining

3 the general program included both. In 6 States the curriculum was revised from the standpoint of organization on

the 6-3-3 or 6-6 plans, while in 4 States procedure was on

the basis of the traditional 8-4 plan. Responses from 6 States

indicated that they were building the curriculum from the

ground up, while in 4 States revision was more of an adaptation to present needs of the old courses of study.

Major elements included.A general idea of what curriculum revision in the several States involves may be had

from Table 38, in which are assembled the responses from

thi States as to what major elements were included in the

program. The elements listed are practically the same as

those included on the form to city schools. Little variation

is to be noted in the extent to which different elements are

included or omitted, a frequency of from six to eight States

1681

.v

A

_ _ _ _ _ _

, -6

:. l

--4. s . .. a , ?

- - . * .. L- .- . ; 0 r

. . Illb

. . . . ,

.A. ,Ife,..*.'. ' : . -, ., -

. :

.4. . _,, ss;-.; %-.' . . : .....: . .;*-2. , . ...,.:4--ij

-211

i? L " 1:3

a A 1 L 245'10_1W. : :::4**42 iti2144:174W6. t)7;.
,40

PROCEDURES IN CURRICULUM MAKING

being shown for each element. In most States the first six

elements listed in the table had been completed, but the

remaining 18 were still in progress or were merely contemplated in most of the Stat9s at the time the report was made.

This may account in some measure for the small amount of

variation in the degree to which different ,elements are

included. Contemplated elements are somaijnes neglected

in the end on account of lack of time or for other reasons.

The agencies responsible for each of these elements will be

considered in another connection.

TABLE 38.Number of State programs in which certain eleriiints of :curriculum revision were included

Element

Number of States

Completed

2

In

prog- 3 1. Formulating general plans 2. Formulating guiding principles_ 3. Formulating gW aims 4. Providing materials for committee work

5. Investigating oommunity characteristics 6. Investigating characteristics secondary-school population.......

7. Revising programs of stadia_

8. Revising content materials

9. Suggesting teaching procedures 10. Corelating work of separate departments 11. Coordinating work of separate grades 12. Determining time allotznents_

13. Determining minimum standards

14. Organizing and conducting experimental classes 15. Trying out courses before adoption 16. Editing tentative clauses for content

17. Editing tentative courses for expression and form_ 18. Training prospective teachers in use of new courses

19. Training teachers in servician use of new chine

20. Selecting instructional supplies related to new course 21. Selecting textbooks 22. Developing new type testa_ 23. Appraising results of instruction

24. Providing for continuous revision

Total 8 1 9

7 1 8

6 2 8

4 3 7

6 2 7

a 2 7

4 4 8

3 5 8

3 a 8

3 5 8

3 a 8

3 a 8

3 a 8

3 4 7

3 4 7

2 4 a

3 4 7

3 4 7

3 3 6

3 5 8

8 3 6

3 3 6

3 3 a

3 4 7

Stage8 invoked. Replies to a request that if, as far as

the program of revision had progressed, more or less distinct

time stages had resulted, such stages be described briefly,

are summarized as follows:

First stage

Discussion of curriculum revisionpreparing the ground (6 States).

Preliminary organisation (5 States),

( 67

.

I rase

.

.

do 4;1t

]

4,g.

s :4"

. "

,:).:.:10- j , 3- . I i -`,./4(-: 4 e

' , I ...r '`

,:, `.'; ii. 1- i-4? .-1.i...44041-?:.; 1:*:.:1 2..3 . 146 .31.7101,t_.! . -1.f, l :AI%'18- -:figrd?...

_

4h.
NA TIONAL SURVEY OF SECONDARY EDUCATION

Second stage

Organization of conimittèes (5 States).

Deriving objectives or guidin/principles (5 States).

Revising subject matter (1 State).

Third stage

Perfecting plansconferences, seminar classes (4 States).

Deriving objectives and guiding principles (1 State).

Revising subject matter (1 State).

Synthesis of individual contributions by committee as a whole

(1 State).

Fourth stage

Survey of classroom situationscheck-up (3 States).

Revising subject matter (2 States).

Reviewing work of committees (1 State).

F¡fth stage

Reviewing and editing (3 States).

Revision of first tentative draft (2 States).

Revising subject matter (1 State).

It was also indicated in three States that a tryout of the

courses of study in the classroom was contemplated at a

later date.

The summary perhaps suggests the fact that the coinmittees of all States do not proceed at the same rate in

revising courses of study. In one State where revision was

completed in one year it is complained that the time was

too short. Two further suggestions which were indicated

as evaluations are worthy of note. In a State where some

experiment was made to test. the course in the classroom

it is reported that the "experimental tryout features were

most valuable. Would spend much less time in committee

discussions and more in actual work and observation."

In another State courses of study were developed by seminar

groups, and the plan is reported to have worked admirably.

Time required for general revision.The average time of

three years, which seems to be required for completion of

revision on a state-wide scale, is about the same as the

average shown for city rqvision. In two States revision was

accomplished in one year, but the need of more time was

indicated in each instance. In four States revision was

completedor practically soin three years. In the remaking five States revision had be;en in progress for less

0, [68)

p, ... . 41,.;At4N fte. n

'

41
r PROCEDURES ,IN CURRICULUM MAILING

than a year in one, for one year in two, and for two years

in one State. It seems that a period of at least three years

is required for complete revision in the average State.

Reports from two States suggest, however, that probably

a 5-year program would be better, with fewer courses revise0

each year.. S. DEAILS OF ORGANIZATION

Plats followed in Idaho.Because of the widespread

cooperation from many sources which it seems to enjoy,

the details of the organization for the State of Idaho are

presented in this connection. An outline of the membership and functions of the committees organized for this

progiam as furnished by the curriculum advisor is reproduced

herewith.

A plan for constructing a high-school curriculum for the State of Idaho

A State board of education is responsible for the revision of curriculums for all the schools in the State. Consequently final authority rests

with them. All committees, therefore, are working directly or indirectly under the direction of the State board.

There shall be four committees, namely, a nomination committee, a

supervision committee, a production committee for each group of subjects, and a promotion committee.

1. The nomination committee.

A. This committee shall be composed of the following members:

(1) The commissioner of education, chairman.

(2) The secretary of the State teachers association.

(3) The State superintendent of public instruction.

(4) The dean of education at the University of Idaho.

(5) The head of the department of education in each

normal school.

B. This committee will have the sole duty of recommending

through the chairman all non ex-officio members of the

supervisory, committee for approval or disapproval by the

State board of education.

2. The supervisory committee.

A. This committee shall be composed of the following members:

(1) The commissioner of education, chairman.

(2) The secretary of the State teachers association.

(3) The State superintendent of public instruction. 4* (4) The dean of education at the university.

(5) The head of the department of education at the

normal schools.

(6) A curriculum adviser.

(7) The chairman of all production committees.

[ 691

A

16

4 441

r r 7111;-41.-ty!

- . .1vs.;1 , . .. . . . .

s

' . 111:416. Qrs.

.1.C. tal t. ....A...L.' t - -

; "' * . r
NATIONAL SURVEY OF SECONDARY EDUCATION

B. The importance of this committee can not be overestimated.

The success or failure of the undertaking will depend upon

the diligence çf its members.

C. It shall be the duty of this committee with the aid of the

curriculum adviser to supervise the work of the production committee throughout the entire procedure. Some

illustrations are:

(1) To appoint members of the production committee.

(2) To establish a set of criteria to guide the production

committee.

(3) A determination of general aims and objectives.

(4) How to provide for individual differences.

(5) Should the curriculum be organized as a series of

projects?

(6) What relative emphasis will be given to methods

and subject matter in the new curriculum?

(7) Will the objectives be stated in terms of teachers'

goals or pupils' goals?

(8) What correlations of subjects are advisable?

(9) What outline should be used in each course of study?

(10) Will the curriculum be published in one large book

or in separate booklets for each group of subjects?

(11) What_ shall be the subjects required of all pupils and

those that are elective?

(12) How much teacher initiative will be allowed?

(13) What organization of the day's acti vities is desirable?

(14) What kind of teaching units are best?

(15) The organization of teaching units.

(16) The use to be made of tests.

(17) A marking system.

(18) Many others.

3. The production committees.

A. There shall be 15 production committees, some of which will

include subcommittees.

B. The chairmen in some of these committees will be superintendentsor principals from independent districts and of the

others superintendents or principals from smaller districts.

C. The personnel of each committee will be--

(1) Superintendent or principal, chairman.

(2) A curriculum adviser.

(3) Classroom teachers in the various subjects considered, divided approximately equally between

independent and small districts.

(4) Other aiministrators in public schools.

(5) The commissioner of education, an ex-officio

member of all production committees.

D. It shall be the duty of these committees to write the course

of study with the aid of the curriculum adviser under the

supervision of the supervisory committee,

(701

,

, . 4, ktae-
PROCEDURES IN 'CURRICULUM MAKING

4. The promotion committee.

A. This committee will be composed of the executive committee

of the State teachers association with the secretary acting

as chairman.

B. It will be the duty of this committee to promote the pro- ceedings of the other committees by a campaign of publicity and assistance in raising the amount of money

required.

C. Fifteen or twénty cents per pupil contributed by each high- school board should furnish the necessary amount of

money for initiating this piece oi work.

D. Legislative appropriation will complete it.

The program in Idaho is planned as a 3-year project with

the following stages: (1) Formulating plans; (2) educating

committees and public-school people; -(3) deriving objectives; (4) writing courses; (5) trying out of ni3w courses by teachers of the State. It was initiated by the superintendents of the

State as a result of dissatisfaction with the old courses of

study. Prof. R. D. Russell, of the University of Idaho, with

the title "Curriculum adviser," 'was placed in charge of the

program.

As noted in the outline, a considerable part of the expense of the undertaking is being borne by local school districts.

The cooperation of the university is indicated by the fact that it pays the salary of the curriculum adviser who is

granted leave of absence from his regular duties. That the

superintendents are cooperating is shown by their attendance

at summer school. One-half of the superintendents of the

State were enrolled in 1930 in classes organized by the curriculum director, and three-fourths of the superintendents

were expected to attend the summer session in 1931. Six

hours' *credit is given by the university to each member of

the production committees upon completign of his work.

A considerable amount of research work has been undertaken

by the school people of the State.

Agency directing the program.With the complete program

of Idaho as )% background, details are considered singly and

for all States in the sections which follow. While State

superintendents or commissioners of education no doubt

retain general oversight of the revision program, active

responsibility for directing the work is delegated in 6 States

to a member of the State department of education, usuid141.

(71)
NATIONAL SURVEY OF SECONDARY EDUCATION

the supervisor of secondary education, and in 5 States to a

professor at the State unftrersity. The director does not

devote full time in all cases but expression from one or two

States indicate that this is due to lack of funds rather than to

absence of felt need for full-time service.

Organization of prodigtion committee8. In 7 of the 11

States information was given regarding the organization of

production committees. The average size of these committees is 7 mern4ers, with a range of from 4 to 12. On an

average, 3 or 4 of these members are classroom teachers, 1 to 3 are from the administrative and supervisory staff of

local schools, 1 from the higher institutions of learning in the

State, and 1 from the State department of education. The

chairmen of these committees may be selected from any one

of the latter three groups mentioned, but are seldom classroom teachers. Supervision of committee work is usually

the responsibility of the chairman. This duty may be

exerci: td in some cases by the director of the whole program.

Respondents, for the most part, consider their organization

as satisfactory. The desirability of having a larger number

of classroom teachers is mentioned, but the expense involved

prohibits it. Hence the need of careful selection.

Other committee8.Among the other committees selected

in the various States may be mentioned committees on aims,

time allotments, correlation, nomination, promotion, publicity, standard materials, adaptation, and central, steering,

or executive committees. None of these except the last

mentioned, which is represented in all programs, is designated

in more than 1 State. The average size of the central,

steering, or executive committee is 13 members, with a range

of 6 to 20. In all cases, such membership includes representatives of the State department, of higher institutions,

and of the administrative and supervisory staff of local

schools. Classroom teachers, however, are represented on

this committee in only 3 States. The functiow described

for this committeein the Idaho plan are fairly reDresentative.

acting in other capacitie8 .Respondents were

asked to indicate other individuals besides committee members who acted in some capacity with respect to (1) general&

plans for revision; (2) the detailed construction of the tent.211*

1. Individuaie

. t [72

-efLa_319',1,4 V.-491?:41,40a: -LA

11
v

PROCEDURES IN CURRICULUM MAKING

vor tative course (3) reaction to the completed tentative course; (4) keeping the new course of study up to date. The replies are pummarized in Table 39.

(1) With respect to general plans.---In 8 Stats/it was indi- cated that expert advice with respect to general plans was contributed by other than committee.members. In 6 States

such advice was contributed by an average of three members from the State departmiint of education; in 7 States, by an

average of nine members from higher institutions; in 5 States, by an average of eight members of the administrative and supervisory staff; in 1 State, by 13 classroom teachers; and in 5 States, by an average of five members from other professional groups. Advice from everyday experience was contributed by 150 members of the administrative and super-. visory staff in Indiana and by 100 classroom teachers each in Oklahoma ind in South Dakota.

(2) With respect to details of construetion.---Classroom teachers and nonprofessional groups are the agencies which, more than any others aside from committee members, contributed to the detailed construction of tentative courses. In Okla- homa, 100 teachers contributed advice from their every- day experience, while in South Dakota advice of a similar nature was contributed by farm clubs, American Legion posts, commercial dubs, Rotary and Kiwanis clubs, parent- teacher associations, and the W. C. T. U.

(3) With respect to reaction to tentative course.In Indiana especially, where 900 were reported, widespread reaction of classroom teachers was secured to the tentative course of study. In this State, a 23-page booklet was sent to city, town, and county school districts over the State for seem* the reaction of each group to each course of study. The booklet, after giving a general explanation of each of 12 major phases of each course of study leaves space for sug- gested evaluation.

(4) With reaped to keeping the new course up to date.InJ

only a few States were reactions from different groups in keeping the new course up to date reported. A great vari- ety of &pixies for this purpose is nam*d for South Dakota; but the greatest number, with 500 classroom teachers india cated, is reported for Indiana. In Connecticut, the only

111$401P-4111.--4

444.4:11*

' [731

liatZ.;:lf 14

'%; ,trAt..-. - ,13:1

-1

a
rIVNOLLVM AUVUNODaS Nouxonaa r 

0 

TABLB 39.Individuals connected with State curriculum programs acting in capacities other than as committee members (8 States) , Function State depart- ment Higher inst - Lions Administrative 1 staff Classroom teachers Other profes- Mona! groups Nonprofes- sional groups _, tillt1 supervi- /gory 

Namber of 

States 

I 

Average 

number Oer State 

Namber of 

States 

qv. 

Average 

number per State 

Namber of 

States 

Average 

number per State 

Namber of 

States 

Aver- , age 

number per State 

Number of 

States 

A ver 

age 

numbier per State 

Num. 

ber of 

States 

Average number per 8 tate , i 

II 4 1 6 7 8 19 11 12 13 eneral revision plans: Expert Advice advice . train everyday experience Detaiis ot construction: Data and materials_ advice 

from everyday experience 24100011 to tentative course: Based on classroom tryout Bspert criticism impiss Nile course up to date: ApgW*I,it*t'W1d Suggestions to central authorities Observation under laboratory conditions 

6 

4 

3 

2 

1 

2 

2 

3 

3 

3 7 

6 

6 

7 1 

3 

1 

1 

1 

2 

1 

1 

2 

8 

30 

17 

25 

1 

3 

3 

3 

3 

1 

1- 

1 

8 

150 

9 

4 

20 

52 

12 

24 

24 - 1 2 4 1 2 3 1 1 

1 

13 

100 

166 

13 

57 

342 

25 

200 

500 

5 

3 

3 

1 

2 1 

1 

5 

2 

1 

1 

4 

2 2 _ 2 _ W. 200 

A 

6? !.4?tt_4, -0.3,;e "" ' , r' , z ". 

ms- 

.,' ,- f ' _ id .1. ', .- a .. - ... A 9 5 

1 

11. ...... - elo 
PROCEDURES IN CURRICULUM MAKING

other State reporting, only a few agencies as compared with the other 2 States are indicated. In the States from which an evaluation was received apology was frequently maae for not using more extensive plans to. secure the reaction of the classroom teacher. In 1 State it is reported that much constructive criticism.was received from teachers who tried out the courses.

Respougibilityfor different elements.---The agencies to which responsibility for each of 24 elements of the revision program was assigned are indicated in Table 40. The total shows that for 9 States responding there is IL variation of from 2

to 9 States in the responses received far the different ele- ments. For such elements as appraising results, trying out of courses before adoption, training prospective teachers and teachers in service in the use of the new courses, and selecting textbooks responses were received from only 2 or 3

TABLE 40.Number of States in which -4 agencies were assigned

eeeenr. resyonsibility for different elements of the revision program

Agency

General plans- =it/ principles elms

materials InvIiaUni community eharacteristi Investigating pupil obaracteristice.. Revising df studio_ _

content material_ _ ng teaching

OteriadIndaZgd"rtmeág

work

_ Determining I

I allotments Determining mmum standards

Crating

of courses Ware adoption It for content--

e de. Oedbee.e ..... gibe Training teachers in use a

service in

textbooks....

NNW-- Appraising results... - Continuous revision

swum

Total_

eeeeme ono m.e. ea e __e_se elpsqp

Olp 1

coo co Am Wee do. 2il

2 1 2 1 ewe. ...Or eeee 2

1

.

eve 10 e

ieeeeemmi. 7

emeleem W e WM. e e I.1

ee OP. 1 12 12

GM

dif 1 28 19 11 9

3

aeme.ele

1 8

8

9

6

348

8

8

79

8

48a6

3

6

130

[75

a to

4

'N. A

. era "

..11. " .

_ e _____ _ ._ _ _ a. .. ..........____ M __________ ID.a. v... pro,- 4ilbg _ .

e program w Revisiiii. _ _ prOCed - - _ _

_ _ .

...... 10 _ _ .....____...___ ........

. Experimental ciPssa................--_-__....____.....____........... ____... _______._ _ a . __ _ __. 00 O. ..a ,.. . - Editing for .b ill_ '. Ion and form_ . a - _ _ .. _

4 '4 :4 . ti:..ive 0 _OP'f.. _,._, as-1 in use of.... .. .. .

is\ Selecting instruetioiti.. i _....16. . ..... ."."C. I; 00 0 _ . 7 d..... .., DeVelloP124 - -,...... ---. ___... .1w

lb .. . .. m ...el - _ e __a...ea_ 1 1

2

1

1a

e at 18

1

13

12

1

1

***a 1 1

4 11 1 11 a a__ _

1113 1 1 1

C 1

MP 32

1 8

a. S.__

s

Gena.4 8

7

_ _ _ _

ao a 8

3

2

11

1 1

11

18

a. AY ol 1

1

a Oa aw 3

a a. Gio _

a

o

73

8

3

2
, a

-

e- NATIONAL SURVEY OF SECONDARY EDUCATION

States. It is likely that these elements were absent from

the programs of a number of the States for which responses

were not indicated.

The central or executive committee is the agency to which

was assigned responsibility in a greater number of States for

most of the elements of the revision kogram. The only

elements assigned more frequently to oter agencies were the

providing of materials for the separate committees which was

assigned most often to the director of the program and

responsibility for investigating community characteristics,

revising content and teaching procedures, and editing for

content, in all of which the responsibility was placed more

often on the production committees. Aside from the executive and production committies responsibility was assigned

to special committees, to State officials, to the director of

the program, and to other agencies in the order-named.

0o8t.For only 6 of the 11 States is indicated the cost of

the curriculum maldng program. In 4 cases the expense

was borne entirely by the\State; in 1, it was borne by the

State teachers association; and in the sixth, it was divided,

but not equally, between the State and local school districts.

The total cost ranged from $600 to $30,000. The largest

expenditure in most instances was for printing. In 2 other

States no funds were, set aside specifically for curriculum

revision. Respondents undertaking evaluation comtin of

the scarcity of funds.

4. SPECIFIC PROCEDURES

Steps preliminary to Launching the program. vera1 ques-.

tions were asked on the inquiry form to ascertain the procedures which were followed in different States in order to

accomplish certain features of their program. The first of

these related to those efforts which were made on a state-wide

basis in order to secure' the cooperation and interest of &large

group of schobl people. Three questions of this nature were

asked: (1) Description of stito-wide investigations of characteristics of the secondary-echool population; (2) methods

used to secure reaction of teachers to old course of study

looking toward immediate revision; (3) methods of securing

publicity relative to the reviskie program.

[761

e-

.

,t

. .1-4:p713;;;J. :*ti` .7!

ws.'""

:of . 4.-1M51; ",* -,Ptntif)

'riot k tfr,

. . LYclif*

z olt 6": if
PROtEDURES IN CURRICULUM MAKING

(1) State-wide investigations .--Few investigations of a statewide naturewere reported. An age-grade survey wasreported

in 1 State; a study of achievement in specific subject fields

in 2 States, and a survey of the social characteristics of certain

sections of the State was reported in I State.

(2) Reaction of teachers .The State educational journal

was used in 1 State to request suggestions from 49.11 teachers

regarding curriculum making. A more direct appeal was

made in 3 States through the use of a questionnaire and in

4 States through letters inviting suggestions. The number

of such requests varied from 200 in one State to 6,000 in

another.

(3) Securing publi city .-----Reports were made from 9 States

concerning methods used to secure publicity, 1 of which,

h4wever, indicated no special effort. The methods which

were indicated are summarized, with the number of States

from which listed, as follows:

Explanation of program before groups of teachers (8 States).

Discussion of program with groups of teachers (7 States).

Use of State journals (6).

Use of State bulletins (5).

Use of newspapers (4).

Curriculum-study groups organized over the State (2).

Circular letters (1).

Questionnaire to general public (1).

Meetings with farm organizations and civic clubs (1).

More efforts were evidently made to secure publicity than

were made to secure suggestions or to investigate conditions

on a state-wide basis. In two or three instances, the lack of

time and money was blamed for the lack of greater effort

along these lines.

Organisation of prodfdion committees.---In 8 States the

selection of production committees is to some extent in the

hands of the State superintendents; in 2 States, he nominates

such committees, while in 6 States he approves them. In 2

States such selection is entirely in the hands of the executive

committie. In 1 State reply to this question was omitted.

Other agencies which are designated as taking some part in

the selection of such committeesusually their nomination

are a special committee, the State supervisor of secondary education, the State teachers association, Weil suStintendents,

and committee chairmen.

aa. 1771
.

Oa. NATIONAL SURVEY OF SECONDARY EDUCATION

In 5 States effprt was made to have aifferent sections of

the State represented on thes'e committees, in 3 States no

such effort was made, while for the remaining 3 States the

question was not answered. It was reported for 3 $tates

that such a provision is difficult to carry out because of

great distance and lack of funds.

The supervision of the work of production committees is

in the hands of the committee chairman in 7 of the 9 States

replying. In 4 States he may be aided, however, by the

director of the general program. Other agencies designated

in 1 State each are the chairman of the executive committee,

the executive committee, the State supervisor of secondary

education, and the university specialist.

Conditions of work .-----Questions were asked concerning the

training of teachers, provisions for making literature accesBible, and provisions for committeie meetings. Answers were

received from 9 States concerning the training of teachers, 5

of which reported no special organization. In 2 States this

was done through the efforts of the curriculum director, in

1 State, through the organization of study groups; and in 1

State, through seminar classes in summer school. Respondents from 9 States report provisions for making literature

accessible, in 6 of which members were supplied individually

while in the remaining 3, central headquarters were

established.

Of respondents in the 2 States which evaluated their

procedure in training teachers, one doubted the value of the

imported specialist, while the other felt that such training

should have been more intens¡ye and of longer duration.

In 4 States it was felt that more opportunity for access to

curriculum literature should be given to committees.

Committee medings.---Such meetings were not regularly

scheduled in 8 of the 9 States reporting. In the other

State regular meétings were scheduled monthly. In only 3

States was it'reported that special quarters were provided for

such meetings. Reports from 2 States, however, indicate a

feeling that such provision should be made if funds are

adequate.

avrdination and cortvlation.Procedures through which

coordination and correlation of the work of separate depart-

. . i r . (781

...4.)rk -

¿

- ' itrft 11" - vkii4:1:4!:1.441, 4n'
PROCEDURZ8 IN CURRICULUM MAKING

ments and grades were attained were reported in 8 States.

The summary indicates that in most States this is done

through joint committee meetings.

Joint committee meetings with a skskton outline (5 States).

Conferences assisted by guidance materials (1 State).

Joint meetings of special committees (1).

Conferences (1).

Reports from 3 States indicate that work along this line is

effective. They suggest a greater interchange of ideas and

plans.

Tryout before adoption.--Respondents froM only 5 of the

States report that there was some tryout of courses of study

before adoption. In 1 State such omission was attributed to

lack of funds and time. Experimental classes were organized

and tile courses were sent to classroom teachers over the

State in two instances, in 2 States copies were sent to classroom teachers without r thi3 organization of experimental

classes, and in the fifth State the reverse was true.

Training leadten in use elite new course.Some attempt

was being made to train teachers in the use of the new course

of study in 7 States, with reports from 2 States indicating that

this would be done later. In 2 States the only training

provided is that which may be done by the State supervisor

his regular visit. Respondents from 4 States report,

in tion to what the State supervisor may do, efforts to

acquaint teachers with the , use of these materials in the

teacher-tra"ming schools of the State. In 4 States also it is

reported that teacher institutes or State and district meetings

are held for this particular purpose. In the only State in

which an evaluation was attempted it was reported that

encouraging results were secured where it was possible to

discuss the new courses with the teachers directly.

Adaptation of State volute to local needs.The replies to

this question, which may be somewhat related to the one

just considered, indicate that little is being done of this

specific nature. In 4 States no reply was indicated, in 2 that

plans were not yet made, and in 1 that the State encouraged

it but actually did little else. Respondents in 4 States report

the circulation of a monograph containing suggestions of this

nature. This is supplemented in 2 States with die work of

791

-

.

ring

'

f. IP

81. i .
r origivarst-77 NATIONAL SURVEY OF a. ?MART 1DUCATION

. the departmental staff. In another State certain suggestive

researches are circulated from time to time.

Appraising the ;- :.---The replies reoekred indicate that

little is being done in the different States to appraise the

results of instruction in the new courses ofstudy. In the 9

States replying oneTthird of the respondents reported no

appraisal and another third no appraisal up to thé tila of

report. In the remaining 3 States all report the appraisal

as being of an informal nature, but 2 indicate the use of a

questionnaire for this purpose.

Keeping up to date.little is being done by States to keep

courses of study up to date. In 4 States no reply to this

query was made and 3 of the respondents reported no plans.

Regional conferences are reiorted in the remaining 4 States,

3 of which also make organized efforts to collect criticisms

regarding the old course of study.

5. GENERAL EVALUATION

In order to get conclusions of a general nature and changes

thought advisable by those having first-hand experience with

curriculum making on a state-wide scale, respondents were

isked at the r`nclusion of the form to give reactions to the,

following elements: (1) Capacity in which services of different

agencies are best utilized; (2) methods of keeping the course

of study up to date; (3) methods of putting the new course

into effect; (4) factors operating to prevent the construction

of an ideal curriculum; (5) benefits of a general nature; (6)

conclusions in general. In many cases respondents felt that

the program was not far eaough advanoed to permit general

conclusions. The replies that were made, however, are

presented in summary:

( 1)t 'utilisation of different agencies--

(a) Executive committee used more to formulate objectlives and inkling principles.

(b) Actual production done in seminar slams.

(c) State department, directive and advisory; central

committee, advisory; teachers, actual construction

of units; college whams, WANE,.

(d) More controlled and experimental classes in different

areas. Better evaluation.

3

.

AIM

`nr.; ---1-7.7",-47:, '4%54. i.;Neke7"Tty "ktfr7; 3r.rer--m

*JV-% s'IS.S4'. e -et Ma M

t 6

- -

:1/4 j*i . -- . "14

; LAN 4,4 e

,

.4!k --"INJ4Z. 4.4";44,-) 4=.,.° a * *e." rr.allt %Yr. .".yie,0-1 6'. rt 441.03.P...ti 1.tIltr;At',1

3 4sts

,. .3 1 001

. .. # - J . I ..

,2014, 4471.4
PROCEDURES Di CURRICULUM MAKING

(2) Keeping course of study up to date

(a) Permanent committees (2 States). High-school super- visors should keep its membership completed and

seek a semiannual report.

(b) Constant suggestiops and criticisms from teachers who

used the course.

(c) Collection of specimen units from teacher's.

(d) Laboratory tryout& More time and money needed. (e) Study of research materials.

(3) Putting new courses into effect

(a) Tentative drafts used.

(b) Mailing courses to local superintendents does not

insure their distribution and proper use. Courses

of study should be explained to teachers by some

one who helped to make the course.

(c) Special meetings with all teachers who will use the

course (4.§tates).

(4) Factors preventing-:. curriculum

(a) Placing subject-matter expert's on production committees.

(b) Differences as to objectives of education; inertia and

ignorance.

(c) Lack of time and money (4 States).

(5) Benefits of a general nature

(a) Stimulation of local authorities to give more attention

to curriculum work.

(b) Help to new and relatively unprepared teachers.

(c) Training of teachers in service; fairly uniform program

provided.

(6) Conclusions in general

(a) Make greater effort to secure additional financial sup- port (2 States).

(b) State program of revision is very desirable. (c) Prom the first regard the course as suggestive and oontinuously rolling.

Alb tin

1 I

.444 - r

'4 d 1: a- 1Zr-b.- rS -) 4.

fr

_

milms
CHAPTEli VII : INFLUENCE OF CENTRAL AGENCIES

ON CURRICULUM MAKING

1. PURPOSE AND METHODS OF THE INQUIRY

Purpo8e of study.The preceding division of the study has

indicated how 11 States have conducted a state-wide revision

of the secondary-school curriculum. The influence of such

work has no doubt been felt to a considerable degree in each

of these States. While all States do not construct a curriculum on a centralized plan, many of them influence curriculum maldng in other ways. This is done not only by

State departments of education, but to some extent by

State universities and by State teachers associations as well.

It was for the purpose of ascertaining such influences in States

other than the 11 considered in the preceding chapter that

the investigation represented in this division was undertaken.

Othtr influences.While national committees, such as

those working in modern foreign languages and the social

studies, and organizations such as the North Central Association of Colleges and Secopdary Schools and the College

Entrance Examination Board are exerting considerable

influence on local curriculum making, no account of such

practices is made in this study. The concern in this project

is with local and State programs only.

Methods of study.Three distinct but similar forms, seven

pages long, were prepared and sent to State departments of

education, deans of schools of education of State universities,

and secretaries of State teachers associations in each State

where such units existed. The form sought to ascertain two

major types of influence. First, the actual preparation on the

part of the central agency of more or less detailed outlines to

guide or wholly determine the nature of the secondaryschool curriculum of local districts. Such practices might

relate to the program of studies, to outlines a courses of

study, or to both. The second line of inquiry related to

practices calculated to assist those local systems which are

themselves working out the details of the curriculum. Such

practices are divided into those in which the field service of

[8211

;

.

..

e 0- LÊçr 4eA ' 1

i

.-./

.. 611:7-;-4;11.44-*IWfqtuaed

ft'o i-t¡ 1¡4-1( 4CASkIL. "
PROCEDURES IN CURRICULUM MAKING

specialists is provided and those in which information is

collected and circulated over the State. Through one form

or the other or all three, only 6 States are not represented.

Returns were made by 26 State departments, 22 universities,

and 23 teachers associations. The replies from each of

these are considered separately.

S. STATE DEPARTMENTS OP EDUCATION

Programs of studies. Only 2 of the 26 States reported no

pack_ calculated to influence the program of studies offered

in local sch.00ls. As represented in Table 41, such influences

are exerted in three major ways: Through publication of

recommended types of programs of studies in 11 States;

through publication of prescribed types of programs in 10

States; and through publication of general suggestions relative to the organization and administration of the program of

studies in 13 States.

TAims 41.Policy of State departments of education with respect to

programs of studies in local districts

Policy and else of school

Type of organisation

.

All

tiPes

4-year

school

6-year !Senior

high

school school

Junior

high Total

school

6 7

State recommends programs (11 States):

All vises

Small, in general Small, varying in sin

State prescribes plograms (10 States): aims_

Small, in general Small, varying in sin

Urge State suggests organisation and administration

(13 States): All islet.

Total

11

142

5

a. ow10

14

3

2

2

2

6

2

2

3

13

7

11134

13 24 16

These practices vary with types of high schools, divided

according to size and according to grades included in the

organization. While the State makes suggestions on organization and administration that an applicable to schools

whether large or small, the specific programs of studies which

are recommended or prescribed are applicable in most cases to

831

high high

Urge

i w. imet MP .... Mr. AM .. 1

11 12

ID I 2

4

1 1

1

11

11

a 5

13

1

3

-

_ --

9

I 8

36

ge
_./ NATIONAL SURVEY OF SECONDARY EDUCATION

small rather than to large high schools. Such programs are

also applicable more often to 4-year, 6-year, and junior high

schools than to senior high schools alone.

An attempt to aid the small high school in Oklahoma is

represented by an 83-page bulletin entitled "High-School

Reorganization" which was issued by the State department.

of education in 1928. Program's of studies and suggested

daily schedules are outlined for the 1-year high school; the

2-year high school; the 3-year high school ; and the 4-year high

school with four, five, and six teachers, respectively. In

each of the 4-year high schools, six separate programs are

outlined. Materials of a similar nature were received from

Kentucky and from Pennsylvania.

Courses of study. the 26 States, 22 indicated a policy

with respect to the centralized construction of secondaryschool courses of study in the different subject fields. Two

States made no answer, while the remaining two had not yet

formulated a policy. Of the 22 States indicating a policy,

13 merely set up minimum essentials; 10 publish bare outlines

of content .and method; 8 publish detailed outlines which

may constitute the entire course of study for districts not

constructing their own course. These data are shown in

Table 42. As distinguished from programs of studies, in

most cases the same courses of study are published for

schools of all sizes and of all types of organization.

TABLE 42.---Policiss of State departments of education with respect to

centralised construction of courses of study (SS States)

Bets up minimum assulials for abode organised on: 4-year basis

(1-year tails

Sinks Midi school bask 4.41 Junior school bolo

Junior bola. without as to

hiblisbss *dins ta

Directs topsrstios et et outset d method_ Dimes prepostios =3 rarg

Directs only pievaration may be ussran scumoe

Number of States

Whamming our. rioahun making

wootudaryl Small

sabot*,

an rural

schools

Os so 4111 ..... 40 0 db 1111 do MAIN. er

fla 104114p4I411 4/ oft

.C7-0 S

. .1%3NozetTkrwt,":30)Iize;),VD

. -

Policy

.

. ......11...

di

GI 11. .6

.5.4111. 0

SI Ch IN 40 drib ulti MILL

0.4111.41041.41.61. AI 9 ...

al MD fi 11

4146 AP 45141.4111.11114.41141...... 18.411111.0 or4111.01 di M.11.411.

Nommallr

. fo1I-2 4,, 1:;. iy_i 10 NM 9

et

lIn

oo orgodootioa. mime Wilma

at my which

study . 4

4 , J., . tt

.0," e t
GIMIN PROCEDURES IN CURRICULUM MAXIM

Field servics.Twenty-one- respondents indicated that

State departments of education undertake to provide

certain types of field service for local school districts working

bn the curriculum. The types of service rendered, together with the agencies usually rendering such service, are indicated

in Table 43. In most cases, it will be noted, such service

consists of advice given to local educators by the State

director or supervisor of secondary education. Directing

local investigations and directing local experiments are

engaged in less often, but this is also done for the most ¡art by the same officials. Training local teachers is very seldom

done gild even then vocational teachers are mostly affected.

The replies of State departments to the request that they

describe briefly the nature of the service rendered are summarized herewith for each type.

TABUS 43.Types of field services rendered to local districts engaged in

curriculum revision by agencies connected with State departments oJ

education

, ' Agency rendering service

4it kdvising with

local

agencies

Directing

locer

investigations

Directing

kcal

apedmanta

Tra ining local

teach"

1 III 8 I I

Director Of eapervisor of assosadery education _ _ _ . 13 i 3 8 Vocational

&Moot dM1s. educational bureau_ 8 1 1 2 ...... 3 1 1 1 2 1 2 1 Assistant or deputy commissioner. 2 1 Division of rural education in city secondary Who&

Commissioner of education... _ _ ..... _ _ _ _ e _ ... _ _ _ .. i i Various Maisie and divisions i

Teaelver-tralnIng &vision. I

(1) Adviting laid agencies. A total of 19 statements were

listed to indicate services- of an advisory nature on the part of State officials to local curriculum workers. These statements may be listed with number of States as follows:

Regional conferences, 1; help of State subject specialists, ; detailed surveys, including recommendations, 1; adapts- . tion of curriculum offered to local needs, 2; regular super- visory visits, 4 ; and advice concerning local program, 10. It miiy be that advice concerning the local program was

given in some States only upon regular supervisory visits,

1851

41. p

. e` .

c,

/1. 71741970:7K717)-7.-r ";').R i.47:7713TFIrr `n77:;;.7 7."

del

-4

, ........._. 4111. ,.. .M. 'a

4.1. Mi. Q. a. Iti . . i...or :.. ...), --. 11 -,......... _ 41M sr cl _ _ _ ... III GO - d

SO dl lab

. i0..reargwi.a.........

.111. .1

IL

a. arm i

.w. MO S. ene III e ol - - . -.......___ . .. .1

....... AM Ow AI ........................ 01111"111. al. 1

_

.M IIM 41P .... e ....0

1

Artibt

; . : %

.

.

11, ,
r-,7% it NATIONAL SURVEY OF SECONDARY EDUCATION

but statements were listed under the latter heading only

when a visit of such nature was already indicated. Help of

State subject specialists and detailed surveys, including

recommendations, seem to indicate extended efforts on the

part of the State department. The other services listed,

however, may mean much or little expenditure of time.

(2) Directing local investigation .--Eight types of services,

classified as follows, were listed under the heading " ting

Local Curriculum Investigations": Conferences wial and

use of local committees, 5; developing typical II . terials for

later state-wide distribution, 1; service for s 'th-Hughes

offerings, 1; and testing program and curriculum research, 1.

(3) Directing experiments.Only 6 State departments

Indicated activities calculated to assist local agencies in conducting experiments. In 4 cases this service was in an

advisory capacity to the local setr-up, in 1 State it was confined to health and physical education, and in another conferences were had with superintendents and principals about

such matters.

(4) Training tawhers.---Under the caption "Training

Teachers," services were listed by 3 State departments of

education. In 1 State the director of teacher training visits

all teacher- e: ___1 institutions of the State and advises

with them. In another State this service applies only to

the Smith-Hughes field. In the third State members of the

State department of education give extension and summer

courses in curriculum making and guidance.

On the wale, the summaries just given indicate only a

few cases which the description justifies considering as specific

rather than incident:al efforts to provide field service for

local curriculum workers. e As an example of the former class,

the work in California may be offered. This State is cornmitted to the "conference" method of aiding curriculum

making and in furtherance of this purpose one of the employees of the State department devotes considerable of his

time. A list of methods by which this policy is carried into

effect should be of iiterest in this connection:

1. By developing materials dealing with the application of the con=

femme method to ourrioulum making.

tsel

A .e A

4-

q.
PROCEDURES IN CURRICULUM MAKING

2. By establishing relationships between the secondary schools and the

State university designed to establish and to maintain the conditions which enable the secondary schools to develop the most

effective collegiate and noncollegiate curricula. . . . 3. By developing curricular materials in typical schools with a member

of the State department of education acting as leader, these

materials to be printed and distributed to the schools as practical aids in curriculum building.

4. By developing, in regional conferences of deans and counselors,

guidance materials designed to aid in curriculum making.

5. By providing materials designed to develop conference leaders in

regional conferences of principals and representatives of the California Congress of Parents and Teachers.

6. By providing suggestive and helpful materials through the California Curriculum Commission.

7. By rules and regulations dealing with graduation from the secondary school, formulated by the State department of education and

prescribed by the State board of education.

8. By providing conferences dealing with curricular problems, at the

annual convention of the secondary-school principals, and printing the conclusions of these çonferences in the proceedings of the

convention.

9. By having members of the State department of education give

summer session courses dealing with curriculum making and

guidance.

10. By having members of the State department of education give extension courses in curriculum making and guidance.

11. By arranging conferences with local advisory committees of laymen

to develop practical aids in building courses in vocational education.

12. By writing pertinent articles for publication in the California Quarterly of Secondary Education.

Collecting find disseminating informaion.----The final type of

influence about which data were obtained is that relating to

prictices through which information is collected and spread

to local districts. In the 19 States from which data were

secured, the following practices were indicated: (1) Holding

regional conferences for the discussion of problems related to

curriculum revision, 15; (2) compilation and circulation of

materials obtained at second hand, 8, (3) publication of

results of original investigations, 8; (4) compilation and circulation of best practices being followed throughout the State

"or elsewhere, 7; and (5) publication of results of original

experiments, 8.

[87]

f
-a A

.1

NATIONAL SURVEY OF SECONDARY EDUCATION

." Tile specific nature of each of the preceding influences, in

so far as they are described by the respondents, is of some

interest in this connection. No reports were made, however,

as to the results of original experiments.

(1) Holding regional conferences.Nine States submitted

the descriptions listed below concerning the nature of assistance with regional conferences on curriculum problems: Discussed at annual State institute or 'regional conference, 4;

State topic for county institute, I., discussed at group meetings of county principais, 1; conferences with county superintendent on the small high school, 1; discussed at district

meetings, 1; prepared materials designed to develop leaders

in regional conferences, 1.

(2) Materials obtained at second hand.No 2 States follow

the same practice in circulating material obtained at second

hand. In 1 State materials relating only to commercial education have been circulated, while in 4 States materials of

several types are regularly published through a monthly

journal, supervisory bulletins, mimeogrAphed materials, and

as a part of the bulletin on the program of studies. In the

sixth State the central curriculum committee circulates materials cbllected.

(3) Results of origiñai investigations.Replies indicate that

original investigations Qn a state-wide basis are confined for

the most part to a study of high-school graduates ;ind to the

results of tests in the different subject fields. EaCh of these

was listed by 3 States. In addition, 1 State reports the results

of an intelligence test given to high-school pupils of the State.

(4) Descriptions of best practice8.While 3 States report

occasional publication of certain practices which are

ered outstanding, more serious efforts to acquaint schoo m6n

with exemplary practices are seemingly made in New York

and in California. In the former State a study was made of

curriculum off IN1 and courses of study in au junior high

school subject di. After indicating general practices,

more detailed accounts were given for each mibject field of

practices in certain cities thought to be doing an excellent job.

In California, with a niember of the State department as

leader, curriculum materials are developed in typical schools

which are later to be published and distributed as an aid to

'1

.

o -J° z

s .

- . - , "fv.. k.-- .1 ,-i ' .-....v(41-:.:!417%.

-4 4' er ?1 :\

a, V. ler

le4 4,,4&61:414

i; ; .,tv

.

. a , 5, . k41.0I 1Z.4.Z It 8. 4 " s ;, . 0'!. $':.1
PROCEDURES IN CURRICULUM MAKING

other districts within the State!' Two leaflets already issued

in this State are Some Philosophical Considerations Basic to

CurriculumMaking and Formulating it Plan forMaking High- School Curricula.

3. STATE UNIVERSITIES

Introduraon.--It is to be expected that among the central

agencies considered, the major influence on curriculum construction will for the most part be exercised by State depart- ments of education. Although the form sent to universities

and to teachers' associations parallels closely that sent to

State departments, it also requested that respondents indicate any relationship of their policy to that of 1,he other central

agencies. The influence of the university is considered with

respect to the same four items treated under State depart- ments; that is, with respect to programs of studies, courses

of study, field service, and collection and dissemination of

information. In such States as Michigan and New Mexico

where the inspection of high schools is assumed to some extent by the university, the connection of the university with

high-school problems may be expected to be closer than in

States where this function is exercised exclusively by the State department of education.

Program y atudi4s.Two o the 22 StateLAritiversities

represented recommend programs of study to small high

schools while 2 universities make suggestions on the organi- zation and administration of programs of study. In no

State, of course, does a university attempt to prescribe programs for high schools. While 2 of the universities repre- sented make suggestions to State departments as a result of

inspection of high schools, in all other cases 'Ruch influence is

only indirect or is upon request. Five universities claim to

exercise an indirect influence through entrance requirements and 4 indicate an indirect influence through instruction in

the school of education. In' 8 cases respondents say that

State departments sometimes ask for cooperation in such

matters as service on committees, expert advice, and the

like.

Courses pf itutiv.--State universities likewise indicate very

little with respect to centralized construction of courses of

study, In 2 States, Kentucky and Michigan, the university

13640101-41-7 89

.

AM .

gr

c-4.`ft _4,;:a. ,irr
NATIONAL SURVEY OF SECONDARY EDUCATION

sets up minimum essentials which must be followed if secondary schools are accredited by the university. The University of Maine sets up minimum essentials applicable only

to junior colleges. The Universities of New Mexico and

Washington, in cooperation with the State departments of

these States, direct the preparation of outlines of content

and teaching method in the various subject fields.

Again, as indicated in 8 States, the relation of universities

to State departments is for the most part one of cooperation

at the request of the State department. Two univeTsities

claim an influence as a result of inspecting high schools,

while 2 others state that their relation is only an incidental

one. One university, however, issues bulletins on courses of

study in certain high-school subjects.

Field serrice.The field service rendered by State universities is mostly of an advisory nature. In 10 cases the

service is rendered by some agency in the department of

education. Directing local investigations or experiments or

training local teaciars are indicated in only 7 States. In

some cases, where extension classes are organized, the service

may be quite detailed.

The type of advisory service rendered is described in 6

States as conferences with local officials or committees. In

2 additional States services of a special type are offered in

that a subject-matter specialist for field is provided in

one and in the other a professor spen half of his time in

field work. On call most departments of education seem

glad to release staff membys for field work. The 2 States

represented in which high-school inspection is done by the

I university report the services of members of this division.

The type of local investigations which were made were

indicated in only 1 State in which university staff niembers,

withoot charge, Made a survey of schools in one of the large

cities of the State. Four States report offering extension

courses and giving regular classes in curriculum construction

for training of teachers in such work.

Co &ding and disseminating information.Of the 22 universities represented, 10 report activity in collecting mid disseminating information. In 5 States regional conferences

are held; in 2 States, the results of original ivestigations are

[ 901

.

1. :

t I. , i

II 1 r-__.t...;.....

iXii .15,... i ,; .A

1- : a..721:gsi,_".t.1--Z-'21-4.-:;-:-44 .AI-; - -.2-." --- --1:a-t

.

. s- .

41110i

4r
PROCEDURES IN CURRICULUM MAKING

published .in 1 State publication is made of the results of

original experiments; in 1 State a description of mettiods of

curriculum construction is published; and a tenth State reports that faculty members contribute such materials to the

journal of the State teachers association.

The regional conferences seem for the most part occasional rather than regular, although one university reports an

annual educational measurement conference. Members of

the staff are often called upon, too, to make talks at scheduled meetings. One university reports a considerable amount

of advice given through correspondence. Original investigations made at the State laboratory school are reporten one

State while another mentions the report to aifferenti high

schools of grades made by their graduates. It seems that in

most instances information has been circularized by universities at the request of high-school authorities rather than on

the initiative of university officials.

4, STATE TEACHERS ASSOCIATIONS

Serrice8 mostly cooperative. Reports from 23 State teachers

associations indicate that little is being done to influence

local curriculum revision. As with State universities, their

efforts are largely cooperative with projects credited to State

departments of education. In most cases it is perhaps as

one respondent reports, "Unofficial and informal, but the

association has considerable influence." The activities of

State teachers associations are presented as they relate to the

four elements already indicated as engaged in by the other

two centralized agencies.

Wogram of 8tudie8.Michigan 4knd Nebraska are the only States reporting activities with respect to local programs of

studies. In These States, the teachers association publishes

recommended programs. Associations, officially and through

individual members, however, cooperate most actively upon

suggestion of State departments, according to reports from

8 States. The publications of teachers associations are often

used and outside speakers who are brought in advise with

State department committees. New Hampshire has an

educational council which cooperates in many ways. Com- mittees from teachers associations are reported as working

itt [911

- Y.*
NATIONAL SURVEY OF SECONDARY EDUCATION

cooperatively in 4 States, and 4 other States mention that

reports from committees of State teachers assoations are

helpful to State departiftents in planning their program.

Courses of stu4.State teachers associations direct the

preparation ofóutlines of content and teaching method in

2 States, while in 3 additional States the program for which

the State department of education has responsibility is

reported to be a result of recommendations of the association.

Types of activities reported in which they cooperate with

the State department are as follows: Through activities of

committees, 4 States; publicity, 2; bringing in curriculum

experts, outlining the status of work in various subjects to

State department, 1; making suggestions at request of State

superintendent, 1.

Field servize.Activities in providing field service were not

reported in any State.

Collecting and diAseminating information. Regional conferences for discussing matters relating to curriculum revision

are reported in 1 State as being conducted by the teachers

association. The best practices of various schools are

reported in the official magazine in 2 Státes, while in Nebraska the State teachers association published in mimeographed form the results of a state-wide English survey test

in grades 9 to 12. All together, activities in collecting and

disseminating information were reported in only 4 States.

The moist significant of these is probably the one reported

in North Carolina in which the association is making 28

studies contributing to one major investigation entitled "An

Adequate Program of Education for North Carolina."

0.

.r."- v It

WOO

(.t:,.... l'.

I. ' .

.-., ,

. .

- O. 1 - .. 4f. . .

----PjA--1-- '7"--',- P- at:-.4--L--2-1-i-,-;z& -1---ii-4.-.,. 4, ...'tts '**.iiii%,r; is=4._A.N.K.,4-,_.,'.::,...x.it'li,-' `. ....:4tic .% :)."4. iii,`,4itA ;s2.1,...14edrout4 tu.' '. r=5r.tv

.. . , ,.. i ....-=:, .,. --..- '',.. 1. :V- . - 7.,' ..-.- - e- .. -..

. gitin7r=7.-, . " -r4A.,

,v 7;rti

1 ;

we.

- 4 11' 4-1 (92i
CHAPTER VIII : SUMMARY AND CONCLUSION

1. CITYWIDE REVISION

Type8 of organization.The data which have been presented represent several types of organization for curriculum

making. In a few cases, largely in systems which were

earliest in the work, the complete curriculum had, by the

time this investigation was conducted, undergone one

general revision and efforts were then directed toward continuous revision. In most instances, however, a complete

general revision had not yet been effected in all fields. The

plan then in operation was directed toward simultaneous

revision in all subject fields for the most part. In some

instances, however, only a few subject fields were

revised during any one year. The plans outlined for

tinuous revision were, therefore, oftentimes contimplated

plans rather than those which had been tried out. In other

cases, continuous revision was not even contemplated.

Sometimes the plan outlined applied to one school only in

a city system, the school working independently. In other

',cases, only simple organizations were provided for alight

changes such as making certain adaptations of State courses

of study to local needs. Curriculum maldng seemed on an

especially firm foundation in those systems where it was

definitely and permanently connected with the work of

agencies responsible for the supervisory and research activities of the system. Too often organizations had the

appearance of something tacked on rather than a permanent

undertaking of the school.

Cost of revision.---Few schools or systems keep as exact a

record of the cost of curriculum making as might be desired

for comparative study. Som#e superintendents do not attempt to keep account of expenditures made for such purposes, while others keep account of the major items alone,

allowing the cost of such items as supplies, clerical help, substhutes for teachers, and the like to be included under other

items of the budget. The chief items for which expenditure.

[931

4

.
NATIONAL SURVEY OF SECONDARY EDUCATION

are listed are printing and mimeographing and library

materials. The range of expenditures is from nothing to

$25,000 or $30,000 per year. The average is less than $400

per year.

Agencia having a part.Superintendents, principals, and

teachers were indicated on practically all forms as having a

part in revision. In the larger systems special agencies and

departments such as assistant superintendents, supervisors,

and department: of curriculum or of research are also employed. In fact, on several forms was plainly indicated the

purpose that all agencies within the system should participate

in some manner in the curriculum-making program.

Spec'ialists from without the system were employed in

about one-fourth of all programs. For the most part such

specialists worked in specific subject fields, although numerous cases appeared of employment of specialists in curriculum

construction and in general education. Laymen acted in

an advisory capacity on few programs. , Organization of agencies.More concern is expressed by

respondents over the selection of a direCtor than over any

other feature. Emphasis is placed on the need of special

training for this official. In the smaller systems,.the superintendent or principal serves most frequently in this capacity.

In the larger systems, responsibility is placed most often on

the assistant superintendent or on officials employed for

that particular purpose.

In most cases production committees are selected for

revising content and teaching procedures in each subject

field. In a few instances in which the program was not very

widely extended, one committee served for all fields. Central or steering or executive committees were also organized

in many systems. They act for the most part as a clearing

house for ideas and in some cases formulate guiding principles

and objectives, reyise the program of studies, and review or

edit each course of study. In some programs separate committees are appointed to review or edit all courses and others

are selected to install new courses or to assume responsibility

for continuous revision. kew cases indicatiTe of thorough

research, experiment, or appraisal were reccIrded; where

found the principal is usually designated as director of such

(941

A

. . . 4a-a. ,bfgh;_ffi. 4. %. t_P, 44* flt.14

*- 4. . Aq* i1-1". 1.:;.*, '

_ "

44'1°
PROCEDURES IN CURRICULUM MAKING

work. The results given are, however, expressive of frequencies which are oftentimes dictated by limitations in the

facilities of small schools rather than by freedom of choice.

Procedures followed most often.The superintendent or

principal interested in having his system or scherl follow

practices selected by the most schools would proceed in the

following manner. Hè would secure cooperation and interest

of his staff through faculty meetings and publicity through

the local press and parent-teacher associations. The central

office would determine the membership of committees, and

although criteria would not be applied objectively, professional training and success in teaching would enter largely

into the choice. Teachers would be trained for revision

work through faculty meetings, and literature would be

provided through a centrally organized library. Meetings

would be held whenever called by the chairman, but teachers

would not be excused from regular duties for this purpose.

In the selection and organization of materials of instruction, the practices in other schools would be the determining

factor. The work of different committees would be conelated through discussion at joint meetings. All teachers

would try out the tentative course of study in classroom and

react to the results secured. The course of study would then

be published in mimeographed form. Supervisory demonstration meetifigs would be held to train the teachers in the

use of the new materials. The course of study would be

appraised informally by the administrative and supervisory

staff.

In providing for c:ontinuous revision, the same subject

committees which made the first general revision would be

in charge. The administrative and supervisory staff would

see that criticisms resulting from the old courses were made

and collected. Teachers would be encouraged to perform

experiments which might lead to improvement, but the

changes to be made in the old course would be decided by

the administrative and supervisory staff.

Procedure s,ruggested from evaluation.The procedures as

outlined, however, wpuld not be suitable in each instance.

Procedure followed may sometimes be influenced by lack of

time or facilities. That this is the case is evidenced in the

E I

s -" . - - 727 INIS4.- 4. _

1'

. . S4. 2 ,

-4. ' ;;;v1_, f. 0-2a

-

. -

17

..1

' t', . 'n't, o

t,

. -s -a SZ.A. a
NATIONAL SURVEY OF 81VONDARY EDUCATION

evaluations made by respondents. Attention was called to

the necessity of keeping the problem constantly before

teachers in order that the utmost cooperation and interest

be secured. Those following more specific procedures such as

checking results against carefully formulated objectives or

making a preliminary survey of the work of the schools

recommend these procedures highly. Since the committees

selected are fo lead the teachers in the work of instruction,

some authority granted them in the selection of the committee may prove desirable.

The necessity for careful training of teachers was- often

pointed out by respondents. More extended training will

probably result from extension classes than from ordinary

faculty meetings. Greater necessity for teacher-use of

literature indicates the need of more careful provision than

merely its inclusion in a centrally organized library. The

need for more attention to committee meetings than is provided where teachers meet whenever the chairman calls,

*outside of regular school hours, is also indicated.

In the selection and organization of materials there is

need of more local investigation, as many respondents

testify. They also point to the advantages of providing

special committees with skeleton outlines for coordinating

and correlating the work. The need of rerevision after

classroom tryout is evident when it is recalled that teachers

can not do effective work unless the course of study is practical. That it is likely to need revision is also suggested in

the practice of mimeographing rather than printing the

copies distributed.

While appraisal is for the most part of au informal nature,

many respondents call attention to their lack of satisfaction

with such a an effective program of continuous revision fished, it appears also that there

is need of more detnite responsibility for the direction of

this program than will ordinarily result from the efforts of

subject committees.

These suggestions point to the need of careful consideration by tire central committee of each of the procedures

which are indicated as haiing been practiced in different

centers. That which is desirable in one community may

(96)

1

procedure. Q

.0

: IC a 1- OZ:

, N. 1 . I ..: .4 -1 .? . 44-1A

0:"4'
PROCEDURES IN CURRICULUM MAILING

be less so in another. Local conditions should determine

each procedure. The general evaluations indicate the need

of active participation by as many as possible of a welltrained teaching staff and affirm the professional growth

resulting from such participation.

S. COUNTY-WIDE REVISION

In only one State among those that maintain the county

plan does there seem to be much effort given to curriculum

making. As contrasted with city plans greater variety

obtains in the nature of the schools, and provisions for

central meetings are not so easily made. As indicated in

Maryland, however, where leadership is provided through

the State department of education, such a program may be

made staté-wide as a part of the supervisory program.

S. STATE-WIDE REVISION

One-fourth of the States have within the past fiye years

undertaken a program of curriculum making on the secondary

level. That the legislature need not be the sole source of

revenue for such a program is eVidenced by the example of

Idaho. The State programs, as compared with city program, reveal less teacher training preliminary to revision,

less research in building the curticulum, less tryout before

adoption, less appraisal, and less continuous revision. Since

the whole St A. is usually the range for the selection of committees the teachers can usually be selected who have least

need for training The research being done in connection

with the Idaho program is on an extensive scale and will,

for this reason, be watched with interest. In Indiana,

careful provisions were made to secure tryout of the tentative

course. Extensive efforts at appraisal or continuous revision

are lacking, but are included in the plans of one or two States

which have not yet completed their program.

4. CENTRAL INFLUENCES ON CURRICULUM MAKING

Inquiry te the State departments of education, State

universities, and State teachers associations indicate that

little is being done by the latter two groups in influencing

local curriculum making. Probably the greatest influence

of universities resultitrom extension courses given in various

1971 Eft,
NATIONAL SURVEY OF SECONDARY EDUCATION

localities. The influence of teachers associations is usually

of a cooperative nature under the leadership of the State

department of education.

The activities of State departments relate to programs of

studies, courses of study, field service, and the circularization of information. In most States information regarding

programs and courses of study are published, but they apply most often to small schools. State departments usually have a limited staff and their field service is more incidental

than specific. In one or two States tests have been made on

a statd-wide basis and investigations of occupations of high- school graduates have been made. Regional conferences

are reported in 15 of 19 States reporting.

S. CONCLUSION

Replies assembled from school administrators reflect a felt

need for curriculum revision in all types of schools whether

organization is individual, city-wide, county-wide,. Cor statewide. Plans and procedures vary considerably, and evaluations indicate that while all are not able to proceed as they would like, they have attempted to formulate plans conforming

to their own limitations and needs. The need is often expressed, especially in the smaller schools, for trained leadership. Less than half of the schools studied included pro- visions for coordinating. and correlating work of separate departments and grades, for appraising the results of revision,

or for training teachers in revision or in the use of revised

courses. In many cases the felt need is expressed, but such

factors as lack of time and training on the part of the local staff, or lack of funds to provide more satisfactory leadership have been obstacles. Larger systems appear more conscious

of lack of adequate training in the use of revised courses, of

formal appraisal, and of adequate provisions for continuous

revision.

Central agencies make only slight effort at furnishing

needed leadership and funds enabling smaller organizations

to provide a curriculum based on their peculiar needs, or to

measure objectively what they are getting. It is evident,

however, that until such provisions are made, smaller

toms attempting revision must continue largely to

[981

:r.3' z_- 0

3

..416 MI

OP
PROCEDURES IN CURRICULUM MAKING

reported practices in 'other schools rather than to build

from the ground up. State-wide plans in operation in Maryland, California, and Idaho indicate efforts to meet such

needs.

41,

4

ilk N. e -

%

-116* i

I

.; t'71

Ala