A snJDY OP THE SELF-CONTAIN ED CLASSROOM AT LIND.EN~iclCINLEY .)UNto.a-S ENIOR 1-llGff srnooi.'
COUJM:00S' ano
A The.sis Presented
in Pa•tial •
Pulf illment
of the Requirementa
for
the Degree Master of Arts
By
EVELYNWOODcm .t.HNS. A.B.
The Ohio State University 1958
Approved by :
Adyia~r
Department
'\
of Education
ACKNOWLEDGEMENT It is with sincere counsel,
guidance,
the preparation
gratitude
and interest
of this
thesis.
that I acknowledge the of Dr. Harold Alberty in I am deeply indebted to
my husband for his encouragement and my sons , ages 8 and 9, who respected the closed study d.oor.•
. \
..
.; '
ii
TABLEOP CONTBNTs CllAPTER
PAGE I
INTRC>nUCTION
••••••••••••••••••
••••••••••••••••••••••• •
1
The Junior High School •••••••••••••••••••••••••·••
The Core Program Statement
of the Problem
Related Studies Definition
••••••••••••••••••••••••••••••••••
• •·. •·......
6
•••••• ••••• ••••• •••• •••• •
8
,.......................
9
... ..... .......................... . 10
Procedures......
.,
,
•••••••••••••••••••••••••••••••••••••••
Overview of the Study .• . •••••.•.•.•••...••....•...
II
s
•••••••••••• • ••••• •••••• ••
of Terms •••••••
Limitations
1
11
12
nlE SELF-CONTAINED CLASSR~ IN nm COWMBUS PUBLIC SOIOOLS Basis
of. the Core Program .• • • • • • • • • • .. • • • • • • • • • • • • • •
Development of the Self-Contained
Classroom in
the Colwnbus Public Schools•••••••••••••••••••• Role of Subject-Matter
13
16
in the Self-Contained
Classroom••••••••••••••••••••••••••••••••••••••
22
Role of EYaluation in the Self-Contained C lassroorn
••••••••••••••••••••
Problem Areas •••••••••• III
~
• • • • • • • • • • • • • • • • •.
,..........................
23
24
mn SELF-CONTAINED CLASSR(X)M AT LINDEN-McKINLEY JUNIOR•SENIORHIGH SCHOOL The Setting
••••.•..•
The Self-Contained Junior-Senior
•. • • • • • -. · • • · • · • • • • • • • • • • • •. •..
27
Classroom at Linden-McKinley High School
i!i
• • •••• • • •• •...........
29
TABLE OF CONTENTS ( CONTINUED)
OIAPTER
tAGE
Classroom •••••••••••
Program of the Self-Contained Learning Units
IV
I Have Taught ••••••••••••••••••••••
a Learning
Developing
29
•••••••••••••••••••••••
Unit
33
,
35
ATl'I'ruD.ES OF S1\JDENTS, TEAOIERS, ADMINISTRATORS AND PARENTS TOfARD'fflE SELF-CONTAINEDCIASS
What Students
Think of the Self-Contained
Class
at Linden-McKinley.............................
38
What the Teachers Think of the Self-Contained Class
• • • •• ••• • •••• • • •• ••••••
at Linden•HcKinley
Think of the Self-
What the Administrators Contained
What Parents
Class at Linden-McKinley.............
Think of the Self-Contained
SUMMARY AND CONCWSIONS
Sununa.ry •••••
• •• • • • • • • • • • • • • • • • • •
••••••••••
•••• ••• •••••• •••• ••• •••••• ••••••••••••
Conclusions••••••••••••••••••••••••••••••••••••••• Suggestions
to Linden-McKinley
Y BIBLIOOR.APH•••••••••••••••••• .APPENDIXA ••••••••••••••••••
••••••••••••••••••••
70 79
79
80 83
• • • • • • • •• • • • • • • • • •• •• • •
85
• •• • • • • • • • • • • • • • • • • • • • • • •
88
APPENDIXB •••••••••••••••••••••••••••••••••••••••••••
iv
67
Class
at Linden-McKinley••••••••••••••••••••••••••••• V
64
93
T.4BLES
PAGE TABLE 1
Things Most Liked About the s ~lf-Contained Class
.... .. .............................................. ·
39
TABLE 2
Extent to Which Students Received Help in th e Class••••••••••••••••••••••••••••••••••• Self-Contained
43
TABLE 3
Tbln~a Most Disliked About the Self-Contained Class .•••••••••.•..•..••••••••••.•.•.•..••••.••••.•..••
4S
TABI.Il 4
Extent to Which Students Received Help in Solving Class • • • • • • • • • • • • • • • • • . • Problems in the Self-Contained TABLE S
Extent to Which Students
in the Self-Contained
Gained Help in Skills Class ••••••••••••••••••••••••••••
TABLE 6
Extent to Which Students Gained Understanding• the Self-Contained Class...............................
47
51
in 54
TABLE 7
in the SelfJudgments Concerning Activities Contained Class••••••••••••••••••••••••••••••••••••••••
57
TABLE 8
Student•'
Opinions of Parents• Attitudes
the Self-Contain~d
Class
Toward
• • • • • • • • • • .• • • • • • • .• • • • • • • • • • • • • •
60
TABLEC) Students• Opinions Concerning Extension of SelfContained Class to Grade 8 •••••••••••••••••••••••••••••
62
TABLE10 Parents• Opinions Concerning the Self-contained Class••••••••••••••••••••••••••••••••••••••••••••••••••
69
.v
OJAPTER I
Im'RODUCTION pie Junior High Schoo~ 'lbe Junior
high school,
system, was established fails
more than any other
with clearly
to show Why the ele n~ntary
formulated
school rather in history
school.
American secondary
that
The junior
hi gh school,
plan of grade organization. been establiahed
to continue
In fact,
the seventh
the common integrating
.
and ninth
of serious
study of
as a part of the
very definite
the eight-four
inception
and well-recognized
with the eisht-four
began to question
the purposes
to provide a more democratic
We find no evidence
from dissatisfaction
before educators
that
high
of adolescents.
Tbe Junior high •ehool had its recognized
well oyer a
it is not at all
however, was established
It developed largely
History
school became a four-year
this system evolved a& a result
American school system to serve certain
leaders
Likewise,
than some other grade arrangement.
what waa beat for the education
purposes.
purposes.
school was established
hundred years . ago as an eight-year clear why the typical
school in the American
plan had hardly its
some fifty
of the junior
experiences
deairability. years ago.
that
Early
high school should be
of the elementary
school system, and to bridge
grades. 2 Noar states
1
school;
the gap between
"the junior
high school
1Paul M. Halvers on,
Frontiers of Secondary Ed!JCation I. Syracuse: Syracuse University Press, 1956. chapter IV, The Junior High School Present Status and Future Potentialities by William T. Gruhn, p. 41.
1.witliam A. Smith, The Junior High Schoo,1.
Company, 1925, pp. 152•204.
1
New York:
The Macmillan
2
. was planned a nd social needs of the students in mind." 3 . It was felt chil<.1hood ch aracter 1st ica would blend more smoothly with . . adolescent traits as the t rans 1 tion from elementary to secondary school Th was made leas abrupt. e new school was faced with the problems of at the si:;th student drop-outs and eighth years, the di.fficult adjustment th e senior high school, and the failure of the elementary school to to with the emotionn1
provid .e for the needs grow i ng out of developmental changes during early adolescence. 4 It 'W&S primarily to correct these shortcomings that the The dominating purpose of the early
Junior high school waa .established. Junior high
schools
was to provide
a program to meet the needs of the
adolescent-
early
What then are the aims of the junior
a list
in 1948• submitted
school to a selected
with the junior
dealing
To To To To To To
aims of the junior high
aims had been compiled from high school since its
than 90 per cent of those responding being nlid
original
Howell,
school today?
of more than a hundred junior high school
These original
adminittrators.
articles
'list
of forty-five
high
selected
a
study of
inception.
the following
More
aims as
today,
provide a suitable environment for children 12•16 years of age. and aptitudes of those ages. abilities, explore interests, and needs. individual interests to education and training adapt area. study pupil• s needs in each meet the individual have pupils participa!e in school gowrnmental_ac!i~itiea. 5 give physical diagnos1s and remedial work for 1nd1v1duals.
3Gettrude
Incorporated,
-
Noar, '1_]\eJunior
High Sch,ool.
New York:
· Prentice-Hall,
1953, p. 3.
4 rbid.
5c1arence E. Howell, "Junior High: How Valid Are Its Original Cle•ring House, XXIII (OCtober, 1948), pp. 75•88.
Aims?"
The Junior high &Ch· 1 oo • with it educational s unu$ ual f aeili ties and broad Program ' ha•• an opportunity to make a particular contribu• tion to the c ommon valu~1 "" •· a tt· · 1tudes· , understandings and skills needed by all
for
opportunity only
to facilit
enables
t .
so that
Inte gration
t0
lescent
and by concern
experiences
problems,
around ado-
of the whole child. in the classroom
ationa in learning
Leader-
social
areas may be broadened
that will
in senior
assist
the student
high school designed to
part
of the classroom
experience
of students
are the center
and interests
when of
program.
to the purposes opportunity
with
of the individual.
nie modem school .can provide
work •fforda
is afforded
in the special-interest
beeomes an integral
the general education
greater
education
centered
for the development
the courses
the uniqueness
the common needs,
according
a unified program for
commonproblems of concern to them.
practical
to choose more wisely
as well.
of the learnin g eA-periences of the classroom.
courses
they include
Guidance
but develops
situations
for general
of subjects
for socialization
become a part
Exploratory
develop
school,
group and committee work and other valuable
ship experience,
so that
a program that not
ea s i ly to other by providin g
by fusion
are studying
where students
by providing
making provision
·charaeterized
problel'lls,
The modern school has the
to Junior high
may ·be accomplished
Ample· opportunity
contacts
dj
a · ust
he may adJ'ust
seven th rough nine,
a curriculum
.
• e e.rt1eulation
the student
the individual
grades
citizensh1'p.
common democratic
3
of the teacher
to adjust ability.
ease and f lexibi li ty in making changes and pupils.
instruction
A Progra m that
Teachers have a
and organization
to meet vari•
emphasizes broad units
de for individual the opportun i ty to Provi
differences
of within
4
the unit,
ao that atudents 'lb~r
experiences.
of
levels
all
of ability
e are ample opportun1¡ ties
find stimulating
will
to challenge
the talented
~~ile the slow learner is given special "~' help, encouragement and plenty 0f t¡ 1me to meet his responsibilities. Neither student ia e:,q,ected to conform to a meaningless eingle standard child and push him along rapidly
in which one may loaf
When students
of activities ¡and provide
low ability.
s.
levels
challenge
of
of the student
urgent needs of citizens
the following
way of life
needs of citizens
today:
&kills
and backgrounds.
to skill
contribution
making intelligent
education
6ea1nraan,
on drill
in democratic
and skill
decisions,
Thia aay only be achieved
a program that
Emphasis
op, cit,,,
will
leadership,
by a program which provides
pp.
43-45.
help youth gain
and memorization
in effective
as well as the special
in America today
The Junior high school
is to survive.
to develop
has the responsibility
citiunahip
contribution
Still in democratic citizenship. decisions and judgments. Ability to make intelligent Skill in human relations. Deep sense of civic loyalty and responsibility. and backgrounds.6 interests Broad cultural
if cur democratic
very little
open new avenues ,of
is accomplished.
'lbese are the more significant
these
The wide
of intelligence.
the gifted,
for the important
Thua, differentiation
Gruhn has stated
1. 2. 3. 4.
to varying will
there are
on real problems of living,
work together
auited
many activities
interest,
suffer
. ~dumb."
and be labeled
variety
and be regarded aa "bright .. and the other
interests
skill
make
in
human relations. for the common of individuals.
s There haa been much disagreement junior
has met this
high . school
high achool
proved its factory
a, a convenient
"details
challenge.
for the early
of administrative
thinking
high school
of the elementary by one teacher.
extreme
specialization
curriculum
junior
aepara te entity,
and necessary
requi.red
leve 1.
a satis• that,
8
grades
were regard .ed as part
of the instruction
many principals
grades
haa not fully
tend to dominate the
administrators."
of thearly
·in the seventh and eighth
that
the junior
than basic contributions
adolescent&
an anawer to this problem.
at this
rather
where most or all
Consequently
describes
7 Gruhn states
the .seventh and eighth
school,
as to whether the
around which to denlop
organization
growth of early
Traditionally
unit
adolescent.
to the educational of Junior
Alberty
administrative
worth as an organization
curriculum
among educators
who reacted
high schools
against
because th~ 16 Carnegie
.. .,
the
found the core
More experimentation
for graduation
was giv en
waa possible unita,
each a
from · high aehool,
were not
' ¼
;the Core Pr91r,mn
someof the common def initiona subjects, in whidl
a combination learning
as the following general
of two or more subject•,
activitiea
are planned
are used synonomously
education,
courses,
of the core .are:
unified
fused courses,
studies
?Harold Alberty, "~eorganip.ng !,lletin of the National Association XXtx. April, .194,, P, 18. * 8-ia1.,eta011, ~'
p. 42.
a .large
coc,peratively.
with cores
., &elf-contained
and P.nglish•social
a group of required
atudiea.
block
of time
such
Many terms
eo11111on learnings, ·claasrooms,
basic
'l'he program which
the Junior High School Curriculum," of Secondary School Principals' -
•
6
than one period.
in a block of time larg~r
teacher,
The Office
in the junior
curriculum
high school.
the core
36 per cent were in the seventh and 20 per cent in the ninth
grade,
30 per cent in the eighth
grade,
indicated
reporting
86 per cent of the schools
curriculuma.
core
reported
fewer than 500 pupils
enrolling
and
and senior high schools
junior
1949 that 11 per cent of the larger 2 per cent of schools
of a survey made in
as the reailt
found,
of Education
tau ght by one
is usually
p lan of or ganization
from this
eventuates
grade. 9
of the Problem
Statement
classroom program was initi•
In September of 1952, a self-contained ated in the junior
to meet the needs of the 13,500 boys and girls
was designed
high schools
the 17 junior
and purposeful
rience tion
in the secondary
in Columbus.
and parents
Educators
school.
It is the purpose
education
effectiftlY ing attitude•,
of thia
of atudenta~
the attitudes
toward the effectiveneaa
educa-
study to examine
teachers,
admin-
High School, Columbus, Ohio ..
have indicated in the secondary
in commoncitizenship underatandinga,
expe-
of such a program at
concerned with the gap between theory
American education general
a new design for general
requires
Linden-McKinley Junior..Senior
attending
The psychology of direct
learning
the new design and determine
iatratora,
'nlia core program
of Columbus, Ohio.
high schools
an interest
in a reorganization
aehool ao that education.
and akilla
and practice
it
may function
The importance
in of more
of develop•
commonto our democracy has
9oraee s. Wri~t, Core Curriculum in Public High Schools, federal A~encf, Otfice of Bducation, Waahington1 U. s .. Government kcurlty Prlntin1 Office, 1950.
7
is taking
in which reorganization
at Linden-Mc~inley
ita inception
education
leadership
dewlopment
and cultural
~ust be a continuous all
civic
in the core concept and appraisa l of
evaluation
program which emphasizes
An educational
loyalty
and responsibility,
There
demands a new approach to evaluation. of purposes
re-examination
'nlia atudy
the aims of the aehool.
and functions
in which
The program must exemplify
concerned with fhe pro~ram participate.
and fulfill
school situations
Implicit
in 1953.
human relations,
skills,
about curriculu m
of the program has been made since
ia a need for continual
accomplished.
what is ~ing
in
place.
evaluation
at over-all
education
for general
progru
more needs to be known about actual
No attempt
dissatisfaction
Although much haa been written
school.
reorganization,
of general
a general
in dicates
departmentalized
with the conventional the secondary
alike
educators
and professional
coming fron laymen
The vast amount of criticism
long been recognized.
an over-all
will provide
evaluation. Rece nt studies
high •choola
York City junior atone,
of Research,
Director
lum reorganization. "fundamentals" place
of the core program in New
of the effectiveneas
which were carritd
out by
have given considerable
10 Thi• study revealed
that
of these
core.
Aa a result
City.
11tua when evaluation
by
studies, i• carried
fusion
Wayne Wright-
impetus to curricu-
improved mastery
and marked i111&')roveaentin peraon•l-eocial
in claaarooma characterized
J.
of the
adjustnent
or the adoleacent
took
problems
the core ia being extended
in New York
on, it tends to extend the core.
f Pupil 10J. Wayne Wrightetoae, A second R~port on the 2valuation (N~w ~ _ Academic Hi h Schools tb in the core Pr raa in 1952 5 <•iimeo• March, York Nflf of City O the of Education Board 195 1 graph~d).
y~:
G
8
Since
procedure.
lead to i mproved methods of classroom
study will
It is hoped this
should
of evaluation
a program
of techniques
and methods u&ed to achieve
should reveal
the strengths
goals,
established of classroom
end weaknesses
an examination
include
the study now
procedures
in use. Studies
Related
1.
.
(Unpublished
.
of Evaluative
roo ms at the Seve,i.th-Grade State
University,
1953)
in the Self-contain
Practices
tevel,
by Clara
the wide range of purposes teachers
uni ts led to curriculum
of resource
grade in Columbus, Ohio •
changea in the seventh A Study
University,
how the involve ment
study describes
'nlis
in the preparation
of teachers
The Ohio State
thesis,
master's
A. Breni man.
by Flora
2.
in the Colu m-
A Study of Resource Unit Develop ment in the Columbus Junior
High Schools, 1952)
classroom
ere as follows:
Schools
bus Public
the self•contained
concerning
Other studies
(Unpublished P. Savoy.
devices
to use many evaluative
master• s thesis, indicates
This study
of the self-contained
e d ClassThe Ohio
that
program has stimulated
in addition
to paper and pencil
tests. 3.
master's This
Role of Language Arts in the Core Curriculum,
nie
thesis,
studY describes
University
University,
nte Ohio State language
School and in selected
1955) by Margaret L. Buford.
experiences
arts
(Unpublished
observed
at the Ohio State
Columbus, Ohio, self-contained
class-
rOO!'ll•· Mttbodl and Procedures Used ln the Columbus, Ohio.
---
Cla1ae• at t h e Ohio State
Univ
s~venth-Grade Lev$!,
etiit'Y•
(Unpublished
1956) by Christina
St-lf-Containt"d
11\&ater•s thesis,
s. Dolin.
The
Thia study analyEes
9
teacher dures
responses
used in the
s.
Problems
to•
questionnaire
self•contained
concerning
the methods and proce-
classrooms.
in Developing
Learn~ng Uni ts in the Self-Containe
Classroo m Pr21rrun of the Columbus, Ohio, Public ma.ster•a thesis.
The Ohio State University,
study is based on sixty problems encountered
Colunbus,
Ohio. Public
University,
to a questionnaire
a learning
the S<"lf-Contained
Schools,
(Unpublished
picture
of the process
seventh
grade of the Colwnbus, Ohio, public
Definition 1.
the individual'•
is related."
master's
Progr1cm in the
thesis,
The Ohio
This study presents took place
a
in thP.
schools. ·
exe~ting
response
designed primarily
Education
objects
of readiness
organ•
or dynamic influence
and situations
hence is required
ia defined as that part
to provide
understandings,
upon
with which it
for the deftlopment
of a total
of all
baa one teacher
st udent&. class
curriculum
of the common atti-
and akill& needed for effective
A self-contained
a student
to all
a directive
state
11
General
3.
Classroom
change as it
is a mental and neural
ized through experience,
tudes,
concerning
of Terms
"An attitude
2.
'nlis
unit in the classroom.
1956) by Dorothy Q. Williams. of currieulun
(Unpublish~d
1956) by JE>anE. Casey.
responses
when developing
:i,ie DevelooL1ent_of
· 6,.
State
teacher
Schoo~s,
d
citizenship,
and
12
in the ColUlllbua achools
for at least
ia one in which
two or three different
suhjcct
llc;ordon w. Allport, in Murchison, Carl (editor), Handbook of Social London, Oxford University Presa, 1935, p. 810. Paveh o 1o~,
«
12ffarold Alberty, Reorganizin_g the High School Curriculum. -..e MacMillan Company, 1953, p. 162. New York: .u,
.......
Revised.
10
4•
A problem area is defined
A learning
S.
ually
out learning
and carrying
planning
in terms of their
evaluating
continuous
or area of living
in
to have problems. which teachers up objectives;
choose for study by setting
cooperatively
and students
or four periods.
commonproblem of interest
isl
unit
as an aspect
are likely
or most adolescents
which all
of three
a block of time consisting
during
fields
in groups and by individ•
activities objectives;
and making · new plans for
learning.13 'Procedures
to obtain
permission
from school officials
contained
classrooms
at Linden-McKinley
'nle second step involved
about the attitudes tion tovard
of teachers,
the self•contained
to ·conduct such a study,
step consisted analyzing
classifying,
media through which the information and the administra-
parents,
students,
claasrooma at Linden-McKinley Junior•
a member of a aelf•contained surTeT•
eluding
A total
of the actual
·
preaently
who had been in the
classroom was asked to participate
of 229 stu c'ents relipo nd ed to the questionnaire
12 per cent in the ninth,
-·
of the information,
at Linden-Mdtinley
42 per cent in the seven th grade,
13Ibid
gathering
the ·t1ata.
and interpreting
Each student
~•mpling.
to be used,
of q~stions
Senior High School was to be gathered ·and ·evaluated. The third
step was
of the self-
and teachers
the selection
of · various
and the determination
The first
of 1957.
in the spring
This study was started
in•
32 per cent in the eighth,
8 per cent in the tenth,
Chapters XIII and XIV.
'
and 6 per cent in the
11
eleventh.
naire.
number 40 per cent respon ded.
Of this
Semi · •s t rue t ure d interviews
Interviews.
were conducted with 102 stu-
the problem was discussed
After the purpose was explained,
dents.
of departmental
were conducted in the same manner with teachers following
th~ students
who had taught
subjects
year in the self-contained
their
taught
area teachers
The special•interest
class.
con-
Interviews
was followed.
and no sequence of questioning
versationally
question•
were mailed a parents•
229 students
of these
Parents
during the
the students
class.
year they were in the &elf•contained Limitations
thus,
they haYe had an opportunity
type of program with
this
to explore
grade were in the program four
Those in the eleventh
only one teacher.
for only one year;
class
were in the self-contained
The students
years ago, and while they ha.Ye had ample opportunity
interviews
with
them indicated
Because of the physical
clasa. thi•
No attempt
vi~~r
felt
eeai•atructured that rapport
on• there conver •• ti
problems or were
a stigma has been attached
grou~ing in the
has been made at ability Junior-Senior interviews
High School • were conducted
had been established
remains some interview
high school,
they were scheduled in
discipline
'lbue, in a aense,
y progr am at Linden-McKinle Although
experi•
were in the aelf•contained
because they presented
of low ability.
to the program.
many of their
in the junior~aenior
have been led to believe
students
type of class
students
facilities grade students
of the seventh
Some
had forgotten
grade.
ences in the seventh
only a part
they
for comparison,
and the inter•
at the beginning biaa.
of the
V~rbal expression
is
12
only a limited
proof
of attitude.
Al t bough a spelling the Columbus Public contained
classes
achievement
teat
limited
Schools
in which all
participated,
excelled results
the self-contained
survey,
in their
revealed
grade student•
students
improvement in this
were available
classroom
seventh
for the study.
in the self-
skill,
no
Thia study of
program at Linden-McKinley will~
measure of evaluation
since
in
a
it ia based only on attitudes
and
opinions. Overview of the Study In Chapter classroom
II of this
study a discussion
program in the Columbus, Ohio, public
In Chapter
III
the self-contained
Linden-M~inley
Junior-Senior
claas•o011,
High School,
the data gathered
on the ·attitudes
tors,
toward the self•contained
and parents
Junior-S~nior
quotations. study
The data are analyzed
along with suggestions
indications as well.
from these
In Chapter
classroom
at Linden-McKinley by Yerbatim
In Chapter V the
based on the findings
which may ·apply
IV
teacher -a, adsinistra•
and supplmented
conclu•ions
is attempted.
haa evolved at
is discussed.
and interpreted.
classroom program at Linden-McKinley.
schools
•• it
of students,
High School are presented
is summarized and specific
presented
of the self•contained
are
to the self-contained
lt is hoped the conclusions
finding& may be of value to other
and
core program•
OtAPTER. II
'nil! SELP-<X>NTA INBD CLASSROOMIN 1H£ COUJMmS PUBLIC SOf OOLS
paaia
As baa been indicated ambiguity
surrounds
of the Core Prosra!l
in Chapter I,
a great
the tel'111lcore or "core program."
la on~ common e le11:1entin prograffl8 ref erred
to all
or part
deal of confusion and
of the total
H~ver,
to as corf:'.
then
The term refers
curriculum which ie required of all stu•
dents at a given level. program of general Alberty
gives
It is uMd to deaignate all or part of the education, 1 the following
analyaia
of the various
types
of core
programs: 1.
The core consists
or fielda dently.
of a num~r of logically
of knowledp, ·
organized aubjects indepen-
each one of which ia taught
2.
The core conaiata of a number of logically organized aub~cts or f !elda of knowledge ., aome or all of which ar~ cor~late-d.
3.
The
core conaiat• of broad p.roble••, unite of wort, or unifying themes which are chosrn ~cauae they afford the means of tcacb• tni effectiw1y the baaie content of certain aubjecta or fielda
of 'knowledge. Tb~ae aubjecta or fields retain their identity, but the content t• aelected and taught with special reference
to the unit,
theme, or problem.
4.
The core eonaleta of a number of aubjecta or fields of knowledge which are unlf ied or fuaed. Uaually one eubject or f J.eld (e.g. history) aervea •• the unifying center.
s.
The core eo,adat• of learning exp•rlenct-a ae 1ected f ram broad preplanMd problna area•, in terae of the paychob!ological
and aoeleta1
-eds,
problems and interests
lffarold Alberty. R£orpnJ.~ing Nt'W Tortu The Mac1't.lllan Company,
the Righ School 1953, p. 167 • 13
of atudenta.
Curricu1 u~.
i d Rt-v • ~ •
15 7.
generally aaaigned to home• nie core absorbs the activitiea ~oorna, such•• class buain~a•, aocial affaira, -and the record• ng and reporting
8•
progre1a.
of student
Core pro,,.rarns include the guidanc~ and counseling function. connected. Guidance and the curriculum becom~ in~parably
9 • 'nle core organization
encourag~• the development of broad
te .achera may draw upon in
comprehensive resource uni ta ~ich planning learning activities.
10.
ia frequ~ntly made between the core period wich A distinction (e.g. drill, embraces 111any marginal end related activities study), and the core unit of wort leisure reading, auperviud which &erfta •• the unifyinc center of the actiYltlea of studenta.3
Alberty 1.
lists
advantages of such a curriculu m desi gn:
the following
a direct attack upon the M~ds which be-set them in cur pr~afflt day
Such a program makea poaalble of ymth and the problema confus~d culture.
2.
111eanaof bridging the gap and guidance, betwen t~ curriculum and the betw~n gen~ra1 and apeclal interest educa-
Such a progran, provides between education
~xtra-curriculum, tion.
an effectiw
3.
Such a program tend& to break down the eta•• bar ·rlers which so program. frequently are maintained in the traditional
4.
Such a progran facilitates
s.
Such a program J.s coneiatent
th~ unification
of knowledg~.
wltb the newer tbeorlea
of learn•
ins and tranafer. 6•
Such a program ~ncourages the t~aching togeth~r.
7 • Such a program encourage• t~
uae
o(
staff
to plan and work
democratic practices
in
the claaarOOlll.
8.
Such a progrUl •ncoura1ea tory for leaming.
:Jw1aroldAlberty,
op 6
cit,.
tbe uie of the communitJ •• a labora•
PP• 194•19!.
16
9.
Such a program mates it p<»asible for teacher• to re-duce materially the atudcnt loada which they are required to carry in a traditional prograa.4 .
Qewl.gprgent of the Srlf -Contained
Cle,sars,omin ~he Colu,,,bus Public Schools
In 1950-Sl• the aaaiatant auperintendent achoola
and the curricula
director
of the Columbua Public
the need for ~xam.ining ~ curriculum
the purpose of determining
provide an effective
in ~barge of the aecondary
and aatiafactory
-,uld
not more adequately
program of ~ducation. of Teachers
High School Curriculum Change" indicated
and Administrator•
at this time. 5 The sampling for
eluded 657 teacMra
and adllinlatratora
Coon'• study in•
in the Columbus Junior and Hnior
Concl1;1sions were baaed on 539 responaea.
are some of the conclusions
The following
of the. study:
1.
'!be teachers
2.
Teachers ~lieve there is very substantial the present program.
3.
There la general agreement that teacher• aignificant eurriculun change, and little cipated from gtudenta or parent a.
~.
There ia atron1 belief that _inatructlon und~r present conditions.
s.
'ftlcre
are quite diaaatiafied
is substantial
Toward
a program of reorganisation
might be acceptable
high schoola.
f~lt
of the junior high achoola for
if a reorganir.atioa
Coon•• "Study of the Attitudee
School•
a.greement with
with the present program. interest
in changing
are apt to resist a cpposition ia anti-
cannot be i,er•onalied
th~ belief
that
high ac:hoola
should prOYide more •real life" exp•rienc~a for students and devote less attention to maat cry of logically organited subjects.
'eerbert Lff Coon, "A StudY0 ( th e iatrptor• Toward High School Curriculum
Dluertatlon,
flle Ohio State
Uni~raity,
Attitude• of teacherp nd t\d,drChange"... (Unc>ublieb d'Doctoral 1951.)
~
17
6
•
~ reapondtnta
are almost equally div1 dcr<1on the qucation of ether stu dents can learn the necess a ry skills vllen l~arning activi tlca center in the study of broad probkma.
1 • Tb~ respondents are divided equally on the qutt•tlon of lfbether separate or fused couraea should constitute the required cours~• in the curriculum. 8.
Th~ social demands approach to curriculu m revision ia regarded aa elightly wnore valuable than the adoleacent -~da approach.
9.
There is a wry strong feeling that curriculum revision should be plam~d and directed prima r ily by thOH working i n th~ local system.
10.
The teachers a.nd principals are very willing tively on cutrlculu11 revision.
11.
English teachers and teachers with broadet undergraduate prepa• ration (double majors) in dicate the program than do ~there.
12.
interest
in changing
high school teacher• are more aenaitiv~ to weaknesses and limitations of the present progra m and appear to be in a higher atate of readine•a to con.aider a curriculum r~visiort program than are the senior high achool teaehera. 6
'nie janior
nie logical
starting
to be at the junior
point,
th~ Colunbus Public Schools. beginning
aa indicated
high school level.
dP.,-elopment of the seventh-grade
from its
greater
to work coopera-
by
the research.
Williama,
aelf•eontained
in
has traced the dev•10pn1ent
to 1956. 7 William•• atudy indicates
involved teachers
high aehoola.
This cOITllilittee made a detaile d ,tudy
atudiea
61!?,!.4, pp.
atu dy of the
classroom program in
reorganization
grade social
,i;
repreaentlng
seemed
o(
the program
the curriculum
each of the nine junior of the aeventh
curriculum during the 19.50•.51 achool year.
The
305-7.
'1111.1.uae. D!f Pext19'?!!!T!t of th~, sennih-Grfdf' th 1 1•1(-o;,nteiMd G 1!ft9!!! !JPC[P in Colu mbttp, Ohio. Public Sct}oola. Unpublia!Wd Ma•ter • 'l'beaia, Columbua • Ohio, The Ohio Statt- University, 19,6. 7norothf
Q.
s
18
conni ttee • s f indJ.ngs reveal~d
a nec-d for
valuea, underste.nd.in"'s and ..i..i ~·
th
In
•
high sehool social
e~4> haaized ity
for
orientaticn
In the. fall
junior
teachers
of 1952,
high
schools
Brcni man, the co mmittee problem
itpproach
recognized
the
unit.
organized
for the purpose
resource
formulated
of 1951. 8 niis
importance
as well
responsibil-
repttsenting
of iffll)rovin g the citiunship
obj~ctina
of involving
material
aa the co m:-:iu nity.
a connittee
units.
to th~ t~aching-learnin(C
"'Our
to all Columbus Junior
in the fall
in the school
Breniman
and makin g additional
course
a resource
to the new acbool and the atudent•a
citiv..enahip
on cororJon
needed for democratic citizenship.
" wbi h was made available · c studies
democratic
the nine
lls
e SUt?n'ffer of 1951, Brenirnl\n developed
ltii:,-b School 6
Junior
oa.
increase d e!:iphasis
~ith
the aasistane~
as a baaic
situation. the learner
of
step in the
The ccnr:iitte~ in the planning
of
classroom experi~nces. After
veyed those
tive for
th~ee
of view had been developed,
and learning
activities
1n the new citizenship
Junior
high
school
pro bl em areas
and ·~ieure unite
a cominon point
for
course.
Time and Recr~atlon."
areaa.
that
aeenEd moat effec•
In order to provide opportunities
boya and girls
were identified
each of these
experiences
the committe~ sur-
dew 1opmental tasks,
to meet their
-
"Safe l.lvin3,"
It was decided
•,-tealthful
to develop
The committ~~ of twlvc
divided
Livin g ," resource into
19 three
aub-groupa
to do this
job. 9
reaource committee and the use of th~ deftloped aaaiated in bringing about plana
The 'WOtk of the
material~ they for curr~culum reorganiz•tion and i mprovement in the Colum• bus . Junior high achoola. Many of those teaching in 7-B citizenship recognised that problem-situation l~arning does not fit conveniently into the regimented traditional junior high school schedule. They felt more flexibility and a larger block of time waa necessary. Mor~over, since problemsituations of vital importance involve aspects of the com• munity enYironm~nt, learning actlvitiea earmot ~ ~onfined 'ntia calls for schedules of f'Xclusively to the claasroom. two or thrtt periode in the aame room with th• ••me teache.r to permit groups to observe and participate in educational activities both inside and outside the clusroom..10
Thia atep in resource izing
the curriculu1'1
hip
junior
unit deyelopment was •ipificant the lmpronment
for
The lnitiatiOII
schools.
claa1rcxmts was • direct
outgrowth of thle
eO'!lfflittee•s
two principals,
work. ·
and two
met for ttn two-hour ae••lona in a ~mioaz: an Janioi-
vice p.rincipale
11 Particular
school inatruction.
ration
in the Columbus
of an experiment with eelf-contained
In the spring of 19.52, 20 teachers,
bl~
of imstruction
in rtorgan-
of the posaibd.litie• In Septn,ber,
1952,
was ~gun with 28 .olunteer
attention
waa gi'ftn to an explo--
of tbe new prograa. tbe .experimental
program in the aeventh
grade
teacher•.
Seftn of these teaeh~r• . had
.. aerYed on the
workshop.
resource
coiudttee
and 12 had participated
BYerett Junibr Hi,eh served••
the pilot
in the apring
acbool in the
9,W,s!, pp. 75-76. 10~.
p.
11w1 §tll9!
lic school•,
126.
the Jun.i.91 High §,chool (Mimeographed), olu•bua, Ohio. 1952.
Columbus Pub-
20
program.12
classroom. a term that originated
nie name self•contained
cents
high schoo1.13 in Chapter I,
As explained
break,
two periods••
areas
within
are explored,
are
and Ohio history
ability.
and comprehension.
The self-contained beliefs
wish it to be just
as long as the
understandings
are de-
are within the range of each stu•
14
classroom in Columbus evolved as a result
of those responsible
12oorothy Q. Williama, t3Lb1d, p.
may be as flex-
or four periods
some very definite
situations
and the learning
following
to meet for
in the day for two more
citizenship,
the three
aa he and the pupils
and varied
dent•s
but
is giTen freedom to decide haw he viahea to wort with
flle prograa
his pupils.
veloped,
run consecutively,
in Columbus is for the class
geography,
sub-
areas.
Each teacher
subject
different
of three or four periods.
and then meet again later
English,
of work.
the subject
developing
pattern
the general
three and four periods
-these
In some instances
classroom in Columbus
for two or three
du•lng a block of time consisting
fielda
periods
the self-contained
baa one teacher
is one in which a pupil
ible
of the
implement aome of the functions
and more succeaafully
junior
ject
meet the needs of early adoles•
would better
organization
more flexible
It waa hoped that their
was given to these classes.
school,
elementary
in the
op. cit.,
for curriculum
of the
development:
pp. 4~-45.
•s.
14Tentative Teaching Guid!• Ohio, 1955, P• 1 (Miaeoeraphed).
Coluabua Public Schools,
Columbus,
21
1.
The extended peri Od 1 school less b Pan makes the transition from elementary to ~ake .• rupt and permits the teacher flexibility enough and abilities in plannin~ meaningf:;xi~um use of his.gkills c assroom exper1ences for children.
2.
It makes possible supervised study and less need for formal home• ~:rk. Homework then becom;s an interest that is stimulated in 1 e c aasroom so that the student has a natural desire to do fur th er research. When pupils and teachers are together a four th ~er~od, there ia ample time for the teacher to check up on 1nd1 viduala who need assistance in organizing materials and in
understanding
assignments.
3.
lt
4.
It makes possible at the claasroom
s.
It provides opportunities for cooperative 2roblem ~olving in areas of pupil needs and interests, and thus gives practice in democratic living.
6.
tt facilitates
7.
The more functional
facilitates instruction in spelling and mechanics of readin~ and writing because instruction in these skills can be intro• thus duced at pointi1 needed in connection with any subject, i~roving the ability to communicate.
a relatedness
to Alberty's
of all
&ubject
matter
zenehip
and history);
to one•third offered
interpretation
from several
fields
(3) That
the core (e.g.
students; language
(e.g.
they are allotted
or more of the school
outside
experiences.
the correlation
of
day;
to
of core characteristics,
are core•like
seventh•grade
(S) Tbat a number of special arta,
approach encourages
classrooms
Columbus self-contained they are required
in learning
program
in art, music, and industrial arts., thus helping a relationship in learning experiences. 15
activities establish
According
an improved guidance and counseUng level.
(,4)
mathematics
area courses,
and boa&eeconomics are a1so required
in the sense:
(2) That they involve arts,
geography,
citi•
a block of time amounting
That several
and physical
a·ubjecta
education);
such as muaic, outside
(1) That
art,
the core.
are
and
industrial
22
in the S•~ lf-"-.onta i ned ClassroOM
ct..P.1atter
Role of Snb
Language arta includes
th•~ •Lill• -
a nd the organization
spelling.
rules of granaar and increa•ed
oral
not . for the skill
classroom,
Por thia
be put.
ia an i111.portant concern in the self• but for the uae to 'Which
itaelf,
eftry
1bia ia not to aay that
unit of study.
part
reason language art becomes an integral
actiYi.tiea
a part of the learninff
attention,
separate
ment of atilla
way require
of the group.
It ia hoped that the atudent•e
akill
can br
The dewlop•
of the unit.
depending upon the ~eds mastery of these atills
in terms of bis iaprGTement in oral and written
eYaluated
will~
Knowledge of
ia for writing.
word•power shculd bring about ~tter
of akilla
Tb~ improftment
taught••
in the self-contained
expreaaion.
and written
of eyerJ
Spelling
one.
claaaroom ia a functional
it will
writing,
Importance ia also placed on
of ideaa.
The approach to the communication akilla
contained
liatening,
in reading and the wis~ choice of reading matter.
an interest
developing
of talking,
g
ex•
preaaion. 16 social
atudiea
and goverrment.
in the sewnth
in bis growth teward re8J)onaible
at his own aehool lewl,
in dnK>Cratic proee••~•
patioa
Public
School•,
citisenshlp.
by haYinJ oppor.tunitiea
Columhua,
·By
for partlci-
in the claaar0011, an<1by pining
16T~aehing Gpide 1 s~lf-Contalned Coluabu•
concern should
In the •tudy of sovermaent the important
be to help the atudent
~,inning
srade include geography, Ohio history
an
Claaarooma, Gra~e 7 (Mimeographed)
ftlio • 19.57, p.
x.
,
23
to his c0trimunity, state
qualities
citizenship
the teacher
of the Ohio State Legialatur~,
to CO!llply with a ruling
A1 Ohioans,
one •e111eater from the problem ar~a, Our Hed.tag~
to invol•e
both the state••
in Columbus, Ohio, affords
living quainted
and for taking
people,
to include
for becoming ac•
arranging
for interYiewa
and national
goffrnaent.
of the relationship
·
In the study of world geography tbe ~tnf'h•ais may~
natural
man•a wise use of the world'• man•a dependence upon the•e
reeources
aharin i th~ na.tural 'interdependence•• tance
in
17~,
tht!-
resoutcee
tM world'•
ia vital
need for c:onsf'rvation.
P• :XI.
r~eeurce• .
to thi•
An understanding
Conservation
places and
of
of man in
The concept
study.
increases
upon
placed
and the interdependmcr
population
or resource
is a1so the opportunity
flier•
trips.
that promete an -understanding
ectivitit!a
between the state
interesting
There ia
government and geography • .
many opportunities
with government officials,
approximately
lasting
unit
is advised to develop a learning
•n opport unity
and
he derives,
the privileges
he needs to accept. 17
the responeibilities In order
his
The stu dent ne~d• to realize
agencies.
network •• in particular,
role in this
state,
of co~~unity,
interrelationships
and its
sources,
and international
national
The
f ramt!work, ita
of its
a consid e ration
study of govern ment includes constitutional
Thia is a
and nation.
threa ding its way throu gh the school yf'ar.
process,
continuing
can extend theae
the student
of his achool .government,
understanding
great
of impor-
man's wiu. use of
24
should beeC>Qlethe foundation
resources centered. 18
natural
in the Sf:·lf-Contained
of Evaluation
Rolf
Emphaaia is placed
upon acquired
symbols to the atudent•a
letter
to conform to a single
is expected
student
and challenged
are encouraged
dents
growth and progress, subject
his knowledge of specific
to estimating
as well••
matter
subject
card in three
report
to affix
has an obligation
teacher
is 1iven to the pupil'•
Con•ideration
categories.
information.
classroom
The self-contained
process.
and his progress
upon the growth of the individual
than aolely
rather
Classroom
classroom is a continuous
in the self-contained
Evaluation
upon which geography ia
meaningless
to work up to their
No
matter.
Stu-
standard.
ca-
individual
pacity. As continual
room, progr~s•
evaluation
evaluation
what has been done places
questions
claaaroo111 activity
Pupils
on what basis with
student•
are•
or device
the accent
which might~
of facts.
as w~lt.
for learning.
In this
but in manner,
change.
progress
in a
our- purpose?",
..Did
used to evaluate
''Where can improvement~
elasa-
Takin~ • look at
upon growth and desirable
''Did we accomplish
anlght bes
everyone participate?", of a next time?",
~roblems t~ether
solving
becomes a tool
For example,
on in the self-contained
is noted not only in the aequisition
workin!-and
living,
ia carried
fflade in anticipation
etc. vital
part
of th e ~valuation,
they a.re being given • grade.
regardls,ff grades,
and particularly
and should understand There should
be conf er~ncea
with thoae whose
25
i& unsatisfactory.
progress patents
If at all posaible,
it
ia well to include
aa a part of tht-se conferences.
Proble-m Areas A problem
area
ing of. needs,
a sp~cifie
in the S<!!lf•contained
concerns,
e.nd intt>rf'ste
area of living.
of the individu11.1, help 'flle following
classrooms have 1. 2.
of Junior
'nl~ requirements
high school
of society,
ae.lected"'
t~echers
students
in
as well as thoae ,.nd intereate.
in the program:
l,iving in Our Junior High SC'hool Commun!ty. Our Meri ta .g~ as Ohioans.
3.
Living in a World of Many Peopl~s. Man'• Relation to His Natural Envlr~nt. teisure Time and Recr£:a tion.
Resource
units
h!.'}ve been prt"par~d for the five
e.n~ his gtut1ents
d~velopment
of learning
A suggested
1.
t.iving
2. 3. 4.
Living
problem areas.
a.re given much frP.edom and flexibility units
The
in the
from tht"Se problem art;ia.s.
seQuencc of study might be-: in Our Junior
{includes
leisure
High School Community.
time concerns)
in ,. Wo.rld of Many Peoples.
Man's R~lation to His Natural Fnvironment. Our H~ritag~ as Obioans.
The connect in~ threads upon the 1d.nd of unit
Availability foll~d.
a group•
arta.as used in the Columbus s~lf-contained
4. 5.
tescher
represents
to d~tf'rmine these ne-eds, concerns
problem ~~n
claasroom
-
19tbid,
P• XY.
lead
from one study
and upon th e particular
of resource 19
that
material
will
to the next depend
obje-ctivea
developed.
often h~lp determine
the sequence
26
As has be~n stated
and fl<'xibility arnd methods
are given much freedom Classroom procedures
students.
c:lassroom program in th t:>Columbus
in the self-cor.tained
regarding
teachers
chapter,
in working with their
the f ollCMing
Casey• s study in 1')56 revealed
schools vary greatly. findings
in this
organization
of content
in the self-contninc~
class-
roor.t in Columbus: In responses received from 62.5 per cent of the selfcontained elaaaroom teacher• in Columbu•, J per .cent aaid and history as they taught English, geography, citizenship three •~parate aubj~cta1 45 per cent correlated the suba.nd 20 per cent taught broad probjects whenever possible; However. 26.'7 per cent, not included in the lems or units. used various combinations of the three above analysis, · choicea, and of this nu•ber ten teacher• uaed broad units On the basis of the 60 responses 1 36.7 per to some extPnt. cent taught broad uni ta all or part of the tim~
.,u.
In Chapter contalt1ed MdCinley
an attempt
lit,
claasrOOlll according Junior•S~nior
20 Jean Eli-.~th
Thf Self-Contain•d
wl11 be •de to cbre t,pe
High School,
in ita
Columbus,
•etting
at -·Linden•
Ohio.
l9Ping Learning Unit• Caaey, Probl•m• In .D~w Program of The ColU11bua, Obi;,, P~blic Claaar,o0111
1 Maater • Thesia, Columbu•, Ohio, 1956. p. 6.
School,!•
the aelf•
to tlaaaify
u11published
The Ohio State
Univ.-rsity,
In
CHAPTERIII
nrn SELF-CONTAINEDCLASSROOMAT LINDEN-McJCINLEYJUNIOR-SENIOR HIGH srnooL The Setting The community of Linden is located
The population
Columbus, Ohio.
workers,
esaional
hard-working
people .who take pride in owning their
The residents
owners are very c0111111Unity conscious. students
from a total
The central
grocery, shops.
district
buaineaa
drug, appliance,
in the heart
clothing,
own
homes.
1940.
clerical, proud, Home
there are 60 non-white
of 2,300.
furniture,
The community newspaper baa offices
northern
are intensively
At present
school population
railroad,
craftsmen,
and serd-prof
workers.
of
1eetion
of the community has doubled ainee
are employed as factory
Residents
in the northeast
boundary ia a new multimillion
of Linden consists and other
in this
dollar
stores
district.
of
and On the
ahopping center
known
aa Northern Lighta. Small industries
in the area include
iron works, and a cement plant. aaall
part•
One large industrial
ia a part
of the City of Columbua and the achool ia a
of the Columbus Public Schools.
two new junior years.
Two
Junior-Senior
plant manufactures
for automobiles.
The area
part
machine ahopa, ornamental
Pive new elementary
high schools have been built
large plant Hip
additions
achools,
and
in Linden in the past five
ha•e been made to Linden-Mckinley
School.
Linden-Mc~inley
Junior-Senior
At the •eventh grade le-.el,
High School ia a aix year acho0l.
curriculum
requireaenta
are the same for •11
atudenta.
Until
the fall
aeaeater of 19.56, aome aeyenth 27
grade
t
a udenta
28
courses
ploratory
in art,
to the administration.
aceordin~
high students,
it is neces•
for other classes.
The ~ovable
since Linden-McKinley does have senior
First,
classrooms
sary to use the self•contained
high students.
The second reason given by the administration
in obtaining
the difficulty
concerns
that only · those teachers
stipulated
office
for the self-contained
teachers
classroom.
flle central
Yolunteered
for the assignments should be assigned
classroom.
Sufficiefit
clasarooma.
high school wa• established
classroom.
in the area, thereby
students
in the self-contained
students
believe
the
was made at grouping
classroom.
Aa stated
int~
self-contained
they were placed
relieving
were placed in the
to 1956, no effort
Prior
the entire of 1956, a new
the fall
All aeventh grade students
overcrowded situation. aelf•contained
By
who
to a self-contained to staff
did not volunteer
teachers
seventh grade in aelf•contain~d junior
for the
classrooms were uncomfortable
desks used by the self-contained senior
class•
were not placed in the self-contained
to 1956 for two reasons,
roOJ!lprior
arts.
and home economics or industrial
~usic,
grade students
All seventh
to take ex•
are required
seventh graders
all
education,
and physical
to mathematics
In addition
subjects.
and geography as aeparate
civica,
and others were given English,
classroom,
in a aelf•contained
were placed
in Chapter I, many classroom because
of s0111edifficulty. students
are required
to take English,
mathematics,
• nd physical
education.
In the eighth grade, tory,
health•acience,
also choose a course of study which may be industrial
arts,
academic, or a general
the ninth
grade 1e•el.
able to eiJhth
course.
They must
arts,
The commercial course
Courses in the apecial•interest
and ninth rracte atudenta.
his•
areas
household is added at are avail•
29
at Linden-McKinley
Classroom
The §elf-Cont1ined
In January of 1953• the first
involved
reorganization.
in the curriculum
for the assignment.
teered
classroom at Linden•
self-contained
High School was put into operation.
Mctinley Junior-Senior had not ~en
Junior•S enior High School
By 19S4, two teachers
'nle teacher
but she volun-
end
became involved,
By 1956. the number of self-contained
two classes
were established.
classrooms
had grown to five,
were involved;
and three teachers
how~ver,
only about half of the seventh . grade students were in self-contained
relllained only five self-contained seventh
graders
eases. a filing
work tables,
'nle central
of work. resource
manila folders
several
units
offi~e e,rmarka an additional
and oth(tr ftluable
helps for unit
Junior-Senior
of
guide teaching.
schedule of a seventh grade High School.
and
$5,000
C}asaroom
program is a typical
at Linden-McKinley
for
dictionaries,
Each teacher is provided with a teacher••
Program of the Self-Contained The following
board area.
books in order . to ~ncourage the teaching
each year for supplementary
atudent
a wor1d atlas,
and work samples,
which contains
they included all
and a large bulletin
wall maps, a globe,
includes
basic art supplies.
broad unit•
but
classrooms are equipped with mOYable desks. book•
eab!qet,
equipment
records
pupil
classrooms,
at the school • .
The self•containe~
Additional
there
In 1957, because of the ·new junior high school.
classrooms.
30
:=o;.:::wn:.=.... _ _____ o~hl&lnr....:B:;.:.r. J....
____ N~!E,
_
______________ sECTION. IN.___ rRREGUL~R
TUF.SD:.Y
H, R~
--
. l.
-
----
------------
LOCKERNtJiviBER
·~y WEDNESDJ
THURSD,\Y
Study
Art
-- --
---
--Ind. Arts
Music
--Stud
Stud Ed
___...study
FRID:.Y
ijOOM ao~__
---
2
3
ELECTIVES
__...._
__._ _____ _.__
MONDJ.Y
PER.
-------------
REG. Rex».
Stud
Ph s
I
Ed
LUNCH
6
7 8
This program may vary with the teacher c 1assr
0
..,... in order
-•
teach~r • may
student•
to provide are placed
..__acheduled in an electift. vc;
who baa two self-contained
a free periOd during in a study hall
the day for the
for that
period
11iua, some day• the atudent
or they
may be in
31
classroom for only three
the self-contained
In Columbus, th ere has developed a general pattern
to schedule students
in the self-contained · c 1assroom f or two consecutive th em re tum
periods.
consecutive
classroom program.
approach within
The
in graduate
Linden-i' ..tc:~inley, contained
one of the tNchers
at the Ohio
of the self-
ela..ssroom at Linden-McKinley. of this effort
It would . seem, as a result
the teachers
with t~ir organization •• outlined
to take
in the progra ,m at
this study of the evaluation
is conducting
edu•
seminars and workshops pro-
free courses for Columbus teachers
'nle writer,
University.
in the
for in-service
They have been encouraged
vided by the Board of Education. of the tuition
subjects
Classroom Program at Linden-
of the opportunity
flley have participated
advantage
rate of speed
the new framewort.
themselves
McKinley have availed
own
has been a diversified
result
in the Self-Contained
The teachers
State
in the self-contained
the various
or integrating
of unifying
self-contained
cation.
teachers
in Columbus have been free to work at their
in the matter
teaching
II.
in Chapter
As has been stated classroom
are scheduled for three or four
but students
at Linden•McKinley,
pattern
then have
periods,
This has not been the
period.
in the day for a ·third
later
minute periods.
forty-three
in the prograa students
in Chapter
II.
cooperati•ely
at Linden-McKinley dewlop units
learning
is determined
to grow professionally,
by
in the claasroOD1.. The content
the problem areas adopted for the program
nie teacher•
• nd •tudenta
are not required
to follow a fixed aequence for the •tudy of these areu. students ptan teaming unit• needa and intere•t·
and
Teachers and
baaed upon the problem areas in tenn• of
The teacher
feels
free
to take up Problems which
32
"Farmin g Arou nd the World";
in "LiYin~
may be interested "Living
may be studying
on "The
a unit
•ay be developing
another
Year"; another
Geophyaical
International
unit,
may be workin g on th e learning
one class
Por example,
lin~s.
matter
and which cross subject
to students
are of immediat e interest
Al•
In Columbus".
In Ohio"1 and still
another
though the teachers
in the program at Linden-McKinley hold identical
with the teacher
dures,
content,
widely
at any given time.
Certain
units;
and in needs and interests;
should not be assumed that
It
lowe~ this
overarching
correlation
The f
to•
techniques.
of subject
The third
~~innin g
lnal
•dol··~ent ~-
e-.olwaent
units identity,
of English
of work.
In thia
and social atep.
claaai(ied
sub-
cont~nt
but the eaaential
haa been a shift
needa or probleaa
shifted
which later
areas through the uae of broad
atep was a fusion
to loae their
fol•
problems approach
adolescent
of some of the subjects
bt"oad comprehenaive
had a tendency
r~uined.
••tter
correlation
themes.
through
studies
of evaluative
audio-
trips,
The development ha• been a gradua .1 process
in the beginning.
to a sy1tematic
and evalu•
the program at Linden-Mclinley
broad teacher-atudent•planned
with informal
projects,
materials,
reference
of the
use of a wide
and group guidance;
individual
S011le
of learning
in rates
differences
and the use of a wide variety
aids)i
visual
ject•
(e.g.
of resources
Yariety
are
planning
teacher-student
for indi•idual
wide proyisions
ation;
The following
at Linden•Mclinley.
the self-
all
characteriu
practices
May differ
classes
in the individual
and or ganiu.tion
major oness Problem centered
Thus the classroom proce-
units.
the learning
tively
the classroom
who plan coopera•
and needs of the students
depend upon the interests
contain ed classrooma
within
the activities
of the core program,
conceptions
from organiRd
subject
into Probl
ar~••·
ea
33
Learning Units
I Have Taught
The acquisition room Program,
of knowledge is one aim of the S~lf-Contained
but certainly
not the sole aim nor the primary one.
development
of attitudes,
• nd ability
to work with others
an active
process
eituatioa
Living
In Columbus
In a unit
ideals,
as students
ingful
~rowth.
city.
dealing
sense of values,
important.
Education
the interests
of students
the problems of annexation.
by the program.
Yiews with city
Others,
•• well.
skills
system.
own cOffllllunity provided
being built
within
f i.rathand
interested
interin drawing
inwlved
Some atudenta · discovered department
affected
investigations,
and stills
the
to make
of faailies
Others were interested
by the recreation
the industries
in tM city's
facilities
in their
of "'11lch they were
in the way people in Columbua aake a living, and opportunitiea
priJll&rily interested
Columbus' writer•,
involved
maate.ry of fact•
official•,
park and recreation
levels
worked on
Others
as well as the relocation
These probleaa
and other
of varying
slum areas which were being abolished
way for the modern highways,
in~eatigated
in a ~an-
in Columbus, Ohio, there is
for improved roadways and expressways
unaware.
becomes
Some of the group made maps of the city's
This also included
students
of conduct,
they want to learn
with modern living
and investigated
to scale
are equally
The
aa they work on real problems of living.
and aptitudes.
the plans
standards
learn things
much to do that would capture of ability
Class-
architects
for employment.
in the arts
explored
and creative
artists
Thoa e
the achieve~ta
of
and baildera.
Our Ohio tteritage
Some groups were intereated ground.
They plall!Wd • trip
in•
atucty of Ohio•• historical
to the Ohio State
Nuaeua
for a clo~r
back• in-
34
and Indians played in the euly
the Mound Builders
of the part
spection
development of the state.
peraona from the
resource
They procured
community to aasiat with the atudy and arranged for the showing of films Others chose a atudy of Ohio's
and filmatripa.
the
i11 Ohio'•
role
their
to explore
vocational
education.
with state
visit
in Columbus, and a
Yisited
officials
trips,
interviews,
in writing
ekilla
of state
Resource persona from the offices
officials.
The
creative
writing,
well as facts
art and drama.••
and speaking correctly.
investigation,
firsthand
study involved
the class.
These
and government.
transportation
opportunities,
industry,
in agriculture,
Ohio's potentials
Other
cities.
in the various
involved a tour of the government buildings
studies
with
This .involved correspondence
rich history.
Chamber a of Commerce and official•
groups elected
and towns and
cities
a:nd
•
1
What Mak~• Us Tick At 'Linden•McKinlef Thia leaming
unit waa a part of the students•
ing of floor plans and located
These were mimeographed and dl•tributed
claaa.
Other group• auggeated rules
zations
of the aehool were atudied.
student
council,
Student•
conducted inte"iewa
aembera of the
areaa of
to riait
All atudent
rulea.
The presidenta
the Hi•T, the captain were invited
to all
for proper conduct in all
'nleae we~e compared to exlating
head cheerleader
oft~
football
the clua
team, and the
aa reaource
persons.
and vice principals.
with the principal
for cood at-4y Ila.bite. au1•eationa a by the
aeniol' bl.ch atudnta
"'lbe P•-th ...
organicourt,
of atudent
• Member• of the Junior mad Senior Honor Soci•t"•7 v1a 1 ted the claaa
publl1bed
draw-
all room• and area• to be used by stu•
dents.
the achool.
drew a scale
building•
One committee surveyed the entire
achool.
to a new
orientation
er•,
and •de
n ia the newspaper ~oar"
•t Liaden-Mcltinley.
The class
35
mimeographed a newspaper
ina t ruction
were given
library
was cleared
periodicals a scale class
it
in the use of the library
and newspapers
available
drawing of the arrangements
The head custodian played
"The Panther• a Purr". by the
Students
librarian.
'nle
for one period while a committee made a list
browsed thtougb
staff
and titled
the shelves
Tisited
of books.
group made
another
Other members of the
and made selections
the class
in the function
in the library;
of
and explained
for free
reading.
the part he and his
of the school.
The I.G.Y. and Me This
learning
Problems
unit
concerned
chosen for study included
the International
I.G.Y. and the Weather;
Poles.
Each group listed
attempt
to answer.
questions
which scientists
Mapa were drawn locating
throughout
the \'fOrld.
ticipating
in the I.G.Y.
of the teachers
worked with the Manhattan Project
visited
A member of the staff This leaming
Dew loping
I.G.Y.
stations
news items. rockets.
and served •• a resource
at the observatory is still
infor-
One
a major in the Army Reserves,
the observatory
unit
and three stage
par-
at The Ohio State viaited
the claaa
in progress
during
thia
had
person to the
University. and showed study.
a l,e-amipg Unit
Pollewing
l.
the various
A scrapbook was kept of current
at Linden-McKinley,
The class
in each area would
The Readers Guide was used in locating
Models were made of the Russian satellite
initiatory
I.G.Y. and
Some groups decided to study the countries
mation on ~heae problems.
alides.
Year.
I.G.Y. and the Sky; I.G.Y. and the Ocean; and I.G.Y. and the
the Earth;
elaa•~
Geophysical
ia a checkliat
stage,
which the teacher Might uae during
the work atage,
and the enluating
What are th~ neede and tntereata
acbool ·COIDUaitJ?
of tile
el•••
of the unit:
and of the
the
36 2.
pupila have a part lation of objectives,
in the plannins the activities,
Do
of the unit, the forauand methods of working?
3.
Ia a copy of the weekly class plan posted in the room, or do pupils keep individual copies for reference?
4.
Are th e activitiea provide continuity?
5.
Has the librarian been consulted materials for the study?
6.
Do students understand their activity and the objectives?
1.
Are students
8.
Is every student his
9.
selected
developing
and organized
in such a way••
as to the anilability
responaibilitie•
to
of
in a gi~n
good study and work habits?
participating
and contributing
according
to
ability?
Are adequate opportunities provided for practicing writing, reading, listening, and speaking skills, and is there a relatedness between the content of the unit and the skill program?
10.
Are defini,e periods set aaide for evaluating ings and the methods used? Often the activity the means of evaluation.
11.
Doee the classroom
12.
Are pupils gaining insight about themselves and others; are they learning to work co-operatiYely •• well aa independently; are they practicing good citizenship?
13.
Are pupil• learning infol'lll&tion that ia useful viewpoints, aa well aa that of aociety?l
In the modern school, and carrying
into
effect
This does not mean that
is directed
atudenta
visual
by
the teacher
who ahare the reaponslbility
of what is going on?
from their
muat have a voice in the planning
the activities the teacher
evidence
that make up the aehool program.
abdicatea
his role
to the whims of th e student.
nor does he surrender student
reflect
both the learn• itself can be
The behavior of the
towa rd the develop~nt
for their
own conduct.
of responsibility,
of individuals
'nlia is a genuine
Lr~ac:hing Guide. Sel{;<_;ontained ClaaarOOlll•d Orfde 7 (Mimeographed), Coluabu• Public School•, 57, p. XVI.
37
attempt
to teach the values
The following developing
of democracy by living
are suggestions
of learning
for student
them in the classroom.
participation
in the
units:
1.
Help set the stage for the teaming unit through such devices as an interest corner, diaplaya, or arranging for a speaker.
2•
List
3.
Take a pretest be developed.
4.
Keep samples of work in individual
s.
Clip magazine and newspaper articles for the class resouree file.
6.
lCeep diaries of daily activities rials used in these activities.
7.
Prepare in adnnce lists of questions to be answered through use of resource p-eople, tripa, or audio-visual aids, and use these lists as helpful criteria for evaluating the activity.
8.
~eep a student
q.
Write letters or telephone
10.
questions
about
of the unit.
the topic
to help
to see what skills
bibliography
determine
the objectives
and understandings
need to
folders. dealing
with
and bibliographies
of all
the unit of mate•
books and pamphlets used.
to resource people or contact them by a visit and aak the~ to visit the class.
Write thank-you
letters
to those who ha'Ye assisted
with
the
study.
11.
Conduct surveys,
12.
Make a glossary
The foregoing to be followed
by
opinion polls,
of new word& encountered
suggestions every teacher
munity and the teacher group at a given time.
2Ibid,
p,. XYII.
are not intended and his students.
must determine
in the unit.2 rules
as hard and fast The students,
com-
what is beat for a particular
These auggeationa
the program of the aelf•cOntained
Senior High School.
and interviews.
have proved very effective
classroom at Linden-McKinley
Junior•
in
38
OlAPTERIV ATl'I'ruDES OF STUDENTS, TEACHERS, ADMINISTRATORS, AND PARENTS TOl'ARO 'IHB SELP-coNT.AINBD CLASS
'nlis
the data gathered
presents
chapter
Section
What Students
and
interpretation.
and their
questionnaires,
through interviews
1
Class.
Think of the Self-Contained Interviews type of interview
The semi-structured
Students
II.
Chapter
contained
class
generally
they liked best and thoae they liked lea .st durin g the
classroom have been discussed and dislikes
of likes
tions
poses of the self•contained
The purposes
Thirty-eight
II.
in Chapter
have been categorized
per cent in the eighth,
twenty-eight
ninth,
ten per cent in the tenth,
eighteen
selec-
to the pur•
sees them and as
were in the seventh
per cent in the
and six per cent in the eleventh
had only one year of the self-contained
at the &eventb grade level.
Students•
on the subject.
per cent of the persons interviewed
grade,
of the self-
according
classroom as the writer
they are found in the literature
All students
in
about the self-
the things
expressed
course of the one hundred two interviews.
contained
was used aa explained
class
grade.
and that was
TABLE 1 ntIJIC5
MOST LIKED AB<lJT
nm SilLP-CONT/tIN DD CLI\SS
INTiiRYinWS
Grade 8
7
N2 A
.0 C D E
F (J
"
Direct experience to junior high school adjustment Pacilitatea Student-t.eacher planning and problem solvin g of subjects khtednen Punc:tlonal apprc:,ach to learnin g skills Democracy in tbc classroom Om tt!aeber instruction Indiridual Total
r~epc>nR
of grade
~
35 30 26 29 18 24
60
20 50 14 3S
196
-
11
Total
Pio i
16 S8 14 77 12 66
8 80 8 80
5 83
87 84
4 66
81 79
S 50
J
63 62
11 39 10 56 14 .50 13 72 9 50 12 42 6 33 8 28
3 30
3 SO 56 55 2 33 54 54 1 16 so 49 4 66 44 33 0 0 30 29
81 23 82 75 25 89 6.5 17 61
45
,; No
10
!
4' lfo
72
9
9 32
119
1,
7 39 87
No
7 70 4 40 6 60 ~
41
0
22
so
f'lo I
4'6.5
~
..0
40
Interpretation The responses
in the one hundred two interviews
st udent s • statements contained
class
are listed
concerning
are classified
are typical
Remarks are recorded
1.
in eight
in Table 1 in the order
The following
sev~ral
things
only
p~rtaining
they most lik~ about the self• major categories.
of frequency
although
The catebories
of mention.
comments made concerning
one time,
to the
each category.
th(!!)' may have been made by
peraons.
D,irec t R?:9?~ r ience "You got to cto things ~swell es just learn things from. books." "Some people who talked to us told us things we could never get from books." "Pilms made our study more interesting." "W~ could take trips and the other ae~nth graders couldn• t. •• "We did a lot of things in COl!Dllittees and this waa good." "W~ had pa.n~l discussions and debates a lot." '"'Other seventh graders didn't have time for skits and plays but we did ' and it was fun." "All the extra things made learning fun. 0
2.
Facilitates
Adjustment
t'Didn't get lost .• " "Learned our way aroond better." "Got to know things about school quicker." ,.Big change catne more slowly." "Learned rules right away." "Didn • t have to run a 11 the time." 3.
Teacher•Student
Pl.~nning J
"You got to help plan your work." ·~e worked out things together." "Learned to make choices, but had to be responsible for the results ... ''We worked harder when we helped make plans." ,.It didn't aecm like work when we got to do what we liked beat."
4.
Relatedness
of lubjecta
"We had Engliah in e•erything."' "We didn't Ju•t atudy one thing, but we ·leaned •011etbing about moat everythin1, eYen 111ath." "Hiatory, 11eograpby alld civic• M!erted like all one aubj~ct."
41
••tt w•• mor~ f un when we studied aubjecta together." "We didn't have a lot of books to carry around, but we studied all the subjects When they came up." S.
,l;Jtnctional
Approach to Learning
"We couldn't
Skills
do sloppy work and get by with it."
"There was a reason for learning to spell a word wien we needed it." "When we needed a word we learned to pronounce, spell, and write it
correctly."
"You have to have a subject and predicate or you won't haY~ • sentence. You can't make sense without it." ''When our teacher saw we were making a lot of mistakes in our papers, we tool time out to learn why we made the mistakes." 6.
Democracy in the Classroom "Things weren't forced on ua." '*Wedidn't have to take just one person's opinion." "Sometimes if we didn't agree we went along with the majority." "We learned to come to an agreement." "W~ asked for help from others and gave help ourselves." "We did things•• a group, but everyon~ had a part."
7.
Teacher lnowa Stodent
Better
"Our teacher learned all about ua." "TE'acher understood wen we got in trouble anywhere." ,.We coulrln't put things over on the teacher." ••wefeel the teacher ia our friend." "Teacher let us take some responsibility for our behavior and we tried harder to be good." "l-Je felt we had a good friend in our teacher even the first day."
s.
Individual
ln$truction
learned to read faster." 1 got special help with my spelling and now I'm pretty good." "I learned bow to be more careful with my writing." •'When I couldn't underatand something the teacher took time to help me." "I
11
"I didn't feel I had to keep up with everybody, had to do my best."
but I knew I
Conc1uaiona Result• experience•
of the 102 inteniewa aucb •• field
trip•,
revealed audio-riaual
84 per cent felt aida,
r~•ource
........
and committee work had been the things
they moat liked •bout
dir~ct persons the aelf•
42
contained offered
class.
79 per cent felt
them in their
adjustment
mentioned atadent•teacher
pose• of the aelf•contained interviewed
indicated
planning
they most liked the facilitation to Junior high school, and problem solving.
claaa were mentioned.
465 things
they most liked
All the pur-
about the self-contained
i;
'·
..''
''
l .
and 62 per cent
The 102 students
class.
~
it
Bmtrr
TABLB 2 · TO \ttICJI S'l'UDENTS RBCEIVED HBLP IN 1.1IESELF-CONTAINED
a .ASS
INTERVIEWS
., No school Getting along with others Learning how to act in different places Iatereat in current events Being a good citizen p Plamaing and doing things myself G Reading H Broadened interests I Underatanding our govem!!Jent A B C D B
Getting to know the
Total
35 30 28
18 14 14 12
18 8
167
8
~
.No
87 75 70 20 35 35 30 20 20
25
,, 89
Grade 10
9
No 16 10
'
No
,,
3
so
84
6
2
33
0 3
0
0 3
74 S3
50
1
16
0 0
0
l 1
16 16
18
64
10
16 11
58 39
12
66
2
30 20
6
10
1
32 42
8 4
33 39 43 22
1
12 42
0 2 3
0 20
149
78
No
50
89 71
9
%
6{)
26 20
12
No
s
88 56 28 56
5
Total
11
22
30
11
0
52 4S 32 31 28 28
$
83 72 52
51 44 31 30 27 27
427
A (.;)
44
c1,ss.
Extent to Which Students Received Help in the Self-Contained Interviews When asked to evaluate class,
the responses
tabulation
the help received
of the students
fell
through the self-contained
into nine categories.
The
is made in Table 2 in the order of fre•
of these statements
quency mentioned. Interpretation Some students to know the •chool" contained
cla,s
of the students
ude
more than one comment on this
ranked first
interviewed.
and was mentioned by 83 per cent
"'Getting along with others"
second and was mentioned by 72 per cent. "Understanding
"Getting
of ways which the self-
in the list
had helped the student
topic.
ranked
"Broadened interests'•
and
our government" were mentioned by only 27 per cent of
the students
interviewed. Conclusions
"Getting
to know the school"
self-contained
things
class
ranked first
helped the student,
most liked about the •elf-contained
is a noticeable
correlation
while it
of only 4 per cent.
the purposes
el the self•contained
ranked second in
claa1room.
between the two since
a difference
way• in which . the student
in ways in which the
However, there
the findings
·There ie a high correlation clasaroom and things
fe1t he received
help.
reveal between
most liked
and
nums
TABLE 3
MOST DISLIKED _M301T 'Dtll SELF-CONTAIN J!t) CLASS · INTERVIEWS
Grade
7 A Too long in one class B Not enough tine to do things C Too auch study about Ohio D Too much English
we like
E Too much oral work p Too much written work G Too much homework we can• t get out of
a textbook
Total
8
No
~
13 10
33 25
11 8 6 5 4 4
8
20
7
18
6 4 3
10
51
15 8
No 9
41
9
%
39 32
No
10
% 43 37 33 22 17
15
8 7 6 4 3 0
15
0
0
28 21 18
28
0
No 4 3 0 2 0 0 0
9
11 %
No
,;
Total No
'X,
40
3
50
39
30
38
1
17
29
0 20
0
22
0
0 0
30 22
17
17
1
17
17
17
0 0
0 0
8 7
8
0 0 0
s
1
140
A VI
46
Most Disliked
'ntings
About the Self_,. . d Cl ass. . ""-·ont a1ne '
.
Interviews Of th e 10 2 students
diSliked
nothing
th ey disliked
a considerable
about the self-contained
several
major categories
interviewed,
things.
classroom while others
The findings
are categorized
they felt
in seven
in the order of number of times mentioned.
Intt! rpretation
MToo long in one class"
the things
we like,.
7 per cent
felt
'
ranked first
it was mentioned by 38 per cent.
a textbook.
number felt
am~ng things
Paradoxically,
most disliked
and
"Not enough time to do
ranked ,econd and was mentioned by 29 per cent.
they had too much homework which they could not get from
Of all
the categories,
this
was aentioned
the least
number
of times. Conclusions
The largest
amount of criticisms
by only
38 per cent
staying
in one class
didn't
too long.
currfculum.
the self•contained
the number of things
clasa
eleventh unit
grade atudeats
when other
class
Students
that were disliked.felt
there•••
claaa.
was made
It had to t1o with
given were that they .. All students inter• seventh
graders
were
mentioned 465 things . most liked
and only 140 things
on Ohio had not been pegged at this
in the aelf~eontained
friends.
about th e self-contained
liked
76 per cent those thinga
Reaaona fiequently
with their
viewed were in the self•contained
about
into one category
of the 102 persons interviewed.
get to change elasaea
in the departmental
fitting
most disliked.
Thus,
c1aas outweighed
by
None ef the tenth and
too much study about Ohio since le•el
when theae
•~ud~nts were
a
F.XTnff TO 'iftl<lt
T~.BLE 4 .MS IN S'IUDENTS RDCBIVI:ll HELP IN SOLVIN:; PROBLP
n m St LP-CONTI\INED Ct.ASS
TIClmAI RB (JJF..S
Each Weig;tited. Answer
Pe·r cent Selcctitlg
Grade
Problems 1
Getting along with your family along with yo.1r classmates along wl th your teachers O.tting if you a.re wro~ Giving in gracefully Completing work once begun Accepting reap -onsi bi U. ty G~tting
Cons.lc!cring all si <les ef every qu~s-
ha
P·l11,J1.
IaprOft'd conduct in the classroom IaprOY~d conduct in t~ study halls
laproYed
conduct in the lunch room
IaprOffd conduct in assembly ImproYed conduct in tbe halls Imp.roved conduct at athletic events Solving your problems intelligently Accepting a person for what be is rrgardless of race. clothes, or the amount of money he has
7
8
8
39
38 38 23 38 46
25
37 41 ..52 59 38 35 57
9
61 . 36 75 59 54 48 38 41 53 62 59 6 S 50 43
60 36 32 32
.56 S6 45 39
28
33
45 27
50 22
54 47 36
23
47
60 51
34 31
44
54
62 63
24 45 27 28 38 55
44 60
31 38
28 40 39
S6
50
62 38
56
30
ti.on 72 60 59 72 63 61
47 83
S6 52 58 7S
22 83
()
10
11
7
Ns;?l~l ~JI 8 9 10 11
29 64
44
62 62
0 0 5 8 0
54
s
7 0 0 0 0
69
3
0 0
S6 56 33 44
46
0 0 2 2
5()
62
44 78 17
62
~2ee
lO 11
8
31 46
41
26 36 38 53 15
68 61 61
s, 73
40 49 37 37
66 69 69
44
69 69
34 38 23
ss 62 4S
44 44 50
67 44 72
54 54 5,4
69 54
38
69
46
1 1 0 2
0 0
l 0 0
..14 1
11 0 0
1 11 0
0 0
11 11
30 0 8
23
0
6
8 0 8
0 0
0 0 6 0 0 0 0 0
0 0 8 0 0 8 0 8
1 0 4 3
0 0
0 6
..
...a
48
Exten_t to Which Students Containtd Class.
R i ece ved Help in Problem.Solving
S•lf• ~
in the
guestionnaire
classroom
self-contained
g r ade
have
The responses
of the student.
level
eighth,
grades.
and eleventh
tenth,
grade.
who are now in the seventh,
are from students
The responses ninth,
to the present
one year in the
had experienced
the seventh
during
according
been categorized
students
niese
to a questionnaire.
dents
of 229 stu-
from the responses
data have been procured
The following
lnterpretatiop
had been helped a person
grades,
and tenth
very much through the self-contained
had received
60 per cent
grader•
class
the self-contained
'
they
grade felt
classroom
in "Getting in the
problem.
62 per
classroom
had
in assembly ... some help
in
-
•
ranged from 78 per cent to 15 per cent.
in the tenth
of the atudenta
or the amount of
for problems which were rated
distribution I
cent
the aelf•eontained
felt
they
in "Accepting
class
in the ninth
h~lp with this
them very much in "Improved conduct
The score
grade felt
but only 8 per cent of the students
they had received
grade felt
of the ele•enth
helped
of the students
clothes,
very much help from the self-contained
along with your family,"
cent
of race,
for what he is regardless
money he bas."
eleventh
and 75 per cent in the eighth
range
in the
83 per cent of the students
from. 83 per cent to 8 per cent. seventh
classroom
for very much help in the self-contained
The scores
grade and 69 per cent
78 per
of the students
in the eleventh grade felt they had received .!2m.£help in "Solving your • felt 69 per cent of the ninth grade students intelligently.•• probl~•• ,..
I
,.,.
th
49
ey had received
some help in "Improved conduct in study halls,
room, • nd at athletic grade felt
th ey had received
are wrong."
59 per cent of the students
help in "Accepting
clothes,
a person
in the self-contained
cent.
30 per cent of the eleventh
classroom
--
no help from the aelf•contained
class.
below in the order
of frequency
8.
is interestalso felt
problem.
ranged from 30 per cent to O per
grade students
felt
they had received
in the questionnaire,
as problems with which some felt
in the self-contained
6.
However, it
of
claas in '--Oetting along with your family."
Of the 15 prob~ems subnitted
?.
they had re-
for the problems which were rated .!!2 help
at all
s.
when you
for what he is regardless
very much help with this
The score distribution
1. 2. 3. 4.
felt
83 per cent of the seventh grade students
they had received
the category
g~ade students
or the amount of money he has."
ing to note that
in the eighth
some help in "Giving in gracefully
15 per cent of the seventh
ceived~
race,
events.•'
lunch
eight fall
into
they had received !!.2 help
The problems within
this
range are listed
mentioned.
Getting along with your family. Giving in gracefully if you are wrong. Improved conduct at athletic events. Getting along with your teachers. Improved conduct in the lunch room. Considering all sides of every question. Accepting a person for what he is regardless or the amount of money he has. Completing work once begun.
of race.
clothes,
conclusions Aa has been stated develop
Mdinley.
epontaneoualy It•
in Chapter into
1rowtb •••
III,
the self-contained
the type of program it gradual,
beginning
class
did not
is today at Linden•
with informal
correlation
50
â&#x20AC;˘ nd gradually
through various
on the needa and interests across subject
tionnaire, received
matter
stages developing
of the students
lines.
and eighth grade students
very much help from the self-contained
in the ninth,
teftth,
conclude
at Linden-N~l.ialey
the present
has been more effectitt
in helping
classroom
even though this might cut
In every problem submitted
more of the seventh
that
and eleventh
lems than was the earlier
.
into a program based
grades.
program.
,
i
J,
class
in the quesfelt
they had
than did students
It would seem logical
to
program in the self â&#x20AC;˘conta~d students
solye their
prob-
I-
TABLE 5 EXTENT TO \'JHIQ1 STUDENTS GAINED HELP IN SKILLS IN 'fflE SELF-coNTAINED CLASS
Q.JESTIONNAIRE
Each Weighted Answer
Pe~ cent S~lecting
.
Skills
i£a group Speaking before• Expreasing yourself in written
work
Spelling
what you read Understanding developing a problem and Outlining Finding information from nrious sources Cttative expression Improved study habit& and using ~w words uaruing Use of correct English
9
10
46
41
34 36 44
48 34
S4 77 61 58 58 51 50
56 56 72
7
49 49
10 44 10
46
62
12 31
49
44 16
38 23 38 31 38
48
50
9
50
so
20
68
56
42
51 49 65 49 65 59 79 · 63
43 27
16 16
39
10
39
31
44 22 22
45 0 8
Not At All
Some 8
11
8
64 56
Grade
10
7
64
a1i1,b
4S 32
40 35 35 21
44 49
40 37 48 40 32
51 62 62
11
7
8
9
10
11
50
62
6 10
69 54 69
2 0 0
s
36 11 7
6
56 S1 56
0 0
4 0 4
11
5
22 7
6
0 8 8 0 0
67
60
so
62
s
17
20
0
so
3
7
s
3
22
0
1
23 22
6
31 23 22
28
46
38
9 14
62 78 46
0 0 0
s
...
VI
52
. to Which Std u ents Gained Help in Skills r
Extent
Class.
in the Self-Containe~
Questionnaire Interpretation
in "Learning
help
-very much help
had ,received
grade students
tenth
had helped
claasr00tn
The score
the self-contained grade
the eleventh
ini
thea veg
distribution
cla•• students
and ·uaing new words,''
nrious
sources."
cent of the eighth
students written
felt
felt
they had receiyed
but only
17 per cent
,!2!!. help
~
grade students
felt
problem."
they had received~
help
aome help in "Learning
in "Learn-
grade etufrom
information
they had received
and 49 per
.!!!t b~lp in
77 per cent of the ninth help
in "Expressing
and using
in
78 per cent of
of the tenth
help in "Finding
·
babita."
range from 78 to 17 per cent.
work•" while 72 per cent of the tenth
had received
study
45 per cent of the aeventh grade students
and developing•
"Outlining
49 per cent of
which were rated
for problems
they
the self-contained
grade felt
much in ''Improved
they had received!!!!!,
deuta felt
felt
very much help in "Spell•
they had received
and 45 per ceJ)t in the eleYentb
ing,"
in the "Uae of
expression."
in "Creative
felt
of the eighth
of the ninth grade students
43 pe~ cent
English."
correct
the
they had .received . very much help
felt
students
grade
63 . pe,; cent
new words."
and using
very much
he had received
stucle1't felt
grade
and no eleventh
English,''
~ry much help in the ',:fse of correct
they had received
felt
atudents
in the self-contained
79 per cent of the seventh grade
range from 79 to O per cent.
clasa
skills
for very much help in gaining
The scores
themselves
grade students new words."
grade
felt
in
they
53
The score distr 1"buti ons f or skills selfâ&#x20AC;˘contained cl f asa range
ten
th
tion
grade
students
from various
and 14 per cent no help
felt
felt
rom 67 too
9 per cent
of the eighth
67 per cent
of the seventh felt
they had received
no help in "Speaking before a group." grade atudents
"Pinding
from various sources."
information
felt
they had received Students
grade found only four problems with which they received self-contained
inform.aâ&#x20AC;˘
grade students
36 per cent of the ninth
cent of the eleventh
of the
no h~lp in "Finding
grade students
expreaaion."
they bad received
per cent.
they had received
sources."
in "Creative
. which were rated no help 1n the
grad .ers 60 per
no help in
in the seventh no help in the
classroom. Conclusions
A majority had received claaa, dents
of atudents
yea
much, help in acquiring
however a majority
felt Since
the eleventh information
stage relied
in the aeYenth and eighth
of the ninth,
they had received
from varioua heavily
These findings
in the aelfâ&#x20AC;˘contained and eleventh
grade stu-
felt
grade atudenta
and 60 per cent of
they had received
no help in "Finding
aourcea,"
it would seem the program at that
upon the ainile woul~ indicate
today has not neglected
tenth,
they
only some hele.
61 per cent of the tenth grade students
skills
grades felt
the basic
textbook~ that
stills
the program aa it has developed and fundamentals.
TABLE 6
EXTEH'I'm WHIQt, STU!}EN'TS GAlNEO UNDBRSTAN DOOS IN ~ESrIOO tAIRE
mn S£LP-CCM'AINnD CLASS
Per cent Selecting Understandings
-
~-
z s.
of the ll .s.
in t10rld today Part go,,ernments play in you:r life P laee
Grade
!!a iiw,b
I
-." Dutu a of citizenship . Democratic way of life ' Basic civil rights Importance of a high school educa'
tion ProbJema of Ohio's early settlers Opportunities <llio offers Growing paina of Colu mbus Tour future in the atomic age
Each Weighted Answer
9
10
I
65 S5 50 Tl .54 31 44 8S 72 42 62 65 60 42 39 11 62 56 44 80 79 44 18
78
65 75 S1 S3 40 so 41 84
~mac I
.
11 7
11
7
8
31
23
35
41 44
23
23
46
S6 38 55
23 69 38 38
17
69 46
6 2 0
9
ss
10.
•
0 2 0
41
15 28 S4
54
40
16
30 23
38
47 33
39
21
21
42
ss
39
l4
3S 50
46
3
45
44
24, 24
46
38
20 38
22
15 42
22
31
52 38
2 6
36
35
so
39 .51 56 55 12 33 50
62
fi21 Al ~Ii &
9
10
11
0 0 0 0 0 0
4
6 0 0 6
46 8
6
14
s
15 15
4 4
6 0 6
15
0 3 8
54 17 21
14 4
11 11
2S
29 28
15 8
38 23
lS
~
ss Ax.tent to Which Students
Gaine d Understan dins,s in the Self-Contain
e d Class.
Questionnaire Interpretation The scores ~
self •contained the students through
classroom
grade felt
the self-contained
classroom
79 per cent
in the tenth
grade felt
56 per cent of the ninth their
the eleventh
ing the democratic nte score
graders civil
class
in the ninth
cent of those
growing pains
felt
they had received
in the
46 per cent
while
54 per cent of those in
very much help in "Understand•
which were rated~
52 per cent
grade,
1
'
of the eighth
of the students
in
42 per cent
of
grade students,
some help
of the tenth
in "Understanding
69 per cent of thf> eleventh
and your "Basic
ae~f-contained
help
and 72 per cent
!2!t ~elp in •'Understanding the
nie score distribution help
rights,"
they had received
of Columbus.
play in your life,"
had helped them
range from 72 to 14 per cent.
55 per
felt
class
they had been helped very much in
for problem•
grade,
students
of
way of life."
those in the seventh
grade
the duties
of a high school education."
they had received
distribution
the aelf•eontained
felt
very much help
and 78 per cent of
the aelf•contained the importance
basic
grade fe _lt
in ''Understanding graders
in the
8.5 per cent of
they had received
of the eighth
very much in "Understanding
"Understanding
understandings
range from 85 to 15 per cent.
in the seventh
citizenship." those
for ______ very m_u_c_ h help in gaining
civil
part governments
which were rated
range from 46 too
in the eleventh
grade students
rights."
for the 0nd erstandings classroOlft
the
grade
per cent.
believed
that
-
no
56
!l2. help
they had received
in ''Understanding the place of the United States in the world t0<1ay." Some students from all grade levels felt they had received no hel P in "Understanding the growing pains of Columbus and their future in the atomic age."
£,onalusions level until The unit on Ohio waa not pegged at the seventh grade 1955 • It lfould seem logical to conclude that this fact may account for h that reTeal a g•eater per cent of the seventh and eight the findings "Understanding the grade students felt they received veq much help in
.
problems
of Ohio•a early
Much of the expansion in Columbus since
problems
and attendant
occurred
of annexation ban
account for the findings
This may, in part,
1955.
Ohio offers."
and the opportunities
aettle•s
reveal many more in the seventh and eighth grades felt
that
they had receiyed
." help in "Understandi .ng the growing pains of -Columbus
elnenth
felt
the place
starading
$tudents
these
aelf'•contained students tenth
,
felt
submitted
program
connotation
grades.
'
for underatandinga
percentage
a larger
they had receiYed
and eleventh
the present earlier
class,
in the world today."
were gi'Ying a literal
In the ten problems
It may be
gained through the
of the sewnth
A,ain it would ·seem logical
atudents
Forty•
to the question.
and eighth
ve,rr much belp than students
at Linden-Mcltinl~y
program in helping
lour years ago.
in the
they bad received !!,g_help in "Under•
State•
of the United
to the questionnaire
class
grade were in the aelf-contained
six per cent of these students
that
responding
students
As has been stated,
in the ninth,
to conclude that
has been more effective
gain UDdfratandinga.
grade
than the
TABLE 7
JUrGffiNl'S CCR.'!EIUIIHl"J\CTIVITI ~S IN
nm
SELF-coNTAIN t D CLASS
(JJ EST.10.'NAIRB
Each Weighted
Per cent Selecting
,
Activities
. •
Pree reading periods Creatiw writing Panel discussion.a
.
Debates
Not Enouih 9 10 ·· 8
-
Oral reports Student interviews Sur~ya
Group dlscussions Boot reports .Bulletin boards Making and keeping a aemdule
. ~
Grade
~
.
Pield trips Use of resource p~op1e Radio prograas Dramatizing and tole playing and filmstrips Fil• lndi'ri.dual projects Group projects Comdttee wodc ._ Teaehe.r-student planning
.,
'
73
7.5
Answer
83
90 100 39 18 75 78 67 78
23 · 44 48 11 38 67 33 25 S6 17 1.1 11 17 26 17 18 17 22 23 25 50 35 60 32 33 I 56 56 64 67 35 31 36 39 33 SO. 33 · 30 34 43 39 15 2?·· 22 22 - 54 S3 57 .56 - 48 44 61 S6 28 21 11 27 20 10 11 32 6 11 34 18 34 '47 22 39 48 36 30
:n
.,
11
46
15 8 30
1
8
9·.
17 10
0
0
0
2 8 8
1
0
4 4
10 10 19
25 76
56
61
44
48
83
S6
58
3j
11 28
S1 70 69
66 82
65 70' 78
31 69
61
62
61 60
62
1
27 59
72 36
62 23
6S
S4 77 31 23
43
69
so
15
62 65 78
0
17
Too Much
Enoti5!! 9 10 11 8
80
76 30
40 58 62
53
0 23 23
15
0 0 6 5 0
44
54 . 13
1
72
85
13
78 44
92 62
3 3
2 4 8 4 7 8
1 10
22 14
4
7 29
11
7
11
54 61 69 29 33 23 3.5 50 15 43 56 30 46 S6 30 S6 .56 54
63 69 46 53 76 83
15 60
65
68
78 88
58
45
78 100
25 32
4
10 II
31 15 56 61
44 39
62 85
s
s
4
11 5 6 6 0
11
,
22
22
1
18 7
15
3 3 7
0 5
5 8
8
16 3 2
10
1
.. 3
1
14
0
0 0 8 0 0 0 8 0 8 23 8 8
23
1.5 8 8
33
17 11
15
0 8
6 0
0 0
~
.58
in the
Judmn~nt$ £.oncerning Activit\es
Se lf-Containe d Class.
tion .pair'! ,Qu,rs J,nterpretation for
The scores
100 per cent.
class rang~ frOfll Oto grade felt
the eleventh
students
thee~••~
s<?lf•eontained
in the
not E:'nouv,huse of nctivitics
in
100 per cent of the students
there wer~ .n,ot en~u,s!! field
tripa but none of
there was not ~noup,11naking and keeping a ache•
felt
dule~
1,per
· 73 per cent of the seventh grade students,
grade, 83 per cent in the ninth grade and 90 per cent in the
eighth tenth
cent in the
tbere had been not enouz~ field
grade f~lt
contai~d
in the self-
class.
'nlf! score distribution
eontained
trips
for enough use of activities
elassrOOll ranges f~Ot'!l100 to O per cent. grade students
schedule
and nont of these students
felt
78 p~r c~nt of th~ seventh grad~ students
there wae enough field
trips.
and 88 per cent of the tenth
there had be~n enou3h work with bull~tin
83 p~r cent of the ei ghth grade students
book reports.
100 per cent of the
there had N'!en enough making and keeping a
felt
eleventh
grada stu dents felt
in the St"lf-
felt
boards.
ther~ had been enough
83 per cf'nt of the ninth grad~ students
felt
there had
been enou«h radio progra1'11S. flle score distribution ranged from Oto rated
for activities
33 per cent.
the uae of book reports
grade •tudenta
which were rated t29 pueh
33 per cent of the tenth too much.
grade 1tudenta
16 per c~nt of th@ a~venth
and 22 per cent of those in th~ ninth grade rated
use of oral r~orta
too ~uch.
10 ~r
cent of the eighth
grade
the
59
st udenta felt
there
bad been too much teaeherâ&#x20AC;˘student
tive writin~
23 per
there had been too much creaâ&#x20AC;˘
felt
grade students
cent of the eleventh
planning.
reports.
and oral
Conclusions
trips.
A greater
percentage
of students
student
interyiews
and free
Those activities book reports,
rated
by
activities
field
were not used enouP.h.
as being used too much included
-oral reports,
a greater
However in each instance, these
reading periods
more students
group discussions,
felt
at all grade levels
percentage
writing.
and creative
of the students
felt
had been used enough.
A much greater
percentage
not been used enough,
All
o(
of all the students the eleventh
felt
grade students
trips
had not been used enough since no _field
first
year of the self-contained
trips
field felt
:
had
field
were taken in the
cl~ss ~t Linden-McKinley â&#x20AC;˘
.
trips
'.
TADLJ?.8 S'l'UDENTS'OPINIONS Of PARfilffS' ATrfflJ DE TO\'ARD mE SELF-CON'.mINIID CLASS UU? (JJESTI ONNI\
, Howdo, your parmts
PaYOr tj S
Grade
secio 1nose _ • iJ
sec ·
10
Ii
Don•t ln ow 1
8
f eel
about the ~lf-containe
d
~
74~
75~
73~
78~
~
4~
11~
11%
0
7~ 24~
9
141
10
l1
16% 23~
classroom?
...
0' 0
61
0 inions
Stu~ents'
of
Class.
Attitu de Toward the Se lf-Contained
Parents•
Questio nnaire Interpretation for par ents Who approved of the self-contained
The sct>re distritution class
cent.
in the tenth
The score
their
grade felt
to the opinion
No student
grade and 73 per cent
parents
favored the aelf•
ranged from Oto his parents
grade felt
for those students
' of the aelf•contained
opposed the
clasa.
opposed the self-contained
The score distribution
11 per
and tenth grade stu-
and 11 per cent of the ninth
par~nta
opinion
who opposed the self •contained
of' the student
in the eleyenth
class,
their
felt
parents•
in the seventh
for parents
distribution
according
self-eont~ined
dents
ranged from 90 to 73 per
class.
contained
cent.
of the students
90 per cent
of the students
class
of the student
accor ding to th e opin:on •
who did not know the ranged from 24 to 7 per
class 1
24 per cent of the students
cent.
· opinions
not know the parents' cent
of t11 e seventh
grade felt
in the eighth
of the &elf-contained
grade students
felt
class
they
fil
and 7 per
they did not have this
inf orma•
tion. Conclusions
At every grade level their
parents
grade felt
the self•contained
hia parent•
cent of the•e parent•
liked
more than two-thirds
atudenta
disliked
felt
class.
of the students
felt
No student
in the eleventh
class.
however 23 per
the self-contained
they did not know the OJ)inions of their
toward the eelf•eontain~d
class.
TABLn 9 STUDEN'l'S• OPINIOHS COJCERNI?G .EXTENSION OF SJ!J,F-CONTAINED CLASS TO GRADE 8 (JJJ!STI~ 1"iA I Rl!
Grade 7
Would you like
the
.
,:
. rJl.
Yes ~
Io it
No
1
8
9
16 11
ft
self•
contained clasarOO!!l e:xtend~d to the eighth grade? ·~
651.
~9% 36% 3(1r,, 46 %
351, 11i
64% 611
54%
,. ~
I'
....
~
t+>
63
inions Students• Grade Eight.
C
to
Class
of the Self-Contained
Extension
oncernin
Questionnaire Interpretation The score extended
class
for those who would like
distribution
to the e1·ghth grade range d f rom 6c~ to 29 per cent.
to have the progr&.ft\ extended cent
grade
of the eighth The score
felt
they would favor an extension.
the seventh
grade
the extension
of the
for those who opposed the extension
distribution
in
3S per cent of the students
ranged from 35 to 71 per cent.
program
while only 29 per
grade,
to the eighth
students
they would~
grade felt
in the seventh
of the students
65 per cent
the self-contained
opposed
grade students
and 71 per cent of the eighth
of the program. Cone lusions
With the exception
of the seventh
extended
class
do not want the self-contained
students
of all
a majority
grade,
the
to the eighth
grade. As stated
high school.
junior .
hie place
in the departmental
explained
but they belieYed pliahed. dent,
the students•
It would seem the student setup at thia
were not asked for comment on this
getically
Many felt had "babied"
that their
feels
point.
question,
adjustment
to Junior elasa,
to
adjustment
he is ready to take Although
the stu-
more than half
the program waa very good for the seventh
the aelf•contained them.
of the self•contained
I, one of the purposes
program in Columbus was to facilitate
class
dents
in Chapter
high school
apolo• grade,
had been aceom-
in the words of the stu•
64
Section 2 Class
Wha! the Te•cher,! Think of the Self-Contained Hiv.h School.
.run1or-Senior
i at Linden-McK nley
Interyiews
type of interTiew
The semi-structured Chapter
All teachers
II.
in the aelf- ,contained
study halls.
Since all seventh grade students
of students
list
betical
Teachers
grades.
seventh
who are presently
classes
their
of the interview students discussion school.
were interviewed
waa explained.
of the adjustment
informally,
class
of these
in 7A and 8B. Thia, of course,
• eluded 1D
class.
followed a
in 7B and
meant that the
half of the subject
matter
during the time he was
Teacher• who taught
in the interviews.
of those
areas of the
provid .ed for citizenship
found in the textbook for each of these courses in the self•contained
and there
in other
students
student was expected to have covered at least
were
as a claas
After the purpo.se
the teacher waa given a list
1957, the curriculum
8A, and American history
•ubjects
to home roorna
remain together
classes
who had been in the self-contained
until
and ninth
courses. teachers
Fifteen
according
The ae student a were identified
grade.
from an alpha-
courses during the
for exploratory
since members of the self-contained
for all
in the eighth
these
arta, home econOllics, 1111sic, and art
in industrial
have the self•contained
to identify
every other student
Thia was done by selecting
students.
at Linden-MclCinley had
it waa necessary
class,
or in
in clus
either
claasroom,
with students
not been in the self-contained
contact
at some time had direct
interviewed
in
was used as explained
these eighth
grade
'lbe comments made during the
course of the interview• have been categorized
according
to faYOrable
65
a
nd
Stat ements are list ed
class
students.
only once. even thou gh they might have been made
persons.
by several
Attitud es Toward Students
Favorable 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. 11. 12. 13. 14. 15. 16.
toward the self-contained
attitudes
unfavorable
Classroom.
of the Self-Contained
with their classmates and work" "Happy and satisfied "Use time wisely .. books" "Read better in clasa problems and projects" ''Cooperate with other students done" be to work on "Concentrate •Judge good and bad points in reports to class" "Social adjustment good" "Conduct themselves with more maturity" probleMs" "Very few behavior and discipline "\~id~ ran ge of interests" ''Rave more and better ideas" "lfork on their own" "Conformed well when they knew what I expected" "Ilxpresa themselves well in written and oral work" ''Good background in English" "More leaders a11011gthe group" well" "followed directions "Did more than the required wort" "Made more progress in remedial reading" in current events., ·~nusual interest
17. 18. 19. 20.
Unfavorable
"Think
1.
they
of the- Self-Contained
Toward Students
Attitudes are
Classroom.
because they were in this
something special
program" "Too critical" "Get away from the subject too much" "Babied too long" time in doing things and not enough in learning "Spent too J11UCh facts" "\fon• t work in study hall" - restless" "Can't be still "Have been allowed to do what they wanted too lon g"
2.
3. 4.
s.
6.
7. 8.
Conclusions Sixty-seven opinion
that
per cent of the teachers
the apparent
due to the teachers the method•• uation
good results
interviewed
of the self-contained
in the program at Linden-McKinley,
They felt
the results
with aimilar teachers.
expressed
rather
the
class
were
than to
would have been the sa me in any sit•
Aa thia line
of conversation
was pursu ed
66
further
' 50 per cent expressed
backgrou nds , abilities,
since period
Aa stated
earlier,
were aated to identify
teachers
that
1S included contained
class
those they bad eTery other
students.
After looking Oftr this
class. that
the list
list,
waa composed only of
It was hard for them to believe
was not made on the basia of performance and ability.
the selection
• contained
the opinion
and superior
The general
pr~isions
of all eighth and ninth grade students
list
who had been in the self-contained
·above average
when similar
claaaea.
person frOl'll an alphabetical
expreaaed
to have
and extra mapa and
which had been compiled by aelecting
from a liat
two teachers
classea
to the aelf•contained
anilable
waa unfair
it
cabinets,
file
confidence
and is with them a lon1er felt
of the teacher•
equipment,
books, ·art
were not made for other
taught
problems and to win their
interests,
Three
of each day•
to learn the students•
position
a better
works with fewer students
~•ch teacher
supplementary globes
is in
classroom
self-contained
the teach~r in the
that
the opinion
opinion
among the teacher•
(95')
haa been good at Linden-McKinley•
in the survey felt c laasroom.
that
he lft>uld prefer
waa that the aelfbut not one of the to teach in a self-
67
3
Section What th e Administrators
Class at Linden•
Thint of the Self-Contained
McKinlet•
Interviews of the central
'nle administration
class
surTey of the aelf•contained
at LindeN1cKinley1
Pereona involved include
achool.
individual
'nle data used in this
principals.
in the
it seems likely
class
the attitudes
of this
group reflect
the results
group toward the
It is not known to what extent
at Linden-McKinley.
aelf-eontained
Since one hundred per
of thia particular
the attitudes
accarately
represent
from verbal re•
study were obtained
were involved,
cent of the administrators
and two vice
the principal
type of interview.
to a aemi•atructured
the
therefore,
expreaaed here are those of the local administration
attitudea
sponses
in this
was not included
office
the attitudes
of •slmilar
groups in
achool situations.
other
The three administrators class.
of the self-contained
class
the self-contained and junior
high school,
helpful
been particularly
student thousand,
enters
a building
including
conceptions
All agree the most important
of the purposes purpose of
has been to bridge the gap between elementary thus providing
a amooth transition
high school.
to the junior
adjustment
tates
haYe identical
that
facili•
All agree that this baa
at Linden-McKinley since the seventh grade where the school population
both junior
ia more than two
and senior high school students.
All
agree the aucccaa of the program depends to a large degree upon the
cla•stoOII teacher. aary in thi• that
thi•
The point was made that good teaching
type of program than the departmental.
was the reaaon all
teacher
i.s more neces•
It waa pointed
appointmenta were voluntary
out
in the
68
daya of the program,
early
would accept
a block class
The following the ae lf •contained
aince
if be were not willing
are typical claaa
the adminiatration
felt
no teacher
to work.
comments of the adminiatration
toward
,at Linden-McKinley.
1. . "Shows reaulta of being with one person" 2. "Scholarship is better due not to just expert teaching, but reaction to SOJleonewho is interested" 3. "Allows leaderShip to emerge" 0 4. Acquire attitudes they don't get in the departmental program .. "Pine for transition•
,.
r
6. 7•
"More modem approach to leaming"
8.
"Demands A•l teacher•" "Success due to the teacher"
!'Provides
proper
orientation-"
Conclusions
The findings
indicate
the administration
feels
the program has
.
been · successful
success
at Li.nden-M~inley.
The administration
indica tea the
of the program depends to a large degree upon the individual
teacher.
.i
•.
...
.
..
... '
'
69
PARENTS•
TJ\BLE 10
CLASS OPINIONSC~CERNIMJ 'mE SELP-COOTAINED
Per cent of Parents Selecting Each Weighted Answer Poor Fair Good Excellent 1. 2. 3. 4.
s. 6.
7.
s. 9.
Students proble ms. Stu~t!nta learn to wo.rk with others in solving problems. Students learn to think efficiently by solving problems of real concern to them. Students learn to get along with their claaamates. Students learn to develop a spirit of cooperation. Students are not forced to accept the opinions of teachers nor those in textbooks. Stu den ta are encouraged to think by stu dying many opinions about a subject.
Students are encouraged to seek information from many sourcea. Students learn to develop an under• etanding
and appreciation
- -
-
learn to ao.lve personal
5
65
27
3
23
59
16
3
9
59
32
0
3S
.53
9
3
29
54
11
6
27
42
22
4
32
54
15
3
54
30
11 .
s
38
46
16
0
31
ss·
14
0
40
44
11
5
-43
38
16
3
28
42
24
6
32
38
24
6
17
45
29
9
34
•s
20
0
37
45
20
3
43
38
16
4
37
4V
16
0
37
48
15
0
of the
American way of life. 10. Stadenta are given an opportunity to in the classlive democratically room. 11. Students are encouraged to be tol• erant toward the ideaa of others. 12. Students are encouraged to develop useful work and study habits. 13. Students learn to express themselvee clearly in written work. Stu dents learn to express themselves 14. clearly when speaking. 15. Students proceed in their work as regardless rapidly as possible, of what others are doing. 16. Students learn how to work inde• pendently. 17. Stu dents are encouraged tol dewlop health. good mental and physica nity opportu 1&. Student• are giyen the to study current e•ents. ai• 19. Student• learn to accept respon bility for their own actions. good citi• 20. Students learn to beca11e irien• of Linden-Mel.inley.
70
Section
What Parents
4
'f!link of the Self-Conta1·ned
Class at Linden•McKinleI•
Questionnaire study were obtained
The data used in this
to questionnaire&. appears likely
it
these
parents
Sicn e f or t y-two per cent of the parents the results
toward
The questionnaire
had children order
the attitudea
class
of It
·of thia group reflect
the
situations.
at Linden-Mc:tinley.
parental
toward
attitudes
All parents
who were in this program during the seventh
response
responded,
at Linden-Mdinley.
to obtain
was deftleped
to keep the questionnaire
a four-way
class
responses
the attitudes
accurately
groups in other school
of similar
the self•contained
represent
the self•contained
is not known to what extent attitudes
from written
in the survey grade.
In
from being a time consuming instrument,
t,lan was developed.
An additional
unstructured
'
portion
for e:aeh question
also allowed free respon$e..
questions
cluded at the beginning The following questions 1.
Students 2. 3.
Students
1. 2. 3.
4.
s.
A letter
from the parents.
of explanation
Six
was in-
of the questionnaire.
is typical
for free
set aside
1.
2.
allowed free responses
of comments found in the portion
of the
response:
learn .to solve personal
problems.
: ·
"Need help from. teachers too" ''Teacher can spend more time with the student and help him solve his personal problems" "Created a problea with my child aa he thought he was debased by being assigned to the be.hied group .. learn
to wort with others
"Did not
do well
in solving
at bODte in solving
problems. problems"
the bright child, poor for the slow child" "No more than an ordinary classroom" "Excellent trainins for 1IIYchild" "Hil teacher helped" "Good for
3.
71
Student& learn to think concern to them. 1•
2. 3
•
"'Need to think
"T . b
"C::~ era help teach• 0
4•
4.
2. 3.
4.
s.
Children 1.
2. 3. 4.
6.
, -~
1.
solving problems of real
th
ey are solving their problems" aometimea ld'len parents fail" child eff~ient thought. He learns this by his environment long before he is exposed to
serving the seventh grade" "Become more self•sufficient"
classmates.
"Don•t ~now how he did at •chool, but he had a problem with friends at homett t•t>oea not off er enough contact with other atudents" "Have been learning this since they started playing with other cbildren" "Got along well with children in that class" "It•, up to the teacher" learn
to develop a apirit
of cooperation.
''Life more successful and fun if this is developed" "Jo more than in any other clas$room" "Would~ the same with this teacher anywhere" "'Teacher must help
Students •re not forced those in textbooks.
them do · this"
to accept
the opinions
of teachers
nor
· · 1... "Teacher should be the authority" 2. "Can learn to separate fact and opinion" 3. "Some· easi -do tbi ,s, aome can't" 4. "All depends on the teac:her" Students subject. l. 2. J,. 4 __
8.
by
5t uctents le.Arn to get · along with their 1.
s.
~
efficiently
Students 1. 2.
... 3.
are encouraged
to think
t,y ·atudying many opinions
about a
ttBrigbt child• yea• alow one• don't haw a chance" "This confuses many of them" "Should learn the facts and stiet to them" "The· only way to have a good education program"
are encouraged to seek information
from many sources.
"Not the right sources as a rule'' "Learned to use many more sources of information" "Gained an excellent foundation for the higher grades" "Made his work more interesting"
72
9.
to d
learn
Stud~nta
American way of lif:~e 1. 2. 3.
4.
1
of th~
and appreciation
op an understan~ing
''Teacher must explain this" "All depends on the teacher" ''He should
"It
all
learn
th is
before
h~ geta
dependa on the teacher"
to aeventh grade"
10.
5 tudenta are given an opportunity to live democratically c 1 asaroom. "SOIRetimea they can and SOllletimes they can• t'' 1. 2. ~ust be taught thia" helps a lot" flit J. 4 • "nu.a teacher would do the same in any classroom"
11.
Students
are encouraged
to be tolerant
in the
toward the ideas of others.
is needed" '1iiore discipline 1. 2. "Given too much f reedoa" child with this" 3~ "Did not help-, 4. "One year of thia cannot hope to make up for all the other teaching" yeara of authoritative r thia" s. "Teacher encouraged
12.
Student•
1. 2.. 3.
4.
13.
Studenta 1. 2. J.
4. 5. 14.
Students 1. 2. 3.
are ~ncouraged -to deyelop
uaeful
wort and study habits.
"Too young to cbooae for themaelvee" "Need. t~ learn correct uae of their time" "Too much homework" "Teacher set a high standard adjusted to child'•
learn
to exp~e•s themselves
clearly
in written
ability" work.
waa gi.en for tbia and progress noted" "Ample opportunity "Slow one• •ed much help" ''Some are better speaker• than writers" in the whole school system" "Inadequate instruction "Depends on the teacher" learn
to expreaa them.1el•es clearly
whEn speaking.
'1More- emphaaia •hould be kiftn to thia" with claasmatea makes this "familiarity "Bxee lled
in thia"
easier"
73
15.
S t udents proceed in their wort aa rapidly of what others are doing. 1. 2. 3. 4.
s.
16.
''Hurrying waa a definite worry to my child" "'Not a good idea •• all should do the same" "If one ia too slow, he should get extra help at home" "Thia provides for all levela of ability" "More than in any other class"
Students 1. 2. 3.
17.
Students 1. 2. 3.
18.
Students 1. 2. 3.
4. 19.
20.
Students
21.
learn
to wo~k independently.
"They enjoy this and are not so dependent" "Bxcellent training" my. child ever had" "Beat training are encouraged
to develop good mental and physical
are given the opportunity
learn
to accept
responsibility
2.
"Some did,
3.
"Drill learn
2. 3.
•• ,. 6.
7. 8.
9.
events.
for their
own
actions.
some didn't"
ia aore important" to become good students
of Linden-McKinley.
hope so" "I certainly •'Must be taught this aa a group" "Gives them a good start"
What one thinJ 1.
to study current
"Began reading newspaper more then" "Easy for my child because he was interested" "Thia waa not streaaed" "Made hia · atudy more meaningful"
"Depends on the teacher"
Students
habits.
"Should be stressed in every class" "Dei,ends on the teacher" "This must be done"
1.
1. 2. 3.
regardless
aa possible
do you like
beat about the self-contained
classroom?
"Children of thia age not ready to do as older children, and this segregates them" "Student can become better acquainted with teacher and fellow students" nstudent can learn the new school easier and 111.orequickly" "Same teacher helps both to understand each o-ther better" "Don't haw to hurry between classes" to concentrate on l~••ons" "Better opportunity child" ed "Oood for handicapp audden change from elementary to junior high" "Blialnate• "Good for slow or frightened child"
74
10. 11. 12. 13. 14. 15. 16.
"Teacher has more time with the child and can give individual instruction" ••nqualizes homework" ::me for more atudy without interruption" il~ can . adjust to school at a speed or pace he sets for h1.DL1elf" , . "Don• t think he t,ver had or ~ffr
will have a teacher that ••• ao interested in the students · and their problems" "The activities 111adeit a pleasure for them to go to school" "The interest showp in current event• and the det'IOcratic way of life"
17. 18. 19.
22.
,an co-ordinate English. reading, and spelling more than is possible in other .clasaea"
"T~acher
What do you like 1.
2.
·
Nothing The teacher
least
about the self-contained
classroom?
"Gave my child an inferiority complex" "My child became contrary at hC!)llle &nd misbehaved because he
did not feel important at school" "Each subject should be taught by a specialist" "Does not give a chance to meet many other students" s. "Same teacher for too many subjects" 6. "Hard to iearn new aystem in eighth grade" 7. "Too little contact with other teachers" 8. "Not enough _drill 11 9. "No problem that would not have been otherwise present" 10 .... Disliked nothing about the clasatt 11. "'Conf ineaent of overactive children who need the walk and rece&•" 12. "Some subjects are neglected" 13. •·1Scheduling ia poor" 14. "Too long in one classroom" lS. . 'fffot all seventh graders in the program" J.
4.
23.
In what · wa.ya would you like improv~d?: · 1.
2. 3.
8. C).
10. 11.
claasrOOll
·
"Extend to all seventh ''More authority"
... s. 6. 1.
to aee the aelf ..contained graders''
"Leas homework" "More supervision" "More aelf-eontained claase• .. "Integrate children more into school activities" "Extend eorae of these activities to other classes" "Larger classrooms" "Reaults fine" "Can't auggeat improvements" "Do away witb the•"
75
24.
Please 1. 2. 3. 4.
class.
about the self-contained C<>m!llent
any additional
write
"Should be extended to all junior high students" "Good for some•• poor for others" better results" to teacher, :~loser in a set-up like this" more much h ccomplis "Elementary school does not prepare the child for such a change into junior high" drastic "It accomplished its purpose" "Teacher determines the success" "Junior and •~nior high should not be in the same building" should be provided for junior and "Separate activities senior high" "Work was of the same caliber as in other classes" "Always thought this type of e1ass was for the shy, maladjusted pupil" and would have been the same in any "Teacher excellent class .. "Not in favor so far as my child is concerned" lites and dislikes might influence my opinion" "My child's
5.
6. 7. 8.
9. 10.
11.
12. 13. 14.
Inten>retation
The scores
range from 54 to 5 per cent.
the needs of the student
in meeting
felt
54 per cent of the parents students
in "Encouraging
class
the self-contained
learn
was excellent
from many sources."
to seek information
ranked "Students
S per cent
class
of the self-contained
contribution
for excellent
to solve personal
problems" as
excellent. The score distribution class
the needs of the student
to meeting
"Students
of the self-contained
range from 65 to 30 per cent.
the program had made a good contribution
felt
cent 65 per
for good contribution
learn to solve personal
program was .s.ood in "Encouraging
problems," students
by
helping
and 30 per cent felt
to seek information
the
from
many sources."
The acore dl•tribution c:la•• in
••tin• ...
ffl
32 per cent
'S'
flte
for fair
contribution
the need• of the student
of the self•contained
range from 32 to 9 per cent.
"
the program waa
!.!!£
in helping
"Students
learn to
76
th 9
ink efficiently per cent felt
by solving
the program was .f.!.!.!:_in helpin g "Stu dents learn
get along with their
of the program was poor in helping
possible
regardleaa
None of the parents
poor contribution 1.
2. 3.
4.
s.
6.
of the self•cmtained
for poor contribution
ranged from 9 to O per cent.
rapidly••
to
classmates."
The score distribution
clasa
problems of real concern to the m."
felt
9 per cent felt
proceed in their
"Students
of what others
are doing."
the self•contained
class
the following
to meeting
the contribution work as
had made a
needs of the student
i
~tudents le•rn to think efficiently by solving problems of real concern to them. Students learn to deyelop an appreciation and underatanding of the Ameriean way of life. Students are ginn an opportunity to liYe de11ocratically in the claaarocm. Students learn how to wort independently. Students learn to accept responaibility for their own action. Students learn to become good citizens of Linden-McKinley. Conclusion
A lar ge number of the parent• self.,contained
claa•
who felt
had been excellent
More of those 'Whowere diapleaaed
comment.
The findings
the claas
at Linden-McKinley some following
cent
is responsible
aince
that•
majority
for the success
of the parents of the program
a comment having to do with this
so per
cent of the parents
had made an excellent
of the needs of etudenta
diatribution
with the program chose to
waa made by
each question.
More than classroom
aeem to indicate
teacher
of the
or good did not make additional
c:on.aent.
feel
the contribution
for excellent
felt
the aelf•contained
ol." good contribution listed
to meeting
in the questionnaire.
6.5 per
The score
or good in the remaining 35 per cent of the
needa ranged from 79 to 62 per cent.
77
Following
are the needs of the atudent
combined excellent 1.
2. 3.
4.
s.
6. 7. 8. C).
10.
11. 12. 13. 14. 1.S. 16.
17. 18.
19. 20.
nine their
in the order of the
of the parents,
to get along with tbei~ classaatea. to think by studying many opinions about a subject. to live democratically in S t udents are given an opportunity the classroom. Students learn to become good citizens of Linden-McKinley. Students are encouraged to aeek information from many aources. Students learn to develop an und~rstanding and appreciation of the American way of life. for their own action. Students learn to accept responsibility toward the ideas of Students are encouraged to be tolerant ot~rs. Students leam to develop a spirit of cooperation. Students are encouraged to develop good mental and physical health. Students learn to work with others in solving problems. Students are encouraged to dewlop useful work and study habits. Students are given the opportunity to study current events. Students learn how to work independently. Students learn to express theaselves clearly when speaking. Students learn to solve personal problems. Students learn to express themselves clearly in written work. Studenta are not forced to accept the opinions of teachers nor those found in textbooks. by solving problems of Students learn to think efficiently real concern to them. rapidly as possible regard• Students procet'd in their work less of what others are doing.
Students
learn
Students
arc encouraged
a•
Although contained
or _good ratings
listed
the score
classroom
distribution
to meeting
to %ero per cent,
for poor contribution
the needs of the student
those needs are listed
of the selfranged from only
below in the order of
poor rating: 1.
2. 3.
•• s. 6.
7. 8. 9.
students less Students studmta students Student• Students Student• thoae Student• student•
proceed in their work as rapidly as possible regard• of what others are doing. learn to express themselves clearly when speaking. learn to express themselves clearly in written wort. learn to develop a spirit of cooperation • are encouraged to seek information fr0111many sources. are encouraged to be tolerant toward the ideas of others. are not forced to accept the opinions of teachers nor found in textbooks. are giyen the opportunity to study current e•enta. learn to aolYe personal problems.
78
10. 11. 12.
Student& Students Students about Students Student& · health
13. 14.
"Students ble
are allowed
regar4le&•
excell~nt
childien the cule.
thai
thia
others in solying problems. with their classmates. think by studying many opinions
develop useful work and study habits. develop good mental and physical
to proceed .#Ji their
of what oth,ra
or 500<1 rating
to indicate classroom
learn to work with learn to get along are encouraged to a subject. are encouraged to are encouraged to •.
are doing.''
and the highest
work as rapidly
waa given the lqweat combined poor rating.
is one of the weak aapecta
at. -Linden-Mc~inley. . . of a given grade level
aa possi-
'fht• aay indicate
This
would aee11
of the aelf~ontained the conception
that
au.st achieve a 1ingle atan4ard remains
V CHAPTER '\RY J\ND CONCLUSIONS Stnf.11-
Summaq
· a reorganization of e d uca t ors 1n
The interest in th e secondary common citizenship
this
s·tudy •
an over•all
to provide
were conducted
with 102 students
administrators
of Linden-McKinley
data were secured
through
who taught class,
had been in the self-contained mailed
a questionnaire
aeveral list•,
conaiderationa:
quotation•
ferbatim
(1) selection
quotations
constitute
of theae students
waa determined
for interviews
(2) balance of boys and girl•,
tation.
Parents
Additional who were
and 40 per cent responded.
of the students
'lbe selection
and with the local
to 229 students
administered
classroom.
the students
High School.
Junior-Senior
questionnaires
year in the self-
their
the yea .r they were in the self-contained
during
of departmental
grade ·, teachers
area teachers
interest
special
class,
contained
who had been in the self•
following
the students
who had taught
subjects
and
and interviews.
by means of questionnaires
classroom . during the se.enth
contained
Ohio,
of the program.
evaluation
The data were gathered Interviews
Columbus,
High School,
Junior-Senior
the attitudes
toward the self-contained
and parents
administrators
at Linden-McKinley
class
were to discover
to
gave rise
place
is taking
purposes
two principal
Its
teachers,
of students,
and the need to know more about actual
in which reorganization
situations
school
education,
in
more effectively
it may function
so that
school
education
of general
of students
through
(3) proportionate
were noted during
79
.....
alphabetical
grade represen•
the interyiew
the baaia for 1ome of the tables
by
and these
which preaent
the
80
of student
picture
f · · op1n1on o the self-contained
class
at Linden-
Mclinley.
st udenta,
baaed only on attitudes
and in its
of students,
The attitudes
class
in the Columbus Public
adMinistrators
teachers,
High School.
Junior-Senior
at Linden-McKinley
setting
high school
of the junior
of the purposes
of the self-contained
led to a description Schools
and opinions.
consideration
A brief
it is
that
and the fact
the time element,
bias,
interview
of
having to do with selectiYity
The study has the limitations
and parents
class were present~d and interpreted
toward the self-eontained
in four
sections. Conclusions
according
most liked
were "Direct
solving" 2.
classroom,
to
and pro blem
class
we like"
(7~),
(52~).
they disliked
most about the self• (38%), "Not enough time
"Too long in one class"
and "Too much study about Ohio" (22%).
(29~).
• t'otal
most help
along with others"
"Getting place•"
the things
felt
included
expresaed
about
(8JJ.),
help in the
they had receiv~d
indicated
how to act in different
The students
to do things
liled
students
to know the achool"
and "Learning
students
planning
and "Student·t~acher
things
adjustment
to judge in what ways they had received
When asked
in "Getting
contained
The tbre~
(62%).
self•contained
3.
"Pacilitates
(84~),
experience"
(79~),
high school"
junior
of core.
to some of the purposes
categorized
classroom were
a bout the self-contained
most liked
The things
1.
of four
the ae1f•contained
hundred
cl•••,but
•nd
tlttnty•aev~n
only o~
bundrtd
things forty
The they
things
81
4•
When asked in the questionnaire
wi th which they had received ting
help,
along with classmates"
"Getting
S.
least
skills
ranking
class were
{10ft), "Giving in gracefully along with yout teacher"
class
skills
included
Yarious aources (24-J.), use of correct pression 6.
yourself
Students
felt
their
gr~atest
wort {95%).
in .written
they had receiyed
finding
information
from
(20%), and creative
underetandings
ef ~ifeu (941).
no help in the self•contalned
in the atomic age" (22~),
and "The place
of the United
Students
eelf•contained
(9.Si),
The three top understanding•
they had received
felt
ex•
uMd enough included
field
survey•
( 57't).
report•
(161), . and creative
through
States
with which atudents
of Columbus"' (141,),
in the world today" (11%). had not been used enough in the felt
trips
periods
(841),
indicated writing
felt
classroom were "Your
ntose which more students
More atudents
{96J),
and the "Democratic Way
"The growing pains
some activiti~•
cla&aroom.
received
were the "Duties of ,citizenship"
classroom
"The part 10Yernmenta play in your life"
, 1.
most
(96%), understand•
felt
English
(~).
(13,.).
the aelf•contained
future
spelling
c:laaaroom ~re
if you
they had received
felt
with which student•
no help in the self• .contained
J.n study halls"
help in the self•contained
ing what yon read (96%), ,and ·e:xptessing The highest
problems were "Get-
The problems
··with which pupils
help in the self-contained
problema
( 1001').
and "Getting
The three
specific
conduct
in the classroom"
along with your family"
are wrong" (101),
the top-ranking
{ 100%), "Improved
( lOO%)• and "IMproved conduct with which they received
to indicate
free
reading
that
oral
reports
bad not been (62%), and
(17~),
(141) had been used too much.
book
82
8.
have th e self-contained
classroom with
which parents
the self-contained
felt
adequately
were "Students
learn to get alon g
claasmatrs"
(881),
"Students
are encouraged
to think
about a •ubject"
to live
opportunity contrast,
the three
contained
class
democratically ranting
highest
(86~),
proceed
learn
to express
themselves
clearly
when speaking"
learn
to express
themselves
clearly
in written
•ell-contained
the facilitation
were asked to state
classroom,
a majority
of adjustment
When aaked to state
claaaroOll, a majority
(9!.),
work as "Students
and "Students
(61,).
the thing 11tost liked about the
of the answers (75~) had to do with
to junior the thing
way of
the self-
in their
(6~),
work"
By
felt
needs which parents
of what other& are doing"
regardless
When parent•
(861).
in the classroom"
by study-
are given an
and "Students
had met poorly were "Students
a.a possible
1~.
of
aost
ing many opinion•
13.
the adjustment
bad fulfilled
their
rapidly
believe
the gap between
is to bridge
and thus facilit-.te
needa of atudenta
The three
teacher.
the program at Linden-McKinley has been successful.
They feel
the student. 12.
high school
and junior
elementary
at Linden-McKinley.
.at Linden-McKinley
class
of the self-contained
the main purpose
in the study felt
good resulta
and two vice-principals
The principal
11.
grade.
were due to the individual
results
these
(67~) felt
A majority
included
had achieved
classroom
the self-contained
to
they would not like
to the eighth
classroom extended (95~) of the teachers
A majority
lO.
(531.) felt
of the students
majority
A
the
liked
parents
their
classroom.
self-contained 9.
felt
(1ai)
of the students
A majority
high school. least
liked
about th~ aelf-c:ontained
of the answers (86~) had to do with poor scheduling
and too long in one classroom.
11111
83
Recommendations F
1.
by those who are . concerned
program are recognized
a study of the Yarious
student
individual
aeema desirable.
help in .solving 5.
standings
far outranked
6.
those llho f~lt
In view of the fact free reading
(84~).
1e
a
a majority (62~),
of the students
felt
field
and surveys (57',) had not been
it might be well to re-examine
claaaroom in an effort
of the parents
about the self-contained and poor scheduling,
problem••
·
to reaaona why acme atudenta
all
of the
to determine
program.
Since a majority
in one class the
that
of the self•contained
most desirable
lea•t
and unde,r-
and imprOYe in skills.
periods
ua~d enough in the program,
activities
in the program ..
they had not been helped,
of methods may point
understandings
to pin
failed
they had received
they receiTed help in skills
Although those who felt
examination
furthe~
felt
might lead to an improfttllent
.
7.
·
A study of the problems which students
4.
little
the degr~e ~f growth of the
to indicate
A program of research
3.
and appra-isal by the
evaluation
of what is being accompliahed.
and students
teachers,
principal,
trips
of core.
concepts
There ia a need for continual
2.
with the self•
it 111igbt be well to consider
at Linden-Mdinley,
classroom
contained
no.t all of the purposes of a core
that
In view of the fact
felt
the things
they liked
claaaroom had to do with too much tim~ it might be well to investigate
the
8• all
felt
Since some (20CX.}of the teachers
9.
additional
to receive
classes
subjects,
of departmental
pared teachers
meetings.
attitude be
in in·s~rvice
participate
preparatio!l
ones offered
in •ecuring '
a consideration
i.
.
made to invite education
of resource
the self-contained
.'
'
..
to teachers
the total
adequately
class pre•
and evidenced by the
toward the program.. staff
It i .s sug1ested of the school
to
programs such as workshops, planning material,
class
and aeminars ·similar to the
teacher •
•
•
for these
of the self•contained
aa indiea~-ed by the administration teachers•
departmental
it wae unfair
it would be well _to examine this policy~
has .been the -difficulty
at Linden-McKinley
be continued,
aids not available
teaching
One of the blocka to the extension
10.
class
were not in the program.
grade atudenta
seventh
in 1957 to include
concerned the fact that all
from parents
much of the criticism
since
that
in the .self-contained
grade atudenta
seventh
initiated
the policy
that
It is suggeated
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85
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Action
Wilf Ord, The Story and Broth~r,, 1941.
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Harold,
of the Bight-Yrar
"Bridging
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J?dueational
1949)
"Reorganid.ng th~ Junior High School CurriculU'Ol." The National Aasociatic,n of Secondary School Principals.-
Vol. 29 (April, Harold,
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w. V.,
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w.
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Harold, et al. How to Develop a Core Pro.1ram in ,!he Hi,gh School. Oameograpbed) 1be Ohio State Univeraity, Columbus, Ohio, 1949 ..
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an
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f.,
Publiahing
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1946.
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Coon, Herbert tee, "A Study of the Attitudea of Te-ac:her1 and .A&niniatratora Towrd High School Curricultml Reorganization." Unpublished Doctoral
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• 'lbe Ohio State
Univerai ty,
Columbua, Ohio,
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epd Education.
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Waahington;
Policies
Faunce, .Ronald C. and Bossing, Nelson L., DeYeloping the Core Curriculum. New York: Ronald Press Company, 19-47. and M~thods. Its Principles A., Interviewings Garrett, 1942. America, of Association Family Welfare Gruhn, William T. and Douglass, Harl R., 'nle Modern Junior Renald Press Company, 1947. New York:
NewYork: High School.
Values and Methods Hand, Harold, What P eople 'lbink About Their Schools. Yonke rs-on• Systems. School to of Public Opinion Poling as Applied Huc:1son: World Boot Company, 1948.
Hart, . Prank W., Teachers and Teaching 1?fTen Thousand High School New York: The Macmillan Company, 1934. Seniors.
R. J., Taha, H., Adolescent Character Havinghurst, New York: John Wiley and Sons, Incorporated, How Mpch Did
TheI Grow?·Bulletin
Jersild,
A. T., and Tasch,
Suggest for Education. College,
Leonard
Brothers. I.rug.
Inttreat and What They Ruth T., Chil~ren•e Teachers New Yorks Bureau of Publications,
Columbia University,
toopman, Robert, Tbe Nttions l.oos,
No. 164, Kalamazoo Public Schools,
1951 (Mi meographed).
Michigan.
t.alamazoo,
"A Natural
Pattern
19-49·.
Growth and Learning ... 1952) pp. 49•52.
for Child
XLIX (January,
Schools,
V., Junior
and Personali!7. 1949.
High School
Trends.
New Yorks
Harper
and
1955.
Planni1'&•
New Torti
Harper and Brother&,
~hanging the CQtriculum.
New Torti
D. Appleton-C~ntury
Bc:twardA., Curriculum 1950.
Miel,
Alice,
company,Jne., 1946.
87
Mooney, Ross J. • , Problem Check List. Junior High School Form, New York City, 1942. Corporation, Psychological "Surveying High School Students' Mooney, Ross~·· 8 Research Bulletin. F.clucational Checkh.st,"
by Means of XXI, pp. 57-69 (March 18,
Problems
1942).
of the National Assoc iaClasses in Wisconsin t• Bulletin (October, 1954) pp. 78-80. 204 No. Princip~ls, of ~econdary School
"Multiple-Period
tion
Noar, Gertrude, Prentice
The Junior
Hall,
Inc.,
High School Today and Tomorrow.
New York:
•
1953.
Sidney L., and Robinson, Francis P., Psychology 1944. New York: Harper and Brothers, Education.
Pressey,
and the New
of University Reynard, Harold, "Follow-Up Study of Selected Graduates State Uni• Ohio The dissertation, Unpublished . Doctoral School." Columbus, Ohio, 1954. versity,
Cl1ssro01J11 Grade 7 (Mimeographed), Teaching Guide, S~lf-Contained bus Public Schools, Columbus, Ohio, 1957. Thayer, V. T., The Passing Company,
of the Recitation.
Boston:
D.
c.
Colum-
Heath and
1928.
Ruth, Reorganizing Secondary Thayer, V. T., Zachry, Caroline, and totinsky, New·York: D. Appleton-Century Company, Inc., 1939. Education.
Thirty
Schools Tell
Their
Stopr.
New York:
Harper and Brothers,
1943.
Van Til, William, "Consumer Problems of the High School Student," Bulletin XXVIII, of the National Association of Secondary-School Principals, pp. 79•86 (November, 1944). Bulletin, Curriculum We Study the Junior High School. Schools, Columbus, Ohio, 1953 (Mimeographed).
Colu mbus Public
Core Curriculum Development, Problems and Practices. Wright, Graces., No. 5, Federal Security Agency, Office of Education Bulletin 1952. Office, United States Government Printing Wa.shington, Office of in Public High Schools. Core Curriculum Wright, Graces., No. 5, federal Security Agency, Washington, Education Bulletin United States Government Printing Office, 1950.
J.
Wayne, A Second Report on ~he Evaluation of Pupil Growth New York: 1952-53. in the Core Pro ram in Two Academic H1 h Schools (Mimeographed). 1954 Board O Education of the City of New York, March,
Wrightstone,
J. Wayne, A Second Report of t~e St~dy of the Introduction of Wrightatone, New 1952-53. The Core Pro raa in Selected Vocational Hi h Schools 1954 March, York, N~w York: Board o Education o the City of (Mimeographed).
88
'
•. t .
APPENDIXA
SAMPLBOP (JJESTI~AI~
J
G~_VEN-~ ,S111DEMTS WHOHAD BEEN .
i,
IN THE SELF-CONTAINED CLASSROOM AT LINDEN-Mc~INLEY • t'
_,.
4
••
l
~
,r'
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.
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- ,,..
....,, ......-
,,,...
#
•
•••
I' ' . ~ •
''
I
..
.. ' . .,
I
89
Please questionnaire. and teachers. I.
answer all questions honestly on the following It may prove • great help to your classmates You nee4 not sign your name.
In your opioion, has .thJ ·Self•(ontained class understand or do the following?
helped you
to better Before belief.
eacb- . item place
your
3 -- not at all aome 1 •• very much
, .•· ·
.
the number which expresses
2 -
1,
'
1.
Getting
along with your family.
2.
Getting
along with your claasmatea.
3.
Getting
along with your teachers.
4. · Giving
in gra .cefully
s • . Completing
work once
. ?. ~·:C_911aideri"1I · all :,1.
aide•
. ·8 •. . .Conducting . yourself Clasarooaa. Study
begun.
tesponai bili ty ...
·-6 .., Accepting
..
if you are wrong.
of every question • in an approved
manner in:
.,
ha lla"'
Lunch room. Asaeably ..
Halls. Athletic: .
------
9. 10.
eventa.
Solving your own problem• i -ntelligently
•
Acceptin1 a pereon for lfhat be ia. regardless of race, clothea, or the aaount of money be baa.
u.
90
Has th e self --contained of the followin g?
c1 ass encouraged you in your understanding
B~fore each ite- place ...
the number which best expresses
your be
1¡1 e f :
not at all some 2 -1 -- very much 3 --
1.
The place of the United States
2.
The part federal, your lives.
3â&#x20AC;˘
Your duties
4.
A democratic
S.
Your basic
6.
The importance
7.
The problems
8.
The opportunities Ohio offers and natural resources.
9.
The growing pains and problems of Columbus.
10. III.
state,
as a citizen
in the world today.
and local
governments play
of your school
in
and community.
way of life. civil
rights. of a high school
education.
of your for~fathers
Your future
who settled
Ohio.
you with her location
in the atomic age.
Has the self-contained
class
Before each item place
the number which best expresses
helped you with these
special
skills?
your belief:
not at all some very much
3 -
2 -¡ 1 --
1.
Speaking
2.
Expressing
3.
Spelling.
4.
Understanding
s.
Outlining
6.
finding
7.
Expressing your understandings in creative ways, such as original stories, poems, playa, or use of different art materials.
8.
Improved study habits.
9.
L~erning and using new words.
10.
before
a group.
yourself
in written
work.
what you read.
a problem and developing
information
Use of correct
from various
English.
it. sources.
91 IV.
It ia felt by soae t enrich learning hat th e following activities and stimulate int they were feel you do extent what To erest. included i n Your program? Before
th• '- number which best expresses
each item place
3 -- too much enough
2 -
1 ·- . not enough
trips.
1.
Pield
2.
Resource peq,le
3.
Radio programs •
.4.
Dramatizing and role playing • .
5.
Films and filmatripa.
6.
Individual
7.
Group projects.
8.
Committee wort.
9.
Teacher-pupil
-
in the community.
projects. .
.
planning.
10.
Pree reading periods.
11.
CreatiYe
12.
Panel diacusaiona.
13.
Debatea.
14.
oral reports.
1s.
Student
16.
Sur•eJ••
11.
writing
interview•
plays.
of peraona.
Group discussion.
18.
Boot reporte.
19.
~eeping
20.
of poems, stories.
Mating
i boards interesting. t:,ulle t n schedule. -A keeping a definite
• pu
your belief:
92
,.
VI.
what do your parents
Would you like
to have the self-contained
eighth
VII.
think of the self-
In your opinion, contained class?
class extended to the
grade?
What is your present
grade level
J
.. . •
•
.. ;
at Linden•Mc~inley?
93
.
.
B APPENDIX "I,
•
_:
.•
•
TO .PARENTSOF Sl\JDJ!NTS SAMPLE OP <JlESTICl4NAIRB-SUBMITTP.P \
WHOHAVB .BE£NIN
nm
I LINDEN-MdINLEY · AT SBLP-CONTAINEp CLASSROCJ.
.,.,
(
.. .... ..
.
'
..,-
'
.
.
.,.
•
"'.
...
..
_
.
.. ' t
t
. ,.
.,.
August
15, 1957
1199 Norris Drive Columbus, Ohio
Dear Parents: Thia questionnaire has been designed to determin~ what you think of the selfâ&#x20AC;˘contained class at Linden-McKinley Junior-Senior High School. Since your child has been in to this type of class fer one year. you have been selected participate in this surwy. We are equally
aa interested in what you like, as well about the program. The results of this study will be used to help us improve our teaching. Theref' ore, your cooperation will be of great â&#x20AC;˘alue to your children and the school. as what you do not like
Please do not .sign your name. It is hoped you will feel free to answer all questions honestly and return them promptly in the enclosed self-addressed envelope. We will be grateful for your assistance. Very Sincerely,
Evelyn W. Cummins
9S
The following i believe are p , . • a 1iat of characterietica uny educators how satisfactresent in a good school program. Please indicate needs by che you feel the •elf-contained class met theae Space is procidngd fth e word which best expresses your belief. v e or additional comment.
:?
1.
Students E:xce ll~nt
learn ___
to solve
th c i r personal
1 Good ___
1
problems.
Pa1r . ___
:
P oor ___
•,
Comment:
2.
Students
learn to work with others in solving problems •
.Excellent ___
: · Good ___
;
;
Poor ___
by solving
problems
Fair ___
;
Comment:
3.
Students learn to think efficiently of real concern to them.
Excellent
---· ,
Good
C:ommentc:- ;
---
i
Pair
---
;
Poor
---
;
,. • ..
.c. Students Excellent
learn
___
to get along with their ;
Good ___
;
\.
t
classmates.
Fair ___
;
Poor __
_
Comment, •
s.
Students Excellent
le~rn ' to develop a spirit __
,... __:
Good ___
;
of cooperation. Pair ___
;
Poor ___
;
Comment:
6.
Student• are not · forced to accept nor thoae found in textbooks. ___
Excellent Coamenta
-
,
,
Good ___
1
the opinions Pair ___
;
of teachers, Poor ____
1
96
7.
Students are encouraged about a subj~ct. Excellent
____
1
to think by studying
Good ___
;
Pdr
many opinions
___
;
PoM __
_
Comments
8.
S t udents are encouraged to seek information sources.
Bxc~11ent Comment,
9.
• Good ___
;
Pair
___
Students learn to develop an understanding of the American way of life. Irxcellent
Comment:
10.
---· ---
;
Good
---
s
Students are given an oppe•tunity in the classroom. Excellent
___
;
Good ___
;
Fair
from many ;
Fair ___
_
and appreciation
---
to live
Poor __
;
Poor
---· •
democratically :
Poor ___
;
Comments
11.
Students a.r.e enc-bUraged to be tolerant - toward the ideas of others. Excellent
___
;
Good ___
;
Fair ___
;
Poor ___
Comnents
12.
Students
to develop useful 0 are •ncoura•ed •
wort and study
habita.
Excellent ____ Conneent1
,
,
Good ____
;
Fair ___
;
Poor __ _
;
97
13.
Students wor.k
leam
to
Good ___
••
____
Excellent
in written
clearly
express themselves
Poor ___
;
Fair ___
;
;
Comment:
14 •
Stud .ents
learn
Excellt!nt
___
to express
Good ___
;
when speaking.
cl~arly
themselves
Poor ___
;
1 Pair ___
;
Comment,
15.
Students proceed in their of what others regardless Excellent
---
;
Good
work as rapidly are doing.
---
;
Pait
as possible,
____ --.., Poor
;
Comment:
16.
Students Excellent
learn how to .work independently. ___
;
Good ___
;
Pair ___
Poor ___
,
;
Commentz
11.
Students
are encouraged
to develop good mental and physical
health.
Bxe~llent
___
;
Good ___
;
Pair ___
;
Poor __ _
Comments
18.
Students Excellent
Comment,
are given the opportunity
---=~-f •
Good ____
;
to study current ev~nts. Fair ____
,
Poor ____
,
,
98
10.
Studenta actions.
learnt
E~cellcnt
____
0
accept responsibility
1
Good
Comment:
20 .
-----t
Pair ___
Stu c!e.nts l e arn to become Jt.mior•S enior High School~ood citiuna ellent 11-xc
Good
,
___
for their 1
own
Poor __
_
of Linden 4.tcKinley
____ a Fair ___
1 Poor ___
1
Comment:
2l.
22.
What one thing
class?
do you like
\\'hat do you like
least
beat about the self-contained
about the self-contained
class?
the aelf•contained
In what ways would you lite claGs improved?
to
24.
Pleaee write any additional
cor.t11tntabout the •elf-c:ontain~d
a,.
WMn was your child
Me
class.
a atud«it
in the ae lf •contained
c lua?