An Examination of Recent Literature on the Education of the Teachers

Alexander Thomas F. , Chairman. The Education of Teachers. The National Society of College Teachers of Education, Twenty-Third Yearbook. Chicago: University of Chicago Press, 1935.

Criticizes some of the fundamental phases of the National Survey and proposes sixteen principles basic to a constructive program for the education of teachers.

AMERICAN HISTORICAL ASSOCIATION, COMMISSION ON THE SOCIAL STUDIES. Conclusions and Recommendations of the Commission. New York: Charles Scribner's Sons, 1934.

Presents the outcome of a large number of special studies and researches made during the preceding five years.

Bachman Frank P. “The Liberal-Cultural Education of Elementary School Teachers.” Educational Administration and Supervision, 20: 81–105, February, 1934.

Discusses two aspects of the education of an elementary school teacher: the liberal-cultural and the technical.

Bagley William C. “Educating Teachers for Understanding and Interpreting Contemporary Civilization and Culture.” Educational Administration and Supervision, 24: 169–71, March, 1938.

Suggests study of postwar developments and present world conditions.

Brandenburg C. C. , and Trimble O. C. “What the Public School Administrator Thinks of Professional Training in Education.” School and Society, 40: 850–56, December, 1934.

Reports the reaction of public school administrators in Indiana to the same questions which Committee Q of the American Association of University Professors used in its survey.

Brown Harry A. “Curriculum Revision in a Teachers’ College.” Journal of Higher Education, 5: 490–96, December, 1934.

Names seven objectives for the education of teachers and describes the organization of curricula in terms of these objectives.

Brown Harry A. “Student Participation in Institutional Life and Contemporary Culture as an Essential Aspect of Modern Teacher-Education.” Educational Administration and Supervision, 24: 29–38, January, 1938.

Emphasizes the importance of cultural living within the teachers college and suggests types of activities which should be provided.

Butch R. L. S. “The Preparation of Teachers.” Review of Educational Research, 4: 273–80, 333–36, June, 1934.

Reviews studies of the preparation of teachers made from 1930–1934 and gives a bibliography.

Cahoon G. P. , and Mackay Minnette “Does a Teacher-Training Program Adequately Prepare Teachers?” School and Society, 40: 228–32, August 18, 1934.

Reports data on the program of education of 216 teachers graduated by the University of California in 1930–1931.

Campbell Doak S. “Selection, Admission, and Guidance of Students.” ‘Reconstructing Education Thru Research; Official Report of 1936 Meeting. Washington: American Educational Research Association (a department of the National Education Association), 1936. pp. 57–61.

Suggests ways in which research may aid in a better selection of students preparing to teach and the kind of research that is needed.

Campbell Doak S. , Director. The Education of Secondary School Teachers, Report of the Joint Committee on Study of Curricula of the Southern Association of Colleges and Secondary Schools. Nashville: George Peabody College for Teachers, 1936.

Reports the findings revealed by a survey of the education of teachers for secondary schools in the teacher-training institutions of the Southern Association and proposes a program.

CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING. Curricula Designed for the Professional Preparation of Teachers for American Public Schools. New York: The Carnegie Foundation, 1917.

Submits for discussion eleven principles for the organization and administration of curricula; gives an outline of curricula with suggestions for administration.

Caruthers T. J. “An Analogy of the Principle and Practice of Integration in the Education of Teachers.” Proceedings of the 1937 Spring Conference of the Eastern-States Association of Professional Schools for Teachers. New York: Prentice-Hall, Inc., 1937.

Analyzes present-day practices in the education of teachers and presents three distinctive points of view.

CENTRAL STATE TEACHERS COLLEGE, M. Pleasant, Michigan. Heaton, Kenneth L. and Koopman, T. Robert. A College Curriculum Based on Functional Needs of Students. Chicago: University of Chicago Press, 1936.

Describes an experiment in curriculum construction by the Michigan State Department of Public Instruction and the faculty of Central State Teachers College.

Counts George S. Dare the Schools Build a New Social Order? John Day Pamphlets, No. 11. New York: John Day, 1932.

Examines ten widespread fallacies in the theoretical opposition to all forms of imposition; presents the thesis that progressive schools must become centers for the building of our civilization.

Curriculum Journal. “Curriculum Revision in City Schools.” 8: 88–95, March, 1937. Reports curriculum revision in thirty-five city schools.

Davis Calvin O. “Academic Majors and Minors.” North Central Association Quarterly, 8: 373–92, January, 1934.

Reports the practices in regard to majors and minors in thirty-one universities and colleges in the North Central Association.

Davis Calvin O. “A Distinctive Training Curriculum for Junior High School Teachers.” North Central Association Quarterly, 8: 506–21, April, 1934.

Reports replies to a questionnaire sent to superintendents, principals, and supervisors of 300 junior high schools in all parts of the United States.

Deyoe George P. Certain Trends in Curriculum Practices and Policies in State Normal Schools and Teachers Colleges. Contributions to Education, No. 606. New York: Bureau of Publications, Teachers College, Columbia University, 1934.

Analyzes and interprets trends in service, general structure, and content of the curriculum of state normal schools and teachers colleges.

Donovan Herman L. “Teacher Training for the New Age.” National Education Association, Addresses and Proceedings, 1933. pp. 95–102.

Makes six proposals for the education of a teacher.

Donovan Herman L. , and Jones William C. “Selection of Prospective Teachers.” Peabody Journal of Education, 13: 137–40, November, 1935.

States five minimum requirements for entrance to institutions preparing teachers.

Douglass Harl R. “Subject-Matter Preparation of High School Teachers.” Educational Administration and Supervision, 21: 457–64, September, 1935.

States the limitations of most studies of the preparation of teachers; points out and interprets six trends revealed by a study of more than sixty investigations; makes seven recommendations for the education of teachers.

Downs Martha E. “The Comprehensive-Examination Plan in the New Jersey State Teachers College at Newark.” Proceedings of the 1937 Spring Conference of the Eastern-States Association of Professional Schools for Teachers. New York: Prentice-Hall, Inc., 1937. pp. 174–80.

Discusses the use of the comprehensive examination as a means of selecting students.

Edman Marion Louise. “An Analysis of the High School and College Training of 121 Prospective Teachers Majoring in English Graduated from the University of Minnesota in 1930 and 1931.” Master's Thesis. Minneapolis: University of Minnesota, 1935.

Analyzes the kind and amount of training given to a selected group of graduates in the teaching of English from the University of Minnesota and compares the results with those of similar studies.

Eliassen R. H. “Recruitment for Teacher Training.” Review of Educational Research, 4: 267–72, June, 1934.

Reviews studies made from 1930–1934 of trends, prognosis, and selection of students to be educated for teaching.

Evenden Edward S. “Professional Elements in the Education of Teachers.” Teachers College Record, 37: 667–78, May, 1936.

Describes two types of courses in methods and discusses seven essential elements in the professional equipment of a teacher.

Evenden Edward S. “What Is the Essential Nature of an Evolving Curriculum of a Teachers College?” The American Association of Teachers Colleges, Seventeenth Yearbook, 1938. pp. 5–16.

Defines an evolving curriculum and proposes eight theses for building a curriculum.

Evenden Edward S. “Contributions of Research to the Education of Teachers,” The National Society for the Study of Education, Thirty-Seventh Yearbook, Part II, 1938. pp. 38–52.

Evaluates those contributions of research which deal with the aims and the methods of educating teachers.

Evenden Edward S. AND OTHERS. National Survey of the Education of Teachers. Bulletin 1933, No. 10. Washington: United States Government Printing Office, 1936. Six volumes.

Records the findings of a nation-wide survey of the education of teachers. Especially pertinent are Volumes III and VI entitled Teacher Education Curricula and Summary and Interpretation.

Everett Samuel “Summer Curriculum Conferences.” Curriculum Journal, 8: 291–98, November, 1937.

Calls attention to curriculum conferences in the summer of 1937 held at seventeen universities and at Sarah Lawrence College.

Flowers John G. “Social Adjustments and Guidance from the Standpoint of the Teachers.” Proceedings of the 1937 Spring Conference of the Eastern-States Association of Professional Schools for Teachers. New York: Prentice-Hall, Inc., 1937. pp. 3–14.

Proposes that guidance and personnel work be made an integral part of the college program; suggests the selection of students, the integration of courses, a rich extracurricular program, the employment of expert consultants, and wise administration.

Gildersleeve Virginia “A Curriculum for Today.” National Association of Deans of Women, Proceedings, 1935. pp. 110–15.

Discusses three ways in which the curriculum of today differs from that of yesterday.

Gray William S. “The Academic and Professional Preparation of Teachers.” Elementary School Journal, 33: 33–45, September, 1932.

Calls attention to recent developments which directly affect teaching and analyzes the changes needed in the academic and professional education of teachers.

Gray William S. , Editor. The Academic and Professional Education of Secondary-School Teachers. Proceedings of the Institute for Administrative Officers of Higher Institutions, 1935. Chicago: University of Chicago Press, 1935.

Presents papers on the broad issues and on the basic principles involved in the education of secondary school teachers.

Gray William S. , Editor. Tests and Measurements in Higher Education. Proceedings of the Institute for Administrative Officers of Higher Institutions, 1936. Chicago: University of Chicago Press, 1936.

Presents papers on the principles basic to the construction of tests and examinations, on their improvement, and on their use for selection, guidance, and retention of students.

Gray William S. , Editor. Current Issues in Higher Education. Proceedings of the Institute for Administrative Officers of Higher Institutions, 1937. Chicago: University of Chicago Press, 1937.

Presents papers on six current issues in the field of higher education.

Gray William S. , Editor. General Education: Its Nature, Scope and Essential Elements.

Proceedings of the Institute for Administrative Officers of Higher Institutions, 1934. Chicago: University of Chicago Press, 1934.

Presents papers on the nature, scope, and essential elements in general education, the relation of the natural and social sciences to general education, and the various experimental programs with the trends they indicate.

Haggerty Melvin E. “Specialized Curricula in Teacher Training.” The National Society of College Teachers of Education, Fifteenth Yearbook. Chicago: University of Chicago Press, 1926. pp. 3–25.

Discusses fourteen problems involved in providing a specialized curriculum for the education of teachers at the University of Minnesota.

Harap Henry , Editor. The Joint Committee on Curriculum of the Department of Supervisors and Directors of Instruction of the National Education Association and the Society for Curriculum Study. The Changing Curriculum. New York: D. Appleton-Century Company, 1937.

Deals with the theoretical bases of the curriculum and with certain general aspects of planning for curriculum development; appraises the development of the curriculum in a number of school systems.

Heaton Kenneth L. “State Curriculum Programs for 1936–37.” Curriculum Journal, 8: 42–48, February, 1937.

Reports curriculum revision in twenty-eight states.

Henzlik Frank Ernest and Others. “Reports Relating to the General and Specialized Subject Matter Preparation of Secondary School Teachers.” North Central Association Quarterly, 9: 396–402, April, 1935; 10: 219–55, October, 1935; 12: 243–47, October, 1937; 12: 278–97, January, 1937; 13: 438–539, April, 1938.

Reports data on the conditions and trends in secondary education and on the qualities necessary for success in teaching which are significant in the subject matter preparation of prospective teachers.

Hill Clyde M. A Decade of Progress in Teacher Training. Contributions to Education, No. 233. New York: Bureau of Publications, Teachers College, Columbia University, 1927.

Discusses specific administrative modifications made in the Missouri state teachers colleges in the decade following the Carnegie survey.

Hopkins L. Thomas AND OTHERS. Integration, Its Meaning and Application. New York: D. Appleton-Century Company, 1937.

Deals with the meanings, principles, and concepts essential in integration; describes and evaluates practices followed in various types of curriculums.

Humphries Amelia O. “The Training of Foreign Language Teachers in One Hundred Teachers Colleges.” Educational Administration and Supervision, 20: 527–32, October, 1934.

Reports a number of significant facts revealed by a study of course offerings in foreign languages in one hundred accredited four-year teachers colleges.

Hurd A. W. “A Synthesis of Survey Concepts in the Field of Teacher Preparation” (abstract).

Practical Values of Educational Research, American Educational Research Association, Annual Report, 1938. p. 22.

States five of twenty significant generalizations concerning the education of teachers drawn from an analysis of more than three hundred state and national surveys made during the last twenty years.

Jackson Reid E. “Some Implications of the Modern Conception of Education for Teacher Training Institutions.” School and Society, 42: 507–09, October 12, 1935.

Recommends certain basic principles conceived in the light of modern educational philosophy in which the interests and needs of children receive full recognition.

Jewett Ida A. English in State Teachers Colleges. Contributions to Education, No. 286.

Bureau of Publications, Teachers College, Columbia University, 1927.

Describes, analyses, and evaluates in the light of the best opinion available, the English offerings in teachers colleges.

Jewett Ida A. “Improving the English Personnel.” English Journal (College Edition), 20: 239–45, March, 1931.

Emphasizes the need of improving the English personnel and urges the establishing of objectives at every level of the service, the ascertaining of the qualities and duties of the successful teacher, and the devising of tests for selecting prospective teachers of English.

Johnson J. Cornell. “Preparation of English Teachers in Selected Institutions.” Master's Thesis. Minneapolis: University of Minnesota, 1936.

Records the results of a study of the policies, theories, and practices followed in the field of English education by selected universities and colleges.

Jones Arthur J. The Principles Underlying Curriculum Construction for Schools of Education. The National Society of College Teachers of Education, Educational Monographs, No. 12, 1923. pp. 23–30.

States nine principles basic to curriculum construction in schools of education.

Judd Charles H. “Next Steps in Teacher Education.” The American Association of Teachers Colleges, Twelfth Yearbook, 1933. pp. 25–31.

Advocates readjustments in teachers colleges: in curriculum, in methods of teaching, and in their relation to public school systems.

Judd Charles H. “The Curriculum in View of the Demands on the Schools.” The School Review, 42: 17–25, January, 1934.

Offers a theory for a scientifically constructed curriculum based on the study of social trends.

Kelly Frederick James. “Curriculum Reconstruction in Colleges,” The National Society for the Study of Education, Twenty-Sixth Yearbook. Bloomington, Illinois: Public School Publishing Company, 1926. Part 1, pp. 381–405.

Cites curricular adjustments at Antioch, Pomona, and Yale; discusses curriculum reconstruction then taking place in specific requirements, distribution, concentration, and adaptations to students of differing abilities.

Kelly Robert L. “Current Curriculum Trends: Bifurcation and Unification.” Bulletin of the Association of American Colleges, 21: 542–51, December, 1935.

Reports the current curriculum trends in 694 colleges.

Kilpatrick William Heard , Editor. The Teacher and Society. First Yearbook of the John Dewey Society. New York: D. Appleton-Century Company, 1937.

Discusses the various phases of the problem in relating the education of a teacher to the changing social order and points out needed changes in the process of preparing teachers.

Kilpatrick William Heard AND OTHERS. The Educational Frontier. The National Society of College Teachers of Education, Twenty-First Yearbook. Chicago: University of Chicago Press, 1933.

Discusses the interaction of the social-economic aspect of society for the purpose of presenting a usable philosophy of education.

Kriner Harry L. “Second Report in a Five-Year Study of Teachers College Admissions.” Educational Administration and Supervision, 21: 56–60, January, 1935.

Reports a follow-up study of fifty-five elementary school teachers in Pennsylvania.

Lafferty H. M. “Teacher Education and the New Curriculum.” Educational Administration and Supervision, 24: 211–16, March, 1938.

Argues the necessity for broad general courses in the education of teachers.

Learned William S. “Tested Achievement of Prospective Teachers in Pennsylvania.” Thirty-First Annual Report. New York: The Carnegie Foundation for the Advancement of Teaching, 1936. pp. 29–51.

Describes the characteristics of students preparing to teach and tabulates data on the achievement of prospective teachers.

Learned William S. , Bagley William C AND OTHERS. The Professional Preparation of Teachers for American Public Schools. Bulletin Number Fourteen. New York: The Carnegie Foundation for the Advancement of Teaching, 1920.

Concentrates attention on the normal schools and discusses fundamental considerations in the organization and content of courses of study for prospective teachers.

Learned William S. , and Wood Ben D. The Student and His Knowledge. Bulletin Number Twenty-Nine. New York: The Carnegie Foundation for the Advancement of Teaching, 1938.

Presents the results of almost ten years of study of the relation between the secondary school and the college in Pennsylvania and gives significant data regarding prospective teachers.

Lessenger W. E. , and Nutting Edwin P. “What Should Be the Course of Study for Prospective Teachers?” Official Report, Washington: Department of Superintendence of the National Education Association, 1934. p. 172.

Names six characteristics of an adequate course of study for teachers.

Linder Roscoe George. An Evaluation of the Courses in Education of a State Teachers College by Teachers in Service. Contributions to Education, No. 664. New York: Bureau of Publications, Teachers College, Columbia University, 1935.

Reports a study of Western Illinois State Teachers College of the extent and nature of duplication in courses in education; determines the use made of the topics by teachers in service; and gives suggestions to prospective teachers for the choice and treatment of these topics.

Marshall M. V. Education As a Social Force, As Illustrated by a Study of the Teacher-Training Program in Nova Scotia. Cambridge: Harvard University Press, 1931.

Presents criteria for judging a program of education for teachers and discusses the adequacy of the present program in Nova Scotia.

Masters Harry V. “Composite Faculty Judgment as a Predictive Factor in Guidance in Teacher Education.” Practical Values of Educational Research. Official Report of 1938 Meeting. Washington: American Educational Research Association, a department of the National Education Association, 1938. p. 23.

Reports seven findings of a study of 143 pupils considered undesirable as prospective teachers.

Maus Julia “What Training for Teachers of English?” English Journal (College Edition), 25: 234–42, March, 1936.

Reports an investigation of the training of English teachers at the University of Minnesota.

McConnell Robert E. “Teacher-Training Appropriate for the Modern School.” Educational Administration and Supervision, 24: 11–16, January, 1938.

Reviews five basic trends in curriculum revision in the United States, and discusses the importance of general and professional education for prospective teachers.

Meiklejohn Alexander “Teachers and Controversial Questions.” Harper's Magazine, June, 1938. pp. 15–22.

Argues that the well-being of American education demands on the part of teachers free discussion of contemporary social problems in the classroom.

NEW COLLEGE OF TEACHERS COLLEGE, COLUMBIA UNIVERSITY. Alexander, Thomas. “Significance of New College,” National Education Association, Addresses and Proceedings, 1933. pp. 730–35.

Explains the two chief purposes of New College. New College. Bulletin. Twenty-Seventh Series, No. z. December, 1935.

Describes the purposes and procedures of New College. Teachers College Record, Vol. 38, October, 1936. Entire issue.

Appraises the first four years of the work of New College.

Newlon Jesse H. “The Training of Teachers for a Progressive Educational Program,” National Education Association, Addresses and Proceedings, 1931. p. 792.

Emphasizes the need for reconstructing the professional education of teachers to meet the demands of a new social order.

Oppenheimer Julius J. “Implications of the Public School Curriculum for the Education of Teachers.” Peabody Journal of Education, 14: 134–45, November, 1936.

Analyzes new curriculum programs; states the major qualifications of a teacher; and describes the reorganization in the College of Liberal Arts of the University of Louisville.

Pechstein Louis A. “The Need for Differentiation in the Preparation of Teachers.” The American Association of Teachers Colleges, Sixteenth Yearbook, 1937. pp. 67–74.

Discusses the application of scientific methodology to human life and the contemporary socio-economic scene in order to show their implications for the education of teachers.

Peik Wesley E. “Curriculum Investigations at the Teachers College, College, and University Levels.” Review of Educational Research, 4: 199–213, February, 1934.

Reports recent objective studies of the curriculum of institutions of higher learning and gives a classified bibliography.

Peik Wesley E. “The Education of Teachers in Teachers Colleges and in Universities and Liberal Arts Colleges: A Comparative Study.” The American Association of Teachers Colleges, Thirteenth Yearbook, 1933. pp. 96–108.

Discusses the most characteristic dissimilarities between faculties of liberal arts colleges and of teachers colleges.

Peik Wesley E. “Certain Curriculum Trends of Teacher Education in Universities and Colleges.” Educational Outlook, 9: 65–82, January, 1935.

Reviews the problems, practices, and theories of curricula in institutions of higher learning for the education of teachers based upon data gathered for the National Survey.

Peik Wesley E. “The Relationship of General and Professional Education in the Preparation of Teachers.” The National Society of College Teachers of Education, Twenty-Fourth Yearbook. Chicago: University of Chicago Press, 1936. pp. 5–7.

States four areas in the pattern of the preparation of a teacher; names two qualifications of a master teacher; and proposes nine principles for the reorganization of the curricula for the education of teachers.

Peik Wesley E. “Curriculum Problems in the Education of Teachers; The Application of Research Findings to Current Educational Practices.” Official Report of the 1935 Meeting. Washington: American Educational Research Association, a Department of the National Education Association, 1935. pp. 180–88.

Raises questions concerning the curriculum that need intensive study.

Peik Wesley E. , and Hurd A. W. “Curriculum Investigations at the Teacher-Training, College, and University Levels.” Review of Educational Research, 7: 178–84, 226–36, April, 1937.

Reviews 228 representative investigations; states eight generalizations drawn from sixty-six concepts of the curriculum; and gives a bibliography.

Peik Wesley E. , and Hurd A. W. “The Preparation of Teachers.” Review of Educational Research, 7: 253–62, 322–34, June, 1937.

Reviews more than two hundred studies of the preparation of teachers.

Phelps Shelton , and Schlagle F. L. “How Shall Prospective Teachers Be Selected for Training and upon What Basis Admitted to Teacher-Training Institutions?” Official Report of the 1934 Meeting. Washington: Department of Superintendence of the National Education Association, 1934. pp. 176–77.

Sets up five requirements for admission to institutions preparing teachers.

Pulliam Roscoe “Some Principles to be Observed in Making a Teachers College Curriculum.” Educational Administration and Supervision, 20: 106–12, February, 1934.

Formulates ten principles for curriculum construction in a teachers college.

Rhodes Earl N. “Improving the Product of the State Teachers Colleges.” Educational Administration and Supervision, 24: 147–53, February, 1938.

Suggests a plan for teacher education including selection of students and broad courses of study.

Rogers Lester B. “Needed Preparation for Teachers of the Future.” The National Society of College Teachers of Education, Twenty-Second Yearbook. Chicago: University of Chicago Press, 1934. pp. 31–32.

States four theses for the education of teachers and proposes three ways of making that education more effective.

Rugg Harold O. “Educating Teachers for the New Social Order.” The National Society of College Teachers of Education, Twenty-Second Yearbook. Chicago: University of Chicago Press, 1934. pp. 7–8.

Urges the necessity of rebuilding the whole philosophic outlook for colleges of education and describes the American teachers college of the future.

Rugg Harold O. American Life and the School Curriculum. Boston: Ginn and Company, 1936.

Traces the development of the public school in America and remarks its separation from the community and national life; analyzes the present problem of educational reconstruction; and offers a program for curriculum reconstruction.

Russell William F. “A New Charter for Teacher Education.” Teachers College Record, 38: 181–95, December, 1936.

Discusses four fundamental questions that must be considered in the professional education of teachers.

Sandiford Peter , Cameron M. A. , Conway C. B. , Long J. A. Forecasting Teaching Ability. Bulletin Number 8 of the Department of Educational Research, University of Toronto. Toronto, Canada: University of Toronto Press, 1937.

Reviews previous research on the problem of predicting success in teaching and reports the outcomes of two recent studies.

Sangren Paul V. “Reorganization of Curricular Requirements in Teachers Colleges.” Educational Administration and Supervision, 20: 360–64, May, 1934.

Presents some of the newer problems in the education of teachers and suggests reorganizations and readjustments in the curriculum.

Sangren Paul V. “The Selection of Prospective Teachers.” Journal of Higher Education, 6; 435–39, November, 1935.

Calls attention to the necessity for an intelligent selection of students and suggests the use of an accumulative record and coordinated personnel agencies.

Smith Payson “Some Current Issues in Teacher Education.” The Educational Record, 17: 428–40, July, 1936.

Discusses three current issues in the education of teachers.

Steere H. J. “Suggested Changes in Emphasis for Teachers Colleges.” Educational Administration and Supervision, 24: 135–42, February, 1938.

Sets up admission requirements; discusses the selection of instructors and the nature of athletic programs in teachers colleges.

Stoddard Alexander J. “A Hundred Thousand New Teachers Every Year.” The American Association of Teachers Colleges, Seventeenth Yearbook, 1938. pp. 85–95.

Focuses attention on three phases of teacher education fundamental from the standpoint of a superintendent of schools.

The National Society of College Teachers of Education, Twenty-Sixth Yearbook. Chicago: University of Chicago Press, 1938.

Publishes abstracts of papers on the subject of the education of teachers in the United States.

Toops Herbert A. “Selection of Entrants to Teacher-Training Courses.” The National Society of College Teachers of Education, Twenty-Second Yearbook. Chicago: University of Chicago Press, 1932. pp. 6–20.

Discusses a desirable program for the selection of prospective teachers and summarizes in ten propositions the main points.

Torgerson T. L. “The Measurement and Prediction of Teaching Ability.” Review of Educational Research, 7: 242–46, June, 1937.

Reviews the problems and current investigations in the measurement and prediction of ability to teach.

Townsend M. Ernest. “The Essential Nature of a Teachers College Student Body.” The American Association of Teachers Colleges, Seventeenth Yearbook, 1938.

Urges the importance of a recruiting and selecting procedure for teachers colleges and discusses some essential characteristics of a prospective teacher.

Tyler Ralph W. “The Evaluation of Professional Training.” The American Association of Teachers Colleges, Sixteenth Yearbook, 1937. pp. 75–82.

Reviews and cites the limitations of five past devices for measuring the effectiveness of professional training; urges the necessity for formulating objectives for teacher education and for enlarging the conception of educational measurements.

Valentine P. F. “Points in an Analysis of Objectives in a Teachers College.” Educational Administration and Supervision, 20: 472–73, September, 1934.

States ten major objectives for the whole curriculum of the teachers college; names six areas in which integration and functional learnings may take place; and enumerates six corollary propositions.

Wightman Clair S. “Curriculums for Preparing Teachers for the Elementary School.” Proceedings of the 1937 Spring Conference of the Eastern-States Association of Professional Schools for Teachers. New York: Prentice-Hall, Inc., 1937. pp. 26–38.

States seven principles which have guided the experimental program at Paterson State Normal School.

Williams Kenneth P. , Chairman. Committee Q. “Required Courses in Education.” Bulletin of the American Association of University Professors, 19: 173–200, March, 1933.

Tabulates and analyzes professional requirements for certification of teachers and principals in secondary schools; gives the results of a questionnaire sent to headmasters or principals of large private secondary schools; and presents the conclusions and views of the committee.

Wood Ben D. “Teacher Selection, Tested Intelligence and Achievement of Teachers-in-Training.” The Educational Record, 17: 374–87, July, 1936.

Urges the need for selective admission and for higher standards for graduation in teacher-training institutions.

Woody Clifford “Implications for Teacher-Training of the Survey on Curriculum Development in Michigan.” Educational Administration and Supervision, 23: 213–21, March, 1937.

Presents eleven significant findings from a survey on curriculum development in Michigan and points out three implications for the education of teachers.

Zook George F. “The President's Annual Report.” The Educational Record, 18: 290–326, July, 1937.

Urges the necessity for better preparation of teachers.

Zook George F. “Teacher Education.” American Association of School Administrators, Official Report, 1938. pp. 108–14.

Discusses some of the deficiencies in the education of teachers and suggests means of improvement.