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ERIC Number: ED162423
Record Type: RIE
Publication Date: 1978-Mar
Pages: 41
Abstractor: N/A
Reference Count: 0
From Conventional Wisdom to Concept: School Administration, 1934-1945.
Parker, James C.
The period from 1934 to 1945 witnessed a number of changes in education and in school administration. Teachers' problems were common. For example, teachers were only minimally prepared for their positions, especially in rural areas, and teachers' salaries were low. Secondary curriculum moved from college preparation to preparation for life. A debate was in progress about whether schools ought to be the agents or the leaders of society. Increasing attention was paid to experimental methods in analyzing school problems. The period saw a significant rise in the number of full-time administrators, as school districts consolidated and states began to certify administrators. Administrators began to be differentiated by roles and responsibilities. Secondary education was growing and with it the importance of the secondary principalship. The level of administrators' degree attainment was rising. Supervision changed from inspectorial to a focus on improvement of teaching. The new school administrator would now have to be effective in problem-solving and group dynamics, as well as financial planning. Leading writers like Jesse Newlon were adding social theory and social psychology to administration curricula, along with the standard finance and management. Others continued to stress efficient management and record-keeping. (Author/JM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Ontario, March 27-31, 1978); Not available in paper copy due to marginal legibility of original document