Elementary school organization and administration

목차 (Table of Contents)

• CONTENTS
• PREFACE = ⅴ
• EDITOR'S INTRODUCTION = ⅸ
• Ⅰ. INTRODUCTION = 1
• Growth in Elementary Educational Service = 1
• The Widened Functions of the Elementary School = 3
• Characteristics of Pupil Groups = 3
• The Standardization Movement in Education = 8
• New Frontiers for Education = 12
• Implications for Organization and Administration = 14
• Ⅱ. THE PURPOSES AND SCOPE OF ELEMENTARY EDUCATION = 17
• Education in Its Societal Setting = 18
• American Democracy Described = 20
• The Purposes of Education in American Democracy = 23
• The Purposes of the Elementary School = 25
• Comparison of Elementary-School and Secondary-School Purposes = 29
• The Years of Schooling Encompassed by Elementary Education = 31
• Relation of the Elementary School to the Secondary School = 43
• Educational Relations Between Rural and Urban Areas = 46
• A Charter for the Elementary School = 49
• Ⅲ. THE CURRICULUM = 62
• The Importance of the Curriculum = 62
• Content of the Curriculum = 63
• Interrelationships = 66
• Origin of Curriculum Issues = 66
• Grade Placement = 68
• Children's Interests = 72
• The Place and Organization of Subject-Matter = 75
• Improvement of Society = 78
• Indoctrination = 80
• When Should Curriculum Revision Take Place? = 85
• Who Shall Make the Curriculum? = 87
• Urban-Rural Curricula = 88
• The Changing Curriculum = 91
• A Broader Curriculum View = 94
• Changing Emphasis in Teaching = 95
• Organization of the Curriculum = 96
• Teaching Conservation = 100
• Education for Leisure = 101
• Use of Community Resources = 102
• Mental Hygiene = 103
• Health Education = 105
• Books and Instructional Materials = 107
• Visual Instruction = 109
• Education by Radio = 111
• The Library and the Museum = 113
• Extracurricular Activities = 114
• Curricular Aspects of Clinical and Social Services = 115
• The Local School System and the Curriculum = 116
• Need for Local Leadership = 117
• The Classroom Teacher and the Curriculum = 118
• The Principal and the Curriculum = 119
• Problems Wrought by War = 120
• Ⅳ. GENERAL FEATURES OF ELEMENTARY SCHOOL ORGANIZATION = 123
• Gross Features of Organization = 125
• The Typical Elementary School = 127
• Organizational Innovations = 129
• The Platoon School = 131
• The Winnetka and McDade Plans = 136
• The Dalton Plan = 140
• The Co$$\ddot o$$perative Group Plan = 143
• A Project Curriculum in a One-Teacher School = 146
• A Conventional Curriculum in a Reorganized One-Teacher School = 147
• Minor Organizational Adjustments = 149
• The All-Year School = 150
• Schools and Camping = 152
• The Progressive Schools = 153
• Ability Grouping = 154
• Special Glasses = 154
• Other Forms of Organization = 155
• Ⅴ. GROUPING CHILDREN FOR WHOLESOME DEVELOPMENT = 157
• The Organization for Group Guidance = 157
• The Need for Grouping = 158
• The Functions of Grouping = 159
• Viewpoint on Individual Instruction = 160
• Grouping as Related to Educational Objectives = 161
• Grouping as Related to Areas of Child Growth and Development = 163
• Sociometry of School Groups = 171
• Homogeneous Grouping = 184
• Ability Grouping = 185
• The Size of Groups = 189
• Practical Steps = 194
• Ⅵ. CHILDREN'S PROGRESS THROUGH THE SCHOOL = 200
• Complexity of the Promotional Problem = 200
• Present Practices = 201
• Progress in the Primary Grades = 218
• Promotion in the Intermediate Grades = 225
• Generalizations from Research = 227
• Guideposts for Reorganization = 236
• Recording Pupil Progress = 243
• Reporting Pupil Progress = 243
• The Principal's Relation to Promotion Problems = 247
• The Teacher's Relation to Pupil Progress = 251
• Ⅶ. THE PROGRAM OF SCHOOL LIFE = 253
• The Functions of Organization = 254
• Program Organization Related to Grouping and Promotion = 258
• Program Organization Related to Curriculum Organization = 259
• Organizing the Faculty for a Unified School Program = 262
• The Daily Program as It Applies to the School as a Whole = 263
• Classification and Grouping of Children = 264
• The Curriculum to Be Programmed = 270
• External Controls Over Program-Making = 271
• Internal Controls Over Program-Making = 272
• Program of Co-Curricular Activities = 272
• Departmentalization of Instruction = 276
• The Welfare of Children = 278
• Administrative Feasibility of Departmental Organization = 281
• Evaluation by Pupils, Teachers, and Educators = 282
• Subject Combinations = 283
• Sequence of Subjects in the Daily Program = 284
• Grade Combinations = 286
• Time Allotments = 287
• Program Adjustment for Exceptional Pupils = 290
• Guiding Principles for Program-Making = 291
• Ⅷ. ORGANIZATION FOR PROFESSIONAL LEADERSHIP = 293
• Resources for Professional Leadership = 293
• Integration of Administrative, Supervisory, and Leadership Functions = 296
• Modern Concepts in Administration = 297
• Modern Concepts in Supervision = 301
• Organization for Professional Leadership = 304
• Differentiation and Integration of Leadership Functions = 313
• The Principal as Administrator and Professional Leader = 317
• The Leadership Activities of the Principal = 320
• Ⅸ. PUPIL PERSONNEL AND ADJUSTMENT SERVICES = 324
• Attendance Service = 326
• The Nature and Scope of the Non-Attendance Problem = 327
• Changing Attitudes Regarding Attendance Service = 329
• Organization for Attendance Service = 330
• Attendance Problems and the Local School = 335
• The Teacher's Relations to Attendance Problems = 336
• Social Service a Cooperative Task = 337
• The Visiting Teacher = 338
• Behavior Centers = 340
• Psychological and Psychiatric Service = 342
• Health Service = 346
• Social Services = 349
• Guidance in the Elementary Schools = 352
• Community Coordinating Councils = 356
• The Relation of Service Agencies to the Educational Program = 356
• Ⅹ. ELEMENTARY SCHOOL LIBRARY SERVICE = 359
• The Functions of Library Service = 360
• Library Standards = 363
• The Problem That Lies Ahead = 367
• Administrative Control of Library Service = 368
• State Participation in School Library Service = 375
• Federal Participation in School Library Service = 377
• Financial Support = 377
• The School Librarian = 379
• Professional Library for Teachers = 381
• Organization Within the School = 382
• Selection of Library Materials = 387
• The Principal and Library Service = 389
• XI. PROTECTION AND PROMOTION OF CHILDREN'S HEALTH = 392
• The Scope of School Health Work = 393
• Teacher Observation of Children's Health and Communicable Disease Control = 394
• Periodic Health Examinations and the Correction of Defects = 398
• Screening Tests to Determine Conditions of Vision and Hearing = 409
• Safety Practices = 411
• First Aid = 417
• The School Lunch = 418
• Mental Hygiene = 421
• Physical Education and Recreation = 422
• Health Instruction = 425
• Other School Practices Affecting Health = 428
• Community Co$$\ddot o$$rdination = 429
• The Classroom Teacher in the Health Program = 430
• Evaluation of the Health Program = 431
• The Principal's Part in the Program for Health = 433
• XII. EDUCATIONAL PROVISIONS FOR EXCEPTIONAL CHILDREN = 437
• The Scope of the Problem = 438
• Viewpoints on Educational Policy = 440
• State Provisions for Exceptional Children = 447
• The School Law and Special Classes = 451
• The Extent of Public-School Special Classes = 454
• Problems in the Administration of Special Education for Exceptional Children = 456
• Rural Needs and Trends = 461
• The Classroom Teacher's Part = 465
• The Building Principal and Special Classes = 467
• XIII. SCHOOL AND COMMUNITY RELATIONS = 470
• The Individual School in Community Relations = 473
• The Quality of the Instructional Program = 475
• Orientation of Instruction to Pupil and Community Needs = 476
• Community Contacts by the School Staff = 477
• Parents at School = 478
• Formal Contacts with Parents = 480
• School Banking = 481
• Parental Contact with Pupil Personnel Services = 481
• Welfare Groups and Governmental Agencies = 482
• Adult Use of the School Library = 483
• Parent-Teacher Association and Parent-Education Groups = 483
• Adult Evening Classes = 486
• The School as a Center of Community Activities = 486
• Contacts with Organizations and Institutions = 487
• Organizations for Children = 488
• War Service Activities = 488
• Community Survey = 489
• The Local Unit Within a School System = 490
• Community Relations Based on Professional Leadership = 491
• XIV. SCHOOL OFFICE = 493
• Relations with the School System = 493
• The Hub of Pupil Personnel Services = 494
• The Office as a Conference Room = 494
• Contacts with Parents and Other Visitors = 494
• Secretarial Service for Teachers = 495
• Workroom for Teachers = 496
• Workroom for the Principal = 496
• Professional Center for the Faculty = 498
• Management of Textbooks and Supplies = 499
• Clearing-House for Details of School Operation = 502
• Personnel Records and Reports = 503
• Office Organization and Efficiency = 504
• Adequate Office Space and Arrangement = 505
• Essentials of the Principal's Office = 508
• Office Files = 509
• The Administration of Clerical Service = 509
• XV. SCHOOL PLANT TRENDS AND PROBLEMS = 514
• School Plant Relationships to Educational Organization and Program = 514
• School Plant to Serve Broad Community Needs = 518
• Integration of School Plant and Curriculum Needs = 521
• Simplicity, Flexibility, Expansibility, and Multiple Use = 522
• Less Permanent But More Usable Buildings = 523
• Architectural Features Harmonize with the Neighborhood = 525
• The School Site = 525
• Library Facilities = 527
• Facilities for Pupil Personnel Work = 527
• Classrooms and Their Equipment = 528
• School Lunch Facilities = 532
• Gymnasium, Auditorium, and Playground Facilities = 533
• Use and Improvement of Existing Facilities = 533
• School-Plant Operation and Maintenance = 537
• XVI. THE PROFESSIONAL ELEMENTARY SCHOOL PRINCIPAL = 540
• The Development of the Principalship = 541
• The Position of the Principal in the Organization for School Administration = 544
• The Work of the Principal = 546
• Professional Leadership in Local Elementary Schools = 548
• The Training of the Elementary Principal = 551
• Certification, Appointment, and Tenure = 554
• The Economic Status of the Principal = 556
• The Elementary-School Principalship as a Career in Administration = 562
• Index = 567