I

-,-

.e DOCUMENT RESUME ..

41

012 109 ,, IR 02 620

.1

AUTHOR Nevil, Leota, .

TITLE A Survey of Curriculum Laboratories in Selected.,Colleges in Pennsylvania., .

INSTITUTION Wilkes Coll., Wilkes-Barre, Pa.PUB DATE Nay 75 ,

NOTE 86p. p.

.

EDRS PRICE MF-$6.76 HC-$4.43 Plus Postage `

DESCRIPTORS *Cmrricului; *Curriculum Development; *Curriculum... Planning; *Curriculum :Research; Instructional 'i:

Materials Centers; Masters Theses; State Surveys \

IDENTIFIERS 1 *Curriculum Lhboratories; Pennsylvania; Wilkes \N

1

1 -College

ABSTRAC ,

Thi$ report defines a curriculum laboratory to be acenterAit reltducational materials are developed, .odified, abdstored. Included in the document are a history of t e*curriculumlaboratory, a study.of its charhoteristics,and a su vey of thecurric4um laboratories in- the colleges and universities pf,Pennsyliania. The Wilkes College curriculum labbratori.iSspecifically discussed.. (EMH)

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******************************************************.*********44**** Documents acquired by _ERIC include Many informal unpublished . ** materials not av ilable from other sources. ERIC makes evety effort ** to obtain he,be t copy available. Neverthelesse-items of marginal *

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)

A SUgY OF:CURRI ULUM LABORATORIES

.1%

SELECTED'COLLEGES IN PEW

1

,A The ubmitied to _the Faculty of the 1-

'Gradua Division of Wilkes College in

Partia ulfillment of the RequirementsFor -the Degree of Master of, Science in Education

May, 1975

LeOta Nevil, B.,S, in Ed.

US DEPARTIPAENT OF 141ALTti.EDOCATION &WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE `PERSONOR ORGANIZATION ORIGINAT1NG it POINTSOF VIEW OR OPINIONS ,STATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEO.00A710N POSITION OR (POLICY

. ,

Li

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I.

0

0

e

.

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fi

%Approved by

I .

Accepted by

I

rr,

A SURVEY OF CURRICULUMLBORATORIES

IN

St4CTED COLLEGES IN PENNSYLVANIA

-1

a

BY

Leota Nevil,.B.S. in Ed. Y.

s.

*4

/ .

Thesxs Supervisor.

Department Chairman

Accepted by

\

-

42t4,/, 4.

..

Directorof.Gradudte1

StUdies

. .

M'

a

eAkNOFILEDGMLNTS^

--wish;gratefully to' thank -Dr. __Eutene. L. 'hammer .for_ his .paticpit

idance through the writing of this thesis. Dr. Franck:G., Darte and

,

r. Richard Rees were Most helpful, also, with guiding criticisms.

I acknoWledge wits appreciation permission granted tome; the use,-

q otations from the, dissertations of Dr. John V.deon Church, bp. Marian

LV ia James, Dr. Thomas L. Russell, wid Dr. Carol Ruth St. Cyb. Two

pu ishing companies also

boo s. They are the Bur

..!

graciously gave permission'to quote from their'

. )

\ss PuBlishing Company,Minneapolis, Minnesota,

and Fearon Publishers Belmont, California.

Special thanks is given to those who had the patience and the'"

consideration to answer the quedtionnaire. These helpful people made,

the survey of curricular laboratories possible.

,

: Three peoplgave

,Connor, through inter -lib

\ph needed practical assistanc- Mrs. Sally

-

racy loan reaueits,'provided material fro the''..

Mrs. AliteOlader ent a typewriter with,review of the literature.

;#. 7-

istinctive'typel so,that the reaul4 had a'agnified appearanc

!:

Joy Rinehimer provided thessicill to"produce# r r

her I give mi thanks and 'ayinpathy.r,

'Rl

,

ft/

iii

. Miss

the typewritten opy. To

N

TABLE OF CONTENTS7

TITLE PAGE.... . . .. . . . OOOOOO

APPROVAL PAGE WOO

Page

ACKNOWLEDGEMENTS iii

TABLE OF CONTENTS ,\` iv

LIST OF TABLES vi -

ABSTRACT e Nvii

CHAPTER I .INTRODUCTION 1

A. Statement of the Problem.... I

Definitions' \

CHAPTER II` AMEN OF. THE LITERATURE,t

.0A. General History .0

1. Early -Period.

2. Middle Period-

3. Latest Period\a Studies Made

b. P.equiiements for on

1

2

4

rif{. ..; -

3.0

--

B. Characteristics/

1.. Names

2:. Personnel,

/ . -.

3. Materials Holdings4

a. Print

b. Hon-print Material.

Z

4. Equipment for Aud io-visuall Material

5. Classification and Cataloging'

6. Cirdulation

\ /.

,/

/

A

.-

.

,.

.

4,

13

.

15

16

19

21

23

26

iv`.

Q

',';' -,

,,,v eFuntions .'. 27

t.s Adml.hstration...?

. ..Number csE.!ciurs

10 .. . s ers

4'./'

CHAPTER III SURVEY

and'Organizatibn 32'

Open

,

A., . Criteria *

7134

36 '

B. Instrumeht ,

Procedure

CHAPTER IV DISCUSSION A1.D'INTERP. ,

ATI6N'OF DATA..",'

36

I. 37

38

CHAPTER y. K-HISTORY OF THE CURRIdoLUZ4 LABORitfORY,AT NILICES COLLEGE.. 61.: :4

A. Early Period

3. "Nicifile

C.. LateSt'Period: 4 ;,

VI

61

6i

63.

.

SUMMARY AND RECOIINHNDATIONS.. fiS

AITMIX. Ot.;RicuLum'gnoRAToRi,gutthognit.

.... .---6

,.. .APPENDIX B B. RESPONDING ,COLLEGES AND 'UNIVERSITIES... * 7BIBLIOGRAPHY.

/

. Is

0.

4'4 1174- *- ,,- -' - ".

:

- ,c

IJ

Table Number

.LIST OF TABLES,

1. Table Title Page

9

1 'Schedule of Hours Curri4ulum Laboratoryis Open and Number of Hours Worked byPersonnel (Both Per Week) .

/1) 42-43

2. Location of 'Non-Serial Print Material 46-47

3

4

.

404r.

.---

.

,Location of Periodicals

Location of Macromaterial. ,

t '.

46'

50..

5 .LOdation of Realia ..51

6 ,

.

.

Location°of Audio-visual. Materiale 4 *

53

'7 . . Location of Audio-visual Equipment 54

4

0 11.41,,,

*

0

I ,

vi

..

,

a

1,- _,,4-:.' P.'. ....:

..?:''''

''. ABSTRACT.

.--r,

---__I

a'. ..: '-::: ---------:-.., 1

4.,' l'a ; ' t 1/

The history of the curriculum laboraoprii:ii5taCeit ihiou0 ,studies.

, ..e - . :, :- .;;, .

..,:.44_ .\-

,by Bernice E. Leary, Francis L. Drag,' John Gideon:ChurCii; Marian Lucia. .

.-.

..

, : : F

James, Eleanor Vivian Ellis, `and others. tivm thege Oakes were drawn.,4

characteristics

, .444,----..-- ' . . ." . ...'-'''.. '-' :.including names given to the fability, ergOnnei, col-,

. . ., _.:'.-

-lections and equipment, classification and'Cataloguilig, circulation, 4.4-

-,

a 4

functions, administration and'oltanization, time open, and users:4

Regional trends in the

curriculum laboratories

characteristics were .dehtermined by a survey ;t3:;o

in collpges and universities in Pennsylvania

4

having an 'enrollment oi 1,000' to 4,000, which offered four-year tpacher

education programs leading to a bachelor's degree. The history of the..-

j, ..

. 1

\curriculum lboratory at Iilkee College is given as are recommend long,,,._......,'

for its continuance.- e

.

SO 1:

I

: '

Vii'

.

`4''-:: -

-' "--;..IFTRbbOCTION- , .

':'-';'":"-' ..: A;;.--STATESiititL.,QE: l'Hfr.179.13b.tff:' ?''''0 - -.-.A.. 4

Or 4 ; 0.....L....-==',..-,. -7-..--7-ffribe...plirpos of this.,1study is to present; 'did history And .. 2 :"

c : 6 ' ,:: , " s `; . . 4

.' 4: .t7 . 7 . .... WI , , . : ',. .11. :7

. 0 eha'racteristrcs of ?the curricufilm laboratory 'from i'ts begipning to:,

6.:**. " ,.the present. It will include aesurvey. of 't'rends an IfennsylVania:trigeges`

.0 "..: -......',

comparable to Wilkes College. This study should pr6V14'54;es for'.;

improving the curriculum laboratory ,, . .

.

"Corr alum' is used to Mean_all..9.'"t,iie'..eorStelj'y-ort. apeCitio

materials of instruction that, the ichriol,shriu4. offer tie, Sttia,eiS,:e,1137. ?'`2). .

of qualifying him for graduation or cer:tificalVqri,-*;ir.f0,,igtraktp.,,1*0:#....,, .

>- -professional or, vocational field," *C0b041 '.1957 L 9) yr'Ciirri*culim

,.Laboratory" has been 4ptiried..:ai.'.4 repOsitory where; dutrfidti*.iliaVeria.is..:.

.. . ,, . :i -are kept, and as, a place where develloliment and t'eVisiOn;rif =teaching' ....,

1 ... . . , ... ,... .,..-::': .'

......, ,

, materials are made by educators , thrbugh . the asiiStenperpf .trained' ,, ........., ....._

personnel. (Anderson, 1565, pp... 4'1.1-412) 'the ..epOsl;tpry,"4 . , .

type facility will be called a ourriculuni .3.ibrary,.

where assistance is given in tlie Axe h4dings rialiea't' . 0.

ctiviculuMlaboratory.

-"i'

OPUrt 900

TxA*1 ;.

40419

.

-;:.. 4`riciltrtl.uToir lq ott 'tig, ,A.tvtEr*:.,ta4attectr .11.tt Ssn.

:::. ..§U;cde4A 431.(11 itits .tlatt.tt"sV '-sV ' )::"*.-

"tiatttoTaiTn6-,.0q; j QM atm 't! Xaaz.iatsr,ti illfsobt-b 1.11' -

a.t.louiet.t.g0,z, pus yxota.uo.atc 'teipuip.34 Xtolt#9=.' kisAtlastR: f :44.4

.

apy..013 uto 4.xozsaoqSr tuiO3:1q,in.6 oc4.:;er 4.c,t,8061'000,

- Adis*. Tail

alitilyiiqin; :s

- ifIt'uostk:

-the.metbod diakoce.by Socrates, n enhancement- of curriculum,

arming a 'function, of the curriculum laboratory:. 1416.I .

ratpmetbod used abstracA, ideas, but concrete methods were used'

sO, ,arrangement,; of stones ,at Stonehenge to form a!' ,

..gnapp.o, toolz., y w cb..the sunrlsevat, mxdsummer was recorded. This' ti .;,.. ,... ;. . - 4, 4 .

T et

0.11.001 was ,jused..,to ;show others :a f4c-. and; *herefore; provided a re-u, ',used.''-- .' '.'''':: H,I",,' ,,'

.::vi.ion. Of curriculum by' proVi,ding i* :;anti ithe.rebY it 'performed the

- :-... .: : i !: '. ., .: i -:.:::-,patiin-pf the pitiit*tato labOf.atCrY. `ifk$ns;,1.961, p. 50)

4- tO0?. t.ih ,4h.mas uded'..*c. pii00tre ;ariCI:1:4400ii:,ria;kq,,I,information was

.'..-':--:::',':: ; .' ,:;.:'.:7,'.1.;', ,...';'., ' ...;'....4':''i.'1::..:..: t 'Movable...itYpe need for. :thP, fiiiVt. time, ,iii the OrOdUCtion of tile duten erg

.....z............,-::.;/......:::,:,. ;,?,,.../,;.,:,,., :..i.::;:%.,?,,..,::,.:

: Bib4e. in .1.456, (90134ez,/-e,i.triqacted,.;l a '4,969,i, *;9:, 0. 444) This ..3. ro-,

.4

duced 'UV 'to ,prnt'anfo j...9n in mu4ipie,lots, which reached

Y from one handwritten

sourie:* changi44ber00. r.40*ubtion, moyable print revised.,

0

bymo06ing fUnO-,ca.on. of the currieulUni' laboratory.-

ftrtber.disoo_Vizi. s. ,and inVentio s came refinement in

ory developed., There;-

.i4g4.ukaT4P*11; rio4lUmjabota' *" ' ".

1?!.thr0#:, 16aeekki;peilti

4rst'w:,

tbp ,growt

earLys-.pprlos'.,;0ecztbe es,.. ,__

Ys.. for specific .u:ke,AriA pfrold on. . .

CP.''..*011:.144e.. as infOrmatio

f-Ale.fsgxement..,addect staff ,as a resour, _- ...

0:,.the.cArr,sc titT1;. 4p4tarYt time , the

3e u1u -laboratri :, etas 'e piling as; thasp individual:.

:given' field. The third peri

started need .was seen for *standardi

Of the curriculum

ablighment of new

s gathered in one

he second, or

e BY 'hump specialty

scope of the ci.tr-s.

staff ,members

of refinement,. the

ation to the extent. .

ou1.47pe geiierai ast...basc holdings, human resources, and functIons

J1,04,.46,00.pted to the specifici locale where situate4 Another way. of

A

44 dV. '

s

stating the development of the curriculum laboratori.is to say. that itk

has grown in degree of, specificitY,inthe'functions which it performs.

to

,

1.' Early Periodp

: ,Three periods of development of the curriculum labotatorycari be

identified.

-i",The first, or early, period began before there-was n ettabliWed-

a-

...

curriculum laboratory with collections, of curriculum tools .and' the

initiation of new ones.. . p, . .

.

Specialized holdingse

r

noted as early as 1578 in

of'both print and non -print materiali were

AShtonis'Ordinance'in Shrewsbury, England,' whic'o

stated jthat schoorbuildirigs should incilude for educational. "a

library and'gallerie forthe said schools furnishe d, with all manlier of

books, mappes, sph4:res, instruments of astronomye and all things apper-

/

/teynine to learning...":(Quoted-in McGuinness, 1969, p. 154) Another

examplessof holdings being centralized in one place was the,establishMent

of the Educational Museum ih.St. Louis,, Missouri, in 1904, which provided

the public schoqls of that city wi a form of audio-visual edutation.

, (Bristow, 1956, p. 188) \1

Mew tools were initiated in thAJOrm of textbooks. One such book was

written by Benjamin Harris in Boston in the years between 1687 and 1690..

_ '

(Otto and Floury, 1956, p..115) Another pioneer text:was published in() 4...,

1782 by Noah Webster. It.was popularly known, as "the bluebacked'speller";

but was actually' entitled The American Spelli4.Book.' (Harris and Liba,

1950; p., 1519)

'The availability of teXtbc

t

A 'Massachusetts passed a laW in 1885

4

children was ma4 easier when,

proviein's,free textbo4s for c

. 2

in pUblic schools in that state. (Harris and Li a, 1960, p. 152

\ .

111,41

,

A companion tai textbooks vas introducedO

first systematically developed

'and 19GO, ,pp.' 1519-1520)

in 1920 when workbooks were

, . , -

as an aid 4the use of textbooks. (110ris

The introduction oiinstructional materials (or tools) into formal-,

ized curricula began as early as 1887 when a few institutione of higher'

education had developed a department concerned with the study of

curriculum building.. (Drag, 1947, p. 19)

Curriculum s44 and the establishment o'f curriculum laboratories4

continued'to develop simultaneously, and by 1920 there were thirteen such

facilities, ten of which,were in institutions of higher learning., two

were in city schools, and one was either"5,11 a state or territorial

\department of education." (4rag, 1 19)

2. Middle-Period1

The second,. Or middle, period of refinement, an the development of

404,

,

curriculhm. laboratory, ,saw its first establishment, as a separate unit

with more definitive functions. In this period it received its name.-

,. ..

.iIts resources were expanded to npludespecialized pereOnnel to serve

. '...

in .aiding users to utilize more fully the hpldingsin curriculum. study.

,...--..i.

and revision.. 1..

The firtt formal organizition of a Curriculum laboratory took plde

in 1922 with the establishment of the. extbdok and CurriCulum Service

' Library at Kalamazoo, Michigan. The next'establishment of a special

facility for curriculum study

(/'

Rese4ch at.Teachers College.

"Dr. FldrenceStratemeyer.'

'1

c .

1' I

and evisfon wasqhe Bureau of Elementary0 .

in /924,' headed by Dr. perbert Bruner and

ames, 1964,P. 30) .4. 4..

3

:I.

Next began a series of studies concerning the curriculum laboratOry,

.

starting with a definition in 1932 by the man who initiatedzthe tor, .

Menry gvap. lie said that a-curriculumvlaboratorr -was "essentially a:-

work-place in which raw materials were wrought into finished curridular:

products, and in which data are collectedopstudied, and interpreted.'

(Harap, 1932, p. 634) The term "curriculum lgboratory" was readily-

adopte 4J-hut-mils used for any area, department, or division which showed

the tgndency toward curriculum study ansl. revision.

Up to this time, curriculum laboratories Vale utilized only in their

immediate location,and were, therefore, local in nature. Therenext

appeared a curriculum laboratory which dealt with regional problems of

curriculum study and revision. This was established at'the George Peabody

Coll ege.for Teadters, Nashville, Tennessee, in 1932. Its establishment

....-.11-411Ts made by the Division of Surveys and Field S--4xlies for the purpose of

meeting the needs of two state groups originally, Florida and Virginia.

/These two groups produced instructional materials.en a state-wide basis.

As a result of the' participation of in-service teachers of both states,

there grew an expanded program at the George Peabody College for Teachers.

Work on problems having signif, =nce state-wide va ied in duration from

one to five summer guar er,in addition to teachers from Florida

and Virginia, educators came to the workshops from Arkansaa, Mississippi,

,Alabama, Kansast Tennessee, and Oklahoma; Individuals attending the

workshops bendited directly. In add ition, bulletins, handbookS, and

study guides prbduced at the.orkshops were distributed to "lousands Of

teachers in southern states' where, stud groups were *conducted as a

. ,

result of the pioneer work at -the. George Peabody College for Teachers.

Curriculum Laboratory. (Brewton, 1941, pp. 16-21) ;.

L.

\,An'extensive study was made by Leary tar determine the prevalence: of

.

curriculuT laboratories,a

States. She set up criter

the scope of their active in the,United

1

to include two factors, to determine when a

/facility,was a curriculum laboratory: special housing or work facilities

/

and special resources for curriculumXtudy. As a result of the inquiry,

..it was found that 107 curriculum laboratories ex sted in the United States

.

by 1937, thirty-five, of which w A e in universe ies. .The person in charge

ofthe curriculum laboratory s generally a rofessor of,education, who.

taught courses in curkculu copstru tion an acted as a consultant on

. 4 ..

curriculum roblems. The activities thsfacilities dOermined their

it..,

contribute to. the over-all program of Cux4.iCulum improVement, ;ke two/

activities performed Most frequently were the collecting and assembling.

, T , .

of curriculgm materials and the productio of curriculum Mat ial.'c

I

(Leary; 1938,.B, pp. 350-354) 411.1- , .r

Using the studY done by Leary as a Ise,tGwynn de'llermihed whit the'a

holdings should be in the stew curriculum laboratory at1 the ti iVersity of

North Carolina in 1938. Cooperatiofi bet'

t

,off

1

een the cure ulum laboratory

director and the entire Education Depart ent was Used'ihrSe seleCtion,

0

retention, or discard of materials. fort curriculum aboratory.

(Gwynn, 19k0, pp. 77-79)

Sister Mary.Cleta Zembrodt made d s udy which v4 designed to use..

teachers! needs as the, basis for the dev lopment of .a urriculum labora ory

. b

at St. Louis University. She began with the premise at curriculum is a./

continuous,process and has become'increa ingly more d endent on materials;

.

other_than textbooks, which need to be u

curricula to meet the needs of pupils;

found is'in the curriculumlaboratbry.

Sister Mary Cleta reviewed the historyo

ed By teache in revising

e place where this material is

n the course of her study,

the curriculum laboratory as

A

i

told by Leary. She gave as the rason for the establishment otthe1

1 \

curricul laboratory, the need tolncrease the scope of the program orf t'''

0., .,.. -,. k \

curricUl revision to ptovide kriowledithof educational aims, availability

of materi

The p

"the vague

of the past

The st

Shown in th

indicated i

1944)

ls, and a place where rev sion could be done.

acticality of the curraculum laboratory was thought su er4 to

t,

eneralities dished out'4.n much of th

r

the professional lit rature

-(Zembrodt, /1944:15:,84)decade."

.1dy growth in the number of curr±Nlum laboratories

.

Curriculum Journal to be one per month from 1908-1940)-.,

/. .

s value to curriculum development and revision. (Zembro t,.r.

.

(as

3. Latest Period

The third, or latest, period of refinement of the development of tip

..

curriculum laboratory saw a general improve rought about by in -deatht,,

study to meet the needs of Curriculum development and revision. In th s

period, also,'the curriculum laboratory gained national recognkion_by..../ , ..

1

being made a necessary part of colleges offering teacher education.

a. Studies Made

;1)

A study was made, by Drag for the California San Diego County

It included a survey of curriculum laboratories in all of the then forpy-0 ,cl -i

American Samoa, the Canaleight states, the District of, Columbia, Alaska,

Zone, Hawaii, PuertO'Rico1and the Virgin Islands.: InfOrmation_ was

collected from city and*cOunty school systems, institutions of higher

education, an d state and territorial departments Of education.

In all kindS of educational systems there were found to be 358

1.

curriculum laboratories (although perhaps not so named). Institutiohs of

16

-S

higher-learning had 145 of *phase: .steady growth was usuai*in'i '4 nutber

.,,

of Curriculum laboratories established, -each year.' The'greateSt/ TnUMber-..!

-started, in- any -one year _tojthig_ time wag .twenty-seven 5.71._ 1014j __ _ _ ,

Most,of the curriculum laboratorids

offices1 although some were in librariest.

were housed iii,administratiye

.

or had special housing. The.per-.

sonnel in Charge,*ere chosen from areas of Curriculum,-instruction, and.

administration.

The three activities which were' most engaged in were-Curriculum

.(

construction and revision, the collecting andsasseMbling of riculum

I

materials, and the'inVestigation of problems of curriculum. (Drag, 1947)

Concomitant with the.growth in number of curriculuprlakOratories came

'

improvements

Coopera

made and:was

dissemination of new curricul* material be'xiade through conferences and,

in certain aspects of'the-facilftiest

.v

/ `, ..

,

.L,

Von betwden,urriculum labo ratories and pUblic schools 'was/

.. .!.

=

:found ;commendable. 'It was recothmended,°however, that'better

workshops.' (Russell, 1960

ImproVeMentlin the adcessibility of curriculum inAterials for pre4_ p

..

service t4aChers teas recommended. This was proposed to be accomplished

through.setter organization of curriculummaterial and-serv.ipia t$:$ users.

't * organization included cataloging of mattrial,in curriculum laboratorids

4

a nd centralizing areas containing curriculum material. Better service

was recommended by having professioridi help available longer periods of. .,

(Arnett, 1965).e. ' 4

.

'

St..Cyr concluded that curriculum laboratorilrwere,used-to bnly....- .,

.

I fifty per cent:of their potentiality. Publicizing their existence was

recommended, ,so, that people ther than tea chers"kneW gf them.'

...;

.

(St, Cyr.; 1955) .

,r

The production of curriculum materialb'for curricultimrevist0h and:, -...,

. .. .

development was.advocated to make the curriculum laboratory have a greater*

value to colleges of teacher education. (Flarndro, 1957) ,

C.

The collection ofbcurricular material was suggested to be kept.

separate and under the direction of personnel, aving`training in both

education and library sci nee, (nacVean, 1958)r

Criteria,f r curriculum labora tories were sat up underythe direction.

of John. Gideon C

of which was

urch. Ee'used: a series of questionnaires, the final set

used to determine necessary ,qualificationsfor curriculum. .

laboratories in colleges offering teacher education. (ChUrth, 1958)

;

flexibilitY 14s thought to be more important to the curriculum

laboratory than standardization; but within this flexibility there were

essentials necess4ry to all curriculum laboratories. "(James, 1964)

In order to retain its importance, the curriculum laboratoryhad to

considered a necessary part of teach= education. Pames, 1964)be

By 1969

institutions

curriculum labOatories existed An 303 teacher dducation 4

(;). -

approved by the National Council for 4ccreditatio0of Teacher

, .

Education. (Ellis 1969), ,.-

.

A conclusion was.reached that although there was diversity in

curriculum laboratories,there was a single objeetsie they existed as a.*.

seryice unit'in'teacher training.,

' -Re'quirement'-for Accreditation., .

By 1960 the importanee,of curridulum laboratories c/aS recognized

by the National Council,for.AccreditatIon of Teacher_Educat4on inthe

. :I .

"inelus ion of a facility i".rith:the 41.4nctiol)S'ofabUri,lculm laboratbry ..t.,. - ,. -'

.. .

.:'G' I

as a requiremett f8r.accreaitation of, a college offering teacher eduoation.1

.

u.

; i 4- .

.... .,

.4..

L ,

A

"A materials labortit ory or center shOUld be..maintained

eith'er as apart of the library' or as' a separate unit.

In .any -case,. it -shoillqibe open to students as alaboratory. of materials of instruction' and should bedirected by a faculty member well informed in the variousinstructional-media and materials at d3,fferrent grade

levels. This. laboratory should include b. wide ariay of

books commonly used in elementary and secondary schools;various types of audio-visual ,aids such as maps, charts,pictures, filmstrips, and rbcordings ; various types ofmaterials used in evaluating learning;"and curricularpatterns, courses of study, and teachifi4 units that

are available." (Quoted in Ellis, 1.969, p.1 9)

_B. CHARACTERISTICS

The studies made concerning curriculum laboratories show effort td

,

understand its charaCteristics with the intention Of increasing its

effectiveness. These characteristics include the name it is known by0he-.- .

.,

__

personnel who serve in it, what collections and equipment it dontains4-. -

-

how the contents are classified and catalogued', whether' or not materials

. , -.

_

are circulated, What its; functions are, how, it is organized and administered,'e , ,

.

the number of hours it is open, and who its users are, These are discussed ,

,

in this section as 'they ;ere found in the, literature.,..

.

.

1.. Names.'. '''`.

, ., .

1 , e ,

The. names which haVe been assigned to the,;facility called the '.

curriculum laboratory have shown A Ofiangyas the work of the curriculum

, ,

laboratory has evolved from the broad concept of almost 'anything to do* no-

-dwith instruction to ihe more speoi#c performance of curriculum e lopment'with . ,

i: and revision, .

. -

Examples of.titles given to the curriculum laboratory-when the Con-,

r

. cept was not only broad but vague are:.

s ' Curriculum CommitteeDepartment of EducationDepartment of InstructionCurriculum - Department .

Department of Sty 'arid Research

Division of Instriaction ,

Curriculum Division'Curriculum ()Floe

This list, to ,which must be added the term ;'Curriculum Laboratory"

as the only specifiCallyJadapted. term, comprised eighty per cent of the

sixty -six titles uded.in 1947 (Drag,' 1947, p. 15)

PY1959 the other.names.elong with "Curriculum LaboratorY"'Showed. .

the tendency toward specificity of collections and purpose

facility, as-,shown by the following list:

Arepreurriculum CenterCUrriulum LibraryCurrieulum CenterCurriculum Materials Center

.(Curriculum Materials Area .

EdudatiOnal Materials Center

Education LibraryInstructional Aid CenterInstruCtional Materials Laboratory

.Lparning Resource Center

Material's Center/, 4

jThe reasons for the use of some of the names in the later list were

given -as: the curriculum _laboratory is a section of a media center,

r.

which is made so by the organizatiop,of specialized centers; and the,

.c:,..

"Curriculum laboraVory" was too limiting in its scope. Names sach-a

u6urriculum Study Center" anA "Teaching Aids Center" /ere thought *Pj)e..., .

.

more realistic and meaning Oren, though the iermc!lcurriculuM laboratory"7T s.

_

',N.

ndard term.' (Ellis, 1969; pp. 62-63)Lhad.:become accepted as a''st,

.

:-.

.;.

//j Personnel

.

, 4

1 e,

,

.,

I

,Although there has peen variety in the numbers and qualificationsL...., i

..'

.

.

.

,

of` the personnel serving_in the curriculum laboratory, it has been shown'.

.._

that professionl dir;ctiOn andguidance were preferred. (Church, 1979;...- , .

. z

p,,,47), Over the years as technological advances were made, the need in

.,- :::

rthe mirriculum laboratory fcir personnel with special training tp keep

space waemade evgent.' !.

-The person in charge is usually called the CUrriculum Laboratory**

bireotor., Heolshould" devote most of his professional time to the.,

curriculum laboratory; have had three yeai,s or more o401aching experi-

ence in elementary or secondary grades; have experience in curriculum

4 A : . * ', , .

revision ank,development; 'belong to professional organizations which',.. :

. ,. .

. '

..-'

.

21

,, ,relate t'his work in the curriculum laboratorzy; have at least one year

. . ,,

.. ,

. A ,

.of formal library training; have had classes, concerning audiozvisual:,.. .*.

.. Fmaterials apd,

.

equipment - their selection, organfzation.and use; have cane

graduate work in curriculum; and hold a doctorate either in educatiaK or

philosophy. (Chun 1 1970, pi 17)-, :..4 . .

{,*

Thew e staffed curriculum laboratory has other than the director, .

L. ., - :.,,,i; ,

.c.

a'professiotal staff of at least one person who works a minimum of. ;

fifteen hours a week, who continues to further his own education. He

should be ready to g consultative service to pre:.and in-Service

teachers and the faculty o the teacher institution in which he serves.'

(Church, 1970.p. 17. I \ 9°

To give'the staff personnel the recognitibn'they deserve in the

, .

institution in which they serve, they should have facultY status and.

salaries cOMmensura-L with heir training and experience equivalent to

teaching faculty members..,

e consultant should beavailable at all

t ,times the curriculum laboratory, is, open. '(ChurCh, 1970, p. 17)

Although only two persons have been identified as the personnel

,

needed in the curriculum laboratory, there e.others which, if present,,.

.add the opportunity for more and betta 6ervice.4

There are two specialibts whose khowledge is needed toyeep apaceto;keep

with modern technology.. They are the presentation specialist and the. ..

. .

spec.al st in individual study. Both would have thorOugh knowledgeof. I c .

,

, ,

.

.,

audio-v Ual materials and eq4pmett, and, be able to supervise personnel

. ./ . . . .,, .0

in centers producing audio-visual materials, The,preseptation speci.a4ist

"would also know much about.projection, lighting, acoustics, group. .

..

. ...

dynamics, and'sophisticated. presentation techniques. ilevdtild be to the.4r., .i.,..

presentation what the producer is to the television show. He would -work

14, N :1

%;. a .

s....

22se

2':

;r: 1-44.

with ,the teachers, to make the most effective presentation -Jffe

would work with administrators on the design' of new prqen-eption-al4eas.

.

. i. . f

and-with curriculum groups on the design of tew:Courses._'He-ould'16101 -' -

,-

..

.

how to evaluate the

The specialist

iptcomes df group instruction. yman,.196q., p. 20):,..:-

. '- ..' ," .:..' --

a

in individual study 'would also."he an expert ,...in :2" ..'.!

_ . :fsa,..

working with individual students as they ,search for,,select, and LSeP:.

reference books, supplementary texts, films, rec rdihs, sliaes,:news-",'

ateriaIs. --He Mould have-- --

t---papers;-p'erioditals, and especially programmed

particular competencies in choosing carrels an

He would be a sympathetic andpatient helper t

He would do much of.the evaluation

O

pp. 233 -'234)

Personnel to d9 clerical work

necessary. 'Examples

'1

systems -to go with them. 1.

:

the student With aPr2b0M:

of learning Outdomes. (Wyman, 1969,"

In curric um laboratories are very

of some.speeific .duties ofclerk-typists

A

include°.

assisting with the mall,,typing catalog cards, circulating materials,

shelving and gener 1 typing. (Church, 1970, p. 14)

Student assi

(MacVean, 1957,

-"responsibilitie

Instruction

.and material

tants help with cleriCal"and other routine tasks.-

,They should be givet special attention and

with educational value Their dutieS.thould,be rotated.-Id be given them in the use of alitypes.:OY,aquipme'At.--..

.'kr1.. . '

(Their work in thematerials.cepter -should-follow a

_q)lanted tour

4 ^

a if

c of study,- with credit Liven. "- (Taylor, 1969, p..15)'1

/ latrial4 HoldingsN

Y. 0

The Criterion for that material Which belongs in a curriculum'

ory,haS been staked as Panythitg that cat be used to aid

. , oADane as %toted in Ellis, 1969, p. 25) A ,basid reason fqx

4,

.

N

. '

the establishment of the .cu. .

ulum laboratory was to havle a collection. .

of material resources which would aid the educator to develop and revise

curriculum. dings or collections in the followirii discussione

divided into.two gain groups: print and non-print material..

, The print indicate is fog pd:

periodicals, and 'iAmphletti.' From

a. Print Material

ton Qer sti.cht_as book

t

the beginning of curriculum labora,. . ,i,

.

, .

tories, print IllatgrialAas been essential. .

.

.,

.. .fl- .- .. . .

, .,.. e w' "

S i x studies. were -examined for types 'of hblUings,:-

+A_ -

representative of: their time. The ones of Leary In'1939,. Drag 4n-1:547,, .

.. .-- , z,

,, .. . , s,

James- in 1963, Ellis in 1969, and Bhattarai in 1972 were nationwide =and-, .

, -,

. , .t-

' .- .:

will be identified by the year in which, thei:_sur;rey, wal made, -Leary; had ,... , .

L."

r.

. . . 'ifs . .

,..;-

. .

usable fesponses.frem 107 curriculumaboatori4, Prag from 153, james .

,.., ,

. . ., ...

from' 138, Ellis "from, 3-31, and Bhattarai frbm; 120. ...-- ,.-, -

, .

because'. ,,.- --:, A

,-- -::., ,....' ...,.. -,.---.

Church's study of 1957. is included because' his criteria mentii?ning.'"., : ....

....- ,:,.. ,; , '-

, .,....

holdings represent tbe-approValof Over /10 peoge who helped 'him refine. :. ... ,

those 'criteria, and although- tWdy dp not s1:614, what cuOiculum laborer.

tories have they show whO 119,:sholieved.,..they lihould hive. Nid.r . :.': t.--., ,,l' T. "4' ' '''

' .

contributions to thik.d0Cuspiop axe i4entified b i.S, name to dif-_

-'i-*, : ,. ---.2.- :,'Y 1-.';

fre, ,,,:..3' 7, %

Nu: :

4

ferentiateJtheit f2iom thA naIomlige Sii4eYsAz.,T 4 -1;

.

Course' of 4udy,;:verie _aoulm.g.eted to tfi 1.11,.ktpe4f 50 t,o0q*-1)y

,iehcbers:p04q,i 1035 ,t1 col had peen..

. I ;I t' %.-%started years: befor,e: theeglaWshme4 of:7;,;the .ctirri4.1.uni'il.abc,ratOry at

Teachers Le4y , 10) 7n'tbe's'Ur

,

/;-4-'-, \

:.; , t':of sAudy were kizie,secolld most frecluent1y,,,represe, ted

//:* .:*

:.... . ,....

.,...:, ,-,:.. ,, :, ;:s' '.' -,-

.,.,.' .:S.--' ,:f..:.:tri41., or Aiind 40*,g4o.. it.irriO4iuli: ).aSor.4tor,14s

.:.' ',., *-"' t' ':.::.-...` .1%':"7.--s .4.,..

.. q!'' ,., "- ';;':

...' .."

1 .e

.

r;1:."

ti

vey,fpf<'947,,,1":eourYes-

y efOto 0" curen1.144- !

1L

A"!

v;;:!.

\ :7'.

t

4.

.

0 ,1

'Church thoUght courses Of'study to be of sufficient imiartence to have

; ;

his:

.

...

three points concerning them in s Final Set of Criteria-for.. :the. .

.

.

-evaluating Of ourridulUM laboratories;- (Church; 1,958, p._-119)--'.,--

. , .

., . ,

. . _,

In 1963, lists of courses of study were included among the ess tia

. , k .

.

resources of -the_oUrrictiluin laboratory. . (Jambs, 1964, P. 164),

. 4. ,

.Professional books were second in the 1938 surveyit ;/h4Ch time the

,curriculuM laboratory at the George Peabody 'College for Teachers had

.

-assembled 1,500. (Leary, 1938 A, p% 11) In the'1947 surMey, profeSsiOnalr.

books ranked first bybeing represented in 249 curriculum laboratories.

O

.(Drag-, 1947, p. 33) The 1963 survey found profdssional 'books to be a,,

_ desirable, but not an essential, resource. (James, 1964, p. 164) In,the

1972 survey, professional books were reported in curriculum laboratories.___/

--.

-_ -

.

(Bhattarai; 1972, p. 114) One-!of the reasonst

for establishing curriculum

. laboratories was to provide material for'practical use-1n teaching. (See

Zembrodt, page 8)", Professional books,dealing with abStract pedagogy,

were-of less and less importance in the curriculum laboratory, although, oat .

in 'some instances still found there. -

ieriodicals ranked third in the 1938Aurvey:at which time.

Northw4tern University listed '62. (Leary, 1938,'A, p."-31) In the 1447.$..

survey, peria4icals ranked third again, when theywere represented in 238 :-

,

...: curriculufil laboratorieS. (Drag, 1947, p. 33) In Church's criteriae....

periodicals were included which concerned curriculum, world conditions,

,

Meet tappealed °to children, and were of sufficient variety,tPhe needs:

1,

*

.user4. (Church;_1958, p. 120) 'Periodicals appeared on the list of. ,

taterial'aesitable but.hot essential in the. 1963 stirvey._, (James, 1964,

la, 160,

..

-

There were 1,600 textbooks and workbooks reported in-4he curriculum. ..

, .

'laboratory at Northwestern.University, Evanston, Illinois, and 1,300 in'. ,

#

It" 't "N. ,,, \\% ,,

:survey.survey. (Leary, 1938,,A, p. 11) In -L 10472surVey, there were tex400ks.

found, in 219 curriculum, and workbooks in 200:', {Drag., 194).. '

College for '1,1.'s ville, Tenhesseq, in the 193r.

e .

,

. f

..,

0*',

O.

the George Peabody

- .4 .

p. 33) Imthe 1963 survey, new textbooks and WorkbooxS were reported to. .

i.,

. I ..,be essenfial; and old textboOks'were thought to, be desirable, bUt not

,-...-c .

essential in curriculum laboratories. James, 1964,,:p 164)',.. In.ttie 1969.

' '.

.

suvveSr, there were repor.ted textbook in 503 curricuIum-laboratories and:: . . .

1:forkbooks in 291. (Ellis 1969, p. ) Bh4-etirai reported textbooks in

'cUrriculum labbratories in 1972. (Bhattaral-,'197?2-1"

TeXibooks were po pro9inent in One facility thatthe name given'tOis

it was the Textb'Ook and- Curriculum SerVice Library. 4(See page.5).

.

,

"In the Northweiiern UniVersity, Eyanston,'Illinois, there WaS:an,

. . ,- .., <

accumulatie'of .200'bibliogaphies in the 1937. (Leary; 1937,

Yit

4, p; 11) :Iii l947' bibliographies were found,in 10 curriOUlAm laboratories.,,

.

-.. \ . .,

(Drag, 1947...p.:33)10n the 1963 survey, specialized bibliographies list-..- .

41 ...

V

,, .

ilv:fi'lms, filmstripd, and'tapes were thought to. be essential in the

.

turriculum laboratory An example was cited as:the Educational Film.

..

Guide. (James, 1964, p. 164) 1 t--.. ,

. .

Guides for curr iculum cOnStruCtiOn were repor d in 1937.:4(Leary,

1937, A, p. il) They appeared ih 157, curriculum laboratories. in

1947 survey. (Drag, 1947, p. 33) Guides*for curriculum construction.,

became.more specifically expressed ih31963 when they appeared ts'how-to-,

do7ityourself material, Stich as planning assembly programsx,social

activities, and constructing :teaching aids. (This last eiliEBPie shows the

difficulty which arose in later years to ignore audio - visual material

even 4n diScussioll Of print material:) (James, 1964, p: 164)

\

26

0Ii

6

It

Surveys of cour

(-7

of study were rep orted in-1937. (Leary, 1938, A,

11) They appeared in 166 Aurricultup laboratories in 1947. (Drag,

1947, 1?, 33)

YearbookilOpeai.ed in cucTiculum laboratories

A,'p. 11) Yearbooks, ihcluding the profe

publications were'mentioned in 1963

curriculum. laboratory. (Jarries

,

in 1937. (Leary, 1938,-

-

Tonal kind, and Student

eing undesirable mater;ial for the

964, p, 165)

.

Pamphlets on curric um making were reportedin 1937. (Leary,3 t

1938, A, p. 12/.. N...,---

Textbooks publishers' catalogues and juvenile encycloPedias were:. q

thought to 13e essential in curricului laboratories, while trade books

. 0

for children and young people and teacher-made tests were thought.des,ir-

able, but not essential, .inthe 1963 survey. panes, 1964,.p. 1'64)

Other materials listed onlyln.the 196 sUrvey,Which were thought to. ,

be essential were guides tb free and inexpensive" terials, samples of4.

handbooks for.parents, students,.and teacher

printed4tmaterialb., such as List of .Out

and tools for selecting.

iculum Materials

Vertical File Service, and Textboo s in Print. ames, 1964, p. 164)

Only in the 1969 survey were free and inexpensive materials-,

reported, at which time they appeared in A28 curriculum laboratories.'

(Ellis, .1969, T. 56)

b.' Non -Print Materials

a

Non-print, or audiO-visual, material is anythingyhich is not

regular size print on papr as ft:kind in books.:

, 1 :

etc. Ittinciudes material dealing)

with both sight and sound. Concerning

Lisight, audio-isuai.mater aVpay fe in paper-form as illustrative matter,

ioditals,pamphlets,

cr

.9

.. such as mapi, pic es, paters, charts, etc. It may,be on film, where

4

0

.

4.

the original isreduced in size. It may be a specimcn,'such as a

. - 5

. grasshopper. It may be a reproduction in three dimensions, often 'enla ged,..

__s/uch as i. model of a grasshopper. Concerning sound, atdio,vitual ma eriali '-

is represented in:recordings, broadcasting, and televising of music and

.the spoken word, suchas poncerts, lectures, plays, stories', etc.

Audio-visual materials were reported in_the 1937survey as d

materials, such as maps' posters,-and charts. (Lery-, 1938, A, 'p.

In the 1947 survey, all audio - visual materials were,included with

'splay

11)

ut

.:identifyingidentifying descriptions as "display materials". which alipeared 1567-Now

.. .

curriculum 3aboratories. (Drag, 1947, p. 33) ..

---------.Pictures and filmstri!r were considered necessary materials in the

curriculum laboratory by Church and the results of the 1963 and 1969

,.

. %,

/ .

%,

C.

surveys. (Church, 1958, p. 120;' James, 1964, p. 164;'Ellis, 19 9,'p. cS) :

..,

The criteria of Church and the conclusion of th.e%1963 S vey statedr

. ,that blids apd models were-necessary.. (Church, 1958, p. 1 0; James,

.

,964, p. 164),

.Church and the results of the 1969 survey agreed tha maps, glohes,,

. , .or

charts, posters, motion picture films, recoras, and trans riptions were

1

essential to Illecurriculum laboratory. (Church; 1958, p

. .. ,

1969, p. 55).

Educational toys,and games as well as realia were re

desirable, blt not

.

eSsential, in the 1963 suryey. (James, 1963, p..164). ... , , .

. )

,. .

In thef9e- survey, they .were reported in 131 curridul laboratories. *

. - -of -'-.,

(Ellis, 19 9 pp. 55-56) . .. \.

,,' ,..

(

r

..

thUrc thought specimens, important holdings. (eft ch, 1958, p. 120)`t

\ .

e

120; Ellis ,

rted as

. . ...e"

The 1 63 survey shows that diagrams are desirable, but not essential..

t

' f

. (James, 194, p. 164)

28 .

. .;

Diagrams were reported in the 1969 s rvey, at Aich time they

'-'"--,---__ fappeared in 138 curriculum laboratories. "(Ellis, 1969, p. 55) ;

L.,

4. E ment for.Audio-Vi -1 hat rial

Equipment-for using audio-visu al mat rial .s.reported in the

criteria set forth by Church in 1958; from m-Ififormation concerning audio-.

visual equipment in use or proposed within the year of the report in 1963

N:by Walker concerning. New Chicago Teachers.0 llege-North; from the nation-

aide surveys in 1969 by Ellis and 1972 by Bh ttarai. The equipment,

iiiiiiatIred-by-BhattaraimPere those most freque tly mentioned in the

. ,.

responses, but do not have ,any numerical stat ments. Justification for

----------the_ise of'Walkel's information 16 three-fold; it represents equipment

. used in 1963-1964, when the survey ih 1962 by J'kes did not give the.-.7

1

/ ./ o ,

equipmefit needed for the use of the audio-visud materials held; it con- .

cerns an Institut

).

on of teacher education: and it giVes an indication that.1

curriculum laboratories ne d to cooperate With,equally equipped areas

within or near their own faci 'ties.. The reports from Church and-Walker

are identified by name, and the na io--71.-C1Znvierveys by year 1969 and-

1972.

Equipmet, with whicil,to use audio-visual materials made its first

appearance, in the studies considered, by Church in his criteria, when he

that la 16 millimeter sound projector was a necessary item. (Church,

1958 p.

.

. y

118) Walker. said that 16 millimeter sound projectors were used.

(Walk6, 1969;.p.217) In the 1966 survey, prOjectors were reported in

, 126 curriculum laboratories. (Ellis, 1964, p. -56)

These other kinds, of projectors were recommended by Church: a

combination filmstrip and a 2" x 2" Slide projector and an opaque

it"

. ,

projector. (Church, 1958, p. 118) Projectors for " x'2" and 3v, x 4"

4

I 4,

4*

slides were reported usedby' Walker, as well as-a television projector(

and a micro-projector. (Walker, 1969, pp. 217-219) In the 1969 survey, -

filmstrip viewers were used in 134 curriculum laboratories. (Ellis,

1969, p. 56) Slide projectors, overhead projectors, filmstrip pro-

jectors, and filmstrip viewers were reported in curriculum laboratories

in 1972: (Bhattarai, 1972, p. 114)1

Churchsaid that curriculum laboratories s hould have screens or

suitable projective surfaces.s (Church, 1958, p. 118) Walker repbrted'

three kinds'dft screens: a plastic screen, and an 8' x 10' screen for

rear projection, and a television monitoring screen.' (Walker; 1969,

pp. 217-219) Screens were reported in 109 curriculum laboratories in the'

1969 survey. (Ellis, 1969, p. 56). . . .

Photographic.equipment was included in Church's criteria. (Church,

. .

1958, p. 118) Concerning photographic equipment, Walker stated that a

. .,

-*A...

color_camera an orthidon camera, and photographic processing equipment"

were used. (Walker, 1969 pp: 218-219)1 0

The difference in sophistication is outstanding in the following

statements of visual equipment by Church, and Walker. Churdh redoimended-

I

stereoscopes as necessary equipment in curriculUmlaboratories. (Church,

1958, p. 118). Walker'discuILed-the Ose of.an.

IBM'computer, both an open''

and.a closed circuit television, and fan equipped televisioirstudio..-

(Walker, 1969, pp. 2187219) In tha3 p72 survey, curriculum.laboratokes

a. ,

were reported having televisionst\dios. (Bhattarai, 1972, p.. 44)

Church recommended that curric lum laboratories. should have'art

supplies, industrial art tools,. and lettering sets. (Church, 195.8, p:'118)c,

`The 1969 survey reported lettering sets in 109 curriculum laboratories.

(Ellis, 1969,p. 55) Walker stated that two Well

were in use (Walker, 1969, p. 210

30

supplied at studios

t ;

.. .....

In Church's criteria, microfilm readers were recommended. (Church,

1958,.p. 118) Walker said that microfilm viewers were used. <Walker,1

.

,

1969, p. 219) In the 1969 survey, micro readers were reported in.-43_._

curriculum laboratories. (Ellis, 1969,1). 56) In the 1972 survey,

microfiche and. microfilm readers were found in curriculum laboratories.

(Bhattarai, 1972, p. 114)'

Concerning sound equipment, Church recommended a table top radio( a

transdription player, and a tape recorder. (Church,. 1958, p.. 118)

Walker said that these types of sound equipment were used: a tape player;

a disc player; an 'EDEX.classroom console, used to record and play led -"

tures with the ability to receive responses from forty students; a taping

system (either individual or in-the auditorium); monaurfal or stereo

speakers; a public address system; and listening posts. (Walker,-1969,

pf. 217-219) .In.the 1969 survey, list ning posts were reported in 57

t.curriculum laboratories and turntab s in 80. (Ellis, 1969,'p. 56) .In:

t1e 1972 survey, record players and tape recorder's were found in

Curriculum laboratories. .(Bhattarai, 1972, p. 114),

5. Classification and Cataloging .

An important aspect of the organization of the curriculum:

laboratory is the catal ging procedure and the classificatidn:of

materials, so that they can be found readily. p: 8),.

Whatever the systems of cataloging used, theyshould be kept simple,.

'Prequiring little time for processing the materials; easy to use, and

2 0

:1ezible." '(James, 1964, p. 206)Z ,

, K.

Simplicity ai'a suggestion was giviri ikthe nature of,a

.0

.

becaUse some of'the.systems show' a, good measure of complexity.

*

r

I

,.. da ' 6 1 --'#4 r'..Y e fA * a

A4.The Dewey Decibel System was used in'the curriculum laboratories at

,.

. ,

, .

. '

,

the llinois State Uniyersity at Normal, Loyola University.. at Los Angeles,

..d. . .and astern Michigan College at Ypsilanti.. (Chord, .1970", p. 8) 1;4 'the_

,.. .

.

1957 survey, 22 curriculum laboratories of. the 78,tabuieted were reported

/ / . 0 ,

,''. using the D,ewey'.Decimal System. :(Flenaro, 19t7, p:159) ..In the'1969

".',/

q 1

survey, 63 curriculum laboratOries,gave Dewey .numbers to, textbooks on. 0 , . ,

P c'' 'th' elementary:and.secondary leVels: tEllis,.1969,.p. 59)

i'

,

Sometimes,a modification Of the Dewey Dect9a1 System was uses.. .,

(Church, 1970:1p..9; Ellisi4969;,ppl'59,41)

Ir . .:, L ... , ..

., 6.4. r'. r%

kThe Library of.Congress System was std _in one curriculum, laboratory

4r

..

in the 1957 survey (Fiandro, 1951;p. -159);-and it was used in ten. _

,

curriculumlabOratories in the 1959.suryey.!,(Ellig.,1 1969, ;.pp. 5941).

. ,, , ..

I2 Other formalized methods used were thet tducationalrLaboratOry Scheme%

by,. :, ,.,,. ..,

. twenty-two currianium laboratbrigsland the State_Systei by twenty-, .... '..

'

e

!

eight ourribUiunt laboratories reported' in, the 1969 survey. (Ellis? 1969, ' .

,- ... .

: ) ,.. .

:. ... ... . ,...

. . 4Pp. 5941) TwO'Suggetted formal systems in the Ellis.manual

.,.., . ..-:\, ..t. :. , )

.-.

found at the latter part of her publication including the 1969 survey`.', -,

,

., 1 ...-

One was thi R. R. Bowker Scheme, which wasbased on the}' Annual Textbooks

iv Print. (Ellis, l969;:M, pp.63-12) 'The other was a-system adapted

:

from Courtlandis Teaching Materials Center...6k theCollege of Education,

CoUrtland, New York. (Ellis,....

19690, pp.:13,14)

.,

. ,

ANational Laboratory,System has been prOpoted'which will catalogue, ,

ell_typesorMedia for curriculum laboratories. (30Mar, 1973,yp. qa,. -!,

-.4 POPular claSsification-andtataloging was' that by subject. ,In the1 .f',.:1957.survey, classification by subject headings was...aone in 54 of 78 ,

. , ,

curriculum laboratories. '(FlgiqdrO, 957;4..159)

sUbject.hea ing'

11010. 061) The was made t,,

. c ,ql ' V."

.

,1

In 1.95%,1,0 curriou-2,.

C0140.,; 1;069!

t the respOnsibilitY ftr,the'

r--1---,,.

_cataloging of aon-print materiel, be assumed _by the National Laboratory

;System. . Mellinger, 1974, - 6)., ).-,

-___.1.Whea_i)r...)4ulen,Ludia James __was the Chrrichlum Laboratory Director

,

......, ..., ..._____.____________________________......._______...... ,

.....' , . A

,, ,

at-theFloridaAgriculturaltintiMechanicalUniversityatTallahadeee she.,..-,..

.

,advocatedshelviagboiAcebysubjectendgrade.Ohurch,1970,'p. 9),

,.

. ,

.Regardless ofthe system ofnumbering used, many curriculum

. .

laboratories shelVe their books by subject ehd pilblisher. .(Church, 1970,__,

, . . -. +

p. 9) Althoughthe staffs'of the,curriculum laboratories consulted in ..-.

.. ,

.-

I \ ,E survey did t allAgree on the authority to use for subjectti .

...,. ,., 0 ,

.

.,,,_:lwadili ai tip! tendency to use 'the EduditionIndex. Another,

,suggestion made a that time was the uee of a listbebil on the-term-. ,-.

inology used by the teaching faculty Cf' the college or university where',.

the curriculum laboratory waelocated.(JeMes, 1964,.p. 208)

.

.

11.

_;,

". . .. ...

In the 196 survey, thippofessidial staffs agreed "that all material,-- ,,,.. .

shOuld.be properly cataloged and that the catalog cards should be filed -.=-: -..":'

. . .' A,,..., ,,,. ) 4. ... --

'...- -. -- , . '" ., . . -!.'

.- '...: . .. .

in,xcleasified catalog. The cl eified catalog has the advantage 6f- ---. . . . .

.....

being used as:a shelf list since ta arrahgement ie by elate wiper or - -.

/ , , '. ,e e 1

f. ' "', 4 ..... .____ t.

notation rather, than by alphabetic entry on the cara" (James, 1964,

p. 207) .Arnettatated that,shelf l'sts were usekia.some curricu1um I.- ,

r

labbratoriea..% (Arnett, 1965,. p..-21 .:- '-:

:.. .,, .V A W

e

vAnother kind' of file which was sed was the dictionary catalog "in

-

,which author, subject., and 'titles are' nterfiled.", This was ,considered. .,

- 4 .:', y:1"."... ,a, gopd guide.. to the loCatioa.of: material in the collection. AS gOOd

7 4:-

:dictionary. catal6og was. 'thought to lie, there w ilia'",OVjection to

,"

.it based on the length, 'of time iniolved'in reparin it'. To 6iterceete

-" .. .

. , ,

', this .objection, the shigestari.:wiis made to a idge th'i:,,thq tp, ''. :. ,-_ -_,_,_., . 7

1 ,

.

ieliainate dOmplotecatalogiag,of'each acquiat :ana'ilake'Obro:11,4ted,ir" +,

: ' '

,

.fl A

'Oards,fOr-i7t..2 extbo, drka. (Ja.,1m a, 1964,,p.p.,2 07208;)

r

.Catalog files varied greatly from none to dictionary catalogs. "The

remainder had various types--book catalogs, subject catalogs, author.

. _ Ycatil9gs, title catalogs, publisher catalogs. ' (Arnett; 1965, p. 213)

Instructidnal matprials in curriCulum laboratories do not usually

receive the same care in processin thatis given to library materials.. .

(Arnett, .1966, p..212) In fact, in the 1965 survey, file curriculum'.

.laboratories.did not catalog the material.. at all. (1'landro, 1965, p. 159)

'

.,

. .

.

, ,,'

,.. . ,015. CirCulation .'

. .. .-'..

.. There is difrerence ofpinion about the circulation of materials

,-- - % ..: ..'.. :,--.) ''... ''= ...* ... 2 '. 1

''': -, $.om 'the. cur' riCAlUb lhboratory .- some favor the" activity -nd some:clo not ..

I . . -

l 4 N

'' '.' InAg4iti,s,study, it,was found that one of fou; ailiPus laboratory_

. , .. x.. .,..,.... , .- ,schocl 3AboratorSes "welcomed and encouraged borrowing bystUdents in... .!'' . , ..

,,

e teadher.elagdailOn." :,(Arniti, 1965, p. 211) N,

"' - .'4 -'.

When materials were Circulated there was variance as to borrower. .

0'

H

- what materal, and for-what length Of time. the' X1957, survey, material.

could circulate only at night and'weekends so that it would be available'.

. . .-

`in tbe.curriculum laboratoryidUring tileay. '(FlandiO, 1957, pp. '160-161)

,.Arnett .reported ,that. "five .1

late. Iwo had' no'circ laticin; one b d laboratory-to:class-to-laboratory

circulation Det ile

,oratorios allowed materials to circu-

.. ,

nently t

(One:

;'

U iversi

t

4,44rcula

circulation 'periods

on time for each type

,

110)

nec

fin

ssitate

truction

posting

1 %material. " 1

I

lation from he

C-t the, i ea,

asIsAn about the pCssibiilty of off-

tf t igan Curriculum Laboratory a

at 29 of .39 studentsintej

pointing t at such

st .Si ty-pix experi

I' I

teachers.

ed Were enillPs

wouiii by 'exca first -yd

teachers'and iidMiti trat ri of 7t\, ,, .

.''.',

kk.

,07

,

interviewed said that oft-campus c culation throughout the state would.t

be desirable and definitely useful (St.Cyr, 1965, p. 62)U

In the 1963 survey, it was thought that a curriculum _laboratory_

,

should be of considerable size for Materials to circulate. When circula,

than was allowed,,it should be flexible anAfair to all. Availability of

materials at all times was a reason for not circulatior4 but this was

counteped with the statement: "Even if materials are restricted to,

laboratory, use only, the practice of permitting teachers and students to

checkout mmaterials for cladsroouse need not be discarded." (JapeR,

1964, pp. 198-199)/

Some guidelines for an effective Circulation system were 'suggested

to include the fAloying:' "a charging system must be established;

records of loans must be maintained; a61 material must"be'processed for

loan. With the adequate staf recommended for curriculum laboratories,. .,..

and with the use of student assistants, it is possible to establish.

circulation systemprovided there is sufficient material to circulati."

(James, 1964, pp. 198-199) .

P Flexibility would be kept in mind when the possibility of a loan

was being considered carefully fOrstudents and tOibkers. (Ellis, 1969,

M, p. 55)

.1 -.

1 7. ;FUnctions.

I.

yhilaactiIities, obje4tives, policies, and services are all interwoven.

i

-.-.

with the functions hich are discused in his section. They are based on

. , . ! i 1 i

three pr mixes: t mie are ourrfc ui mate ials,I

there are personnel to

Meaningfuli

mak4 the e holding Meaningful to,users, d there is a place where the

1 , ..

collection, people and instruction come together to make curriculuminstruction. , ./.

..,

4eielopmnt aud.re ision.possible.)

: -r 4,

r.

3S

.004,, ,.--.

I,...'.. ..

it...

One basic function of. curriculum laboratories is to collect and:7',:i..,.._

assemble curriculum materials. (Leary, 1938, A, p. 16; Drag, 1947, p. 3.. ,

These materials are_ evalua,ted ancrcatalciged.,\CFlandro,-1,957','p. 353_. -. ..-7.,

James, 1964, p. 140) The curriculum laboratory is a place here text-

\I ...

t ;

tooks,. reference works, curriculum guides, and other teaching aids can be

examined; and provides access to'such professional gooks as be of.

value in consultation iairriculuM research and development. \(Ellis,

. 1969, pp. 63-64) Provision is made for curriculum materialet; be used in

at

other agencies thrbligh exchange. X,ChureD.1958,p. 123)- .

Some curriculumlaboratoies simply act as,a place of collectign,

.

curriculum materials, whereas others. offer CopsultatiVe services and

produce curriculum m4teripls. (Anderson, 1965, p: 411) .

. _ ., Q

The following statements concern functions carried on in curriculum,

- .., ;

.,,

r '

laboratoties Willa:give' instructiona1 service:. .

tt

.,

CurriculuT liboratorypersonnel assist users in telecthiand

,. /

. ' ' .-

,,

.

using materials"-And "make_ an evaluation' of us* knowledge and*skil in., , , ,

\the use Of th jaboratCry '(ChUrch,.1 5 '24).

- 0.:t. 1 \L

a 11

t `11

q!ya-illAUft ..Abo atorles, i ltea._. _

er

-1

1. 's,.. _

n4rel.y a theo;letical knowledge oethe'tools of, learning. (MaCVean,. , .

....

.

1956,-p. 1082). ,, ..

.

. .

VarIous types of materials are produced in curriculUni laboratories,

(Flandro, 1957, p. 35; dames,,1964,.p. 140). 'Ibis inclUdesssucb audio..,

, . .

visual yaterial-as transparenckes, charts, posters, duplications,_ ,;, -, . .

._ ;' .

phOtographic illustrations,'And sound tapes. .Produqtion of, -print :

of

material include:. ,mimeograph list& of such material as textbooks,;.5.i'

s

criteria ,for the evaluation of teictbooki;, and bibliographies for

profesaional,,on-going growth. Ullis; 1969, pp. 63-64)

fi

.

,",..., ,

"Curricular laboratories ct.as a place where displays may be shown

( .

-, .,. .

..z. .....

1,o andf_studenis' projects and edlIcational exhibits by commercial anu pro:

...

. (/ ,..,'

... 1

-,fesdipna 'Agencies.- (Ellis, 1469..p.. 64) Cooperation isitiVen for4.--. :,' ''! - k.t'...'.:-''' , ...:: . . . . ,

::,..eXh4.1)#S to be'iTovidil'toother areas, and like'emperat 'on allows. .

, ,

exhibits and displays to have space in the curriculum la ratorY from,

.

other areas of the teh education institution. (Chur h, 1958, p. 124). .0

as acteacher

/ .t,,.' ,- : 6.. ,

Facilities are provided for previewing and auditioning audib-. ,I. 4 ; ,

visualmaterials. Alio, participation takes place in curriculum labora-

,

pries to.detrmipe.optimum Ochnibal.

usage of audio-visual equipment., .

% (Ellis, 1969, pp.'64-65)- ` .°..

.

, In many curriculum laboratories, a periodic inventory is bade:of. . .. 1 ./.

materials-and eqnipm erit. (Church, 1958, p. 124) This is followed by aI II

weeding process, especially when,'new al rep ces old,material although1.

same historically valuable. material is kept. Weeding is thought to be.

-, ,

valuable in more, curriculum laboratoritithan practide, it. Arnett,

'.' .

,, f.

trios_ k curr cal.= tlaboratopies which provide instruction, it ma\411>-

Dr 11. ' it, .1

j: i5

T-be, ....ileiditals la

. . 1,..

. 14 ,,,rtt OUP1 ,1 ;

It may be-in the prepAration.of re.7:service t.

.. , flcherS or in nuing

fl 4 1 1 '; ;

, r i , 1

_in- serviceedncation ;or:in-service teacbo.'rs. i #.

,

Concerning some curriCuum.laboratories, the statement of the kind

4

... 2,

of inst_ ruction. is.broad,itich as,, to "teeth the elements, of curriVlum .

_.-.. .-, .,, . ,

study and buildingfl!'(Flandro,ii957;1). 34) or "to work withpre-service'*

'teachers to promotegrowth and development in teaching skills." (Church,.

1958, p: 112) The instruction is.further aefiived in other instances as

A ,

assistance in the curricd/Um study of public sphpols_for'revit4on'Oftlcurriculum; alandro,' 1§5i;ip. 30.14throughlfield aildeensultatiop-2,_

'I

services;" and '"through action research:"

,",

Studies were made of "student 'beha4ior, learn ng,,

---ferendeS."'-(Figndro-,-195784)- 2Curriculum laboratoriVs loan, seil,. or oth

.

.\

curriculum materials. (Leary, 1938, A,s1), 16;

mps,p1964, 0 140)\

Curriculum laboratories also act as purchasing\\,\ L.

p. 36)- If'not acting directly aS purbhasiilg

l. .

Ni, laboratory may give informatiot,where

. .

obtained'. (Ellis, 19 &9, p. 64) \

Two functions whidhappared\

curriculum laboratories Vera the

material. (16y, 1938, A, 7 Drag1,1947, p, 36)

and indivdual dif-

ide distribute

g 1947, p, 36)1.

ag ts. (Drag, 1947,

8 t the currictluit

ins6uctio Imaterial.may be

arl A-the2etab ishmept of ,

iting and reviewin of curr'calum

to those who w

<Flandro,;1957.

In mimic

needs and

I/. .-

\I 1957,:p. 34;I 1, / _,

, L 4 learinghouse o* this inf

Iii I h .,,

ii I

in'

ctidnail pur cleS. (Ch1

1988, p. 124)

n curriculum laboratories, there i intent 't8.

develoia methods and techniques of instr

-"ming and learner involved, and for

,/is made in c

//z

ictilum laboratories f;

''

o be given.

sh to do t eir own curriculum study and ev sion.

35; James, -1964, p.\ 14d),;

um laboratorie studies are of the.reSources,

of the community which they are located., (Flandro,

..

Jams, 1964, p. 1 p) TTThhha curriculum,laboratory acts as

*,,°

...

ation and makes it available for

1957, p. 34) There

contribdie to the ,e

*/laboratories assist

tion 70

ariOusig

l1 ievaluate n

.-

ious tykes of 6 .

.

(Flandtv,cts."

is "encouragement to students and teachers to

4

aluatlon file." (Gallinger, 1974, p. 4) COrricuium

4 -

in experimentation with new curriculum material.

t

-(Anderson* 1965, p/./- 12)

4

/s / ,

In coliSge instruction, curriculum laboratOVies "take advantage

,

of existing opportunities and create new opportunitiesior faculty mem....

.

"' ' C' 4.t ....--,....ff.' .:10

begs to utilize instructional materials by means such as: deMonstrations

of effective use'of new as well as older materials and equipment_in

. L

college courses, informal faculty seminars, displays, and Opouncements/ f \

. \of new acquisitions;" to "giie assistance to faculty through creative

.

development and use of instructional mterials, equipment,r

and methods

'to 'the end.ofachieving the purpose of instructor;'"-"Londuct in-,

.

0service eddCational activities and' disseminate information tdfaculty

.._

., c .

. regarding instructional media, new developments, teChniques, and re-.,

6

t . .

.

.

search findings" tfirough participation in.prOgrams in teacher education./

(Ellis; 1969,'p. 64) CurriculUMrlaboratories sponsor curriculum.......

conferences and arrangefor in-service courses.,

p. .412)

C iculumlaboratories f

pupil

luence;"'and "tt4

ifferen

$h, 195 p. 112

riauli

culuM a

1.7includes

d,irectin

o informati n from

construction .V4 (Ch

ep the con

o r ich the

imple

t I

Pr vision is made

redearch n the. field o

thi elefi htaryf d seco

se_i1eetio and use of in

1969,' p. 64) By stekin for.

(Anderson, 1965,

5

t "thai chVriculum.

ool exercises a

nt the pincipie that integrationI

nes is basii to curriculum 1,

-

.

laborat vies 'for st and! 7

d instructional matibial at'

ve]S" 4o seek fOr imprO

onal/Ma

improvem

1

"th1

.

erials, and technology." (Ells1

nt, the curriculut labor tory1

I l'makes aware "changes ih elementary and high schoOl Curriculum'in the/

o -materials

.and

services Of the teacher education institution."........ , ,

1958, p. 117) . \

,

(Church,

/'

F

- ./, . .

The.curri6u1 jaboratories in teacher education institutions.

"1provid6 Anternship opportunities forlrladtiates who are preparing tolei

be:torkmater is specialistd."' (Ellis, 019694 p. 65)

Carryin

iculum 1

give througho .the state. (Ellis 1969 p." 64)

Emphasizi

tory, "teachers

e of help beyond the immediate range of the. ;

ratory, provision is made for consultative service to be

t o 1..proble

in w

practicality in aid received from the curriculum.labora-,,

Should ha e access to research findings which are related

which th y haVe identified. ". (Russell, 1966, pp.. 43-40'.

AdTini tration and Organization'

curricul m laborat

0

it is lo ted.

- .

he 1937 survey, special houging was provided for 22 of the.35

4ry. is usually administer, d. by the department

oratories in institutions-of higher ed c tion. These, were

of1

EducdtiOn u der whose administrati

,

Lumber ofresp riding curriculum le.15brat rtes was con-,c.,

r,,,1947, survey whet it vas report d theft ,6011aboratories had

J7 were ilocated in administ tiVe,of ces; 36 were

d in 1 ms; and '25 were located a combi tion of

ces a d the library. , (Drag 1947i, p. 26)

.1

vey, 55 curricul labora ories .rere administered as

. .

. et' ,

,

ithiil he:School of Education; 46 were- art of the.. ,

reh siire agencies with.the in tructional materials

hey were., (Leary;'

The entir

ered in, 'the

cial hou in

p 1,'

,

a ipistri ve off1

.t .1

IA tri 196' s. s ...,e.

separate a enoi s

_ /

library; 44 were co

.

center or, the audio visual Oenter4 and 41 were units of the instructionalu(

haterials,center. A James-v.1964, p. 129) »

. r ,

t

$

The loca

laboi,at y d

arra ge'I/(

eions w e explained in' this ay: "Having the curriculum

,t .

r1 de

,: o

inister d by the college Or university library

at can rovide many benefit." Wit the tren

signing e or un versity libraries with fac ities for s con-

'

fertnces an, eminarEJ; it might b possible to a e the curric. i

7 .1

.0

1

boratorlI

ho ed adequately wi al,1a workshop a phere.

w,

(Jam s, 1964,

I. l

.

ifConcernilghoping the curriculum laborato in the Departfidnt of ,

-,(.

1 __.

1 I I .

ation, JAmes stated: "Organizing the c ic lum.laboratory as '

. . ,i I I .

ate agency within the school of educatiop has as its greatest

7 i i

ntage the availabi ity of the per onne lb give leadership and con-s j 1

6s

inuance guidance to oupS and ii

a.ndivi al planning for or in curic um..

e 4

tudy crevision." (James, 1964, p.'189)1 , -

At

%.,... 1

.

PlaCing the curriculum laboratory in,an agenc which has in ita

tructional materials center and an audio - visual materials.center is in

k eping with the tend to integrate pritnt with n(

-print materials, but

difficulty with this arrangement is the tend

\ .., Y

cy tow d imbalance o

. .

empasis in the direction of the non-print material. <James, 1964, p. f88)\

0

In 1969, of the 103 responding institutions;_170 curbiculum,.- , . v. .

.

. . . . .

aboraiOries were administered y.the Degirtment of Education;112bY the

Ilibra ry. nd.'21 were administered jointly by the School of Education. and

(Ellis,%1969,tp. 47).:

'The tremoV.continued from 1963 to 1969

1.13.oisfktary",-a-d14.niiTfered

..

thiiii::.by,.-any...Ottier:rdi

haVe the

the Education D partment inI

'

entwithlm the c leges.

curriculum

more i stances

eI

I I

g tho esp nding in 117 1963 survey t at

the'.,crriculum hould be opeli 1.day. amen, 96 p 158)

'

It T \iirly as 1947 hat the c icyl tory,

be open a1 ye r to be avai' 1 to pre-s rice and i i- service tea hersi I

-1

and anyone who with

%

to us This would be espe tally -rue inithe

summer for workshop rograms. ag, 1947,,p. lilliChurCh agreed with

his, emphaszing the summer a i ability. (Church, 1958, p. 117).

Arnett found that those currkurum laboratories locatt41-in the

library were open 62.97 to 97 hLrs per week, whereas those' not found in. e , .

libraries were open from 30 to 58 hours per week,or "in Average of 30.5

bodis fewer Per week than.the libraries." (Arnett, 1965, p. 134)

Patrons were. ave professional help longer periods of time

when the facility was

, -

librarians in charge,

in the library, observing the same hours, with...:t. _

than in currlculiim laboratori s which were located

toi

.

132) p \

,

in the Department of Education. rtett, 1965,p.

-

In the 1969 survey,,it was reported that 42 urricului

were open for service one to thirty-nine hours per week; 90

--laboratories ere 'Open 40 to 49 hours; 30 were. opet:$0 to 59

ept the .same hours, as tile library, whiOrangedstated they

over a 100 hours; ten of these did not express th' *tual.

,. .

hours. The most popular length of time for any Oiligionp.

49 hours per week span. The least popular was the', ,, . ..

. ...

service; however, it was stated that this.was good..trpi

/e teacher. Two curri um

4P

laboratoriest

c. I

iculum,

ours; 991

from 60 to

r'

er of

1the 110 to .

ibiiiiy forA pre4.sery

t.1.only request. :1E

ement of self

ingi

in responsi-

.

ries wt.re open.

,1

1 i

.

i

.:10 Usersrs

IUl of the i ulum ratory was

xistence, orjen at c to d actual assii.

Mime to take ad y nt1

ge of,

. I

Arnett reported thati

14 curriculum laboratori s /studied

lb

0

ledge of, its

e t,

is potentiaiit es.

tudent teacher and of-

19551 pp.

Itudents 'in 10 of

used it "much"; faculty made "medium"

e in nine curriculum 1 ratories and "Iiit e" use in five; teachers in

e community used one

n seven gave it "little"'..1.

In explanation,/ Arnett said:, "Only

. 7 ,

iculum laboratory a "medium" amount of time, .

/

se, 'and ?lever 4 ied", seven.

tudent'teachers and interns

used it much; iegcheslin the community.an alumni used'it little or. .

,never: Many who checked (in the questions re) little remarked that

a tually never was closr to the tliuth, bull/an occasional

elUmnus used it." (Arnett, 1965, ii. 136)"

. - 1- .

.1

I

1 'The colleges and universities ith 12,000 and more enrollme t allowed,,-

teacher or

use, of the curriculum laboratory y\a ldrger variety of clientele than

", those institutions with s ller e olment. (James, 1964, pp:.160-154)

exprAretnth 196T--

survey that ell students and

1

laculiy' mberS of the colegesshOuld\b Allred to use the curriculum'.

,lhboratory. .(Janes, 1964,

1

V. 152) '

I .

4 .. . *

f

'

The ch

nitional;tr

a regional

CHAPTER

'SURVEY

eristic traced in the c

n Cu= 'gum laboratories./

y reported in this chapter'N'

A. CRITERIA;

apter gave infor!

ese served-as ba

Chapter IV.

N,

/Four criteria were used to select partici ting colleges for the

collection of date.onnurrieulum laboratories. These criteria were.

based on on qualificationefound in Wilkes College to keep compafison/

realistic..

. .

.,.

... 'the first, the college chosen offered teacher training in elementaryi r

education. (College BluesBook, V. 4, 1972, p . 462) There Was one., .

exception to this. Ong college, was chosen which offered teacher train-- i.... .

f.

sing'in secondary education but not elementary. The college met the

other three criteria, however, and therefore-was included. The hecond

.

criterion, the college offered teacher training forfour years 1/

a ba6elor's degree. The third: the college was located in Pe

1The fourh criterion was.basedbri an enrollment range of 000t

,/

"liege Blue Bdok,-v:-2, 1972,1 pp;.7044756)

,/ Twenty-nine colleges were fonnII satisfied!I, .-47

!

B. INSTRUMENT

1 '

to_j 4syl n a

The instrument, ed to collect. eta was a ques tiou.

A) Several' questionnaires from for> er studies w e us

the one. ed it this survey. These included the

by Ch 11,i(ChurCh, 1958, pp. 10 61 later: ideAr

I

4436

-6. (Ch4chi, 1970,..- I

Questiofin re-Checkli

Land the Instructional aterials Questionnaire

1-27) Als

% I

. ,,

I 1 1 i

ea as guides ,were the

I

r- -,

1

by James, 0 meS, 1964, p. 240 ,sub-pksp,,li-14)

ett. (Arnett, 465,

pp. 220-230),

I

This writer's. instrument, Curriculum Laboratory Questionnaire,

began with an item to determine whether or not the college approached had

a curriculum

ended there.

oratory. If the college did not, their response usually

If there was such a facility, information was sought

cOncer ing the characteristics, indluding: pergonnel, number of hours'

/.

services giyen, and productions mad . The questionnairle4.

to encourageadditional remarks./

open,fholdings,

was constructed

d PROCEDURE

The Curriculum Laborato

n:ne colleges and universities

:spouses were

Each item

received,.

of the/questionnaire was enteredjn a tabulation; The

"Questionnaire was sent to the twenty-,e

Satisfying the criteria. Twenty-two

results are d' cussed in.

4

hapter IV.

45

.

I

.1

CliAPTE11ti

DI SS/ON AND.INTERPRETATION'OF.DATA

bm the twenty -nine colleges and universities to whom the,

1 ,Laboratory Questionnaire, (Appendix A) had been there

./1r /,

wer twent two responses., The:Indlowing discussion pr eats the re-'

.-- .. :

/< ,\...-I/'

'-/ : ..

,

suits and yin epretations thought pertinent by this writer. 'Items froms

the questionnaire Are presented in the order in which they appeared, with,

the discussion of each given immediately after. Where there are remarks

from the responses, they are mo tly verbatim..=

Does our institution have curriculum laborator ?

Seventeen olleges and univ sities\of.teachertraining had\'

curriculum laboratories. Five not, bUt one of these which sid it

did. not have a curriculum la ratory, showed by subsequent answers, thatbI .

characteristics of collection and fUnctions were the same as if the,

college had the facility. For those who said they did not have a

curriculum laboratory, the questionnaire usually e ded Wiith that answer.I

If th different fr m curriculum 1 rator what is it?

1 .

1 The na 'Curriculum Laborat y" wals use by four facilities,t

,"Curriculum ibrary" was used in s ven, whi in one instance there was

/ st

[ an alterna e name, "Education Department L Other names used once

, , each werel"Curriculum Cent \, "Instr onai Materials Center", andN

.\Curriculum Materials Ce ern'.

4.

.. If there is'no curriculum laboratory, what area of the curriculum

-..

program performs-the same function?

., .-

...1

Two which repOrted'hot having a curriculum laboratory said tha

the libraiy performed the ftjnctions of a curt, culn la

ti

oratory,

What is the academic rank and/r title of the, on in charge of

the curriculum laboratory?

The status of the person directing the curriculum labOratory was in

/six instancf s assi ant professor; in three, librarian; and once each the

pro of education, an sociate professor}, ssistanti

a paraprofessional. In one institutio

of thta facility.

person was pro ssor Olibrarian, a tem orary instructor,

1.1: one was assign as the direct

titles given o the directo

Head Reader Services? Coordinate\

Flat ials Librarian, and Curricul

1How Man hours a week is the

of the TurricuIum laboratory were:

Education Librarian, CurriCulum

m Librari n.

/

The hours the curriculum labor

urriculum laborator o en?

tory was open per week varied from

10 (with key available' on. the honor stem) to 115, \the same hours the

/ibraiir was open. (Table 1, pages 42 401;

/* ,. 1..

State the number'of hours per week- worked in it urriculyM

. . .i

laboratory by the4following pers nfiel (during the regular college

,

sar): a) Professional b), professional c) Clerk .

d).1tudent Assistants' e) Other

' The 'following gives the numbei, of time personnel of differing ranks

and what the range 91f ho s worked p week was:

, .

were represent

I

professionals were represented in twelve curriculum4aboratoriesj and

they worked fiiom 1-70 hours; subprofessionals were reported in four,

curriculum laboratories and worlsed from 2,3711 fours per week; clerical

workers were represented in four curriculum laboratories and worked 8-35

hours. Student assistants were found in sixteen curriculum laboratories,

and the total hours worked by.them per week ranged from 5 to 180. Other

-,..personnel who worked in the curriculum laboratory were student teachers,

35 flours per week, interns and graduate assistants, whose hours varied.

(Table 1, pages 42-43)

r

f

S I

tb.

tl

*,(Note on Tables)

In the tables, numbers' wT assigned to the

respondents phronologi y .acco ing to the order

in which their responses were re eived. _The number

order is the same for all tabled. This arrangement

was used to show correlation between institutions

and their responses.

Eigbiteen responses were tabulated although

only Seventeen represented Curriculum laboratories.i

One institution not having a Curriculum oratory

.showed So many characteristics of a curric lum

1#boratory that; it was incIudedin.the tlation.

11\

/-

-

N

QUESTIONNAIRE NUMBERRESPONSE OF

NUMBER - HOURS

TABLE 1 ,

NUMBER OF HOURS, o

AND NUMBER prAiowis

Doti

PROFESSIONAL SUB PROFESSIONAL

1 88..

'40-45 , H

10

. 72

10

9

82

46

' 30(,

(

\

171/2.

3 .

0

,

1 .

37 37o

12

3 2

3, t

10'

12

13

3.4

. .

78 .

1

45

82

L 8-10

.77

70

25

24

17 .

18

32

50

50

35 '371

6" o

,.4

:'.

.

,

,

.

.,..

,

.

.

. i

CURRICULUM LABORATORY IS"dEN

''''

*

TS

.

:

.

.

.

,

r . . .

.2

. OTHERS

WORKED BY PERSONNEL .

. 1

PER WEEK)

.

..

STUDENT ASSIST

.

CLERICAL .

.

\

. .

35'. . 176

1

-

'4Ok

1

1 t.,.: 1.0 ,\ ; .

, \:

, \

.Elident Teachers-35 hours.1

I ,

\.

. . , .

,..

.

. .

71.

20

,

5

:I

.

,

,

.

.

.

.

/ , 416

30 . 15..1

-

1

.

_

,(,.1

\ , /I / \

..

.

/ 4'41

1,

.

/

'

.

\ 180.

45 .

,1 15 /4

. .

Interns and.Graduate

.

Assistants-Time

.

-(///

Varies

.v //,.,!

.

,

-.\

.S /8-10

,

i . , .., ,

I

24

\ 20k

21

r

44

What reasoning behind the choice-n the number of people

,working he curriculum laboratory?1

Six responses stated that an optimum quality of service was the

reason why the urriculum laboratory was open and staffed as it was.

Five gave the ne 4' for money as heir reason. Two stated that the n

of hours given br the director w s influenced by the fact that he or s

had other assigned duties as well.

riFor how ma y years have,you had this facility?

Curriculum - laboratories had been maintained from one to fifteen,

1

years.

The curriculum laboratory operates under the direction of:

a) The Education Department b) The library c) 'A combination of

the Education Department and Ilhe library d) Other

The following/gives the number of curriculum laboratories operating

under each of the cat ories: Department of Education - 7; Library - a;

ombination of the Dp tment of Education and the Library - 2; and the

i1

School of Professional! Studies -11

. Two oth 's were'Y, the din

of the Depart of Education but were house inthe L ary:

yfie collections surveyed in\the-oliiiis and universi contained. I

-.. '---, I

print and,nfon-print material and equipment to,use the au -visual. ,

material: Eighteei colleges and universities, whose in or tion could-.../

be tab a we e included. (Because one college, w h did not have'

a c iculum la oratory as such, had such a wide eollection\in its

NJ

library, it was included in the s )ryey.)

52

In marking ,the following representative materials:find equipment,i

!i

\use: C fo those found an the curricu laboratory; L for ttose

ound in the library; E Ifor tho e found lsewhere on campus4.and 0

i

I

if!not represented. (Use two letters, if appropriate)

i

I

,

Non Serial Printed Material. 1. Textbooks 2s Workbooks . Courses

of,study 41. Curriculum guides- 5. Children's books 6. Adolescents'

1

. books 1 7. Teliching guides 8. Tests 9. Pamphlets 10.10therI 1

(Table 2, pa es 46-47)/

Textbooks, w rkbooks, courses of 's udy, cTicu4um guides, teaching

guides, tests, and pamphlets were found in fourtee to sevinteen

curriculum laboratories, or- more than in any o er p

When present, children\s and dolescents' books

aequally in the curriculum laborat ry and the library.

e found about

Other holdings in the cat gory of non serial print material found in

\,

curriculum laboratories included reading c ter basals, y4-tical file,\

and tradebooks in the field of educatiolit. One library had government

documents. --

.

,

In on respons was the statement:' "Okir/co9.ecti f curriculum

-iipUtea bymaterial is

,e

. iItAonsists Triostly o r terials

publishers Or by faculty in the Department of Edua ion."

Periodicals. 1. Children's magazines 2. rofes periodicals

3. Geneal periodicals '4. Other (Table 3 page 48)._

\rofessional an general periodica s were located ifi-far more

libraries than curriculum laboratories. Children's magazines were about

equally divided between the c iculum laboratories and the libraries,

althiz

ugh they were not piesent about one-half of the rabratories./

QUESTIONNAIRERESPONSENUMBER

4,

TEXTBOOKS WORKBOOKS

t.

TABLE 2

LOCATION bF NON- SERIAL

COURSESOF 'CURRICULUM

STUDY GUIDES

3

iC

C

C

C C C

C C C\

4

5

6

C

C&E,

C C

C

C C

7

8

9

1

L

C

S

L

C

C

L L

C.

C

1O'

11

C

C

C

C

C C

L L

CC

16 C, C

1? ,C&L ,-- CU C&L

18

.....!

C C . C

C

C&L

C

/jCode of Locations

C=Curriculum LaboratoryE=Elsewhere on Campus

L= Library.

,

!IFRINT, MATERIAL

o

*CHILDREN'S' ADOLESCENTS' TEACHINGBOOKS BOOKS- GUIDES

I

TESTS, PAMPHLETS

C

kxxC C / C

//, :s.

C : " C C./

,C C

tifr i

,

.,

: C

r

., ic/

L L C

C &L CAL\

C&L / C

L7.

L ./ .. , E ..

.,,,. .

C 4 C (C&L C

E , E 1 C 4. C

L L

I.

L

Li

E

C

C&L

L

C

C

C

E ,C

C& C&L

C

C.

4

I) 1

C

c

C

C

C

"4C&L

C

C

C&L

Note: A blank space denotes that either a,responsewas snot 'given or was expresAed.

,

4 I tti.,,,

I

TABLE 3

LOCATION OF PERIODICALS

QUESTIONNAIRE'

RESPONSENUMBER

CHILDREN'SMAGAZINES

PROFESSIO LPERIODICAL

1 C L

2 C&L

.L

4 C

5 c6L

6 C IC &L

7' L .

C L

/

GENERALPERIODICALS

L

L

L

L

C&L

L

L

10

C&L

C

L

13,

14

15

16

17

18

L

NNote: A blank s

was not g

L

L

L

C9de of Locations \N,C=Currioul Laboratosry

=Elsewlie on CampusL=Library

denotesor a zer

L

L

L

ha;t either a response .

was expressed','4

\'

got

/

The consensus concerning professional andeneral\periodicals was that

They belong in libraries rather than curriculum laboratories.

In gehere4., print material was more \abundant and varied in

curriculum laboratories and libraries thaAlon-print, or audio-visual

material, showing to this writer that traditional matiiiftial in print wast

more inndvative non-print material.more acceptable than newer,

Along with periodicals

Curricular Advisory'Service.

r/

was listed in one curriculum laboratory,, the

Another reported receiving newsletters.

Macromaterial. 1. Maps 2. Charts 3. Posters 4. Diagrams

5. Others (Table 4, page 50)

Maps, charts, posters, and diagrams were,presentga total of 59 .

times win institutions. They were present in 39 curriculum 'laboratories.

Diversity of location occurred, because all were fouhd,"elpiewhere on

.

I 1

campui", the location not indicated. Eighteen responses showed that

macromaterials were not present.

. \Other ma qmaterials reported were pictures, portraits, studyr\,

,prints, and model

Realia. 1. Specimens? 2. Toys and games a., Other (Table

51)

Specimens, toys nd games were reported in 22 curriculum

laboratori s. TheY were not found ip_any libraries. They were located

elsewhere on campus three time Elevedtimes they were not present.. .

Other realia included "numerous learning devices for pre-

school and primary education", and Cuisenaire Sets, fhich were located

in a curriculum lab ratory.

s-7

6

TABLE 4.

LOCATION OP(MCROMATERIAL

// QUESTIONNAIRERESPONSE .

NUMBER " MAPS

2

3

L

EI

4 c

5 C1

6 IC i

E

8

9

qrsof

E

10. C&L

11 L '

12 C

!'".

13 L

14

15 C&L

16 s Ed.D&L.

17 C &L

18

-/CHARTS POSTERS DtAGRAMS

C&L C&L

C

.Et

c c C.

C . C C'

C C C

E L L

E E

. C

C C

C

C

C

6

C

C

C

C/

1

Code of Luca ns

C=Curric up LaboratoryE-Else doe o C'ampu

ducati Departm6ntibrary, ,

Note: A blank space denotes that,either a'responsewas,notigiven or a zero was expre sod.

58

/°

TABLE 5

LOCATION OF REALIA /

QUESTIONNAIRE TOYSRESPONSE AND \NUMBEk SPECIMENS GAMES

1 C 'C

2

V3C&E

,,

4 C

7

9 E

.

\ 10 \ ENii c

N.2 . C

C

C

13

14

15 C

C

C

16

C

Code of Locatio sC=Curriculum boratoryE=Elsewher 9 Campus

A `,: A blank, space denote they either a redponsewas not given or a zez was itRressed.

5-9

Audio-visual Material. 1. Motion picture films/

2. Microforms

3: Records, tapes, cassettes 4. Filmstrips 5. Other (Table 6,

Page 53)\)

Microforms were located in ny more libraries than curriculum:

laboratories, whereas records, taps, and cassettes were found in more

curriculum laboratories thanlibr ies. Filmstrips were about eclually

divided between the two facilities. This was true, also, Of motion

picture films, but theywere more ap to be found elsewhere on camput,

or not represented.

.

Other audio - visual, materials reported were transparencies and\

1

slides.

Audio-visual''Equipment.( 1. Motion picture projector 2. Microforms

readers 3. Listening devices 4. Filmstrip_ viewers 5. Other

(Table 7, page 54)

Hicroforms readers were located,most frequ y in librgriev.

Mbre listening devices, also, were found in libraries than in curriculum

laboratories, which was surprising to this writer, since more libraries

had the equipment than records,'tapes, apd cassettes. More motion

picture projectors were located elsewhere on campus tl,lan in curriculum

laboratories and libraries, where they were about' equally reported.

//Filmstrip iewers were in about as many curriculum laboratories as

libraries.

Other audio-visual equipment reported included video tape, opaque,

/and overhead projectors; video tape recorder; telebean(; cameras; tape,

recorders; copier; reeling diagnostic equipmcnt, and loop viewers.

60

it

.LE 6AB ,,

\I

._____--, .

LOCATION OF/AUDIO-VIS4L MATERIAL

QU STIONNAIRE MOTION RECORDSSPONSE PICTURE TAPESBER FILMS MICROFORMS CASSETTES' FILMSTRiPS

1

/

2

3

E L I, L

E // L C&L , C&If_...,)

E E E

6

C

L

E

C C C

L C&L C&L

C&E

8

9 , E

L' . \ L L

-,,

I..C&L L

IE \&E C0

E

L

C

\C

L

L

17.

18

C

Ed.D&L Ed.D

-'C&L

Code,of Locationsc=curriculum LaboratE=Elsewheream-lqa s

Ed.DEducation DepartureL=Library.

`Note: A b L) space denotes that either a responsewa /not given. or 41 ero was. expressed.

C

/

1'

QUESTIONNAIRESPOUSE

NUMBER

LOCATION OF

TABLE 7

EQ IPMENTAUDIO-VISUAL

,

M OTION

PICTUREPROJECTORS

!.

MICROAOIRMS LISTENINGREADER$ DEVICES

.

(1 L L L

2

3 E E E i

C c .

5 L L L

6 E

7 L

E E

9 d&L L

10 C C

11 L , L

12 L

13 E L L

14 L L

15 \ E Lv

LI

. /7

16 Edip Ed.D

,17 Ck CC,

18

t

FILMSTRIP/VIEWERS /

L.

C&E

E-

L

E:

L/

C

C

E

E

T.

Td.D

Code of LocationsC=Curriculum LaboratoryE=ElsewhereEd.D.=Education DepartmentL=Library

Note: \A b nk space denotes that either a responsebras not givenior a zero was expressed.

62

Additional remarks\ere given in several responses about the

collections. Two are quoted below:

"AN:andephStsica objects arelocated in the I1structional Services

Department,,because the e is adequate staff for in riction in its use,

care of equipment, and dissemination. This dipartment is excellent,

hence, the decision to keep such materials there was based on the

quality of service perfqrmed rather than a neat organizational chart.

I Simil reasoning was us r the rationale to keep professional books

in the library rather than the riculum Laboratory."

"Our facility is small and attempts to give a sampling of the

various media a4ailable. We ilaintain a'file of catalogs so 6 \ udents

will know what is produced."

After what materials W reheld in the cone tions of

turriculum laboratories, there followed questions concerning he use made

of these materials, their selection, organization and classification:

It material to ned? If so, to;whom ?' For how long?

.Fifteen curric lulu laboratories loan material. Three Triculum

aboratories do nat. Those which do have varying times and 4onditions.

Thirteen curriculum laboratories lend to faculty.;.fifteen lend to

students; and of these, two mentioned student teachers and two stated

A

students education courses. One lends toy local teachers and one to

towns ople.

( ,The length of the loan (with no conditions mentioned) was from 24

hours to two weeks. Condition of loan to faculty members ranged fromk

the academic year to "indefinite". One curriculum ,laboratory was very.

specific about lending rules: audio-visual material was lent to students

63

kk

for one week and juvenile literature for one month. In 'one curriculum

laborat7y, material was restricted to campus use onlkfor teaching

demonstration classes. One curr' ult.= laboratory loaned books for two

lir,

.weeks, while periodicals and pa hlets ere loaned\for three days. Some

curriculum labo6tories were not defini a about their lending regulations;

heir statements included: varies .from one day to one webk; de, ends

from what aka and for what,purpose; varies iith need; and 'is needed.

Is there a separate budget for the purchase of mater 5,(a1 for the

. 2curriculum laboratory

\

? YEight curriculum Xboratories have separate budgets,' with two

,

qualifying statements expTessing that one budget is part of the library.

.

\\

, Iludget and the other to esjcare only of standing orders, because thereN,

was a "budget squeeze"; Nine curriculum laboratories do Tilt have a 4

;eparate budget. 1

Who seleCts the material and equipment?,,

Selection of,materials and equipment ws done by the director with

recommendations,from the Education Department faculty in seven curricu-

lum laboratories. In two instances,,! was done by the individual,

1

in charge of the curriculum laboratoi4 without help being stipulated.-

]

Others included recommendations by stu ents, Acquisition Librarian,

acid Audi -visual supervisor. In four urricufum labo atories, it was

reported the selection was done by the ucation Depa tment faculty.

one curriculum laboratory, th\a Curriculum Librarian us reviews as a

guide to the selection ,of material and equipment.

I

What method of classification is used? a) Dewey Decimal

b) Library of Congress C) Special` system devised by the cuSri-\

culum laboratory staff d) Other

Two curriculum laboratories used the De4y Decimal System of

Classification. Six used the Library of Congress System with the

explanation by three that this was for books Oply. Twelve used a special

system devised by the cur\ciculu4 laboratory staff, one of which was

described as being by content location according to the discipline and

another specified that the "special classification\as used for no-,

book material only. Other methods includel/a numerical system fo

films and the Superintendent of Document System on governmert,docum

and two reported using th; United States Office of Education textbook

I '1.k

classification scheme.

Does the curriculum laboratory staff process all the material

found these?1

The, staff in 'ten curriculum laboratories process all their material.

The material is not processed in seven curriculum lahoratoriese/The

explanation was made by one that the material was processed in the

Cataloging Department of the Library.

Is there space provia'djn the curriculum laboratory for the

1

\

producti n of curricu um materials ? ", Do the staff in the curriculum1

/-7\ laborato produce (or assist in the production of1

curric um

materials?,\

,

There were examples of curricular material being produced in two.' $

.

\

of the three curriculum laboratoriep having spa e for such 4DrUction,1

These included copy, transparencies, ditto masters units in social

65,'

studies a mathematics, and materials fri, classes in special edvcation.1

Video tape were produced in the library! of a college having no

:\4,

curriCulum,laboratory as such.\ ,

The two curriculum laboratories in which curriculum materials were

produced were in state colleges. The library, which produced curriculum

aterial was private.

What method, if any, is used for weeding material?

The ie,thods of weeding material from th urriculumjaboratory

well, 11 escribed as: primarily by age and st, ndrd bibliographies; by

Amer can L'brary As ociation standards; co yright date; periodic evalua-4 , ,

0" ,

tion4 mate Dial used; review by faculty; early inventory; annual

\ ,

A0eding of catalog file with random weed of other material; ut -of-

print,,texts re discarded, while pamphle s are weeded periodically;/

, \

/materials ol er than ten years are discarded.; available space hnd date

of materials ecide what items are weeded; old pamphlets mid catalogs,

are removed as new ones are filed; andiout-of-date bookS are removed

particularly wh new editions supercede them. "One c iculum labora-

t ry distributed ee material to students. Material ha not been

s, ..

weec d from three c rrIculum laboratories, two of'which explained that

the material Was too new.

)(''' nCheck all those who use the curriculum laborato

/a) Pre-service

teachers b) pl-sere ce teachers c) Eaculty members in your,

institu/ion\ d) Student other than thosa/in teacher education 1

I

'e5. Ott4i,/

Of the eighteen colAges a d uni4ersities which reported, all said 1

/

that pie- service teachers and faculty members used the curriculum4

laboratory, although one qualified the use as being by "a few".

(

Eleven curriculum laboratories stated that they h d been used by

students other than those in education, but one of those remarked that

use was rarely made. Other users were faculty children.

Check all hose activities performed by the staff of tie curriculum .

laboratory a) Finding material for patron b) Choosing material

for patron\c) Di seminatipg iculum material

Sixteen responss said that the staff of the curri ultm laboratory

found material for patrons; e even said that the staff helped to choose

curriculum material for Patr ns; and ten said that curriculum material

was disseminated by the curriculum laboratory..

Are group activities conducted in the curricu um laboratory?

Group activities were held in thirteen curriculum -labo atories,,

and four reported they were pot.

Do personnel in the cur iculum laboratory participate in snaking

t

school surveys?

1

There was a strop negative response concerning curriculumN

laboratory personnel participating in school surveys. Only one curricu-

lum laboratory reported that it engaged in this activity.

Is new material displayed to bring it to.the attention of patrons?

'The curriculum laboratories were about evenly divided in the

display if new material to bring it to the attention of patrons. New

material was displayed in ten rand was not in eight.

67

I

I

, ,

r

le

), \ ,..-- .ds instruction given in the 'evaluation' of Curricula Material?

Instruction was given in nine curriculum laboratories. In the

other nine curriculum laboratories, such!iiistruction was not given. One

respondent explained that this was done in edtcation courses.

Are demonstrations given of experiments aids in teaching?

Demonstrations were given in eleven cur culum laboratories with

/ Ione statement that this was done by faculty members; seven did not.

In y ur opinion, would you say that the curriailumbordiory:

a) Actively participates in curriculum revision b)'Gives aidfor

others to make these revisions c).Makes available.materials for.

_

others to make their own decisions4.

Two eported that the curriculum laboratory took an active part in,

curriculuni revision, and thirteen said that it did not. Nine stated that

assistance as given to others to make these revision', and six said that

it was not. Fourteen curriculum laboratories made materials available

foi' others, to make their own revision while one did, not.

The dpinion was generally held that the curriculum laboratory,

'should not take an active part in curriculum revision. The opinion was

about evenly divided between those who thought that the curriculum

laboratory should give aid, to others for making,curriCulum revisions.x'

Fourteen responses, stated they made materials available for ethers to

make their own curricular revisions.

,

.63

4

r

41*

CHAPTER

HISTORY OF THE CURRICULUM LAbORATORY AT WILKES COLLEGE

A. EARLY PERIOD

The national development of the curriculum laboratory lect ons

began with small numbers of curricular materials. iThit was t ue in the

beginning of the curriculum laboratory at Wilkes College. First, there

were gifti from publishers of 'an encyclopedia The Book of Knowledge,

,(0

and sample textbooks. Ihese,gifts.were kept in the administrative office

of the Chairman of the Education Departmen t and the officeS of other

faculty. members of that department.

Concurrently with the gifts from publishers were two organized

collections which became part of the holdings of Wilkes College. One of

these was 'a collection of.science and mathe7atics instructionalmaterialot I

The materials were obtaibedbythe directors of the Science and\

..

Mathematics Improvement Program. The'other collection was obtained

from the national.' Science' Foundation in Washingtdn, D.C. These 4lec-

tio s we housed separately in the areas where special college courses

.wer= given in the disciplines covered by the material.

MIDDLE PERIOD

e middle period of development of the

Wilke oCcIlleze began with the merging. of the

Which we e added further

curriculum laboratory at

three collections in

1969.1 These became one basic ollection to

.gifts from publishers and faculty members.

With material at hand which could be used It curriculum r\evisio

and development.; there followed the dellelopment of characteristics o

a curriculum laboratory. Separate housing was provided for the

incorporated collection in a series of buildings on campus. Movement

[

from one building to another was necessitated Ly 9onstruction of new

buildings in the growth of Wilkes College. The next to last mov was to

the Eugene Sheddem?Farley Library in 1970. It was at this time that the

name "Curriculum Laboratory" was giAren to tke facity.,

\. .

Atthis time, a o, there developed charact.6rittics of service i

made possible by personnel assigned to the Curriculum Laboratory. A

Professor ofiducation became the'DireCtor. For several years, he

directed the facility alone; and his only helpers were student assistants.

Since the D tor had a full schedule of teaching, the hours devoted to

the Curriculum Laboratory were few. Nevertheless, the facility was 'kept

open forty to forty -five hours a week. Student assistants, trained by

the Director, were'always in attendance. In 1973, an Instructor became

an Assistant Director of the Curriculum Laboratory.

The collection was organized by subject and grade level. Orientation

to the use of the Curriculum Laboratory was provided by the Direc or,

and Assistant Director. Help was giv n n to users to fi and1

eval te

---.-

curricular material. User ere--n.o aged to make c iculum rev i.sions

and development eeding of out -if ate materia was proposed upo4 the

receipt .',/nevk replacements, but eeding has een don .

A limited numbe of audio -visa materials and equipment were

added to the collecti n. These.we a used by student teachers both

their college classes nd their stu t teaching assigned classet.

Two hindrances in he development1 of the Curriculum LADorgtory Jere* I

evident. One was the lack of space linthe Curriculum Laboratory for ith

production of curriculum material. \rheother was that t no time was

there a separate budget for the maintenance of the fa irty.

70

4

The Director of the Curriculum Laboratory has urged everyone to use\

the facility. So far the most frequent users halve been student teachers.

St dents ix education, prior to student teaching, have also been users.. \

Teichers in .service taking graduate courses in, education have used the

CUrriculUm Laboratory and have found that. use valuable.

While

completely

being housed in the library, the Curriculum Laboratory,wasI'

separated from the library in administration and maintenance.

It was alway under the direction of the Department of Education. It

seeme a natural consequence that when space occupied by the Curriculum

ry in t e library was needed for growth of the library, the

boratory was moved to the building housing the Department

Laborat

Curriculu

of Educatilv There, at present, it occupies a room.

C.\ LATEST PERIOD

It doubtful if the Curricu

\um Laboratory at Wilkes College

enter a latest Period" compar ble o the national scene of curricu

laboratories. The e is an ide

I

lum Laboratory at ilkes Colle\`

Instructional Mate als Examine

Intermed at Unit 1 ,. Kingston,

iculum Laboratory cthat the

i

In a p4erlFesented at

\

Association in Jtly, 1974, there.

being explored to eliminate the Currr.cu,

and to epend entirely on a local

ion Center, located in the LuzerneCs,1

ennsylvania, for all of the services

n offer.

Annual Meeting of the American Library

as stated: It seems very desirable

me

that local or regional educational media selection centers, forming par

boratory System, be located in colleges\ with teacherof the National

educatioricompone building on,and expanding existing curriculum

laboratories with their more limited purpose and of course with

71

financial assistance." (Gallinger,1974, p. 5) Relationship in this

statement co erns cooperati but it does of .advodate the elimination

of a curriculum aboratory in order that it b eplaced by an

instructional media .31ection examination cente

tc,

I

. N Y.%' V. N..

C TER VI -

\,, - \

UMFARY AND\4C MMENDATIOIIS

nformation from tt literature of curricu m laborato es in all/// ,.1

iN,

arts O the United States, and the sur y certain curriculum,. -

laboratories Pennsylvania, reveal t interest in the facility\\-

h the deee of interest varies.

are cur

ng to

.

are in tive storage

may alsoa

those'wha

ere

wn growth

to 'sties have become

7 th requirement of suc

um, laboratories which are well organized and

tiveness in teacher training courses. Others

laces. laboratories m be active facil ties-\

ery es of:he p in cu ricuiUm revis on and develOprilen , They

\ A .

places were 4aluable-re ln 4.s kept to be used by

fortunate nough to find

e sever ets In which //curr culum laboratories have

Over t e years, t eir-numbers Piave

efinite, an the-ne d for the

Ass iation of State D

a facility or acc

tors of Teacher E

The following reco

Labor tory at WilkesCol

1. Wi iZes College ..should

-

Recommendations

txpliedl charac -

has begn shown in

the Niitional

cation and 07tification.

ditation b

endations are suggested.for\the Curriculum

g .ontinue develop

A. To enrich the t aer-training -cour

g a curriculum labora,ory:

e.

B. To satisfy the requisite demandsof the National Atsociation of

/

aced by, the Instructional

State Directors of Teacher Educationand Certificati

C4 To cooperate

Materials Exami

ith, rather than be vep

18, Kingston,

ation Center, in the L

nnsylvania.

735

zerne Intermediate Unit

N

3

2. The nam= of the facility should remain "Curriculum Laboratory,"

,,1 `because enotes activity beyond being just a repository of

curriculum ma ials.

3. Th= person in charge should:

A. Be a professional member of the.Department of Education..

B. F. e training and experience in, clatsroom teaching - with train-

ing also in library science, a commendable asset..

C. Be in attendance Sp the Laboratory for a period of twenty-five

\-to fort r hoursia week. .

,\

. ,

D.I

Deco pensed on a scale equal, to that of tea f culty, mem-

rs of 'the Department of Education eying similar qualifications.

\

1

4. At, least one\tlerical worker, employee, oi, student assistant should\

\ ,be in a endance the entire time the Curr\itulum Laboratory is open.`

5, Th faci1a. 3

ty should be open at'leaSt forty hours.a week.

\

.. ,

6. Th4ocation should be near the Depaitment of Education to give users

\

the advantage of professional help from faculty members of that

\\.

depa tment.

The rriculumn LabOraory should have close cooperation with:

A. &library of_th4 college, for professional reference material,

peaTodicalsl, and audio-visual,materials and equipment.

B. Curriculum laboratories inother nearby colleges.

C. Public libraries.

8. There should be developed,and maintained a collection of non-serial

print material, to include examples of trade books for children;

samples of children's magazines; macromaterials and realia such as .

can be used in trobing; examples of audio-visual material, which

may be used to introduce educators to their use in practical classroom

\situations; and equipment for the use of audio-visual materials held.

74

9. A classification system sho used, to facilitate:

A. Location of material. /

B. Easy identification of Material according to:

1. Subject

2. Grade

3. Medium

Practical applicability

10. \Loan policiesshould be developed to allow circu ation of instruc-

Tonal materials through a. controlled system whic, is fair to all

brrowers.

11 riculum material should be produced:

A. By pre- and in- service educators.

B. With the cooperatio of:

1. Curriculum Laboratory stag...

2. Members of toe Department of Education.

3. Audio-visual'section of the college libr Y

12, election of material purchased should be made by the director and

other faculty members of theDepartment of Education with reCom-i

mendations from student; in educatiOU courses.

13. Relations with book companies should be 'encouraged so to receive

material from them whichill be helpful for display and use.

14. A policy of weeding outdated or otherwise unusable curriculum

material should be instituted.

15. Knowledge of the'existence of the Curriculum Laboratory should be

disseminated collegewide for potential new users.

16. Orientation should be made by faculty members of the Department of

Education.

75

ft/

17. taff members should:

//A. Help patrons to find material.

\B. Give aid in the choice Of material.

C. Disseminate'information:

1. About materials at hand.

18. Evaluation of c riculum matri 1 should be shared with users Y\\the Director d other faculty members of the Education Depart e\1

19. Group activities, such as semin kshops, should be h

2. Concerning the use of terials.

20. An internship should be instituted on the gr

students to gain credit for assi t an' in the Curriculum Laboratory.

e level to allow

76RZ

J.

APPENDIX A

CURRICULUM LABORATORY QUESTIONNAIRE

1. Does your institution have a \curriculum laboratory?

\Ys No

If the\ namS is different fr m curriculum laboratory, what is it?

ti

3. If thereiis no curriculum la ora ory,1 what area of the curriculum

program?.erforms the'same function?

4. What is the academic rank a d/or title of the person in cha g( of

the curriculum laboratory?

5. 'kiow many hours a week is the. riculum labOratory open?

6\ State the number of'hours per week worked in the curriculum

laboratory by the following personnel (during the regular college

year):

a) Professional d) Student assistants

b) Subprofessional

c) Clerk"

e) Other

7. What.is the reasoning behind the choice of the number of people

wox;king in the curriculum laboratory?

8. For how many years have you had this facility?

A

4

7769

0

9. The ,curriculum labOatory operates under the direction of

(Check one)- a) The education departMent

b) The library

c) A combination of the education department and

the library

d) Other \

10. n marki4 the following representative materials and equipment,

use: C for thole found in the curriculum laboraorl; L for those

I\ I

fount in he library; E for those found elseWhere on campus; and

0 it not represe\nted. (U4e two letters, if appropriate)

Non Serial Printed Material

1. Textbpoks

f

2. Workbooks

3. Courses of study

4.. Curriculum guides

5. Children's books

`6. Adolescents' books

7. Teaching guides

8. Tests

9. Pamphlets

10. Other,

Periodicals

1. Children's magazines

2. Professional periodicals

3. General periodicals

4. Othera, t

10. (Continued)

Macromaterial

1. Maps

2. Charts

3\ osters

4. agrams

5. Ot er

F

Realia

1. Specimens

. Toys and Games

3. Other

Audio-Visual Material

1. Motion picture films

2. Microforms

3

3. Records, tapes, cassettes

4. Filmstrips

5. Other

Audio-Visual Equipment

1. Motion picture projector'

2. Microforms readers

3. Listening devices

4. Filmstrip viewers

5. Other

11. Is material loaned? Yes No

If so, to whom?

for how long?

12. Is there a separate budget for the, purchase

curriculum laboratory? Yes No

9

0

material for the

13. Whb selects the material and equipment?

a

14. What method of classification is sed? (Check one)

a) Dewey Decimal

b) Library of Congress

c) Sp cial system devised by the curriculum laboratory

fsta \

t.

d) Other°'

15. Doe the curriculum laboratory staff process all the material

found there? Yes No '\

A6. Is there space provided in the curriculum laboratory for the

Aproductiop of curriculum materials? Yes No

,

17. Do the staffin .the ;curriculum laboratory produce (or assist' irk

'the prouction of) curriculum materials? Yes NoNP7. =---`'

If .the.answer is yes, give three examples:. .

2.

3.

18. What method, if any,:fs'used forweeding material?

9

g. \

'

Che k all those who use the curriculdm laboratory.

('a) P e-servicI teachers

h) I rvic0eachers

c) Faculty me ers in your institution

d) Students other,than those in teacher education

e) Other

20. Check all those activities performed by the staff of the curriculum

laboratory.

a) Finding material for patron

* b) Choosing material for patron

c) DiSseminating curricular material

21. Are group activities conducted ip the curriculum laborato y?.

Yes No ,

22. Do.the personnel in the curriculum laboratory participate in.

making school surveys?- Yes No

23. ',Is new material displayed to bring it:to the 4ttention of

. patrons? Yes_ No

24, Is instruction given in the evaluation of curricular material?

Yes . No

. Are demonstrations given of experime

Yes No

aids in teaching?

In your opinion, would you say that th curriculum laboratory:

#),Actively particibates in curriculum revision. Yes

b) Gives aid:tor others to make these revisions. Yes

c). Makes ava ilable materials for others to make their own

revisions. Yes No

No

No

27. If you Would like a copy of the questionnaire reply, tabulations,

check here

28. "Use the other side of this sheet for any remarks.

.

S.

// The f

Laborat1ary

college is

APPEND/X B

RESPONDING COLLEGES AND UNIVERSITIES

lowing colleges and universities responded to the Curri6ulum

questionnaire. They are listed in alphabetical order. One

not listed, becatise the response could not be identified.

Allegty CollegeMeadvi le, Pa. 16355

Bloomsburg State CollegeBloomsbuig, Pa. 17815.

Bucknell Uniyersity'Lewisburg, Pa. 17837

Capitol CampusPennsylvania State UniversityMiddletown, Pa. 17057

Cheyney State CollegeCheyney, Pa. 19319

Clarion State College

Clarion, Pa. 16214

East Stroudsburg State College_East Straidsburg, Pa. 18301

Elizabethtown CollegeElizabethtown, Pa. 17022

Geneva ColltgeBeaver Falls, Pa. 15010

Kings CollegeWilkes-Barre, Pa. 18-702

Lock Haven State CollegeLock Mayen, Pa. 17745

Lycoming CollegeWilliamsport, Pa. 17701

Mansfield State CollegeMansfield, Pa. 16933

Marywood CollegeScrantOn,Pa. 18509

1.1

1. 1

Moravian CollegeBethlehem, Pa. 18018

Point Park CollegePittsburgh, Pa. 15222

Thiel CollegeGreenville, Pa. 16125

University of Scranton*Scranton, Pa. 18510

Waynesburg CollegeidaynesburgoiPa. 15370

If

Westminster CollegeNew Wilmington, Pa. 16142

Wilkes CollegeWilkes-Barre, Pa. 18703

tr,

4

BIBLIOGRAPHY

Anderson, V. E. PriMciples and procedures of curriculum impr ment.

(2nd ed.) New York: Ronald Press, 1965.

Arnett, h. M. A cessihility of Instructional materialtions for th organization of curriculum laboradissertation, estern'Reserve University) An

University Microfilms, 1965, No. 66-3020.

ith immlica-

ies: 4Doctoralrbor, Mich.:

Bhattarai, M. t. Plan for the development curriculum laboratory for

Nepal. (D toxal dissertation, Geor :/*.eabody College for Teachers)

Ann Arbor, Ha h.: University Micro,, ms, 1972, Ho. 72-25360.

Bomar, C. et al. Guide to the devel ent of educational media selection

center. Chicago: American L ary Association, 1973.

Brewton, J. E. The Peabody curr lum laboratory. National Association

of Secondary School Print ls, Bulletin, 1941, 25, 16-21.

Bristow, W. H. and Simon, L. Resource centers. Review of Educational

Research, 1956, 26, 184-196.

Church, J. G. Administration of instructional materials organization -.

Belmont, California: Fearon Publishers, 1970.

Church, J. G. The development of criteria for evaluating curriculum

'laboratories in teacher education. (Doctoral dissertation, University

of Utah) Ann Arbor, Mich.: University Microfilms, 1958, No. 2437,3.

/ The college blue book. (14th ed.)

v. 2, U.S. colleges: Tabular data; v.,4, Degrees sffered by

colleges and subject. New York: CCM Informatio 1972.

Collier's encyclopedia. v. 9. New York: P.F Collier and Son, 1959.

Dane, C. The schOol library as an instructional materials center.Peabody Journal of Education, 1963, 41, 81-36. Cited by Ellis,

it V.' The role of the curriculum laboratory in the preparallefquality teachers. Tallahasseer Florida A & M Uniyersity, 19 ,

ERIC, No. ED 031 457.

Drag, F. L. Curriculum laboratories in the United States: A research

study - San Diego Schools. Education AOnograph No. 15, San Diego,

California:* Curriculum Laboratory, Office of the Superintendent of

Schools, September, 1947.

Ellis, E. V. The role of the.curriculum laboratory in the preparation

of quality teachers. Tallahassee: Florida A & M University, 1969.41, ERIC, No. ED 031 457. ,(Includes as the latter part of the

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76

Flandro, R. P. Curriculum laboratories in colle es of teacher education.

(Doctoral dissertat on, Indiana! University Ain Arbor, Mich.:

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Gallinger, Janice. Educational media selection cent r* and 4demiclibraries. Paper presented at the Annual Meeting of the AmericanLibrary Association (New York, July, 1974) ERIC No. ED 095 838

Good, C. V. Dictionary of education. (2nd ed.) New York: McGraw-

hill, 1959.

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19, 634.

Harris, C. W., and Liba, M. R. Encyclopedia of educational research.

(3rd ed.) New York: Macmillan, 1960.

Hawkins, G. S. Stonenenge decoded. New York: Dell Publishing, 1965.

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Department of the Interior, Office of Education, Bulletin 1938,

No. 7, Washington: Government Printing Office, 1938.

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(Abstract)

McGuinness, D. A. Developing learning resources in secondary schools.

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ti

Russell, T. E. Selected implications for collere and university curriculumlaboratories in supporting public school curriculum development._(Doctoral dissertation, University of Alabama)' Ann Arbor, Mich.:University Microfilms, 1966, No. 67-1331.

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1

0.

V