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General Fields of Graduate Study in. Education

: In. order to. prepare for the specific types of professional service
which the daily practice cf education demands, candidates are advised to organ-

izé their course selections abcut a core of major interest. For the purpose of
facilitating this organization the following major fields have been recognized;
and each student will be expected to select one of these fields in conference
with his adviser.

1. Administration and Supervision of Schools
2. Curriculum

3, Educational Psychology and Guidance

4. Educational Theory and Philosophy
5. Evaluations

- Requirements for the Masters' Degrees
(These regulations will apply to candidates beginning graduate programs
after September 1, 1942. For students who have started their work toward the
Masters! Degrees, adjustments will be made so that they will not be held respon-
sible for requirements which were not in force when they began their programs)

1. The masters! degrees in Education are granted upon the satisfactory
completion of not less than one full academic year, or its equivalent, of gradu-
ate study.

2, Candidates for the degrees of Master of Arts and Master of Science in
Education must present an acceptable report, in thesis form, on approved research.
The candidate must present with his thesis a satisfactory abstract.

3. Candidates for the degree of Master of Education will, in lieu of a

thesis, prepare a report on some phase of educational practice of which they have
made a special, intensive study, They will hs we this report in bound form
for permanent filing in the office of the School of Education.

4. Candidates must satisfactorily pass an oral examination. In general, the
purpose and form of this examination is such as to satisfy the examiners that
the student has achieved reasonable competency in the following directions:
A, Within the limits of their special field of interest, candidates for

advanced degrees in Education will be expected to furnish satisfactory evidence

of achievement in the following aspects of their professional training.

a. Methods of collecting educational data, and the terms, procedures
and computations essential in making simple analyses and interpretations of data.

b. Psychological characteristics of school children, relating espe-
cially to problems of learning, habit formation, the development of attitudes
and ideals, and to generalized training effects,

c. Basic educational theory or philosophy, as it relates to the aims
and purposes of education and to the determination of educational values, espe-
cially in the student's own field of study.

d. Social implications of education; including such features as state
or governmental functions of education, public schools as an agency of society
to serve society's needs, and the interrelationships between schools and other
institutions or movements in society.

e. An appropriate knowledge of educational literature.

f. An understanding of the growth and development of American educa~
tion insofar, at least, as it sheds light upon current trends and prectices.

B, Candidates will be expected to give evidence of a critical attitude
or habit of mind which disposes them to examine carefully any reports, proposals,
or data with reference both to their. adequacy or accuracy and to their specific
limitations or meanings.

C. Candidates will be expected to’ show adequacy of preparation in the
fields in which they plan to teach,

D. Candidates will be expected to provide evidence of (a) ability to
deal with practical school problems and (b) the possession of the professional
skills and techniques needed in the fields of their special interests,

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