General Fields of Graduate Study in Education

In order to prepare themselves for specific types of professional service,
candidates are advised to select their courses with a core of major interest.
For the purpose of facilitating this selection the following major fields have
been organized. Each student will be expected to select one of these fields
in conference with his adviser.

I. Administration and Supervision of Schools
ii, Curriculum
III. Educational Psychology and Guidance

IV. Educational Theory and Philosophy

VY. Evaluation

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
liasters' 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.
che 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 present this report in bound form
for permanent filing in the office of the Gebool of Education.

4h. 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 meking 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 deteriination 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 agenoy of society
to serve society's needs, and the intcrrelationships 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 practices.

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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