’ Pf A UNIVERSITY OF KANSAS LAWRENCE DEPARTMENT OF PHYSICAL EDUCATION November By i 9396 Dre Forrest Ce. Allen, Department of Physical Education, University of Kansas. Dear Dr. Allen: During the short time I have had charge of the prac- tice teachers this school year, I have noticed several deficiencies which appear to be common to all of theme The addition of certain required courses, and possible changes within some of the courses already offered,might alleviate these conditions in future classes of practice teacherse The inclusion of rhythmics as an integral part of a bale anced physical education program is now nationally recommended. 7 Personally, I feel that the teaching and use of rhythmics has been © neglected from an athletic coaching standpoint, The importance of proper rhythm in running, in hurdling and in weight events is well known by all track coaches. Boyd Comstock set a classic (and practical) example for all coaches when, after the usual methods failed to develop his Italian discus throwers, he had them practice to the music of phonograph records with miraculous resultss But rhythmics are not only useful as an aid in coaching; they lend grace and carriage to the individual, aid coordination,and afford pleasure as a leisure time recreation. Rhythmics are not required for men physical education majors, and apparently men do not elect such CourseSe May I suggest that social dancing with a strong emphasis on methods of teaching,be required as part of our 31M to 34M courses? Folk dancing and tap dancing might also be offered either as required or elective coursese len teachers as well as women teachers graduate ing from Kansas University should have the ability to teach either recreational groups or high school classes in social dancing and other rhythmicse The second glaring deficiency of this year's group of prac- tice teachers is their inability to plan a course of instruction in an activitye They apparently have no conception or vision of a systematic, connected plan of teaching an entire unit in an activity. They apparently understand the daily lesson plan, but there is no continuity or orderly progression from day to day throughout the seasone To alleviate this condition in our senior students, I be= on? we lieve we should either (1) offer a course in methods of teaching team games (athletics) and individual sports, or (2) require that every instructor on the staff offering coaching or skill courses emphasize the planning and methods phase of the coursee To insure that physical education majors thoroughly understand and learn the proper sequence of presenting the elements of the various sports, as well as the best methods of teaching the sport, perhaps descrip-= tive syllabi should accompany each activity or written work should be demanded of the students enrollede Perhaps both (1) and (2) above might be included in our physical education curriculume The only course dealing with methods is course M194, Content and Methods of Physical Educatione I do not know exactly wnat is included in this course, but I am sure that time does not permit the inclusion of instruction in the various methods of the large number and variety of activities which the student will eventually be required to teache The departmental bulletin, Physical Education, probably will be revised some time this yeare For purposes of clarification, would not definite designation of all ments courses and all women's courses be wise? The student (or reader) would then definitely know which are courses for men and which are courses for womeme Pages 10 through 14 list courses for both sexes without any design- ation as to whether the classes are open to both, or to only one or the other. Yours sincerely, OB he Aue f. Ee Be DeGroot, Jre Pe Se In reference to revising the 31M=34M courses (as suggested above), I might add two more points to be considered in the possible future revision: (1) Should not swimming be given during the first half semester, rather than later, in 31M to enable non=swimmers the opportunity of learning to swim before the pool is filled? (2) Should not track, touch football and speedball (and possibly other high school sports) be included in these 31-34 courses? High school teachers will have to teach these activities, and under our present curriculum, our majors may not learn them at any other time in school. I have seven practice teachers this year, for instence, but six of them do not know enough track to list it in the first ten activities which they feel competent to teach! Perhaps the sports I have mentioned, track, touch football, speedball and possibly others, should be taught elsewhere than in the 31-34 courses. I have not listed basketball, for I believe that all boys take at least one course of the several that are listed in that sport. BeBeDe Cr te enhend tan thin sik Ges 0h bogiaing of the epring senester, 1950040—) (To ve offered for the fixwt time at the ee 1980e40¢) (To be offered for the first tine the beginning of oe LISI=A0) 47c~e Advanood Bq mtione The course snelnidos suwtrution in mrt GAC oF i pie re Wiehe lag show ring dings open oe viding; advanced driliee Prerequisite, 47b or previous riding | ds os adn hv the a Ss Oe ee the spring semester, 1989—40») idtes Students who énroll in tation will bo nslaod to Seidl und te peopriator of the station Svat pron tar in case of injurys — REGULATIONS CONCERNING CATALOGUE MATERIAL Adopted by the University Senate REVISION OF CATALOGUE DESCRIPTIONS--Catalogue statements con- cerning all courses shall be revised to the end that an accur- ate description of the content of each course shall be presented and limitations of enrollment in any two or more on the basis of similarity of offerings shall be clearly indicated, not only for courses within a single department but also for courses in different departments. --Adopted May 20, 1955. NEW COURSES OR CHANGES IN COURSES--The Senate Advisory Committee shall serve as a committee on new courses. No new course or change in the content of a course shall be offered or shall be announced in the University catalogue unless it has been author- iged by the following procedure; a. When any school has approved a new course, or a change in the content of a course, that school shall notify the Senate Advisory Committee. The Senate Advisory Committee shall notify nll deans and chairmen of departments concerned of the proposed action and of a date prior to which requests for conference may be filed. Any faculty member concerned with or opposed to such proposals may ask the Senate Advisory Committee for a conference on the proposed course or change. If no request is received, and the Senate Advisory Committee itself makes no adverse recom~ mendations, such course or change shall be considered as approved by the committee on the date fixed. If any request for a confer- ence is received the Senate Aavisory Committee shail arrange a conference of all interested persons. If, after conference, the Senate Advisory Committee considers the new course, or the change, unwarranted, and if the school initiating the action does not accept the committee's conclusions, the Senate Advisory Committee shall report its findings and recommendations to the Senate for Senate action. --Adopted May 20, 1935. Rae pe b. No new course shall be included for instruction for Pe the fall semester which hss not been approved by the faculty an i of the school concerned at or before the April meeting, and no re GAM" new course shall be included for instruction for the spring LLEAn * semester which has not been approved by the faculty of the Cane school concerned at or before the preceding December meeting. --Adopted November 4, 1935. November 6, 1939>— — Professor Fo Ee Kester, Chairmen, Senate Advisory Comittee, University of Kensase Deer Professor Kester’ The Department of Phyateat Bdueation proposes to introduce courses in Equitation in the physical activity for students of the University. These courses Intermediate and Advanced Equitation) heave Seis encwared tiy Gas Shenthan ar tas ech af Shaaban and the College of Liberal Arte and Sciences. We should like very much to offer the elementary ee en On ree * understanding ary for instruction in the fall semester should be approved by — the faculty or faculties of the schools concerned at or be~ ee ee ree ae Sone eee ne Seetnn AR COTNR: SNE bep ONEEae : dice thane tos Wabetliatiesls ounie tanea tpaelaall a a : faculties this fall, but since there has been such a great ee ee eee oe i 5 Direetor of Physical nducation and Recreation, Varsity "asketball Conche PRRCENTAGE TAPLE FOR TRAGUE STANDINGS To find percentage, follow down vertical column at left to the number of games won, then proceed to the right on that line until column ¢ is reached inditating numberof games lost. ‘The figures at the ivunetion will’ be the percentage. . Games Cames Lost Fan ok 2 3 4 5 6 7 8 9 or st 13 a ee a ce ee a f : ? : é Ag strNe ARS ' Shy ar Ke ae a ®: F800 SES POL A G7 14S ee 1) 100 400). 085. ,077. 071 2667 (065 050-056 oh eee coa7 e415 nse: Ane (oan. hc 2 bl 800 400 O58 160 250 Bee 00 188 Ry 164) aMS 155. ee te 711 6 ee Gee hor coe oes “Geng ney 6s: 0D 00 eo Be TS B80. eG 214 200 166 177 467. 168 180-98 eee tag en ten ie faqa fae Poo 687 87) eee te ere Gee AOR eee 28. PO 28 eee eT 200 ig) ee a ee ge. S45 tue aes Yee eee Te Cee eee ee ae OR? 88h Sor Se 215 204 Bie 265 gah 288 S27 25F boe Bok ioe 166 176 4s 1e0 Se 0 Ol. Oe eck | eo B00 5S 2 553 B16 S00 286 O75). SB) Be San e21 bee 654 Bon. Ban 45% 4 ig a (- ae ee oN ne tut ia : fa RIN ts oe ee 0 Ae ey i SB. Se Gy. e388 SOAs BOR en eed 255 B50 Bat (bes Sng ere Se SOC er oe) Ge OSE. SOG A 44 4p ACG Be) 5b4, BAR 345 BOO BOR 206. ERA B76 Sen pee Sen. cao 2 : C t: 7 : : : Co ae ees 200 v fe S ee BIO Te0 Gee 64a 600 1.562 S20 600 6 450 ARG 4ro 801 685 B60 «S46 See Be) BIN Ban 206 “he, = ~ 7 s ee ie ea ; Saree EF Se ot ® eo ee OD) er es be bee ee et 7G) 455 455 47 400 S85 398 4576 eis 32s 305 512. Soe Gor bar ee et Be 00 ie 4a 440 Aes 407 son ae B67. Shs Ban Bes goa 1k Gan iS oC id ; vy 4 or an ae n ia ‘ = = <, ! Io WJ wo ee . t ae W444 Woe wee 4 HOGS ee ee. Ge B00 See GOD 480 462. 444° AO 414 Ae 87 Bs 464 RSS Bes eee Gok . Lopes g 7 ee aor “ ce PE <= 25 Peet 4 sf = s yom ; Oy pee — = w wee OES eh ee ee Ot ee 0 4 4a A a ad ee ae ee ee Be eee 0 O87 Se ee, eG 9 SOO Gk a ee a ne te a ee So es) Bee RS G2 ie) 1d (68e eee Gee GRU S77 556 556 617 500 484° 469 2ee dat tog © a1 ane fe aoe aoe to 6a) 68a. 846 S60 yes “Hod hoe Aen ee ee a EL ee 1 69 OA! ACO ANY aS 396 ea: é 342 rae 96 66 Oa Glo. 59S 87. 558° Ses. 516 2500 A As} AL ZO 47 a ee ee = ke ‘ SNS ate 4 we / eae) - 4+ } & Bey 200 Bey B18 88 EO. 120 ee ee Ge B00. EB) 7 6el = eae Geo Gi ee abe ak ee ae ae io — 5 s > o ye ¥ A > vad ~ re : gens es = =e = Bilas - 0 = oO / tT 7 4 Fk SL - 9 a ee MT 60 0 Ges 81s 804 656 aS S$ 4n hs 5 a 18 as kee gee na we Pe ee ee. BD BSS R00 760 4 a Be rs oS S06 ees a Gg car ee en ae fo a ee 1 gee O15 es A 4 5 o. = So ee oe ee oe ee Ee 8S 468! G48 pe ie ee Be CR rr, OO ee ee Ce Ge a es Bee ces, Se eh BIS cen ach ary eae ed LE any _ = > ryt ze > PP yar ao > = 5 ere tee = = tse! ie wT « Oe OES 8 RS ee ee ee G47 PSs 6) Son 69s. 564 See 457.584. 515 Son ako ave aes Fe ee ee) 8) bt be bee 605 heb 75 ee Bae! 55 box 511 | Gen gpg ae3 Po ee ee Re Gh BeB 800 14 a0 7 G7 «OBS. 667 640-638 615 B00 SaS fr Sad 545" 533 58a B11 ean acy ex. £S Che). o - 7 Tyee i ‘ ag cs dese : owe See : ie J a o 2 Gee 93 © So aE Wis Wy 7 774 co Sera LE 8 oo 5 ms x fa ae J 4 we B6E O28 86 Soo BOG Be. 198 i Oye 616 2058 64). 6F5 610 505 920. See bse Gas eae bet BE 503 ¢ SN aaa ie Sg RO Oo eee at ag Cis Sens kee tail ete oe soa cauie tA ee ns cag ak pt EAD ie gig ll CRESS. a a tp i in e AE naa aaa Sc AR EC a! A Uillo ey g } lien who ere O. Ke. for Practice Teachings* Jack Sands Ten Rmle Gene Billups Vine Greene ths ag Acne che Wh sesh: Dac “ak tacks 0 ces, 105 in major. (ines, cole, and Nesmith probably will not be eligible.) Women vino ere 0. Ke for Practice Teachings Hertha Jane Andrews Julfa Ruth Henry Mickie Leamard iaiiikie dies dab stubs catch pplied, ee oe eee , Miss Hoover = There is a University regulation concerning a change in textbooks which provides that any request for @ change in textbooks must be sulmitted by the instructer request it is sent to the Chancellor's office for approvale Netise should be posted on the bulletin board sixty days in advance of the change in textbooks so that the students will be notified far enough in advance, UNIVERSITY OF KANSAS DEPARTMENT OF PHYSICAL EDUCATION Esse wit mm bedung ed 5. sais esi devi on ehoadixod sf egaecio edt to combs a abe > at ft Sate on Serbian od stom University of Kansas PROGRAMS OF GRADUATE STUDY IN EDUCATION I. Graduate Degrees in Education. The University offers work in Education and related fields leading to the Master's degree and to the degrees of Doctor of Philosophy and Doctor of Education. The degrees of Doctor of Education and Doctor of Philosophy with a major in Education are awarded to outstanding students who have completed not less than three years of graduate study and have met the specific requirements set by the Graduate School and Departinent of Education. They represent minimum training now acceptable for positions in depart— ments of Education in colleges, universities and teachers colleges, and are rapidly becoming a prerequisite to candidacy for positions of impor- tance in the larger school systems. The degree of Doctor of Education is e professional degree, entirely equal in quality to the degree of Doctor of Philosophy but implying a dif- ferent type of training. It is granted by many leading graduate schools and is held in high esteem by professional educators. Instead of emphe- sizing original research, requirements for the Doctor of Education cegree emphasize the application of existing knowledge and procedures to prac- tical school situations. The language requirement is optional and may be replaced by requirements which may be more suitable to the line of study to be pursued. Three years of practical experience are prerequi- site for this degree. For details regarding both doctoral degrees, candidates are invited to correspond with the Dean of the School of Education. The Masters' Degrees are four in number: Master of Arts, Master of Science, Master of Science in Education, and Master of Education. Can- didates holding the degree of A. B. or B. Sc. are eligible to the degree respectively of A. M. and M. Sc. Candidates who hold the degree of B. Sc. in’ Education are eligible to the professional degree of M. Sc. in Educa-— tion. The degree of Master of Education is open to the holder of any acceptable baccalaureate degree who has met the prerequisites to graduate study in Education. A Master's degree is currently required of ell can- didates for administrative or other responsible positions either by law, local stipuletion or present practice. II. General Fields of Graduate Study in Education. In order to prepare students for the specific types of professional service which the daily practice of Education demands, students are advised to organize their course selections about a core of major interest. For the purpose of facilitating this organization the following major fields are recognized, and each student will be expected to select one of these fields in conference with an adviser. i. School Administration. 2. Direction and Supervision of Instruction. 3, Educational Psychology, Clinical Psychology and Counseling or Guidance. 4, Psychology of Reading. 5. Theory anc Practice of Teaching. 5a. Theory and Practice of Teaching in Physical Education. _ 6. Curriculum Development. Mimeographed copies of suggested sequences will be found attached to this sheet end students are expected to select courses in conference with an adviser. III. The Prerequisites to Graduate Study in Education. 1. Candidates for graduate degrees must have earned an acceptable baccalaureate degree, and must 2, Present a transcript showing the completion of not less than 15 hours of undergraduate courses in Education. In general, students who have met the requirements for the three-year, "renewable-for-life" certificate of the Kansas State Board of Education have met the prepara- tion here defined. IV. Specific Requirements for a Master's Degree. 1. A master's degree in Education is granted upon the satisfactory completion of not less than one full academic year of graduate study or its equivalent. 2, Save in the case of the degree of Master of Education, the record must include credit for an acceptable report, in thesis form, on an ap- proved research project done under the direction of a faculty adviser Selected by the student. 3. A specified portion of the graduate credit is required in exclu- sively graduate courses. The requirements vary from le to 20 hours accord— ing to the degree sought. 4, Candidates must pass satisfactorily an oral examination covering the specific field in which they have worked. In general the purpose and form of this examination are such as to satisfy the examiners that the studant has achieved reasonable competency in the following directions: A. Within the limits of their special fields of interest, can- didates 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 anaiyses and inter- pretations of data. b. Psychological characteristics of school children, relating especially to problems of learning, habit formation, the develop- ment of attitudes and ideals, and to generalized training effects. ec, Basic educational theory or philosophy, as it relates to the aims and purposes of education and to the determination of educa- tional values, especially in the student's own fiela of study. d. Social implications of education; including such fea- tures as state or governmental functions of education, public schools as an agency of society to serve society's needs, and the interrelationship 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 education 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) possession of the professional skills and techniques needed in the fields of their special interests. V. Required Courses. With the exception of the thesis report for the MM. A. and M. 5. Degrees and M. S. in Eduestion Degree, there are no uniform requirements made of all students. However, the following suggestions may prove of value to students in selecting courses. 1. It is recommended that in preparation for their research students familiarize themselves with the tools, techniques, and methods currently employed in undertakings of this type. 2. Tt is further recommended that candidates select not less than ten hours from the core courses named in the field which they have selected, and 3. That they arrange with the departmentat adviser to whom they are assigned a complete 30-hour sequence before or soon after they begin their graduate study, to the end that they may be suitably prepared to meet the requirements which are defined above. GRADUATE STUDY IN SCHOOL ADMINISTRATION at the University of Kansas A school administrator usually has command of a wide range of knowledge and skillfully renders efficient service under many varying conditions. He makes decisions and acts in a variety of situations when managing 4 school system. Among the more important fields in which he should have expert knowledge may be listed the following: 1. Curriculum and courses of study for the whole school system. 2. Methods of learning and teaching. 3, Organization of schools with particular reference to the classifica- tion and progress of children in the school system. 4, Personnel management including selection, assignment and training of teachers in service. 5. Financing of the educational program. 6. Business management of schools including the school plant. 7. Place and functions of the school in modern society. 8. Educational publicity and cooperation with other social agencies. Course Hours Title Core Courses A159-A273 3 The Administration of Smaller School Systems and City School Administration S292 3 An Introduction to the Study of the Curriculum A250-A350 Fs) Organization and Administration of Elementary Schools A274-A374 5 Comparative Education A375 3 Educational Finance A376 3 The Business Administration of City Schools A304 0 Seminar A399 2-8 Research in Educational Administration 18-21 (12 to 16 hours from this list of of ferings) It should not be implied that the suggested courses are required of all students. It is possible to substitute other offerings if a student's previous training and interest indicate that such adjustment would better meet his professional needs. A student should select from the graduate offerings in administretion, supervision, measurement, educational psychology, educational sociology, curriculum, and theory and practice of teaching, those additional courses that will give him the materials in the various fields with which he needs to be acquainted. ; In addition to the regular course work it will be advantageous for the student to do extensive and critical reading of much professional litera- ture. | 1. SCHOOL ADMINISTRATION Dr. Twente and Dr. Russell GRADUATE STUDY IN DIRECTION AND SUPERVISION OF INSTRUCTION at the University of Kansas Students who wish to pursue graduate study in the Direction and Supervision of Instruction may find the following outline a convenience in suggesting the variety and extent of offerings from which selection of courses may be made. Teachers, principals, superintendents and supervisors are from the very nature of their duties concerned with the character, efficiency and out- comes of instruction. It is the purpose of a program of graduate stucy in direction and supervision of instruction to give special emphasis to these aspects of school work. A total of thirty hours of credit is required for the Master's degree. Faculty advisers will be available to counsel students and will be expected to approve the selection of courses which constitute the student's program of study. His program need not be restricted to the courses listed here but may include other graduate offerings in Education as they appear in the University catalogue. Course Hours Title A. Core Courses. (At least ten hours should be selected). Hede-ES5e2 3 Educational Measurements Be7 &-ES7e é Supervision of Instruction E166 3 Statistical Methods. M165 ) Theory and Practice of Teaching B253-E353 3 Educational Experimentation S292 3 An Introduction to the Study of the Curriculum Be6l 3 Administration of Junior and Senior High Schools $258-S5358 ) Extracurricular Activities and School Controls BS99 2-8 Research in Direction and Supervision of Instruction A304 0 Seminar B. Related Courses. E377 2 Problems of Elementary School Supervision T268 5 Principles of Education P3567 5 Advanced Educational Psychology S153 3 Advanced Educational Sociology Beé6l 2 Educational Guidance E370 e School Surveys BS1LO e Methods of Research M240-M340 3 Modern Teaching Procedures Beb64 e Administration of Extracurricular Activities P255-P355 5 Mentel Measurements of School Children P271-P371 5 The Nontypical Child A274-A3S74 rs) Comparative Education P268-P3E63 2 Psychology of Reading 2. DIRECTION AND SUPERVISION OF INSTRUCTION Dr. OBrien GRADUATE STUDY IN THE FIELDS OF EDUCATIONAL PSYCHOLOGY, CLINICAL PSYCHOLOGY, AND GUIDANCE at the University of Kansas For persons who wish to pursue graduate study in order (a) to acquire a more adequate insight into the psychology of learn- ing, or (b) to attain skill in the diagnosis of individual differences in learning ability and in personality structure, or (c) to achieve familiarity with, and skill in the conduct and adminis- tration of personal guidance programs, the following program of study is offered. The core courses listed below represent the bodies of knowledge which any candidate in these fields should master. Tae group of related courses represents the specialized and auxiliary courses from which the student should select those items which are most germane to his particular objective. For students working in fields (b) and (c) above named, the adviser may suggest additional courses from the department of General Psychology. Course Hours Title A. Core Courses. M165 3 Theory and Practice of Teaching P255-P555 5 Mental Measurements of School Children Pe71-Pd571 5 The Nontypical Child P367 3 Advanced Educational Psychology P3599 2-8 Research in Educational Psychology and Guidance P300 0 Seminar B. Related Courses. S292 3 An Introduction to the Study of the Curriculum PR6E-P368 e Psychology of Reading Me69-M369 5 Methods of Teaching in Elementary Grades Pe78 i) Adolescence P281—-P581 e Reading and Study Laboratory M240-M540 5 Modern Teaching Procedures P3554 3 Educational Clinic E166 3 Statistical Methods B252-ES552 5 Educational Measurements Be55-E355 3 Educational Experimentation Me6l S Educational Guidance E272-E372 Q Supervision of Instruction ESLO - Methods of Research Aes4 e School Hygiene AQ74-AS74 ss) Comparative Education P276~-P376 : Mental Hygiene V1L58 2 Vocational Guidance 3. EDUCATIONAL PSYCHOLOGY AND GUIDANCE Dr. Nash, Dr. Schwegler, and Dr. Turney GRADUATE STUDY IN THE PSYCHOLOGY OF READING at the University of Kansas The following sequence of courses is recommended for students electing to do their work in the general field of psychology of reading, whether they plan simply to improve their general mastery of the field, or to prepare to serve as experts in remedial reading. The core courses represent the minimum essentials that should be mastered in this field. The related courses represent supplementary material from which selections should be made after consultation with the adviser. Course Hours Title A. Core Courses. P3567 5 Advanced Educational Psychology P255~P355 5 Mental Measurements of School Children P268-P368 e Psychology of Reading P281-P381 é Reading and Study Laboratory Be5e-HS5e 5 Educational Measurements P399 2-8 Research in Educational Psychology P300 0 Seminar B. Related Courtess P271-P371 5 The Nontypical Child E166 o Statistical Methods P276—P376 é Mental Hygiene P278 5 Adolescence P354 3-5 Educational Clinic ESLO é Methods of Research Psych, 154 3 Abnormal Psychology 4, PSYCHOLOGY OF READING OR READING SPECIALIST Dr. Nash GRADUATE STUDY IN THE THEORY AND PRACTICE OF TEACHING at the University of Kansas For those who wish to study the teaching process, with a view to becoming more competent as teachers, qualifying as instructors in the theory and practice of teaching, or preparing to become supervisors of practice teach- ing, the following is intended to indicate core offerings and other closely related offerings in Education. All courses should be chosen with the aid of the student's adviser. A total of 30 credit hours is required for the master's degree. Not less then 15 hours of work shall be in the field of Education, and not to exceed 15 hours may be offered in the subject matter field. A thesis dealing with some phase of the teaching of the subject matter field is required. It is expected that the student will take advantage of the opportunity to take courses in the subject matter field of his own teaching as well as in Edu- cation. Course Hours Title A. Core Courses. Mi65 3 Theory and Practice of Teaching (not to be re- peated if taken as undergraduate) M240-M340 Fs) Modern Teaching Procedures M269-M369 5 Methods of Teaching in Elementary Grades M377 a Problems in the Theory and Practice of Teaching M399 2-8 Research in the Theory and Practice of Teaching One of the graduate courses in the teaching of special subject matters may be taken if not already taken as an undergraduate. The course should be in the student's major subject matter field or a closely related field. The following courses are offered: M273, M&81, M283, M284, M286, M288, Mes9, Me2ol, Megs, and Ni294. B. Closely Related Courses. Deve 5 Introduction to the Study of the Curriculum P3567 5 Advanced Educational Psychology T268 or BR60 5 Principles of Education or Principles of Secondary Education P255-P555 5 Miental Measurements of School Children Beoe-E35e 3 Educational Measurements 8293-5393 3 Construction of the Flementary School Curriculum 5294-5394 3 Construction of Secondary School Curricula A158 2 Visual Education in Elementary and Secondary schools P276-P376 a Mental Hygiene Pe78 3 Adolescence Ee7 2-E372 é Supervision of Instruction 5. THEORY AND PRACTICE OF TEACHING Dr. Bayles and Dr. Turney GRADUATE STUDY IN THE THEORY AND PRACTICE OF TEACHING PHYSICAL EDUCATION at the University of Kansas For those taking e master's degree in the theory and practice of teaching physical education, the same requirements hold as for any such degree in Theory and Practice of Teaching: qd. v. The following courses are considered as core offerings, but each student is expected, with the aid of his advisers, to choose courses which are best adapted to his own needs. cm escent BiacnCaA st Rida cana atest Course Hours Title f. / un ae / Core Courses in Education / Y. SA /) A M165 5 Theory and Practice of Teaching bs P278 5 Adolescence Chk Meo4 5 Content and Methods of Physical Education oe M240~-M340 3 Modern Teaching Procedures fae M399 e-8 Research in the Theory and Practice of Teaching Nae Core Courses in Physical Education ‘ 100 3 Principles of Community Recreation iG 5 Tests and Measurements in Physical Education 202 S Administration of Physical Education 500 R-4 Special Problems in Physical Education 512 bs) Seminary in Physical Education a ao Sa. THEORY AND PRACTICE OF TEACHING e ALN é PHYSICAL EDUCATION ; pe Lic od Dr. Bayles, and Dr. Allen, Me: Dr. Elbel, or Miss Hoover ( Lt“ ‘ d a ‘4 C a A Le ae GRADUATE STUDY IN CURRICULUM DEVELOPMENT at the University of Kansas For the convenience of those who wish to pursue graduate study in curriculum development, the following outline is intended to suggest the variety and extent of offerings from which selection of courses may be made. The purpose of the program of graduate study in this field is to provide special training for those who are interested in curriculum making. The work is designed for teachers, principals, and supervisors. The selection of courses will vary with the special objectives which dif- ferent persons may have. The core of courses listed below represents approximately the lines of work candidates in this field should pursue, while the related courses represent the variety of courses from which one may choose in filling out his requirement of thirty hours. Course Hours Title A. Core Courses. (At least twelve hours should be selected). M165 3 Theory and Practice of Teaching Be60 5 Principtes of Secondary Education S202 3 Introduction to the Study of the Curriculum 5293-5393 3 Construction of the Elementary School Curriculum 9294-8394 3 Construction of Secondary School Curricula T268 3 - Principles of Education $399 «RB Research in Curriculum Construction Be "Related Courses. A250-A350 35 Organization and Administration of Elementary Schools Beél 3 Administration of Junior and Senior High Schools A@74-A374 3 Comparative Education A159-A273 Fs) Administration of Smaller School Systems and City School Administration P268-P368 2 Psychology of Reading P255-P355 3 Mental Measurement of School Children Ee72-E372 Qe Supervision of Instruction Beoe-E35e 3 Educational Measurements Be55~-E353 3 Educational Experimentation P3567 3 Advanced Educational Psychology M2e40~M340 3 Modern Teaching Procedures 6. CURRICULUM DEVELOPMENT Dr. Althaus and Dr. Russell UNIVERSITY OF KANSAS LAWRENCE DEPARTMENT OF PHYSICAL EDUCATION August 15, 1939¢ Dear Dr. Allens I think I can get everything cleared up today or tomorrow, at the latest, and will close the offices I have given Mr. Falkenstien your forwarding address, will put a notice in the door that the office will be closed util September 1, and also will notify the telephone operator = I believe that will take care of everyone who needs to be notifiede Roger Brice came in this afternoon from Salina to say helloe Ile is expecting to come back in the fall, and is seriously considering enrolling in Physical Educ- atione He has not yet definitely decided, however. He will need a job, he sayse At the same time he ws in the office Bob Meredith, of Lincoln, Kansas, came ine He is counting on a jobe I went over to Mrs. Shaad's this afternoon, and have written Mr. DeGroot about the arrangements theree She has a lovely house, and personally I think it is a splendid opportunity for a young couplee She will be very friendly and cooperative, but will not intrude in any Waye Also, this afternoon I treated myself to an inside view of the chancellor's new residencee The painters are still working over there, and they were very willing for me to go through and look arounde There seems to be a fire place in every room, and all the bathrooms are done up in pink and greend Best wishese Sincerely yours, ithectz. puller, PeSe My cold miraculously disappeared Monday afternoon, thenks to the treatment you gave me Sundaye I do appreciate it - very, very muche