College of Education

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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..

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    History of Public Education in Baltimore from 1860-1890
    (1943) Krausse, Harry W.; Digital Repository at the University of Maryland; University of Maryland (College Park, MD)
    Several studies of public education have been made in Maryland and Baltimore; among them being "History of Education in Maryland," "Secondary Education in Maryland before 1800," "Public Educational Work in Baltimore," "Baltimore, 1870 to 1900: Studies in Social History." However, there is no detailed account of the development of the Baltimore City school system covering the period of the Civil War and the years following this war. During this time significant educational hlstory was made as events of great educational importance took place, which events were to affect the future of the Baltimore public schools as well as the future of children attending these schools.
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    Adult Education in the Social Planning of a Civic Organization
    (1934) Hostetler, Alice Watts; Cotterman, H.F.; Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md)
    This study deals with adult education in the social planning of a civic organization. The problem is to determine the nature and extent of adult education which is the outgrowth of community planning. The study is made in order to assemble and present in usable form facts which may assist persons promoting adult education, program makers in adult organizations, and community leaders in one line or another of community betterment. More specifically, it is the purpose of the study to examine in detail the work of the Montgomery County Civic Federation of Montgomery County, Maryland, in order to discover the higher forms of adult education of informal types which accrue from the several activities of a single civic organization of recognized influence in a rural-suburban area, as these are manifest in the records of the federation and its member associations, and in changes and developments in this area. The activities of the federation, as recorded in the minutes over eight years of its existence, were examined in detail and classified under five major subjects, each having many minor topics. The major divisions are used as chapter titles and the findings, which include studies made by the federation and developments within the county, are presented under these subjects to reveal the amount and kind of adult education in social planning. The study begins with a description of the locale, Montgomery County, Maryland, which includes its location, history, governmental structure, and population. In Chapter II., the aims, history, structure, and functioning of the Montgomery County Civic Federation are described. The facts revealed by this survey of the eight-year program of the federation and of the area it influences are classified and presented as five chapters dealing with adult education in Public Welfare, County Projects, Public Schools, Government, and Outside the County. The study ends with a summary based on the findings.
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    Programs and Procedures of Desegregation Developed by the Board of Education, Montgomery County, Maryland
    (1959) Dunn, Frederick Luther Jr.; Kurtz, John J.; Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md)
    The purpose of this study is to identify the programs and procedures developed by the Board of Education and the professional staff of Montgomery County, Maryland, to comply with the Supreme Court rulings declaring unconstitutional the practice of segregated schools. A further purpose is to determine what guideposts were used in dealing with the factors and forces operating to help or hinder such a complex undertaking. The study is a detailed report of the interactions of the laymen and educators to effect this change. It is significant because the program and procedures have been judged successful by County leaders of proponents and opponents of school desegregation. The transition began in September, 1955, and the Board of Education plans for completion in September of 1961. The program enables Negro students to be transferred to schools nearer their homes when adequate classroom space and educational programs are available. A unique procedure provides for Negro students to be transferred to desegregated schools upon recommendation of the Superintendent without a prior request on behalf of the Negro student. The parents of these students were consulted prior to assignment. Students not recommended were permitted to make application on their own initiative. The data of this study reveal: (a) the arguments for and against desegregation as presented in the court cases; (b) procedures used to prepare the educators and laymen for the transition; (c) problems confronted by the Board of Education; (d) surveys and reports on various phases of the program; and (e) an analysis of the factors which contributed to a successful program. Analysis of reports and materials suggest feasible guideposts for an effective program of desegregation. These include: (1) The local board of education is primarily responsible for developing a desegregation program, according to the Supreme Court decisions. (2) Each phase of the desegregation program should be implemented by the local board only after a careful study has been made by the lay and/ or educators. (3) The local board should remain firm in the face of challenges to its decisions, provided, all facts were known at the time the decision was made. (4) The appointment of a professional committee or educator to coordinate the program assists extremists to identify the actual problems confronted in the desegregation process. (5) The local board should inform the laymen and educators as early as possib1e of its programs. (6) The loca1 board provides for a smooth transition when it encourages and facilitates lay and professional preparation. (7) Lay organizations, whether proponents or opponents, assist the local board in complying with the law when they obtain and disseminate accurate information. (8) The role of the educator in the desegregation process should be to assist his board to develop a successful program after the board has decided to proceed. (9) A successful desegregation program necessitates an intensive evaluation of the educational programs and building facilities to determine their adequacy, not for desegregation, but to provide an educational environment conducive to maximum learning for each student. (10) The local board must decide what its policy will be in regard to hiring its employees. The fact that the Board has continued to provide needed classroom facilities and educational programs for students with different learning abilities has led to a constant evaluation of the available educational programs for all students. The study showed that the Board of Education and its professional staff secured the assistance of proponents and opponents of desegregation; this was accomplished by directing their attention toward solving educational problems of the school as opposed to solving the emotional problems of society.