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Thesis (M.A.)—University of Nebraska—Lincoln, 1933. Department of Secondary Education.


Copyright 1933, the author. Used by permission.


The factors of environment and the ideals of the Puritan fathers which led them to cooperate in community enterprises for their mutual welfare, benefit, and progress, may be said to have provided the setting for the beginnings of supervision in American education.In some form or another supervision is as old as American education.

The investigation will look into the complex problems which appear in the training of teachers, the construction of curricula, the measuring of results of class-room effort and the stimulation and growth of teachers in service, and how it has led to the most recent developments in supervision.

Supervision within the American education system is an evolving process.Summarizing the trends as seen in the several aspects of supervision which have been considered, we find dictation and autocracy yielding to cooperation and democracy.This new philosophy of supervision aims to maximize the development of abilities, skills and powers of the children, through the teaching act. Supervision then, with its old connotation of “oversight” is giving way to a new ideal “super-vision”.

Advisor:Harlan C. Koch