570influencing the students' choices; and (2) nearly 25 per cent of the students had no &dquo;good&dquo; reason for their choices of minor teaching fields. The college advisor should hold a key role in counseling prospective secondary-school teachers when they are deciding upon their minor teaching fields. In our society today we need to utilize both the interests and the abilities of our teachers so that they may be better prepared for their jobs. Helping future teachers in a careful and thoughtful selection of teaching minors appears to be more prudent than leaving this important decision to chance.1 OR the last ten years librarians, teachers, and professors in colleges of education have been talking about materials centers. When the term is used by the educational avant garde it is taken to mean a comprehensive collection of all media of communication which might be useful for instructional purposes. The term used to describe such centers is not always the same, however.Nor can one assume that an institution describing its own &dquo;materials center&dquo; implies much more than a couple of hundred textbooks in a back room. Just what is a materials center? What can one obtain from such a center as it actually exists?In 1957, in an attempt to answer these questions, such centers in 14 teacher education institutions of the Midwest were surveyed. Among the schools were seven state teachers colleges, three private colleges, two private universities, and three state universities. Nine replies came from Illinois, four from Indiana, and only two from Iowa.Results derived from questionnaires sent to these institutions may be helpful in assessing the current status of the materials-center concept in the Midwest and in determining how far theory has been put into practice.
Although the concept of an &dquo;instructional materials center,&dquo; including a comprehensive collection of all media of communication useful for instructional purposes, has long been the goal of the educational avant garde, in a recent article the authors demonstrated that few teacher-training institutions had gone beyond the older concept of a curriculum laboratory : a small section of the library with some textbooks and a few courses of study.' At the time of the publication of the original article, the editor suggested that the authors should expand their study to include materials centers in schools to which these institutions send their graduates. Presumably information of a comparative nature might enable one to determine whether the lack of such centers at the teacher training institutions had any effect upon provision of similar centers in the schools themselves.In order to provide comparable data, in the spring of 1961, Miss Stull again surveyed the centers of the fourteen teacher-training institutions. Results of the new survey, four years later, are given in Table I and reveal that some progress has been made in the intervening period. Although textbooks and courses of study still remain the backbone of such centers (indeed the printed word whether in those forms or in the form of tests, pamphlets, free and inexpensive learning materials is predominant), a few institutions have added non-print materials. One more school has added projectors to its center, two more (not necessarily the same two in each case) have added filmstrips, listening posts
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