Doctor of Education (Ed.D.)
James M. Yankovich
The purpose of this study was to trace the development of teacher training at the Virginia State Normal School located at Farmville from its inception in 1884 through 1924 when it became a State Teachers College. The study focused upon seven characteristics identified by Charles Harper in 1939 as being typical of the developmental history of normal schools. Following these seven characteristics as a framework, the study analyzed the contributions made toward the professionalization of teaching by (1) presidents, trustees, and faculty; (2) public support; (3) in-service education; (4) curriculum provision; (5) laboratory experiences; (6) extra-curriculum offerings; and (7) pragmatic efforts.;Historical methodology was used in the data collection. Extensive use was made of the Annual Reports of the State Superintendent of Public Instruction and of the catalogs and bulletins of the State Normal School. The archives of Dabney Lancaster Library at Longwood College, Farmville, Virginia proved to be a valuable source of primary data. In addition to the review of the literature and numerous other sources, personal interviews and the Minutes of the trustees and Minutes of the Faculty were invaluable.;The study concluded that the State Normal School at Farmville, Virginia conformed to the seven characteristics identified by Charles Harper. In addition the study provided evidence that Farmville was a pioneer institution of higher education in Virginia and that through its professional teacher training leadership, the success of public education in Virginia was advanced.
© The Author
Simmons, Betty Jo Whitaker, "An historical analysis of the development of teacher training at the State Normal School, Farmville, Virginia, 1884-1924" (1988). Dissertations, Theses, and Masters Projects. Paper 1539618449.