An Experimental Study of Workshop-Type Professional Education for Negro Teachers

Workshops and workshop-type professional education would probably stand at or near the top of any list of activities and experiences which the Secondary School Study has found particularly effective in promoting professional growth among in-service teachers in Negro schools. A large part of this effectiveness lies in the fact that workshops have been able to combine the resources of pre-service and in-service agencies of teacher education far more effectively than any other pattern of teacher training discovered so far. Precisely this same conclusion has been reached by several independent studies in different se'ctions of the country.' During the summers 1940, 1941, and 1942 the Secondary School Study of the Association of Colleges and Secondary Schools for Negroes organized and conducted three central workshops for a total of 200 prihcipals and teachers selected from schools in fourteen of the Southern states. Except for a few cases, these teachers were awarded scholarships to cover the cost of the summer experience and

Mathematics education · Pedagogy · Sociology · Psychology · Race, History, and American Society