"Of all the problems that confront the forces of education today, none seems more pressing or of greater importance than that of securing and retaining an adequate number of properly trained teachers to carry forward the tremendous educational task that is ours- that of improving instruction in each and every classroom so as to better insure each child's securing the instruction necessary to enable him to live most abundantly in the society in which he finds himself. To secure this objective, the state uses "teacher certification" as one means of attempting to guarantee that each child's education is guided and directed by professionally trained and qualified teachers"--Introduction. / "August, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 39-41).

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This thesis used a questionnaire to survey the qualifications of teachers and the types of journalism programs found at the secondary level in schools in the Greater Louisville High School Press Association. The responses from three Indiana schools and three Kentucky schools were reported. The thesis identified: the number of years the adviser had been responsible for the newspaper; the additional subject areas and responsibilities of the adviser; the qualifications of the adviser for teaching and advising the newspaper including workshops, degrees, and/or professional work. The thesis identified the duration of journalism courses and whether the publications class was part of the school day or extra duty, and the credit earned by the student. State requirements for teaching journalism in Indiana and Kentucky were compared and the newspapers from each school were rated according to the Kentucky High School Press Association's Newspaper Rating Sheet. This rating device measured general appearance, news coverage, writing quality, and special pages. The publications were then compared overall and in each category.

"This paper is written for the purpose of showing the in-service growth of a faculty through a planned program in the Blountstown High School during the period 1946-1949. A brief overview regarding location, economic status and recent developments will orient the reader"--Introduction. / Typescript. / "August, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education under Plan II." / Advisor: R. L. Goulding, Professor Directing Paper. / Includes bibliographical references (leaves 21-22).

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This dissertation is devoted to a history of the New York State elementary school teacher certification requirements, specifically in mathematics, during the nineteenth century. In the last half of nineteenth century, teacher education and uniform certification procedures were beginning to become the norm in the educational systems throughout the United States. The purpose of this study was to determine the ways an individual could obtain a elementary school teachers' certificate in New York State at the genesis of teacher certification examinations and to establish an understanding of what mathematical knowledge was required for elementary school teachers in order to obtain a State Certificate. This study analyzes multiple primary sources, including annual reports from New York State and New York City, along with the State Certificate examinations. The examinations in arithmetic, algebra and geometry are analyzed for the mathematics topic of the questions, the number of steps needed to complete the question and the categorizing of the questions according to Bloom's taxonomy (CBT). Five examinations of each subject, arithmetic, algebra and geometry, are analyzed, from the years 1875 to 1898. The topics addressed on the examinations, the number of steps to complete the questions and the CBT of each question are determined and used to establish the required mathematical knowledge of the elementary school teacher. The analysis of the mathematics examinations for State Certificates showed that the content required for elementary school teachers were comparative to the high school mathematics curriculum at the time. The content on the examinations for mathematics was more than the course of study they were going to be teaching in the elementary schools. They were required to have a broad and sophisticated mathematical education, however, less sophisticated than offered in the University. Also on the mathematics examinations, teachers were not assessed in what is now called pedagogical content knowledge.