This research focuses on the public school teacher in the social role of national hero/heroine in the decade of the 1980's. Using historical background which highlights the traditional attitudes of United States' society toward the school and teacher, the phenomenon of the teacher as a national hero figure in the 1980's is examined. Sociologist Orrin Klapp's theory of the process used to create the heroic social type in society is employed to analyze case studies of teachers Christa McAuliffe and Jaime Escalante in an attempt to determine what factors contribute to or inhibit the elevation of the teacher to national hero/heroine status. The factors identified are then used to suggest a possible heroic conceptionalization of teaching.The position taken by the researcher is that the idea of teaching as vocation should be given re-consideration as a basis for the development of a heroic paradigm of instructional endeavor. Teaching at its best is more than a job. Teaching can be viewed as a humane and compassionate response to the calling of the children of society. The desire to make a difference in the lives of students by meeting their educational needs is a compelling motivation for those who enter teaching. The willingness of teachers to persevere in the pursuit of their students' best interest while facing significant social and occupational impediments not only serves the greater good of the whole society but displays the act of teaching as an intrinsically heroic endeavor. / Department of Secondary, Higher, and Foundations of Education

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This study is an historical-philosophical analysis of art education in elementary, secondary, and normal schools in the United States from 1883 to 1910 as revealed through the Journal of Proceedings and Addresses of the National Education Association. Its purposes are to define and describe the role, practices, and status of art education as related to or influenced by selected philosophies, psychologies, theories of learning, and research, along with other prevalent factors such as the scientific, industrial movements, and mores of the period. Art education was found in an admitted state of infancy as the period began. 1883 marked its initial separation from the Manual Training Department and first recognition as an entity. This study of its status traces growth and improvement to a point of tentative public acceptance, and re-attachment of the Art Department to the Manual Training Department as an equal partner. Evidence presented seemed to indicate that progress had been made by art education in several important ways. School administrators had recognized that art did have a legitimate role in education, and a national organization had been formed to act as a forum. A uniform course of study had been presented, and current research in mental development had been considered. The scope of art instruction had been broadened to better serve educational and practical needs. Facilities had been improved, and there was a growing number of trained teachers and supervisors.

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