Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: Magdalene E. Kramer. Dissertation Committee: Florence B. Stratemeyer, Daniel R. Davies, . Type C project. Includes bibliographical references (leaves [212]-214).

Thesis (Ph. D.)--Columbia University, 1939. / Vita. Bibliography: p. 79.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 185-187).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1957. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [208]-[217]).

The purpose of the study was to determine whether a person who was graduated from a state institution with the minimum requirements of that institution for a major in speech and who held a permanent high school certificate as prescribed by law, was qualified from the standpoint of subject matter knowledge to be a teacher of speech in the public schools.

The primary purpose of this study is to survey the attitudes of Arkansas speech teachers toward the oral interpretation events in the Arkansas State Speech Festival. The secondary purpose is to trace the development of oral interpretation from its inception in the festival to the present time. The thesis contains four chapters: I--an explanation of the purposes and procedures followed in the study; II--a history of the interpretation events and present structure of the festival; III--a compilation of the results of a questionnaire mailed to seventy-one Arkansas teachers; IV--a summary of the attitudes reflected in the questionnaires and recommendations for change in the current structure of the Arkansas State Speech Festival.

Two hundred questionnaires were sent to high school speech teachers in Texas to determine their attitudes toward peer evaluation, a method of critiquing speech class activities. Results indicated that these teachers are familiar with and use peer evaluation and that they do favor it as an evaluation technique. Women used peer evaluation more than men, and teachers with more experience used peer evaluation more than those less experienced. Peer evaluation was used most for speeches and oral interpretation and least for parliamentary procedure. Peer evaluation helps students learn the criteria upon which an oral presentation is evaluated, keeps the students busy, and helps the students become better listeners. Its values outweigh its drawbacks.