xt7sxk84nd41 https://exploreuk.uky.edu/dipstest/xt7sxk84nd41/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1939-01 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Educational Leadership in Kentucky", vol. VI, no. 11, January 1939 text Educational Bulletin (Frankfort, Ky.), "Educational Leadership in Kentucky", vol. VI, no. 11, January 1939 1939 1939-01 2021 true xt7sxk84nd41 section xt7sxk84nd41 prOgrams 1

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EDUCATIONAL BULLETIN

EDUCATIONAL
LEADERSHIP
IN KENTUCKY I. _

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L Q! 7; .4 v PublIshed By

uEPARTMENT OF EDUCATION
H. W. PETERS
Superintendent of Public Instruction
3

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

0 January, 1939 0 No.1}

- Part I.

Part II.

Part IV.

1.. Part V.

Part III.

TABLE OF CONTENTS

PRINCIPLES OF EDUCATIONAL LEADERSHIP Page
Education, A Social Safeguard ................. e
A Philosophy of Educational Leadership" 9
Leadership Qualiﬁcations for Teachers 14
The Teacher and His Work .............................................. .. 18

PREPARATION FOR EDUCATIONAL LEADERSHIP
POSITIONS

Philosophy and General Pattern ..........................................
Speciﬁc Preparation for Educational Leadership ...................... 22

AGENCIES AND REWARDS OF EDUCATIONAL
LEADERSHIP

Opportunities for Employment in Teaching ..... 32
The Status of Employed Teachers ......................... 35
Period of Teacher Employment _____________________________ 33
Salaries Paid Employed Teachers 40
Leadership and Professional Organizations ___________ . 45

PROVISIONS FOR TRAINING AND EDUCATIONAL
LEADERSHIP

Legal Provisions for Training and Certiﬁcation of Teachers. 5
Organization for Administering Teacher Education. 56
Teacher Education in Non-State Colleges ......... - 57
State Agencies Administering Teacher Education .................... 53

REGULATIONS OF THE COUNCIL ON PUBLIC HIGHER
EDUCATION RELATING TO EDUCATION OF TEACHERS

Regulations for Filing Teacher Education Curricula...
Standards for Approving Training Schools ..
Regulations Relating to Critic Teachers ............
Regulations Relating to Level of Student Teaching
Regulations Relating to Standards for Training Schools
Regulations Relating to Amount of Student Teaching -------
Regulations Relating to Admission to Training SchooL- 69
The Certiﬁed Teacher in Kentucky ........................................

State Colleges for Education of Teachers
Costs of Attending State Colleges

Entrance Requirements _________________________________________________________

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FOREWORD

The teachers—the leaders of learning in the classrooms are the
most essential leaders in public life. They are trying to promote
the health and safety of our children, teaching them the funda-
mental facts of social relations, guiding them in ﬁnding and develop-
ing their powers, helping them to practice good citizenship, guiding
them in the development of ethical character, and doing all they can
in order that our children may live a happy and useful life.

Teaching is a noble profession, to which should be attracted our
most promising young men and women, and from which should be
kept those who would make teaching a stepping stone. This Bul-
letin has been prepared by Richard E. Jagger's, Director of Teacher
Training and Certiﬁcation upon my request in order that there may
be brought to the attention of promising young people and t0 the
public in general, information concerning the essential preparation
for leadership (teaching) in education in Kentucky.

lHER .
iERS Cordiall y yours,

H. \V. PETERS.

.‘a.
l
4
l

ACKNOWLEDGMENT

3 ,l ' I ‘ Thanks are expressed to the leaders in the following schools and

'1 ' 1 school systems for supplying suitable photographs, illustrative of the
many tasks of the teacher in the public elementary and secondary

u .' " . schools:

Piccadome Elementary school of the Fayette County school
system.

Lexington Public school system.

Training school of the Eastern Kentucky State Teachers College.

a . Richmond.
' l Training school of the College of Education, University Of
',- . - " Kentucky, Lexington.
“ ‘ I RICHARD E. JAGGERS.

10015 and
ve of the
lecondary

y school

9 College,

arsity of

IRS.

PART I
PRINCIPLES OF EDUCATIONAL LEADERSHIP

EDUCATION, A SOCIAL SAFEGUARD

It is desirable to examine the truth now and then in order to he
sure that it is still the truth. It is necessary to examine what we get
through education in order to know the extent to which it contrib-
utes to social safety and 110w much it contributes.

What is Education’s Contribution to Social Well-Being?
Education is learning, so directed that it will help people to become
individually and socially efficient. In order that a person maybe
individually and socially efficient he must have a healthy body and
healthy mind; he must know the fundamental processes, such as the
language of numbers, the language of social relations and the
language of space relations; he must understand the meaning of
home and be a worthy member of the home; he must be master of at
least one vocation in order that he may be able to earn a living; he
must be able to enjoy leisure time in a wholesome manner; he must
be a good citizen by participating in the life of his community and
he must have a good character.

This means that education makes its contribution to social
security through the training of the individual. In addition to help-
ing him to have a healthy body, to have command of the funda-
mental processes, to be a worthy member of a home, to be master Of
a vocation, to enjoy leisure, to be a good citizen, and to develop a
good character, education in its true sense, creates in the mind of
each person a desire to extend these values to others. The educated
person is a producer and promoter of social well-being as much as
he is a consumer of its blessings.

What Are the Agencies That Educate? Many people think of
education and the school as one and the same thing, for that reason
the failure of people as members of society or as individuals bringS
condemnation to the school. Those who place the blame £01 the
failure of education e11ti1ely upon the school, fail to 1emembe1 that
the school, while the most important organized educational institu-
tion, is by no means the only institution that educates.

Education begins when the child is born and continues 24:]10111‘5
each day, 365 days each year, and as long as he lives. EXPeriences
that a1e educationally signiﬁcant take place in the home 111 the
11eig,hborhood in the school, on the street, in church, at the mmie,
in social life, in business, and in fact eveiywhere and at all ages

Char
and 1
child
301101
it tin
the (
othel
home
child
if a

lives
sevei

give
they
must
and
give]
chur
0f o
eigh
ment

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aeeo
have
the l
proe
ad 'a
othe
earn
01- I]
the 1
wait
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by t
then
for t

01'th
even
eatil

ier to be
it we get
contrib-

tl-Being?
) become
. may be
uocly and
311 as the
and the
aning of
ter of at
ring; he
he must
nity and

20 social
,to help-
e funda-
iaster of
evelop a
mind of
educated
much as

think of
rt reason
ls brings
for the
her that
. institu-

24 hours
)eriences
,3 in the
e m0V1€7
all 3395'

Change is going on during babyhood, childhood, youth, adulthood,
and old age. Most of the really significant behavior patterns in the
child take root in his life while he is in the home and before the
school receives him. The task of the school is to take the child as
ittinds him, to provide those experiences which will tend to strengthen
the desirable things with which he entered the school, and provide
other experiences which tend to correct the mistakes made by the
home in the formation of undesirable behavior. The school has the
child for only a short time in which to accomplish its task. In fact,
ifa person remains in school until he earns a college degree and
lives to be seventy years old he will have spent ﬁfty—four of the
seventy years outside of school and only sixteen years in school.

Those who wish to safeguard society through education must
give attention to all agencies that educate including the school, but
they should not stop with an examination of the school. Attention
must be given to the kinds of homes in which children are reared
and the neighborhood life around them. Consideration must be
given' to what takes place on. the streets and highways, in the
churches, at the movies, in business, and in other life activities.
Of course critics must examine the school in which a person spends
eight, twelve or sixteen years, but they must not forget that environ—
ment outside of school in which he must, spend 54-, 58 or 62 years.

To What Extent Have Educational Agencies Succeeded or
Failed? The kind of education we have provided has failed to
accomplish many of the things which society has expected. We
have made great strides in health education by practically doubling
the life span in two score years; we have taught the fundamental
pmcesses to almost all our people; we have built roads; we have
advanced sciences; and we have, sent millions to school. 011 the
Other hand we have several millions ot' people who are unable to
Earn a living, either because they do not know how to do anything
or they do not have anytl'iing to do. Many people live in hovels in
the-midst of abandoned homes; others are. poorly clad with clothing
Waiting for purchasers; and still others are, hungry in the midst of
Over production. So difficult has it become to make a living that
“I“ SDarkle of independence in many people has been supplanted
l’ylllt‘ tragedy ol’ the breadline. Men who should be able to feed
then families must be fed; men who made jobs must have jobs made
101' them,

Worthy home membership has been challenged by the new
Order of things. Fathe - and mother rarely have the pleasure of an
"931111;; at home with children. One, need but to count the public
Mung Places to know to what extent the family life has dis-

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integrated. Food venders make a living by feeding members of
homes. This may be the thing we should do, but the fact remains
that we must re—deﬁne home membership.

Our prisons are so full that We must use the platoon system of
administration. That is, we must keep one group of criminals eon-
tined for a while and then parole them to make room for a fresh
supply. Later we return the ones paroled because they were not cured
during their ﬁrst visit to prison. .

The school has not succeeded as it should have, due to the foot
that we have not given it adequate support. To succeed, a school
must have adequate leadership, liberal ﬁnancial support, and must
offer those courses which meet the needs of the people to be served.
These conditions must be provided for all people in all areas ofthe
state. This has not been done. Discrimination has been practiced
by the legislatures for more than ﬁfty years in Kentucky. Rural
children have not had a square deal—in fact our attitude has been
socially dishonest and shortsighted. The result has been, short
terms, limited programs, leadership with little training, and inade-
quate buildings. The total result has been that many people remain
uneducated.

How Can We Redirect Education So That it Will Safeguard
Society More Effectively? Since the school must do for the child
those things that the home and other social institutions have failed
to do, it is necessary for us to direct the program so that the schOOl
will, help people to do the things that society expects them to do.
A formulation has been laid in Kentucky for making schools 11101‘9
responsive to the needs of the people. The passage of the new
school code has placed Kentucky in the center of educational reform
in America: It provided (1) for a reorganization of administrative
units in terms of educational efficiency and economy, (2) machinery
whereby every child who attends school may have a trained teacher,
(3) the enforcement of school attendance, (4) free textbooks for
part of the grades, and (5) it provided safeguards for public 5011001
funds. .

The new code has not saved the schools, but has placed them or
a position to be saved. The people of Kentucky must see to it that
the code as passed in 1934 shall be given a chance to function in the
educational life of the state. The response of the citizens to the new
school code has been wholesome; many communities are eliminﬂtlllg
the small, inadequate schools and are building in their places 30110015
large enough to offer an effective program and to be Operated at?
reasonable cost; they have responded to attendance enforcementb.‘
sending their children to school; they are demanding and Procurmg

tear
the

\l'lllt
mah
late
to e
all i
ohil
enri
lege
inst

safe
lion
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dept
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izati

mbers 0t
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system of
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a school
and must
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as of the
practiced
7. Rural
has been
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1d inade-
le remain

.afeg'uard
the child
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he school
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role more
the new
at reform
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)OOkS fOI'
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1 them in
to it that
_on in the
o the new
iminatillg
es schools
iated ﬁt a
meat b."
procuring

teachers who have had adequate training; and they are spending
the tax payers’ money with care.

In some sections of the state enriched programs are offered
which help children tie up education with life. Agriculture, home
making, commercial work, and industrial activities, have become an
integral part of the school’s activities. It is the task of Kentucky
to extend the blessings of enriched programs to all the children in
all parts of the state. It must be the goal of the state to give to
children in rural areas and urban centers experiences which will
enrich their lives so that everyone may be able to enjoy the privi-
lege and share the responsibilities in building and maintaining those
institutions which safeguard society.

If education in Kentucky is to be a more effective agent in
safeguarding society; and if the school is to be the leading educa—
tional agency, then the state must be willing to give the school the
ﬁnancial support needed to carry out its functions. Social security
depends upon education; the security of education depends upon
the school; and the security of the school depends upon adequate
ﬁnancial support. if the state wants social security it must set up
the machinery for making the school fiscally secure.

lhave been trying to say that the people of Kentucky must take
steps to provide sufficient revenue for the permanent security of
education. Do we want more worthy home members? Do we
want people to know how and be willing to earn a better living?
Do We want people to have more knowledge of the fundamental
processes such. as the language of communication, of numbers7 and
of social relations? Do we want people who will be able to spend
their leisure time in a sane and wholesome manner? Do we want
D90ple who will be better citizens? Do we want a higher type of
character in our people? The answer to all of these questions is,
yes.

If we are to realize these objectives we must remove selﬁshness7
greed, allegiance to outworn educational. traditions, and loyalty to
Vested interests, and build in terms of the needs of children. We
must set the child in the midst of us and try to ﬁnd out what he
needs then work unsclfishly to provide the things that will meet
1hese needs. We must educate in these terms if education is to be
aworthy social safeguard. It is a task for the educational leader.

A PHILOSOPHY OF EDUCATIONAL LEADERSHIP

Prebably the ﬁrst duty of those who enter a professional organ—

”ﬁlm is to determine as nearly as possible (1) what that profession

proposes to contribute to life, (2) what is expected of those who
work in that profession, and (3) the major problems around which
his own efforts must. be built. A person who enters the teaching
profession should learn as early as possible what education is
designed to contribute to the individual and society, what part the
school plays in the education of people, what the teacher, the prin-
cipal, and the board of education contribute, and what the problems
which he must face are. It shall be the purpose of this discussion to
deﬁne the job and to suggest. some of the things a teacher must
face in her work as a leader in the learning activities of people.

Education should help all the people, regardless of age, sex, race,
social status, economic status, or place of residence, grow in indivi
dually and socially desirable directions. This means that the educa-
tion program should emphasize the individual and social needs of all
people, of all ages, all areas, all intellectual levels, social levels.
economic levels.

The School, in education, is to help people in individually and
socially desirable directions by strengthening good traits which have
had their beginnings under the direction of other social agencies
outside of the school, and to weaken or eliminate those individually
and socially undesirable traits developed under the inﬂuence of
those agencies outside of school.

% ,

. r . ‘NG
Fig. 1. TEACHERS 1N T {.AINING, HELPING PUPILS L\ PHD h
CLASSROOM.

LISH

10~

will
ing
tude
plae

will
bent
inte

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aching
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e prin-
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levels,

ly and
11 have
,reneics
dually
uce 0f

\‘GLISH

The Elementary School should provide those experiences which
will help the child to become integrated with society through learn-
ing the languages of social relations, and should discover those apti-
tudes around which his individual and social development may take

place.

The Secondary School should provide those experiences which
will help learners develop their individual aptitudes for their own
beneﬁt, and help them use their aptitudes and tendencies in the

1 interest of society.

The TeaCher should help the school. make its contribution to the

education through the selection, classiﬁcation, and organization of

learning materials and experiences in terms of interests, abilities,
aptitudes, and life purposes of learners.

The Principal should lead in helping the school make its contri-
bution to education through (1) the selection of trained and con-
scientious teachers, (2) developing curricula to meet the needs of
pupils and community, (3) effective organization of the school pro-
gram, (4) proper assignment of teachers, (5) developing com-
munity understanding of the school’s program, and (6) promoting
teacher growth in service.

Boards of Education, as representatives of the public, should
select competent and conscientious principals and superintendents
who are to lead in directing the school programs, and should hold
them responsible for such things as selecting the personnel, develop-
ing the curriculum, and the like.

The deﬁning of jobs for those who take part in the program of
education and the school is necessary if we are to receive the maxi-
mum beneﬁt for the money spent for education.

After the professional. staff has a clear conception of each task in
twell organized school program, it is necessary that teachers, prin—
elpals, board members, superintendents, college staﬁs, and other
leaders undertake to make education the principal avenue of social
Security, All of us must take part if we are to make measurable
pmgl‘ess during the next generation or two toward social security.

Education for All the People Everywhere must be the corner-
stone of 0111 social and educational philosophy. Our job as leaders
111 education 1s to lemain actively conscious of the problems of adult
ed“Cation, parent education, pait- -time education, we -school educa—
tion, and education for the so- called under privileged We must
‘10th content while people of any age, any race, any locality, any
e€0ncmic'status, and people especially handicapped are denied those
0ilpOl‘tumties for education which will meet their needs. The pro-

fession can no longer remain indit’t'erent to those below and above
school age; to those who are below and above mental normalcy, to
those who are below and above physical normalcy, to those who are
not economically secure, and to those who can remain only part of
their time in school. Unless the school leaders lose their nneon.
sciousness, a new leadership group will take charge. The emergency
education. and youth programs are warnings, which should be heeded.

The Problem of Guidance must become the problem of event
member of the professional, staff. They cannot afford to wait until
lay boards are willing to levy taxes to pay the salary of a t'nll-tinte
guidance director. The principals must take the lead in schools
large enough to have principals, and the teachers must follow their
lead. 111 small schools, teachers must take the lead in guiding young
people socially, educationally, and vocationally.

Respect for Any Job Well Done is a cardinal Virtue which we
all. must learn or re-learn, especially the educational leader. It is
my present opinion that we have contributed to unemployment by
respecting a man who did one job well more than a man who did
another job well. We actually respect a good farm owner more
than a good hired man, a good but non—working housewife more than
a good hired girl, a good bricklayer more than a good lied-carrier,
a. good railroad foreman more than a good section hand, a good high
school teacher more than a good elementary teacher, a good Oil."
teacher more than a good ru "al teacher, a good superintendent more
than a good principal, a good lawyer more than a good laborer, 21ml
overcoats more than overhalls.

Due to this disposition 011 our part to respect one good job better
than another good job, we ﬁne good lied—carriers becoming p001‘
bricklayers, good section hands becoming poor section foreman
good elementary teachers becoming poor high school teacherS, SW1
principals becoming poor superintendents, and good laborers becom-
ing poor lawyers.

“One job well done is as respectable as any other .lOb “'9“
done”, must be taught people. If the job I can do best is resl’ecthY
I will be happy in doing it and will not quit in order to 2'0”
“respectable” job which I can do only passing well.

Respect for the Opinions of Other People is a prime virtue of

anybody, more especially teachers. The community will not 00’.
operate with and support the school leader who fails to (30013“ate
with and support the community. Laymen will cooperate with any
teacher who honestly respects them. Most of our attempts at 0013'
munity cooperation have been limited to attempts to get P901)19 to

12,

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eer
one
no
the
as
the

thi

and above
ormalcy, to
so who are
lily part of
leir uncon-

emergency
be heeded.

n of every
wait until
a full-time
in schools
)llOW their
ling young

which we
Ller. It is
.yment by
1 who did
am more
more than
tel-carrier,
good high
good city
lent more
orer, and

ob better
ing poor
forernen,
ers, good
's becom-

job well
)speeted,
to get ﬂ

virtue of
not 00'
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at com-
aople l0

donate something to the school—labor, money, or publicity. Very
little advice has been sought, and very little service has been given
outside the walls of the classrooms. If we but knew it, the greater
part of the school curriculum must be built upon the experiences of
the people in the community. We must cease to be the educational
law-givers, stop working for a community and the board of educa-
tion, and with them, stop teaching and become participating leaders
in the learning activities of the school and the community.

Respect for the Child’s Intellect is probably the greatest need
of the classroom teacher. I mean just that—RESPECT! The
greatest need of all Older people is respect for the emotions and
intelligence of younger people. “lithout knowing it, parents and
teachers insult little children every hour they are with them. \Vhat
achild says is as important to him as the teacher’s opinion is to
hint. Ridicule is the teacher’s weapon of humiliation, while rebuke
is the parent’s stock—in-trade. \Ve deserve from children only the
measure of respect which we give them—no more. If we want
respect, we must give it.

Iknew a person who went into a classroom to teach, and no
child in the room respected the teacher any more than the teacher
respected him. The teacher did not teach the children as if he was
the source of all knowledge, but he worked with them and learned
With them. He let the pupils know that they with him were con-
cerned with the problem of how to do things, how to ﬁnd things,
and that he would be the leader. When he talked with them and
Worked with them he received their attention and respect, and when
they talked to him he listened with interest and respect as genuine
is theirs. In this school no child was hurt or humiliated because
the teacher failed to respect the things he had to say.

_ Unless we follow the principle which prompted the behavior of
lllls teacher toward children, we will inﬂict wounds that may never
helleale(l——and develop in children a loss of: faith in the fairness
of teachers and a loss of conﬁdence in themselves. Give to children

5'01“? best respect and their respect will come back to you and them-
seves.

We must realize that every person has an interest and an apti-
l’l‘de more highly developed than any other interest or aptitude, and
If learners are to profit by what we do, we must build the learning
Programs around these interests and aptitudes. Since child experi-
911093 are the points of departure in learning, it is necessary to know
these exDeriences, and an analysis of experiences will enable the
leac1161’ to discover interests and aptitudes of children. It is impor-

tant to know what a child likes to do, what he likes to play, the books
he likes best, what his habits are.

We must cease to judge social conduct in terms of right and
wrong if we are to help those with whom we work. Every human
act can be traced to some natural cause, and we should spend our
time in trying to discover why people behave as they do instead of
arbitrarily assigning a cause and, on the basis of arbitrary judgment,
prescribing the orthodox pattern of reform. Unless we can get our-
selves into the attitude where We are able to do this, we will never
be able to give real help to people. Why children behave as they
do can very frequently be determined through a knowledge of the
intellectual and emotional experiences he has had. These can he
discovered if we will place ourselves in a position so that we can
go with him into the land of. his dreams.

LEADERSHIP QUALIFICATIONS FOR TEACHING

Teaching and other tasks connected with housing, staffing,
equipping, organizing and ﬁnancing the schools of the state, demand
a greater number of leaders and a higher type of leadership than
any other function society must perform. Those who choose any of the
positions connected with the schools have by their act taken upon
themselves the mantle of leadership, a mantle which they cannot
cast aside unless they leave the profession of teaching. Teaching is
simply another name for leadership; teaching is leadership in learn-
ing. Teaching is the highest form of leadership since it deals with
people at a time in their lives when every experience counts, at
a time when most of the really important things which will ever
happen to them takes place, at a time when the patterns which will
determine their lives are formed, at the time when they begin the
long, long trail of life leading into the lands of their dreams.

A leader in any situation must possess or acquire great quali-
ties. He must know a great deal about the persons whom he W111
lead; he must know their problems, interests, and life purposes; he
must know the strength and weaknesses of those whom he atteanis
to lead; he must have faith in them and sympathize with their VieW-
points; he must understand and respect their traditions; he must
look neither up nor down on them; he must be geniunely interested
in those he leads; he must be willing to educate himself for his task;
and he must be willing to lead.

To these basic qualities of a leader, let us add others to those
who enter the teaching profession. He who succeeds as a leader "1
education must—

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Have a wholesome respect for the teaching profession,

Be genuinely interested in teaching young people,

Have an aptitude for the particular teaching job he has chosen,

Have plans to procure the necessary education to become a superior

teacher,

Be ﬁtted by temperament to stimulate learning,
Have the capacity for attaining sufficient poise,
Be healthy in body,

Have at least normal mental balance,

Be interested in learning,

Speak correct English, and

Be sensitive to human values.

Who Should Prepare for Educational Leadership? In an effort
to keep from the profession of teaching those who will likely not
succeed and to bring into the profession those who will likely
succeed teacher education institutions hope that those who come
“ill have qualities that hold promise

Before applying for entrance into an institution which educates
teachers, the applicant should examine the following criteria:

10.

Only persons who have high scholastic ability should train for
teaching.

High mental capacity is essential to success in teaching.

Those who are educated for teaching should be healthy in body
and should be free from major physical defects.

The names of the courses taken at the secondary level are not as
important in admitting a prospective teacher for training as the
quality of work done at the secondary level.

The person who enters training for teaching should be free from
speech defects.

Only those persons who have the capacity for developing a pleasing
teaching personality should enter teacher- education institutions.
The person who enters a teacher education curriculum should be
free from neurotic tendencies.

The admission of a person to a teacher-education institution should
be dependent upon a cumulative record covering his entire school
life, which record should show promise that he will succeed as a
teacher.

Before a person is admitted to a teacher-education curriculum, there
should be evidence of capacity to develop,

a. Emotional balance;

b. A rich cultural background;

0. Essential teaching personality.

No person should be graduated from a teacher-education curriculum
until there is deﬁnite evidence that he has attained those qualities
essential to an integrated teaching personality.

In order to meet the c1iteria set out above, the prospective
teacher must have contact with real life situations. This need was

so well expressed by Doctor Clyde B. Moore, of the Graduate $011001
of Education, Cornell University, at a Con