Bennington College: in the Beginning.

Autor/in	Brockway, Thomas P.
Titel	Bennington College: in the Beginning.
Quelle	(1981), (244 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-914378-77-5 (paperback)
Schlagwörter	Case Studies; College Presidents; Curriculum Development; Educational Counseling; Educational History; Educational Planning; Fine Arts; Higher Education; Institutional Characteristics; Institutional Evaluation; Institutional Research; Single Sex Colleges; Student Characteristics; Student Recruitment; Womens Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; College president; Hochschulpräsident; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; History of education; Bildungsgeschichte; Bildungsplanung; Bildende Kunst; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; 'Women''s education'; Frauenbildung
Abstract	The early history of Bennington College, Vermont, beginning with initial endeavors by Vincent Ravi Booth in 1923, is examined. Topics include: granting of a satisfactory charter to the college; the role of educators such as Amy Kelly and William Heard Kilpatrick in initial curriculum recommendations; electing Robert Devore Leigh as president; recruiting students and the trustees' role; Leigh's Educational Plan of 1929; the opening of the college in 1932; counseling students; salary, tenure, and degrees; traditions at the college; administrators and other staff; visual arts and learning by doing; dance and the contribution of Martha Hill; drama program options; the music program; literature; science; social studies; Leigh's resignation in 1941; and an evaluation of the college's program and performance. Results of the 1941 evaluation include the following: about 70 percent of the students came from private schools; their fathers were professional men or in business or government; 40 percent were Episcopalian; almost all the students scored higher than upper middle class on the Chapin Social Status Scale; entering students in 1940 were at the 60th percentile for national norms on the scholastic aptitude tests; 45 percent of entering students said their major concern was art, dance, drama, or music; one-fourth of all students during the Leigh presidency had no science; sophomores had scored in the top quarter on the national scale on a general culture test; upon graduating, 61 percent of alumnae had continued their studies; and by 1940 two-thirds of the graduates had been or were employed full time. (SW)
Anmerkungen	Countryman Press, Woodstock, VT 05091 ($10.00, paperback; $12.95 cloth).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC