Date of Award
Master of Science
Dr. Edward F. Overton
Dr. Fred B. Dixon
No data have been discovered determining exactly why or when the first homeroom originated. In a study by Galen Jones published in 1935, it was reported that there were two homerooms introduced between 1875-1879; two in the period 1900-1904; three, in 1905-1909; and nine in the period from 1910-1914. From then on the growth was rapid.
The homeroom appeared and developed with amazing rapidity because it seemed to offer a solution to the strong demand for a type of education which would include proper emphasis upon important physical, social, emotional, and spiritual factors largely ignored in traditional instruction.
Since its conception the homeroom has been to some administrators another avenue for facilitating the admini strative, educational, and guidance functions of the school, and to other administrators the homeroom has been a puzzle. In statements on the purpose of the homeroom, some authors included the opinion that the homeroom offers the perfect setting for group activity work or group guidance. Other authorities asserted that the homeroom was an illogical place for such plans.
The purpose of this study was to determine, analyze, and compare the functions and practices of high school home rooms in Virginia. The problems of this investigation were: (1) what is the purpose of the homeroom; (2) who is responsible for the homeroom plans; (3) what are the major activities of the home room; and (4) at what time does the homeroom meet? The intent of the writer was to trace trends in the concepts and practices of homerooms in the State of Virginia. Survey results were used only to report this information, and no attempt was made to discuss, compare, or evaluate guidance services in individual schools.
Hayes, Anne Hill, "An investigation of the status, functions, and practices of high school homerooms in Virginia" (1966). Master's Theses. 253.