ABSTRACT

A DESCRIPTIVE STUDY OF THE IMPLEMENTATION OF
MAN: A COURSE OF STUDY AS REVEALED
THROUGH ETHNOCENTRISM

 

By

Donald L. MacFadyen

The purpose of this study was to investigate the implementa-

tion of Man: A Course of Study, an elementary social studies program,

 

in a single school district.

The locus of the investigation was a suburban midwestern
university community. The study dealt specifically with eight pupil
subjects and their teachers, selected from two different elementary
buildings in the local school district. After the two classroom teach-
ers in the two schools rank-ordered their pupils on perceived social
science skills, two boys and two girls from the middle quartiles of
each class were selected as subjects for intensive evaluation.

The study assessed teacher and student entry behavior as well
as post-treatment (Man materials and instructional strategies) beha-
vior. Interviews of a semiopen-ended nature were utilized for both
pupils and teachers. These interviews were analyzed for pupil ethno-
centrism and teacher concerns about implementing Man.

Semantic differential instrumentation was also used with
pupils to assess ethnocentrism and any gain or loss associated with

the topic. The following conclusions were reached:

gig Donald L. MacFadyen

Conclusion 1

The events comprising the implementation of Man formed an

identifiable model of a successful implementation of the program.

Conclusion 2
A workable model to instruct in-service teachers and present
potentially controversial ethnocentric topics such as senilicide was
identifiable. This model has been applicable to instruct both
teachers and pupils. Presumably, the model for in-service teachers
should also be useful for presenting similar materials to school
administrators and the general public.
Conclusions 1 and 2 above were extracted from the findings
related to the study objectives associated with the implementation
process. The remaining four conclusions were drawn from the findings

associated with the ethnocentric content study objectives.

Conclusion 3
Teachers had no negative feelings about the Man program or
of their teaching the program. Their attitude was one of acceptance

program and its content.

Conclusion 4

 

Teachers did not anticipate any problems in teaching the

content component of Man dealing with senilicide.

Conclusion 5

 

Pupils were not traumatically disturbed when studying the

practice of Senilicide.

Conclusion 6

 

Donald L. MacFadyen

The findings<thinot support a conclusion about whether or

not Man materials and techniques reduced ethnocentrism.

The above conclusions served as the basis for the following

recommendations:

1.

Involve the public for the innovation prior to implementa—
tion. Teachers need to be involved in the formulation of
objectives and their modification as the need becomes
apparent.

Schedule in-service activities as a portion of the regular
academic school day to help assure teacher acceptance and
demonstrate support for the innovation.

Provide for both formative and summative evaluation
through the total adoption process.

Utilize external experts and consultants in getting
started.

Devise a system for the effective movement of instruc-

tional materials between classrooms and among buildings.

A DESCRIPTIVE STUDY OF THE IMPLEMENTATION OF
MAN: A COURSE OF STUDY AS REVEALED

THROUGH ETHNOCENTRISM

BY

Donald L. MacFadyen

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION
Department of Elementary and Special Education

1974

ACKNOWLEDGMENTS

I wish to express my sincere appreciation to those individuals
without whose help and inspiration I would have been unable to complete
this undertaking. A great deal of time and effort has been expended
on my behalf by my graduate committee: Drs. Dan Jacobson, Roger
Niemeyer, Ted Ward, Perry Lanier, and especially Bill Joyce, who
served as my chairman. Each contributed his particular brand of
expertise and stimulation over the past several years.

My family deserves a special note of mention. Their suffering
with me through the usual quota of graduate student problems was
greatly appreciated. Goldia, Bob, Bill, thank you all.

Many other individuals should be acknowledgedikn:their words
of encouragement and helpful suggestions. Without the help of many,

many people, this dissertation could not have been written.

ii

TABLE OF CONTENTS

Page
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . vi

LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Chapter

I. BACKGROUND OF THE STUDY . . . . . . . . . . . . . . . . . . 1
Need for the Study 6
Purpose of the Study . 7
Research Purposes and Questions . 8
Limitations . . . . . 9
Methodology . . . . . . . 10
Overview of the Study . . lO
Organizational Overview of the Study 11
Definition of Terms . 11
Summary . . . . . . . . . . . . . . . . . . . . . . . . . 13

II. REVIEW OF RELATED LITERATURE . . . . . . . . . . . . . . . 14
Try It! You'll Like It! . . . . . . . . . . . . . . . . . 15
In-House Research . . . . . . . . . . . . . . . . . . . . 15
Informal Assessment . . . . . . . . . . . . . . . . . . . l7
Formalized Evaluation . . . . . . . . . . . . . . . . . . 18
Literature on Ethnocentrism . . . . . . . . . . . . . . . 20
Implications . . . . . . . . . . . . . . . . . . . . . . 21
Summary . . . . . . . . . . . . . . . . . . . . . . . . . 23

III. DESIGN OF THE STUDY . . . . . . . . . . . . . . . . . . . . 24

Research Techniques . . . . . . . . 24
Descriptive Research: A Formative Evaluation View . . . . 25
Case Study . . . . . . . . . . . . . . 26

Applications of the Case Study Technique . . . . . . . 27
Limitations of the Case Study as an

Investigative Tool . . . . . . . . . . . 28
Developmental Steps in the Formulation of a
Case Study . . . . . . . . . . . . 29

Statements Underlying the Instrumentation Used
in This Study . . . . . . . . . . . . . . . . . . . . . 30

iii

Chapter Page

Implementation Model . . . . . . . . . . . . . . . . . . 31
Building a Relationship . . . . . . . . . . . . . . . . 33
Diagnosis . . . . . . . . . . . . . . . . . . . . . . . 34
Acquisition . . . . . . . . . . . . . . . . . . . . . . 34
Choosing . . . . . . . . . . . . . . . . . . . . . . . 35
Gaining Acceptance . . . . . . . . . . . . . . . . . . 35

Self- Renewal . . . . . . . . . . . . . . . . . . . . . 36
The Local Application . . . . . . . . . . . . . . . . . 36

Instructional Model Background . . . . . . . . . . . . . 38
Sources of Data . . . . . . . . . . . . . . . . . . . . . 40

Categories of Source Data . . . . . . . . . . . . . . . 40
Procedures for Data Collection . . . . . . . . . . . . . 40
Sample Selection . . . . . . . . . . . . . . . . . . . . 41
Sample . . . . . . . . . . . . . . . . . . . . . . . . . 42
Instrumentation . . . . . . . . . . . . . . . . . . . . . 43
Design . . . . . . . . . . . . . . . . . . . 53
Procedure and Time Schedules . . . . . . . . . . . . . . 55
Summary . . . . . . . . . . . . . . . . . . . . . . . . . 56

IV. RESEARCH DATA . . . . . . . . . . . . . . . . . . . . . . . 57

The Operation of the Local Map Implementation Model . . . 57
Building Relationships and Diagnosing the Problem . . . 57
Acquisition . . . . . . . . . . . . . . . . . . . . . . 58
Choosing . . . . . . . . . . . . . . . . . . . . . . . 59
Acceptance . . . . . . . . . . . . . . . . . . . . . . 59
Self- Renewal . . . . . . . . . . . . . . . . . . 66

Discussion of Figures 4.1 and 4.2 . . . . . . . . . 69

Data Gathered Through Interviews and Pencil and
Paper Instrumentation . . . . . . . . . . . . . . . 7O
Observations Prior to Treatment Applications . . . . . 70
The Building Principals . . . . . . . . . . . . . . . . 71
Teachers . . . . . . . . . . . . . . . . . . . . . . . 71
Unanticipated Developments . . . . . . . . . . . . . 71
Pre-Treatment Interviews of Teachers . . . . . . . . . 73
Teacher Post- Interview Discussion . . . . . . . . . . 76
Pupil Pre-Test Interview and Instrumentation . . . . . 77

Findings From the Data . . . . . . . . 92

Discussion of Results of the Semantic Differential Scale. 92

Pupil Interviews, Pre to Post . . . . . . . . . . . . . . 94

Observations . . . . . . . . . . . . . . . . . . . . . . 94

Summary . . . . . . . . . . . . . . . . . . . . . . . . . 96

iv

Chapter Page

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

FOR FURTHER STUDY . . . . . . . . . . . . . . . . . . . . 97

Summary . . . . . . . . . . . . . . . . . . . . . . . . . 97
Conclusions . . . . . . . . . . . . . . . . . . . . . . . 99
Recommendations . . . . . . . . . . . . . . . . . . . . . 105
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
A. MzACOS TEACHER IN-SERVICE OPINION SURVEY . . . . . . . . . 109

B. PUPIL INTERVIEWS . . . . . . . . . . . . . . . . . . . . . 115

C. RESPONSES TO THE PUPIL PERCEPTION INSTRUMENTS . . . . . . . 148

D. PUPIL RESPONSES TO SEMANTIC DIFFERENTIAL SCALE . . . . . . 153
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

LIST OF TABLES

Response Distribution to the Typical American Family
Questionnaire by Sets of Subjects . . . . . . .

Response Distribution to the Typical Eskimo Family
Questionnaire by Sets of Subjects . . . . .

Magnitude of Apparent Changes of Judgments About
Typical American and Eskimo Families as Obtained
From the Questionnaires of the Same Names .

Magnitude of Apparent Changes of Judgments About
Typical American and Eskimo Families in Responses
to Semantic Differential Items .

Response Distribution-—American Family-—by Sets
of Subjects . . . . . . .

Response Distribution-~Eskimo Family--by Sets
of Subjects . . . . .

Acceptance-Rejection Scale .

Sample of Pretest I (I) and Relationship to Pretest II
and Posttest .

vi

Page

79

80

81

83

84

87

90

91

LIST OF FIGURES

Figure Page
3.1 Man Implementation Model . . . . . . . . . . . . . . . . . 32

3.2 The Man Instructional Model as Taught to the Teachers
in the Study . . . . . . . . . . . . . . . . . . . . . . 37

3.3 Pupil Interview Questions: Senilicide . . . . . . . . . . . 44
3.4 Pupil Semantic Differential Scale: The Eskimo Families . . 46

3.5 Pupil Semantic Differential Scale: The American Families . 47

3.6 Pupil Perception Instrument: Eskimo . . . . . . . . . . . . 48
3.7 Pupil Perception Instrument: American . . . . . . . . . . . 49
3.8 Pupil Explanation Instrument: Pre-test . . . . . . . . . . 50
3.9 Pupil Explanation Instrument: Post-test . . . . . . . . . . 51
3.10 Teacher Interview Questions . . . . . . . . . . . . . . . . 52
4.1 ‘M§g_Imp1ementation Calendar, 1971-1972: Pilot Program . . . 67
4.2 ‘Mgg Implementation Calendar, 1972-1974: District-Wide
Implementation . . . . . . . . . . . . . . . . . . . . . 68
4.3 Pupil Interview Question Findings . . . . . . . . . . . . . 95

vii

CHAPTER I

BACKGROUND OF THE STUDY

Few of the new social studies curricula created during the

1960's have stimulated more continuing interest than Man: A Course of

 

Study. Originally designed as a one-year course for fifth or sixth
graders, Mag constitutes a radical departure from the bland, sterile
textbooks that had dominated social studies instruction for genera—
tions.

Link reported in October, 1972, that roughly 1,500 school
districts in the United States were using the M§g_program.l Although
this number is substantial, it in no way implies that Mag is a popular
program. The potential for adoption is approximately 18,000 public
school districts and 15,000 nonpublic elementary schools in the United
States. .M33 is also used in Canada, Great Britain, and Australia,
and in English-language schools in Japan and Italy.

‘Mgg revolves around four units:

1. The life cycle of the salmon. This unit introduces the

 

study of generational overlap and investigates why human

beings are so helpless at birth.

 

1Frances Link, Associate Director of Curriculum Development
Associates, Washington, D.C., telephone conversation, October 22, 1972.

2. The herring gulls. Through this medium, children focus on
family structure and how behavior may be viewed in terms
of the requirements for survival.

3. Baboon behavior. Group structure and individual behavior
are studied by investigating the free-ranging baboon troop.

4. The Netsilik Eskimo culture. Children are encouraged to
examine the differences and similarities between their
lives and the lives of a group that appears so different
from themselves.

The program is multi—media in nature and utilizes Bruner's

inquiry approach to learning:
Mastery of the fundamental ideas of a field involves not only the
grasping of general principles, but also the development of an

attitude toward learning and inquiry, toward guessing and hunches,
toward the possibility of solving problems on one's own.2

"process program." The

In the educational parlance of the day, it is a
program is definitely not based upon a single- or multi-textbook approach.
A plethora of information and data is available to the learner through
the methodology and source material provided within the instructional

package. Information is presented to the learner through a variety of

media:

--23 soft—cover booklets of from 8 to 88 pages and 7 additional
booklets

--16 motion picture films (most using natural sound) ranging from
8 to 30 minutes in length

--3 simulation games

 

Jerome Bruner, The Process of Education (Cambridge, Mass.:
Harvard University Press, 1960), p. 20.

 

--4 records
--5 filmstrips
--23 maps, posters, and photomurals

Teachers are provided with nine paperback manuals to facilitate
instruction. The in-service component for teachers is explicated by a
l43-page booklet entitled Man: A Course of Study:rSeminar for Teachers3
and a recommended workshop for teachers.

The program differs from existing elementary social studies
programs in several respects. First, it does not follow the previously
set program pattern of spiraling from the smaller world to the larger
world. This micro-macro configuration of the child-centered organization
illustrates a pattern that originated in the progressive era of the

1930's and 1940's.

First grade: The child's family

Second grade: The child's school

Third grade: The child's neighborhood

Fourth grade: The child's county, country, city,

and metropolis

Fifth grade: The child's state

Sixth grade: The child's region of states
Seventh grade: The United States

Eighth grade: The world

Instead, Man first develops concepts and attitudes toward humanness and
then applies them to achieve a greater understanding of the student's

world and his own humanness. This is exemplified by the concepts of

 

1Man: A Course of Study--Seminar for Teachers (Washington, D.C.:

Curriculum Development Associates, Inc., 1970).

generationality and life cycle as presented through the unit on Pacific
salmon. Second, far greater emphasis is placed upon the process by
which children learn. Problem solving through a systematic schema or
taxonomy of investigation is stressed. Finally, the need for the learner
to interact with other learners to achieve his learning potential is
emphasized.

A chronology of the development of the program indicates that
it is a trend setter in terms of extant and projected social
studies programs. As viewed over the decade since its conception in 1962
by 45 educators and scholars gathered together by the Educational
Development Center (EDC), it has been a hallmark. By the time Jerome
Bruner entered the developmental stages of the program and applied his
own theory of instruction, much of the material had already been gathered.
‘Mgg emerged in 1964. Peter B. Dow completed the developmental stage of
the program as its director, and by 1970 had entered into a contractual
relationship with Curriculum Development Associates (CDA) to publish and
further CDA's interest in in-service education for teachers.

In the years since 1964, Map has served as a model for
the development of other social studies programs. It is not that any
one piece of instructional hardware or software is; so unique in and of
itself; rather, the combination of those practices and materials in
such a manner as to make an integrated whole is the uniqueness of Mag.
Systematic analysis and hierarchical ordering of content aux: matched
with a delivery system eloquently conceptualized by Bruner to produce

the instructional "gestalt"-—Man.

Innovative synthesizing of learning outcome and the process
by which the outcome is learned had its beginning in the Mag practices
listed below:

1. The publisher requires in-service education of professional
staff as a condition for sale of the instructional
materials.

a 2. Simulation games are included as an integral component of
the instructional package.

3. Print packages provide reproductions of original source
materials.

4. The sound and sight component of Map is provided by
authentic primary source footage of 8mm film loops.

In the investigator's opinion, M@g_is a total two-year curriculum, pro-
viding a diverse selection of materials and variety in instructional
methodology.

Although earlier versions of M§p_were researched in the Boston
area, recent versions have not been studied in depth. Similarly, Curric-
ulum Deve10pment Associates, Inc. (commercial distributors of the pro-
gram) have reduced to a minimum the in-service training component of
‘Mgg. This policy is a major departure from the developer's original
recommendation of 60 hours of in-service training.

The program has not been immune from criticism. By far, the
most severe criticism occurred in Pheonix, Arizona, where laymen and
educators engaged in a bitter debate over the controversial elements
of the program. The most common complaint is that the program is

antipatriotic, because it tends to displace United States history at

the fifth grade level. Other complaints are characterized by attacks
on the ethnographic elements of Egg, "It teaches evolution. It teaches
children that killing infants is all right. It's a sex education course."4
The inevitable comparisons between human and animal behavior, which are
investigated and hypothesized about by students studying baboon behavior,
tend to fuel the criticism that the schools are teaching evolution. The
further study of structure and function tends to encourage the conclu-
sion that need precedes the development (or evolvement) of a structure
to meet an environmental need.

The controversial nature of the program, the uniqueness of
its material and content, and the specific style of teaching it requires
all make Man an atypical social studies program. Thus, it is more dif—

ficult to implement than the more typical curriculum adoption.

Need for the Study

 

At this time, a need exists to discover information that will
help answer some of the public concern generated by Man and its inclu—

sion in the curriculum. Sady supported this need, stating:

The schools have one foot in the past and one in the future,
and of necessity the first is more firmly planted, . . . Anthro-
pology can contribute a point of view that relates to both cul-
tural tradition and cultural change and that is well supported by
concrete evidence.

Every analysis of a school system that describes its stated
and its implied goals, the ways individuals within the system com-
municate and cooperate to accomplish these goals, and the actual
results becomes a case study potentially with other such studies.

 

4"Weekly American News," The Pheonix Gazette, September, 1971.

 

5Rachel Sady, Perspectives From Anthropology (New York:
Teachers College, Columbia University, 1969).

‘Mgg has developed a reputation as a "controversial" social
studies program. One dimension that contributes to this description
is the conceptual treatment of human death, as presented in the study
of Netsilik Eskimo culture. Two separate types of human death are
dealt with in the program--senilicide and infanticide.

The present study focuses upon senilicide as practiced by
the Netsilik--the abandonment of an individual in the wilderness to
succumb to the elements. The Netsilik culture takes no punitive
action against the perpetrator of the act, and in fact, may even con-
done the act and support him in it. This is contrary to cultural
standards commonly held in this country. Hanley and others, in their
two-volume evaluation of Egg, raised these cogent questions:

Is there positive value in presenting to upper elementary grade
youngsters issues that involve behavior contrary to the funda-
mental morality of this society? Can children who are working
out their own relationship to our culture's social and ethical
considerations put in perspective acutely disturbing alien
behaviors?-

A central thrust of Mgg is the reduction of ethnocentrism
in both teachers and pupils. Clearly, this is a formidable task, one
which places a heavy demand upon the resources of the instructional

program and those using it. This condition underscores the critical

importance of the manner in which the program is implemented.

Purpose of the Study
The general purpose of the study is to present a detailed descrip-

tion of the East Lansing, Michigan, Public Schools' implementation of Egg

 

6Janet P. Hanley and others, Curiosity, Competency, Community;
Man: A Course of Study,,An Evaluation (Cambridge, Mass.: Educational
Development Center, 1970), p. 15.

as a part of that district's elementary social studies curriculum.
Specifically, the study seeks to: (1) describe the development and
operation of the implementation process from inception to completion
and (2) to report effects of the implementation of the Egg content
upon teachers and pupils. The focal point of the study of content is
the reduction of ethnocentrism as developed by the instructional

materials used in the program to present the concept of senilicide.

Research Pugposes and Questions

Considering the nature of our culture and the ethnocentrism
inherent in it, infanticide and senilicide could well be considered
alien human practices. The issue is not that the topic teaches "dif-
ferent" human behavior that is disturbing in itself, for example eating
caribou eyes. Rather, the issue is that Mgg treats "taboo" topics
that strike at the deepest beliefs of our society. The researcher
proposes that a need exists to examine what effect, if any, the study
of a culture's practices that are drastically different from our own
has upon students and teachers' ethnocentrism, as well as the class-
room presentation of the topic. Also worthy of investigation is the
chronology of the events and activities initiated by the school district
to help insure teacher, administrator, pupil, and public acceptance of
the program.

Following are the objectives of the study. The researcher
seeks to discover:

1. the sequence of events leading to the adoption and imple-

mentation of Man;

teacher attitudes toward teaching senilicide as practiced
by the Netsilik Eskimo;

problems teachers expect to encounter in teaching this
concept;

children's attitudes toward provisions made for the
Netsiliks' treatment of the elderly;

whether the model for teaching the concept of senilicide
is presented by Egg;

whether exposure to Egg materialsznuitechniques changes

the pupils' expressed level of ethnocentrism.

Objectives 1 and 5 concern implementation, and the remaining four focus

on the content and effect of the Man program.

Limitations

Below are limitations imposed on the study by the researcher.

‘Their purpose is to focus the central thrust of the study and delineate

the parameters of the investigation.

1.

The nature of the investigation is not a panoramic analysis
of Egg. Rather, it is an explicit analysis of two concepts—-
why Egg was chosen and how it became a part of the curric-
ular offering.

The two concepts cited above are analyzed historically.

The study does purport to be media consistent as it uses
investigative techniques and instrumentation inherent in

the Egg program.

The investigation does not focus on curriculum development,

but on curriculum implementation in a single school district.

10

5. The study is not experimentally focused in terms of test-
ing hypotheses. It is, rather, a descriptive study that
is intended to result in the generation of experimentally
testable hypotheses.

6. The study does not focus upon dissemination of a curricular
development (Egg) in any area except a local school dis-

trict.

Methodology

 

The project is an historical case study of the adoption of Egg
as a social studies program for the East Lansing Public Schools. The
research draws upon official and unofficial written records of the
school district, newspaper articles, and reports of participants in and
planners of the adoption. Also included are summaries of interviews
with children receiving the new curriculum.

The review of written materials provides a chronological
report of the development and Operation of the Egg implementation project.
The summary of evaluations completed by the participants and pupils
highlights the effects of the Egg content upon the adoption and imple-

mentation project.

Overview of the Study

 

This study is limited to a description of the development and
implementation of the Egg_materials as a social studies program for the
East Lansing Public Schools. The time encompassed by this investiga-
tion is from September, 1971, through June, 1973. Two basic foci are

the content on senilicide and the "how" of the Man implementation.

ll

Orggnizational Overview of the Study

 

The study is organized into five chapters. Chapter I con-
tains the definition of the problem, need for the study, limitations of
the study, and definition of terms germane to the study. In Chapter II
the related literature is reviewed. The design framework of the study
is delineated in Chapter III. Chapter IV presents the chronological
steps of implementation and decisions necessary for completing the
in-service training and making the program operational. The chapter
also presents data gleaned from the application of observational tech-
niques, interview techniques, and instrumentation used to assess the
ethnocentrism component of the study. A summary of the study and recom-

mendations for further investigative study comprise Chapter V.

Definition of Terms

 

Certain terms, because of their specialized use in the study,
require definition. These terms are now presented.

Administrator-—Educational personnel charged with the super-

 

vision and/or administration of an educational unit or subsection of
that unit.

Concept--An organizing generality used to give form and focus
to a problem or idea.

Consultant—~Any person not a member of the local system who

 

uses his expertise to assist in the implementation of a curricular
program.

Ethnocentrism—-The expressed judgment that the values, arti-

 

facts, and relationships of one's own group are superior to or more

favorable than those of other groups.

12

Formggiyg Evaluation--An evaluation procedure for use with a
curricular program, designed to identify areas within the system that
need improvement. It is best understood in contrast to a summative
evaluation, which is undertaken to accept or reject a particular program.

In-service Education--Any formal learning program undertaken
by educators for the purpose of improving their professional skills.

Principal--The building administrator, typically elementary
school, middle school, junior high school, or high school principals.

Process Approach (Process Learning)-- Using the natural ener-
gies of the will to learn, as defined by Bruner. They include curiosity,
competency, identification, and reciprocity, or the need to respond to
others. "Operationalizing process learning particularly centers on the
materials used in the course (Egg). These materials . . . provide a
range of media, styles and complexities to involve the child."7 It is
a method of instruction that values the techniques used to obtain the
outcomes,:h1contrast to a didactic methodology that would stress a
single-answer approach. This listen-repeat approach generally implies a
communication pattern from authority to lesser authority, whereas the
process approach emanates from the interaction framework of social psy-
chology and group dynamics.

Senilicide--The act of leaving an aged individual to succumb

to the elements, so that life will be less rigorous for those remaining.

 

7Sue A. Deffenbaugh, Susan M. Dalfen, and Richard E. Ripple,

An Invegtigggion of an Ingtrument Battery_Related to the Experiences
for Student-Centered Teachigg Behaviors in Man: A Course of Study
(Syracuse, New York: Eastern Regional Institute for Education, 1970),
p. 6.

l3

Teacher—-A person with a valid Michigan teacher's certificate,
engaged in the instruction of pupils within the local district.
Valuing--Prizing something to the degree that an observable
action is demonstrable. Raths and his co-authors stated a working
definition as follows:
When we have a value, it shows up in aspects of our living. We
may do some reading about things we value. We are likely to form
friendships or to be in organizations in ways that nourish our
values. In short, for a value to be present, life itself must be
affected. Nothing can be a value that does not, in fact, give
direction to actual living. The person who talks about something
but never does anything about it is dealing with something other
than a value.
Workshop Leader-~Any person designated as being accountable for

the professional activities and organization of an in-service education

workshop.

Summary

In Chapter I, the background material concerning Egg was
presented. A justification of the need for the study and the study's
purpose were developed. Research questions were identified and the
limitations of the study enumerated. An organizational overview of the
study and a definition of terms used in the study comprised the last

topics of the chapter.

 

8Louis E. Raths, Merril Harmin, and Sidney B. Simon, Values
and Teaching (Columbus, Ohio: Charles E. Merrill Publishing Company,
1966), p. 29.

 

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter seeks to review previous studies dealing directly
witthgg_and ethnocentrism. In addition, the chapter will compare these
studies to the present study and describe how one relates to the other.

Two basic categories have been established for the review of
literature—-first, literature treating Egg directly and second, tan-
gential literature dealing directly with ethnocentrism as it concerns
pre-teenagers. The former type of literature is further divided into
four categories, each of which is described below.

1. "Try it! You'll like it!"

a. Highly opinion oriented

b. Evidence of "Hawthorne effect"

c. Generally supportive of the Egg program

d. Not directed to the researcher, but to the practitioner

2. "In-house research"

a. Researched by a person or group that could be pre-
disposed in a given direction because of his associa-
tion with the subject of the research

b. Sampling bias can usually be identified through some
self-selection process

c. Many of the data gathering techniques are highly
susceptible to observer bias

3. "Informal assessment"
a. Studies carried out by independent researchers

b. Evidence is presented from which conclusions are drawn

14

15

c. The report is presented in nonemotional language,
neither favorable nor unfavorable
d. The scope of the inquiry may or may not be global
4. "Formalized evaluation of Egg”
a. Generally deals with the effectiveness of Egg
b. Has the same criteria as found in number three above,

subsections a, b, and c

Try It! You'll Like It!

 

The first category can be defined as the testimonial--"Try it!
You'll like it!" Typical of such literature is an article by Tucker,l
which expresses her opinions of the program and reports observations
about how her fifth grade pupils in a New York City school responded to
this experience. The author's proselytizing posture could well be the
effect of a bias resulting from the training component of Egg for teachers.
A spirit of togetherness that the training experience engenders tends to
make those teachers a cohesive special interest group. This type of
written testimonial is almost always subject to observer bias, and is
usually reported upon when the Hawthorne effect is at its zenith. A
teacher looking back at the eXperience after a five-year period would

hardly have the zeal of a new proselyte.

In—House Research

 

The second category is described as formal "in-house research"
of Man conducted by the developers of the program. Most of this liter-

ature has been developed and disseminated by the Educational Development

 

1Revan M. Tucker, "Man: A Course of Study," in Teaching Social

Studies in the Urban Classroom, ed. by Vincent Rogers and Thomas P.
Weinland (Reading, Mass.: Addison-Wesley Publishing Co., 1972).

 

16

Center, Inc., of Cambridge, Massachusetts, and its commercial counter-
part, Curriculum Development Associates, Inc., of Washington, D.C.

Characteristic of this literature is Curiosity, Competency, Community;

 

Egn: A Course of Study, An Evaluation,2 a two-volume compilation of
evaluative research on the effectiveness of Egg by Hanley and others.

A basic purpose of the in-house research has been to evaluate Egg
through the use of evaluation instruments and techniques that are media
consistent with the course components and goals. Using evaluation
techniques derived from the theory and phiIOSOphy and practiced through
the course certainly provides the testee with prior knowledge of the
format. This congruence of evaluation instrumentation has helped to
elucidate the particular successes of Egg. Variables such as classroom
environment, student involvement and participation, success of various
materials and media, and concept and information acquisition have been
studied through interviews with students and teachers, classroom envi-
ronment checklists, and cognitive questionnaires. The questions of how
socio-economic status and ability variables affect the teaching and
learning of Egg_have also been addressed.

The issue of bias and/or contamination of results was clearly
acknowledged by Hanley and her co—workers.3 However, of equal importance
was the propensity of the EDC researchers to conduct their investiga—
tions through the use of a nonbehavioral psychological framework. Nor-
mative evaluation was subordinated to the use of interview, opinion-

naire, and creative format.

 

2Hanley and others, op. cit.

3Ibid., Volume I, p. 16.

l7

Disagreement with EDC's position is apparent in.the work of
Cole and Herlihy. In a 1971 study, they directed the design of Egg
pupils' tests. However, since Cole and Herlihy were involved in the
dissemination of Egg, their results must also be viewed within the con-
text of using nonindependent observers of Egg pupil—teacher behavior.4
The researchers' close association with the materials, philosophy, and
'goals of Egg could have been a source of contamination. Observer inde-
pendence is also questionable when that observer's purpose is to estab-

lish a dissemination and, thus, implementation model of Man.

Informal Assessment
The third type of literature is informal assessments undertaken

by independent, outside researchers. Joyce's article in Social Education,

 

entitled "M:ACOS: A Report From the Inner City,"Svuuscharacteristic of
this type of writing. The article directly assessed specific effects
of components of Egg in an inner-city setting, as measured by the use
of cognitive questionnaires, vocabulary tests, and personal interviews.
Joyce concluded that within the ten—week period, pupils were beginning
to apply the concepts of working together, using inquiry and valuing
strategies which, in his opinion, form the basis of the Egg_instruc-
tional package. This type of literature is always suspected of con-

tamination because of the possibility of a Hawthorne effect. Indeed,

 

4H. P. Cole and J. G. Herlihy, Implementation of a Process Cur-

riculum by the Campus Team Strategy, Report to the National Science
Foundation, Product 007 (Syracuse, New York: Eastern Regional Institute
for Education, 1971), p. 87.

5William W. Joyce, "MzACOS: A Report From the Inner City," Social
Education, XXXV (March, 1971), 305-308.

18

the author readily admitted the short duration of the study as a limit—

ing factor.

Formalized Evaluation

 

This type of evaluation has tended to investigate transfer—
ability of teaching style and questions of Egg accomplishing its purposes.
Hager reported that Egg had limited influence upon changing teaching
styles of teachers of English and science in later elementary grades.6
His position was supported by Youngers' investigation of Egg, who stated:
"The teachers seem to be key determiners of the level of cognitive
activity regardless of the curriculum being taught."7 Hager's finding
might have greater credence if the statistical treatment had been of
multi—variance analysis as Opposed to covariant analysis. Youngers'
findings must also be interpreted in light of the self-selected nature
of the population and the recordings they turned in for evaluation by
the raters. This picture is somewhat confounded by Ludes' conclusions
that questions found in Egg materials had significantly higher cognitive
emphases than did actual questions asked by teachers during the study
of a Egg_unit, and there were no significant differences in the cognitive

emphases of questions asked by teachers in their first and second years

 

6Ronald A. Hager, "Transfer Effects of 'Man: A Course of Study
(Unpublished Ph.D. dissertation, Michigan State University, 1971).

7Cornelius Youngers, "Descriptive Study of the Cognitive
Emphases Expressed in Man: A Course of Study Social Studies Classes"
(Unpublished Ed.D. dissertation, University of Rochester, 1972).

19

of teaching Man.8 Ludes was aware of the limitations that sample size
and possible rater bias imposed upon his findings.

A subsection of this fourth type of literature deals with Egg in
relationship to other areas of the curriculum. Rocca researched the
effects of Egg_on reading achievement for fourth, fifth, and sixth grade
pupils. He reported no significant effect except that the traditional
boy-girl differences related to reading were not present in the experimen-
tal group.9 However, the dependent variable--teacher competency--was not
well controlled. The researcher indicated that all teachers were con-
sidered equally competent. The present writer would conjecture that
reading scores were affected in part by the highly integrated curriculum
materials, which do not rely on the printed word as the only source of
information. The relationship among achievement, attitude, anxiety, and
‘Egg_taught to impoverished children was understandable by these children.10
Sex of the learner had no significant effect upon achievement. Atti-
tudinal change was substantiated in the area of "cooperation," but only
for boys taught by teachers who had National Science Foundation Institute
training in Egg. Anxiety seemed to have no effect upon attitudinal

change. Arends reported in a summative evaluation of Man that Man

 

8Matthew John Ludes, "A Comparison of the Cognitive Emphasis of
the Intended and Practiced Questioning Strategies Employed in the Herring
Gull Unit of Man: A Course of Study" (Unpublished Ed.D. dissertation,
State University of New York at Buffalo, 1971).

9Michael Angelo Rocca, Jr., "A Study of the Effects of Man: A
Course of Study on Reading Achievement at the Intermediate Grade Level"
(Unpublished Ed.D. dissertation, The Pennsylvania State University, 1971).
10Edward Mario Caputo, "The Effects of 'Man: A Course of Study,‘
An Experimental Social Science Course, Upon the Achievement, Attitudes
and Anxiety of Impoverished Children in Selected Florida Schools"
(Unpublished Ph.D. dissertation, The Florida State University, 1971).

20

classrooms were slightly less competitive, social studies was more
preferred by students, and students' self-concept of their ability to
achieve in social studies increased.11 However, no statistically sig-
nificant differences in achievement were observed between Egg_and non-
.Egg classrooms. These effects could have been contaminated by a pos-
sible Hawthorne effect with the experimental group and the self-select

nature of the group.

Literature on Ethnocentrism

 

This research does not deal directly with Egg, but is related to
those areas of ethnocentrism investigated within the framework of the
present study.

Binnington observed, through student response, a positive
attitude toward Eskimo people and their music as well as to the inquiry
approach used by the ethnomusicologist.12 Cultural relativity and
ethnocentrism were analyzed within seven textbooks used for fifth grade
social studies by Berline.13 He concluded that ethnocentrism found in
textbooks generally was associated with national heroes. Further, he

concluded that the textbooks did not meet the recommendations for

 

11Richard Ira Arends, "A Summative Evaluation of Man: A Course
of Study: A Study of Its Human Effects" (Unpublished Ph.D. dissertation,
University of Oregon, 1972).

2Doreen Bethune Binnington, "The Development of an Inter-
disciplinary Curriculum Based on an Integration of Ethnomusicology and
the Social Studies" (Unpublished Ph.D. dissertation, University of
California, Los Angeles, 1973).

13William O. Berline, "An Analysis of Selected Elementary School
Textbooks to Determine the Extent of Inclusion of the Anthropological
Concept of Cultural Relativity" (Unpublished Ph.D. dissertation, Indiana
State University, 1972).

21

elementary school social studies as advocated by leading social studies
educators and that no pattern or trend could be distinguished to dif-
ferentiate one textbook from another in the group with regard to its
effects on cultural relativism or ethnocentrism.

Martin investigated ethnocentrism through an experimental study,
and concluded intelligence and socio-economic status correlated posi-
tively with initial tolerance toward Eskimos.14 However, he could not
discover a generalized reduction in ethnocentrism through transfer-
ability to American culture from Eskimo culture. His procedure produced
significant decreases in ethnocentrism in both experimental and control
groups, but no significant differences in the degree of change could be
shown. The instrumentation used for the study paralleled that used by

EDC in earlier investigations.

Implications

 

The literature influenced the present investigator to focus his
attention on a nontextbook-oriented approach to teaching fifth graders
about ethnocentrism. Expressed concern about violence as portrayed by
the Egg_materials and its effect upon inner-city children caused the
investigator further to focus on anon-inner-city population. The
researcher speculated thatnon—inner-citycfidldren would exhibit a more
intense ethnocentric reaction to violence. This, in part, would be
influenced by their middle-class prohibition against violence as a means

of settling disputes. Also influencing their reaction would be the

 

14David S. Martin, "A Study of Pupil Ethnocentrism Toward Pre-
Western Eskimo Culture in Relation to Certain Learner Variables and
Instructional Conditions" (Unpublished Ph.D. dissertation, Boston
College, 1971). ~

22

absence of violence in their day-to-day lives. The investigator

further speculated that noninner-city children would have a more intense
ethnocentric reaction to violence, because it is less prevalent in their
immediate culture.

Martin's study found that animal hunting and senilicide produced
ethnocentric reactions among fifth grade public school pupils.15 The
study reported that the researcher's treatment showed no significant
differences between experimental and control groups in reducing ethno-
centrism, but that between pre- and post-testing both groups decreased
in ethnocentrism toward Eskimos. Since that study showed no demon-
strable transfer effect with regard to ethnocentrism within the American
culture, this investigator chose a group that would have initial toler—
ance toward Eskimos on the basis of their socio-economic level.

According to Gleason, worldmindedness, or lack of ethnocentrism,
was related.to the length of time a child had spent out of this country.16
Mbst positive worldmindedness responses came from students who had spent
five to seven years overseas during grades one through seven. Since
this experience is not available to large numbers of children, educa-
tional technology might fill the gap. Simulations and natural films
form a bridge to this reality, and they are abundantly present in Egg,

This review of the literature led the researcher to investigate
‘Egg_as a vehicle for the reduction of ethnocentrism among suburban

preadolescents.

 

1Ibid.

 

2Thomas Patrick Gleason, "Social Adjustment Patterns and Manifes-
tations of Worldmindedness of Overseas-Experienced American Youth"
(Unpublished Ph.D. dissertation, Michigan State University, 1970).

23

Summary

The review of the literature revealed that considerable pro-
lusory literature has been generated by teachers implementing Egg as a
classroom program. This literature has considerable value in creating
and raising an awareness level concerning Egg and its application for
public school personnel, the general public, and university-based edu-
cationists.

More rigorous empirical studies have concentrated on globalism,
thus leaving many unanswered questions for the researcher or practi-
tioner. These investigations and their resultant questions have, in
part, integrated the theoretical and research components of empirical
investigation.

The less expansive empirical studies have been useful in focus-
ing on specific aspects of the Egg learning process. They also have
begun to evaluate and describe how Egg fits within the total curricular

offering for children.

CHAPTER III

DESIGN OF THE STUDY

This study is designed to describe the implementation of E23
and the effects of Egg content upon ethnocentrism. The time parameter'
of the study is from 1971 through 1973.

This chapter enumerates data sources used, describes procedures
followed in collection and analysis of the data, and defends tech-

niques used in this study.

Research Technigpes

 

This section defends the use of the case study technique in this
inquiry, and explains techniques used in collection, analysis, and
interpretation of data.

At this point, the theoretical construct that gives direction
to all investigation, and particularly to the investigation of curric-
ulum, must be examined. The question that must be addressed to the
investigation and asked of the investigator is: "To what ultimate
purpose should the investigation's findings be put?" Two alternative
purposes present themselves. First, the investigation can be summative—-
that is, a final evaluation made with the intention of acceptance or
rejection of a particular curricular part. The second purpose is one

of modification or improvement of the curricular part. It forms a

24

25

feedback loop for the modification of a delivery system—-the curriculum.

The latter purpose gives direction to the current investigation.

Descriptive Research: A Formative
Evaluation View

 

This study is descriptive in nature, because it has the follow-
ing characteristics of descriptive research:

1. Objective: The objective of the study is to establish a
description of a Egg adoption and implementation and specific
content outcomes.

2. Purpose: No effort is made to explain any phenomenon under
investigation, only to describe the phenomenon.

3. Model: [Egg material, Egg methods, and Egg techniques are
used to present the cognitive and affective ideas under
investigation.

4. Systematic Analysis: The study is descriptive research,
because it systematizes analysis of the implementation of
Egg.

To illustrate the application of this investigatory method, let
us examine the method through the use of a contrasting example. Hypo-
thetically, we are interested in the relationship between a certain type
of questioning and achievement. Descriptively, we could survey teach-
ers about how often they use this type of question. Using the casual-
comparative and/or the correlative method, teachers who use this type
of question are identified, as well as teachers who do not use the
technique. Then an attempt would be made to identify the differences

in their students' achievement. Experimentally designed, the same

26

problem could be structured by asking one group of teachers to use the
questioning technique, while another group of teachers would be asked
to withhold the technique from a comparable group of students. The
student achievement results would then be compared, with the expecta-
tion that achievement of those receiving the questioning technique
would be higher.

The present study is descriptive, not experimental. It des-
cribes various aspects of a treatment--an instructional program and
variables that may be relevant to the problem of implementation. Since
the modification of programs is a basis of formative evaluation, it is
hoped that any needed program modifications will be identified in this
study. One accepted form of descriptive research is the case study

method, which was chosen for this study. It is described below.

Case Study

 

Sax defined the case study ".

to include any relatively
detailed description and analysis of a single person, event, institution
or community."1 Popham endorsed the case study for the study of
instructional programs as follows: "The one shot case study might be
used for early shakedowns of an instructional procedure to secure a
rough idea of how the treatment might affect learners."2 The present

study satisfies the criteria of description and analysis of an event--

the implementation of Man in a single community. Popham's endorsement

 

1Gilbert Sax, Empirical Foundations of Educational Research
(Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1968), p. 289.

2James W. Popham, An Evaluation Guidebook (Los Angeles: The
Instructional Objectives Exchange, 1972), p. 58.

 

27

of the case study method for use in the early stages of an instruc-
tional procedure is also appropriate for this study. Popham further
stated in Guideline Number 16, referring to formative evaluation,

". . . use designs such as the one shot case study or the one group
pre-test--post-test design."3

Applications of the
Case StudygTechniqpe

 

Sax cited four uses of the case study in research:

1. The case study is employed to provide the investigator with
hypotheses that might be difficult to obtain in other contexts; that
is, it is often difficult to know what variables are relevant to a
problem under investigation at the preliminary stages of investiga-
tion. Instead of studying large numbers of people or events in
order to analyze some feature, it is less expensive and/or simpler
to select a limited number of objects which exhibit this feature.

2. The case study may provide the researcher with a unique
situation which can be used to test hypotheses.

3. The case study may be interesting in and of itself.

4. The case study may also be useful in demonstrating how a
theoretical model can be exhibited.4

Applications three and four are of particular relevance to this
study. The researcher concludes that the treatment of ethnocentrism,
comprising a single teaching event within Ea_n, meetsthe criterion of
being interesting in and of itself, and 2h; thus supported by Sax's
chronology of uses. The content-cognitive vehicles studied within this
‘Egg research on the topic of senilicide are interestingly unique from
the standpoint of being presented to ten and eleven year olds. The

techniques and methods of implementing Man instruction form a theoretical

 

3Ibid., p. 59.

4Sax, op. cit., p. 289.

28

model for instruction. Hence, Sax's concluding criterion, that of
exhibiting a theoretical model through demonstration, hssatisfied.

It is recognized that the inquiry is not generalizable to a
total population. Van Dalen and Meyer cautioned against this short-
coming in the following manner: ". . . A generalization drawn from a
single case of a few causally selected ones cannot be applied to all
cases in a given population."5
Limitations of the Case Study
as an Investigative Tool

Certain limitations of the case study as a vehicle for research
are of significance. Van Dalen and Meyer cited the following two

cautions and limitations for the case study:

1. The researcher has a "tendency to overemphasize events or
distort them for dramatic effect."6

This whole investigation may, in effect, suffer from this limitation.
The very act of investigating senilicide and the violence inherent in it
may overemphasize this dramatic occurrence. Van Dalen and Meyer

pointed out that the researcher is further hampered by himself:

2. "An investigator must guard against permitting personal biases
and standards to influence his interpretations."

Sax implied that often a spurious cause and effect are attributed
to the chronology of events in a case study. "One limitation of the case
study as an investigatory technique is that it is difficult to determine

which factors, historical or contemporary, are relevant to the phenomenon

 

5Deobold B. Van Dalen and William J. Meyer, Understanding_Educa-
tional Research (New York: McGraw-Hill Book Company, 1966), p. 220.

6Ibid. 7Ibid.

 

29

under investigation. Simply because some event preceded another is no
assurance that it is the cause of the other."8 The tendency of the
researcher to select convenient cases to study is further cited by Sax
as a limitation of the case study.

This writer is aware of the above-stated limitations and
cautions. He is also cognizant of the need for a determined effort to
conduct the investigation with these limitations in mind. Since the
study deals with attitude and attitude has been shown to be notoriously
difficult to change (the dependent variable, attitude, is reasonably
stable), the researcher holds that the case study approach is not only
justifiable, but also preferable to other investigative techniques.
ngelopmental Steps in the
Formulation of a Case Study

Sax developed a series of steps for the development and formu-
lation of case study research. Those steps are:

l. The case or cases to be researched should be selected because
they typify the major dimension of the problem. The search is
for a case that is a relatively pure and non-complex example
of the phenomenon under investigation, not for a random sample
from some specific population.

2. Information about the case should be gathered from as many rele-
vant sources as are needed. Sources take many forms, i.e.,
interviews, tests and records. What constitutes relevance of
data depends upon the purpose of the investigation.

3. Once data are collected, hypotheses have to be generated which
allow the researcher to confirm or reject the findings obtained
from the case study.

In the present study, the following considerations were given

to the recommended steps in the development of case study research:

 

883x, op. cit., p. 291. 9Ibid., pp. 290-291.

30

l. The model of Egg instruction was judged to be typical of Egg
instruction, and includes the major problem under investigation. Further,
the case chosen for inquiry was not randomly selected, but rather was
selected because it was determined that the topic under investigation
would be completed by teachersznuistudents within the time limitation
established for instruction and that criticism had been leveled at Egg
through instruction in this area.

2. Information concerning the case under investigation, the
implementation of Egg, was gathered from many relevant sources. Teach-
ers, administrators, and pupils contributed cogent information. The
data were collected using many different vehicles—~interviews, instru—
mentation, observation, and and adjudged closely related literature.

3. The systematic collection and analyses of the data referred
to in number two allowed for the generation of hypotheses. These
hypotheses may allow future Egg researchers to confirm or reject the
hypotheses generated through this investigation.

Statements Underlying the Instrumentation
Used in This Study

 

The following statements establish the framework of this case
study and re-emphasize the researcher's primary concern with the imple-
mentation of Egg. The statements emanate from earlier studies of Egg,
other models used in educational research, and from the researcher's
efforts to extract from Egg curriculum materials an implied instructional
design scheme.

1. 'Egg has potential for improving the school's curriculum and

instructional practices by departing from the bland, sterile

31

textbooks that have dominated social studies instruction
for generations.

2. The set of existent implementation models contains at least
one model compatible with Egg,

3. An instructional design schema derived from Egg materials
can be utilized to organize content dealing with potentially
controversial ethnocentric topics, such as senilicide.

4. Interviews with teachers and pupils prior to and following
treatment are a sufficient means of gathering data relative
to the effective or noneffective modes of implementation

when coupled with instruments to assess attitudes.

Implementation Model

 

Havelock's implementation model, as discussed in The Change

 

Agent's Guide to Innovation in Education,10 was selected for use in this
study because its focus is upon the process of innovation. An educational
institution, knowingly or not, may have progressed through the stages
identified in this implementation model. The model does not recommend
specific innovations or point out what changes are to be made. It is,
however, a tool for looking at the management of change in a curricular
area. The model, presented in Figure 3.1, assumes education in the
future will be different than it is now.

Havelock's model identifies six stages through which to accomp-

lish planned change:

 

10Ronald G. Havelock, The Changeyggent's Guide to Innovation in
Education (Englewood Cliffs, New Jersey: Educational Technology Pub-
lications, 1973).

32

EDUCATION

\ THE WAY IT IS NOW /

 

STAGE I

Building a Relationship
(between change agent & client)

 

STAGE II

Diagnosing the Problem

 

I STAGE III

Acquiring Relevant Resources

 

i-fi STAGE IV

Choosing the Solution

 

STAGE V

Gaining Acceptance

 

STAGE VI

Stabilizing the Innovation and
Generating Self-Renewal

 

 

 

 

 

 

 

 

/ EDUCATION \

THE WAY WE WOULD LIKE IT
TO BE IN THE FUTURE

Source: Ronald G. Havelock, The Change Agent's Guide to Innovation in
Education (Englewood Cliffs, New Jersey: Educational Technology
Publications, 1973).

 

Figure 3.1.--Man implementation model.

33

1. Building a relationship
2. Diagnosing the situation
3. Acquiring resources

4. Choosing the solution

5. Accepting the innovation

6. Stabilizing the innovation and generating self-renewalll

Eggédingpa Relationship

This stage of the model is the most nebulous; however, it has
generated much literature concerning the change agent and his professed
~clientele. Getzels and Cuba, Ikxflt, Guest, Hughes, and Lippitt,.gg_gl_.12
all have spoken to the importance of the client-change agent relationship.

Havelock identified nine descriptors of a viable relationship in an

organizational climate. They are:

reciprocity--ability to give and take

Openness--ability to receive and give input

realistic expectations--no over-sell of innovation
expectations of reward-~supportive attitude
structure--definition Of roles, working procedures and
expected outcomes

6. equal power--no one has power to compel an action from someone
else

UIJ-‘UJNH
C

 

111bid., p. 39.

12Jacob W. Getzels and Egon G. Cuba, "Social Behavior and the
Administrative Process," School Review, LXV (Winter, 1957), 423-441;
E. Dale Doak, "Organizational Climate: Prelude tO Change," Educational
Leadership, XXVIII (January, 1970), 367—371; Robert H. Guest, Organiza—
tional Change: The Effect Of Successful Leadership (Illinois: The Dorsey
Press, 1962), pp. 82-105; Larry W. Hughes, "Organizational Climate: Another
Dimension Of the Process of Innovation?" Educational Administration Quar-
terly, IV (Fall, 1968), 17-28; Ronald Lippitt, Jean Watson, and Bruce
Westley, The Dynamics of Planned Change, ed. by Willard B. Spalding (New
York: Harcourt, Brace and World, 1958), pp. 122-123, present seven
phases of change that are almost identical to Havelock's stages, although
they precede Havelock's by 15 years.

 

 

34

7. minimum threat--consistent assurance
8. confrontation of differences--ability to Openly discuss differences
9. involvement of all relevant parties--total environment involvedl3

Diagnosis

During this stage, a systematic effort is undertaken to identify
the problem and understand media that support the condition. As the
client is able to "articulate a need, describe it, pinpoint its location
and recall its origin, the need will transform itself into a defined prob—
lem, stated in such a way that both the client and change agent can work

rationally on its solution."14

Acquisition

Acquiring the relevant resources-—products, printed matter, or
people--is Havelock's third stage. In this way an understanding Of what
is potentially relevant and useful is secured. "The change agent
should be a knowledge broker, a linker to outside resources who can main-
tain a generalist's perspective in relation to specific innovations."15

Havelock defined the purposes Of acquisition as follows:

1. Diagnose situations.

2. Become aware or knowledgeable of what is available.

3. Evaluate before trial information through demonstrations in
other settings, allowing clients to judge and compare
alternative solutions.

4. Test resources which allow us to demonstrate the innovations

in their own setting.

 

13Havelock, op. cit., pp. 55-58. 14Ibid., p. 63. 15Ibid., p. 87.

35

5. Evaluate after-trial information from within the client
system which helps determine if the innovation solves the
problem and meets needs.

6. Install detailed information on costs and staff require-
ments, training and readjustments.

7. Maintain information on long-term costs and problems Of

upkeep.16

Choosing

Diagnosis based upon the atmosphere and resources available, by
using preceding stages, forms the basis for choosing the solution.
Havelock used two criteria as guides to choosing--how well the solution
will work in the particular situation, and how it will be accepted by

the members of the client system.17

GainlggyAcceptance

Gaining acceptance is the fifth stage Of the model. It should be
noted that acceptance is not one specific act, but rather a series of
acts accomplished through decisions. "There is not complete agreement as
to the number of stages in the adoption process, although there is gen-
eral consensus on the existence of stages, and that adoption is seldom an

impulsive decision."18

 

lélhid,, pp. 78-79. 17Ibid., p. 98.

8Everett M. Rogers, Diffusion of Innovation (New York: The
Free Press Of Glencoe, 1962), p. 80.

 

36

Self-Renewal

Self-renewal is the final stage of the model, and serves to
stabilize the innovation. Havelock characterized this stage as being

comprised Of four features:

(1) . . . a positive attitude toward innovation in general;
(2) . . . an internal subsystem (a research and development depart-
ment in each system), which is charged with bringing about change;
(3) . . . an active inclination to seek external resources; and
(4) . . . a perspective on the future as something to plan for.19
In summarizing the total process of curricular change, the
following statement by Woods seems most appropriate to define the act:
This load on teachers at all levels and at all times is heavy,
and it is difficult enough for them to conduct existing programs,
much less carry out new ones. With a busy person every little
bit helps--workshops, materials, guides, consultants-—any one of
these may make the difference between adoption and rejection.
The Local Application
All stages of the model are reported in terms of their effect
on the implementation Of Man. Stages four, five, and six receive the
most extensive treatment because they most directly affect this inves-
tigation. The instructional model used in the implementation is pre-
sented in Figure 3.2.
The framework supplied by the Man model (Figure 3.2) is used
to give an overall structure to the content module under investigation

(senilicide). The module is presented in this study as a semi-structured

instructional package.

 

19Havelock, op. cit., p. 136.

20Thomas E. Woods, The Administration of Educational Innovation
(Eugene, Oregon: Bureau of Educational Research, School Of Education,
University Of Oregon, 1967), p. 57.

37

 

 

 

 

 

 

An overview from primary source
Step 1 . .

material is g1ven the teacher
Step 2 Teacher is directed tO materials

for student use and/or activities

 

 

 

 

 

Teacher directs pupils to material
Step 3 Options given to obtain information
by reading, listening, & observing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Step 4 Teacher asks focu31ng questions Of
total group
Ste 5 Teacher directs students to more
p information--optional as required
I
Step 6 Discussion is held
Step 7 Class broken down into small groups
‘“———' Focusing question
V
Write about Discuss
Involvement
activities
Step 8 Contrast to American Culture

 

 

 

Figure 3.2.--The Man instructional model as taught
to the teachers in the studya

aA model for teaching Man to pupils developed through the cooper-
ation of Glen Cooper, Michigan State University.

38

Instructional MOdel Background

The model is a microcosmic representation of the theoretical
base Of learning and teaching as conceptualized in a Brunerian sense.
Each step of the model is traced to its theoretical base in pedagogi-
cal or learning theory.

Step one may be related to the act of learning, for the teacher
is now the learner. "First, there is the acquisition Of new information--
often information that runs counter to or is a replacement for what the
person has previously known implicitly or explicitly. At the very least,
it is a refinement Of previous knowledge."21

The second and third steps Of the model are manifestations Of
Bruner's idea of transformation and evaluation, the teacher being
directed to materials for student use. "Transformation [is] the pro-
cess of manipulating to make knowledge fit new tasks."22 During this
time, Bruner's third aspect Of learning--evaluation--is also in pro-

gress. He defined evaluation as ". . . checking whether the way we

manipulate information is adequate to the task."23 In this instance,
it is the task Of teaching.

The model step three then becomes step one for the pupil in
the Brunerian schema, with model steps four and five being a pupil's
recycling Of the Brunerian conceptualization.

Steps six and seven, with their subsections of activities,

focus on Bruner's ideas concerning intuitive and analytic thinking, in

 

1Jerome Bruner, The Process of Education (New York: Random
House, 1960), p. 48.

22Ibid. 23Ibid.

39

an effort to place greater value upon intuitive thinking in the school
setting. "The teacher who is willing to guess at answers to questions
asked by the class and then subject his guesses to critical analysis
may be more apt to build those habits into his students than would a
teacher who analyzes everything for the class in advance."24

The material in step three and the activities in steps six,
seven, and eight Of the model are further outgrowths Of Bruner's ideas
about the purposes Of activities and materials. Concerning materials,
he advised: ". . . Devise materials that will challenge the superior
student while not destroying the confidence and will to learn of those
less fortunate."25 These steps in the model are implementations of the
instructional and pedagogical aims of Egg. The aims are Specifically
defined in the CDA literature as follows:

1. To initiate and develop in youngsters a process Of question
posing (the inquiry method);

2. To teach a research methodology where children can look for
information to answer questions they have raised and use the
framework developed in the course (e.g., the concept Of the
life cycle) and apply it to new areas;

3. To help youngsters develop the ability to use a variety Of
first-hand sources as evidence from which to develop hypoth-
eses and draw conclusions;

4. To conduct classroom discussions in which youngsters learn to
listen to others as well as to express their own views;

5. To legitimize the search; that is, to give sanction and sup-
port tO Open-ended discussions where definitive answers to
many questions are not found;

6. To encourage children to reflect on their own experiences;

7. To create a new role for the teacher, in which he becomes a
resource rather than an authority.

 

241bid., p. 62. 251bid., p. 70.

26

 

Man: A Course Of Study, An Evaluation (Washington, D.C.:
Curriculum Development Associates, 1970), p. 5.

The data for this

40

Sources of Data

study come from a variety Of sources, which

can be divided into two general categories--human and material. Human

resources include the participants and staff of the in-service program

and the teachers and pupils through whose eyes ethnocentrism is des-

cribed. Material resources include materials distributed to partici-

pants, tape recordings of

ticipants, and results of

Categories of Source Data
Specifically, the
1. Tape recorded

2. Tape recorded

interviews, questionnaires completed by par-

instrumentation administered to pupils.

sources Of data are as follows:
interviews with teaching staff

interviews with pupils

3. Interviews with the director of curriculum

4. Interviews with the social studies coordinator

5. Announcements

participants

and other correspondence sent to in—service

6. Reports and summaries compiled by the in-service

coordinator

7. Questionnaires completed by the in-service participants

Procedures for Data Collection

Data for the study were collected in two ways. Copies of all

correspondence regarding the in-service program were given to the

investigator by the district's social studies coordinator. Copies of

all materials given participants were collected by the investigator.

41

A sample Of pupils and teachers was selected for the study of

ethnocentrism, as described later in this chapter.

Sample Selection

 

The sample was drawn from the public school system of a mid-
western university town (East Lansing, Michigan). The community is
influenced by its proximity to a larger industrial and governmental
center. The area is considered affluent and provides a residential
base for university faculty, middle industrial management, and supportive
professional and governmental personnel from the metropolitan area.

It should be understood that all subjects, adult and child, were drawn
from a geographic and socio-economic structure identified as suburban
in contrast to inner-city.

The system's educational philosophy is characterized by the fol-
lowing statement, which appeared in the school district's annual report:
"We are committed to pluralistic approaches to learning."27 Data col-
lection sites were chosen by the school district's elementary social
studies coordinator. The criterion for selection was to utilize those
teachers and their respective classrooms that would complete the module
of Egg under investigation. This procedure was necessitated by the
fact that Egg_was a new program and not all teachers would be able to
complete all the modules by the end Of the school year. Two classes
were identified as the only ones that would be completing the necessary
module. The classrooms were located in two different schools. School I

served a highly homogeneous middle-class population. The teacher was a

 

Zjépgggl Repprt 1973 (East Lansing, Michigan: East Lansing

School District, 1973).

42

young, nontenured female who had university and local school district
based Egg_training. School II served an area Of upper-middle-class
families and some federally assisted families. The teacher in this
setting was a tenured female with well—established community rapport.
Her training for the Egg curriculum had been acquired through local
school district in-service training.

Both teachers were considered by their respective building
administrators to be strong teachers and effective staff members, with

adequate experience in process education programs.

Sample

The sample consisted of two teachers and four students from
their respective schools and classrooms. The teachers were chosen on
the basis of where they were on the continuum of teaching the prescribed
Egg modules, as previously described. Iknurstudent subjects, Of Opposite
sexes, were selected from each classroom. Sex differentiation was
necessary, considering that sex affects infanticide, as practiced by
the Netsilik Eskimos. According to Egg materials, only females babies
were left on the ice. A higher cultural value was thus placed on male
offspring. Hence, American school girls identifying with the Netsilik
culture might perceive the Egg program differently than would boys.

The two teachers rank-ordered their respective students from
high to low, using teacher perceptions of their students' social
studies acumen. Upon receiving the lists, the researcher separated
each rank-ordering into a list Of boys and a list of girls. The student

one-quarter of the way down from the top of each list and the student

43

one-quarter of the way up from the bottom of each list were then chosen
for the sample. This procedure ensured that all eight students were

drawn from the middle quartiles of the distribution.

Instrumentation

 

A review of several available value scales28 convinced the
researcher that the greatest content reliability would be secured by
using and adapting instruments that had previously been associated with
(Egg assessment. Thus, all instrumentation was consistent with the
guideline suggested in Man: A Course Of Study Evaluation Strategies.
Figures 3.3-3.10 present the instrumentation used. Five strategies
were suggested for evaluation of Egg: "Interview, Opinion Survey,
Creative Formats, Content Questionnaires, Classroom Observing."29
"The strategies (Egg) we suggest in this Handbook are not meant to
measure children against some hypothetical standard, but to give the
teacher and the class ways to share in summarizing what has been happen-
ing in this course."30 The researcher made extensive use of these
materials in developing the instrumentation and furthering the evalua-
tion. Specifically, the strategies embodied in this investigation were

interview, opinion survey, and content questionnaires.

 

28John Robinson and Phillip Shaver, Measures of Social Psyr

chological Attitudes (Ann Arbor: University of Michigan, 1969),
pp. 463-465.

29Man: A Course of Study Evaluation Strategies (Washington, D.C.:
Curriculum Development Associates, 1970), p. 16.

 

 

 

301bid., p. 5.

There are no right or wrong

1.

What do you think about
a. Do you agree
b. Do not agree
c. Do not know

Why? Is there anything

The differences between
more like other animals

a. Do you agree
b. Do not agree
c. Do not know

Why? Is there anything

44

answers .

what happened to "Old Kigtak"?

else you would like to tell me about that?

some people are so great that they are
than they are like people.

else you would like to tell me about that?

Do you feel that Americans take better care of Old people than

Netsilik Eskimos do?
a. Do you agree
b. Do not agree
c. Do not know

Why? Is there anything

else you would like to tell me about that?

Does the Netsilik family seem like your family in any way? Why?

Figure 3.3.--Pupil interview questions: senilicide.

45

5. Did you see any film or cover any material that made you admire the
Netsilik? Did you see any film or cover any material that made you
dislike them? Why?

6. What two words do you associate with the Netsilik Eskimo as important
to them in their lives? Why?

Fear

Love
Friendship
Beliefs
Family
Dreams
Jealousy

Killing

Figure 3.3.--Continued.

46

Directions: Place an X on the line between the two words that you
feel best describes the families. There are no right or
wrong answers, except how you feel about it.
Example: To play baseball
Boring A lot of fun
Sharing Selfish
Simple Complex
Lazy Hardworking
Happy Sad
Kind Cruel
Poor Rich
Primitive Advanced
Light ________ ________ ________ ________ ________ Dark
Ignorant Wise
Lawful Lawless

Figure 3.4.--Pupil semantic differential scale:

The Eskimo Families.

47

Directions: Place an X on the line between the two words that you feel

Example:

Boring

Sharing
Simple
Lazy
Happy
Kind

Poor
Primitive
Light
Ignorant

Lawful

best describes the families. There are no right or wrong
answers, except how you feel about it.

To play baseball

A lot of fun

 

Selfish

 

Complex

 

Hardworking

 

Sad

 

Cruel

 

Rich

 

Advanced

 

Dark

 

Wise

 

Lawless

 

Figure 3.5.--Pupil semantic differential scale:
The American Families

48

How do you feel a Netsilik Eskimo
feels about the following things?

 

A Great
Deal Some

1. How much do the rules of Netsilik
society matter to a Netsilik
Eskimo?

2. How much does what other people
think of him matter to a
Netsilik Eskimo?

3. How much does what a Netsilik
Eskimo wants to do matter to him?

4. How much do beliefs and magic
matter to a Netsilik Eskimo?

5. How much do the climate the
natural resources of his
land matter to the Netsilik?

6. How much does what his family
expects of him matter to the
Netsilik?

7. How much does what he has the
ability to do matter to the
Netsilik Eskimo?

Figure 3.6.--Pupil perception instrument: Eskimo.

Very
Little

49

How do you feel the typical American
feels about the following things?

 

A Great
Deal Some

1. How much do the rules of society
matter to the typical American?

2. How much does what other people
think of him matter to the
typical American?

3. How much does what the typical
American wants to do matter
to him?

4. How much do beliefg, magic,
and heritage matter to a
typical American?

5. How much do the climate and
natural resources of his land
matter to the typical American?

6. How much does what his family
expects of him matter to a
typical American?

7. How much does what he has the
ability to do matter to the
typical American?

Figure 3.7.—-Pupil perception instrument: American.

Very
Little

50

Pre-Test Stem
The Eskimos tell many stories and fables. They tell about such
things as the girl's fingers that turned into seals. What do you think

of stories such as these? (Please check two.)

Question Foils

They never actually happened.

They did happen, but a long time ago.

Stories such as these are told only by primitive people.

They are very much like some of the stories when I was younger.

These stories help me understand the feelings Of the Netsilik.

Figure 3.8.--Pupil explanation instrument: pre-test.

51

Post-Test Stem
‘You have read many Netsilik stories, such as the one about
Nuliajuk, whose fingers turned into seals. What do you think Of

Netsilik stories such as these? (Please check two.)

Question Foils

They never actually happened.

They did happen, but a long time ago.

Stories such as these are told only by primitive people.

They are very much like some of the stories when I was younger.

These stories help me understand the feelings of the Netsilik.

Figure 3.9.--Pupil explanation instrument: post-test.

52

Do you anticipate any problems presenting M:ACOS to children?
Why or why not?

What are problems?

Are these much different than the problems you would anticipate
with the adoption of a new math program?

Why or why not?

Do you feel M:ACOS is harder to teach than your previous social
studies program?

Why or why not?

Is this better or worse?

Why or why not?

Do you feel your building administrator will support your teaching
of M:ACOS?

Why or why not?

Do you feel your central office will support your teaching of M:ACOS?

Why or why not?

Do you feel other teachers will support your teaching of M:ACOS?

Why or why not?

Is there anything else you want to tell me about the program or
anticipated problem areas?

Figure 3.10.--Teacher interview questions.

53

.The Osgood Semantic Differential format used to present "The
Eskimo Families" and adapted by the investigator for "American Families"'n
was first reported in Hanley's two-volume evaluation of Egg entitled
Curiosity, Competency, Community; Man: A Course of Study, An Evaluation:31

The perception instrument, "How Do You Feel a Netsilik Eskimo
Feels About the Following Things," is reproduced directly from Man: A
Course of Study Evgluation Strategies.32 Its counterpart, "The Typical
American Feels," is a direct adaptation with application to the American
culture. The pre- and post-test question foils concerning man's need

to explain were also drawn from the above-mentioned source.

Design

Data were collected by using an open-ended interview technique
with both teacher and student. Teacher interviews were conducted and
tape recorded by an interviewer familiar with the Egg materials and
teaching techniques, both prior to and at the culmination of the teach-
ing activity. Pupils were interviewed and tape recorded, on a pre-test
post-test basis, by a trained interviewer who was not familiar with the
Eag program. A semi-open-ended interview technique was used (a format
centering the interview around focusing questions prepared by the
researcher). The treatment process was observed by the researcher.
(Refer to Chapter IV, page 73, for modifications Of this process that

were eventually implemented.)

 

31Hanley and others, op. cit.

32Man: A Course of Study Evaluation Strategies, Op. cit.,

p. 83.

33Ibid., p. 86.

54

The Netsilik Eskimo portion of the program was singled out for
inquiry for three reasons. First, much controversy surrounds ethno-
centric content; second, according to Hanley, the Netsilik portion of
the program ". . . proved to be the favorite of the majority of chil-
dren";34 and third, it deals with the issue of what makes man human.
Its organizing question--"What makes man human?"-—has always been asked
in the broadest possible sense, and Egglg framers, from Jerome Bruner
on, have emphasized the resonance of the question through the material.35
Further amplification is provided by the following statement of purpose:
". . . to raise and explore important questions about man's 'humanness'
and thus, about their own."36 Thus, the pupil has a mirror in which to
view himself and others.

Students were interviewed concerning a Egg presentation--
senilicide as care of the old. Interview data from students were
validated and/or confirmed by the use of four ethnocentristically
scaled instruments. The format for the instrument scaling was developed
by LeVine and Campbell, and is presented in their field manual for the
study of ethnocentrism.

The students were interviewed using asumni-open-ended technique

structured by the questions presented in Figure 3.3. Interviews were

 

3['Hanley and others, op. cit., p. 23.

35Man: A Course of Study Evaluation Strategies, op. cit., p. 5.

36Ibid.

37Robert A. LeVine and Donald T. Campbell, Ethnocentrism:
Theories of Conflict, Ethnic Attitudes and Group Behavior (New York:
John Wiley and Sons, 1972).

55

recorded by audio tape, transcribed, and then put into a format of

answer and rationale provided by the interviewer.

Procedure and Time Schedules
Pre-data, both interview and instrumentation, were collected
in May, 1973. Post-data were collected in June, 1973. The following

schedule delineates the time sequence:

School I
May 22 Meet with building principal and teacher
May 23 Pre-test teacher with interview and collect
student ranking
May 25 Pre—test and interview students
May 29 Post-test teacher
June 5 Post-test and interview students
School II
May 18 Meet with building principal and teacher
May 21 Pre—test teacher with interview and collect
student ranking
May 22 Pre-test and interview students
June 8 Post—test and interview students
June 11 Post-test and interview teacher

The time schedule for data collection was short because of the
need to keep the interval between pre-testing and post-testing as brief
as possible. The effects of history and maturation are thus reduced.
Longer periods of time make it more difficult for the researcher to deter-

mine whether the change exhibited by the subject in in fact a resultcfifthe

56

experimental treatment or some other happening within the subject's
environment. Of equal consideration, when dealing with children or
youth, should be the possibility that the effect obtained was really a
result of some developmental factor and not the experimental treatment.
It was assumed that this age subject would be going through a maturation

process at the same time he was receiving the experimental treatment.

Summary

Presented within this chapter were the research design employed,
a discussion of the case study technique as it applies to this study,
and models for content treatment application and program implementation.

Teachers were interviewed prior to and after the treatment.
Tape-recorded interviews with students were conducted preceding the
treatment and again following the treatment.

Instrumentation was generated by the researcher through the
review and adaptation of previous Egg assessment instruments. These
instruments were used for assessment prior to treatment and again fol-
lowing treatment. The purpose of this instrumentation was to assess
the ethnocentric attitudes of the subjects and to ascertain the effect,
if any, of the treatment upon the subjects' ethnocentric attitudes and,
therefore, the total implementation of the curriculum package-:Egg,

Data were collected from interviews and instrumentation. These
data were then tabulated and classified for a systematic review. Find-
ings, implications, and hypotheses were determined by means of a crit-

ical analysis of the data, and are discussed in Chapter IV.

CHAPTER IV

RESEARCH DATA

Reported in this chapter are the research data collected through
the application of the instrumentation presented in Chapter III. Data
were obtained from the instrumentation, review of records, and observa—
tion by the researcher.

The Operation of the Local Man
Implementation Model

 

These data are presented in a way that will not militate for or
against a sequence of events, since many of the stages an implementation
goes through are not mutually independent and a "gestalt" effect must
be considered. Specifically, this section includes:

1. a description of the events in the implementation of Egg, and

2. a description of the organizational structure of the in-

service delivery system used to implement the Egg adoption.
Egllding,Relgtionships and
Diagnosiggyphe Problem

The period of time covered by these two stages was from the fall
of 1970 to the early spring of 1971. During this time, a school-district-
wide curriculum committee was established to develop a philosophy for
the K-5 social studies program. Upon completion of this philosophy,

broad-based objectives for the social studies were generated and an

57

58

assessment was undertaken to determine what curriculum modification
was needed to meet these objectives.

The committee was comprised of a school-district-wide represen-
tation of instructional staff. Vertically, its organization encompassed
the Director of Curriculum (a central office administrator), teachers
representing the various grade levels and elementary buildings, a build-
ing principal, and instructional support personnel represented by a
librarian and media specialist. Released time was provided for this
group to meet on a monthly basis. Their chief responsibility was to
analyze the school district's educational delivery system and the cul-

tural setting in which it functions.

Acquisition

Relevant resources were also being acquired by the curriculum
study group during the aforementioned time dimension. Among the major
acquisitions were: (1) a study of today's society and its relation to
the local school area, (2) a study of learning theory, (3) a survey of
current social studies research and literature, and (4) a diagnosis of
the strengths and weaknesses of the existing curriculum for the social
studies. Visitations to various school districts using similar approaches
were initiated. Committee members attended the annual meeting of the
National Council for the Social Studies, at school district expense,
to acquire additional understanding of new and current thinking in the

social studies.

59

Choosing

At this stage, selecting a curriculum becomes a process of
choosing among alternatives. The process usually is narrowed to selec-
tion from various goods that result from the numerous solutions generated
by the acquiring stage. Thus, in the spring of 1971, Egg was selected
by a committee of teachers representing fourth and fifth grade teachers
to be the foundation of the local social studies program. The selection
was supported by the Director of Curriculum and by other members of the

committee.

Acceptance

 

This stage is the heart of the program for planned curricular
change. At this time one learns whether the chosen solution can be
accepted and used effectively by the total system.

In May of 1971, an informational session about Eggs-consisting
of a slide presentation and discussion of Egg activities and techniques--
was held for all fourth and fifth grade teachers. Dr. Glenn Cooper of
Michigan State University and Mr. Warren Mueller of the Mason Public
Schools presented the program. Both Cooper and Mueller had been trained
as a dissemination team for Egg through an N.S.F. grant. Ms. Gene Vert,
social studies coordinator for grades four and five, discussed a planned
summer workshop to develop bridging activities for use with Egg_materials.
It was also explained how Egg fit into the local educational philosophy
and met the previously agreed upon objectives for the social studies
program.

During the summer of 1971 five teachers from the original cur-

riculum committee were employed by the school system to generate

60

additional materials to supplement Egg so that it would form the core of
a two-year program. Bridging material was needed because it was felt
‘Egg_did not supply sufficient experiences relevant to the child's
immediate world. Thus, the economic strand in Egg, seal sharing, was
supplemented with a teacher-generated module entitled "Bottle Cap
Economics." Teaching strategies and techniques consistent with Egg
strategies were employed for the delivery system. The bridging pro—
vided a means for pupils better to contrast learning inherent in Egg
with their contemporary culture. Hence children were provided with
alternative means to generalize Egg skills and concepts to new situa-
tions.

The process-oriented teaching styles encompassed in the instruc-
tional materials necessitated extensive teacher training and retraining.
To meet this identified need, an in-service model was developed as a
delivery system for in-service education activities to maximize the
successful implementation of Egg and other instructional materials.

The in-service model was created through the work of the curriculum
committee, the Director of Curriculum, the social studies coordinator,
and Glenn Cooper. Two elementary schools were selected to pilot the
program during the 1971-72 school year.
When a new idea is first introduced to us, we begin to think
about and consider it from many different vieWpoints. In time,
its novelty and strangeness disappears. Eventually, it becomes
familiar. . . . When sufficient time is not allowed for such

adjustment, those involved in a change could become bewildered
or apprehensive and develop feelings of opposition.1

 

1Arnold S. Judson, A Manager's Guide to Making Changes (New
York: John Wiley and Sons, 1966), p. 80.

61

The 1971-72 school year opened with a two-pronged supplementa-
tion of the established social studies program. The first was the
piloting of Man and the new social studies program in two schools and
the second was an in-service educational effort for all interested
teachers.

Concurrent with the installation of Man in two of the nine elemen-
tary schools, the district initiated in these schools an in-service
training program for current and prospective teachers of the pro-
gram, media specialists, and other supportive personnel. This
effort consisted of bi—monthly workshops conducted by the school
district's elementary social studies coordinator with the assis-
tance of a professor from Michigan State University. Both instruc-
tors had received intensive training in Man at a National Science
Foundation-supported regional center.2

Teacher attendance at these in-service sessions was voluntary.
The school district did not provide released time for these sessions,
but rather conducted them during teachers' planning periods (typically,
the sessions were conducted at the end of the teaching day for a period
of 90 minutes). Despite this, interest was high, as evidenced by nearly
100 percent attendance at all meetings.

The bi-monthly meetings continued during the school year. Organ-
ization of the sessions was such that teachers worked directly with the
Man materials they would present to pupils in the ensuing two weeks.
Active manipulation of the Man materials and strategies caused teachers
to become retrospective about their changing roles and those of their
pupils. Equally important, the sessions provided a feedback link to the

change establishment and a support system thatstimulatadthe sharing

of classroom experiences.

 

2Gene Vert and Donald MacFadyen, "I Signed the Purchase Order/
What Do We Do Now?" Social Education, XXXVIII (May, 1974), 447-451.

 

62

Resistance will be reduced if it is recognized that innovations
are likely to be misunderstood and misinterpreted, and if pro-
vision is made for feedback of perceptions of the project and
for further clarification as needed.

Programmatic evaluation and pupil evaluation were also stressed
by the in-service leader. His participation as a group member and as
an occasional leader helped teachers become familiar with the role they
would later be assuming in their classrooms.

The innovators involved their larger community during the late
fall of the year. Evening meetings were held for Board of Education
members, parents with pupils in the pilot schools, staffscfifthe remain-
ing elementary schools, and staffs of the two middle schools. Direct
participation with Egg materials, learning strategies, content, and
philosophy formed the organizational focus of the meetings. A marked
contrast between this direct participation format the more traditional
"tell how it's done" presentation was apparent.

As the 1971-72 school year drew to a close, the in-service model
and the instructional program were subjected to formative evaluation.
Data were gathered through the use of three different instruments. Two
instruments were drawn directly from the Egg_materials.4 They included
(1) an informational test designed to measure pupil information acquired
from the study of Egg, and (2) an opinion survey designed to assess

pupils' feelings toward the program. A questionnaire for teachers was

used to seek feedback regarding their feelings toward the structure,

 

3Goodwin Watson, "Resistance to Change," in The Planning of
Change, ed. by Warren G. Bennis, Kenneth D. Benne and Robert Chin
(2nd ed.; New York: Holt, Rinehart and Winston, 1969), p. 497.

l'Vert and MacFadyen, op. cit.

63

content, and procedures used in the in-service sessions (see Appendix C).
Conclusions drawn from these data formed the basis for modification
of the in-service program for the following year.

Responses of pupils to the student opinion survey and inter-
views documented the popularity of M_ag. The overwhelming majority of
pupils were happy and enthusiastic about studying Egg and were attaining
the informational Objectives of the course. Teachers, however, iden-
tified two types of problems: (1) They expressed concern over their
inability to relate Egg to the pupils' life space, and (2) They felt
the teachers' guides had an insufficient quantity and variety of tech-
niques to alleviate the above-stated concern. In addition, teachers
had difficulty answering pupils' questions, in terms understandable
to them, concerning the need to study a culture as it was in the 1920's,
when the pupils knew that the modern Netsilik Eskimo no longer lives
that way.

During July and August of 1972, the results of the formative
evaluation were transcribed into decisions for the coming school year.
However, decisions concerning the effectiveness of the treatment of
ethnocentrism in Egg were postponed. "The 1971—72 evaluation design
was found inadequate to measure reliably the reduction of ethnocentrism
in pupils and teachers."5

Notable changes were instituted in the in-service structure as
the 1972-73 school year opened. Teachers responsible for teaching Egg
were released from their classroom duties to attend Egg in-service

meetings. Paid substitute teachers took over the teachers' classroom

 

SIbid.

64

duties. Meetings were scheduled for one—half day a month or as needed.
In practice, this flexible schedule produced meetings every two weeks
during the initial months and every six weeks toward the close of the
school year. This arrangement assured teacher attendance and generated
more enthusiastic teacher participation.

The outside consultant was no longer utilized. Sessions were
under the complete direction of district personnel. "If persons regard
the change as coming from an outside source, it may receive only half—
hearted support which is sometimes called the NIH treatment-—NOT INVENTED
HERE."6

Concentrated blocks of time allowed for greater in-depth cur-
riculum study and helped to contribute to the feeling that Egg is really
our program. More emphasis was placed upon tracing Egg concepts through
their sequential development within the program. The spiraling effect
of concepts and the chronological mode of presentation of materials was
thus employed during the second year.

Sessions encouraged teacher visitation to schools that had
installed the program, to design instructional material relating Egg to
the world of the pupil, and to explore alternate means Of pupil and
program evaluation. Extensive use was made of the evaluation materials
included in Egg, Much emphasis was placed on helping teachers further
develop their own open-ended questioning techniques.

Four extensive in-service sessions were organized for elemen-

tary administrators. These sessions followed the same format as teacher

 

6Goodwin Watson and Edward M. Glaser, "What We Have Learned About
Planning for Change," Management Review, LIV (November, 1965), 36.

 

65

sessions, making use of similar high-involvement activities. The
administrators thus became involved in the decision-making process.
In addition to providing for innovators and creating the condi-
tions under which innovation trives, we must also take care of
the needs of the "acceptors"--the majority of educators, those who
must learn to accept and use the new resources. We must not be
content with lamenting the fact that most people are heel dragging
resistors to change, suspicious of the new, and not very much
interested in creating new things."7

Since the principals would be held accountable for the program
in their buildings, they deemed the in—service sessions essential and
interest ran high. Upon completion of the programs, principals felt
better able to provide the special assistance to Man teachers that those
teachers would expect. This procedure firmly fixed the principal's
role as a staff helper and community communication link.

Necessarily, principals also dealt with the logistics of sup-
plying instructional materials to the various buildings. Greater
awareness of the materials helped administrators recognize the force
of the materials in shaping pupil and teacher behavior. Teachers could
no longer be evaluated on the strengths of the more traditional teaching
styles when presenting Man materials.

The children's teachers conducted Man meetings for parents to

secure community involvement. Other workshops were presented to school

personnel and parents who had no direct connection with Man.

 

7John G. Caffrey, "The Innovation Matrix" (paper presented
at the Institute for Government and Public Affairs Conference on
Educational Innovations, UCLA Lake Arrowhead Center, December 17-29,
1965). P. 14.

66

Self-Renewal

Concurrent with the acceptance stage, plans were being for-
mulated for the self-renewal stage. A two-day, state—wide elementary
conference was sponsored by the school district. Over 600 partici-
pants from throughout the state attended the conference. Teachers
demonstrated Egg and other programs; some of them emphasized demon-
strations using students, whereas others were adult seminars.

Evaluation of the in-service model, similar in scope to that
applied to the original model, was undertaken at the close of the 1973
school year. The evaluation revealed some teacher uncertainties and
identified the need for continued in—service education for teachers.

Seventy percent of the teachers expressed the need for a con-
tinued support system through in-service. Thirty to 50 percent of the
teachers requested assistance with classroom organization and activi-
ties. Evaluation help was deemed critical by the group.

The above-stated concerns formed the focus for a 1973 summer
workshop for teachers and administrators. The workshop was conducted
for one week, utilizing half-day sessions. Participants received pay
for attendance. Teachers without previous Egg program experience were
required to attend, but attendance was Optional for those teachers and
administrators who had worked previously with the Egg material.

Figure 4.1 provides a calendar of events and direct cost
incurred during the period 1971 through June Of 1972. Figure 4.2
provides the same information for the period from July, 1972, through

August, 1973.

67

 

Dates Implementation Schedule Costs

(BUILDING A RELATIONSHIP--
DIAGNOSING THE PROBLEM)

Entry Behavior Needs Assessment

Statement of Philosophy and Broad

 

 

Objectives
Delivery System Design --------
(CHOOSING ACCEPTANCE)
June- Delivery System Refinement
August, 1971 .One Man pilot package for four
classrooms . . . . . . . 3400 $2500.00
.Supportive materials for nine
schools . . . . . . . . 2000 5400.00
October, 1971- In-service Program
June, 1972 .Teachers and supportive
personnel . . . . . . . 250a
.Parent and community
meetings . . . . . . . . ~0-
.Board of Education . . . -0- 250.00
Total Expenditures $8150.00

Man Pilot Package = 5 classroom sets of materials for 150 pupils

OR

20 classroom usages per Man package for 600 pupils based on a two-year
program with each set of classroom materials shared by teachers (2 per
animal section, 2 per Eskimo)

Source: Gene Vert and Donald MacFadyen, "I Signed the Purchase Order/
What Do We Do Now?" Social Education, XXXVIII (May, 1974),
447-451.

aOutside consultant.

Figure 4.l.--Man implementation calendar, 1971-1972: Pilot
program (2 schools, 27 pupils).

68

 

Dates Implementation Schedule Costs
July- Formative Evaluation
August, 1972 .Programmatic
.In—service model $ 400.00

Curriculum Modification
(Additional support materials developed) 1500.00

September, 1972 Materials Dissemination

.Purchase of second Egg pilot

package . . . . . . . . . . . 3400

.Additional Super 8 Filmloop

projectors . . . . . . . . . 2100 5500.00
October, 1972- Revised In-service Program
June, 1973 .28 teachers--6 released

afternoons . . . . . . . . . 2440

.4 principal sessions . . . . 60

.Parent meetings . . . . . . . -0-

.Special services . . . . . . —0- 2500.00

(STABILIZING THE INNOVATION AND
GENERATING SELF-RENEWAL)

 

June- Program Refinement
August, 1973 .Translation of broad objectives
to performance objectives . . 800
.Programmatic and in-service
model formative evaluation . 400
.One week teacher workshop . . 1250
2450.00
September, 1973- Program Maintenance —0—
June, 1974 New Information Distribution
Additional Teacher and Community
In—service as Needed ?
Total Expenditures $12,350.00
+ W)

Source: Gene Vert and Donald MacFadyen, "I Signed the Purchase Order/
What Do We DO Now?" Social Education, XXXVIII (May, 1974),
447-451.

Figure 4.2.--Man implementation calendar, 1972—1974: District-
wide implementation (7 additional schools, 735
pupils).

69

Discussion of Figures 4.1 and 4.2

The salient feature of Figures 4.1 and 4.2 is the Obvious com-
mitment of the financial resources of the school district to the project.
Examination of expenditures will show that approximately 40 percent of the
district's direct cost was expended on noninstructional materials
directly related to Egg becoming a part of the local curriculum. A
major contributor to this cost was the released time provided for
teacher in-service and the necessity of paying for classroom substi-
tutes. Of less cost, but of great importance, was the one-week summer
teacher workshop.

The indirect costs to the districts have not been calculated.
However, an examination of four sessions for principals indicates con-
siderable indirect costs, because the principals' time must be traded
from some other activity.

Released time for teachers from their assignments cemented the
feeling that the administration and Board of Education were willing to
help teachers retrain. This action headed off resentment on the part of
teachers and may have contributed to more enthusiastic teacher partici-
pation.

Notable is the wide range of publics provided for in the
in—service program. Instructional staff directly and indirectly
involved with the Egg program were provided in-service training.
Administration directly related and indirectly related to the project
were kept informed. Special services employees were helped to under-
stand the demands that using Egg materials would place upon them. The
parents of children using Egg materials and other parents were made

aware of the program and its instructional implications.

7O
Qgpg Gathered Through Interviews and
Pencil and Paper Instrumentation

This portion of the chapter presents data dealing with teacher
interviews, pupil attitude assessment instruments, and pupil interviews.
Observatiop§_Prior to
Treatmen£:gpplications

Central administration, the nerve center of the school district,
was visited to establish the climate, assess the district's propensity
for research, and secure the necessary approval for data collection.
Krathwohl's admonition, "The more one will disturb the school situation
in which the data are to be collected, the more likely it is that there
will be some selective effect on which systems will permit one to gather
the data,"8 is most noteworthy. The central office was assured by the
researcher that a minimum of disruption would occur. This was further
assured by a review of the researcher's proposal by members of the cen—
tral administrative staff, who forwarded the proposal to the building
administrators directly affected by the data collection procedures. The
involvement of the building-level administrators at this early stage of
decision making proved most helpful. The central office facilitated the
researcher's efforts to gain the acceptance and support of the building
administrator through this early involvement and attitude of autonomy

for the building administrator.

 

8David R. Krathwohl, How to Prepare a Research Proposal
(Syracuse, New York: Syracuse University Bookstore, 1966), p. 38.

 

71

The Building Principals

Both principals were contacted in their respective buildings.
At those meetings, the principals and the researcher quickly reassessed
the research proposal in terms of what logistical help could be Offered
at the building level. The principals introduced the researcher to the
potential teacher participants, and were helpful and supportive in
lending their personal prestige to the research. Meeting with the
teachers through the principal's invitation was a most helpful procedure;

it "broke the ice" for teacher cooperation.

Teachers

Once entry was facilitated by the administration, the researcher
began his dialogue with the teachers. The purpose of the research was
presented to the teachers. Further discussion of the proposed research
provided the teachers with an approximation of their time involvement.
Specific task requirements were also delineated, as well as establish-
ment of the communication channels to be employed by teachers and
researchers. Their high degree of professionalism was immediately
evidenced by the questions and concerns they shared with the investi-
gator. Both teachers agreed to assist, and they cooperated whole-
heartedly by providing rank order lists of pupils and tentative schedules

of lesson presentations for the investigator's use.

Unanticipated Developments
All was ready and the investigator was anxious to get started.

However, the eleven o'clock evening newscast changed all of that. The

72

commentator reported the drowning death of a pre-schooler in a pond
located conterminously with one of the schools' playgrounds.

By the following afternoon, the principals had met with the

chief curriculum officer of the district to discuss the possible effects
of collecting research data dealing with death. Each principal then
reassessed possible effects on his individual school service area.
The investigator was contacted and again met with the building princi-
pals individually to discuss this new turn of events. The discussions
centered around community reaction to research focusing, in part, upon
death.

The principal in whose school service area the drowning did
not occur was the most vocal in his apprehension. It should be noted,
however, that the school district is small and cohesive, as well as
having a very articulate patronage. He demanded that the research, if
it were to be conducted in his area of responsibility, would have to be
modified in the following manner:

1. Student interviews would have to be conducted by the primary

investigator pgly, instead of by the trained interviewer.

2. Students elected for interviews would have to be approved
by the principal.

3. Parents of students selected for interviewing would have to
be contacted and their approval secured prior to speaking
with the children.

The investigator was complimented or put down by the following statement
with regard to the first proposition: "_____, I trust you and you know

how these public things go. Do I know my school community!" In any

73

event, the investigator agreed that he would be the only nonschool person
to have contact with the pupils. As for proposition number two, the
investigator agreed to tell the principal who the selected students

would be, and consider his reactions. The investigator completely
rejected proposition number three, and was told the principal would
decide about the advisability of allowing data collection within the
school. Fortunately, permission was granted and the investigation was
allowed to proceed.

The other principal also expressed concern about the format of
the pupil interviews. It was again concluded that the investigator
would be the only nonschool-related personnel to have research contact
with the pupils. In this manner, the investigation crept onward.

To the credit of the professionalism of all involved, it should
be noted that teachers were not directly involved in this confronta-
tion between the search for knowledge and the quest for stability within
the public schools. Truly, the schools must always have one foot

planted firmly in the past and one foot venturing into the future.

Pre-Treatment Interviews of Teachers

 

Both teachers were interviewed in their respective buildings
and classrooms at the close of the instructional day. The teachers
were very cooperative; in no way did they indicate they were anxious to
be finished with the interview and go on to something else. However,
the teachers' master agreement with the Board of Education required
that they remain after the close of the instructional day until four

O'clock p.m. (approximately 50 minutes after the close of instruction).

74

After the interview questions had been administered, the inter-
viewer went on to a discussion of the teachers' specific lesson plans,
which are presented in the Egg_materials.

Physical conditions were adjudged by the investigator to be
appropriate for the interview. The interviewer sat at the side of the
teacher's desk with the audio recording device in full view between the
interviewer and interviewee. The attitude projected by the teachers
seemed to be one of relaxed confidence. Certainly, they were familiar
with their surroundings. Teacher interview questions were administered
in this setting. The questions and results of those interviews are now

presented.

Teacher Interview I

1. Do you anticipate any problems presenting Man to children?

Answer Rationale if stated

Teacher Aa "No" "Maybe a lot doesn't go home. The
pre-training overemphasized possible
parent reactions."

Teacher Bb "No" "Past experience with new programs
leads me to believe this."

2. Are these much different than the problems you would anticipate
with the adoption of a new math program?

Answer Rationale if stated

 

Teacher A "No" "The adoption of a science program,
if it was process oriented, would
be about the same."

Teacher B "A little" "It is easier if a program has more

precise answers."

aTeacher A is at School P
Teacher B is at School W

75

Teacher Interview I (continued)

3.

Do you feel Man is harder to teach than your previous social
studies program?
Answer Rationale if stated

Teacher A "No" "It's easier to teach. The mate-
rials are right at your finger tips.
The children are interested."

Teacher B "Not really" "We didn't really have a specific
social studies program before Man."

Is this better or worse?

Answer Rationale if stated
Teacher A "Yes" "Children interest, high avail-
ability of material."

Teacher B "Yes" "But children really enjoy studying
about the U.S."

Do you feel your building administrator will support your
teaching of Man?

 

Answer Rationale if stated
Teacher A "Yes"
Teacher B "Oh, yes" "The system has been very diligent

about in-serivce."

Do you feel your central office will support your teaching of Man?

 

Answer Rationale if stated
Teacher A "Yes"
Teacher B "Yes"

Do you feel other teachers will support your teaching of Man?

Answer Rationale if stated

Teacher A "Yes"

Teacher B "Yes"

76
Teacher Interview I (continued)
8. Is there anything else you want to tell me about the program or

anticipated problem areas?

Answer Rationale if stated

Teacher A "Kids will choose Egg_over science
[a process program too] and English
as a favorite subject."
Teacher B "I don't have 100% enthusiasm to
study Eskimos from the kids."
Teacher Post-Interview Discussion
- The investigator felt the teachers tended to support district
policy, thus reporting a lack of anticipated problems and that no prob-
lems occurred. They may have felt that this position was a personifi-
cation of professionalism. It is possible that the investigator did not
establish a level of rapport necessary for the interviewee to be com-
pletely candid. Some unobtrusive measure of the teacher's anxieties
might have uncovered data that would produce a different set of results.
However, the generally positive attitude of the teachers toward
Egg may well have been generated by them as early adopters of the program.

This early adoption and the singling out of the teachers could and should

have created a Hawthorne effect in a positive direction.

Teacher Interview II

1. What problems did you have presenting Man to children?

Answer Rationale if stated

Teacher A "None"

Teacher B "None"

77

Teacher Interview 11 (continued)

2. Did the building administrator support your teaching Man?

 

Answer Rationale if stated
Teacher A "Yes"
Teacher B "Oh, yes"

3. Did the central office support your teaching of Man?

 

Answer Rationale if stated
Teacher A "Yes"
Teacher B "Yes"

4. Did the other teachers support your teaching Man?

 

Answer Rationale if stated
Teacher A "Yes"
Teacher B "Yes"

Pupil Pre—Test Interview
gnd Instrumentation

Secluded areas in each building were made available to the
researcher for the purpose of data collection. In building g, a small
office adjacent to the instructional area was provided, while in build-
ing E, a room off the multi-media center was made availble. Both
locations were familiar to the pupils of the respective buildings. The
rooms were comfortable, well-ventilated, and well-lighted, with a mini—
mum of outside distraction. Furniture provided appropriate seating for
the pupil and researcher, as well as an adequate work area.

Teachers introduced the researcher to their respective classes

as "someone who would be talking to some of them about Man." The

78

researcher then went with the previously selected subject to the desig-
nated area.

Once in the area, some time was spent establishing rapport and
discussing that the interview would be recorded through the use of a
tape recorder. After the interview questions were completed, the
researcher administered to the pupil and pencil and paper instrumenta-
tion. The researcher then offered to assist the subject with any read-
ing problem that might make responding difficult for him. None of the
subjects requested assistance.

Upon completion of the interview and application of the instru-
mentation, the subject was requested to return to his classroom and
escort and introduce the next subject to the researcher.

A tabulation of the data collected by that instrumentation is
now presented. The format of Table 1 shows the number of children
(identified as male and female) responding in each of the three posi-
tions regarding items on the Typical American Family questionnaire.
This questionnaire was used as a pre—test and post-test instrument;
scores are thus differentiated.

Table 2 shows the number of children (identified as male and
female) responding in each of the three positions regarding items on
the Eskimo Family questionnaire. This questionnaire was used as a

pre-test and post-test instrument; hence the scores are differentiated.

79

Table l.--Response distribution to the Typical American Family question-
naire by sets of subjects.

 

 

Greater Some Less 1 Greater Some Less
.1. Z l l l .3.
1. Rules of Society
Male: Female:
Pre 4 Pre 3 1
Post 2 2 Post 2 2

(Case details shown in Appendix C-l, upper left)

2. Outer Directed

Male: Female:
Pre 4 Pre 3 1
Post 1 3 Post 1 3
(Case details shown in Appendix C-l, lower left)
3. Want Gratification
Male: Female:
Pre 2 2 Pre 2 2
Post 2 l 1 Post 3 1
(Case details shown in Appendix C—2, upper left)
4. Beliefs, Heritage,
Magic
Male: Female:
Pre 2 2 Pre 1 3
Post 1 l 2 Post 1 3
(Case details shown in Appendix C-2, lower left)
5. Control and Utilization
of Natural Resources
Male: Female:
Pre l 3 Pre 4
Post 3 1 Post 3 1
(Case details shown in Appendix C-3, upper left)
6. Family Expectations
Male: Female:
Pre 3 1 Pre 3 1
Post 4 Post 3 1
(Case details shown in Appendix C-3, lower left)
7. Self-Determination
"Boot Strap Philosophy"
Male: Female:
Pre 1 2 1 Pre 4
Post 2 2 Post 2 2

(Case details shown in Appendix C-4, upper left)

 

80

Table 2.--Response distribution to the Typical Eskimo Family questionnaire
by sets of subjects.

 

 

Greater Some Less Greater Some Less
.1. 2 l 1 .2. 3.
1. Rules of Society
Male: Female:
Pre 3 1 Pre 2 2
Post 4 Post 2 2

(Case details shown in Appendix C-l, upper right)

2. Outer Directed

Male: Female:
Pre 2 2 Pre 2 2
Post 1 2 1 Post 1 3
(Case details shown in Appendix C-l, lower right)
3. Want Gratification
Male: Female:
Pre 1 3 Pre 3 l
. Post 3 1 Post 3 1
(Case details shown in Appendix C-2, upper right)
4. Beliefs, Heritage,
Magic
Male: Female
Pre 3 1 Pre 3 1
Post 3 1 Post 4
(Case details shown in Appendix C-2, lower right)
5. Control and Utilization
of Natural Resources
Male: Female:
Pre 2 l 1 Pre l 3
Post 1 2 1 Post 4
(Case details shown in Appendix C—3, upper right)
6. Family Expectations
Male: Female:
Pre l 3 Pre 2 2
Post 3 1 Post 3 1
(Case details shown in Appendix C-3, lower right)
7. Self-Determination
"Boot Strap Philosophy"
Male: Female:
Pre l 2 1 Pre 3 1
Post 4 Post 3 1

(Case details shown in Appendix C-4, upper right)

 

81

Table 3 presents a tabulation of the units of change expressed by
the subjects as recorded on the Typical American Family and Typical Eskimo
Family questionnaires. Units of movement from greater to lesser impor-

tance, as well as from lesser to greater importance, are presented.

Table 3.--Magnitude of apparent changes of judgments about typical American
and Eskimo families as obtained from the questionnaires of the same names.

 

Apparent Changes

 

 

 

Greater Importance Less Importance
1 unit 2 units 3 units 1 unit 2 units 3 units
Rules of Society
American 1 3
Eskimo 2 1
Outer Directed
American 1 2
Eskimo 3 2
Want Gratification
American 2 1
Eskimo 2 2 1
Beliefs, Heritage, Magic
American 2 l l
Eskimo l 1 1
Control and Utilization
of Natural Resources
American 5
Eskimo 2
Family Expectations
American 2 1
Eskimo 4 l
Self-Determination
American 1 2
Eskimo l l 2

 

82

Table 4 presents a tabulation of the units of change expressed by
subjects, as recorded on the semantic differential scales entitled Typical
American Family and Typical Eskimo Family. The table records movement
both up and down on the scale. This gives directionality to the response,
and may be located with the parameters established by the paired words.

The format of Tables 5 and 6 shows the number of children (sub-
jects identified as male or female) who responded in each of five posi-
tions regarding items on a semantic differential scale. In Table 5, the
scale applies to the Typical American Family, whereas Table 6 depicts
the application to the Typical Eskimo Family. This scale was used as a
pre- and post-test instrument; scores as thus differentiated. These
data were derived from the semantic differential scale, reported case by
case in Appendix D.

In Table 7, results of the Acceptance-Rejection Scale are presented
in a case-by-case manner. Responses for each of the five foils are shown
by subject for both pre-treatment and post-treatment administration.

The researcher is forced to conclude that the instrumentation was
not sensitive enough to record whether changes had occurred. It is also
possible that no significant change had occurred.

However, change overcame the only known trend of scores on the
instrumentation, that of upward movement. This is illustrated by Table 8,
which shows the differences between the scores on the "pre-pre—test,"
pre-test, and post-test on the semantic differential instrument. Only
three subjects of the eight were given this test. This was possible
because the scale had been administered to three of the subjects in
November, 1973. Unfortunately, no test scores were available for the

five remaining subjects.

83

Table 4.--Magnitude of apparent changes of judgments about typical American
and Eskimo families as seen in responses to semantic differential items.

 

Apparent Changes

 

Semantic Upwarda Downward

.Different131. 1 unit 2 units 3 units 1 unit 2 units 3 units

 

 

 

Selfish-Sharing

American 2 1 3

Eskimo l 2
Simple-Complex

American 2 l

Eskimo 4

Lazy-Hardworking

American 3 l

Eskimo l 1
Sad-Happy

American 1 4 1

Eskimo 1
Cruel-Kind

American 1 1

Eskimo l l
Poor-Rich

American 2 4

Eskimo l 1
Primitive-Advanced

American 1 3

Eskimo 3 3
Dark-Light

American 1 l l

Eskimo l 2
Ignorant-Wise

American 2

Eskimo 2 1
Lawless-Lawful

American 1 2

Eskimo 1

 

a .
Constitutes a movement from left to right and downward the
converse.

84

Table 5.--Response distribution--American Family--by sets of subjects.

 

 

 

 

 

 

 

 

 

 

 

l 2 3 4 5
Male
Pre l 1 l l
Selfish Sharing
Post 1 3
Female
Pre 1 3
Selfish Sharing
Post 1 1 2
Male
Pre 1 l 1
Simple— —Complex
Post 1 3
Female
Pre 2 2
Simple- --- -Complex
Post 2 2
Male
Pre 1 3 1
Lazy- Hardworking
Post 1 3
Female
Pre l 2 1
Lazy- --— Hardworking

 

 

Post 1 3

 

Table 5.--Continued.

 

 

 

 

 

 

 

 

 

 

 

 

Post

Male
Pre
Sad Happy
Post
Female
Pre
Sad Happy
Post
Male
Pre
Cruel —Kind
Post
Female
Pre
Cruel Kind
Post
Male
Pre
Poor Rich
Post
Female
Pre
Poor ---Rich

 

Table 5.--Continued.

86

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Male
Pre
Primitive —--Advanced
Post
Female
Pre
Primitive -Advanced
Post
Male
Pre
Dark Light
Post
Female
Pre
Dark Light
Post
Male
Pre
Ignorant - -—-Wise
Post
Female
Pre
Ignorant— ----- Wise
Post
Male
Pre
Lawless- Lawful
Post
Female
Pre
Lawless Lawful

 

Post

 

87

Table 6.--Response distribution--Eskimo Family--by sets of subjects.

 

 

 

 

 

 

 

 

 

 

 

 

 

3 5
Male
Pre l l
Selfish Sharing
Post
Female
Pre
Selfish --Sharing
Post 1
Male
Pre
Simple Complex
Post 1
Female
Pre 1
Simple -- ----- Complex
Post
Male
Pre l 3
Lazy Hardworking
Post 3
Female
Pre 4
Lazy ----------- Hardworking
Post 2

 

88

Table 6.--Continued.

 

 

 

 

 

 

 

 

 

 

 

l 2 3 4 5
Male
Pre l 2 1
Sad Happy
Post 1 2 1
Female
Pre l 2 1
Sad -Happy
Post 1 1 2
Male
Pre 2 2
Cruel -—Kind
Post 1 2 1
Female
Pre 3 l
Cruel- —Kind
Post 1 l 2
Male
Pre l 2 1
Poor Rich
Post 1 3
Female
Pre 1 1 2
Poor Rich

 

Post 1 2 l

 

Table 6.--Continued.

89

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3 4
Male
Pre 2
Primitive Advanced
Post 1
Female
Pre 2
Primitive- Advanced
Post 1
Male
Pre 2 1
Dark -- Light
Post 2
Female
Pre 3
Dark Light
Post 3
Male
Pre l 3
Ignorant- Wise
Post 1 3
Female
Pre 3
Ignorant- Wise
Post 2
Male
Pre 1 3
Lawless- Lawful
Post 1
Female
Pre 2
Lawless- Lawful
Post 1 l

 

90

Table 7.--Acceptance-Rejection Scale.

 

 

 

 

 

Pre-Foils Post-Foils
case 1 2 3 4 s 1 2 3 I. 5
N X X X X
K X X X X
C X X X X
S X X X X
J X X X X
A X X X X
E X X X X
Je X X X X
Definition:
Acceptance: self-identification Rejection: sense of otherness

involvement
warmth

Scaled scores:

 

 

Foils
z,

3
5
2 2
l

l

isolation
coolness

Table 8.--Sample of Pretest I (I) and relationship to Pretest II and

 

 

 

 

posttest.
Pre I—Pre II Pre II-Post
1 2 3 4 5 2 3 4 5
g_
Selfish (I)I I IV Sharing
Simple (I)I I/IV Complex
Lazy I I I/IV Hardworking
Sad (I)I I IV Happy
Cruel (I) I I/IV Kind
Poor (1) I IV I Rich
Primitive I (I) I IV Advanced
Dark (I) I I/IV Light
Ignorant (I)I I/IV Wise
Lawless (I)I I/IV Lawful
.E
Selfish (I) I IV I Sharing
Simple (I)I I IV Complex
Lazy (I)I I IV Hardworking
Sad (I) I I/IV Happy
Cruel (I)I I/IV Kind
Poor (I)I IV I Rich
Primitive I (I) I IV Advanced
Dark (T) I IV I Light
Ignorant (I)I I IV Wise
Lawless (I)I I IV Lawful
g,
Selfish (I) I I/IV Sharing
Simple (I) I I/IV Complex
Lazy (I) I I IV Hardworking
Sad (I)I IV I Happy
Cruel (I)I I/IV Kind
Poor (I)I I/IV Rich
Primitive (I) IV Advanced
Dark I (I) IV Light
Ignorant I (I) I/IV Wise
Lawless (I)I I/IV Lawful

 

 

92

Findings From the Data

The responses, both pre and post, were charted and visually
examined. Upon examination, those items that appeared to vary the most
from pre- to post-test were subjected to a statistical analysis. The
‘analysis subjected pre- and post-test scores to a matched pairs T test.
The results were not significant at the .10 level for pairs arranged by
sex or group.

The following items were examined:

American Family

 

1. Rules of Society--male
2 Outer Directedness-female
5. Control and Utilization of Natural Resources-~male
--female
7. Self-Determination "Boot Strap Philosophy"--female
The semantic differential scales for Americans and Eskimos were
examined for changes occurring from prior to the application of the
treatment (Man) to after completion of the treatment. Visual examination
identified some changes, but statistical analysis showed these changes to
be nonsignificant statistically. Again, a matched pairs T test was
applied, but the results did not indicate significance at the .10 level.
Discussion of Results of the
Semantic Differential Scale
Visual examination of the instruments indicated a number of pos-
sible trends. These trends, in the researcher's opinion, require some
amplification and speculation.
The pupil perception of the complexity of Eskimo society is one

topic of interest. Pupils saw the Eskimo society as more "complex" after

treatment than prior to treatment. This could be attributed, in part, to

93

the pupils' greater understanding of the belief system that tends to order
the Eskimo society. It could also be attributed to informational gains
concerning the society. However, it could be the result of the pupil see-
ing the Eskimo as more human and, hence, more complex.

The fact that American society was seen as "less happy" after
treatment leads to more speculation. Do pupils gain this sense Of unhappi-
ness through the visual presentations in Egg? DO they see only what is
happy in the Netsilik culture? The directionality might also be explained
as a result of the instrumentation. Hence the directionality was a
regression toward the mean.

Girls saw Eskimos as "poorer" after treatment than did boys.

The researcher speculates that this perception is sex oriented from our
cultural position. The abundance of kitchen gadgetry and appliances

in the girls' everyday lives may be affronted by the spartanism of the
Eskimo life. Boys would not be as;like1y to contrast the cultures on
that point.

Boys seeing the Eskimos as more "primitive" after study may be
related to the same issue. The boys and girls may be equating a lack of
technology to being poorer. Both issues could reflect this expectation
and/or propensity for material things.

Both boys and girls rated Americans as "wiser" after study than
before study.

American society was seen by both boys and girls as more "lawful"
than Eskimo society. This finding, placed in the context of the Water-
gate Senate Hearing, which was being conducted at the same time, leads

the researcher to wish he could supply more information on this point.

94

Scores on the acceptance/rejection instrument showed so little

numerical difference that further investigation was discontinued.

Pupil Interviews,iPre to Post

The interviews were conducted as described in the section entitled
Pupil Pre-Test Interview and Instrumentation. The same procedures were
utilized by the researcher. The questions for structuring the interview
were previously presented.

Appendix B contains a subject-by-subject analysis of both the
pre— and post-interviews. The answers to the questions and any rationale
used by the pupil to support his position are presented.

Figure 4.3 summarizes those findings by interview question.

Observations

1. .All pupils were willing to talk and were generally well
informed concerning the facts.

2. If pupils did not state a position on senilicide during the
pre-interview, the same children did not take a position after
treatment.

3. In general, pupils seemed more inclined to accept a culturally

relativistic position after treatment.

95

What do you think about what happened to "Old Kigtak"?

--Six of the eight could not identify Old Kigtak.
--Two girls were able to recall Old Kigtak.
--Both agreed with leaving her behind.

The differences between some people are so great that they are
more like other animals than they are like people.

--Two boys from different groups agreed that some people are more
like animals than people.

--Two girls from different groups disagreed with the statement.

--Three girls maintained they did not understand the statement.

--One boy was ambivalent: "Something like that, but still people."

Do you feel that Americans take better care of old people than
Netsilik Eskimos do?

--Seven of the eight subjects agreed.

--One girl felt that both made provision for the old and that makes
it about the same.

--All subjects showed knowledge of how the Netsiliks cared for the old.

Does the Netsilik family seem like your family in any way? Why?

--Three subjects, all boys, said no.

--Five subjects saw the families as somewhat similar.

--All similarities were identified on the basis of sex role,
living together, and having fun together.

Did you see any film or cover any material that made you admire
the Netsilik? Did you see film or cover any material that made
you dislike them? Why?

--One male subject registered dislike for the Netsilik on the basis
of killing so many of one kind of animal.

--No subject stated that the Egg program caused him to admire the
Netsilik.

--Seven of the eight subjects stated that they did see a film or
covered material that caused them to dislike the Netsilik.

What two words do you associate with the Netsilik Eskimo as impor-
tant to them in their lives? Why?

--Jealousy or dreams were never selected as descriptors by any
subjects.

--Killing was chosen as a descriptor by two girls and a boy after
treatment, while only one boy used it as a descriptor on the
pre-test.

--Beliefs was chosen most Often as a descriptor by both boys and
girls.

Figure 4.3.--Pupil interview question findings.

96

Summary

The data presented in this chapter were generated by the investi-
gator interviewing (1) teachers prior to and after treatment, (2) pupils
prior to and after treatment. The chapter further presented data gen-
erated by the application of instruments to pupils. The instruments were
designed to assess the pupils' attitudes and reactions before and after
the‘Egg_experience.

Findings related to the various data areas were also presented.
The findings dealt with the pupils and teachers and their responses to
the implementation of the Egg program. Conclusions drawn from the above-
stated findings, as well as recommendations for future investigations,

are presented in Chapter V.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

FOR FURTHER STUDY

This chapter summarizes the study, presents conclusions drawn from

the findings, and offers recommendations for future study.

Summary

The purpose of this study was to investigate the implementation of
Man: A Course of Study, an elementary social studies program, in a single
school district. Egg_is a multi-media curricular package for the study Of
elementary social studies. The program differs from existing elementary
social studies programs in its multi-media approach and its delivery
system. Content is presented through simulation games, natural sound
motion pictures, filmstrips, records, maps, posters, and photo murals as
well as soft-cover booklets. The delivery system emphasizes interaction
among learners as a mode Of learning. .Egg materials emphasize the way
children learn, utilizing a systematic schema to stress investigation.

The need for this study evolved from a review of the literature,
which revealed considerable opinion-type literature generated by first-
time users of Egg. The study focused upon the value received by all
who adopted or adapted and implemented Egg, More rigorous empirical
studies have tended to treat Egg in a global framework, thus leaving many

specific unanswered questions. Specifically, a need existed to identify

97

98

viable, effective implementations Of the Egg program. These findings
supported the researcher's conviction that further exploratory study was
necessary. Thus the implementation of Egg and a critical component of the
programs-ethnocentrism--were investigated.

A case study technique was selected for this investigation.

Case studies probe in depth and provide the framework for investigating
present and past performance as well as present wishes.

The six Objectives of the study were integrated through the use of
the concept of ethnocentrism (a critical aspect in the implementation and
adoption process of Egg). The researcher hoped to generate possible test-
able hypotheses by investigating:

1. the sequence of events leading to the adoption and imple-

mentation of Egg;

2. teacher attitudes toward teaching senilicide as practiced by

the Netsilik Eskimo;

3. problems teachers expect to encounter in teaching the concept

of senilicide or treatment of the elderly;

4. children's attitudes toward provisions made for the Netsilik's

treatment of the elderly;

5. whether the model for teaching the concept, senilicide, is

presented by the Egg material;

6. whether exposure to Egg materials and technique changed the

pupils' expressed level of ethnocentrism.

The subjects were drawn from the public school system of a mid-
western university town that also served as a residential base for the

management sector of the private and public economy in a nearby city.

99

Two separate school buildings within the school system provided the
pupil (eight) and faculty (two) subjects for the investigation. Con-
currently, the total in-service program for the implementation and
acceptance of Egg came under investigation.

Inherent within the framework of this inquiry was a formative
. evaluation view of Egg as a curricular program for a single school district
and that district's implementation of the program. "As a formative eval-
uation, it would be focusing upon changes that could or should be made
in the curricular program to make that program more nearly meet the
expectations of the user."1

Instrumentation was generated by the researcher and applied to
the student subjects in an effort to assess their ethnocentristic atti-
tudes prior to and after the treatment within the Egg instructional module.
Semi-structured interviews, conducted with students both prior to and
after treatment, generated audio transcriptions. Teachers were inter-
viewed both before and after delivering the treatment. The resultant
data were reported and systematically reviewed. (This analysis of data

yielded the reported findings.)

Conclusions

 

Study findings generated the conclusions explored below in terms
of how each finding relates to the two foci of the study (implementation
of Man and ethnocentrism) and the six previously stated objectives of

the study.

 

1Michael Scriven, "The Methodology of Education," Perspectives of
Curriculum Evaluation, AERA Monograph Series on Curriculum Evaluation,
No. 1 (Chicago: Rand McNally, 1967).

 

100

Objective 1: the sequence of events leading to the adoption and
implementation of Man

Finding . . A sequence of events was identified and recorded.

Finding . . The events covered a period of time from before the pur—
chase of Man material until after their classroom utiliza-
tion.

Finding . . No public outcry was raised in the school district.
The following conclusion was drawn from the above findings:

Conclusion 1: These events form a model of a successful adoption and
implementation of Egg in one school district. This
model could be used by other school districts at their
discretion for implementing Egg.

These events lend themselves to formulating recommendations,
reported in a subsequent section of this chapter.

Objective number five is considered next, since it too concerns
the foci of implementation.

Objective V: whether the model for teaching the concept, senilicide,
is presented by the Man material

Finding . . The model is not directly printed in the Egg materials

Finding . . A model can be generated through the identification of
techniques and strategies encompassed by the Egg program
materials. '

Finding . . The model was identified and used to present the concept
of senilicide in the teacher in-service program.

Conclusion 2: A workable model to instruct teachers and present poten-
tially controversial ethnocentric topics such as senili~
cide is identifiable and is existent. This model can be
used to teach both teachers and pupils. By implication,
it should also be useful for teaching similar materials
to school administrators and the general public.

A Man instructional module for teaching pupils about senilicide
was identified by conducting a review of lesson plans presented within
the Man program. It was adjudged by the investigator that a lesson plan
for teaching the concept is present in the Man materials. The researcher

speculated that teachers also decided this was correct or they would have

identified the teaching modules as inappropriate. The Man training model

101

also provided teachers many opportunities to discuss the material and
delivery system. Again, teachers did not identify any problem areas with
the teaching module.

The findings related to objective two of this study, to be dis-
cussed next, gave additional support to Conclusion 2.

Objective II: teacher attitude toward teaching senilicide as practiced
by the Netsilik Eskimo

Finding . . Teachers did not anticipate any problem in teaching
about senilicide.

Finding . . Teachers felt administrative support (both building level
and central office) for teaching Egg.

Finding . . Teachers felt support from other members of the faculty
for teaching Egg.

Finding . . Teachers felt that Egg was easier to teach than the
previous social studies program.

Conclusion 3: Te chers had no negative feeling about the Egg program
or their support for teaching the program. Hence, their
attitude was one of acceptance for the program and its
content, as opposed to rejection or concern about teach-
ing the program.

 

Teacher longevity in a position seemed to have little effect on
subject outcome. However, the question of teacher training in Egg mate-
rials was unanswered, because teachers had considerably more training in
[Egg than recommended or provided by Curriculum Development Associates.
It seemed certain that teacher training prior to teaching the Egg_mate-
rials would directly affect teacher acceptance of the subject matter.

Objective III: problems teachers expected to encounter teaching the
concept of senilicide or treatment of the elderly

 

Finding . . Teachers did not expect to encounter problems when teach-
ing about senilicide.

Finding . . Teachers did not report problems after having taught the
concept.

Conclusions 1 and 2 above were further supported by the findings

that generated Conclusion 4.

102
Conclggion 4: No problems were anticipated by teachers in teaching
the content component of Egg dealing with senilicide.

Teachers were unable to identify problems they expected to
encounter. In fact, they reported no problems were encountered. This,
in part, may have been a result of the extensive teacher in-service pro-
gram conducted over the school year on a monthly released-time basis.
The reader is referred to Chapter IV for an extensive discussion of the
teacher in-service program.

The issue of student-centered or teacher—centered classrooms was
not addressed, as teachers had already had concomitant experiences in
process-oriented programs, Specifically in the science area. It was thus
assumed that all teachers used a process-oriented approach to teaching
the curriculum.

Objective IV: children's attitudes toward provisions made for the
Netsilik's treatment of the elderly

Finding . . 75 percent of the student subjects could not identify
"Old Kigtak" as the individual upon whom the practice
of senilicide was practiced.

Finding . . 87 percent of the pupils did not identify any film or
other Egg materials that caused them to dislike the
Netsilik.

Finding . . After treatment, all pupils reported knowledge of senili-
cide as a means of treatment of the elderly.

Finding . . Approximately 87 percent of the pupils felt that Americans
took better care of the elderly than did the Netsiliks.

The above-stated findings led the researcher to the next con-
clusion:

Conclusion 5: Pupils were not traumatically disturbed by studying about
the Netsilik treatment of the elderly.

Reciprocity, in Bruner's terms the need to respond to others, was
identifiable in this section. It became apparent through the eagerness

of the pupils to respond and interact with the interviewer. The fact

103

that most of the subjects did not remember "Old Kigtak" by name is strik-
ing when compared with the finding that all subjects had knowledge of the
practice of senilicide and could apply the concept when responding to the
interviewer. This, in part, may be a function of the interviewer's
inability to find the right question to unlock what was really known or
understood. Certainly, using only the question about "Old Kigtak" could
have generated far different conclusions concerning the subjects' reactions
to senilicide.

When a cultural relativism position was not taken, the pupils
often came to a physical explanation. "We have better medicine." This
may also have been an outcome of their own cultural heritage, which
extols science and its explanations with an almost religious fervor.

Objective VI: whether exposure to Man materials and techniques changed
the pupils' expressed level of ethnocentrism

Finding . . no statistically significant change was demonstrated
between pre- and post-test scores on any of the instru-
mentation.

Finding . . 37 percent of the pupils could not see the Netsilik family
as anything like their own.

Conclusion 6: The findings do not support a decision about whether or
not Man materials or techniques reduce ethnocentrism.

 

Although statistical significance was not achieved with the
instrumentation, some budding directionality was apparent in the response
that pupils saw "family expectations" as being more important to Eskimos
after study. This may have been a result of Egg_materials developing the
concept of interdependency for survival. It also may have been a result
of the magic and myths practiced and told by the Eskimos.

Studying the Netsiliks' ritualistic practices may have led the

students to see Eskimo society as more complex than theirs. This result

104

could also be attributed to the pupils' naive perceptions of what they
would consider a noncomplex society, at least in terms of economic inter-
dependence. Considerable identification with the Eskimo could also have
led to a feeling that the Eskimo is really human and, thus, has complex
feelings just as the pupil does.

After studying the Netsilik, the pupils saw their own society as
more hardworking. They also saw their society as less happy than they
had previously. The inevitable contrasts drawn directly in class or indi-
vidually by conjecture could lead a pupil to these conclusions. The dis-
tance culturally between the two groups (American and Eskimo) may have

‘
Q

allowed'a'more introspective view upon the part of pupils.

' The richness or abundance of artifacts in the American culture
provided a striking contrast to that of the Netsilik. All one's tools
carrier in a cured fish skin is a long way from the do-it-yourselfer's
home workshop. Pupils' perceptions of richness could also be based on
food, shelter, clothing, and transportation differences.

The effectiveness of the interview as an investigatory technique
is borne out through the explanation given by the subjects for the des-
criptor "killing." "Killing" being equated with food gathering is a
much different conceptualization than usually attributed to this word in
our culture. Some change toward nonethnocentrism was recorded in the
senilicide interviews. This leads the researcher to speculate that Egg

is a more effective program for the reduction of ethnocentrism the fur—

ther the concept under study is from the learner's natural environment.

105

Recommendations

 

The conclusions drawn from this study represent an initial
probing of Egg, However, the investigator suggests that a basic purpose
of this type of investigation was to identify or isolate questions that
could and should be investigated through the use of experimental research.

1. MOre studies that treat the affective components of the
instructional process should be undertaken. To this end, a group inves-
tigation is recommended that would develop measures to assess the affec-
tive components of an instructional program and apply those measures in
a systematic manner.

2. A study to determine if a difference of perceived problems
exists between administrator and teacher perception of Egg as a curricular
vehicle should be undertaken. Encompassed within the study could be an
investigation of the length oijgg in-service. The CDA in-service model
could be compared with an in-service model generated by the investigator.

3. The effectiveness of learner-centered classroom teaching
should be examined, with length of teacher preparation and teacher experi-
ence as variables. Another variable could be an effort to determine what
effect the learner creativity has upon cognitive outcomes in a learner-
centered classroom as compared with a teacher—centered classroom.

Recommendations generated through the description of the
in-service program are:

l. Involve the public for the innovation prior to implementation.
Teachers need to be involved in the formulation of objectives and their

modification as the need becomes apparent.

106

2. Schedule in-service activities as a portion of the regular
academic school day to help assure teacher acceptance and demonstrate
support for the innovation.

3. Provide for both formative and summative evaluation through
the total adoption process.

4. Utilize external experts and consultants in getting started.

5. Devise a system for the effective movement of instructional
materials between classrooms and among buildings.

Recommendations generated by the total study are:

1. An investigation should be undertaken to identify why some
implementations of Egg_have faltered. The implementation process des-
cribed in this study could be used as an example of a successful imple-
mentation.

2. Any experimental comparative study undertaken should use a
larger base sample to facilitate rejection of the null hypothesis through
the use of statistical criteria. It is recommended that a study of this
type be undertaken investigating ethnocentrism and its possible reduc-
tion.

3. Differences concerning attitudinal changes should be studied
using the individual as the basic sample unit of analysis. In this way,
statistical treatment would not tend to diminish differences usually exam-
ined by the use of means when the unit of analysis is the classroom.

4. This type of assessed entry behavior case study could well be
used as a model for future formative curricular evaluations. Studies of
this nature could be very useful when conducted and the findings imple—

mented in individual school districts undertaking the study. Underlined

107

is the premise that curriculum is always in an unfinished state and
should constantly be undergoing evaluation and revision.

The findings of the previously described studies should con-
tribute substantially to those school districts considering the adOption
of Egg. The study itself may help other investigators to utilize the

case study as a research technique.

APPENDICES

108

APPENDIX A

M:ACOS TEACHER IN-SERVICE OPINION SURVEY

109

 

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110

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112

 

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113

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ecu sows muaocsum wchH>oum you humanoooa
OH usonuH3_ou Ou oHnm soon o>mc vHso3 H cane
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muHHHnHmsoamou Ho mmoHvuwmou osHu as sumo: uos
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ones cocoa: asp .OHnmsHo>

usumssmou pom uoo asp .mou<z mchomou you
oHnHmsommou hHuoouHu muonomou now oHnmon> uaOHuHmmsm can oHnmsHm>

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114

 

.sOHumuoaooo poo» you 50% xcmne .poHmmOm mm.aOOm mm Ammouoocwmv
uuo> ammo cu ensues mam Homes OOH>u0muaH wsHvummou musoEEou HOOOHquvm ham zuH3 use HHHH mmmon

 

 

"sOHna woos ammon .uonuo
mwaHuoos OOH>HOmnaH oaHumuumHoHsmm

summons OOH>MOmucH monsoon

"AmOHHmnm sOHns.umnu 300:0v aw vaummHuHuumn H .o

APPENDIX B

PUPIL INTERVIEWS

115

Interviei Analysis Phase I (Pre test)
Case M 4

Issue Senilicide

1. What do you think about whap happened to "Old Kigtak?"

Ethnocentrism Score* Answer Rationale if stated
NA "Have not studied yet."

2. The differences between some peoples are so great that they are more like
other animals than they are like people.

 

 

Ethnocentrism Score Answer Rationale if stated
1 "I'd agree "You takezpeople like the
with that." Eskimos, where their beliefs,

the way they do things, how they
dress, the way they talk, all
kinds of things are different
between other pe0ple in the
world."

3. Do you feel that Americans take better care of old peOple than Netsilik
Eskimos do?

 

 

Ethnocentrism Score Answer Rationale if stated
2 "It's pretty "...Mostly the older people
equal." stayed in shape in order to

keep working to make a living.
And they have to do the same
things with the Eskimos."

4. Does the Netsilik family seem like your family in any way? Why?

Ethnocentrism Score Answer Rationale if stated
1 "No" "For instance, they don't have
to get up at 7 o'clock and go
to school every morning. No,
their different customs used
make different families what
they are."

*"Score" refers to the investigator's classification of the subject's
response as l, ethnocentric; g, ambivalent; ;, not ethnocentric.

116

117

Case Egg - Page 2

5. Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you dislike

 

Rationale if stated

 

them? Why?
Ethnocentrism Score Answer
2 "I didn't

see any film

that made me

dislike them.
Admire them-

I can't say I
would like to
be one."

"The way they treated their dogs
I found was a little harsh up
there and the way the beat them
and all kinds of things,"

6. What two words do you associate with the Netsilik Eskimo as important

to them in their lives? Why?

Answer
"Beliefs"

"Family"

Rationale if stated
"You'll find this way of
doing things is with their
own kind of God's."

"I can't really say they are
closely keep together, but
when it comes to food and
clothing and the way they
believe in things, they are
very close. If they are not
close, and if they don't stay
as a big family, then they
would probably all end up
fighting and never survive
up there."

118

Interview Analysis Phase II (Post test)

Case ggy

l.

4.

Issue Senilicide

What do you think about what happened to "Old Kigtak"?

Ethnocentrism Score Answer
3 I agree.

Rationale if stated

'...she couldn't keep up and
they couldn't have her ride on
the sled. That would be too
heavy and the dogs might not
be able to pull her."

The differences between some peoples are so great that they are more like

other animals than they are like people.

Ethnocentrism Score Answer

2 "I don't agree.

I agree. I
guess I don't
agree."

Rat ionale if stated

Do you feel that Americans take better care of Old people than

Netsilik Eskimos do?

 

Rationale if stated

 

Ethnocentrism Score Answer
2 "I think so.
I agree."

 

"...but Netsilik Eskimos might
not feel - like when our older
people need a home, we let them
live with us or send them to

a hospital if they are sick

or something. But Netsiliks,
they leave them behind."

Does the Netsilik family seem like your family in any way? Why?

Rationale if stated

 

Ethnocentrism.Score Answer
~. 3 Wes.tf

"Because they play games and
get along together and so do
we."

119

.Case égy - Page 2

5.

6.

Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you
dislike them? Why?

 

E3222££E££122;§22££. Answer Rationale if stated
% .
3 "I liked. ...books said how they hunt

and that was pretty smart.
I didn't see anything I
didn't like."

What two words do you associate with the Netsilik Eskimo as important
to them in their lives? Why?

 

Answer Rationale if stated

1'IBeliefs." IflThey go by myths they
believe and stories and
stuff."

"Friendship." "They have to get along like

when they are hungry they
have to rely on other people
or their friends to give them
food."

Movement toward non-ethnocentric responses is apparent with the .

sanilicide issue. On the post test, no responses were judged as ethnocentric.

The response to question number two moves from ethnocentric to ambivalent.

Response number four moved from ethnocentris to non-ethnocentric. A

‘movement from ambivalent to non-ethnocentric was recorded for response

number five. Amy exchanges the description of Eskimo cultural importance

from "family" to "friendship".

120

Interview Analysis Phase I (Pre test)

Case Sam'

1.

4.

Issue Senilicide

 

What do you think about what happened to "Old Kigtak"?

Ethnocentrism Score Answer Rationale if stated
NA "Haven't covered that yet."

The differences between some peoples are so great that they are more like
other animals than they are like people.

 

 

Ethnocentrism Score Answer Rationale if stated
2 "Sort of "The way they live, eat and
agree." stuff."

DO you feel that Americans take better care of Old people than
Netsilik Eskimos do?

Ethnocentrism Score Answer Rationale if stated
1 "I agree." "Cause they shouldn't leave
them behind. There is more
chance of them dying if they
don't travel with the tribe
and don't get any food or
stuff."

 

Does the Netsilik family seem like your family in any way? Why?

Ethnocentrism Score Answer Rationale if stated
1 "Not really." "They are hardly ever together.
The father is always hunting."

 

121
' Case .. Sam ‘le'ePage 2
5. Did you see any film or cover any material that made you admire the

Netsilik? Did you see film or cover any material that made you
dislike them? Why?

 

 

Ethnocentrism Score Epswer Rationale if stated
1 "Yes.'' "The way they kill. I didn't
(Dislike) like the way they did it,

cause they sort of tortured
the animals when they killed
them."

6. What two words do you associate with the Netsilik Eskimo as important
to them in their lives? Why?

Answer Rationale if stated
"Beliefs." "Because we read so much
about it in the books."

"Killing." "Main part of their life."

122

Interview Analysis Phase II (Post test)

Case wSam

av:

4.

Issue Senilicide

 

What do you think about what happened to "Old Kigtak"?

 

 

Ethnocentrism Score Answer Rationale if stated
NA "What happened
to him."

The differences between some peoples are so great that they are more
like other animals than they are like people.

Ethnocentrism Score Answer Rationale if stated
1 "Some peOple." "I don't know much about
the Eskimos."

 

DO you feel that Americans take better care of old people than
Netsilik Eskimos do?

Ethnocentrism Score Answer Rationale if stated

1 "Yes." "The Netsiliks can't take care
of them cause they have to
feed their families first and
people that they ahve promised
parts Of seals to. And in
America they almost always feed
their grandparents and we have
nursing homes and other homes
instead of just leaving them
on the ice."

 

Does the Netsilik family seem like your family in any way? Why?

Ethnocentrism Score Answer Rationale if stated
1 "NO."

123

Case "Sam .—-Page 2

5. Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you
dislike them? Why?

 

 

Ethnocentrism Score Answer Rationale if stated,
1 "Yes." "Where they killed and they
(Dislike) killed too much of one

animal and mainly where
they killed."

6. What two words do you associate with the Netsilik Eskimo as important
to them in their lives? Why?

 

Answer Rationale if stated
“Killing{“;' "They have to kill to eat."
"Family." "That's about the closest

thing there is to your life
is taking care of'your
family."

Response number two was judged as ambivalent on the first administration
of the interview questions. The second interview was judged as ethnocentric.
All other responses both pre and post were judged ethnocentric.

Sam did not remember the story of "Old Kigtak" but later in the interview
discussed the idea of "leaving old people behind". The descriptor "family"

was substituted for "beliefs" on the second interview.

124

Interview Analysis Phase I (Pre test)

 

Case -Nancy
Issue Senilicide
1. What do you think about what happened to "Old Kigtak"?

h.

 

 

Ethnocentrism Score Answer Rationale if stated
NA "I haven't heard Of
that one."

 

 

 

 

 

 

The differences between some peoples are so great that they are more
like other animals than they are like people.
Ethnocentrism Score Answer Rationale if stated
1 "I agree. "Because some people act
Yeah." like that and I think that
some people act like animals,
and do stuff like animals
do."
Do you feel that Americans take better care of Old people that
Netsilik Eskimos do?
Ethnocentrism Score Answer Rationale if stated
. 2 "Yes." "I think they think that's
right, but we don't think
that's right so I don't
really think that's right,
but if it is right to them,
I guess it's OK but I don't
think they should leave the
Old people behind because
they still have more life."
Does the Netsilik family seem like your family in any way? Why?
Ethnocentrism Score Answer Rationale if stated
2 "I don't think I "They find their own meat.
can find a We go to stores. They eat
resemblance." things raw, and that's

different to us."’

125

Case Nangy‘ -,Page 2

5. Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you

dislike them? Why?

Ethnocentrism.Score Answer
2 "I didn't
especially like
the film."

(Dislike)

"I liked the
other films."

Rationale if stated

"One of the films I didn't
like was when they were
cutting the meat up. I
didn't like that because
I've seen that done."

"It sounds like they are nice
people. You learn a lot but
I don't especially love
watching some of the movies.
I get kind of bored. Somea
times it's kind of funny
when they talk Eskimo talk
because you don't understand
a word they are saying. It's
funny to hear them talk." ‘

6. What two words do you associate with the Netsilik Eskimo as important

to them in their lives? Why?

ggswer
"Friendship."

"Beliefs."

Rationale if stated

"It is their family custom.
They would be friendly to
me if they knew how to talk
English, but I couldn't
communicate very well. I
am Greek."

"They have lots of’myths.
They think they come true."

126
Interview Analysis Phase II (Post test)

Case Nancy

Issue Senilicide

 

1. What do you think about what happened to "Old Kigtak"?

 

 

Ethnocentrism Score Answer Rationale if stated
3 "I disagree "They left her behind
with what because she was old."
they did."

2. The differences between some peoples are so great that they are more
like other animals than they are like people.

 

 

Ethnocentrism Score Answer Rationale if stated
2 "I don't
really know
that one."

3. Do you feel that Americans take better care of old peOple than
Netsilik Eskimos do?

 

 

Ethnocentrism Score Answer Rationale if stated
3 “i think they "I don't like leaving old
do." people behind. To me that

makes them.think they are
trash if we leave them
behind and don't care what
happens to them."

A. Does the Netsilik family seem like your family in any way? Why?

 

 

Ethnocentrism Score Answer Rationale if stated
2 "Not too "My dad never hunts and
much." stuff. They love each

other very much but I
don't think they are much
like us."

127

0‘83 119221. - Page 2

5.

6.

Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you

dislike them? Why?

Rationale if stated

 

 

Ethnocentrism Score Answer
3 "I think
the whole
thing was

kinda neat."

"They catch their own food
and everything."

What two words do you associate with the Netsilik as important

to them in their lives? Why?

Answer
"Beliefs."

"Killing."

Rationale if stated

"They have to do certain
things like when they catch
a seal they have to put
water in their mouths so
they can catch some more
seals."

"They have to kill animals
to get their food. I
think that is important

in their lives."

Considerable movement was judged to occur with regard to the issue of

senilicide from pre to post interview.

ethnocentric rating to an ambivalent rating.
ambivalent to non-ethnocentric.
remaining ambivalent.

recorded for response number five.

"killing" as a descriptor.

Question number two moved from an
Question three moved from
Reaponse number four was unchanged,
Movement from ambivalent to non-ethnocentric was

"Friendship" was exchanged for

128

Interview Analysis Phase I (Pre test)
-Case Kevin

Issue Senilicide

 

1. What do you think about what happened to "Old Kigtak".

 

 

Ethnocentrism Score Answer Rationale if stated
NA "haven't
covered that
yet."

2. The differences between some peoples are so great that they are more
like other animals than they are like people.

 

 

Ethnocentrism Score Answer Rationale if stated
2 "Yeah:" "Not in their way, but
of our way of thinking
they are."

3. Do you feel that Americans take better care of old people than
Netsilik Eskimos do?

Ethnocentrism Score Answer Rationale if stated
2 "No." "Probably we would, yeah
we would. The Netsilik,
they won't feed them
(old people) like if there
is a drought and there is
no food."

 

h. Does the Netsilik family seem like your family in any way? Why?

Ethnocentrism Score Answer Rationale if stated
2 "A little bit." "They care for each

other, they help each
other." -

 

129

Case Kevin - Page 2

5.

Did you see any film or cover any material that made you admire the

Netsilik? Did you see film or cover any material that made you dislike
them? Why?

Ethnocentrism Score Answer Rationale if stated

 

 

3 "I like "Cause they are not
them (Netsiliks). " mean and they Just seem
friendly."

What two words do you associate with the Netsilik Eskimo as important
to them in their lives? Why?

 

Answer Rationale if stated
"Friendships." "They have a lot of friends."
"Beliefs." "They believe in how the

children are made like a
flower."

130

Interview Analysis Phase II (Post test)

Case Kevin

Issue

Senilicide

1. What do you think about what happened to "Old Kigtak"?

 

 

Ethnocentrism.Score Answer
3 "Donit
remember."

Rationale if stated

2. The differences between some peoples are so great that they are more
like other animals than they are like people.

Rationale if stated

 

 

Answer
Ethnocentrism Score "Something
3 like that."

"They hunt and they eat
things raw, they don't cook
it. They're something

like animals but they are
still people."

3. Do you feel that Americans take better care of old people than

Netsilik Eskimos do?

Ethnocentrism Score Answer
3 "Yes "

Rationale if stated
"Cause the Netsilik they
wouldn't put them on the
sled or nothing. We put
them in a home and we
visit them, but they leave
them out in the snow and
let them take care of
themselves."

h. Does the Netsilik family seem like your family in any way? Why?

 

Rationale if stated

 

Ethnocentrism Score Answer
3 "No. A
little bit

cause they

play games."

"I play games with my
brother and in the movies
they were playing games."

131

Case Xavin — Page 2

5. Did you see any film or cover any material that made you admire the
Netsilik?- Did you see film or cover any material that made you dislike

 

 

them? Why?
Ethnocentrism Score Answer Rationale if stated
3 TrNo. " "I like them."

6. What two words do you associate with the Netsilik Eskimo as important
to them in their lives? Why?

Answer Rationale if stated

"Friendship." "Cause they have a lot of
friends, like when they
share seals, they have to
be their friends to share
them cause they all live
together." .

"Beliefs." "Cause like when they go
seal hunting, they drop
a bag of all the tools
that they go seal hunting
with. They believe if

they didn't they wouldn't
get very good hunting."

Kevin's responses to the concept of senilicide remain ambivalent. The
ambivalence was a constant pre to post with the exception of question number
three that was judged more ethnocentric after treatment. The story of
"Old Kigtak" was not remembered by Kevin. However, in question number

three, he does verbalize the concept of senilicide.

132

Interview Analysis Phase I (Pre test)

Case Jack

1.

h.

Issue Senilicide

What do you think about what happened to "Old Kigtak"?

Ethnocentrism Score Answer Rationale if stated
NA "Have not
studied yet."

The differences between some peoples are so great that they are more
like other animals than they are like people.

Ethnocentrism Score Answer" Rationale if stated
2 "I don't know." "I don't know any people
who really act like animals."

 

Do you feel that Americans take better care of old people than
Netsilik Eskimos do?

Ethnocentrism Score Answer Rationale if stated
1 "Yeah." "Because we have more medicine
and they can't make their
medicines too easily out of
where they are in Alaska and
stuff."

 

Does the Netsilik family seem like your family in any way? Why?

Ethnocentrism Score Answer Rationale if stated
1 "Not really." "It's Just like we live a
different life. They don't
go swimming and like we have
a pool in our back yard."

 

133

Case Jack - Page 2

Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you dislike

 

Rationale if stated

 

them? Why?
Ethnocentrism Score Answer
2 "No "

"I wouldn't mind being an
Eskimo if I had to live that
way, but I'd rather be an
American."

What two words do you associate with the Netsilik Eskimo as important

to them in their lives? Why?

Answer

"Friendship."

"Beliefs."

Rationale if stated

"They stay around each other
quite a lot. They have help
building their igloos. They
have a large igloo for every;
body. They have a lot of
friendship -- they have to--
or else it wouldn't really be
all that good."

"They have lots of beliefs like
when they go hunting they have
these magic words to gods. They
tell all the gods they are sorry
for all the stuff they did and
they want a good hunting time."

134

'Interview Analysis Phase II (Post test)

Case' Jack

1.

Issue Senilicide

 

 

 

 

 

 

 

 

What do you think about what happened to "Old Kigtak"?
Ethnocentrism Score Answer Rationale if stated
NA "Iidon't
remember."
The differences between some peoples are so great that they are more
like other animals than they are like people.
Ethnocentrism Score Answer Rationale if stated
2 "I disagree "I don't know anybody
sort of." that acts like an
animal around here."
Do you feel that Americans take better care of old people than
Netsilik Eskimos do?
Ethnocentrism Score Answer Rationale if stated
1 (Yes) "We have medicines more
Implied than they do. We know
more."
Does the Netsilik family seem like your family in any way? Why?
Ethnocentrism Score Answer Rationale if stated
I "I don't know. _i"My mom's got to get up
Not too much early in the morning and

I don't think." cook breakfast and stuff like
that, but in other ways its
not like cause we have schools
and they don't."

135

'Case Jack .7_Page'2

5. Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you dislike

 

 

them? Why?
Ethnocentrism Score Answer Rationale if stated
2 "There weren't

any that made
me dislike the
Eskimos. I
don't (about
admire)."

6. What two words do you associate with the Netsilik Eskimo as important
to them in their lives? Why?

Answer Rationale if stated
"Friendship." '"They have to have friendship
to get along cause the Eskimo
community is Just one big
place like they have this
one big igloo for the whole
community."

"Beliefs." "Like before Eskimos go
hunting they say nice things
to the caribou or whatever they
are going after to make them

be friendly so they can catch
some food."

No difference in scores were recorded pre to post interview on the
concept senilicide. All responses were rated either 1 or 2. It would
appear that the degree of cross-cultural rejection is great. Interestingly,
a direct reference to "Old Kigtak" and what happened to her produced an

"I don't remember" response.

136

Interview Analysis Phase I

 

Pre test
Case Cindy
Issue Senilicide
1. What do you think about what happened to "Old Kigtak"?

2.

3.

h.

 

 

Ethnocentrism Score Answer Rationale if stated
NA "1 don't think
I know."

The differences between some peoples are so great that they are more
like other animals than they are like people.

 

 

Ethnocentrism Score Answer Rationale if stated
2 "I don't "The Netsilik Eskimos, in
really know." the way they eat and every—

thing, we might think that
they act a little like
animals."

Do you feel that Americans take better care of old people than
Netsilik Eskimos do?

 

 

Ethnocentrism Score Answer Rationale if stated
2 "I guess we do. "They might think that we
Not really, so were wrong but because they
I guess I are so different, they act
agree." different than us."

Does the Netsilik family seem like your family in any way? Why?

 

 

Ethnocentrism Score Answer Rationale if stated
1 "No. Yes. I "Not the way they eat. In
guess in a the way they communicate."

way."

137

Page 2 - Case Cingy

5. Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you dislike

 

 

them? Why? -
gshgocentrism Score Answer Rationale if stated
3 "I liked. "The way they showed how
I didn't really they set up the hunting.
dislike any— Except for what they eat.
thing." It is not really wrong, but

it's different than us."

6. What two words do you associate with the Netsilik Eskimo as important
to them in their lives? Why?

 

Answer Rationale if stated

"Friendship." "They share their food
with their families and
everything."

"Killing."

138

Interview Analysis Phase II
Post test

Case Cindy

Issue Senilicide

 

1. What do you think about what happened to "Old Kigtak"?

 

 

Ethnocentrism Score Answer Rationale if stated
NA "Can't
remember."

2. The differences between some peoples are so great that they are more
like other animals than they are like people.

 

 

Ethnocentrism Score Answer Rationale if stated
3 "It's kinda "There are some people who
hard to say." are almost like animals. They

eat things animals eat and did
things animals did. I can't
say all people are like that."

3. Do you feel that Americans take better care of old people than
Netsilik Eskimos do?

 

 

Ethnocentrism Score Answer Rationale if stated
3 "Netsiliks do a "When you freeze, first of all
little better you fall asleep so you don't
job." know when you die where when

you are suffering in an old
folks home, it's a little
harder."

h. Does the Netsilik family seem like your family in any way? Why?

EthnocentriSm Score Answer Rationale if stated
1 "NO."

 

Page 2 - Case Cindy

139

5. Did you see any film or cover any material that made you admire the
Netsiliks? Did you see film or cover any material that made you dislike

‘them? Why?
Ethnocentrism Score Answer

 

Rationale if stated

 

"If I did dislike them the
only way I would is by the way
they do things, but that's

not right." ’

6. What two words do you associate with the Netsilik Eskimo as important

to them in their lives? Why?

Answer

"Beliefs."

"Fears."

Rationale if stated

"The way a son catches the first
seal, the mother has to clean it
and the two parents have to take
the first two pieces of meat and
eat them first or else the god
in the seals soul will not come
back to the young boy when he

is a man and has to hunt for
himself."

"Because they have to do certain
things certain ways or else they
are afraid the gods may not be
pleased." ‘

The responses to Question 2 and 3 were judged to be less ethnocentric

in the post treatment interview.

No changes in responses were recorded pre

to post test interview for questions one, four or five. "01d Kigtak" is

not recalled by name. However, Cindy has a clear understanding of the

concept of senilicide as evidenced to question number three on the post

test. The desdriptors of Eskimo life are changed from "friendship" and

"killing" to "beliefs" and "fears" on the post test.

140
Interview Analysis Phase I (Pre test)
Case Jill

Issue Senilicide

 

1. What do you think about what happened to "Old Kigtak"?

 

 

Ethnocentrism Score Answer Rationale if stated
NA "Rave not

studied yet."

2. The differences between some peoples are so great that they are more
like other animals than they are like people.

 

 

Ethnocentrism Score Answer Rationale if stated
2 "I don't know."

3. Do you feel that Americans take better care of old people than Netsilik
Eskimos do?

Ethnocentrism Score Answer Rationale if stated
1 "Yes." "We have more materials,
we have more medicine."

 

h. Does the Netsilik family seem like your family in any way? Why?

Ethnocentrism Score Answer Rationale if stated
3 "Yes." "They do the same things as
we do like cook and hunt and
everything. They don't have
houses like we do. They don't
have to clean them all, like
they Just have igloos."

141

Case Jill - Page 2

5. Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you dislike

 

 

them? Why?
Ethnocentrism Score Answer Rationale if stated
3 "No, No. "When some of the kids play
Nothing that they are cute, everybody starts
made me dislike laughing at the things they do."
them."

6. What two words do you associate with the Netsilik Eskimo as important
to them in their lives? Why?

Answer Rationale if stated

"FamilyI" "They have to do things in
their family. They hunt for
their families."

"Love." "I think love is pretty
important."

142

Interview Analysis Phase II (Post test)

Case Jill

A.

Issue Senilicide

What do you think about what happened to "Old Kigtak"?

 

 

Ethnocentrism Score Answer Rationale if stated
NA "I don't "I don't think I was
remember." here when they did it."

The differences between some peoples are so great that they are more
like other animals than they are like people.

Ethnocentrism Score Answer Rationale if stated
2 "I don't get
the question."

Do you feel that Americans take better care of old people than Netsilik
Eskimos do?

 

 

Ethnocentrism Score Answer Rationale if stated
1 "Yes, I believe "The Eskimos don't have
that." medicine. If they (old

people) couldn't do anything
for us we would probably put
them in a nursing home so
someone could take care of
them til they die. The
Eskimos Just put them out

to freeze or something like
that."

Does the Netsilik family seem like your family in any way? Why?

Ethnocentrism Score Answer Rationale if stated
3 "Yes." "The mother does the cooking
and the father does the
hunting. They do some of the
same things and they Just
act like us in some ways."

143

Case Jill' - Page 2

5. Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you dislike

 

Rationale if stated

 

them? ‘Why?
Ethnocentrism Score Answer
3 "I like the

games."

"The games are cute the way
the kids play. Like they

came out behind their parents
and they were throwing things."

6. What two words do you associate with the Netsilik Eskimo as important

to them in their lives? Why?

Answer
"Ihmdly."

"Killing."

Rationale if stated

4"A family is like a group and
kids stay with their family

and family is important to
Americans and so it is probably
important to them."

"They have to kill the seals
to live and if they don't
kill, they won't live. They
have to kill enough seals to
survive."

Only one change occurs when responding to the concept, senilicide.

Jill substitutes the word "killing" for "love" as being important to the

Eskimo. However, she sees "killing" in a food gathering sense. The story

of "Old Kigtak" is again not reported on by the interviewee.

144

Interview Analysis Phase I (Pre test)

 

Case EveAyg
Issue Senilicide
1. What do you think about what happened to "Old Kigtak"?

Ethnocentrism Score Answer Rationale if stated
NA T"Have not
studied yet."

 

The differences between some peoples are so great that they are more
like other animals than they are like people.

Ethnocentrism Score Answer Rationale if stated
2 "Not really." i"I Just don't think so."

Do you feel that Americans take better care of old peOple than
Netsilik Eskimos do?

Ethnocentrism Score Answer Rationale if stated
2 "Not really." "I Just don't think that
it's any different than the
way we treat old people."

 

Does the Netsilik family seem like your family in any way? Why?

Ethnocentrism Score Answer Rationale if stated
1 "No." "We don't have all these
spirits. My dad doesn't have
to load his gun as often to
shoot deer. We Just go to
the store and buy food when
we need it."

 

145

Case Evegyg - Page 2

5. Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you dislike

Rationale if stated

 

them? Why?
Ethnocentrism Score Answer
2 "Not really."

"I didn't see that they were
any more special than some
of the other materials."

6. What two words do you associate with the Netsilik Eskimo as important

to them in their lives? Why?

Answer
"Family."v

"Beliefs."

Rationale if stated

v"Cause they have to get food

for them and care for them
and make sure they don't get
hurt."

"If they do something bad,
they don't want the spirits
to do something bad to them,
so they try to do everything
pretty good."

146

Interview Analysis Phase II (Post test)

Case Evegyn

Issue Senilicide

1. What do you think about what happened to "Old Kigtak"?

 

 

Ethnocentrism Score Answer Rationale if stated
3 "They left her "I think it was kind of good
behind." cause she made them travel

slower and be one more person
to feed all the time."

2. The differences between some peoples are so great that they are more
like other animals than they are like people.

 

 

Ethnocentrism Score Answer Rationale if stated
3 "Not really."; "Most peOple don't act like
animals."

3. Do you feel that Americans take better care of old people than
Netsilik Eskimos do?

Ethnocentrism Score Answer Rationale if stated
3 "It's about the "We make sure that they can get
same both ways." places that they want and that

they have enough food. Netsiliks
do too most of the time."

h. Does the Netsilik family seem like your family in any way? Why?

Ethnocentrism Score Answer Rationale if stated

1 "No." "We don't kill animals to have

food, we Just buy it and stuff
like that."

147

Case .Evelyg - Page 2

5. Did you see any film or cover any material that made you admire the
Netsilik? Did you see film or cover any material that made you dislike

 

 

them? 'Why?
Ethnocentrism Score Answer Rationale if stated
3 "No." "They are Just as good as we

are. They do most of the
same things."

6. What two words do you associate with the Netsilik Eskimo as important
to them in their lives? Why?

 

Answer Rationale if stated
"Family."fi "They got to make sure they

have enough food and they
don't get hurt."

"Beliefs." "They do certain things or
else something will happen
to them. Something will

happen to them if they do
something wrong."

The concept of senilicide showed a marked change pre to post treatment.
All responses except one move from ambivalence to non-ethnocentric. Question
number four's response was rated as ethnocentric on the pre interview and
retained that rating on the post interview.

Senilicide has produced more ethnocentric responses during the pre

treatment level.

APPENDIX C

RESPONSES TO THE PUPIL PERCEPTION INSTRUMENTS

148

"Feeling about American Eskimo

 

 

 

 

 

 

 

 

 

 

. for" Rules of Society Rules of Society
Great Some Little Great Some Little
N I IV III II
K I/IV II/III
C I/IV II/III
S I/IV III II
E IV I II/III
.A I IV II/III
J I/IV II III
Je I IV II/III
American Eskimo
Outer Directed Outer Directed
Great Some Little Great Some Little
N. I/IV II/III
K I/IV III II
C I IV 11 III
S I/IV II/III
E I IV III II
A. IV I III II
J I/IV II III
Je I/IV II/III

Task I (Pre) Judgment:- .As students see Americans
IV (Post) (Self and others) He thinks these matters to be of great/little
importance
Task II (Pre) Judgment: As student sees Eskimo
III (Post) He thinks these matters to be of great/little importance

149

. y

it?“ ~' -

 

(n r) 7: 2:

L4 :> In

Je

L. >> n1 0) r1 7: 2:

150

American
- ..‘Want Gratification

Great Some Little

 

 

 

I/V
I IV
I/IV
I/V
IV I
I/IV
I/IV
IV I
American

Beliefs, Heritage, Magic

Eskimo
want Gratification

Great Some Little

 

 

II III
II/III
II III
II/III
II III
III II
II/III
III II
Eskimo

Beliefs, Heritage, Magic

 

 

Great Some Little

 

 

I/IV
I/IV
I IV
I IV
IV I
IV I
I/IV

I/IV

Great Some Little

 

III II
II/III
II/III

II III
II/III

III II
II/III

II/III

u>mmnmz

c4>rnmnw<z

151

American
Control 5 Utilization

 

of; NatuI'al Resources

 

Great Some Little

 

 

IV/I
I/IV
IV I
I/IV
IV’ I
IV I
IV I
IV I
American

Family Expectations

 

Great Some Little

 

 

I IV
I/IV
I/IV
I/IV
IV I
IV I
I/IV
I/IV

Eskimo
Control § Utilization
9: Natural Resources

 

 

Great Some Little

 

II/III
II/III
II III
II/III
II/III
II/III
II/III

II III

Eskimo
Familnyxpectations

 

Great Some Little

 

II III
II/III
III II
II/III
III II
III II
II/III
III II

L43>ITICDO><Z

152

American
Boot Strap Philosophy,

 

Great Some Little

 

I/IV
I/IV
I IV
I/IV
I/IV
IV I
I IV

I/IV

Eskimo
Boot Strap Philosophy

 

Great Some Little

 

II/III

III II

II/III

III II
II III

III II

II/III

II/III

APPENDIX D

PUPIL RESPONSES TO SEMANTIC DIFFERENTIAL SCALE

153

"Good" as Idolized in the American Self-Perception

I = Task I : Judge Activity of American Society
on Each Criterion (Before Treatment)
II = Task II : Judge Eskimo Society on Each Criterion
(Prior to Treatment)
III = Task III: Same as Task II Above Except Administered
After Treatment
IV'= Task IV : Same as Take I Above Except Administered

After Treatment

154

155

 

 

 

 

 

 

‘E
Less Good A. g_ .A A. §_ Good
Selfish . III/IV II/I Sharing
Simple II/I III/IV Complex
Lazy I IV/II/III Hardworking
Sad II/IV Happy
III/I
Cruel II/I Kind
III/IV
Poor III/IV’ II/I Rich
Primitive I II/IV/III Advanced
Dark 'II/IV/III I Light
Ignorant II/I III/IV Wise
Lawless II/I III/IV Lawful
g
Less Good 1_ 2_ §_ A_ §_ Good
SElfish I IV II/III Sharing
Simple II III IV Complex
Lazy I/IV II/III Hardworking
Sad IV’ I II/III Happy
Cruel I/IV’ II III Kind
Poor II III IV I Rich
Primitive III II I/IV Advanced
Dark II/I Light
III/IV
Ignorant III/I/IV II Wise

Lawless II III/I/IV Lawful

Less Good 1

 

 

Selfish
Simple
Lazy
Sad

Cruel

Poor II/III
Primitive II/III

Dark
Ignorant
Lawless

Less Good 1

 

 

Selfish

Simple II
Lazy

Sad

Cruel

Poor

Primitive

Dark

Ignorant

Lawless

II/III

IN

II

III

III

III
II/III

156

IUD

HA

I
II/III

I
II/III
II/IV/III
II

lb

IV
IV

IV

I/II/III
IV
IV
I/IV
II/III

II

lb

IV
I/IV
I/IV

II/IV/III
I/IV
I
I
I/IV

I/II
IV/III

I/II/IV

g.
III/I
I
II/III
I/IV
IV
I
I

IU'I

II/III

II/III

IV

III

Good

 

Sharing
Complex
Hardworking
Happy

Kind

Rich
Advanced
Light

Wise

Lawful

Good

 

Sharing
Complex
Hardworking
Happy

Kind

Rich '
Advanced
Light

Wise

Lawful

157

 

 

 

 

 

 

g_
Less Good A_ g_ §_ 3_ §_ Good
Selfish III II/I/IV' Sharing
Simple II III I/IV' Complex
Lazy III/I II/IV' Hardworking
Sad II/III IV’ I Happy
Cruel III II IV/I Kind
Poor II/III I/IV Rich
Primitive III II IV Advanced
Dark II/I III IV Light
Ignorant II/III I/IV' Wise
Lawless III II I/IV' Lawful

,1};
Less Good l_ §_ _§ .1 .i Good
Selfish. II/I/III IV Sharing
Simple I/IV II/III Complex
Lazy I/II IV/III Hardworking
Sad II/IV/III I Happy
Cruel II III/IV’ I Kind
Poor II II/I/IV Rich
Primitive II/IV III/I Advanced
Dark III/I II/IV Light
Ignorant II/I III/IV Wise

Lawless III II/IV I Lawful

 

 

 

 

158

 

5
Less Good 1 _2_ A A E Good

Selfish IV I II / II I Sharing
Simple II / III I / IV Complex
Lazy IV I I I / I I I Hardworking
Sad IV I / I I I I I Happy
Cruel I/IV II/III Kind
Poor II/III I IV Rich
Primitive I I I / I I IV/ I Advanced
Dark II/III I/IV Light
Ignorant II / I Wise

I I I / IV
Lawless I I I I I / IV I Lawful
9.

Less Good 1 a i i a £0.21.
Selfish I/IV II/I I I Sharing
Simple I I I / I I I IV Complex
Lazy I I I I / I I / IV Hardworking
Sad IV I/II/III Happy
Cruel II III/I/IV Kind
Poor I/II/III IV Rich
Primitive II III I/ IV Advanced
Dark I/II/IV/III Light
Ignorant II/III I/IV Wise
Lawless I I I I I / I / IV Lawful

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"All???IIIIIIII