This is to certify that the dissertation entitled THE SOCIOECONOMIC STATUS RELATIONSHIP OF TEACHER AND STUDENT, AND TEACHER BEHAVIOR presented by Carol A. VandenBoogert has been accepted towards fulfillment of the requirements for PhD - degree in Administrat ion and Curriculum flfa/ /#A Major pré‘fessor Dr. Kenneth L. Harding Date October 25. 1983. MSU is an Affirmative Action/Equal Opportunity Institution 0-12771 MSU LIBRARIES RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. h ¥ 5““ #99993"? JEN“. ‘ r! :2» gm "" ;. ‘xfiitfil THE SOCIOECONOMIC STATUS RELATIONSHIP OF TEACHER AND STUDENT, AND TEACHER BEHAVIOR By Carol Ann VandenBoogert A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 1983 ABSTRACT THE SOCIOECONOMIC STATUS RELATIONSHIP OF TEACHER AND STUDENT, AND TEACHER BEHAVIOR By Carol Ann VandenBoogert The purpose of this study was to consider the teacher socioeconomic status background and the pairing of teacher and student by similar/ dissimilar socioeconomic status background on the following: (1.) teacher classroom orientation; (2.) teacher grading practices; (5.) teacher satisfaction and mobility; (4.) teacher perception of the importance of the consideration of teacher-student socioeconomic status background pairing or race in teacher placement. The study considered responses from teachers who shared a similar socio- economic status background with their students (thereby constituting matched groups) in relation to those teachers who did not share a sim- ilar socioeconomic status background with their students (thereby con- stituting unmatched groups). Underlying support for the study was presented with a review of related literature concerning: (1.) teacher characteristics and socioeconomic status background; .2 Fl 1 c {‘0 SOC :11: Carol Ann VandenBoogert (2.) student-home characteristics and socioeconomic status back- ground; (3.) teacher-student socioeconomic status background match. Teacher questionnaires were distributed to third, fourth, and fifth grade teachers in three Michigan public school districts at the close of the 1982-83 school year. Of the 132 teachers contacted, 68 participated in the study. The questionnaires were color coded to indicate either the high or low status of the schools to which they were distributed. School status was based upon school level percentage data for hot lunch participation: (1.) high status was correlated with a high percentage of students who paid the full amount for hot lunch; (2.) low status was correlated with a high percentage of students who paid a reduced amount for hot lunch or received hot lunch at no charge. Teacher socioeconomic status background was determined on the basis of self-reported information concerning his/her major source of childhood support. In order to examine the degree of association between the level of socio- economic status and the items on the teacher questionnaire for the eight null hypotheses addressed by the study, the chi-square test was utilized. Carol Ann VandenBoogert The major findings revealed by the study indicate that teacher socio- economic status background is not associated with his/her work values, authority roles, and grading practices. They further indicate that teacher-student socioeconomic status background match is not associated with teacher satisfaction with teaching. To My Parents Fred and Evelyn VandenBoogert -ii- ACKNOWLEDGMENTS The writer wishes to acknowledge her committee members for their concern and guidance throughout the course of the doctoral program. Special ap— preciation is expressed to: Dr. Kenneth Harding, chairperson of the committee, for acting as.a positive influence when barriers seemed in- surmountable;. Dr. Linda Anderson for providing invaluable assistance in the development of the study; Dr. George Ferree for offering construc- tive ideas; and Dr. William Ewens for his willingness to serve on the committee. Appreciation is further extended to the school administrators and teach- ers whose cooperation made this study a reality. -iii- TABLE OF LIST OF TABLES . . . . . . . . . Chapter I. II. III. IV. THE PROBLEM . . . . . . Introduction . . . . . The Problem . . . . . Importance of Study . Definition of Terms . Limitations of Study . Procedures and Methodology Summary 0 O O O O O O O O O O O O O O O O O O C O O O O 0 REVIEW OF RELATED LITERATURE . O O C C O O 0 CONTENTS IntrOduC ti on O O O O O O O O O O O O O O Relevancy of Social Class for Education 0 I O O O O 0 Teacher Characteristics and SES Background Student-Home Characteristics and SES Teacher-Student SES Background Summary PROCEDURES AND METHODOLOGY . . Introduction . . . . . matcheseS¢oooooo Sample Pepulation . . Instrumentation Data Analysis Procedures Summary DATA ANALYSIS . . . . . Introduction . . Analysis of Data . . . Summary .1 v- Match . O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O Backgr O O O 0 O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 0 O O ound O O O O O O O O O O O O O O O O 0 O 0 O O O O O O 0 O O O O O O O O O O O O O O O O O O O O O O Q Page c—J oo O\U'1\J'14>\NN—‘ Page V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . . . . . 101 W o o o o o o o o o o o o o a o o o o o o o o o 101 conCluSions o o o o o o o o o o o o o o o o o o o o o 108 Recomndations o o o o o o o o o o o o o o o o o o o 1 1 1 Afterword o o o o o o o o o o o o o o o o o o o o o o 1 12 APPENDICES A. 1982-85 INCOME GUIDELINES FOR FEDERALLY SUBSIDIZED SCHOOL MEALS o o o o o o o o o o o o o o o o o o o o 1 1 3 B. TEACHER LETTER OF EXPLANATION AND TEACHER QUESTIONNAIRE o o o o o o o o o o o o o o o o o o o o 1 1 4 BIBLIOGRAPI'H o o o o o o O o o o o c o o o o o o o o o o O 0 O 131 General Raferences o o o o o o o o o o o o o o o o o 1 35 -v- LIST OF TABLES Table ' Page 3.1 Hot Lunch Participation Data Utilized in Determining Low (L) and High (H) School Status . . . . . . . . . . 40 3.2 Demographic Characteristics of Respondents . . . . . . . 41 3.3 Total Scale Scores on "Problems in Schools Questionnaire" by Teacher-Student SES Background . . . 47 4.1 Chi—square Breakdown of Association of "Problems in Schools Questionnaire" to Teacher Childhood SBS . . . 53 4.2 Chi-square Breakdown of Association of Form in Teacher Grading Practices to Teacher Childhood SES . . 56 4.3 Chi-square Breakdown of Association of Neatness in Teacher Grading Practices to Teacher Childhood SES . . 57 4.4 Chi-square Breakdown of Association of Grammatical Aspects in Teacher Grading Practices to Teacher Chi ldhOOd SES 0 O O O O O O O O O O O O O O O O O O O 58 4.5 Chi-square Breakdown of Association of Originality of Ideas in Teacher Grading Practices to Teacher ChildhOOdSES00000000000000.0000. 59 4.6 Chi-square Breakdown of Association of Follows Directions in Teacher Grading Practices to TeacherChildhOOdSES................ 60 4.7 Chi-square Breakdown of Association of Completion on Time in Teacher Grading Practices to Teacher Chi ldhOOd SES 0 O O O O O O O O O O O O O O O O O O O 6 1 4.8 Chi-square Breakdown of Association of Teacher Determination to Remain in Present School to TeaCherChildhOOdSESoooooooooooooooo 64 4.9 Chi-square Breakdown of Association of Teacher Determination to Remain in Present System, but Transfer to Another School to Teacher Childhood SES . 65 .v1- Table 4.10 4.11 4.12 4.13 4.14 4.15 4016 4.17 4.18 4.19 4.20 4.21 Chi-square Breakdown of Association of Teacher Determination to Transfer to Another School SYStem to TeaCher ChildhOOd SES 0 o o o o o o o o o o Chi—square Breakdown of Association of Teacher Determination to Leave the Educational Profession to Teacher Childhood SES Teacher Mobility Within Present System Educational Commitment Chi-square Breakdown of Association of Teacher Perception of the Importance of Teacher-Student SES Background Match in Teacher Placement to TeaCherChildhOOdSESooooooooooo.0000 Chi-square Breakdown of Association of Teacher Perception of the Importance of Teacher-Student Racial Match in Teacher Placement to Teacher ChildhOOd SE8 0 O O O O O O O O O O O O O O O O O O Chi-square Breakdown of Association of " Problems in Schools Questionnaire" to Teacher-Student SES BaCkgroundMatvCh0.000000000000000 Chi-square Breakdown of Association of Form in Teacher Grading Practices to Teacher-Student SESBaCkgroundMatChooooooooooooooo Chi-square Breakdown of Association of Neatness in Teacher Grading Practices to Teacher-Student SES Background Match Chi-square Breakdown of Association of Grammatical Aspects in Teacher Grading Practices to Teacherb Student SES Background Match Chi-square Breakdown of Association of Originality of Ideas in Teacher Grading Practices to Teacher- Student SES Background Match Chi-square Breakdown of Association of Follows Directions in Teacher Grading Practices to Teacher-Student SES Background Match -vii- O I O O O O O O O O O O O O Page 66 67 69 7o 73 74 75 79 80 82 83 85 Table Page 4.22 Chi-square Breakdown of Association of Completion on Time in Teacher Grading Practices to Teacher- Student SES Background Match . . . . . . . . . . . . . 86 4.23 Chi-square Breakdown of Association of Teacher Determination to Remain in Present School to TeaCher-Student SE3 BaCkground MatCh o o o o o o o o o 90 4.24 Chi—square Breakdown of Association of Teacher Determination to Remain in Present System, but Transfer to Another School to Teacher-Student SESBaCREroundMatCh9.000000000000000 91 4.25 Chi-square Breakdown of Association of Teacher Determination to Transfer to Another School System to Teacher-Student SES Background Match . . . . 92 4.26 Chi-square Breakdown of Association of Teacher Determination to Leave the Educational Profession to TeaCher-Student SE8 BaCkground MatCh o o o o o o o o 93 4.27 Chi-square Breakdown of Association of Teacher Perception of the Importance of Teacher-Student SES Background Match in Teacher Placement to TeaCher-Student SES BaCkground MatCh o o o c o o o o o 97 4.28 Chi-square Breakdown of Association of Teacher Perception of the Importance of Teacher-Student Racial Match in Teacher Placement to Teacher- Student SES BaCKEromd MatCh O O O O O O O O O O O 0 -viii- Chapter I THE PROBLEM Introduction Members of different social classes, by virtue of enjoying (or suffering) different conditions of life, come to see the world differently - to develop different conceptions of social reality, different aspirations and hopes and fears, different conceptions of the desirable (Kohn, 1972, p. 110). As the preceding quotation suggests, social class influences individual perceptions of the world. It further impacts upon and shapes behavior. This notion has special significance in the educational realm, as well, since schools often mirror society. It is important to understand that student experiences may vary according to the type of school setting - affluent suburban school, middle class suburban school, urban ghetto school, or rural school. It is not sufficient, however, to simply be concerned with the social class of the student within a particular educational setting. The social class background of the teacher needs to be taken into consideration, as well. This rationale is allied with many of the current conceptualiza- tions which assume that teacher and student mutually affect one another. -1- -2- The basic values and attitudes exhibited by both mingle to create a given learning environment. More specifically, the teacher-student interaction process can be considered from the standpoint of evaluation: . . . recent sociological research documents the relationship between the way in which students are evaluated and social back- ground variables such as SES and ethnicity (Boocock, 1980, p. 154). It would appear then, that teacher-student interaction might be affected by socioeconomic status (SES) - related perceptions of the world. Teachp er orientation toward work values, authority roles, and teaching prac- tices may be related to his or her own SES background. Likewise, student orientation toward authority roles may be related to his or her SES background. If conflicting standards of effort and/or conduct arise between teacher and student, then an unsatisfactory relationship may develop. Thus, teacher-student 838 background match.may be of import- ance in the development of a satisfactory learning situation. The Problem The purpose of this study is to consider the teacher socioeconomic status background and the pairing of teacher and student by similar/ dissimilar socioeconomic status background on the following: (1.) teacher classroom orientation; (2.) teacher grading practices; (3.) teacher satisfaction and mobility; (4.) teacher perceptions of the importance of consideration of teacher-student socioeconomic status background pairing or race in teacher placement. This study considers responses from teachers who share the same socio- economic status background as their students (thereby constituting matched groups) in relation to those teachers who do not share the same socioeconomic status background as their students (thereby constituting unmatched groups). Importance of Study It may be beneficial to consider the implications of such a study in relation to an actual situation. For example, Dworkin (1980) reports in his study of urban area faculty turnover that teachers who plan to leave the field of education are generally under 35, white, and from higher class origins. It might be hypothesized, from this example, that teachers who generally plan to leave the field of education are from middle SES backgrounds and as such might exhibit a strong orientation toward work and conformance. Furthermore, since urban schools are represented in the study, it might be concluded that the students are generally from low SES backgrounds and may exhibit a laissez-faire attitude toward school and authority figures. Such circumstances could create a teacher-student interaction jpattern based on conflicting standards. he she 30': '1' V m U) ’2: Therefore, it can be hypothesized that had the teacher and student shared the same SES background, the teacher-student interaction pattern would probably be more positive, thus resulting in higher teacher sat- isfaction with teaching. Race might be considered another important factor in this example. It is indicated, however, that new teachers, regardless of their race, are significantly more likely to leave the field of education if they per- ceive their assignment as undesirable. Hence, with this example in mind, the following questions are of par- ticular interest: (1.) Does teacher SES babkground relate to his/her work values, authority roles, and teaching practices? (2.) Does teacher-student SES background match indicate satis- faction? Such considerations represent perspectives which seem to be of import- ance since: Research has not explored the kinds of hypothetical demographic and behavioral changes which could modify the existing regime of social influences on educational attainment (Mare, 1981, p. 72). Definition of Terms Socioeconomic Status (SE3): a statistic compiled from either a single factor or a combination of factors such as occupation, income, education, or area of . residence. Limitations of Study The samples used in this study are taken from schools which exhibit distinct socioeconomic status differences. Therefore, the results can not be generalized beyond this population. Information generated from this study is subject to the limitations associated with self-report devices. Procedures and Methodology. Sample The total population sample for this study includes third, fourth, and fifth grade teachers from selected schools within Michigan. Instrumentation Teacher questionnaires were distributed to third, fourth, and fifth grade teachers in selected schools representing distinctly high or low SES students. The questionnaires were color coded to indicate either the high or low status of the schools to which they were distributed. School status was based upon school level percentage data for hot lunch participation: (1.) low status was correlated with a high percentage of students who paid a reduced amount for hot lunch or received hot lunch at no charge; -6- (2.) high status was correlated with a high percentage of students who paid the full amount for hot lunch. Teacher SE3 background was determined on the basis of self-reported in- formation concerning his or her major source of childhood support. A modified version of the Hollingshead Scale, as described by Stricker (1972), was utilized to determine the specific SE3 background of each teacher in the sample pepulation. Analysis In order to examine the degree of association between the level of SE3 and the items on the teacher questionnaire, the chi-square (X2) test was utilized. A .10 level of confidence (level of confidence and level of significance were considered to be synonymous) was established. The chi-square seems to be especially appropriate for utilization in this study because it is a nonparametric statistical test which is often utilized when research data are in the form of frequency counts. film—“arr It is the intent of Chapter I to provide an overview of the study with: an introduction to the problem; a statement of the problem and its importance; a definition of terms; a delineation of the limitations of the study}. and a presentation of the procedures and methodology uti- lized in the study. The following chapters are designed to further enhance the reader's understanding of the study. Underlying support for the study is presented with a review of related literature in Chapter II. Chapter III provides for consideration of the instrumentation procedures utilized. An analysis of the data is put forth in Chapter IV. Chapter V presents a summarization of the study with conclusions and recommen- dations. Chapter II REVIEW OF RELATED LITERATURE Introduction Terms referring to social classes - working class, middle class, upper class, lower class - have become increasingly common in American discourse, references to one or another class are.taken for granted in the mass media. Concepts reflecting in one way or another an understanding that American society is stratified into various levels in terms of power, status, and economic resources are important parts of the intellectual technology used by the various institutions of this society - by government, by business, by voluntary organizations, by political groups, and by citizens and community groups of all kinds. The issue of social stratifi- cation - who gets what and how - has become central to the dis- cusSion of important problems of the day (Coleman, Rainwater, and McClelland, 1978, p. 4). In order to develop an initial understanding of social stratification, some of the characteristics associated with.upper, middle, and lower class structure will be considered. The upper class, according to Domhoff (1970), is a governing class which maintains a disproportionate amount of America's wealth and contributes a disprOportionate number of its members to governmental decision making bodies. Conversely, Mills (1969) explains that what he terms the new middle class - white-collar people on salary - earn a living by working £25 the upper two or three percent of the population who own forty or fifty percent of the private property in America. He further indicates that the labor market determines middle class chances of receiving income, exercising power, and enjoying prestige. Furthermore, the employees who comprise the middle class form a pyramid (with the bulk of workers at the lower end of the pay scale) - within the structure of society; This is very different from the horizontal layer found in the upper and lower class strata. Unfortunately, any resemblance of the lower class to either the middle or upper class ends at this point. Patterson (1981) indicates that the lower class must tolerate minimal pay and/or welfare, low level job training, and the absence of prestige. Such differences in SE3 background seem, accordingly, to be related to variations in work values. For example, the following work values have been hypothesized from three major sets of social factors: (1.) socialization and other types of life experiences which occur prior to the individual's entry into the labor force and which shape one's view of the importance of the various di- mensions of work; (2.) nonwork social roles which impose constraints and contin- gencies on the types of meanings that the individual can seek from the work activity; (3.) work experiences which affect the mature worker's valuation of the potential rewards associated with work (Kalleberg, 1977: PPo 141-142)- -10- Perhaps a more direct link can be formulated between 333 background and the variation in work values by considering the socialization of chil- dren in upper, middle, and lower class homes in relation to parental occupations and the resultant standards of conduct and orientation to authority roles. Members of the upper class generally deal with ideas in the occupational realm. Therefore, they need to be flexible with their thought processes in order to provide not only for the development, but also the instru- mentation of those ideas. Upper class members generally assume a po- sition of authority whereby they are conceivably more able to implement their ideas. It seems then, that upper class parental values will be focused on flexibility and the importance of autonomy and self-direction. Middle class occupations also deal with the manipulation of ideas - although to a lesser extent than is found in the upper class strata. Traditionally, middle class occupations are those which require the handling of interpersonal relations. Members of the middle class are, however, more subject to externally imposed rules and regulations than members of the upper class. Hence, members of the middle class are not "free" to develop and institute policy decisions. Consequently, it seems that middle class parents will value the exploration of ideas, but at the same time expect their children to learn to share and co- operate. Members of the lower class tend to have occupations which deal with the manipulation of things - rather than ideas or interpersonal relations. -11- Furthermore, lower class occupations tend, on the whole, to impose structure 22 people. They subject people to standardization and di- rect supervision. Therefore, lower class occupations do not allow for a variety of develOpmental experiences. It appears then, that it- will be more difficult for lower class parents to provide a structure around which their children can organize meaning in terms of explo- ration of ideas. This lack of structure may further result in a laissez-faire orientation by lower class parents toward their chil- dren's conduct. Therefore, it seems reasonable to assume that upper class, middle class, and lower class parents will value different characteristics in their children because of differences in occupational circumstances. This supposition does not assume that parents consciously train their children to meet future occupational requirements; it may simply be that their own occupational experiences have sig- nificantly affected parents' conceptions of what is desirable behavior, on or off the job, for adults or for children (Kohn, 1972, p. 116). Relevancy of Social Class for Education The preceding information represents important considerations re- garding the impact of social class upon the institutions of our society. The concern of this study, however, lies in the educational realm. Thus, consideration will move to the relevancy of social class upon the field of education: -12- . . . in modern societies education is a highly developed insti- tution. It has a network of rules creating public classifications of persons and knowledge. It defines which individuals belong to these categories and possess the appropriate knowledge. And it defines which persons have access to valued positions in society. Education is a central element in the public biography of individ- uals greatly affecting their life chances (Meyer, 1977, p. 55). what then, are some specific components which might be necessary in the consideration of the impact of social class upon the educational insti- tution? It seems that the home, student, and teacher would all be im- portant components. Since greater precision appears to be needed, these general areas will be embellished to encompass the following: (1.) teacher characteristics and SES background; (2.) student-home characteristics and SES background; (3.) teacher-student SE3 background match. In order to establish some credence for such deliberation, a sampling of the literature will be assessed in relation to each preceding area. (1.) TEACHER CHARACTERISTICS AND SES BACKGROUND why should educational research concern itself with teacher character- istics and SES background? As the urban schools become filled with greater numbers of children from low income families and teachers of middle class backgrounds . . . communication and effective role modelling is diminished (Dworkin, 1980, p. 72). Ryans (1972) explains with greater specificity that the following characteristics have been identified.in relation to a.sample of teachers' Q 3. ti: o ‘1‘ A. -13. financial and cultural status during childhood using the "G - 70/2 Teacher Characteristic Schedule:" (1.) change, innovation, and liberalism are shown to be most valued by teachers coming from above-average financial backgrounds; (2.) work and conformance are shown to have the highest mean for teachers from average financial backgrounds; (3.) work and conformance are shown to have the lowest mean for teachers from below-average financial backgrounds. In attempting to draw some parallels between the above teacher charac- teristics and classroom behavior - it might be anticipated that teachers from above-average financial backgrounds would tend to advocate greater student freedom than teachers from average financial backgrounds. The teachers from average financial backgrounds might exhibit greater control or restraint with their students. Furthermore, in making a comparison of the "G - 70/2 Teacher Characteris- tic Schedule" findings and the parental SE3 background characteristics discussed previously - the following relationships can be noted: Parents High SE3 flexibility & autonomy Middle 3E3 share a cooperate Low SES laissez-faire Teachers innovation a liberalism (highly valued) work & conformance (highest mean) work & conformance (lowest mean) -14- Therefore, since parents seem to transfer their values to their chil- dren and teachers appear to exhibit similar 333 background values - it might be inferred that the teacher-student 333 background match may be of importance. Very little research appears to have been done, howb ever, in relation to teacher aha background characteristics and how they might be exhibited in classroom behavior. Hence, the problem of this study involves consideration of teacher 333 background in relation to student SE3 background. It will be studied by operationalizing the following: (1.) teacher valuing of autonomy versus conformity; (2.) teacher valuing of form versus meaning. In order to examine the teacher SE3 background in relation to teacher autonomy versus control behavior, the "Problems In Schools Questionnaire" (Deci gt’glp, 1981) will be utilized. This instrument is designed to assess adults' (especially teachers') orientations toward control versus autonomy with children. It has been shown to be externally valid since teachers who were considered to be more autonomy-oriented on the instru- ment were rated in a similar manner by their students. This instrument reflects the following dimensions: "Problems In Schools Questionnaire" Highly Controlling; Moderately Controlling; Mbderately Autonomous; Highly Autonomous. Teacher grading practices seem to be further related to student classroom a: .hu behavior. Brophy and Good (1974) indicate that grades - rather than being indicators of actual student competence - are often more closely correlated to the classroom behavior standards established by the teacher. If teacher classroom behavior is somehow related to teacher SES back- ground, teacher grading practices might also be related to teacher SE3 background. The preceding information suggests that the manner in which a teacher utilizes authority within the classroom.may be related to his or her SE3 background. Does the educational organization, however, allow the teach- er to exhibit behavior which may be related to his or her SE3 back- ground? The tight control educational organizations maintain over the ritual or formal classification systems is central to our under— standing of education as an institution. Tb a considerable 61h tent, educational organization functions to maintain the soci- etally agreed on rites defined in societal myths (or institutional rules) of education. Education rests on and obtains enormous re- sources from central institutional rules about what valid educa- tion is. These rules define the ritual categories of teacher, student, curricular topic, and type of school. When these cate- gories are properly assembled, education is understood to occur (Meyer and Rowan, 19759 PP- 84-85)- Simply considering such a description as having face validity may indi- cate that teachers perform in relation to specific classification re- quirements and have little opportunity to demonstrate individual ori- entations toward autonomy or control. It is generally considered that as higher levels of coordination are required, bureaucratic controls will develop to provide structure for these activities. It is im- portant to note that this view does not fit educational organizations. -16- There is a great deal of evidence that educational organizations (at least in the United States) lack close internal coordination, especially of the content and methods of what is presumably their main activity - instruction. Instruction tends to be removed from the control of the organizational structure, in both its bureau- cratic and its collegial aspects (Meyer and Rowan, 1975, p. 79). This lack of internal coordination of educational organizations led weick (1976) to apply the term "loosely coupled system" to educational organizations. This means that the structure is disconnected from the technical or work activity, and the activity is disconnected from its effects. In other words, instructional activities are often left un- inspected by large educational bureaucracies. Teaching lends itself to this decoupling process because it often occurs in the isolated self- contained classroom, removed from organizational control. In this case, what kinds of information do loosely coupled systems pro- vide members around which they can organize meaning? There is a rather barren structure that can be observed, reported on, and retrospected in order to make sense. Given the ambiguity of loosely coupled structures, this suggests that there may be increased pressure of members to construct or ne otiate some kind of social reality they can live with (weick, 197 , p. 6). Familiar SES background characteristics may then provide teachers with the logical starting point for the construction of such a "social reality." (2.) STUDENT-HOME CHARACTERISTICS AND SES BACKGROUND It is important to bear in mind that educational organizations do not function in a vacuum. The education of a child or youth is influenced by t] have beha les: -17- by the home, as well as the school. Upon arrival at school, students have already been affected by their family SE3 background and parental behavioral expectations. Differences in parental and teacher expectations in relation to standards of student conduct may lead to conflict. For example, Vernberg and Medway (1981) conducted attribution interviews with parents who had school-related disagreements with their child's teacher. They also con- ducted interviews with teachers who had similar disagreements with a parent. The parents generally tended to hold the teachers responsible for the problems. They held characteristics of their children which they deemed not under their personal control to be responsible to a lesser extent. Teachers, however, attributed most of the responsibility to parent-home factors. They assigned controllable child characteristics as the next most important factor. They did not attribute agI,respon- sibility for the problems to themselves. Perhaps consideration of school values in relation to the backgrounds of middle and lower class children will provide a more precise under- standing of why such perceptual discrepancies may occur. The school is an institution where every item in the present is finely linked to a distant future, consequently there is not a serious clash of expectations between the school and the middle class child. The child's developed time-span of anticipation allows the present activity to be related to a future, and this is mean- ingful. There is little conflict of values between the teacher and child and, more importantly, the child is predisposed to accept and respond to the language structure of communication . . . The middle class child is predisposed towards the ordering of symbolic cmldd' class ( may be : than Spq in Opera be of ~ «5] -18- relationships and, more importantly, imposing order and seeing new relationships. His level of curiosity is high. There is a con- formity to authority and an acceptance of the role of the teacher, irrespective of psychological relationships to his personality (Bernstein, 1971, pp. 29-30). As was previously noted, however, the lower class family structure is less formally organized than the middle class structure in regard to child development. Bernstein (1971) indicates further that the working class (lower class) notion of authority is not related to a stable "re- ward and punishment system." Additionally, members of the lower class may be characterized as maintaining general ideas about the future rather than specific long-term goals. An external locus of control seems to be in operation with an emphasis on chance. Present activities appear to be of greater value than concern with a future goal. The working class (lower class) child is concerned mainly with the present, and his social structure, unlike that of the middle class child, provides little incentive or purposeful support to make the methods and ends of the school personally meaningful. The problems of discipline and classroom control result not from isolated points of resistance or conflict but from.the attempt to reorient a whole pattern of perception . . . . The way the receptivity of the working class (lower class) child has been structured is such that which is available to perception is determined by the implications of the language-use of his class environment (Bernstein, 1971, pp. 36-37). Upon reflection, it appears that a common thread connects the review of relevant literature thus far - the notion of language structure/comp munication and its SE3 relationship. It first appeared at the beginning of section one, dealing with teacher characteristics and SES background. Here, Dworkin's (1980) idea was considered that as greater numbers of low- er class students encounter teachers from.middle class backgrounds that -19- communication is diminished. Furthermore, according to the information presented in section two about student-home characteristics and SE3 background, it seems that languageduse perceptions may be determined by class environment. The relationship of language development to SE3 would, therefore, seem to warrant closer investigation. Anastasiow and Hanes (1976) explain that language provides a major means for the transmittal of human cul- ture. Hence, the study of a child's language is significant because it determines the developmental sequence through which the child becomes competent in communicating with other individuals in his or her culture. Linguistic differences, other than dialect, occur in the normal social environment and status groups may be distinguished by their forms of speech. This difference is most marked where the gap be- tween the socio-economic levels is very great. It is suggested that the measurable interstatus differences in language facility result from entirely different modes of speech found within the middle class and the working class (lower class). It is proposed that the two distinct forms of language-use arise because of the organization of the two social strata is such that different emphases are placed on language potential. Once the emphasis or stress is placed, then the resulting forms of language-use progressively orient the speakers to distinct and different types of relation- ships to objects and persons, irrespective of the level of meas- ured intelligence (Bernstein, 1971, p. 61). Furthermore, Anastasiow and Hanes (1976) indicate that there are gen- erally major differences in the manner in which lower class and middle class mothers teach language to their children. It seems that middle class mothers who attempt to understand their children's speech, encourage playing with words (e.g., rhyming words), «u. .1— "O 3‘ wer -20- and provide language models utilizing strong overcorrection - help to prepare their children for easy adjustment to school. Such techniques are not often utilized by lower class mothers. Lower class mothers do not tend to expand upon a child's spoken language. They further appear to be limited in terms of verbal interaction with their children. This notion is exemplified in a study by Hess and Shipman (1965) which was designed to discover how the teaching styles of mothers shape infor- mation processing and learning styles in their children. The mothers and their children represented various SE3 levels. Large differences were found among the status groups in terms of the ability of mothers to teach and of their children to learn. For example, note the variation in characteristics between two repre- sentative pairs on a task requiring the mother to teach the child to sort a small number of toys: First Pair ~ - Mother provides explicit information about the task; - She explains what she expects of the child; - She offers support; - She makes it clear that the child is to perform. Second Pair . Mother relies more on nonverbal communication; - She does not define the task; -21- - She does not provide the child with information to be utilized in solving the problem; - She does not explain what she expects of the child. Assessment was made on the basis of the child's: (1.) ability to sort the objects; (2.) ability to verbalize the principle on which the sorting was performed. Children from middle class homes scored well above children from working class (lower class) homes - especially in terms of verbal explanations of the sorting procedure. Over 60 per cent of the middle class children placed the objects correctly on all tasks; the performance of working class (lower class) children ranged as low as 29 per cent correct. Approxi- mately 40 per cent of these middle class children who were suc- cessful were able to verbalize the sorting principle; working class (lower class) children were less able to explain the sorting principle, ranging downward from the middle class level to one task on which no child was able to verbalize correctly the basis of his sorting behavior. These differences clearly paralleled the relative abilities and teaching skills of the mothers from differing social- status groups (Hess and Shipman, 1965, pp. 882-883). The role performed by parents in early language development seems to be of importance. Further justification for this notion may be found through consideration of specific language development characteristics. Horton (1970) explains that disadvantaged children exhibit consistent linguistic difficulties. These include the following: (1.) a limited vocabulary; (2.) a predominant use of nouns and verbs; (3.) a limited and/or rigid use of adjectives and adverbs; (4.) deficient syntactical development; (5.) deficient auditory discrimination; (6.) deviations in articulation. Such difficulties are then paired with perceptual and intellectual pat- terns of development which differ from those of middle class children. Consequently, middle class and lower class children appear to have dif— ferential access to language development. found that: More specifically, it is Two general types of (language) code can be distinguished: elab- orated and restricted. They can be defined, on a linguistic level, in terms of the probability of predicting for any one speaker which syntactic elements will be used to organize meaning across a repre- sentative range of speech (Bernstein, 1971, p. 125). Perhaps a comparison of the Bernstein (1971) and Hess and Shipman (1965) description of elaborated and restricted codes will provide further enlightenment: Elaborated Bernstein: -the individual chooses from a relatively extensive number of alternatives such that the probability of prediction of organizing elements is reduced considerably; Hess and Shipman: -individualized communi- cation; emessage is specific to a particular situation, topic, or person; -it permits a more complex range of thought. Restricted -the individual chooses from what is often a greatly limited number of alternatives such that the probability of prediction of organizing elements is highly increased; -stereotyped; -limited; -condensed; -sentences are short and simple, they are often unfinished. -23. Bernstein (1971) indicates that middle class children can be expected to maintain both an elaborated and a restricted code, while lower class children can be expected to be limited to a restricted code. This pre- sents important implications in terms of school success. Burling (1970) considers Bernstein's conclusions, if further substanti- ated, to suggest that in order to provide lower class children with equal educational Opportunities - outside sources need to begin to help them very early if they are to be able to rise above the restricted code to which their family and social class background would limit them. While the exact meaning of "cultural deprivation" is a bit obscure, it does seem to suggest that something can be missing from a child's early environment that, quite apart from any question of his native intelligence, can condemn him to educational disabilities (Burling, 1970, p. 166). Furthermore, when focusing on language perceptions in relation to teacher §§g_student, the educational issue becomes even more complex. Williams (1973) reports in a study of black, white, and Mexican-American student teachers and teachers - and of middle and lower class black, white, and Mexican-American students that teachers tend to utilize stereotyped sets of attitudes as "anchor points" in their evaluation of children's speech samples. The generalizations from this study were: (1.) that one could readily obtain anticipated or stereotyped attitudes associated with a particular type of child, (2.) that these would be con- sistent, (3.) that they could be interpreted on the two-factor model, and (4.) that they would show an interpretable relation with ratings of videotape samples (Williams, 1975, p. 120). It seems then, that the interaction of both teacher and student should be considered. Feldman and Theiss (1982) contemplate how teacher and student expectations jointly affect one another within the educational setting. They support the notion that the expectations of both do have an effect on the outcome and "feelings of success" of the teacher and the student. It is further important to understand that the teacher-student interaction process can be confounded by different teacher-student 3E3 or racial back- grounds. (3.) TEACHER-STUDENT sas BACKGROUND MATCH The teacher-student SE3 background match becomes important when the larger context of teacher-student interaction is considered; e.g., especially the role teacher perceptions/expectations play in student conduct and effort. Teachers communicate to students what is expected of them in terms of behavioral standards. They additionally indicate whether or not students are measuring up to their behavioral expectations. Research indicates that student SE3 background may play an important role in the formulation of teacher perceptions. In order to gain a better understanding of how the teacher-student inter- action process might operate, the following theory is proposed to explain teacher expectation communication and performance influence: -25- (1.) Variations in student ability and background lead teachers to form differential expectations for student performance. (2.) These expectations, in conjuction with the interaction context, influence teacher perceptions of control over student per- formance . . . . (3.) Teacher perceptions of personal control influence classroom climate and choice feedback contingencies . . . . (4.) Negative climate and feedback patterns may decrease student initiations . . . . (5.) Feedback contingencies also may influence student effort- outcome covariation beliefs . . . . (6.) Finally, effort-outcome covariation beliefs may influence student performance . . . . (COOper, 1979, p. 406). Crawford, Bropby, Evertson, and Coulter (1977) further report that differ- ential findings for high and low SES classrooms suggest that student characteristics - even as determined by a variable such as SE3 - can be "powerful moderators" of the outcome of many teaching strategies. It seems, then, that consideration of individual student traits or at- tributes in relation to teacher perceptions of personal control may be integral to the understanding of teacher-student interaction. SE3 may, additionally, play an important role in this interaction process. The importance of SES in terms of student characteristics has been pre- viously noted, but it may also be important from the standpoint of teacher perceptions of personal control. Huber and Form (1973) report a link between the notion of personal con- trol and SES in a study of the general public which was conducted in Muskegon, Michigan. They asked two open-ended questions: (1.) "why are rich peeple rich?" (2.) "any are poor people poor?" The data show that favorable personal traits are seen as responsible for wealth by 72 percent of the rich whites, 35 percent of the middle- income and poor whites, 29 percent of the middle-income blacks, and 17 percent of the poor blacks. Unfavorable personal traits were viewed as causing poverty by 62 percent of the rich, 41 percent of the middle- income whites, 30 percent of the poor whites, 19 percent of the middle- income blacks, and 17 percent of the poor blacks. In this study, higher SE3 individuals viewed more personal control in relation to both wealth and poverty than lower SES individuals. Do higher 333 teachers, therefore, attribute more responsibility for student behavior to the student himself or herself? To further embellish this notion - the following attribution research has been demonstrated to be valuable in classroom application: Research in the attributional domain has proven definitively that causal ascriptions for past performance are an important deter- minant of goal expectancies. For example, failure that is ascribed to low ability or to the difficulty of a task decreases expectation of future success more than failure that is ascribed to bad luck, mood or a lack of immediate effort (Heiner, 1979, p. 9). More specifically, teacher perceptions give rise to sympathetic re- sponse in dealing with students considered to be exhibiting problem behavior when the problem is viewed as: -27- (1.) caused by factors in the environment that affect the person rather than by factors internal to the person (such as moral defects or illegitimate goals and motives); (2.) not within the person's control; (3.) unintentional (an involuntary response to situational pressures rather than a preconceived, deliberate act); (4.) temporary due to unusual outside pressures (and not as a stable problem reflecting some kind of character defect); (5.) situational (responsive to particular stress factors, rather than global or generalized across situations such that it con- stitutes normal or expected behavior for this person) (Brophy and Evertson at al., 1981, p. 164). When such teacher perceptions hold, the student is viewed as deserving of help. If, however, teacher perceptions to the contrary hold, the student is likely to be held responsible for his or her behavior and thus deserving of punishment. Hence, if SE3 influences perceptions of personal control, teachers may value different behavioral characteristics and thus utilize different bases for the expectation of future performance. Additionally, Bar-Tel (1978) suggests that the attributions students pre- sent to explain their own success or failure are related to their willing- ness to "put forth effort" on future assignments. If they view failure as external to their own effort, they are not likely to apply themselves in situations in which they are expected to achieve. Perhaps deeper insight can be gained into how a mismatch of teacher-student SE3 might lead to stronger expectation effects by considering research dealing with classroom seating and content of curriculum. . aw ‘_.J..4 au- 00:: .- a“ do .hi .Qv ‘1 . 1‘ ‘Ll A H the the .n :3 u. CLESSROOM SEATING Brooks, Silven, and Wooten (1978) examine classrooms which have been divided into different zones. It appears that students seated closer to the teacher are more likely to become involved in answering questions and in class decision making. Conversely, students seated farther from the teacher are less likely to participate in class discussions and decision making. It has been observed that in some instances teachers utilize student 333 as the basis for determining classroom seating. Hist (1970) notes such findings in following a small group of students from kindergarten through the second grade. He indicates that the kindergarten teacher grouped the students according to high, middle, and low SES. The high SES stu- dents were seated together and placed closest to the teacher. The low SES students were seated farthest away from the teacher. Over a period of time, the teacher was found to interact more frequently and favorably with the high SES students than the low SE3 students. The first and second grade teachers' behavior seemed to further maintain the differ- ences between the high and low SES students. It is important, however, to place such a study within the context of larger operational mechanisms such as those discussed in section two: (1.) parents seem to transmit different value systems in terms of behavioral expectations at various SE3 levels; -29- (2.) children appear to develop different language abilities at various SE3 levels which render them either more or less able to benefit from school knowledge. CONTENT OF C'RRICULUM Anyon (1981) further describes how expectations of students at various SE3 levels may penetrate to include the content of curriculum. While her interviews and observations include schools at all SE3 levels, con- ‘Vfifl sider the following teacher perceptions at a low SES school: A fifth grade teacher indicated that she presented social studies lessons by putting notes on the board and requiring students to copy them . . . I (Anyon) asked why she did that, and she said, "Because the chil- dren in this school don't know anything about the U.S., so you can't teach them much." The fifth-grade teacher said, "You can't teach these kids anything. Their parents don't take care about (of) them and they're not interested." A second-grade teacher when asked what was important knowledge for her students said, "well, we keep them busy (Anyon, 1981, p. 7)." How do such examples of teacher perceptions and expectations of student conduct and effort relate to the earlier consideration of teacher control behavior? A teacher's perception of control over interaction with students has been suggested as a possible mediator of the expectation communication process . . . . The within classroom analysis found, as predicted, that teachers viewed interactions with low-expecta- tion students as less controllable than those with highpexpecta- tion students and that teacher initiations were perceived as more controllable than child initiations (Cooper, Hinkel, and Good, 1980: P0 345)0 ”J .ILE “I U Ali 1.: ooh. o in: 0.1" |_' “—L: Low -30. This research further indicates the following in relation to teacher control behavior: Efforts to control student nonacademic behavior showed their strongest relations at the within - classroom level of analysis. Less perceived control over a student was related to more behav- ioral'initiations by the teacher (Cooper, Hinkel, and Good, 1980, p. 355)- This notion might be illustrated more clearly by considering the "G - 70/2 Teacher Characteristic Schedule" as reported by Ryans (1972) along with possible student SES background characteristics: Students Teachers High SE3 flexibility & innovation a liberalism autonomy (highly valued) Middle SE3 share & work & conformance cooperate (highest mean) Low SES laissez-faire work & conformance (lowest mean) It seems, then, that orientation toward work and authority roles may be related to 333 background. If conflicting standards of effort and/or conduct arise between teacher and student, an unsatisfactory relationship ney'develop. Hence, consideration of teacher-student matching according to SE3 or racial background may be of importance. Brophy and Good (1974) discuss, for example, the concept of optimal matching of teacher and student. That is, interactions between particular teacher and student characteristics might make it possible, if prediction and -31- measurement were sufficiently accurate, to match students and teachers so as to insure maximum benefit and satisfaction for both (BrOphy and Good, 1974, p. 241). Consequently, it seems reasonable that teacher-student SE3 background match might be important when the larger context of teacher-student interaction is considered. In summary, it appears that the concept of socioeconomic status plays a visible role in the functioning of society. It is not unusual, for exp ample, upon being introduced to an individual to inquire about the nature of his or her occupation. Such information may then be utilized, perhaps even unwittingly, to characterize the individual according to status, income, or power. Some ramifications of SES seem, furthermore, to be transferred to the children of this society. It appears - possibly as a result of differ- ent occupational backgrounds - that upper, middle, and lower class parents may transfer different behavioral expectations to their children: (1.) upper class parental values focus on flexibility and the importance of autonomy and self-direction; (2.) middle class parental values consider the importance of the exploration of ideas, but at the same time expect their chil- dren to learn to share and cooperate; (3.) lower class parental values maintain a laissez-faire orienta- tion toward their children's conduct. u .- - O A: ‘ flu. ‘6.“ 1'- Cu; C h in his. a o: Children then, enter the school environment having been influenced by their SE3 background. Teachers, by the same token, have been pre- viously influenced by their 3E3 background. Hence, the following questions are of particular interest: (1.) Does teacher 333 background relate to his/her work values, authority roles, and teaching practices? (2.) Does teacher-student 333 background match indicate satisfac- tion? Since these questions are of major concern to this study, specific lit- erature pertaining to each will be summarized. (1.) Does teacher SE3 background relate to his/her work values, authority roles, and teaching practices? Work Values According to Kalleberg (1977), work values might be hypothesized from three major sets of social factors. Among them is the notion that socialization, along with other kinds of life experiences which take place before the individual enters the labor force, may form.the indi- vidual's perception as to the importance of "various dimensions of work." Ryans (1972) explains, for example, that the following characteristics have been identified in relation to a sample of teachers' financial and cultural status during childhood using the "G - 70/2 Teacher Charac- teristic Schedule:" (1.) change, innovation, and liberalism are shown to be most valued by teachers coming from above-average financial backgrounds; (2.) work and conformance are shown to have the highest mean for teachers from average financial backgrounds; (3.) work and conformance are shown to have the lowest mean for teachers from below-average financial backgrounds. Authority Roles Therefore, it might be anticipated that teachers from above-average fi- nancial backgrounds would tend to advocate greater student freedom than those from average financial backgrounds. The teachers from.average fi- nancial backgrounds might exhibit greater control or restraint with their students. Teaching Practices Teacher authority orientation seems to be additionally related to teacher grading practices. Brophy and Good (1974) indicate that grades -.rather than being indicators of actual student competence - are often more closely correlated to the classroom behavior standards established by the teacher. Such findings suggest then, that work values, authority roles, and teachp ing practices might be related to teacher 3E3 background. It is impor- tant to note, however, that very little research appears to have been done in relation to teacher 333 background characteristics and how they might be exhibited in classroom behavior. (2.) Does teacher-student 333 background match indicate satisfaction? Feldman and Theiss (1982) contemplate how teacher-student expectations jointly affect one another. They support the notion that the expecta- tions of both effect the outcome and "feelings of success" of teacher and student. It seems, in this case, that consideration of individual student traits or attributes in relation to teacher perception of personal control may be integral to understanding teacher-student interaction. For example, Cooper, Hinkel, and Good (1980) discuss findings which point toward more behavioral initiations by the teacher when the teacher feels less per- ceived control over a student. Crawford, Brophy, Evertson, and Coulter (1977) also report differential findings for high and low SES classrooms which suggest that student characteristics - even as determined by a variable such as SES — can be "powerful moderators" of the outcome of many teaching strategies. It seems important, therefore, to illustrate the teacher-student SE8 background relationship. The following relationships can be noted when comparing possible student background characteristics and the "G - 70/2 Teacher Characteristic Schedule" as reported by Ryans (1972): -55- Students Teachers High 533 flexibility & innovation & liberalism autonomy (highly valued) Middle 353 share & work & conformance cooperate (highest mean) Low 355 laissez-faire work & conformance (lowest mean) Consequently, it appears reasonable to assume that a satisfactory re- lationship might develop between teacher and student of similar SE3 background since the standards of effort and/or conduct seem to be mutually agreeable. In conclusion, perhaps it would be prudent for educators to consider that the direction a teacher-student relationship follows within the educational process may be related to previous SSS-related experiences on the part of both teacher and student. Chapter III PROCEDURES AND METHODOLOGY Introduction The procedures and methodology for the study will be subsumed under the following topics: (1.) Hypotheses; (2.) Sample population; (5.) In- strumentation; and (4.) Data analysis procedures. Mae—s This study has been designed to address eight hypotheses. The hypotheses are organized by two independent variables: (1.) teacher childhood SES; (2.) teacher-student SES background match; and four dependent variables: (1.) teacher classroom.orientation; (2.) teacher grading practices; (3.) teacher satisfaction and mobility; (4.) teacher perceptions of the importance of consideration of teacher-student SES background match or race in teacher placement. -35. -57- Hypothesis One Toacher 3L5 background is not associated with his/her classroom orien- tation according to the Jeci at al., "Problems in Schools questionnaire." Hypothesis Two Teacher 3;; background is not associated with his/her grading practices according to survey questions on grading student assignments. Hypothesis Three Teacher 3:3 background is not associated with his/her job satisfaction and mObility according to survey questions on self-reported teacher determination to: (1.) remain in the present school system; (2.) transfer to another school system; (5.) leave the educational profession. Hypothesis Four Teacher 333 background is not associated with his/her perception of teacher-student 3E3 background match or race as criteria for assisting in the determination of teacher placement according to survey checklist question on teacher placement. Hypothesis Five The teacher-student 338 background match is not associated with the teacher classroom orientation according to the Deci 22 al., “Problems in Schools Questionnaire." -58- Hypgthesis Six The teacher-student 333 background match is not associated with teacher grading practices according to survey questions on grading student assignments. Hypothesis Seven The teacher-student 375 background match is not associated with teacher job satisfaction and mobility according to survey questions on self- reported teacher determination to: (1.) remain in the present school system; (2.) transfer to another school system; (5.) leave the educational profession. Hypothesis Eight The teacher-student 538 background match is not associated with teacher perception of teacher-student 838 background match or race as criteria for assisting in the determination of teacher placement according to survey checklist question on teacher placement. Sample Population The study was conducted in three Michigan public school districts near the close of the 1982-85 school year. Third, fourth, and fifth grade teachers constituted the sample population. The rationale for selecting teachers at these particular grade levels involved the notion that stu- dents at these levels are generally less likely to be striving to please the teacher as might be expected of younger children and also less likely to exhibit behavior confounded by peer pressure as might be anticipated of older children. Moreover, it was felt that conducting the study after the teachers had presumably spent an academic year teaching these students might produce more candid teacher responses. In order to establish a general understanding of student socioeconomic status at the school level, percentage data for hot lunch participation was tabulated: (1.) low status was correlated with a high percentage of students who pay a reduced amount for hot lunch or receive hot lunch at no charge (1982-85 Income Guidelines for Federally Subsi- dized School Meals appear in Appendix A); (2.) high status was correlated with a high percentage of students who pay the full amount for hot lunch. Schools displaying a similar percentage of students in both categories were deleted from the study. The 25 schools selected for the sample population were considered to be generally representative of students from high and low socioeconomic status backgrounds (Table 5.1). The total population, therefore, included 60 teachers from high status schools and 72 teachers from low status schools. Of the 152 teachers, respondents included 56 teachers from high status schools and 52 teachers from low status schools. Hence, a total of 68 teachers participated in the study (Table 5.2). -40- Table 5.1 - Hot Lunch Participation Data* Utilized in Determining Low (L) and High (H) School Status School Percent of Students Percent of Students School code Paying Full amount Receiving Hot Lunch Status for Hot Lunch at Reduced Amount/ bree O1 2 98 L 02 2 98 L 03 3 97 L 04 3 97 L 05 4 96 L 06 4 95 L 07 5 95 L 08 5 94 L 09 7 93 L 10 8 88 L 11 15 85 L 12 15 78 L 13 4 77 L 14 33 67 L 15 25 49 L 16 12 46 L 17 1O 44 L 18 92 8 H 19 9O 10 H 20 85 15 H 21 82 18 H 22 82 18 H 23 75 25 H 24 73 27 H 25 63 37 H * Some schools do not have 100% student participation in the hot lunch program. It should additionally be noted that the percent listed does not include kindergarten classes. Table 5.2 - Demographic Characteristics of Hespondents - 3-. . .1 ' rs ‘ H In. 53.. flu dud Teacher Status Low High No Response School Status Low High Teacher(T)-Student(5) Paired Status Low TeLow 3 High T-High 5 Low T-High S High T-Low S No Response Grade Level Taught Grade 5 Grade 4 Grade 5 Combination Grade 5—4 Combination Grade 4-5 Teaching Experience 2-5 years 4-5 years 6-10 years 11-15 years 16-20 years 21-25 years - 26 years or more Sex Female Male m.“ ' I.‘ -1--. .- -‘ r~ 44.1.”: u “L N=68 20 22 13 [-k 12 19 18 19 —el\) O\\D UNA-b (IND-W —‘\fl WW 5 "P’AB'“ ' ‘ r1 JIL‘LL. .4“ Race Black 'whi t8 No Response Age 21-50 years 51-40 years 41-50 years 51-60 years 61-70 years Marital Status Single Married Divorced Widowed Major Source of Childhood Support Father iother Other No Response Parental Marital Status for Major Portion of Childhood Married Divorced Widowed No Response Questionnaires Returned Not Returned TEACHSHS N=68 Aumcn d-‘WW N=152 64 Instrumentation Questionnaires were distributed to third, fourth, and fifth grade teach- ers in June, 1985. The questionnaires were color coded to indicate either the high or low status of the schools to which they were distrib- uted. It was further necessary to determine teacher SES background since the study considered teacher responses from the standpoint of teacher SES background and the effects of pairing teacher and student by similar/ dissimilar 833 background. Therefore, teachers were queried as to who provided his or her major source of childhood support and the major life- time occupation of that individual. The prestige level of each occupation was then determined using a modi- fied version of the Hollingshead Scale, as described by Stricker (1972). This scale classifies occupations into seven categories. It ranges from one which is representative of a low level of occupational prestige to seven which is representative of a high level of occupational pres- tige. For the purposes of this study, all occupations were assigned to one of the following categories: (1.) low status which included all occupations in levels one through three; (2.) high status which included all occupations in levels four through seven. This particular division was instituted because level four is the first level to include occupations which are commonly considered to be middle class, e.g., technicians, clerical and sales workers, and owners of little businesses. Thus, low status was represented by those occupations considered to be below the middle class level and high status was repre- sented by those occupations considered to be at or above the middle class level. Teacher SES background status was, therefore, designated as being either high or low according to the occupational status level of his or her major source of childhood support. It was then possible to pair teacher and student by similar/dissimilar SES background. Each teacher-student pair was placed into one of the following categories: ' (1.) low status teacher - low status student; (2.) high status teacher - high status student; (5.) low status teacher - high status student; (4.) high status teacher - low status student. Hence, the two independent variables: (1.) teacher childhood SES; (2.) teacher-student SES background match; were generally identified. The study additionally provided for consideration of four dependent variables: (1.) teacher classroom orientation; (2.) teacher grading practices; (5.) teacher satisfaction and mobility; (4.) teacher perceptions of the importance of consideration of teacher-student SSS background match or race in teacher placement. In order to present a closer examination of the dependent variables, each variable is described separately. (1.) TEACHER CLASSROOM ORIENTATION Consideration of teacher classroom orientation was instrumented through the inclusion of the "Problems In Schools Questionnaire" (Deci 33 al., 1981). This instrument is designed to assess adults' (especially teachers') orientations toward control versus autonomy with children. It has been shown to be externally valid since teachers who were con- sidered to be more autonomy-oriented on the instrument were rated in a similar manner by their students. The instrument reflects the following dimensions: - Highly Controlling (H.C.); - Moderately Controlling (M.C.); - Moderately Autonomous (M.A.); -_ Highly Autonomous (H.A.). The questionnaire contains eight vignettes which describe problems typ- ically observed in schools. Each vignette is followed by four items representing possible courses of action. These items each represent one of four points on a continuum from highly controlling to highly autonomous (H.C., M.C., M.a., and H.A.). The teachers were requested to read each vignette and then to consider the responses. They were to rate each item on a scale of 1 to 7 ac- cording to how appropriate they considered the response to be in terms of dealing with the situation. A 1 indicated that, given that person's style, the response was highly inappropriate, a 4 indicated that it was moderately ap- propriate, and a 7 indicated that it was highly appropriate. Thus, a respondent was instructed to rate 52 items, four responses to each of eight vignettes. Eight of the items, therefore, were high- ly controlling, eight were moderately controlling, eight were mod- erately autonomous, and eight were highly autonomous. The four re- sponses were counterbalanced for order across the eight vignettes. The responses to each of the eight items on each of the four sub- scales were averaged to give four subscale scores, each with a range from 1 to 7. A total score was calculated by weighting the highly controlling subscale score with -2, the moderately controlling sub- scale score with -1, the moderately autonomous subscale score with +1, and the highly autonomous subscale score with +2, and then sum- ming the weighted values. Thus, the total scale score could range from -18 to +18 (Deci gt al., 1981, pp. 645-644). The total scale score was then viewed as a reflection of teacher orien- tation toward control versus autonomy, with a lower (or more negative) number indicating a stronger control orientation and a higher number indicating a stronger autonomy orientation. To gain an understanding of the control versus autonomy orientation of the study participants, it was determined that the range of scores would be divided as closely as possible to the midpoint. This would then cre- ate a control-oriented group and an autonomy-oriented group. -45- Thus, since the range of scores in the study extended from 0 to 12, the groups were divided between 6 and 7. Therefore, the control-oriented group included scores from 0 to 6 and the autonomy-oriented group in- cluded scores from 7 to 12 (Table 5.5). (2.) TEACHER GRADING PRACTICES hesearch indicates that behavioral standards established by the teacher may be additionally related to grades. Teacher grading practices appear to be open to a considerable degree of subjectivity. Consequently, the question of whether or not there might be an association between teacher 583 background or teacher-student SES background match in the use of specific grading practices seemed reasonable. For example, are teachers from low SES backgrounds more concerned with the form of a written as- signment than teachers from high 835 backgrounds? Therefore, the following hypothetical variables were identified as possible criteria for utilization in grading a student's written lan- guage arts assignment: Form; Neatness; Grammatical Aspects; Originality 0f Ideas; Follows Directions; Completion On Time. AAA/\AA (hm cP \N N -* o VVVVVV The participants were asked to indicate their orientation as to the value of each variable at one of three levels: (1.) very important; (2.) somewhat important; or (5.) not important. 835330 madam“: P .. Aboacoauoabuocoas< who: eoaocemcoo mans noncomVAooacoahonaoaacoo who: pouoofimcou mic noncomv S": m m o m a : a a : m m P m 338 mi. N . N . a a n a m 3.5. ewe - ruz . N e v a P m ewes :3 Nmuz . a . m m m a. m P .o :35 e3: omuz m .o. m p F a n v P a m m :95 :8 g 238 m, S o. m m a. m n e m m P o mam oeooaonioeoore oooon Soon H38. ougouwxomn new acousawluonomoe hm segncofimoa. 28:8. 5. 28395.. :0 mohoom oawom H38. ... m.n canoe (5.) TEaCHBR SATISFaCTION AND MOBILITY Teacher classroom orientation and grading practices might also be viewed as possible components of over-all teacher satisfaction with teaching. Thus, the study considered teacher inclination to: remain in the present school; remain in the present system, but transfer to another school; transfer to another school system; and obtain a position outside the field of education. It further examined initial teacher commitment to the educational profession, attained level of formal education, and fu- ture plans for formal education. The rationale for inclusion of these particular variables in the study is that they allowed for inspection into a possible change in the initial level of commitment to the educational profession after actual teacher placement. Information regarding teacher interest in transferring to another teaching assignment or out of the educational profession could then be considered in relation to teacher-student SES background simi- larity or dissimilarity. Such data might, furthermore, lend insight in- to teacher satisfaction with teaching with regard to various teacher- student SSS background relationships. (4.) TEACHER PERCEPTIONS OF THS IMPORTANCE OF CONSIDERATION OF TEACHER- STUDENT 333 BACKGROUND MATCH OR RACE IN TEACHER PLACEMENT Since the study considered teacher satisfaction with teaching, it seemed reasonable to question teachers about their perceptions of the utiliza- tion of teacher-student SES background or race in teacher placement. -49- Therefore, a list was deveIOped of seven possible measures which might be considered in teacher placement. 0f the seven measures, only two were of actual concern to the study: (1.) race of teacher relative to that of student; (2.) teacher childhood socioeconomic status relative to that of student. The other five measures on the list were intended as foils and were consequently not tabulated. Data Analysis Procedures The degree of association between the level of teacher SSS background or teacher-student SSS background match was examined in relation to the items on the teacher questionnaire through utilization of the chi-square (X2) test. The chi-square is a nonparametric statistical test often uti- lized when research data are in the form of frequency counts. In this test, differences are considered between expected and observed frequen- cies. The chi-square value becomes larger as the difference increases between the expected and observed frequencies. The chi-square test seemed most suitable for this study because frequen- cy was considered in terms of how often the same sequence of values was observed during a variation of the independent variables - teacher SE3 background and teacher-student SSS background match. Since this was a relatively small study, the significance level was set -53- at .10. Therefore, in order to reject the null hypothesis, the chi- square value had to be equal to or greater than the expression listed under .10 on a Chi-square Table for the required degrees of freedom. Additionally, those hypotheses which considered multiple relationships were reduced to sub-hypotheses to allow for the inspection of individual relationships. all of the sub-hypotheses presented under a major hy- pothesis were required to be rejected in order to reject the major hy- pothesis. It should further be noted that one respondent did not provide any teach- er SES background information. Thus, the case was deleted from calcu- lations involving teacher SSS background and teacher-student SSS back- ground match. Summagy Chapter III was structured to elucidate the procedures and methodology of the study. In order to provide the groundwork for the study, the hypotheses were presented first. The procedures utilized in the selec- tion of the sample population were then described. Next, under instru- mentation, the methodologies for determination of the independent _ variables: (1.) teacher childhood SES; and (2.) teacher-student SES background were delineated. Furthermore, consideration was given to the development and testing of the dependent variables: (1.) teacher class- room orientation; (2.) teacher grading practices; (5.) teacher sat- isfaction and mobility; and (4.) teacher perceptions of the importance -51- of consideration of teacher-student SSS background match or race in teacher placement. Finally, the data analysis procedures were described. Chapter IV Introduction This chapter is designed to provide a detailed analysis of the data. The hypotheses presented in Chapter III are further defined. Those hy- potheses which consider multiple relationships are reduced to sub- hypotheses to allow for examination of single relationships. It should be noted that all of the sub-hypotheses presented under a major hy- pothesis are required to be rejected in order to reject the major hy- pothesis. The hypotheses are, furthermore, stated in the null form and organized by two independent variables: (1.) teacher childhood SE3; (2.) teacher-student SL3 background match; and four dependent variables: teacher classroom orientation; teacher grading practices; teacher satisfaction and mobility; teacher perception of the importance of consideration of teacher- student SSS background match or race in teacher placement. AAAA #- \N N -s O O O VVVV Analysis of Data The following analysis of the data considers the results obtained from testing each hypothesis identified by the study. -52- Table 4.1 - Jhi-scuare Breakdown of association of "Problems In schools uestionnaire" to Teacher Childhood SIS “Problems in Schools guestionnaire" Teachers Control-Oriented autonomy-Oriented Tbtals Low SSS 19 14 33 High as: 20 14 54 Totals 59 78 67 x2 = o 1 d.f. no significance Hypothesis One Teacher SSS background is not associated with his/her classroom orien- tation according to the Deci et al., "Problems in Schools Questionnaire." Chi-square was utilized to test Hypothesis I on a 2 x 2 table. The chi- square had to be equal to or greater than 2.71 in order to reject Hy- pothesis I at the .10 level of confidence. The findings are presented in Table 4.1. Evaluation of Table 4.1 revealed that the chi-square value was equal to zero. This value indicated agreement between the observed and expected frequencies on the ”Problems in Schools guestionnaire" by teachers from low and high SSS backgrounds. Therefore, Hypothesis I, which states that teacher SLS background is not associated with his/her classroom orien- tation according to the Deci gp'al., "Problems in Schools guestionnaire," was accepted. Hypothesis Two Teacher SSS background is not associated with his/her grading practices according to survey questions on grading student assignments. Sub-hypothesis Ila Teacher 313 background is not associated with his/her grading practice on form according to survey question on grading student assignments. Sub-hypothesis IIb Teacher SE3 background is not associated with his/her grading practice on neatness according to survey question on grading student assignments. Sub-hypothesis IIc Teacher SSS background is not associated with his/her grading practice on grammatical aspects according to survey question on grading student assignments. Sub-hypothesis IId Teacher 333 background is not associated with his/her grading practice on originality of ideas according to survey question on grading student assignments. -55- Sub-hypothesis IIe Teacher 533 background is not associated with his/her grading practice on follows directions according to survey question on grading student assignments. Sub-hypothesis IIf Teacher SSS background is not associated with his/her grading practice on completion on time according to survey question on grading student assignments. Chi-square was utilized to test each sub-hypothesis considered under Hypothesis II. The chi-square had to be equal to or greater than the expression listed under .10 on a Chi-square Table for the required degrees of freedom in order to reject a sub-hypothesis. All sub- hypotheses were required to be rejected in order to reject Hypothesis II. The results are presented in Tables 4.2-4.7. \H. ON I Table 4.l - Chi-square crackdown of ~.ssociation of Form In Teacher Grading Eractices to Teacher Childhood so; Teacher S-S background form Low High Totals Jery Important 9 7 16 Somewhat _ Important 18 19 57 Not important 6 8 14 Totals 55 54 67 LIL = .548 2 def. Significance = 080 Sub-hypothesis Ila Chi-square was utilized to test the sub-hypothesis on form in teacher grading practices on a 2 x 5 table. The chi-square value had to be equal to or greater than 4.61 in order to reject the sub-hypothesis at the .10 level of confidence. ° Consideration of Table 4.2 indicated no significant difference at the .10 level between low and high SSS teachers with regard to the use of form in teacher grading practices. Thus, the sub-hypothesis that teacher SSS background is not associated with form in teacher grading practices was accepted. Table 4.5 - Chi-scuare areakdown of issociation of Aeatness In leacher Grading Practices to Teacher Childhood SSS Teacher and Background Neatness Low High Totals J'e I'y important 17 20 57 Somewhat Important 14 14 28 Not important 2 0 2 Totals 55 54 67 i5 = 2.25 2 d.f. significance = .50 Sub-hypothesis lib Chi-square was utilized to test the sub-hypothesis on neatness in teacher grading practices on a 2 x 5 table. The chi-square value had to be equal to or greater than 4.61 in order to reject the sub-hypothesis at the .10 level of confidence. Consideration of Table 4.} indicated no significant difference at the .10 level between low and high SSS teachers with regard to the use of neat- ness in teacher grading practices. Thus, the sub-hypothesis that teacher SSS background is not associated with neatness in teacher grading prac- tices was accepted. -55- Table 4.4 - Jhi-souare Breakdown of Issociation of Grammatical gspects In Teacher Grading Practices to Teacher Jhildhood JQS Teacher 5gb Background Grammatical Aspects now High Totals ’Je I'y important 20 24 44 Somewhat important 15 1O 25 Totals 35 54 67 52 = .564 1 d.f. significance = .70 Sub-hypothesis 21c Chi-square was utilized to test the sub-hypothesis on grammatical aspects in teacher grading practices on a 2 x 2 table. The chi-square value had to be equal to or greater than 2.71 in order to reject the sub-hypothesis at the .10 level of confidence. Consideration of Table 4.4 indicated no significant difference at the .10 level between low and high 555 teachers with regard to the use of gramv matical aspects in teacher grading practices. Thus, the sub-hypothesis that teacher SL5 background is not associated with grammatical aspects in teacher grading practices "as accepted. -59... Table 4.5 - Jhi-square Breakdown of association of Originality of Ideas in Teacher Grading Practices to Teacher Shildhood Sad Teacher 333 Background Originality of Ideas Low High Totals Very important 26 25 51 domewhat important 7 9 16 Totals 55 34 67 33 = .043 1 d.f. significance = .90 sub-hypothesis lid Chi-square was utilized to test the sub-hypothesis on originality of ideas in teacher grading practices on a 2 x 2 table. The chi-square value had to be equal to or greater than 2.71 in order to reject the sub-hypothesis at the .10 level of confidence. consideration of Table 4.5 indicated no significant difference at the .10 level between low and high 533 teachers with regard to the use of orig- inality of ideas in teacher grading practices. Thus, the sub-hypothesis that teacher 833 background is not associated with originality of ideas in teacher grading practices was accepted. -60- Table 4.6 - Chi-square Breakdown of Association of Follows Directions In Teacher Grading Practices to Teacher Childhood SSS Teacher SLS Background Follows Directions Low High Totals Very Important 28 54 62 Somewhat lmportant 5 O 5 Tbtals 55 34 67 x2 = 5.59 1 d.f. significance = .10 Sub-hypothesis lIe Chi-square was utilized to test the sub-hypothesis on follows directions in teacher grading practices on a 2 x 2 table. The chi-square value had to be equal to or greater than 2.71 in order to reject the sub-hypothesis at the .10 level of confidence. Consideration of Table 4.6 indicated a significant difference at the .10 level between low and high 333 teachers with regard to the use of follows directions in teacher grading practices. Thus, the sub-hypothesis that teacher 355 background is not associated with follows directions in teacher grading practices was rejected. -51- Table 4.7 - QhL-souare Breakdown of Associa ion of dompletion on Time in 'eacher Grading Practices to Teacher Jhildhood GL5 t ‘l Teacher of; background Completion on Time Low Sigh Totals iery important 18 28 46 Somewhat Important 14 6 20 not Important 1 O 1 Totals 55 54 67 '* = 6.56 2 d.f. significance = .05 Sub-hypothesis Ilf Chi-square was utilized to test the sub-hypothesis on completion on time in teacher grading practices on a 2 x 5 table. The chi-square value had to be equal to or greater than 4.61 in order to reject the sub-hypothesis at the .10 level of confidence. Consideration of Table 4.7 indicated a significant difference at the .05 level between low and high 335 teachers with regard to the use of com- pletion on time in teacher grading practices. Thus, the sub-hypothesis that teacher 383 background is not associated with completion on time in teacher grading practices was rejected. Hence, the following results were established for the sub-hypotheses delimited under hypothesis TI: (1.) dub-hypothesis lie on form - accepted; (2.) dub-hypothesis I: on neatness - accepted; (5.) cub-hypothesis lie on grammatical aspects - accepted; (4.) bub-hypothesis lid on originality of ideas - accepted; (5.) Sub-hypothesis Ile on follows directions - rejected; (6.) dub-hypothesis llf on completion on time - rejected. since only two of the six sub-hypotheses were rejected, Hypothesis II, which states that teacher 523 background is not associated with his/her grading practices according to survey questions on grading student as- signments, was accepted. hypothesis Three Teacher 553 background is not associated with his/her job satisfaction and mobility according to survey questions on self-reported teacher determination to: (1.) remain in the present school system; (2.) transfer to another school system; (5.) leave the educational profession. Sub-hypothesis Illa Teacher 333 background is not associated with his/her job satisfaction and mobility according to survey question on teacher determination to remein.in the present school. -63- Sub-hypothesis Illb Teacher 333 background is not associated with his/her job satisfaction and mobility according to survey question on teacher determination to remain in the present school system, but transfer to another school. Sub-hypothesis IIlc Teacher 355 background is not associated with his/her job satisfaction and mobility according to survey question on teacher determination to transfer to another school system. dub-hypothesis IIld Teacher 535 background is not associated with his/her job satiSfaction and mobility according to survey question on teacher determination to leave the educational profession. Chi-square was utilized to test each sub-hypothesis considered under Hypothesis III on a 2 x 3 table. The chi-square had to be equal to or greater than 4.61 in order to reject a sub-hypothesis at the .10 level of confidence. All sub-hypotheses were required to be rejected in order to reject Hypothesis III. The findings are presented in Tables 4.8-4.11. -54- Table 4.8 - Chi-square Breakdown of association of Teacher Determination to Remain In Present School to Teacher Childhood 833* Teacher 333 Background Remain In Present School Low High Totals Yes 17 17 34 No 3 5 '8 Uncertain 12 12 24 Tbtals 32 34 66 x2 = .440 2 d.f. significance = .90 * 1 Missing Observation Subfhypgthesis IIIa Appraisal of Table 4.8 demonstrated no significant difference at the .10 level between low and high SES teachers with regard to teacher deter- mination to remain in the present school. A chi-square value equal to or greater than 4.61 was required in order to reject the sub-hypothesis. Therefore, the sub-hypothesis that teacher SE8 background is not as- sociated with teacher determination to remain in the present school was accepted. Table 4.9 - Chi-square Breakdown to semain In Present to Teacher Childhood -55- of association of Teacher Determination System, but Transfer to Another School 833* Remain In Teacher 833 Background Present System, but Transfer to another School Low High Totals Yes 6 9 15 No 14 16 30 Uncertain 12 9 21 Totals 32 54 66 X2 = 1.10 2 d.f. significance = .70 * 1 Missing Observation Sub-hypothesis IIIb Appraisal of Table 4.9 demonstrated no significant difference at the .10 level between low and high 838 teachers with regard to teacher deter- mination to remain in the present system, but transfer to another school. a chi-square value equal to or greater than 4.61 was required in order to reject the sub-hypothesis. Therefore, the sub-hypothesis that teach- er SES background is not associated with teacher determination to remain in the present system, but transfer to another school was accepted. -66- Table 4.10 - Chi-square Breakdown of association of Teacher Determination to Transfer to Another school System to Teacher Shildhood SEJ Teacher :53 Background Transfer to another School System Low High Totals Yes 1 3 4 Ho 25 26 49 Uncertain 9 5 14 Totals 33 34 57 3:3 = 2.51 2 d.f. significance = .50 dub-hypothesis IlIc Appraisal of Table 4.10 demonstrated no significant difference at the .10 level between low and high did teachers with regard to teacher deter- I mination to transfer to another school system. a chi-square valu~ equal to or greater than 4.61 was recuired in order to reject the suh- hypothesis. Therefore, the sub-hypothesis that teacher iii background is not associated with teacher determination to transfer to another school system was accepted. -67- Table 4.11 - Chi-square Breakdown of association of Teacher Determination. to Leave the educational Profession to Teacher Childhood Sad Teacher 535 Background Leave the Educational Profession Low High Totals Yes 5 7 12 No 21 18 39 Uncertain 7 9 16 Totals 53 34 67 k2 = .799 2 d.f. significance = .70 Sub-hypothesis IIId Appraisal of Table 4.11 deomonstrated no significant difference at the .10 1 revel between low and high as; teachers with regard to teacher deter- mination to leave the educational profession. A chi-square value equal L to or greater than 4.61 was required in order to rerect the sub- hypothesis. inerefore, the sub-hypothesis that teacher 4;; 'ackground ‘- Is not associated with teacher determination to leave the educational } hrofession was accepted. 9 -68- Thus, the findings for the sub-hypotheses delimited under Hypothesis Ill indicated the following: - (1.) Sub-hypothesis Illa on determination to remain in the present school - accepted; (2.) Sub-hypothesis IIIb on determination to remain in the present system, but transfer to another school - accepted; (5.) Sub-hypothesis IIIc on determination to transfer to another school system - accepted; (4.) Sub-hypothesis IlId on determination to leave the educational profession - accepted. Since all four of the sub-hypotheses were accepted, Hypothesis III, which states that teacher SE3 background is not associated with his/her job satisfaction and mobility according to survey questions on teacher deter- mination to: (1.) remain in the present school system; (2.) transfer to another school system; and (3.) leave the educational profession, was accepted. The study, moreover, examdned teacher mobility from the standpoint of the number of years taught in the present building and in the present system (Table 4.12). The findings revealed that the mean number of years the respondents had taught in the present building ranged from six to ten years, while the mean number of years taught in the present system ranged from eleven to fifteen years. -69- Table 4.12 - Teacher Mobility Hithin Present System Years Taught In Present Building Teachers N=68 (Percent) 0-1 year 2 ( 2.9) 2-3 years 5 ( 7.4) 4-5 years 11 (16.2) 6-10 years 12 (17.6) 11-15 years 24 (35.5) 16-20 years 12 (17.6) 21-25 years - - 26 years or more 1 ( 1.5) No response 1 ( 1.5) Years Taught In Present System Teachers N=68 (Percent) 0-1 year - - 2-3 years 5 ( 4.4) 4-5 years 4 ( 5.9) 6-10 years 11 (16.2) 11-15 years 26 (58.2) 16-20 years 17 (25.0) 21-25 years 2 ( 2.9) 26 years or more 4 ( 5.9) No response 1 ( 1.5) In addition to teacher satisfaction and mobility, the study considered initial teacher commitment to the educational profession, attained level of formal education, and future plans for formal education (Table 4.15). Of the 68 teachers who participated in the study, 28 percent first con- sidered entering the educational profession prior to attending high school and 29 percent during high school. Hence, 57 percent of the re- spondents first considered entering the educational profession at a rather young age. -70- Table 4.15 - Educational Commitment Variable Teachers N=68 (Percent) First Considered Entering -3ducational Profession Prior to attending high school 19 (27.9) During high school 20 (29.4) During college 26 (58.2) After graduating from college 2 ( 2.9) No response 1 ( 1.5) Finally Decided to Enter Educational Profession Prior to attending high school 10 (14.7) During high school 18 (26.5) During college 32 (47-1) After graduating from college 5 ( 7.4) No response 5 ( 4.4) After Making Final Decision, Preferred Education Over All Other Professions Yes 62 (91.2) No 6 ( 8.8) Highest Degree Earned Bachelor's 42 (61.8) Master's 25 (56-8) Educational Specialist 1 ( 1.5) Future Plans for Formal Education No plans 25 (56.8) Take courses occasionally 26 (58.2) Study for master's degree 15 (19.1) Study for doctorate 5 ( 4.4) No response 1 ( 1-5) -71- Furthermore, 91 percent of the teachers preferred education over-all other professions after making a final decision to enter the field. In consideration of the importance of formal education, 62 percent of the respondents indicated that a bachelor's degree was the highest degree they had earned. additionally, 57 percent of the teacher's indicated that they had no future plans for formal education and 58 percent planned to only take courses occasionally. Hypothesis Four Teacher SE5 background is not associated with his/her perception of teacher-student 533 background match or race as criteria for assisting in the determination of teacher placement according to survey checklist question on teacher placement. Sub-hypothesis IVa Teacher 335 background is not associated with his/her perception of teacher-student 833 background match as criteria for assisting in the determination of teacher placement according to survey checklist ques- tion on teacher placement. Sub-hypothesis IVb Teacher 335 background is not associated with his/her perception of teacher-student racial match as criteria for assisting in the deter- mination of teacher placement according to survey checklist question on teacher placement. U‘ I O -72- Chi-square was utilized to test each sub-hypothesis considered under Hypothesis IV on a 2 x 2 table. The chi-square had to be equal to or greater than 2.71 in order to reject a sub-hypothesis at the .10 level of confidence. Both of the sub-hypotheses were required to be rejected in order to reject Hypothesis IV. The results are presented in Tables 4.14 and 4.15. The results for the sub-hypotheses delimited under Hypothesis IV in- dicated the following: (1.) Sub-hypothesis lJa on teacher perception of the use of teacher- student 535 background match as criteria in teacher placement - accepted; (2.) Sub-hypothesis Ifb on teacher perception of the use of teacher- student racial match as criteria in teacher placement - ac- cepted. Since both of the sub-hypotheses were accepted, Hypothesis I7, which states that teacher 533 background is not associated with his/her per- ception of teacher-student 333 backgroundfmatch or race as criteria for assisting in the determination of teacher placement according to survey checklist question on teacher placement, was accepted. Hypothesis Five The teacher-student 525 background match is not associated with the teacher classroom orientation according to the Deci at al., "Problems in Schools Questionnaire." Table 4.14 - Jhi-square Breakdown of Association of Teacher Perception of the Importance of Teacher-Student 835 Background Hatch In Teacher Placement to Teacher Childhood 5:5 Teacher-Student Teacher 533 Background 355 Background hatch In Teacher Placement Low High Totals Not Important 29 52 61 Important 4 2 6 Totals 55 54 67 32 = .217 1 d.f. significance .- dub-hypothesis lJa Study of Table 4.14 revealed no significant difference at the .10 level between low and high 553 teachers with regard to perceived importance of teacher-student 353 background match in teacher placement. Thus, the sub-hypothesis that teacher 845 background is not associated with his/her perception of teacher-student 34s background match as criteria for as- sisting in the determination of teacher placement was accepted. «a. - 'm » 1 - “‘v‘( 14‘ - ~v§ . ‘ .““A ~ -74- Table 4.15 - Chi-square Breakdown of association of Teacher Perception of the Importance of Teacher-student nacial Match In Teacher Placement to Teacher Childhood 585 Teacher-student Teacher JLS sackground iacial Hatch In Teacher . Placement Low High Totals Hot important 29 5O 59 Important 4 4 8 Totals 53 34 67 X = O 1 d.f. no significance dub-hypothesis Ifb study of Table 4.15 revealed that the chi-square value was equal to zero. This value indicated agreement between the ooserved and expected fre- quencies on the question of perceived importance of teacher-student racial match in teacher placement by teachers from low and high 4;; back- grounds. Thus, the sub-hypothesis that teacher Jag background is not associated with his/her perception of teacher-student racial match as criteria for assisting in the determination of eacher plac ment was r IN Ln,: aCC:pb:uo —‘ A—s LC -75- Table 4.16 - Chi-square Breakdown of Association of "Problems In Schools guestionnaire” to Teacher-Student 653 Background Match Teacher-Student "Problems In Schools Questionnaire" 353 Background Match Control-Oriented Autonomy-Oriented Totals Low Teacher- - Low Student 15 7 2O High Teacher- High Student 14 8 22 Low Teacher- High Student 6 7 13 High Teacher- Low Student 6 6 12 Totals 39 28 67 x2 = 1.75 5 d.f. significance = .70 Hypothesis 7 Chi-square was utilized to test Hypothesis V on a 2 x 4 table. There— fore, the chi-square value had to be equal to or greater than 6.25 in order to reject Hypothesis V at the .10 level of confidence. The find- ings are presented in Table 4.16. jvaluation of Table 4.16 indicated no significant difference at the .10 level on the ”Problems in Schools guestionnaire” with regard to teacher- student 533 background match. Hence, Hypothesis 7, which states that the teacher-student :35 background match is not associated with the teacher -76- classroom orientation according to the Deci gt al., "Problems in Schools Questionnaire," was accepted. Hypothesis Six The teacher-student dad background match is not associated with teacher grading practices according to survey questions on grading student as- signments. Sub-hypothesis Via The teacher-student 535 background match is not associated with teacher grading practice on form according to survey question on grading student assignments. dub-hypothesis Jib The teacher-student 555 background match is not associated with teacher grading practice on neatness according to survey question on grading student assignments. Sub-hypothesis 72c The teacher-student 323 background match is not associated with teacher grading practice on grammatical aspects according to survey question on grading student assignments. Sub-hypothesis VId The teacher-student 538 background match is not associated with teacher grading practice on originality of ideas according to survey question on grading student assignments. Sub-hypothesis VIe The teacher-student 538 background match is not associated with teacher grading practice on follows directions according to survey question on grading student assignments. Sub-hypgthesis VIf The teacher-student 533 background match is not associated with teacher grading practice on completion on time according to survey question on grading student assignments. Chi-square was utilized to test each sub-hypothesis considered under Hypothesis VI. The chi-square had to be equal to or greater than the expression listed under .10 on a Chi-square Table for the required de- grees of freedom in order to reject a sub-hypothesis. All sub-hypotheses were required to be rejected in order to reject Hypothesis VI. The find- ings are presented in Tables 4.17-4.22. Sub-hypothesis VIa Chi-square was utilized to test the sub-hypothesis on form in teacher grading practices on a 4 x 5 table. The chi-square value had to be equal to or greater than 10.66 in order to reject the sub-hypothesis at the .10 level of confidence. -78- Examination of Table 4.17 indicated no significant difference at the .10 level by teacher-student 538 background match with regard to the use of form in teacher grading practices. Therefore, the sub—hypothesis that the teacher-student 358 background match is not associated with form in teacher grading practices was accepted. Sub-hypothesis VIb Chi-square was utilized to test the sub-hypothesis on neatness in teacher grading practices on a 4 x 3 table. The chi-square value had to be equal to or greater than 10.66 in order to reject the sub-hypothesis at the .10 level of confidence. Examination of Table 4.18 indicated no significant difference at the .10 level by teacher-student 553 background match with regard to the use of neatness in teacher grading practices. Therefore, the sub-hypothesis that the teacher-student 338 background match is not associated with neatness in teacher grading practices was accepted. Om. u cosmowwwzmfim .m.U m >m.> n ;m S . me 9 mm ox 3.38.. S F m a m 238%: “0: R m m m P 2 $3895 prBmSOH‘ wp m m m N pczonoasfi has 23a 2825 :3 $333 swam 283m :3: 283.» 33 5% twosomma nmflm Inmsomme seq Iaonosoa swam stonewog 30g nous.“ efionmaomm nan pcmagnimaoafl . :opsx peachmxonz and pcmpnpmlhosomoe op mmoflpospm mafivwao genomes ca Epom mo cofipmfloommm mo czovxmman mumscmlacn t NF.¢ wanna -50- om. u moCmOfimacmHm .H.U o no.“ u S .2 m a mu 0-... 2.38. m o F o F pampyogsa . boa... pm w w OP m paupnoqsa @2339. pm m 0 NF PP andppoqsa anus manpoe unmpzps 304 pcmpspn swam acmp5pm nmfl: pasUSps son manages: Iamsocoa :mH: lawsowmg so; Ipmzonma swan Inmnoueu zQa nope; vcdonmxosn one pamdzpslaonosaa pesospnnaonosoa sous: pedopmxosn ”7. on mooaposng mcfloaho poncho; :a mmmzpmvz wo cowpswoomm: mo esopxmoau vaudrmlwsw I pr.¢ «Hora -81.. sub-hypothesis VIC Chi-square was utilized to test the sub-hypothesis on grammatical aspects in teacher grading practices on a 4 x 2 table. The chi-square value had to be equal to or greater than 6.25 in order to reject the sub-hypothesis at the .10 level of confidence. ixamination of Table 4.19 indicated no significant difference at the .10 level by teacher-student 833 background match with regard to the use of grammatical aspects in teacher grading practices. Therefore, the sub- hypothesis that the teacher-student 333 background is not associated with grammatical aspects in teacher grading practices was accepted. Sub-hypothesis 71d Jhi-square was utilized to test the sub-hypothesis on originality of ideas in teacher grading practices on a 4 x 2 table. The chi-square value had to be equal to or greater than 6.25 in order to reject the sub-hypothesis at the .10 level of confidence. jxamination of Table 4.20 indicated no significant difference at the .10 level by teacher-student 533 background match with regard to the use of originality of ideas in teacher grading practices. Therefore, the sub- hypothesis that the teacher-student 353 background match is not as- sociated with originality of ideas in teacher grading practices was accepted. om. u meadowoaamam .H.e m as.a . a S m. n P we on 338. mm m m a a pcepaoasa $56503 . ea m a n, ma pcaphoasa MW. gnu—”05. . . mampoe pampnpm 304 pcmpnun awe: pcmvdpn :mH: pcmuaon 304 aposamw twosomoe awe: Ipmnowms so; Invnoame swat Invnomma ac; Haoflpasscac nope: undonmxowm nae ezoedpnlpwnosma sepia canopmxoxm was pcmpspnlpmnoame op moowpowpi mswnenw amnomma :4 mpomam; Hmoflpmaswao mo coflpwfioomnc mo esopxemnn mhzsvnlflnw I mp.v oabfia 0m. u oonoHMficme .m.p mw.w u an >m me me mm om manpoa mw m m V v gcwpaoasfl 83.55% . . mw pm 5 or we mp pamppoasa . hnm> £38. 283m :3 pagan a3: pagan swam . 28:3 33 802 Inmsomoa swam Iaosowme zoq Iaonomma aw“: Inmnomma 304 no apaaeeamago on mmoapompm wcfinwpo amnowoe CH mmmna mo hpflaacwmfipo mo defipmfioommw mo :303xamp: mamscmlflno I ow.v manna nopmx pcsopmxomm new pzmpspslpmnomma nope: pedoawxomm new panSpslamSOmoe -84- Sub-hyppthesis VIe - Chi-square was utlized to test the sub—hypothesis on follows directions in teacher grading practices on a 4 x 2 table. The chi-square value had to be equal to or greater than 6.25 in order to reject the sub-hypothesis at the .10 level of confidence. axamination of Table 4.21 indicated no significant difference at the .10 level by teacher-student 838 background match with regard to the use of follows directions in teacher grading practices. Therefore, the sub- hypothesis that the teacher-student SSS background match is not as- sociated with follows directions in teacher grading practices was ac- cepted. Sub-hypothesis VIf Chi-square was utilized to test the sub-hypothesis on completion on time in teacher grading practices on a 4 x 5 table. The chi-square value had to be equal to or greater than 10.66 in order to reject the sub-hypothesis at the .10 level of confidence. ixamination of Table 4.22 indicated a significant difference at the .10 level by teacher-student 333 background match with regard to the use of completion on time in teacher grading practices. Therefore, the sub- hypothesis that the teacher-student SJS background match is not asso- ciated with completion on time in teacher grading practices was re- jeCtedo om. u mosaoaaacmam .eme m em.m u xx S H: m 4 mm on 338. m o N o m pampaoaea . 3mEoc Lr mm Ne PF mm NF pamphoaaa PW Ems menace pcmespn :04 pcmespn amaa pcmespn awn: acmespu zoa unoppoosaz Iponowoe nmfiz Iaonomme 304 uponomme saw: Iao:0aea 304 msoaaoz £0962 pczohmxosn can pampdpenaozoame nogmx USSOhmxoxu an? pavfidndlhosoeva op mooflpowhi mcwpsua panacea CH macapompfla mzoaaoa mo :oapmwoommw mo :Bopxsmp: epzscmlflzu I ex.¢ oaseh or. n mocmowuHCMHm .M.0 m an;F u a S N, n P N o...” ming. P o F o o pamppoasl no: .. P e m 2 238%: pmm3m50my as 3 P a m t or 0.838%; Aw 32., mamvoe vamuzun 304 achSpm awe: pcmvspm :mfi: pcmpspn 304 mafia Iponoame 2m“: lumnomoa 204 Ipmsomoe nma: Iumnomma 304 :0 COHQQHQ503 nova; pczonmxomn ban pampsunlnvzosog nova: pedonmxosn nan pcmvzunIumnomma 0v mmowpowpm mcflpsuo uocosma Ca mews :0 :0fleoaasou mo coapmfioomma m0 csonxmman camschflcu I 40.0 manna AK— ‘ .87- The following results were established for the sub-hypotheses delimited under Hypothesis VI: (1.) Sub-hypothesis VIa (2.) Sub-hypothesis VIb (3.) Sub-hypothesis V10 (4.) Sub-hypothesis VId (5.) Sub-hypothesis Vle (6.) Sub-hypothesis VIf on form - accepted; on neatness - accepted; on grammatical aspects - accepted; on originality of ideas - accepted; on follows directions - accepted; on completion on time - rejected. Thus, since only one of the six sub-hypotheses was rejected, Hypothesis VI, which states that the teacher-student SE3 background match is not associated with teacher grading practices according to survey questions on grading student assignments, was accepted. Rypothesis Seven The teacher-student 333 background match is not associated with teacher job satisfaction and mobility according to survey questions on self- reported teacher determination to: (1.) remain in the present school system; (2.) transfer to another school system; (5.) leave the educational profession. Sub-hypothesiS'VIIa The teacher-student 533 background match is not associated with teacher job satisfaction and mobility according to survey question on teacher determination to remain in the present school. -88- Sub-hypothesis VIIb The teacher-student 333 background match is not associated with teacher job satisfaction and mobility according to survey question on teacher determination to remain in the present school system, but transfer to another school. Sub-hypothg sis VIIc The teacher-student 835 background match is not associated with teacher job satisfaction and mobility according to survey question on teacher determination to transfer to another school system. Subthypothesis VIId The teacher-student 853 background match is not associated with teacher job satisfaction and mobility according to survey question on teacher determination to leave the educational profession. Chi-square was utilized to test each sub-hypothesis considered under Hypothesis VII on a 4 x 3 table. The chi-square had to be equal to or greater than 10.66 in order to reject a sub-hypothesis at the .10 level of confidence. All sub-hypotheses were required to be rejected in order to reject Hypothesis VII. The results are presented in Tables 4.25-4.26. dub-hypothesis VIIa Sonsideration of Table 4.25 demonstrated no significant difference at the .10 level by teacher-student 335 background match with regard to teacher determination to remain in the present school. Thus, the sub-hypothesis -89- that the teacher-student 333 background match is not associated with teacher determination to remain in the present school was accepted. Sub-hypothesis VIIb Consideration of Table 4.24 demonstrated no significant difference at the .10 level by teacher-student 533 background match with regard to teacher determination to remain in the present system, but transfer to another school. Thus, the sub-hypothesis that the teacher-student 3E3 background match is not associated with teacher determination to remain in the pres- ent school system, but transfer to another school was accepted. Sub-hypothesis VIIc Consideration of Table 4.25 demonstrated no significant difference at the .10 level by teacher-student 533 background match with regard to teacher determination to transfer to another school system. Thus, the sub- hypothesis that the teacher-student 333 background match is not asso- ciated with teacher determination to transfer to another school system was accepted. dub-hypothesis VIId Consideration of Table 4.26 demonstrated no significant difference at the .10 level by teacher-student SdS background match with regard to teacher determination to leave the educational profession. Thus, the sub- hypothesis that the teacher-student 533 background match is not asso- ciated with teacher determination to leave the educational profession was accepted. COHps>Aomno mapmmflz p « -90- mm. H monaoaaacmam .a.e m ma.a n 2% mm NF m p mm 3 unexpoa la n m a a Satan: 0 N F m m. o: an a a. 2 or 8a., mampoe pawnspn sop pcopdpn swam pcepspm swam pampzpn 3Qp Hoodoo pcommni Ipmnoems amp: Iuonomme 394 Iamnowme amp: Ipmnompp 30p up c353- popes pczoamxomm wan pcopdpeIaonommp *nopmz pcponmxown has pcmpspwlamnoeog 0p Hoonon pcmmoam :H spasm: 0p coprCfiEpmpmp apnoea? M0 coapapoomm: m0 030pxsman mauscmlpnw I nm.¢ mfinsy coppa>hmmno mzpnmfia p a cm. H monaopaacmHm .m.e m em.m n ma mm mp mp mm mp wasppp pm m m w w campamoas Om N w m m 02 mp m m m e may mamppe pampspn 304 pcopspm SMp: pcopppe nMpz pampzpn 304 poonoe manpoza Ihmnomma swam Inmnomme 30p Iamnomme awe: Inmnoaos sop 0p Ampmcmae pdn 20pm: pcdoamxomm nan pampdpnlamzommg Empmhn psomsaa CH sweep: *no 03 undonwxowm nan pcopzpnlhmnowms 0p Hoozoe heapoca 0p pmthnhB pan «Sepia.a pcmmmam 0H :stm: 0p Gowpmcpshmpma ho£0m09 m0 soapmpoommm M0 szocxmoam ehnzvapnv I va.¢ ranfip -92- o». u monsopmwcmwm .a.e a aa.e u ax hm Np mp NN ON mampoe we N N m h campamoc: as m p p t m. oz ¢ P o N F max manpoe pampapn sop pampnpn swam pampspn :MH: psmnzpn 304 Empmhw Hoonoe Iaosomme amp: Ihonomma 30p L238. :3: nopaE pcdoawxoam nan pcopapnIaonoeep Inenomoa 30p Amzpocq op ammmcs.5 nope: panonmxomn use pcmcapnlaonoeoe 0p Empnhe Hoonom weapon: 0p moumqspe op coppmcpaampma genome? mo coppspoomma m0 czopxmman mhmsvapzv I mx.¢ pansy 05. u mocaopmacwam .m.e m m¢.e n am 50 m. mp mm om maapoa we N v a n sameness: mm m a up a. ow m. a m m m mop mepoe psouzpe sop pampspn Ame: peepspw sup: pcopspw :Qp copmmmmoam Ipmzowma :MHm Ipmnowma 30p Imagomms swam Iponomme 30a Hacoppmosna 03p m>0oq Sauna ecsotmaosa nan pcopzpnlaosowma nopmz ncdonmxomm new pampzpnIpmzoama 0p copmmmmoni Hmcoppmosnu 02p 0>00g 0p coppmcpsuopen penance M0 coppmpoomme M0 czonxeman ohmschpne I mm.¢ wanna Hence, the following results were established for the sub-hypotheses delimited under Hypothesis VII: (1.) Sub-hypothesis VIIa on determination to remain in the present school - accepted; (2.) Sub-hypothesis VIIb on determination to remain in the present system, but transfer to another school - accepted; (3.) Sub-hypothesis VIIc on determination to transfer to another school system - accepted; (4.) Bub-hypothesis VIId on determination to leave the educational profession - accepted. Therefore, since all four of the sub-hypotheses were accepted, Hypothesis VII, which states that the teacher-student 333 background match is not associated with teacher job satisfaction and mobility according to survey questions on teacher determination to: (1.) remain in the present sys- tem; (2.) transfer to another school system; and (3.) leave the ed- ucational profession, was accepted. Hypothesis Sight The teacher-student 835 background match is not associated with teacher perception of teacher-student 5E5 background match or race as criteria for assisting in the determination of teacher placement according to survey checklist question on teacher placement. Sub-hypothesis VIIIa The teacher-student 553 background match is not associated with teacher perception of teacher-student 353 background match as criteria for assisting in the determination of teacher placement according to survey checklist question on teacher placement. Sub-hypothesis VIIIb The teacher-student 353 background match is not associated with teacher perception of teacher-student racial match as criteria for assisting in the determination of teacher placement according to survey checklist question on teacher placement. Chi-square was utilized to test each sub-hypothesis under Hypothesis VIII on a 4 x 2 table. The chi-square had to be equal to or greater than 6.25 in order to reject a sub-hypothesis at the .10 level of confidence. Both of the sub-hypotheses were required to be rejected in order to reject Hypothesis VIII. The results are presented in Tables 4.2? and 4.28. Sub-hypothesis VIIIa Evaluation of Table 4.27 indicated no significant difference at the .10 level by teacher-student SE3 background match with regard to perceived importance of teacher-student 353 background match in teacher placement. Therefore, the sub-hypothesis that the teacher-student 583 background match is not associated with teacher perception of teacher-student 535 background match as criteria for assisting in the determination of teacher placement was accepted. Sub-hypothesis VIIIb dvaluation of Table 4.26 indicated no significant difference at the .10 level by teacher-student 535 background match with regard to perceived -96- importance of teacher-student racial match in teacher placement. Therefore, the sub-hypothesis that the teacher-student SE3 background match is not associated with teacher perception of teacher-student racial match as criteria for assisting in the determination of teacher placement was accepted. The results for the sub-hypotheses delimited under Hypothesis VIII indicated the following: . (1.) Sub-hypothesis VIiIa on teacher perception of the use of teacher-student 358 background match as criteria in teacher placement - accepted; (2.) Sub-hypothesis VIIIb on teacher perception of the use of teacher-student racial match as criteria in teacher place- ment - accepted. Since both of the sub-hypotheses were accepted, Hypothesis VIII, which states that the teacher-student 333 background match is not associated with teacher perception of teacher-student 355 background match or race as criteria for assisting in the determination of teacher placement according to survey checklist question on teacher placement, was accepted. 05. u 00:00HMHCme .m.0 n op.\ n a. >m NF mp NN ON maapoq w o p N m pcdpaoaap ,0 Na Na om NF peasaoasa pom mpwpoe pampdpm 304 psmnppn :Mp: pampspn amp: pampspe :04 p0m500ep; Iaonoame :wpm Iamsomme 30p Iamnomme amp: Ipenoeae 304 honoeee :p sop ; pcsoamxoxm n41 aspen ecsonwxosm nan pqmespmanoaoana pacespnusoaoaop copes vasohmxosn Ann pampspnlamsosme op pdmsmosaa passes? :a cape: 0::0pmxosn can pcenspnlamnomee m0 mocdphodsp onp m0 coppdmoamm genomes mo coppmpOOmms m0 :300x:mam epezchpzu I .N.v manfiw -93- J V cm. H 00Ca0HMHCMHm .m.0 m 0pm. S . m. n - mm om 338. m P p m m pcmpaomsa mm - P we 2 t 233:: pom mawppe pcopzpm :04 pampzpn swam pampzpn :wp: pampspn 304 pdemowHi Ipmnomme amp: Iponomme 304 ILmSomme :MH: Iaonomma 30A genome? :H nope; amped: nope: pqdoamxosm has pampdpnlamnowmg pCmpdpraocoeem copms pcdoamxosa nun pumpspnlhmnomoa 0p psoEmospL Aozosaa :p nope; Hapomx . pamUSpnIpmnosma mo megapHOQEH 02p no Cowpaooamm apnoea? m0 Cowpwpuomm; m0 c30pxmvan epezcmlpzn I mm.¢ manna -99- EEEEEEZ Eight null hypotheses were considered in the study. Those hypotheses which encompassed multiple relationships were reduced to sub-hypotheses to permit inspection of single relationships. The chi-square test was utilized to examine the degree of association between the independent and dependent variables. A .10 level of confidence was established. Therefore, in order to reject a hypothesis/sub-hypothesis, the chi- square value had to be equal to or greater than the expression listed under .10 on a Chi-square Table for the required degrees of freedom. Koreover, all of the sub-hypotheses delineated under a major hypothesis were required to be rejected in order to reject a major hypothesis. Thus, the findings revealed no association between teacher childhood 5L3 and: (1.) teacher classroom orientation; (2.) teacher grading practices; (5.) teacher satisfaction and mobility; (4.) teacher perception of the importance of consideration of teacher-student 338 background match or race in teacher placement; as reported on the survey questionnaires. Furthermore, no association was disclosed between teacher-student 533 background match and: (1.) teacher classroom orientation; (2.) teacher grading practices; -100- (3.) teacher satisfaction and mobility; (4.) teacher perception of the importance of consideration of teacher-student 333 background match or race in teacher placement; as indicated by the survey questionnaires. All eight of the null hypotheses examined by the study were therefore accepted. . Chapter V SUMMARI, CONCLUSIONS, AND RECOMMENDATIONS §EEEE£Z. (1.) Does teacher SES background relate to his/her work values, author- ity roles, and teaching practices? (2.) Does teacher-student SES background match indicate satisfaction? It was the intent of this study to examine the preceding questions through consideration of two independent variables: (1.) teacher childhood SES; (2.) teacher-student SE5 background match; in relation to four dependent variables: (1.) teacher classroom orientation; (2.) teacher grading practices; (3.) teacher satisfaction and mobility; (4.) teacher perception of the importance of consideration of teacher-student SES background match or race in teacher placement. -101- -102- Instrumentation The study was conducted in three Michigan public school districts at the close of the 1982-85 school year. Teacher questionnaires addressing the variables were distributed to 152 third, fourth, and fifth grade teachers in selected schools which represented distinctly high or low 335 students. The questionnaires were color coded to identify either the high or low status of the schools to which they were distributed. School status was based upon school level percentage data for hot lunch participation: (1.) low status was correlated with a high percentage of students who paid a reduced amount for hot lunch or received hot lunch at no charge; (2.) high status was correlated with a high percentage of students who paid the full amount for hot lunch. Teacher 333 background was determined on the basis of self-reported information concerning the occupational status of his or her major source of childhood support. The status of an occupation was deter- mined by utilization of a modified version of the Hollingshead Scale, as described by Stricker (1972). Sample Population Sixty-eight of the 152 teachers, to whom questionnaires were distributed, participated in the study. Of the 68 respondents: 55 were classified -103- as being from low 338 backgrounds; 54 were classified as being from high 358 backgrounds; and 1 did not provide the information necessary for SSS background classification. Additionally, 52 of the participants taught in low status schools and 56 taught in high status schools. The sample population was not informed that the questionnaire responses would be considered in relation to teacher childhood 333 or teacher- student 335 background similarity/dissimilarity. The teachers were simply advised that the questionnaires had been color coded for data gathering purposes. Data Analysis In order to examine the degree of association of (1.) teacher childhood 333 and (2.) teacher-student 533 background match in relation to the items on the teacher questionnaire, the chi-square test was utilized. A .10 level of confidence was established. Six of the eight null hypotheses examined in the study considered multi- ple relationships. Therefore, those hypotheses which considered multi- ple relationships were reduced to sub-hypotheses to allow for the in- spection of individual relationships. all of the sub-hypotheses pre- sented under a major hypothesis were required to be rejected in order to reject the major hypothesis. -104- Results The following information provides a summarization of the results estab- lished for each of the eight hypotheses considered in the study. Hypothesis One There was no association between teacher 333 background and his/her classroom orientation according to the Deci gt gl., "Problems in Schools guestionnaire." The findings revealed a chi-square of zero. A chi- square of 2.71 was required to demonstrate an association at the .10 level of confidence. Hypothesis Two Since four of the six grading practices which were examined demonstrated no association at the .10 level, it was determined that there was no as- sociation between teacher 535 background and his/her grading practices according to survey questions on grading student assignments. This is further exemplified by the results listed below in which the chi-square obtained for a given area is followed by the chi-square needed for an association at the .10 level: - Form .548/4.61; .- Neatness 2.25 /4.01; ~ Grammatical aspects .564/2.71; - Originality of Ideas .048/2.71; - Follows Directionsa 5.59 /2.71; - 30mpletion on Timeb 6.56 /4.61. a There was an association at the .10 level. b There was an association at the .05 level. -105- Hypothesis Three There was no association between teacher SSS background and his/her job satisfaction and mobility according to survey questions on self-reported teacher determination to: (1.) remain in the present school system; (2.) transfer to another school system; (5.) leave the educational profession. This is further exemplified by the results listed below in which the chi-square obtained for a given area is followed by the chi—square needed for an association at the .10 level: Remain Present School .440/4.61; Remain Present System, but Transfer to Another School 1.10 /4.61; Transfer to Another School System 2.51 /4.61; Leave the Educational Profession .799/4.61. Hypothesis Four There was no association between teacher SSS background and his/her perception of teacher-student SSS background match or race as criteria for assisting in the determination of teacher placement according to survey checklist question on teacher placement. This is further exemplified by the results listed below in which the chi-square obtained for a given area is followed by the chi-square needed for an association at the .10 level: -106- - Teacher-Student 333 Background Match .217/2.71; - Teacher-Student _ RECiBJ. I'iatCh 000 /20710 Hypothesis Five n-‘a There was no association between the teacher-student sag background match and the teacher classroom orientation according to the Deci 22 al., ”Problems in Schools Questionnaire." The findings revealed a chi-square of 1.75. A chi-square of 6.25 was required to demonstrate an association at the .10 level of confidence. Hypgthesis Six Since five of the six grading practices which were examined demonstrated no association at the .10 level, it was determined that there was no association between the teacher-student SSS background match and teacher grading practices according to survey questions on grading student as- signments. This is further exemplified by the results listed below in which the chi-square obtained for a given area is followed by the chi- square needed for an association at the .10 level: - form 7.87/10.66; - Neatness 5.08/10.66; - Grammatical aspects 1.54/ 6.25; - Originality of Ideas 2.65/ 6.25; - Follows Directions 5.57/ 6.25; - Completion on Timea 11.59/10.66. a There was an association at the .10 level. -107- Hypothe si 5 Seven There was no association between the teacher-student SSS background match and teacher job satisfaction and mobility according to survey questions on self-reported teacher determination to: (1.) remain in the present school system; (2.) transfer to another school system; (5.) leave the educational profession. This is further exemplified by the results listed below in which the chi-square obtained for a given area is followed by the chi-square needed for an association at the .10 level: - Remain Present School 1.55/10.66; - Remain Present System, but Transfer to another School 2.54/10.66; - Transfer to another School System 4.79/10.66; - Leave the Educational Profession ' 4.45/10.66. Hypothesis Eight There was no association between the teacher-student SSS background match and teacher perception of teacher-student SSS background match or race as criteria for assisting in the determination of teacher placement according to survey checklist question on teacher placement. This is further exemplified by the results listed below in which the chi-square obtained for a given area is followed by the chi-square needed for an association at the .10 level: -108- - Teacher-Student SES Background Match 2.10 /6.25; - Teacher-Student Racial Match .610/6.25. Conclusions The findings revealed by this study indicate teacher SES background is not associated with his/her work values, authority roles, and teaching practices. They further indicate that teacher-student SES background match is not associated with teacher satisfaction with teaching. Thus, the findings seem to indicate that other factors are operating in this study. The study originally focused upon Kalleberg's (1977) set of work values concerning the importance of socialization factors and life experiences prior to entering the work force. Upon evaluation of the data, however, it appears that another set of his work values which are affected by worker maturation and experience might instead be in opera- tion. In order to provide the framework for such consideration, the conclusions will be subsumed under the following headings: work values; authority roles; teaching practices; and teaching satisfaction. w0rk Values It was theorized in Chapter II that an individual's work values might be affected by maturation and experience. Such criteria may apply to the teachers represented in this study since 62 of the 68 respondents reported being 51 years of age or older and 61 of them have garnered 6 -109- or more years of teaching experience. These teachers appear to view being an educator as more than a job to be tolerated for a few years. It is a career. In this event, the respondents may have developed professional expertise beyond specific SSS-related behavior. authority Roles Growth beyond specific SSS-related behavior is exemplified in the total scale scores obtained on the Deci gt al., "Problems in Schools Question- naire." Hhile it is felt that the sample was representative, with 55 teachers from.low status backgrounds and 54 teachers from high status backgrounds, the wide range of scores for both low and high SSS back- ground teachers do not indicate particular "control-oriented" or "autonomy- oriented" behavior on the part of either group. It might be concluded, therefore, that the teachers have re-examined their own values and attitudes along with the possible meaning of pre- vious experiences and adapted them to meet the needs of their present teaching assignments. TeachinggPractices Such an adequate perception and openess to new experiences may be addi- tionally reflected in teacher grading practices. Perhaps the respon- dents subscribe to the notion that in order to teach children, they must first understand them and attempt to view the world as the children view it. -110- Furthermore, given the age and experience of the study participants, it seems reasonable to conclude that a majority of them received teacher training at a time when emphasis was placed upon the inequality of public education - e.g., after the 1965 "Elementary and Secondary Education Act" was passed to provide special assistance for disadvantaged students. Teaching_Satisfaction Perhaps the participants of this study were then, among other factors, the benefactors of well-founded elementary teacher training programs. The respondents reported satisfaction with the educational profession at the outset of their careers. Ninetyhone percent of the respondents indicated that they preferred education over all other professions after making a final decision to enter the field. The data indicated, however, a change in this initial preference level after accruing teaching experience. it the time of the study, 18 per- cent of the respondents reported an interest in finding a position out- side the field of education. Another 25 percent expressed uncertainty as to whether or not they would like to leave the educational profession. b'fty-seven percent of the study participants indicated a desire to con- tinue working within the field of education. It is important to note that these responses were obtained at the close of the school year - a time when respondents were probably weary and more likely to be candid. Horeover, the timing of the study may have influenced teacher -111- participation. The teachers who participated in the study accepted the responsibility for an additional task during a demanding period of time. Thus, it seems plausible that the respondents may have been more profes- sionally concerned with the field of education than the non-respondents. Recommendations The following recommendations for additional research are extended as a consequence of considering the information presented in the review of related literature in relation to the findings and conclusions put forth in this study: (1.) hith certain alterations in design, the study should be con- ducted utilizing student teachers. The teacher experience/ mobility questions should be deleted since they would not be applicable. It is further recommended that the design be changed to provide for open-ended interviews with the study participants after they have anonymously completed the teach- er questionnaires. The Open-ended interviews might provide insight into SSS-related behavioral orientation which may or may not have been influenced by the teacher training program. (2.) according to the literature, both teacher and student may devel- op expectations of one another based upon previous experiences. It seems that such expectations might be confounded by SSS-related differences on the part of both teacher and student. Therefore, field research considering teacher-student 533 background in relation to the attribution theory is recommended. -112- ifterword in closing, schools socialize children to expectations which are, in many cases, more profound and enduring than the intended curriculum. Therefore, teachers need to be aware of their own SEE-related values and attitudes in order to be better prepared to understand student 333- related behavior. Teacher understanding of these possible perceptual differences may then pave the way toward a more positive teacher-student relationship. Deeper insight into the attainment of such a goal might be derived by considering this study in relation to other studies concerning teacher satisfaction with teaching. Other recent studies indicate that younger teachers are often dissatisfied with teaching after spending a brief time in the classroom. Such dissatisfaction with teaching was not, however, revealed in this study of older and more experienced teachers. Perhaps this suggests that teachers who remain in the educational profession longer than five years are better able to accommodate for SSS-related ifferences between themselves and their students. Thus, it seems rea- sonable that teachers who have been ”sensitized" to SSS-related differ- ences may be in a better position to ward off dissatisfaction. Hence, teacher training programs should make a pointed effort toward helping potential teachers examine their own Sid-related value systems and to anticipate how they might blend with those of students at various 545 levels. duch measures may then spark the creation of more satisfac- tory learning environments which benefit both teacher and students. APPENDICES APPENDIX A APPENDIX A 1982-83 Income Guidelines for Federally Subsidized School Meals Attechment e4 (lchooie) SAMPLE PUBLIC RELEASE {w w M m, todoy onnounced its policy tor Free Meets end Free Milli or Reduced-Price Meets. tor children unsole to poy the lull price in meels end millt served under the Netionel School Lunch. School Breektoet. Speciol Milli Progrom. end U.S.DA Donoted Foods Progroms. Locol school officiele hove edopted the lollowlng lomily else end income criterio tor determining eligibility. A. I. scouronrnssmumo SCALE POI neouceo-mco TOTAL PM“ Ill! FIE! tour . nous t 6.000 0.660 2 0.090 ll.5l0 3 l0.090 H.360 s ”.090 l1.2l0 5 “.090 10.050 0 “.090 12.900 7 “J” 25.150 g 20.lfl 20.600 Eech oddltlonol lemily member 2,000 2,350 Children lrom tomiliee whose income is st or below the levels shown ore eligible for (tree meals or reduced-price meels). Application lorms ere being sent to oil homes in e letter to poronts. Additionsl copies ere ovoiloble st the principel's ottice in each school. Tho intormotion provided on the eppllcotion is contidentiel end will be used only tor the purpose of determining eligibility. Applicetions mey be submltted st eny time during the yoer. To discouroge tho possibility ot misrepresentotlon. tho opplicotion lorms contoin o stetemont shove the specs ol signoturo certllying thst ell iniormstlon lurnished in tho opplicstion is true end correct. An edditlonel stetement is oddod to worn thet tho application is being mode in connection” with tho receipt ot Federol funds. thet school otliciels mey. lor ceuse. verity tho mlormotion in tho opplicstion. end thot deliooroto mierepreeentetion ot intormotion mey suhiect tho epplicont to prosecution under spplicsolo Stole end criminol statutes. ‘ ln certoin coses. toeter children ere elso eligible tor theee benefits. ll o tomily hes lostor children living with them and wishes to apply tor such meels tor them. it should contect the school. Children at unemployed porents moy quoliiy tor tree or reduced price meels it totol lomily income include wellore poyments. unemployment compensotlon end sub-pey benetits loll within the prescribed tomily income guidelines. ln the operotion oi child feeding progroms. no child will be diecrimineted ogoinst becsuso ol roce. sex. creed. color. national origin. or handicap. um;‘0eteteretereneetetreomlttillltlenotoveiteole. -113- APPENDIX B APPENDIX B Teacher Letter of Explanation and Teacher Questionnaire Dear Third, Feurth, or Fifth Grade Teacher, Having been a teacher for twelve years in grades one through eight, I realize that you are very busy at this time of year. I am, therefore, also aware of the practical concerns teachers face in the classroom. Currently, as a doctoral student at Michigan State University, I have developed a study which considers how some of those concerns might be decreased by looking at teacher classroom orientation and teacher sat- isfaction with teaching. With that in mind, the questionnaire is being sent to you as close to the end of the school year as possible. I am requesting approximately twenty minutes of your time to complete the enclosed questionnaire. Please return it to me in the enclosed stamped envelope. Also, please be advised that your participation in this project is on a strictly voluntary basis. While the questionnaires have been color coded for data collection pur- poses, no attempt will be made to identify either individuals or build- ings within a district. All participants will remain anonymous. In- dividual districts will not be provided with district level data from the study. Data from all districts participating in the study will be tabulated together. Therefore, your responses will be treated with com- plete confidentiality. Thank you for your cooperation! Sincerely, Carol vandenBoogert -114. -115- Teacher Questionnaire Please answer the following questions by indicating the one answer which best represents your response. What is your sex? (1.) Female (2.) Male What is your marital status? (1.) (2.) (3.) (4.) (5.) Single Married Separated Divorced Widow or Widower What is your age? (1.) 21-50 (4.) 51—60 (2.) 31-40 __ (5.) 61-70 (3.) 41-50 (6.) 71+ What is your race? Haw many years have you been (1.) (2.) (3.) (4.) 0-1 year 2-3 years 4-5 years 6-10 years (1.) (2.) (3.) (4.) (5.) (6.) (5.) (6.) (7.) (8.) Asian Black Hispanic Native American White Other (specify) a teacher? 11-15 years 16—20 years 21-25 years 26 years or more —116- How many years have you taught in this building? (1.) 0-1 year ___ (5.) 11-15 years _ (2.) 2-3 years _ (6.) 16-20 years (30) 4.5 years (70) 21.25 years (4.) 6-10 years ___. (8.) 26 years or more How many years have you taught in this system? _ (1.) 0-1 year _ (5.) 11-15 years ‘___ (2.) 2-3 years ‘___ (6.) 16-20 years (3.) 4-5 years (7.) 21-25 years (4.) 6-10 years ‘___ (8.) 26 years or more What was the marital status of your parents during the major portion of your childhood? ____ (1.) Married (2.) Separated (3.) Divorced (4.) Widowed Who provided your major source of support during childhood? (1.) Father (2.) Mother (3.) Other (specify - relative, etc.) What was your father's major lifetime occupation? What was your mother's major lifetime occupation? -117- If someone other than your father or mother provided your major source of childhood support, indicate his or her major lifetime occupation. What future plans do you have for formal education? (1.) I have no plans (2.) I plan to take courses occasionally (3.) I plan to study for a master's degree (4.) I plan to study for a doctorate What is the highest degree you have earned? (1.) Bachelor's (2.) Master's (3.) Educational Specialist (4.) Doctorate When did you first consider entering the educational profession? (1.) Prior to attending high school (2.) During high school (3.) During college (4.) After graduating from college -118— When did you finally decide to enter the educational profession? (1.) Prior to attending high school (2.) During high school ' .___ (5.) During college ____ (4.) After graduating from.college When you made your final decision, did you prefer education over all other professions? (1.) Yes (2.) No Indicate the grade level you teach. (1.) Grade 3 (2.) Grade 4 __ (3.) Grade 5 would you like to continue teaching in this school for the remainder of your educational career? ___ (1.) Yes (2.) No ___, (3.) uncertain would you like to continue teaching in this school system.for the remainder of your educational career, but transfer to another school? (1.) Yes (2.) No (3.) Uncertain -119- would you like to obtain a teaching position in another school system? (10) Yes (2.) No (3.) uncertain would you like to obtain a position outside the field of education? (1.) Yes (2.) No (3.) Uncertain Check any of the following measures which you perceive to be important in determining teacher placement. (1.) Age (2.) Attitudes toward children (3. ) Professional preparation (4.) Professional experience (5.) Race of teacher relative to that of student (6.) Sex (7.) Teacher childhood socioeconomic status relative to that of student The following areas might be taken into consideration in grading a student's written language arts assignment. For each item, choose the one response which most nearly-describes your view as to the level of importance in grading this type of assignment. -120- Form (student name in a specific place, etc.) (1.) Very important (2.) Somewhat important (3.) Not important Neatness (careful handwriting, no words crossed out, no "doodle-marks," etc.) (1.) Very important (2.) Somewhat important (5.) Not important Follows Directions (aware of and follows defined rules) (1.) Very important (2.) Somewhat important (3.) Not important Grammatical Aspects (proper word usage, sentence structure, spelling, Etc.) (1.) Very important (2.) Somewhat important (3.) Not important Originality Of Ideas (relies on own divergent thought processes to develop new ideas) (1.) Very important (2.) Somewhat important (3.) Not important -121- Completion On Time (finishes assignment within a specified time-limit) (1.) very important (2.) Somewhat important (3.) Not important "The Problems In Schools Questionnaire"* On the following pages you will find a series of vignettes. Each one describes an incident and then lists four ways of responding to the situation. Please read each vignette and then consider each response in turn. Think about each response option in terms of how appropriate you consider it to be as a means of dealing with the problem described in the vignette. You may find the option to be "perfect," in other words, "extremely appropriate" in which case you would circle number 7. Ybu may consider the response highly inappropriate in which case you might circle the 1. If you find the option reasonable you would circle some number between 1 and 7. So think about each Option and rate it on the accomp panying scale. Please rate each of the four options for each vignette. There are eight vignettes with four options for each. There are no right or wrong ratings on these items. People's styles differ, and I am simply interested in what you consider appropriate given your own style. Some of the stories ask what you would do as a teacher. Others ask you to respond as if you were giving advice to another teacher or to a parent. If’you are not a parent simply imagine what it would be like for you in that situation. Please respond to each response option by circling one number on its rating scale. * "The Problems In Schools Questionnaire" is being used with the permission of Edward L. Deci. 1321*“- M.C. H.A. HOC. M.A. -125- Jim.is an average student who has been working at grade level. During the past two weeks he has appeared listless and has not been participating during reading group. The work he does is accurate but he has not been completing assignments. A phone conversation with his mother revealed no useful information. The most appropriate thing for Jflm's teacher to do is: b. Co d. She should impress upon him the importance of finishing his assignments since he needs to learn this material for his own good. 100000020000003.00.0.4.0...05.0000060000007 very moderately very inappropriate appropriate appropriate Let him.know that he doesn't have to finish all of his work now and see if she can help him work out the cause of the listlessness. 10.00.020...003.000.04.0000.500000060000007 very moderately' very inappropriate appropriate appropriate Make him.stay after school until the day's assignments are done. 10..O..2...0.03.0.00040000005.000.06.000007 very moderately' very inappropriate appropriate appropriate Let him.see how he compares with the other children in terms of his assignments and encourage him to catch up with the others. 1COO0.020000.003.00.004.00.00500000060000007 very moderately very inappropriate appropriate appropriate HOG. M.A. H.A. M.C. -124. At a parent conference last night, Mr. and Mrs. Greene were told that their daughter, Sarah, has made more progress than expected since the time of the last conference. All agree that they hope she continues to improve so that she does not have to repeat the grade (which the Greene's have been kind of expecting since the last report card). As a result of the conference, the Greene's decide to: 8.. b. Co d. Increase her allowance and promise her a ten-speed if she continues to improve. 100.0.0200.0.03000000400000.500000060.000.? very moderately very inapprOpriate appropriate appropriate Tell her that she's doing as well as many of the other children in her class. 10.00.02000000300.00.400.00.500000060000007 very moderately very inappropriate appropriate appropriate Tell her about the report, letting her know that they're aware of her increased independence in school and at home. 1000.0020O.0.03.O0..04.000.05.0000060000007 very moderately very inappropriate appropriate appropriate Continue to emphasize that she has to work hard to get better grades. 10.0.00200000030000.04000.00500000060000007 very moderately very inappropriate appropriate appropriate M.C. HOG. H.A. 3. -125- Donny loses his temper a lot and has a way of agitating other children. He doesn't respond well to what you tell him to do and you're concerned that he won't learn the social skills he needs. The best thing for you to do with him.is: a. b. Co d. Emphasize how important it is for him to "control himself" in order to succeed in school and in other situations. 1coco00200000030000004000000500000060.0000? very moderately very inappropriate appropriate appropriate Put him in a special class which has the structure and reward contingencies which he needs. 10.0.00200...030000.04...00.500000060000007 very moderately’ very inappropriate appropriate appropriate Help him see how other children behave in these various situations and praise him for doing the same. 1000000200000030.000.400.000500000060000007 very moderately very inappropriate appropriate appropriate Realize that Donny is probably not getting the attention he needs and start being more responsive to him. 1ooooo02¢0000050000004000000500000.60000007 very moderately very inappropriate appropriate appropriate 1‘22 H.A. M.C. M.A. H.C. 4. -126- Ybur son is one of the better players on his junior soccer team.which has been winning most of its games. Hewever, you are concerned because he just told you he failed his unit spelling test and will have to retake it the day after tomorrow. You decide that the best thing to do is: a. b. C. d. Ask him to talk about how he plans to handle the situation. 10.0.0020.00.0300000.40.00.0500000.600.0007 very moderately very inappropriate appropriate appropriate Tell him.he probably ought to decide to forego tomorrow's game so he can catch up in spelling. 100.0.02...00.300.00.400000.50.00.06.0.00.7 ‘ very moderately very inappropriate appropriate appropriate See if others are in the same predicament and suggest he do as much preparation as the others. 10.0.00200.0.03..0..0400.00.50.000060000007 very moderately very inappropriate appropriate appropriate Make him miss tomorrow's game to study; soccer has been interfering too much with his school work. 1000.0020000.030CO0.04.00000500000060000007 very moderately very inappropriate appropriate appropriate -127- §2y_ 5. The Rangers spelling group has been having trouble all year. How could Miss Wilson best help the Rangers? M.A. H.C. M.C. H.A. a. b. Co d. Have regular spelling bees so the Rangers will be motivated to do as well as the other groups. 100000020...0.30.00.040.0000500000.60000007 very moderately' very inappropriate appropriate appropriate Make them drill and give them special privileges for improvements. 100.0.0200000.300.00.400000050000006.00.0.7 very moderately very inappropriate appropriate appropriate Have each child keep a spelling chart and emphasize how important it is to have a good chart. 1.00.0.20000.03....0040.00.05.0000060000007 very moderately very inappropriate appropriate appropriate Help the group devise ways of learning the words together (skits, games, and so on). ‘ 10..0.02000.003.000004.000005.0000060000007 very moderately very inappropriate appropriate apprOpriate £91 H.C. M.C. H.A. M.A. 6. -128— In your class is a girl named Margy who has been the butt of jokes for years. She is quiet and usually alone. In spite of the efforts of previous teachers, Margy has not been accepted by the other children. Your wisdom.would guide you to: a. Prod her into interactions and provide her with much praise for her social initiative. 100000.200D0.0500.000400000050000.06.0.0007 very moderately very inappropriate appropriate appropriate b. Talk to her and emphasize that she should make friends so she'll be happier. 10.0.0.2.0.0003...0.040.000.50000006000.007 very moderately very inappropriate appropriate appropriate c. Invite her to talk about her relations with the other kids, and encourage her to take small steps when she's ready. 100.00.2000O003.00.0.4...0.050.000.60000007 very moderately very inappropriate appropriate appropriate d. Encourage her to observe how other children relate and to join in with them. 10...O.20....03..0.00400000050000006000.0.7 mm mamuu _vmy inappropriate appropriate appropriate £91 M.A. H.A. H.C. M.C. -129- 7. For the past few weeks things have been disappearing from the teacher's desk and lunch money has been taken from.some of the children's desks. Today, Marvin was seen by the teacher taking a silver dollar paperweight from her desk. The teacher phoned Marvin's mother and spoke to her about this incident. Although the teacher suspects that Marvin has been responsible for the other thefts, she mentioned only the one and assured the mother that she'll keep a close eye on Marvin. The best thing for the mother to do is: a. Talk to him.about the consequences of stealing and what it would mean in relation to the other kids. 1000.00200000030000004000000500000060.0000? very moderately very inappropriate apprOpriate appropriate b. Talk to him about it, expressing her confidence in him and attempting to understand why he did it. 10.0.0020....03.0.00.4000.0.500.00060000007 very moderately very inappropriate appropriate appropriate c. Give him a good scolding; stealing is something which cannot be tolerated and he has to learn that. 1000.002.00.0030000004000.00500000060000007 very moderately very inappropriate appropriate appropriate d. Emphasize that it was wrong and have him apologize to the teacher and promise not to do it again. 1CO0.002000.003.000.040.00.05.00.0060000007 very moderately very inappropriate appropriate appropriate -130- E51. 8. Your child has been getting average grades, and you'd like to see her improve. A useful approach might be to: H.A. M.A. M.C. H.C. a. b. Co d. Encourage her to talk about her report card and what it means for her. 10.00002.00.003000.00400000050000006000.007 very _ moderately very inappropriate appropriate appropriate Go over the report card with her; point out where she stands in the class. 1COO00.200.00.3000000400000.50.00.060000007 very moderately very inappropriate appropriate appropriate Stress that she should do better, she'll never get into college with grades like these. 10.0.0.200...03.00.00400000.50.00.0600000O7 very moderately very inappropriate appropriate appropriate Offer her a dollar for every A and 50 cents for every B on future report cards. 100.000200000030000.04000000500000.60000007 very moderately' very inappropriate appropriate appropriate Highly‘Controlling Moderately Controlling Moderately’Autonomous Highly Autonomous BIBLIOGRAPHY BIBLIOGRAPHY Anastasiow, Nicholas J. and Michael L. Hanes. Language Patterns of Povert Children. Springfield, Illinois: Charles C. Thomas - Publisher, 1976. Anyon, Jean. 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