A STUDY OF TEACHER PERSONAL AND PROFESSIONAL ATTITUDES AS THEY RELATE T0 STUDENT SELF CONCEPTS AND ATTITUDES TOWARD SCHOOL IN THE SIX HIGHEST ACHIEVING SCHOOLS ‘ ._ _. IN FLINT, MICHIGAN = *EiThes1s for the Degree Of Ed D A A 7“ MTCHIGAN STATE UNIVERSITY ' " ~ THEODORE E. HAGADONE 1967 III This is to certify that tlié y thesis entitled "A STUDY OF TEACHER PERSONAL AIID PRQELSSIOMAL ATTITUDES AS THEY RELATL TO STUDLNT SELF—C‘ON- ' CEPTS AND ATTITUDES TOWARD SCHOOL III TIII: SIX HIGHEST ACHIEVING SCHOOLS IN FLINT, I—IICIIIGAII" presented bg Theodore E . Hagadone has been accepted towards fulfillment of the requirements for Ed.D. Educational Admin.‘ ____.__degree in__________ - Dr. James Meal (1 Major professor Date August 4, 1967 ABSTRACT A STUDY OF TEACHER PERSONAL AND PROFESSIONAL ATTITUDES AS THEY RELATE TO STUDENT SELF-CONCEPTS AND ATTITUDES TOWARD SCHOOL IN THE SIX HIGHEST ACHIEVING SCHOOLS IN FLINT, MICHIGAN by Theodore E. Hagadone From the statistical evidence in this study and the findings of other related research, the following conclu- sions can be supported. That Self-Concept seems to be unrelated to the factors differentiating "culturally alienated," low achiev— ing pupils from high achieving pupils. The Self-Concept scores at these levels are those eXpected for these grades in both groups. The Composite Mean scores for grades three through six are: BTU pupils 99 and High Achieving pupils 98. Composite scores are not significantly different from those eXpected for a normal pOpulation. That the "culturally alienated," low achieving pupil does like school as a learning situation and the teacher as a learning facilitator. These results are not startling when presenting the picture of high achieving pupils but if the literature is to be believed it is unusual with this group. Studies by Gilinskyl and Campbell2 and others would lead one to believe that the low achiever does not like school or the teacher. The overall composite mean Theodore E. Hagadone score for School-Concept for this group is 102 and for Teacher as a Learning Facilitator 111. That Mental Health is a factor in inhibiting the growth and develOpment of these pupils, due to the inability toIdiscern and alleviate mental health problems, at least for students in this study. Herein lies an indication of a lack of leadership responsibility in the areas of educa- tional training of teachers in the general area of mental health. This failure is indicated in the low scores of the jMinnesota Teacher Attitude Inventory for both groups of teachers surveyed. BTU teachers stand at the 29th percen- tile while the High Achievers are at the 35th percentile. That Social Concept scores suggest that the "culturally alienated," boys and girls do not have the same bleak out-look of themselves that Society does. Socially, the "alienated" are not maladjusted within the educational setting. That teachers have a very incomplete conception of the factors that go into the Self-Realization of children. The Teacher Attitude Toward the Self-Concept of the pupil is determined, not by the perception of the pupil about himself but by behavior, achievement, and teacher satisfac- tion. The teachers too often identified high self-concept with high achievement and good behavior and low self-concept with poor behavior and poor achievement. Theodore E. Hagadone That the need patterns exhibited by High Achieving pupils was significantly different from the patterns of the BTU students only on the Affiliation scale. The High Achievers had a sense of belonging whereas the low achiever was a "loner"—-a "do it yourselfer." Parental role models may be closely related to affiliation as a "learned" need. That the Degree of Fulfillment eXperienced by teachers varies between the teachers of the BTU group and those of the High Achieving group. The High Achieving teacher derives satisfaction from student achievement whereas the teacher of the low achieving student, finding she cannot obtain similar satisfaction in pupil achievement, seeks other avenues for fulfillment. Pupil behavior was more fulfilling to the BTU teacher than pupil achievement. Teacher behavior between groups, at least within the p0pulations studied, was far more similar than different. In view of the differentiation exhibited by their student pOpulations, greater differentiation in teacher behavior might have produced some more startling outcomes. lAlbertal S. Gilinsky, "Relative Self-Estimate and the Level of Aspiration," Journal of Exceptional Psychology, Vol. 39 (1949), p. 3. 2Paul Campbell, "Self-Concept and Academic Achieve— ment in Middle Grade Public School Children" Unpublished Ed.D. Dissertation, Wayne State University, 1965). A STUDY OF TEACHER PERSONAL AND PROFESSIONAL ATTITUDES AS THEY RELATE TO STUDENT SELF-CONCEPTS AND ATTITUDES TOWARD SCHOOL IN THE SIX HIGHEST ACHIEVING SCHOOLS IN FLINT, MICHIGAN \ J Theodore EE'Hagadone A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION 1967 - ‘F—“w-fi _._ DEDICATION To My Grandmother - The lady who made all things possible; who took a little boy and gave him all the aspi- rations and affection to aChieve such a task. She will not be present at the ceremonies but she will see it and be pleased. To My Family - My wife and children, Andy, Mary, Matt and Joy, who unselfishly give up the hours, months and years and whose encouragement and understanding made this possible. "Let me count the ways." To The Two Families - who at high school graduation encouraged me to go on to school. To All Those At Albion College - who encouraged the slow, backward young man; particularly, the Hendersons, the Sprankles, and the Sprandels. To The Mott Foundation - who said, "We think you have some ability and we dare you to prove it." I extend a particular gratitude to all the interns. To Michigan State University - which provided the resources and skills necessary. A particularly warm thanks goes to Doctors Campbell and Heald for the thoughtfulness and driving force. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS. . . . . . . . . . . . . . LIST OF TABLES. . . . . . . . . . . . . . . LIST OF APPENDICES. . . . . . . . . . . . . _CHAPTER I. II. III. INTRODUCTION. . . . . . . . . . . . 'Significance of Study . . . . . . General Questions to be Answered. Assumptions Underlying the Study. Purpose of the Investigation. . . Definition of Terms . . . . . . . BTU. . . . . . . . . . . . . Culturally Alienated . . . . Self-Concept . . . . . . . . Self-Image . . . . . . . . . Significant Others . . . . . Self-Concept. . . . . . . . . . . The High Achieving Student. . . . Programs for High Achievers . . . Grouping for Enrichment . . . . . Teacher Attitudes . . . . . . . . Teachers as Models. . . . . . . . Conclusion. . . . . . . . . . . . DESIGN OF THE STUDY . O O O O O O O The Research Proposal. . . . . Methods of Investigation. . . . REVIEW OF RESEARCH AND RELATED LITERATURE Selection of Schools for Participation Selection of Students. . . . . Selection of Teachers. . . . . Sources of Data. . . . . . . . Collection of Data . . . . . . Description of the ReSearch . . . Basic Data . . . . . . . . . . iii Page ii 10 ll l3 13 13 13 l3 l3 l4 14 32 41 45 49 54 57 59 59 60 60 61 62 62 62 64 64 CHAPTER Measurement of Self-Concept. . . . . My Opinions Questionnaire. . . . . . The Classroom Questionnaire. . . . . Minnesota Teacher Attitude Inventory Teacher Ideology Scale . . . . . . . Teacher Observation of Pupils in the Classroom. . . . . . . . . . . . . IV. ANALYSIS OF DATA AND FINDINGS . . . . . . Method of Handling Data . . . Findings. 0 O O O O O O O O Enrollment Data . . . . . . . Characteristics of Schools . . . . . Building Characteristics . Racial Composition of Pupil POpulation TeaCher Data 0 O O O O O O O O O O O smary O O I O O O O O O O O O O O O O BIBLIOGRAPHY. APPENDICES. Buildings. . . . . . . . . . . . . . Racial Composition . . . . . . . . . Teachers . . . . . . . . . . . . . . Student Achievement. . . . . . . . . Self-Concept . . . . . . . . . . . . School Concept . . . . . . . . . . . Mental Health Index. . . . . . . . . Minnesota Teacher Attitude Inventory Teachers' Observations of Pupils . . Social Concept . . . . . . . . . . . Personal Need Structure. . . . . . . Learning Index . . . . . . . . . . . Teachers' Educational Ideology Scale Teacher Degree of Fulfillment. . . . Analysis of Correlations . . . . . . Least Squares Regression Analysis. . AUTOBIOGRAPHICAL STATEMENT. . . . . . . . . . . . iv Page 65 66 67 69 70 71 75 75 77 77 79 79 79 103 127 127 127 127 128 128 129 129 129 129 130 130 130 131 131 132 133 147 154 179 10. 11. 12. LIST OF TABLES Enrollment Data by Grades Three Through Six for Six High Achieving Schools . . . . . . Enrollment Data by Grades Three Through Six for Thirteen BTU Schools . . . . . . . . . Building Data by Years of Construction, Age and Community Addition for Six High Achieving Schools. . . . . . . . . . . . . Building Data by Years of Construction, Age and Community Addition for Thirteen BTU SChOOlS. O O O O O O O O O O O O O O O O Racial Composition by Percentage of Negro and Caucasian Students in Six High Achieving Schools . . . . . . . . . . . . Racial Composition by Percentage of Negro and Caucasian Students in Thirteen BTU SChOOlS. O O O O O O O O O O O O O O O O 0 Preparation of Teachers by Degree, for Twenty-four Teachers in Six High Achieving Schools. . . . . . . . . . . Preparation of Teachers, by Degrees, for Fifty-four Teachers in Thirteen BTU SChOOlSo O O O O O O O O O O O I O O l Race and Sex of Twenty-Four Teachers, by Grade, in Six High Achieving Schools . . . Race and Sex of Fifty-Four Teachers, by Grade, in Thirteen BTU Schools . . . . . Teaching Experience by Sex of Twenty-Four Teachers in Six High Achieving Schools . . Teaching Experience, by Sex , of Fifty-Four Teachers in Thirteen BTU Schools. .. . . . Page 78 78 80 80 81 81 82 83 83 83 84 84 Table 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. Page Number of Years Employed in the Flint Schools for Twenty-Four Teachers in Six High Achieving Schools. . . . . . . . . . . . . . 85 Number of Years Employed in the Flint Schools for Fifty-Four Teachers in Thirteen BTU SChOOlSO O O O O O O O I O O O O O O O O O O 85 Number of Years Experience for Twenty-Four Teachers in Six High Achieving Schools . . . 86 Number of Years Experience for Fifty-Four Teachers in Thirteen BTU Schools . . . . . . 86 Achievement Percentile Score Comparisons for Reading, Spelling, Language Arts and Arithmetic for Grades Three Through Six, as Measured by Standardized Achievement Tests, in BTU and High Achieving Schools . . 89 Pupil Coopersmith Inventory, Showing Sub— Scales for Self-Concept, School Concept, Social Concept, and Composite of Self, School and Social Concepts for Grades Three, Through Six, in BTU and High Achieving Schools . . . 91 Pupil Personal Need Structure Inventory Showing Pupil Need for Achievement, Affiliation and Influence for Grades Three, Through Six, in BTU and High Achieving Schools . . . . . . . 93 Pupil Inventory, Showing Classroom Attitudes Measuring Personal Motivation for Grades Three Through Six, in BTU and High Achieving Schools. . . . . . . . . . . . . . . . . . . 94 Pupil Inventory, Showing Classroom Attitudes Measuring the Teacher as a Learning Facilitator for Grades Three Through Six, in BTU and High Achieving Schools. . . . . . . . . . . . . . 95 Pupil Inventory, Showing Classroom Attitudes Measuring the Classroom Complementary Learning Process for Grades Three Through Six in BTU and High Achieving Schools. . . . 96 vi Table 23. 24 25. 26. 27. 28. 29. 30. 31. Page Pupil Inventory, Showing Classroom Attitudes Measuring the Classroom Complementary Learning Process for Grades Three Through Six in BTU and High Achieving Schools . . . 97 PUPil Inventory, Showing Classroom Attitudes Measuring the Learning Index for Grades Three Through Six, in BTU and High Achieving Schools . . . . . . . . . . . . . 98 Pupil Inventory, Showing Classroom Attitudes Measuring the Anxiety Level for Grades Three Through Six, in BTU and High Achieving Schools . . . . . . . . . . . . . 99 Pupil Inventory, Showing Classroom Attitudes Measuring the Emotionally Supportive Classroom Milieu for Grades Three Through Six, in BTU and High Achieving Schools. . . 100 Pupil Inventory, Showing Classroom Attitudes Measuring the Mental Health Index for Grades Three Through Six, in BTU and High Achieving Schools. . . . . . . . . . . 101 Pupil Inventory, Showing Attitudes About Their Classrooms Measuring the Social Climate for Grades Three Through Six, in BTU and High Achieving Schools . . . . . 102 Percentile Scores on the Minnesota Teacher Attitude Inventory for Teachers in the BTU and High Achieving Schools, by Grade, Sex, and Race.. . . . . . . . . . . . . . . 104 Teachers' Observation of Pupils in Their Classrooms Measuring Estimate of Pupil's Self—Concept, Estimate of Pupil's Class— room Behavior and Pupil's Achievement for Grades Three Through Six, in BTU and High Achieving Schools. . . . . . . . . . . 107 Teachers' Educational Idology Scale ‘ Measuring Classroom Learning Index, Mental Health Index, Group Process Index and In- dividual Differences Index in Grades Three Through Six, in BTU and High Achieving Schools . . . . . . . . . . . . . . . . . . 109 vii Table Page 32. Teachers' Degree of Fulfillment in Working with Students in Grades Three Through Six, in BTU and High Achieving Schools. . . . . . 111 33. Correlation of Teachers' Estimate of Pupils' Achievement with Most Recent Intelligence Test Scores for Grades Three Through Six, in BTU and High Achieving Schools . . . . . 112 34. Correlation of Teachers' Estimate of Pupils' Achievement with Composite Achievement Test Scores for Grades Three Through Six, in BTU and High Achieving Schools . . . . . 113 35. Correlation of Teachers' Estimate of Pupils' Achievement with Teachers' Degree of Ful- fillment for Grades Three Through Six, in BTU and High Achieving Schools . . . . . . . 114 36. Correlation of Teachers' Estimate of Class- room Behavior with Teachers' Estimate of Pupils' Achievement for Grades Three Through Six, in BTU and High Achieving Schools. . . . . . . . . . . . . . . . . . . 115 37. Correlation of Teachers' Estimate of Class- room Behavior with Teachers' Degree of Fulfillment for Grades Three Through Six, in BTU and High Achieving Schools. . . . . . 116 38. Correlation of Teachers' Estimate of Pupils' Self-Concept with Teachers' Estimate of Classroom Behavior for Grades Three Through Six, in BTU and High Achieving Schools . . . 117 39. Correlation of Teachers' Estimate of Pupils' Self—Concept with Actual Self-Concept Scores of Students as Measured by the Coopersmith Self-Concept Inventory for Grades Three Through Six, in BTU and High Achieving Schools. . . . . . . . . . . . . . . . . . . 118 viii Table Page 40. Correlation of Teachers' Estimate of Pupils' Self-Concept with Teachers' Degree of Fulfillment for Grades Three Through Six, in BTU and High Achieving Schools. . . . . . 119 41. Correlation of Teachers' Estimate of Pupils' Self-Concept with Teachers' Estimate of Pupils' Achievement for Grades Three Through Six, in BTU and High Achieving Schools. . . . . . . . . . . . . . . . . . . 120 42. Least Square Regression Measuring the Inter- Correlations of Variables with Teachers' Estimate of Pupils' Self—Concept as the Dependent Variable and Forcing Indepen- dent Variables, in BTU and High Achieving Schools. . . . . . . . . . . . . . . . . . . 121 43. Least Square Regression Measuring the Inter- Correlations of Variables with Teachers' Estimate of Cla-sroom Behavior as the Dependent Variable and Forcing Indepen- dent Variables, in BTU and High Achieving Schools. . . . . .‘. . . . . . . . . . . . . 123 44. Least Square Regression Measuring the Inter- Correlations of Variables with Teachers' Estimate of Pupils' Achievement as the Dependent Variable and Forcing Indepen- dent Variables, in BTU and High Achieving Schools. . . . . . . . . . . . . . . . . . . 125 45. Least Square Regression Showing Inter- Correlations of Variables with Teachers' Degree of Fulfillment as the Dependent Variable and Forcing Independent Variables in BTU and High Achieving Schools . . . . . 126 ix LIST OF APPENDICES Appendix Page A Coopersmith Self-Esteem Inventory Questionnaire. . . . . . . . . . . . . . . 154 B Pupil Attitudes About Classroom Questionnaire. . . . . . . . . . . . . . . 158 C Teacher Observation of Pupils Questionnaire. . . . . . . . . . . . . . . 174 CHAPTER I INTRODUCTION NThe role of the teacher in the big city school system is a difficult one, for the teacher must make significant adaptations to pupil differences. Making these adaptations requires that the teacher, not only maintain the academic program of the school system, but also provide an emotional and ego supporting environment. This provides that the teacher give or maintain a strong interpersonal relationship between himself and the stu- dent. /There is also much evidence to support the idea that children learn in relationship to the manner in which they perceive themselves. Students achieve in re— lationship to the favorable or unfavorable images and expectations set forth for them by teachers. A study of this nature was recently completed by Robert Whitt, Mott Intern, Wayne State University (1965- 66), using the thirteen BTU Schools,l Flint, Michigan. These schools were selected as they were the thirteen lBetter Tomorrow for Urban Youth, An experimental program by the Flint Board of Education to reinforce the educational program in the thirteen (13) Inner City Schools in Flint. rs] - - -————__. _u_. ..-_.__--1 1.4 r. lowest achieving schools in the city. There has been much feeling since the completion of this study that the study should be replicated, using the same measurements and criteria, on the highest achieving schools in Flint, for as Kvaraceus,l Ausebel2 and Clark3 point out; the motivational differences between children of middle class parents and those of children from lower classes are quite far apart. The inner-city child seems more "present" orientated while the middle class child is "future" ori— entated. \/A great deal of attention is now focused on the inner-city or culturally alienated child, sometimes to the neglect of the middle and upper class child. This is not to say that the inner-city child does not deserve a great deal of attention, but this should not deprive the middle and upper class child of an equally thorough introspection, particularly in relation to self-concept and teacher attitude. According to Sherif and Sherif,4 that while it is thought that crowded slum neighborhoods (of large cities are the only seats of juvenile misdeeds, g 1William C. Kvaraceus, et al., Neoro Self-Concept (New York, McGraw-Hill, Inc., 1965), p. I8. 2A. Harry Passow, Editor, Education in Depressed Areas (New York: Bureau of Publications, Teachers' Col— lege, Columbia University, 1963), p. 14. 3 Ibid., p. 15. 4Muzafer Sherif and Carolyn W. Sherif, Reference Groups (New York: Harper and Rowe, Publishers, 1964), p. 281. - \vin fact over two—fifths of the juvenile court cases are contributed by suburban, small town and rural areas. The non-city courts have had the largest increase in recent years. Sherif and Sherifl go on to say that, in their research, they find that adolescent groups do exist in all neighborhoods and are directly involved in a large majority of official cases of deliquency. They suspect it is true in the more favored neighborhoods than in the underprivileged ones. This suspicion is backed by the studies of Wattenberg and Balistrieri (1950—1952),2 Wattenberg (1948),3 and Thasher (1944).4 .Thus the teacher becomes the one common denomi- nator for children of all stratifications. The goals, aSpirations and desires of all these children should be, in a large part, brought to the forefront by the school and the teacher is the cornerstone of this institution. A” "The most direct and effective way to strengthen 'the school as an ego supporting institution is to improve "the inter-personal relationships between teachers and Students."5 1Ibid., p. 280. 2Ibid., p. 280. 3Ibid., p. 280. 41bid., p. 280. 5Kvaraceus, op. cit., p. 110. _F_____——‘/ ‘___ .- Significance of Study Whitt in his study describes the inner-city chil- dren of Flint as similar to those in any large industrial city of America. The thirteen schools tested in the BTU Program run through a center strip in the heart of the city representing a hard core of poverty, cultural alienation and underachievement. This is in Opposition to the six high achieving schools studied which run along the outer fringe of the city ranging from low middle class to upper, covering from fringe housing on into suburban living. In the spring of 1964, the Flint Board of Education estab- lished the "Better Tomorrow for Urban Youth" or BTU Pro- gram. The purpose of this eXperimental program was to see if culturally alienated children could not be advanced along the road to better citizenship in a free society. The objectives were to provide the following: 1. A pre—school nursery program that would give these children a better start in language and social develOpment. 2. Adequate professional staff members who under- stand the needs of these children and are willing to develOp these skills and techniques to work with them. 3. Extra clerical help to prepare materials for teachers. 4. Increased health and family living services. .L—mv—u. v, . 4...; A- 5. A greatly increased in—service education program for staff members in these schools. Development of special teaching materials by the curriculum staff. Furnishing of instructional equipment and materials for classroom use in these schools as needed. Enrichment services to enrich the basic school curriculum. The staff of the district developed basic goals that would improve the educational program in these schools. These goals are: Improvement of total instructional program. Greater stability of staff in these schools. Desirable attitudes toward children in these schools. Improvement of teaching. Greater motivation for learning among these children. Improvement of self-image and performance of these children. Recognition of the Special strengths and positive contributions of all citizens. Strengthening of the community school philo- SOphy through improved family, social and civic pride. The staff proposed to implement these goals by: 1- Staff: a. Recruit and assign to these schools teachers with special qualities to meet the needs of the young people. WOrk with the personnel office to recruit these individuals. Personnel needs: a. Provide where facilities permit, enough teachers for self-contained classrooms plus enough special teachers necessary for a balanced educational program. Provide remedial teachers to diagnose difficulties and give special help in reading and arithmetic. Provide additional helping teachers. Provide assistance at the staff level. Provide additional clerical help. In—service Training: a. Reactivate a plan for providing partial tuition for teachers to take specific courses for the purpose of up-grading instruction for urban children. Provide funds for consultants for work— shOps. Provide an in-service consultant. 4. Equipment and Materials: I a. Provide equipment for use of modern r audio-visual aids (this would include projectors, screens, black-out curtains, etc.). b. Provide each school with a primary type- writer, if they do not have one. o. Provide reading kits. T d. Provide lower level reading materials. } e. Provide individual student materials. 5. Evaluation: As a part of the evaluation program, the Re- search Department has set up a five year longitudinal study. The study is keyed to the concept that this experimental program is only a partial solution to the academic ‘ inadequacies of these pupils. The image of T the children which exists in the minds of the teachers must be related to the needs and problems of the inner-city school.1 This study, as was the Whitt Study, is a result of the section of the prOposal that points to "Building a Better Image," as an important segment of the program. It is becoming more obvious that this problem exists in 1Minutes of meeting of Elementary Education Dept., 1963, Elementary Education Division, Flint Board of Edu— Cation. (In files of the Division.) ~— is T all levels of society, even though it may exist in greater number among the culturally alienated. Teacher attitude and student self-concept is not an isolated factor particular to the inner-city child. Even with acceptable academic achievement, there is the orientation of teacher-pupil and pupil-teacher relationships. Frank Riessman depicts this in saying, "The teachers' unfavor— able images and expectations militates against the respect and encouragement so needed by the child."1 This study was authorized by the Research Depart- ment, Flint Board of Education to fulfill a part of the five year longitudinal study to compare teacher attitudes and student self-concept of the high achieving to those in the low achieving range, to an end that the BTU Pro- gram or at least parts of it, should be extended to all schools. This study is designed to obtain self-images of a selected sample of students from a pOpulation of students in grades three, four, five and six. Teacher attitude toward these students and teacher attitude to- ward themselves as professionals will be measured and Compared to the Whitt Study. It is hOped that the study Will help implement the In—service Training aspect throughout the entire Flint System. lFrank Riessman, The Culturally Deprived Child (New York, Harper and Brothers, Inc., 1962), p. 18. In General Questions to be Answered this study the following questions were asked: Are there any significant differences in the self-concept of pupils enrolled in the Six High Achieving Schools and those enrolled in the Thirteen BTU Schools? Are there any significant differences to be found in the negative attitudes between the two groups? Are there significant differences between the two groups to be found in the deterioration of self-concept and school-concept as progress is made through school from grades three through six? Are there significant differences in the cor- relation between students' own self-concept and the perception of that concept by the teachers, between the two groups? Are there significant differences to be found in the mutual distrust and hostility between teachers and pupils as indicated by the emo- tional supportive environment and common understanding on the part of the teachers of the two groups? 10 .,,.___,. ‘L I *~v Assumptions Underlying This Study The following assumptions underlie this study: T 1. The reliability and validity of the various instruments used are assumed. A full des- cription of these instruments may be found in Chapter III. 2. It is assumed that expressed needs are felt ' needs and that at the time the instruments ‘ were administered to teachers and students, the attitudes and needs of the participants were accurately measured. ! 3. It is valuable to know whether there is a relationship between Teacher Attitude and Pupil Self-Concept. 4. It is valuable to know if there are definitive teacher attitudes that affect the learning within the big-city classroom. 5. It is valuable to know if teacher race or teacher sex is a factor within the big-city classroom. 6. It is valuable to know if there are variables that will indicate differences between gen- erally high and low achievers. i L I A I 11 Purpose of the Investigation There are three main purposes in this investiga- tion. The first is an attempt to gain additional suppor— tive evidence to uphold the hypothesis that self-concept is a basic factor in the learning process. Secondly, it is an attempt to further develOp and refine the methods of measuring self-concept, and lastly it is an attempt to . evaluate the effect that the teacher has on the student's academic and social life. The first purpose is to test the theories of Brookover, Mead, Combs and others that the self-concept of the individual is the significant limiting factor in an individual's personality. Moreover, that this per- ceptual approach to learning is a challenge to the strict biological approach as a defining factor in the behavior of Inan and his ability to learn. The second purpose is to utilize existing and mOdiJEied measuring devices on a highly specialized group 0f fligh-achieving pupils in an urban center to test these asstunptions. These results then may be used, in com- PariAson, with others obtained in culturally-alienated areass, to further define the causesand effects of self— conC'ept. If these factors can be further delimited betWENen the groups and more specific problem areas pointed out, ‘there will be far reaching implications for children at alJL levels of mental, physical and emotional backgrounds. 12 The last area concerns measurement of the effect that the classroom instructor has upon the self-concept. The size and prOportion of the effect, in relation to other biological and environmental factors could well show its effects on future training programs and additional personnel needed in the educational process. A better understanding of the child perception process may allow the institutions of higher learning to vary the instruc- tional programs for future educators to those with more understanding of child growth and development and mental health. Finally, this study is one of a series sponsored by the Flint Board of Education dealing with the method- ology, techniques and understandings that make up the educational process for the inner-city child. It has al- ready established the BTU Program to provide compensatory education for the culturally-alienated and this and Several other studies are aimed at the point that this, While a worthwhile step, may only be one of many others that are desperately needed to solve some of the educa- tiOna.l conflicts within the large metrOpolitan areas. This study is a continuing effort along these lines of the many facets that relate to the perceptual behavior ofboys and girls in the educational process, as it re- lates to success. 13 Definition of Terms A BTU is used in this study to mean "Better Tomor- A row for Urban Youth," and is a term used by the Flint Board of Education to identify their experimental program with the culturally alienated in thirteen inner-city schools. Self-Concept is used in this study to mean the Imay an individual perceives himself, in relationship to cythers, the teacher, the classroom and the school. Significant Others is used to denote the other EneOple in the environment, the important peOple, the ones tliat influence the perception. The organized community <3r*socia1 group which gives the individual his unity or self, may be called the "generalized other." The atti- [ ‘tude (the perceived attitude) of the generalized other is [ “the attitude of the whole community.1 I Culturally Alienated is used in this study to Ukean those who are estranged from dominant cultural values bur environmental, social and economic factors. Big City Schools is used here to denote those SCflaool systems, which today, have all the common problems of large urban populations, culturally deprived, slums, ghettos, and related race problems. 1Charles W. Morris (ed.) Mind, Self and Society (Chicago: University of Chicago Press, 1934), p. 154. y CHAPTER II REVIEW OF RESEARCH AND RELATED LITERATURE As a means of better understanding the fullness and complexity of this particular problem, past and pre- sent.writings and studies in these areas were reviewed. Such.sources as Encyclopedia of Educational Research, 5933 Educational Index, The Review of Educational Research, JELssertations and Dissertation Abstracts and current Insitings were examined as background material for this study. The basic premises of this study are that concept ImE self is an integral part of learning and that the att- iinnde of the teacher plays an important part in this selii-conception. Since the field is such a wide one, the areas selected for particular attention are: l. The nature and philOSOphy of self-concept. 2. Self-concept of the high achieving child. 3. Teacher attitude as it relates to self-concept. Self-Concept The self or self—concept, as a theoretical con- struct, has been discernible since the time of Descartes, l4 I 15% in the seventeenth century, with his use of "cogito" or self. It has been carried down in time by such scholars as Leibnitz, Locke, Berkeley, Hume and Freud. In the early 1900's, it held a prominent place in psychological writings with such supporters as William James and John [Newey, only to diaappear during the time of the Behavi— cxrists. The modern revival of the concept of self is auzcredited to the works of G. H. Mead, a social physcho- lxpgist and philOSOpher. Gordon Allportl maintains that all current physcho- Jxagical schools of thought regarding man's development, sstem from two diverse philoSOphical hypotheses. He groups £111 thought regarding man's psychological nature, his syrowth, and theories of learning with the Locean and Imaibnitz traditions at Opposite ends of a two polar con- Cepnn John Locke assumed the mind to be a "tabula rase," Ullank state) at birth. The intellect was a passive 'Uming acquiring content and structure only through the (KNTtact of sensation and the crisscross of association. ThEBILockean point of View is the prevailing Amerigan Eflhilos0phy on the develOpment of the individual. The Leibnitzian tradition in Opposition develOps the idea that . 1Gordon W. Allport, Becomin (New Haven, Connect— icut: Yale University Press, 1955), pp. 6—41. k_ 16 I Inall is not a collection of acts, nor simply the locus of acrts; the person is the source of the acts. To under- stnand what a person is, it is necessary to refer to what a Exerson might become in the future, for every state of thee person is pointed in the direction of future possib- iligties. Both John Dewey and William James saw self as a necuassary construct and that it must be considered as a vitaal element in the unity of the mental processes, Jamesl thcnaght of the self as a composite of thoughts and feefilings which constitute a person's awareness of his indjnvidual existence, his conception of whom and what he iS. George H. Mead,2 in his reviving of the concept of ‘selif in Mind, Self and Society, transmits in his symbolic intexractionist theory that the functional limits of one's abilgity to learn are determined by his self-conception of his ahfilities as acquired in the interaction with "signi- ficant:others." That which we call the self comes into being as a child, with all that is inherent in his makeup and comes to grips with the eXperiences of life. The self, as it finally evolves, is made up of all that goes into a person's experiences of individual exis— tence. It is a person's "inner world." It is a 1William James, The Principles of Psychology, VOl- I (New York: Henry Holt and Company, 1902). . George H. Mead, Mind, Self and Society (Chicago: Un1versity of Chicago Press, 1934), p. 43. ¥ g 17 cnomposite of a person's thoughts and feelings, stri- xrings and hOpes, fears and fantasies, his views of vihat he is, what he has been and what he might become eund his attitudes pertaining to his worth.l This functional definition of self by Jersild re- flectzs the contemporary thinking. This present day con- cept; is an attempt to assess the process by which a child beccunes aware of himself and is mainly by inference; as the Inature of his awareness cannot be directly assessed. Jertsild concludes that the self includes at least three components : l. The perceptual component: the way one sees himself, his body and the impressions he makes on others. 2. The conceptive component: the way he con— ceives his distinctive characteristics, his abilities, resources and limitations; also his background, origin and future. 3. The attitudinal component: the feelings he has toward himself, the tendency to view him- self with pride or shame and his attitudes of self-esteem and self-reproach.2 Whereas the self is a subjective process it can also take on an objective nature. A person can say of himself, "This is how I think and feel," but he can also \ ( lArthur T. Jersild, Child Psychology, 5th Ed. EnglewOod Cliffs, N. J., Prentice-Hall, Inc., 1960), p. 116. 21bid., p. 117. 18 I gotDlltSide of this realm and look inside and say objec- tively, "Why do, I think and feel this way?" This self analysis is probably the most important phase as it is here: that the individual begins his growth. It is an intezresting point to note for further investigation whetflaer this objective analysis process can become a conqpletely self-fulfilling system or whether it is and must: remain an assisted process. The best referral here is t1) the culturally alienated children of the Whitt struiy in Opposition to the culturally advantaged children usedi in this study. Are the culturally advantaged chil— drer1 able to take advantage of their surroundings by an objexztive self examination and putting these in the mental procxesses, able to move ahead on their own? If this is A true”, then the children in the Whitt study will show a Great.jnmmovement in their self—concepts and mental pro- cesses with the implementation of the BTU Program and the adding of those external components. There seems to be I one external force that cannot be added in the form of a SOlid material item and that is awareness of belonging to a Particular ethnic or social group. This awareness be- gins to show up in the middle or later elementary years. Horwitzl noted that children who seemed to be aware of \ lR. Horwitz, "Racial ASpects of Self-Identifica- tion," Journal of Psychology, Vol. 7 (1939): PP- 91'99° L ___,___.____l I V 19 being a member of a minority group still would choose a Efirrture of a majority group member as being most like himself. Wylie has found though while experimenting with mnccess and failure and self-regard that: ...subjects will under certain conditions, change their self-evaluation after experimentally induced success or failure. These changes are most likely to involve self-rating on the experimental task itself, or on the characteristics which have been evaluated and are at least likely to involve reports on global self-regard. The latter seems to be affected little if any by a single experimental failure or evaluation. There is some evidence that changes in self-rating upward after success are more frequent than are changes downward after failure.1 The concept of self is further complicated in the (nLLturally different environment in that a person will go U3 extreme lengths to protect, vindicate and defend a POSition of self. The self is a growing and changing Phenomenon; it is also strangely enough geared strongly 'UDjprevent growth and resist change. Persons have been '“nywh.to use every conceivable mechanism to preserve self eV'Ein'though it is based on falsehoods. Dr. Earl Kelly's Work on perception, its selectivity and the fact that pe0p1e "choose that which the self feeds upon," has very Significant meanings for children in today's educational \ S 1Ruth C. Wylie, The Self Concept, A Critical . ~19353L43f Pertinent Research Literature (Lincoln: Un1— verSIty of Nebraska Press, 1961), pp. 91-99. 20 worlti. This condition has been pictured by Jersildl as the "idealized self," which unfortunately is not always the 1:eal self, but a perfect one as visualized by the chiléi. Why then all the concern on the part of parents and tzeachers for self, if the child himself cannot visu— alize: an exact self, how can others? Should all efforts in tiris direction be given up? The answer is no, like aLl.infant projects that are not clear, this too must be pursued. For some time now educators have been aware that factors other than mental ability or biological back— grourmi affect childrens' learning. Robert Bills2 speaking on berualf of the self-perception psychologists, believes that.ssince learning is a self-actualizing process, the self-(noncept of a child influences his ability to function effectvaely. The concept of self is an awareness of one's persorual existence as an entity, separate from other selves;. Basic with the self-concept of individuals are Values; and beliefs, as well as the awareness of the attitluies of others toward the individual. Milton Rokeach3 \ l . . Jer31ld, Op. c1t., p. 206. ti 2Robert Bills, "Believing and Behaving: Percep- Yegnbafhi Learning," Learning More About Learning, 3rd Ed r CK?k of A.S.C.D. (Wash1ngton, D.C., 1959), Nat1onal neat lon As sociation . 3Milton Rokeach, The Open and Closed Mind (New Basic Books, Inc., 1960). York; 21 hits devised a dogmatism scale to measure the openness and clxosedness of the belief systems of adults. He proposes triert these belief systems as an integral part of the in- djsvidual's belief system are open or closed. Further, trlis scale seeks to find the relationship between self arni the ability of the individual to act on relevant in- fcxrmation, unhampered by other factors that arise within tile individual. At least fifteen different instruments have been dervised in the past few years to measure some form of an irniividual's concept of himself. Some of the efforts to c01:relate findings involving two or more of the instru— merrts indicate the possibility that essentially the same elennents of the personality may be measured by several of theuse instruments as indicated by Strong and Feder.l Ex- PEIfiJnents by Videbeck2 back up the theory, "that self— COnxzepts are learned and that the evaluation of others P1a§zs a significant part in the learning process." His Stxkiies indicate significant changes in self-ratings after only> one session with the evaluator. In further support 0f tilis position that people who are significant or 1Donald J. Strong and Danial D. Feder, "Measure- ments of the Self-Concept: A critique of the Literature," Wf Counciling psychology, Vol. 8 (1961), pp. 37-44. . 2Richard Videbeck, "Self—Conception and the Reac— tion Of Others," Sociometry, XXII (December, 1960), PP- 35l~359. __—_______ 22 important to another person do influence the self-concept of this person is the study by Rosen, Levinger and Lippitt.l They found a positive relationship between a person's de- sire for change and the wishes of others for this. Clarke2 found a positive correlation between a student's academic performance and his perception of the academic expectancies held for him by significant others. "A normal child who is expected to learn, who is taught and who is required to learn, will learn. "3 According to Rosenberg4 "when the affective and cognitive components of an attitude are inconsistent to a degree that exceeds an individual's 'tolerance limit' the attitude is unstable and subject to reorganization." Again lending support that the teachers can reinforce and bolster the self-concept of students. Further evidence that others can influence self-concept is provided by Staines5 who —— . lRobert Rosen, G. Levinger and R. Lippitt, "D- elred Change in Self and Others as a Function of Resources OWnership," Human Relations, XIII (1960), pp. 187-192. 2W. E. Clark, "The Relationship Between College APadennic Performance and Expectancies" (Unpublished Ph.D. DJ-SSertation, Michigan State University, 1960) . 3Passow, Op. cit., p. 157. 4Milton Rosenberg, "A Structural Theory of Att- itUde R—2 Synamics," Public Opinion Quarterlj. XXIV (1960)! PP0 319-40. ' 5J. W. Staines, ”Self-Picture as a Factor in the glassroom," British Journal of Educational Psychology, XVII (June, 1956), pp. 97-111. 23 Ideanonstrated that teachers, through their roles as signi— :fix:ant others, can alter the self-concept of their stu- dents by making positive comments to them as well as ccrweating an atmosphere of psychological security. These :fiJndings are related to those of Davidson and Lang,1 who fcnind that children's perception of teachers' feelings tcnnard them correlated positively and significantly with seLlf-perception. The more positively the child feels trust the teacher has positive feelings toward him, the higher will be his achievement. Ruth Wylie2 has conducted the most extensive re— seaurch in the area of self—concept. She categorizes the studies into twelve groups: 1. DevelOpment of self-concept. 2. Parent-child interaction and the self-concept. 3. Social interaction. 4. Body characteristics and the self-concept. 5. Effects of counseling or psychotherapy of the self-concept. 6. Learning and the self—concept. 7. Effects of lobotomy on the self-concept. , 1H. H. Davidson and G. Lang, "Children's Percep- t1 n cxf Their Teacher's Feelings Toward Them Related to Self Perception, School Achievement and Behavior," Journal Wrimental Education, XXIX (1960) , Pp. 107—118. 2Wylie, op. cit., pp. 119—149. 24 8. Relationships between adjustments and self- gard. 9. Acceptance of self and acceptance of others. 10. Self-esteem and ethnocentrism. ll. Self-esteem and behavioral level. 12. Self—concept and level of aSpiration behavior. In reviewing the classes of research outlined above, Wylie found only a small amount of research di- rected at learning theory and the develOpment of self- ) Concept. I Actually all of the classes of variables mentioned thus far (1 through 7) in this section assumes that the self-concept is developed and modified through learning. This implies the principles and theories of learning derived through experimental techniques should be relevant. Helper's study, however, is the only one discussed thus far which attempted to make an eXplicit connection with the general psychology of learning; and even his study was not directly con- cerned with the learning process. Apparently only one experiment involves the learning of self-referent statements and thus, may be said to be trying to effect a direct connection between learning theory and the learning of the self—concept. fhalper's2 study is concerned with child-parent interaction and.self-concept. Helper found that correlations between parents' evaluations of their children and the child's Concept tend to be small but consistently positive. He developed his hypothesis about the develOpment of chil- dren's self-concepts from the Dollar, Miller and Osgood lIbid., p. 3. 2M. M. Helper, "Learning Theory and the Self-Concept," Egggnal of Abnormal Social Psychology, Vol. 51 (1955), PP. 184-94. g 25 theories of verbal learning, hence the reference to learning and self-concept mentioned by Wylie. Gilinsky'sl study of self-evaluation and the level of achievement demonstrated that self-cOncept is useful in predicting a student's level of achievement or aspira- tiona1.behavior at a correlative rate of .67 between the studenrt's perception of the I. Q. and the stated actual I. Q. of the group studied. A recent study by Paul Campbell2 supports this relationship between self-concept and achievement. Campbell's study used the COOpersmith Self-Esteem Inven- tory. Poor adjustment, anti-social values and exhibi- tionism appear to picture those students who obtain high SGlf-esteem scores, while scoring relatively low in aca- demic areas. In dealing with self—concept, it has been found likit Negro children have dark self-images due to the fact t1lat their color assigns them to an inferior status in 0‘13? society. As minority group children learn their inferior status to which they are assigned and observe they are usually segregated and isolated from the more privileged members of their society, they react with \ lAlbertal S. Gilinsky, "Relative Self-Estimate and ting Level of Aspiration," Journal of Exceptional Psychology, V01. 39 (1949), pp. 256-259. 2Paul Campbell, "Self-Concept and Academic Achieve— '“9nt in Middle Grade Public School Children" (Unpublished Ed. D. Dissertation, Wayne State University, 1965). 26 :I:‘s that the child is in his present position, along with the necessary biological factors. Such homes and schools are more likely to provide the Opportunities for living, learning and growing that are necessary to the needs of 1Douglas Bush, "Education for All is Education F01? None," New York Times, October 15, 1954. ¥ 34 loright children. They are problems though that come as 1:hese children advance and move into a larger, less con— genial world. The activities of the other children move a1: a different tempo, the school work is geared to a lcnner level and the environment does not take into account huis unique abilities. The high-achiever may be recog- nized, at times by the best work done at classroom stan- dexrds, promptness and eager participation. Others may be ntJted by the indepth questions they ask, but there are trnose which do not fit these patterns. They are the mix- cklief makers, the belligerent, that irritate and disrupt the routine atmosphere. Before we go too much further, there should be a deefining of terms, to prevent unnecessary co-mingling of ixieas. James M. Dunlapl defines the educationally gifted as; those with I. Q.'s of 120 and above. This group makes uF> from the top 5 to 10 per cent of all unselected school Ctnildren. This statement has a rather narrow definitive na«ture to it, for it uses only the one criterion, the old "hNJgaboo," of educators, the I. Q. Recently, scientists of ‘the human mind have pointed out to us that there are OVEtr one hundred and twenty factors involved in the human 1James M. Dunlap, The Education of Children with §_§fih Mental Ability, The Education of Exceptional Children anfil Youth (Prentice- Hall, Inc., 1958), p. 148. 35 lxrain with the learning process and that present I. Q. txests only measure twelve of these. With this in mind, it: is more preferable for this paper to use the definition offered by Witty,l "...the pupil whose performance in a 3pcrtentially valuable line of human activity is consis- tenntly remarkable." This line of reasoning allows us (I) then to take in the many categories; the gifted; Farquhar' arnd Payne's over-achievers and our own high-achievers. There are some very definite characteristics per- taLining to this group, which have been clearly defined by research. Probably the most composite is that of Dunlap.2 Positive Characteristics: 1. Curious as indicated by the depth, kind, scope frequency of their questions. 2. Show interest in words and ideas as demon— strated by their use of dictionaries and other source books. 3. Have rich vocabularies marked by originality of thonght and expression. 4. Enjoy reading, usually at a mature level. 5. Seek older companions among children and en- joy adults. 6. Read rapidly and retain information. 7. Have a sense of humor and are cheerful. 8. Have a strong desire to excel. lPaul Witty, The Gifted Child (D. C. Heath and CC>1T1pany, Boston, 1951), p. 149. 2Dunlap, Op. cit., pp. 149-150. 36 9. Are quick to comprehend. 10. Follow directions easily. 11. Have ability to generalize, to see relation- ships and make logical associations. 12. Are interested in science, astronomy and the nature of man and his universe. 13. Likes to do research, to tabulate, to classify, to collect and to keep records. 14. Shows initiative and imagination. 15. Have good memories. Negative Characteristics: 1. Restless, inattentive, disturbing or annoying to those around him, like many children who have unmet needs. 2. Poor in spelling, careless in handwriting or inaccurate in arithmetic because they are im— patient with details. 3. Lackadaisical in completing work or handing in assignments and indifferent toward classwork when disinterested. 4. Outspokenly critical both of themselves and others, an attitude which often alienates adults as well as children. From the above materials it is easy to observe thai: it is not only the culturally alienated that need the Stepped up BTU and Head Start Programs but that the average American classroom have left these children equally far behind. This falls in line with speeches of HaxfingJrst, Coombs and Melby concerning the fact that we cannOt have free and equal education for all; to have equal education to doom all to mediocrac—y. Free 37 education, if it is defined as the right of all students to be free to explore and experience within their abilities, is the key to all education. Flint has in thepast few years begun a program called the Personalized Curriculum Program, better known as PCP among the staff. This program was and is designed to prevent the drOp-out from drOpping out and to help re- turn the drOp-out to the classroom. The amazing finding of the program was, not that they had many of the slower learners but that the majority were the high achievers or the gifted. The equal part of the educational program was not enough to challenge them. Among them were I. Q. 's of 140 and 160 who could not see the sense to the day to day boredom and lack of challenge. The PCP program is changing all of this by enlisting the better teachers within the system, in small classes, to offer a challenge to these students on a personalized basis; along with councilors to help on the personal problems. Many of these students are now staying in the educational system, because the needs of their personal self-concept are being met. Another startling revelation to the equal educa- tion form of mediocracy is the recent attempts at Troy, Michigan, High School to teach responsibility and decision making. They have allowed students to select their own ScJhedules, subjects, teachers, study patterns and move- ments between classes. During the beginning weeks of the z 38 new system great confusion on the part of the students, mainly the juniors and seniors. For while the American education system has prided itself on teaching respons- ibility and decision making, these students when finally mxnfronted with these were dumbfounded and incapable of anytion. They had been told what to do, when to do it, anti how to do it so long they could not readily COpe with these responsibilities. The main area of concern seems to be in how to idenntify these children. Dr. Benjamin Finel finds there are; an estimated 5,000,000 of these children in the United Startes and of these 1,000,000 are under-achievers, some to ‘the point of failure and drOpout. Despite these num- bezrs there are few school systems with enrichment programs for: these children. There are outstanding programs at sucfli places as Cedar Rapids, Iowa; Quincy, Illinois; Porfl:land, Oregon and San Diego, California and brief de- SCIZLptions of these may be found in the Survey of the Egfluaation Of Gifted Children but beyond this there is very litfllle evaluation material available as guidelines to such Programs and the selection processes. Many of these stu- dents are overlooked as classroom bores who always know \ lBenjamin Fine, Milwaukee Journal, August 28, 1966. 39 the answers, others as trouble makers and others as the quiet ones who sit in the corners. Some do not want their identities known for the teacher will just pile on more of the same boring work, others as Albert Einstein and Thomas Edison were driven out because of a lack of challenge. There is still no one method of adequate identification for these children. It is at best a collection of teacher judgment, group intelligence and achievement tests and then the findings on an individual testing pattern. Ex— perience has shown that teachers alone have only been able to identify about one-half of the gifted in their rooms. With the addition of checklists anecdotal records, socio- grams and other measuring devices still only a few more picked up. School achievement tests are another good means as high scores in language usage, reading compre- hension, grammar, arithmetic reasoning are informative. On the other hand, low scores do not always predict a low intelligence but merely a boredom with the material. High achievers also can be more reasonably eXpected to come from better residential areas and suburbs, where the home environment and parents are more receptive to eduCational StatUS as revealed in a study, Survey of Exceptional Chil- l . m- This environment as well as the mental dlfferences \ N 1Survey of Exceptional Children (Pleasantville, ew York, First Supervisory School District, North West- Chester County, 1954). 40 may account for the differences of attitudes found by Strangl between average and high achieving children. The average child was much more concerned with the tangible items of life such as marriage, Operating a car, allowances and personal responsibilities; while the gifted were much more concerned with the intangibles as world peace, rela- tionships with peers and personal reading habits. Strang's Attitudinal Differences Average Gifted Feeling of increasing independence and self direction 25% 17% .Awareness of increasing responsibility 18 6 Satisfaction with own body growth or status 18 33 Sartisfaction concerning relationships 'with peers 32 43 Desire for greater acceptance with peers 6 ll Desire for personality change l3 l9 Enjoyment of voluntary reading 20 38 Interest in sports 12 19 LaCfli of closeness with parents 5 12 1Ruth Strange, Gifted Adolescents' Views of 92322££§g_gp, Exceptional Children (October, 1956), pp. 10-15. 41 Programs for the High Achievers An enrichment program for these students within the regular classroom is an easy matter as far as admin- istration, but does not afford the attention to any but the average child. There is not enough time for the tfleacher to devote her time to the retarded, average and tile above. Havighurst, Stivers and DeHaanl have observed irl small communities where the neighbors know which child is in what classroom, an enrichment program or programs irl math, reading, the humanities, science or fine art, axfoids the necessity of pointing to individual children as; being bright. It satisfies the community, parents and SCflnool personnel that no child is receiving special treat— fluent. However, certain disadvantages occur in these cir- CLnnstances, in that abilities of children are not dis- C<>vered at all, except on the basis of classroom achievement <3r group tests. Many of those who have the greatest need aare left unchallenged. A practical disadvantage to regular Cilassroom enrichment is that it places an intolerable bur— dO intensive research into just one area for a period (of time. In some areas the contract plan is used which Iltilizes all facets; group planning, independent work, lxeadership responsibility, original eXperimentation and Eflahool or community responsibility. One such example vwould be at the early level to set up a store; stocking id: by trips to the supermarket, the financing by trips tKD the bank and the advertising by going to the news- IPaper. From this many sidelines and personal interests <3evelop, for when children feel at ease within an environ- lIlent many of their frustrations disappear and talents ap- Pear. Any program for bright children must stimulate I I 49 positive attitudes, develOp good work habits, and en- courage creative pursuits necessary for success in school work and later life compatibility. Summary If the gifted or high-achieving are to be utilized to their fullest extent and they themselves are to lead full, productive lives, then they, like all other groups must be given a specialized curriculum. Full attention must be given to all groups, within their own bounds; if this is done the frustrations and tensions will be re- lieved and each can proceed to his highest accomplishments and thereby dismiss much of our present educational ciilemma. Teacher Attitudes There is little doubt that attitudes are, in a large part, a major contributing factor to the effective- ness of the teacher and the learning process. The role of the teacher to each student and his responsiveness to this role is a unique occasion between these two people and cannot be duplicated. Because of this unique rela- tionship it may be said to be an art. Kahil Gibran, in "On Teaching," states it most eloquently: Then said a teacher, Speak to us of Teaching. And he said: No man can reveal to you aught but that which lies already half asleep in the dawning of your 50 knowledge. The teacher who walks in the shadow of the temple, among his followers, gives not of his wisdom but rather of his faith and his lovingness. If he is indeed wise, he does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind. The astronomer may speak to you of his under- standing of space, but he cannot give his understanding. The musician may sing to you of the rhythm which is in ' all space but he cannot give you the ear which arrests the rhythm nor the voice that echoes it. And he who is versed in the science of numbers can tell the regions of weights and measures but he cannot conduct you either. For the vision of one man lends not its wings to another. And even as each one of you.stands alone in God's knowledge, so must each one of you be alone in his knowledge of God and in his understanding of the I earth.l "I believe teaching is an art, not a science. Treaching involves emotions which cannot be systematically ennployed in human values and are quite outside the grasp Of science."2 Attitude is the predisposition of the individual to evaluate some symbol or object or aspect of his world in a favorable or unfavorable manner. Opinion is the verbal expression of attitude but some atti- tudes include both the effective, or peeling core of liking or disliking, and the cognitive or belief elements which describe the objective of the attitude, its characteristics and its relation to other objects. All attitudes, thus include beliefs, but all beliefs .- .__._._ __. ____._._ 1L. . lKahil Gibran, The Prophet (New York: KnOph Pub- llShing Co., 1929), pp. 56-57. 2Paul Woodring, A Fourth of a Nation (New York: MCGraw—Hill, Inc., 1957), p. 59. i 51 are not attitudes. When specific attitudes are or- ganized into hierarchical structures, they comprise value systems. Katz2 classifies attitudes into four categories: (1) utilitarian or adjustive (2) ego defensive (3) value «expressive and (4) knowledge based. The utilitarian att- itude comes into play as the beholder designates to it a Idseful purpose in the completion of an end or goal. The effectiveness of this attitude comes with the individual perception as to the reward, goal or punishment. The _§go defensive guards the individual from the internal in- fluence of the self and the extreme external forces of the environment. This defends the personality from severe .inner or outer pressures. The value expressive are the Inereantile areas which help sell others on the values of tflne holder. They help defend the self-concept and shape it to a personal satisfaction. The knowledge based lends stability to the individual as he studies standards and reference frames. They provide consistency to what other- wise might be turmoil. Teacher Attitudes Concerning Pupils It is naturally assumed by all concerned with ed— ucation that a good teacher attitude is necessary for the lDaniel Katz, "A Functional Approach to the Study Of Attitudes," Public Opinion Quarterly, XXIV (1962), PP. 163-168. 2Ibid., pp. 168-205. 52 learning situation and pupil fulfillment. Phillips states 'that it is possible at this time to effectively measure the teacher's effect on student progress. The outcome of teaching would be completely de- termined by at least four factors: the characteris— tics of the teacher, the students, the subject matter, and the class as a group. And what is more important, it appears to be the interaction of these factors which partly produces differences in the outcome in teaching. This multiplicity of factors makes the finding of a simple solution to the teaching situation very diff- icult. William Menninger in a message directed at teach— ers has this to say: Most teachers are acquainted with what psychia- trists call the three basic parts of the personality-- the conscious, the unconscious and the conscience. The unseen energy drives or forces generated in these parts of the "personality anatomy" make us the peOple we are. Some of our automatic responses and behavior pat- terns are the result of attitudes formed in early childhood. Relationships with our parents, our brothers and sisters and our teachers have all played a part in the develOpment of our personality--just as, in turn, our personality and attitudes toward our students are affecting their development... Since your students may be affected by your patterns, it is im- portant that you understand them.2 lBeeman N. Phillips, "The Individual and the Class- r00m Group as a Frame of Reference in Determining Teacher Effectiveness," Journal of Educational Research, Vol. 58 (November, 1964), p. 19. 2William Menninger, "Self Understanding For Teach— ers," National Education Association Journal, Vol. 42 53 Riessmanl deals with the subtle discrimination in the classroom in his work on teacher attitude. Teachers' :personal desires and eXpectations work unfavorably against Inany of the students in the classroom. In a study using 'the stated educational beliefs of one hundred and nineteen elementary teachers, Oliver2 contrasted these with the actual classroom practice. The four basic concepts of education used in the study were: 1. Good teaching recognizes and provides for in- dividual differences among children. 2. Human growth and develOpment is a continuous process. 3. Real learning is based on experiencing. 4. Learning proceeds best when related to the interests and experiences of the learner. To verify the degree to which teachers held to 'these four principles, a fifty item checklist of educa- tional beliefs was used. The teachers showed a high de- gree of correlation to these beliefs but an evaluation of the actual classroom showed a wide variance between the two. The correlation between the belief item and the evaluation was 31, showing only a small significance.4 lRiessman, Op. cit., p. 128. 2W. A. Oliver, "Teacher's Emotional Beliefs Versus Their Classroom Practices," Journal of Educational Research, XLVII (September, 1953), pp- 48-49- 3 Ibid., p. 53. 4Ibid., p. 53-54. 54 The following are the conclusions of the Oliver Study: 1. Teachers in general have little real under- standing of the basic principles of child growth and development. 2. Teachers have not been given the necessary techniques to develOp a classroom based on child growth and develOpment. 3. The actual provision for individual differ— ences in most classrooms is limited. 4. The learning experiences are in most cases still limited to assignments, recitation type of activity. "I'll make a rash statement," said F. C. Rosecranze, dean of the College of Education at Wayne State University, in Detroit, "I'll say that I think that teacher education rupw is where medical education was in 1910, before the 1?lexner Report."2 Dr. Earl Kelly3 also of Wayne, in Ekiucation For What is Real, states that we know how to 'teach children and still don't do it, then we are giving the impression that we don't care. Teachers as Models Miriam L. Goldberg, in an abstract from "Adapting Teacher Style to Pupil Differences," constructs a model teacher with the following attributes: 1Ibid., p. 54-55. 2Martin Mayer, The Schools (New York: Doubleday arki Co., 1963), p. 455. 3Earl C. Kelly, Education For What is Real (New York: Harper and Row Publishers, 1947), p. 9. 55 l. A successful teacher of the disadvantaged is one who respects the children in his classes and, they, in turn, respect him; sees the children in his classes quite realistically, views the alien culture of his pupils, not as a judge, but as a student, knows that many of his children bear the scars of intellectual under—stimulation in their early years, knows and understands and has seen the physical con- ditions under which they live. 2. The successful teacher of the disadvantaged child meets the child on equal terms, as per- son to person, individual. What Dr. Goldberg speaks of here as the disad— ‘vantaged child, should apply to all children. Disadvan- 'taged here applies only in the pecuniary sense and is not loroad enough, for all children need this model teacher. :Kvareceus tries to make the point that this is not just tflie problem of the culturally alienated but that of all Ilarge metropolitan areas. He alludes to pressures of tliis type of system as being damaging to its pupils. Although the big city system accepts all children, it does it on its terms. These terms frequently de— mand renunciation of differences...personal, social and cultural and constant submission to the processes of conformity and standardization. Most schools achieve their goals at the price of some loss of privacy, identity and individuality.2 ,' 1Miriam L. Goldberg, Mobilization for Youth, Adapting Teacher Style to Pupil Differences," March 11, 3%9637 Abstract (New York: Horace Mann-Lincoln Institute, 963). 2William C. Kvareceus, et al., Negro Self-Concept “New York: McGraw-Hill, Inc., 1965), p. 93. 56 It is not fair to heap all of the blame upon the school for there are many other sources of frustration for the children; the home, the peer group relations and the church. Still the school remains as that one area which has a large block of the child's time and also has the trained, educated people to effect a change in the self—concept. As Rosenberg puts it, "When the affective and cognitive components of an attitude are inconsistent to a degree that exceeds an individual's 'tolerance limit,’ the attitude is unstable and subject to reorgan— ization."l Along with this feeling of Rosenberg's that the self—concept level can be raised comes support from Combs, in the following: Good teachers have always been concerned about individual children and the classroom atmOSphere or climate. These teachers have been concerned with the immediate, with changing ways of seeing things, with bringing knowledge and information to bear on the child's world in such a way that things are seen dif- ferently or that new ways of seeing things are learned. They know a good present experience is good for a child no matter what he has to put up with elsewhere. Good teachers are not like other people. They are not even like each other. They are intensely themselves and have learned to use those selves ef- fectively and efficiently in tune with the situations and purposes within which they operate. If good teachers are unique, then a good school must be a place where unique and different people work together. Since good teaching is a highly unique and personal thing, the school which seeks to make all its teachers _ lMilton Rosenberg, "A Structural Theory of Att- ltude R-2 Dynamics," Public Opinion Quarterly, XXIV (1960), pp- 319-340. 57 alike will only succeed in producing the most banal mediocracy... It will recognize that from such dif- ferences in teachers the most significant values for children come about.1 Conclusion In concluding the review of the literature and research there comes forth the strong feeling that self- <:onceptualization does play a strong play in the develop- Inent of a child and that during that part of the time 'that education has the child in its domain the teacher is 'the significant factor. The teacher's attitude does play (a.dominant role in the learning process. Kvaraceus re— Iporting in Negro Self-Concept, says that the attitudinal rx>le of the professional staff member is highly signifi- cxant. "The most direct and effective way to strengthen tflie school as an ego supporting institution is to improve tflie interpersonal relationships between teacher and stu- dents . 2 There is a deep committment by Combs3 to the Isffect that teacher attitude be concerned with the indi- ‘Vidual child, especially in the area of failure. There 1Arthur W. Combs, "Teachers Too Are Individuals,‘ Ithpublished address at Association for Supervision and (hxrriculum Development Conference, 1962. 2Kvaraceus, Op cit., p. 110. 3Combs, Op cit., p. 232. 58 are other reports from Ausube,l Sexton,2 Deutach,3 and Haubrich,4 concluding that the teacher in the big city school must be of a special nature, requiring certain attitudes, special training and a deep personal philosophy that will aid the self—concepts of the students. Again in the poetry of Gibran: "give not of his wisdom, but rather of his faith and lovingness."5 lPassow, op cit., p. 109—141. 2Patricia Cayo Sexton, Education and Income (New YOrk: Viking Press, Inc., 1961), p. 14. 3Passow, op cit., pp. 163-180. 4Ibid., pp. 243—261. 5Gibran, op cit., p. 56. CHAPTER III DESIGN OF THE STUDY The Research Proposal Under the provisions of a Mott Inter-University erllowship, Mr. Theodore E. Hagadone proposed a study of 'the high-achieving schools to Mrs. Harriet Latimer, IDirector of Research, Flint Board of Education, as a com— }parative study to "A Study of Teacher Personal and Pro- fessional Attitudes as They Relate to Student Self—Concept and Attitudes Toward School in Thirteen Inner—City Schools irl the Flint Experimental BTU Program, done by Dr. Robert L. Whitt, Wayne State University, 1965. The Research IDepartment was already involved in several studies of the Children and teachers of the Flint Schools in cooperation With Dr. William Morse of the University of Michigan. Through the efforts of Mrs. Latimer and Dr. James Heald, Michigan State University, the proposal was coordinated into a study that would continue and enrich the studies that were already under consideration by the Flint Board Of Education. The study concerns itself with the comparison of Students in the high achieving schools to those BTU stu— cients of the Whitt study. 59 60 All research conducted in this study was conducted under the guidance of Mrs. Harriet Latimer, Director of Research, Flint Board of Education. The schools selected for the study were the six highest achieving elementary schools in Flint. All were ranked a year and above the National Levels for grades three, four, five and six by Science Research Associates and Stanford Achievement Tests. The selected schools serve the outer Northwest edge of the city and represent the best of academic achievement and social-economic stability that characterize the sub- urban—urban fringe environments of most of our large urban areas. The research in this study was conducted as a concerted effort to reproducing the exact test standards, conditions, and designs of the Whitt study. This was done 'with the able guidance and supervision of Dr. Whitt. The study was designed to bring a different perspective to Ibasically the same problem and is in this sense, a comple- Inentary study. Methods of Investigation Selection of Schools for Participation The schools in this study were selected on the bElsis of achievement scores on SRA and Standord Achieve- Ineaznt Tests, according to national norms, from the forty-' fO'ur'elementary schools in Flint, by the Flint Board of . 61 Education Research Office. The six (6) schools are in the newer parts of the city and contain a total population of 4346 students enrolled in the elementary schools. These schools represent the elite of scholastic achievement. These teachers and schools need comparative evaluation, not only because of the new experimental program, but also loecause these schools need to be brought under focus and atrtention as a result of the myriad other problems that artise in the BTU schools. These children bring compara— tixzely few problems to the Flint Community Schools. Thferefore these teachers and students should bring forth idxeas and data in the areas of teacher attitude and stu— derit self—concept that may be helpful to hard core schools. Selection of Students The total number of students enrolled in the class of? each teacher was tested with the various instruments. Tilis involved some 884 students. A randomly selected Saunple of the population resulted in 190 students being irncluded in the study.1 The number was cut to 120 stu— dennts due to transfer, absences and faulty testing re- Slllts. This last group constitutes the final sample. 1W. J. Dixon and F. J. Massey, Introduction to Statistical Analysis (McGraw Hill Company, Inc., New York, 1957), p. 366. 62 Selection of the Teachers The Director of Research for the Flint Board of Education along with Mrs. Josephine McDougall, Director of Elementary Education, and the principals of the six schools selected the twenty—four teachers in this study. The teachers were selected on a random basis, using the first teacher, alphabetically, in each of the four grades, irl each school. Source of Data This study includes: 1. The Students enrolled in twenty—four classrooms in six elementary schools showing achievement above the national norms for these grades. Twenty-four teachers in these classrooms in the six schools. A scientifically selected sample of 120 stu- dents from the 884 students enrolled in grades three, four, five and six in the twenty-four selected classrooms in the six schools. Collection of Data following investigative procedures were used: Tests measuring student attitudes were admin- istered. These instruments were provided by the Research Department of the Flint Board of 63 Education under the direction of Mrs. Harriet Latimer, Director of Research. These scales measured the following: Scale Number 1 Sub-scale---Student Self-Concept. Sub-scale---Student School-Concept. Sub-scale---Student Social-Concept. Sub-scale---Composite score of A, B, & C. This instrument is the COOpersmith Self-Esteem Inventory. Scale Number 2 Scale a. b. Sub-scale---Need for Achievement. Sub-scale---Need for Affiliation. Sub-scale---Need for Influence. Number 3 Sub-scale---Motivation Process. Sub-scale---Teacher as a Learning Facilitator. Sub-scale---Classroom Learning Index. Sub-scale---Rigid vs. Flexible Classroom Climate. Sub-scale---Classroom Social Climate Sub-scale---Educational Supportive Milieu. Sub-scale---Classroom Mental Health Index. 64 These instruments are designed to measure student attitude toward himself, the school, the classroom situ- ation, the classroom teacher and the classroom environment. These instruments were validated in Flint and in Ann Arbor in grades three, five, seven, nine and eleven by Dr. Wm. Ddorse during the 1962-63 school year. Scale Number 4 a. Minnesota Teacher Attitude Inventory. b. Teacher Educational Ideology Card Sort. c. Teacher Observation Check List for Stu- dent. d. Teacher Questionnaire answering the Following: 1. Sex. 2. Years of training. 3. Years in Flint. 4. Years in present school. 5. Job satisfaction. All scales were administered during May, 1966. Description of the Research Basic Data Each student was identified by an individual and SChOol number. Basic data for each pupil regarding the following has been compiled: 65 1. Grade. 2. Sex. 3. Birthdate in years. 4. Achievement Scores. 5. I. Q. Scores. Measurement of Self—Concept The primary instrument for studying self-concept ()f students was the Self Esteem Inventory develOped by COOpersmith.l The instrument contains 58 items, and the Ipupils are asked to make a check mark response to each Cluestion. Two examples follow: I'm pretty sure of LIKE ME UNLIKE ME myself. 0 O O O O O O O O O O O x I often wish I were someone else. . . . . . . . . . X The Self-Esteem Inventory has 4 sub-scales in ‘euddition to a lie scale. The sub-scales are: SELF (26 l:rtems), SOCIAL (8 items), and SCHOOL (8 items). After Tyreliminary study by Dr. William Morse, the lie scale was drOpped. Since this study is concerned with school rather than home phenomena, the HOME scale was eliminated. The instrument is scored on the basis of the num- ber (of responses indicating high self—esteem. Thus, a lCOOpersmith et al., "The Antecedents and Dynamics 0f Sedf-Esteem" Wesyleyan University, Progress Report (May, 1961). 66 range of 0 to 26 is possible for the SELF sub-scale, a range of 0 to 8 for the SOCIAL sub-scale and for the SCHOOL sub-scale, a range of 0 to 8. Coopersmithl has :found, for 5th and 6th graders, sex differences are not asignificant. On a test-retest basis (5 week interval) tflne reliability was .88. Osgood2 reports very high reli— ability, although his data came from adults. My Opinions Questionnaire This instrument is a three dimensional needs test 'tILat uses a modified Q-Sort technique in which all scores are interdependent. The card sort method, developed by VViglliam Morse,3 assesses three categories: Need for 4Ax211ievement, Need for Affiliation and Need for Influence <31? Power. The instrument is designed with the following as smnptions in mind. Some pupils are content and achieve- Inearlt oriented while others are disenchanted with subject Insitzter. Other pupils appear to have different goals. C331:tain students seem more to need peer contacts of ‘ 1Ibid., p. 19. 2C. E. Osgood and G. J. Suci and P. H. Tannerbaum, ThEBMeasurement of Meanigg (Urbana, Illinois: University ‘3 Illinois Press, 19587, p. 83-84. 3William Morse, "Characteristics of School Class- 1300111 Environment," U. 8. Office of Education Research, Glf‘ant Number 14632 (Abstract of Study, University of Mlchigan, Ann Arbor, 1964), p. 74. 67 affiliation. Still another group is highly influence oriented, thus needing power over others to derive self satisfaction. The following gives the Mean Scores for each sub—scale, for a normal population: AFFILIATION MEAN SCORE 27.00 S.D. 3. 99 ACHIEVEMENT MEAN SCORE 25.40 S.D. 3.81 INFLUENCE MEAN SCORE 19. 97 S.D. 3. 60 From Morse'sl study and the mean scores preceding, it: would appear that the strongest need in the pupils Stzudied is for Affiliation, next strongest to Achievement alld.1owest to Influence or dominate others. There is ‘CCDIISiderable evidence that this hierarchy may in fact re- Present the actual level of the three needs . Many psy- Cllc>logists and sociologists have pointed out that our CIJZLture has been more effective in emphasizing sociali— Zéitzion than in encouraging school drive or the desire to iIliEluence others. The Classroom Questionnaire In 1963, the Flint Board of Education COOperated Wjfith.the University of Michigan in establishing a sample glfcrup of 430 students from all states of the community for trler development of an instrument to measure perceptions of Stflldents regarding their classroom environment. \ 1Ibid., p. 98. 68 Dr. William Morsel in collaboration with the In- stitute for Social Research, University of Michigan, devised, pretested, factored and established reliability (3f the original instrument. RELIABILITY MORSE-PUPIL QUESTIONNAIRE LEARNING INDEX. . . . . . . r .73 P = .68 GROUP PROCESS . . . . . . . r .68 P = .76 PUPIL ADJUSTMENT. . . . . . r .76 P = .77 The original instrument had 186 items, however <3r11y 52 were found to have internal consistency, and these Were the only items that were scored and tabulated.2 The test attempts to measure student perception in the fol- lowing areas: 1. Motivation (6 items) 2. Teacher as a Learning Facilitator (7 items) 3. Conventional Learning Process (5 items) 4. Complementary Learning Process (8 items) 5. Learning Index Total (1 + 2 + 3 + 4) 6. Anxiety Sub—Scale (6 items) 7. Emotionally Supportive Classroom Milieu (13 items) 1Ibid., p. 103. 2F. W. Lutz, "A Reliability Study of the Morse- P‘-1];>:i.l Questionnaire," Manuscript (Abo Project, Artesia, ew Mexico, 1963). 69 8. Mental Health Index (6 + 7) 9. Rigid vs. Flexible Classroom (2 items) 10. Generally Accepted Social Climate (5 items) Minnesota Teacher Attitude Inventory The Minnesota Teacher Attitude Inventory (M.T.A.I.) is designed to measure those attitudes of a teacher which will predict how well he will get along with pupils. De- sirable pupil-teacher relationships are essential to good learning within the classroom. This inventory assumes that a teacher ranking at the high end of the scale will be able to maintain a har- monius classroom situation. The authors of the M.T.A.I., writing in their Instructional Manual have this to say concerning this inventory scale: It is assumed that a teacher ranking at the high end of the scale should be able to maintain a state of harmonious relations with his pupils characterized by mutual affection and sympathetic understanding. The pupils should like the teacher and enjoy school work. Situations requiring disciplinary action should rarely occur. The teacher and pupils should work to- gether in a social atmosphere of COOperative endeavor, of intense interest in the work of the day, and with a feeling of security growing from a permissive at- mosphere of freedom to think, act and speak one's mind with mutual respect for the feelings, rights and abilities of others.1 " . 1Walter W. Cook, Carroll H. Leeds and Robert Callis, b’Iilnnesota Teacher Attitude Inventory Manual" (New York: 'The Psychological Corporation, 1965), p. 3. The 70 At the other extreme of the scale is the teacher who attempts to dominate the classroom. He may be successful and rule with an iron hand, creating an at- mOSphere of tension, fear and submission; or he may be unsuccessful and become nervous, fearful and dis- traught in a classroom characterized by frustration, restlessness, inattention, lack of respect, and num- erous disciplinary problems. In either case both teacher and pupils dislike school work; there is a feeling of mutual distrust and hostility. Both teach- er and pupils attempt to hide their inadequacies from each other. Ridicule, sarcasm, and sharp tempered re- marks are common. The teacher tends to think in terms of status, the correctness of the position he takes on classroom matters, and the subject matter to be covered rather than in terms of what the pupil needs, feels, knows and can do.1 authors of this inventory further conclude: Investigations carried on by the authors over the past ten years indicate that the attitudes of teachers toward children and school work'can be measured with a high degree of reliability, and they are signifi- cantly correlated with the teacher-pupil relations found in the teacher's classroom. The M.T.A.I. has emerged from these researches. It is designed to measure those attitudes along with those of a teacher which predict how well he will get along with pupils in interpersonal relationships and indirectly how well satisfied he will be with teaching as a vocation.2 Teacher Ideology Scale This scale was develOped by Dr. William Morse, et; al., at the Midwest Regional Center for Pupil Personnel Services, University of Michigan. This instrument is de- Sj4gned to indicate the teacher's relative involvement in iJuducing the following types of classroom activity: 1Ibid., p. 3. 2Ibid., p. 3. 71 1. Learning: Major focus on motivation, con- tent, and evaluation activ~ ities in the classroom. 2. Mental Health: Major focus on acceptance, supportive behavior and re- duction of anxiety in the classroom. 3. Group Process: Major focus on cohesiveness, COOperativeness, group de- cisions and communication in the classroom. 4. DevelOpment: Major focus on individual differences and self selection activities in the classroom. This instrument was of the card sort type. Teach- ers were given forty cards. They were required to make a forced choice, making four stacks of exactly ten each. These stacks were then scored on a four, three, two, one basis. Those in stack one received four points; stack two, three points, etc. Teacher Observation of Pupils in the Classroom This scale was develOped by the Research Depart- menat, Flint Board of Education, Flint. This scale is Chasigned to indicate the teacher's attitude toward the iIniividual pupil in the following areas: 1. Self-Concept of the Pupil: Emphasis is on the way each teacher perceives the Self- Concept of the individual pupil. 2. Academic Achievement of the Pupil: Emphasis 72 is on the way each teacher estimates the po- tential capabilities and capacities of indi— vidual pupils in relation to Academic Achieve- ment. 3. Behavior of the Pupil: Emphasis is on the way a teacher sees and feels about the Classroom Behavior of the individual pupil in relation to the child as an individual and to the classroom group. 4. Teacher Degree of Enjoyment and Fulfillment: Emphasis is on the Degree of Fulfillment the average elementary teacher would receive from working with the particular pupil being rated. The fifty-four teachers in the six schools were eacfln asked to complete a Student Observation Form for each Sttuient in each teacher's classroom. The scores from teacher's observations of pupils frcnn these selected schools and the scores from teacher's Obsuervations of pupils in the inner-city schools were Changed into standard scores, with a mean of 100 and a Steundard deviation of 20. This statistical work was done bY'IMr. Robert Revis, Consultant in Research, Flint Board of Ifiducation, Flint. The following are Raw Scores and Staluiard Scores for the Teacher Observation: __._fi_____ «4 .._———'—" 73 TEACHER OBSERVATION Teacher Estimate of Pupil Achievement Raw Score 20 19 18 17 16 15 14 13 12 11 10 9 :bU'IOhflQ) Standard Score 140 135 129 124 118 113 107 102 97 91 86 80 75 69 64 58 33 TEACHER OBSERVATION Teacher Estimate of Pupil Behavior Raw Score 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 UTOQQDKD Standard Score 127 122 117 112 107 102 98 93 88 83 78 73 68 63 58 53 48 43 38 33 28 74 TEACHER OBSERVATION Estimate of Pupil-Self-Concept Raw Score Standard Score 147 143 139 136 132 128 125 121 117 114 110 106 CHAPTER IV ANALYSIS OF DATA AND FINDINGS Method of Handling Data A Multiple Regression Analysis was the method used to compute the statistical part of this study. The program is one designed for the IBM Computer by the sta— 'tistical division at Michigan State University. The pro- gramlis a Least Squares Program, programmed by the ijzhigan State Computer Center.' This program was preceded by' the Correlation Program. It read in the correlation nurtrix for the variables x1, x2,.............xn, which was; formed by the preceding correlation program, and approximated the regression coefficients. The list of variables in the analysis includes: 1. Grade level. 2. School by number. 3. Student. 4. Sex of student. 5. Teacher. 6. Teacher sex. 7. Teacher training. 8. Teacher experience. 75 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 76 Years in assignment. Minnesota Teacher Attitude Inventory. Teacher Educational Ideology Card Sort. Teacher's estimate of pupil's self-concept. Teacher's estimate of pupil's classroom be- havior. Teacher's estimate of pupil's achievement. Teacher satisfaction with pupil as a class member. Student self-concept scores. a. Sub-scale---Se1f—concept. b. Sub-scale-—-School-concept. c. Sub-scale---Social-concept. d. Sub-scale--—Composite of a, b, & c. Student's need for achievement. Student's need for affiliation. Student's need for influence. Pupil's attitude toward present classroom. a. Sub-scale---Motivation. b. Sub-scale---Teacher as a learning facil- itator. c. Sub-scale-—Learning Index. d. Sub-scale---Social Climate. e. Sub-scale---Emotional supportive class- room milieu. f. Sub-scale---Mental Health Index. 77 21. Intelligence Quotient. 22. Stanford Achievement Test with sub-scales of reading, language and arithmetic. 23. S.R.A. Achievement Test with sub—scales of reading, language and arithmetic. 24. S.R.A. Achievement Test with sub-scales of reading, language and arithmetic. The complete data used in this study is on file with the Director of Research, Flint Board of Education, 923 East Kearsley, Flint, Michigan. Findings Characteristics of the High Achieving Schools Enrollment Data The K-6 Division of the Flint Public Schools en- rOJdls 28,864 pupils. The six high achieving schools SGlrected enroll 4,346 of this total or approximately 15 PEI‘ cent of the entire K—6 program. The BTU Schools en- r01]_ 8,392 pupils or about 30 per cent of the total. The fol“lowing tables show the comparative enrollments between thEB High Achieving Schools and the BTU Schools. 78 TABLE 1.-—Enrollment Data by Grades Three Through Six for the Six High Achieving Schools. School Grade Grade Grade Grade Total Total 3 4 5 6 3-6 K-6 1 117 92 98 92 399 803 2 123 109 107 88 427 761 3 65 76 78 80 299 550 4 90 130 98 86 404 786 5 101 89 95 81 366 713 6 101 96 94 81 372 733 Total 597 592 570 508 2267 4346 TABLE 2.——Enrollment Data by Grades Three Through Six for Thirteen BTU Schools. Sczhool Grade Grade Grade Grade Total Total 3 4 5 6 3-6 K-6 1 63 65 68 566 252 555 2 166 161 104 80 511 885 3 173 160 169 132 634 1275 4 94 76 65 51 286 598 5 57 42 34 46 179 317 6 140 134 126 99 499 968 7 60 56 54 58 228 430 8 147 176 147 103 573 1068 9 80 68 55 57 260 495 10 85 63 79 66 293 655 ll 27 34 28 19 108 238 12 72 65 66 54 257 450 13 66 65 60 59 250 458 Total 1230 1165 1055 880 4330 8392 79 Building Characteristics The buildings in this study ranged from the new modern to the old traditional. They do, however, come under the same philosophy of the Board of Education as those in the Whitt Study, that they be kept in as up to date and forward looking condition as possible. The older buildings that were not built with community school facilities have had modern additions to fulfill this. Cmmnunity Centers provide the local attendance areas the chancne to use the school during and after the school hours. DeSpirte similarities there is a noticeable difference bew tweerl the weariness of the BTU Schools and the crispness of the High Achieving Schools. The mean age of the Schools in this study is ninetxeen years old as compared to the mean age of the Whitt: Study of forty-two years. These buildings, while not nenv, are well kept up, and have a light, airy atmo- spheres, perhaps because of the neighborhood influence and the gxneater concern for the impression of the school in these areas. Racial Com ' ' h \ p081tlon of t e 332$};490pu1ation Here again appears a contrasting note between the Whitil Study and this one. The composition of the BTU SChOCfiLs average 90 per cent Negro and 10 per cent Caucasian. ¥ 80 TABLE 3.—-Building Date by Years of Construction, Age and Community Addition for Six High Achieving Schools. Year of Original Year of Community School Construction Age Addition 1 1963 3 —--— 2 1922 44 1959 3 1928 38 —-—- 4 1953 13 ——-— 5 1961 5 -——- 6 1956 10 --—- TABLE 4.--Building Data by Years of Construction, Age and Community Addition for Thirteen BTU Schools. Year of Original Year of Community School Construction Age Addition 1 1913 52 1954 2 1926 39 1955 3 1911 54 1917 4 1902 63 1954 5 1916 49 1955 6 1921 44 1964 7 1918 47 1964 8 1924 41 1960 9 1908 57 1954 10 1955 10 1964 11 1964 , l 1964 12 1925 40 1925 13 1914 51 1954 81 The biggest discrepancies from the average were found in two schools, one with 40 per cent Negro and 60 per cent Caucasian and the other being 60 per cent Negro and 40 per cent Caucasian. All others ranged from 90 per cent Negro to 100 per cent Negro. The population of the High Schieving Schools was 99.9 per cent Caucasian and .1 per cent Negro. TABLE 5.-—Racia1 Composition by Percentage of Negro and Caucasian Students in Six High Achieving Schools. Percentage of Students by Race School Negro Caucasian 1 0 100 2 .1 99.9 3 0 100 4 0 100 5 0 100 6 _0 100 Total .1 99.9 TABIJE 6.--Racia1 Composition by Percentage of Negro and Caucasian Students in Thirteen BTU Schools. Percentage of Students by Race School Negro Caucasian l 100 o 2 99 01 3 98 02 4 99 01 5 99 01 5 9o 10 7 4o 60 82 TABLE 6.—-Continued. Percentage of Students by Race School Negro Caucasian 8 99 01 9 60 40 10 100 0 11 99 01 12 100 0 13 100 _0 Total 90 10 Teacher Characteristics The data covering the twenty-four (24) teachers in the High Achieving Schools and the fifty-four (54) teach- ers in the BTU Schools is to be found in Tables 7 through 16. TABI£:7.-2Preparation of Teachers, by Degrees, for the Twenty—four Teachers in Six High Achieving Schools. g —¥ Number of T eachers No Degree + Degree + M.A. M.A. Total Male: Female Degree 10 Hr. 11 - 20 Plus N OWubNONU'I .b N bmuD-Nflw 83 TABLE 8.—-Preparation of Teachers, by Degrees, for the Fifty-four Teachers in Thirteen BTU Schools. Number of Teachers No Degree + Degree + M.A. M.A. Total Male Female Degree 10 Hr. 11 - 20 Plus 5 l 6 6 6 22 28 28 0 9 9 9 0 4 4 4 l 6 7 7 7T2— —6_’ 2'8— —9_ T—T-Sj— TABLE 9.-—Race and Sex of Twenty-four Teachers, by Grade, in Six High Achieving Schools. Caucasian Negro Grade Male Female Male Female 3 0 6 0 0 4 2 4 O 0 5 1 4 1 0 6 0 6 0 0 Total 3 20 1 0 TABIJB 10.-—Race and Sex of Fifty-four Teachers, by Grade, in Thirteen BTU Schools. Caucasian Negro Grade Male Female Male Female 3 0 5 o 7 4 3 4 o 8 5 4 3 0 4 6 _§_. _4_ _9_ .4. TOtal 12 16 o 23 84 TABLE 11.--Teaching EXperience, by Sex, of Twenty-four Teachers in Six High Achieving Schools. 10 or sex 1 2—4 5-7 8-10 More Male Female Years Years Years Years Years Total 0 4 4 4 1 3 4 4 0 1 1 1 0 5 5 5 __3_ __7_ __ __ _ _ 10 10 4 20 4 4 1 5 10 24 TABLE 12.-~Teaching EXperience, by Sex, of Fifty-four Teachers in Thirteen BTU Schools. Sex 10 or 1 2-4 5-7 8-10 More Male: Female Years Years Years Years Years Total 5 3 8 8 7 12 19 19 0 9 9 9 0 5 5 5 __2_, 13 13 13 12 42 "§‘ 19 "9' ‘5‘ ‘13— 54 I 85 TABLE 13.--Numbers of Years Employed in the Flint Schools for Twenty-four Teachers in Six High Achieving Schools. Number of Years in Flint Schools —Sex 9 9 0r Male ‘Female 1 2 3-5 6—8 More Total AlNI—‘I—‘OO OU'IUJALAJU'I J}. sbflthlLOUI _——T 7 2 2 TABLE 14.--Number of Years Employed in the Flint Schools for Fifty-four Teachers in Thirteen BTU Schools. Number of Years in Flint Schools §§§ 9 Or Male Female 1 2 3-5 6-8 More Total 10 15 15 9 l3 l3 7 10 10 12 12 12 a ___——-- ..__.——--—" x 86 TABLE 15.--Number of Years Experience for Twenty—four Teachers in Six High Achieving Schools. Sex Number of Years in Present Assignment 9 Or Male Female 1 2 3-5 6-8 More Total 0 5 5 5 1 3 3 3 2 5 7 7 0 2 2 2 _L__5_ ___ ___6__§_ 4 20 5 3 7 2 6 24 TABLE 16.--Number of Years EXperience for Fifty-four Teachers in Thirteen BTU Schools. Sex Number of Years in Present Assignment 9 Or Male Female 1 2 3—5 6—8 More Total 6 12 18 18 3 7 10 10 3 8 11 11 0 6 6 6 0 9 9 9 12 42 18 10 11 6 9 54 I 87 Men make up only 16 per cent of this sample, as compared to Whitt's 22 per cent and they all have the minimum of a B.A. Degree, with three having their M.A. Degree. Whitt found that nearly half of the men were teaching for the first time, while in the High Achieving Schools they averaged almost seven years experience. Here, as in the BTU Schools, there is an abundance of women, where there is a great need for men as cited by Sexton in Education and Income. It has been observed that school culture is typically polite, prissy and puritanical and that there is little place in this female culture for some of the high ranking values placed on boy-culture-courage, loyalty, independence--or in the high ranking interests of boys as Sports (except in gym classes) outdoor life, popu- lar music, adventure, sex, action. While 52 per cent of the BTU Teachers were teaching .in their first or second year, 33 per cent of the High Inchieving teachers were in their first or second year. Ifluis means that one out of three of the teachers were new tc> the pupils, school and community. In the BTU Schools 1J1 per cent were teaching with no degree, while in the Etigyh Achieving 21 per cent, over one out of five, were ‘teuaching without degrees. At the other end of the scale, the High Achieving Teachers were on the whole better edu- cated with 42 per cent holding M.A. Degrees. The holding lPatricia Carjo Sexton, Education and Income (New York: V} King Press, Inc., 1961), p. 51. 88 power of the High Achieving Schools seems to be much greater, with 67 per cent of the teachers having been in their present schools three years or more as compared to 48 per cent in the BTU Schools. Research Findings Concerning Pupils Comparisons between the BTU and High Achieving Schools were achieved by use of the mean standard scores on the various scales. The significance of variances of the mean standard scores was determined by the use of the 1, m. 7 m Tdm = El + Hg 1 2 formula: NI ll 2=6.2 Because populations were constant and standard, Scubres employed, the significance of variations between tine mean scores of 6.2 or greater, holds constant at the .(32 level for each comparison. Asterisks have been used CH1 the tables to highlight the significant values. The achievement of the pupils in the BTU and High Achieivng Schools is an indication of the advances and Problems related to the learning process, as is discovered in these schools. 89 Table 17 is the compilation of the Stanford and Science Research Associates Achievement Tests for grades three through six in Reading, Language, Arithmetic and a composite. TABLE 17.--Achievement Percentile Score Comparisons for Reading, Spelling, Language Arts and Arith- metic for Grades Three Through Six, as Mea- sured by Standardized* Achievement Tests, in BTU and High Achieving Schools. 3rd Grade 4th Grade 5th Grade 6th Grade Subject BTU HAS BTU HAS BTU HAS BTU HAS 1.. Reading Mean 41 66 34 82 24 57 22 67 Composite S.D. (26) (24) (24) (19) (18) (17) (20) (16) N Language Mean 49 66 36 77 23 60 23 88 S.D. (31) (19) (28) (21) (23) (25) (24) (21) w Arithmetic Mean 44 56 42 78 19 56 17 56 S.D. (26) (16) (29) (17) (18) (21) (19) (15) 4. Composite Mean 45 63 37 79 20 58 18 71 S.D. (27) (22) (25) (19) (18) (19) (19) (16) *TTlird and fourth grade scores from Standord Achievement Tesats. Fifth and Sixth grade scores from S.R.A. Achieve— mer1t Tests. BTIJ - Better Tomorrow for Urban Youth, Low Achieving Schools. HAS - High Achieving Schools. The BTU Schools have a consistent drop in mea- surable school performance from grades three though six, While the High Achieving Schools show a sharp rise at the fourth grade level and then a dropping off at the sixth grade level. Despite the fluctuation, there is an overall 90 increase from grades three to six as compared to the BTU rather constant decrease. Another item of sharp contrast is that of the BTU which starts below the Norm and drOps, while none of the High Achieving scores are at the Mean or below and rise. Table 18 shows the Pupil Coopersmith Inventory, with the following sub-scales: Self-Concept - That perception the child has of himself as he is, as others see him and as he would like to be. School - That perception the child has of the teacher and the classroom as it relates to him as it is and as he would like it to be. Social - That perception the child has of the individual in the world that surrounds him as it is and as he would like it to be. Composite - The total collection of perceptions of self, school, and social. The Concept of Self in the BTU Schools starts low'and climbs slowly, while with the High Achieving, Self climbs slightly and then falls off sharply at the sixth grade. Morsel indicates that Self—Concept scores lMorse, op. cit., p. 85. 1 91 TABLE 18.--Pupil Coopersmith Inventory, Showing Sub-Scales for Self-Concept, Social Concept and Composite of Self, School and Social Concepts for Grades Three Through Six, in BTU Schools and High Achieving Schools. j Sub-Scale 3rd Grade 4th Grade 5th Grade 6th Grade Compo BTU HAS BTU HAS 'BTU HAS BTU HAS BTU Self Mean 98 99 99 99 100 99 100 95 99 S.D. (18) (18) (18) (18) (16)(l7) (15)(18) (18) School Mean 96 97 94 96 110 104 105 114* 102 S.D. (19) (18) (22) (18) (18)(15) (18)(18) (20) Social Mean 102* 91 103 102 105 104 105* 97 104 S.D. (14) (18) (17) (18) (17)(18) (15)(15) (l6) Composite Mean 97 96 98 99 99 98 99 99 98 S.D. (l6) (17) (18) (19) (17)(18) (16)(l7) (17) *Difference significant at the .02 level. start high in the third grade and drop through the fifth grade and then climb up to the eleventh grade. The Self- Concept scores of both groups are near the average and aare similar for the youngsters in the two studies. The Concept of School for the BTU Schools starts curt below average, drOps lower in the fourth grade, climbs rapidly in the fifth and then drOps again in the sixth. IUI the High Achieving Schools the scores start below average:in the third, remain constant in the fourth and timni start a dramatic rise in the fifth and sixth grades. 92 Morsel indicates in his studies that School Concept started out high, drOpped sharply in the fifth grade and continued in this fashion to the eleventh grade. Whitt,2 in his study, indicates that the cause may be the desire of the BTU pupil to escape his home environment and the addition of the Community School Program to both these groups that did not exist in Morse's studies. The Social Concept has a particular twist to the common belief. The BTU pupils start above the mean and continue to rise, while the High Achieving pupils start lower, show a rise in the fourth grade and the fifth grade but then dr0p back below the mean. At no point do the scores of the High Achieving equal that of the BTU pupils. The Social Self-Concept is the social prestige that the individual feels and the scales are all near or above the mean. Table 19 shows the Pupil Personal Need Structure Inventory with the following sub-scales: Achievement: The perception of the child as to his need for academic achievement within the home and school environment. lMorse, op. cit., p. 66. 2RobertL. Whitt, "A Study of Teacher Personal and Professional Attitudes as They Relate to Student Self- Concept and Attitudes Toward School in Thirteen Inner-City sShOOls in the Flint EXperimental B.T.U. Program," Doctoral DlsSertation, Wayne State University, 1966, p. 83. Affiliation: 93 The perception of the child as to how he relates to others in terms of kinsmanship and peer groups. Influence: The perception of the child as to his needs in relationship to others, in terms of dom- inance or subserviency. TABLE l9.--Pupil Personal Need Structure Inventory Showing Pupil Need for Achievement, Affiliation, and Influence for Grades Three Through Six, in BTU and High Achieving Schools. Sub-Scales 3rd Grade 4th Grade 5th Grade 6th Grade Composite of Pupil Needs BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Achievement Mean 98 104 98 99 96* 89 100 94 98 97 S.D. (20) (26) (18) (26) (17) (26) (16) (26) (17) (26) Affiliation Mean 94 98 92 102* 94 107* 92 108* 93 104* S.D. (14) (28) (17) (27) (18) (27) (17) (27) (17) (27) Influence Mean 96* 84 99 104 100 106 96 91 98 96 S.D. (18) (19) (17) (20) (19) (20) (18) (18) (18) (19) The Need to Achieve was one of the two highest needs in this inventory for the BTU pupils. The High Achieving pupils begin above the mean at the third grade and show a constant drop to the fifth grade and then a rise at the sixth grade, but well below the Mean. 94 Morsel found that the Need for Affiliation was the strongest item in this area of his study and this holds true with the High Achieving student. Here is a sharp contrast to the BTU pupil. This is his lowest category and there is a significant separation of 11 points between the two. The BTU pupils run very close to the Mean, ending up just below it, while the High Achieving pupils go from a low well below the Mean in the third grade, rise dra- matically in thr fourth and fifth but then show a decided drop below the Mean.in the sixth. Table 20 shows the Pupil Inventory Scale which measures the personal motivation of the pupil to class- room assignments, maintaining interest and taking part in these activities. TABLE 20.--Pupil Inventory, Showing Classroom Attitudes Measuring Personal Motivation for Grades Three Through Six, in Btu and High Achieving Schools. Sub-Scale 3rd Grade 4th Grade 5th Grade 6th Grade Composite for Learn- ing Index BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Motivation Mean 83 92* 92 106* 105 103 107 106 97 102 S.D. (25) (18) (27) (19) (21) (18) (21) (18) (25) (18) lMorse, op. cit., p. 69. 95 Morsel found that the measured scores of third graders started high and had a gradual drop throughout the grades. Just the Opposite proves true with the BTU and High Achieving pupils; they both start below the Mean and rise well above it and remain there. As Whitt2 points out this cognition of motivational factors could well be a good omen for the future and that the levels of achieve— ment will go up particularly in the BTU Schools. Table 21 shows the Teacher as a Learning Facilatator. This scale measures the pupil's concept of the teacher's ability to give individual attention, the way in which the lesson plans are put into effect to obtain maximum learning and the discipline structure of the room. TABLE 21.--Pupi1 Inventory, Sowing Classroom Attitudes Measuring the Teacher as a Learning Facilitator, for Grades Three Through Six, in BTU and High Achieving Schools. Sub-Scale . for Lear- 3rd Grade 4th Grade 5th Grade 6th Grade Comp051te ing Index BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS ¥ Teacher as a Learning Fa— Ci 1 itator Mean 82 100* 106 101 121 136* 124 126 111 118* S.D. (28) (22) (22) (21) (17) (23) (19) (20) (26) (27) lIbid., p. 70-73. 2Whitt, op. cit., p. 90. 96 Morse,l dealing with average range students, indi- cates that the scores measuring the Teacher as a Learning Facilitator began high in the third grade, dropped sharply and then fluctuated up and down at the high school level. The opposite is again true with both the BTU and High Achieving pupils. The BTU pupils began below the Mean, whilethe High Achievers started at the Mean and both rose sharply. Both groups have great faith in the teacher as a Learning Facilitator. The Conventional Learning Process is a measure of student perceptions basically concerned with the teacher's behavior in the instructional setting. TABLE 22.--PUpil Inventory, Showing Classroom Attitudes Measuring the Conventional Learning Process for Grades Three Through Six, in BTU and High Achieving Schools. Sub-Scales 3rd Grade 4th Grade 5th Grade 6th Grade Composite for Learn- ing Index BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS E Conventional Learning Process Mean 89 85 98 101 108* 97 107 101 101 96 S.D. (20) (22) (19) (24) (24) (22) ”(23) (24) (23) (22) High scores in the third grade and a consistent drOpin the following grades through grade eleven, are lMorse, op. cit., p. 70-73. 97 shown in Morse'sl research. Again the reverse is true in both cases of this study, but they are not consistent. The BTU Schools start well below the Mean and show a con- stant rise in the fourth and fifth grades to end up well over the Mean. It is a different matter with the High Achieving. They begin well below the Mean and rise above it in the fourth, then drop in the fifth only to rise again to just over the Mean in the sixth grade. The Complementary Learning Process is the under- standing the individual pupil has of applicability, utility and meaning of the educational process to the classroom setting. TABLE 23.--Pupil Inventory, Showing Classroom Attitudes Measuring the Classroom Complementary Learning Process, for Grades Three Through Six in BTU and High Achieving Schools. Stun-Scales 3rd Grade 4th Grade 5th Grade 6th Grade Composite for Learn- ing'IndeX BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Complimentary Mean 85 80 9O 85 96 94 98 96 93 89 S.D. (19) (18) (18) (18) (17) (18) (18) (18) (18) (18) Morse2 indicated that the Complementary Learning Prcxzess started high in the third grade and descended ‘ 1Ibid., p. 75. 21bid., p. 70-73. 98 through the eleventh grade. Again the Whitt Study1 and this one show just the reverse, with a low beginning and a steady upward trend that ends just below the Mean. Table 24 shows the Summated Learning Index as.a composite of measures reported in Tables 20, 21, 22, and 23 indicating the Mean scores for Motivation, The Teacher as a Learning Facilitator, Conventional Learning Process and the Complementary Learning Process. TABLE 24.—-Pupil Inventory, Showing Classroom Attitudes Measuring the Learning Index for Grades Three Through Six, in BTU and High Achieving Schools. Sub-Scales 3rd Grade 4th Grade 5th Grade 6th Grade Composite for Summated BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Learning Index Mean 72 78 92 92 111 106 118 119 100 99 S.D. (25) (23) (26) (23) (18) (22) (25) (22) (29) (22) This Summated Index reflects the same trends as the four tables. The low scores in the third grade with the consistent rise is in direct contrast to that found in .Morse'sz Study. His population was that of the so called Inormal or average grouping. lWhitt, op. cit., p. 96. 2Morse, 0p. cit., p. 70. 99 The Composite Table for the Summated Learning Index relegates the lowest scores to the third grade. There was, with this study as with that of the Whitt Study, the question of these student's abilities to understand the maturity level of the testing material. Even to the point that the test questions were read to them, to aid in under- standing, there is great doubt as to the complete reliabil- ity of these third grade scores. When the increases in the following grades, four, five and six are compared to these, there arises the question of the maturation of the third grade to follow in detail the total concept of the material. Table 25 shows Anxiety as a perception of the pupil concerning his ability to perform the daily assignments, his grades and overall classroom effectiveness. TABLE 25.—-Pupi1 Inventory Showing Classroom Attitudes Measuring the Anxiety Level for Grades Three Through Six, in BTU and High Achieving Schools. Sub-Scales 3rd Grade 4th Grade 5th Grade 6th Grade Composite for Pupil Inventory BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Anxiety Mean 94* 85 94 91 93 97 91 92 93 91 S.D. (25) (15) (27) (15) (27) (15) (25) (14) (26) (15) 100 Morsel showed a constant drop in anxiety scores from grades three through eleven or an increase in the anxiety level. The BTU Schools follow this pattern, starting below the Mean and a slight dropping thereafter, showing an increase in anxiety patterns. The High Achiev- ing pupils follow a different course but with the same general result. The third grade starts very low then rises at the fourth grade, and fifth, but then drops in the sixth grade. None of these scores reach the Mean. Table 26 shows the Emotionally Supportive Class- room Milieu Index as indicative of individuality, the warmth of relationships among the students and teacher and the general relaxed nature of the classroom. TABLE 26.--Pupi1 Inventory, Showing Classroom Attitudes Measuring the Emotionally Supportive Classroom Milieu for Grades Three Through Six, in BTU and High Achieving Schools. Sub-Scales 3rd Grade 4th Grade 5th Grade 6th Grade Composite for Pupil Inventory BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Emotionally SuPportive Classroom NHlieu Mean 84 87 84 96* 92 90 95 103* 89 94 S.D. (21) (34) (25) (36) (29) (34) (36) (35) (29) (35) 1Ibid., p. 103-104. 101 Morse,l with his normal population, found that the scores of this index start high in the third grade and gradually drop through the eleventh grade. Here.is again a repetition of previous patterns that oppose Morse's findings. The BTU pupils start very low and gradually rise until at the sixth grade where they end up five points be- low the Mean. The High Achieving pupils start in much the same manner, go up in the fourth, drop back in the fifth, and then rise in the sixth to climb above the Mean. Table 27 shows the Mental Health Index as a com- posite of the Emotionally Supportive Classroom Milieu and the Anxiety Sub-Scales. The higher the scale the more comfortable and relaxed is the classroom situation in the eyes of the pupil. The lower end of the Scale reveals the tension, anxiety and unhappiness of the classroom. TABLE 27.--Pupil Inventory, Showing Classroom Attitudes Measuring the Mental Health Index for Grades Three Through Six, in BTU and High Achieving Schools. Sub-Scales 3rd Grade 4th Grade 5th Grade 6th Grade Composite for Pupil Inventory BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Mental Health Mean 84 83 84 92* 92 90 89 93 87 90 S.D. (24) (24) (27) (25) (26) (24) (28) (24) (27) (24) lIbid., p. 70-73. 102 The scores for the two groups indicate that neither the low achieving or the high achieving are very happy with their classroom situations at the present time, at any level. Although both groups rise in the fifth and sixth grades they are well below the Mean. Table 28 shows the Social Climate Index as it is concerned with peer relation reactions, as a cooperative member of the group, and with the teacher. TABLE 28.--Pupil Inventory, Showing Attitudes About Their Classrooms, Measuring the Social Climate for Grades Three Through Six in BTU and High Achieving Schools. Sub-Scales 3rd Grade 4th Grade 5th Grade 6th Grade Composite for Pupil Inventory BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Generally Accepting Social Climate Mean 92 92 96 107* 102 106 102 100 99 101 S.D. (23) (28) (23) (30) (23) (28) (22) (26) (23) (28) Morsel in his work in this area, found that the Social Climate Scores started high and decreased as they went on through the grades. Again both studies refute this structuring, as the BTU Schools showed a low begin- ning well below the Mean with a steady upward gain above the Mean for the fifth and sixth grades. The same trend lIbid., p. 110-111. 103 occurred with the High Achieving boys and girls but with a dropping back at the sixth grade to the Mean. Both groups here are well within the socially adjusted range in the classroom as opposed to the normal range child who does not seem to be in the later grades. Teacher Data The Minnesota Teacher Aptitude Inventory is de— signed to measure the attitudes of a teacher and predict how well he will get along with pupils. This inventory assumes that the teachers ranking at the high end of the scale will be able to maintain a harmonious classroom situation. This harmonious relationship is characterized by mutual affection and sympathetic understanding on the part of the teacher and the pupils. At the opposite end of the scale are those teachers who cannot cope with the situations in classroom teaching. This unharmonious re- lationship is characterized by tension, fear, iron fisted domination and the inability to maintain the respect of the pupils. The Mean for the twenty-four teachers in this study is the 35th percentile. This compares with the 29 percen- tile for those in the BTU School. There was no comparison made with distinction between Negro and Caucasian teachers in the High Achieving Schools as indicated (**) because only one Negro teacher was evaluated in the random sample 104 TABLE 29.—-Percenti1e Scores on the Minnesota Teacher At— titude Inventory, for Teachers in BTU and High Achieving Schools by Grade, Sex and Race. Mean Percentile Score Teacher BTU HAS Third Grade 29 33 Fourth Grade 33 38 Fifth Grade 27 38 Sixth Grade 25 30 Female Teachers 29 38 Male Teachers 28 23 Negro Teachers 27 ** Caucasian Teachers 31 36 Composite 29 35 **Factor unused as only one Negro indicated in study. and it is not the purpose of this study to reveal indivi- dual traits or test scores. The highest score recorded was for a female teach— er at the 80th percentile, while the BTU high was a Negro female at the 89th percentile. The average for High Achieving Female teachers is the 38th percentile as con- trasted to the 29th for the BTU teachers. The highest male score recorded for the High Achieving teachers was the 50th percentile and all the rest were below the Mean. The lowest scores recorded in this study were the 6th percentile for the female teachers and the 9th for male teachers, 105 while the BTU teachers scored in the lst and 2nd percentile respectively. There were only five of the twenty High Achieving female teachers who were above the 50th percen- tile and none of the male teachers. Perhaps the best characterization of teacher att- itude in the educational process is: At the other (lower) extreme of the scale is the teach— er who attempts to dominate the classroom. He may be successful and dominate the classroom. He may be suc— cessful and rule with an iron hand, creating an atmo- sphere of tension, fear, submission; or he may be unsuccessful and become nervous, fearful and distraught in a classroom characterized by frustration, restless— ness, inattention, lack of respect and numerous dis— ciplinary problems. In either case both teacher and pupils dislike school work; there is mutual distrust and hostility. Both teacher and pupils attempt to hide their inadequancies from each other. Ridicule, sar- casm, and sharp tempered remarks are common. The teacher tends to think in terms of status, the correct- ness of the position he takes on classroom matters, and the subject matter to be covered rather than what the pupil needs, feels, knows and can do.1 Whitt2 found in his visits with teachers, in the teach- ers' lounge, after the testing sessions and in visits with principals, that the above statements by Cook and Leeds appeared true of the teachers in the BTU Schools. He also stated that the Inner-City Schools were teacher dominated and ruled with an iron hand. This attitude also holds true 1Walter W. Cook, Carol H. Leeds, and Robert Callis, "Minnesota Teacher Attitude Inventory Manual" (New York: The Psychological Corporation, 1965), p. 3. 2Whitt, op. cit., p. 68. 106 for the High Achieving Schools. In many cases the teacher did not want to admit the testing teams into the class- room and in several cases threatened that they would take the case to the Labor Mediation Board as an unfair labor practice rather than have their classes tested. Even after the testing the teachers would gather around and ask in a guarded manner how their pupils had done and could they see the test papers. Many sorts of excuses were offered in advance, as to why their pupils would not do well on test days, but that on other days they were veritable geniuses. One teacher went so far as to say that she had been priming her students for weeks and that they must beat all of the other classes in the city. This is a far more serious disorder in the High Achieving Schools, for these students are already achieving above the Norms for their grade level and yet the push is on for even more. There is an under- lying current here that if the teacher ever lets up on the pressure, the child will escape and leave the teacher far behind. The Table of Complementary Learning Processes indicates the lack of freedom allowed in the classroom and the holding of the pupil under a tight suppression. The pUpils themselves showed much restlessness in the classroom and in many cases were greatly relieved that the teacher was leaving, so much so that many were hard to calm down to do the test materials. They, as the BTU pupils 107 were restless, with many cases of getting up and running about the room, poking, name calling and giving of answers out loud. Table 30 shows Teacher Estimates of Pupils' Self— Concept, Classroom Behavior and Achievement, for those pupils within their classroom. TABLE 30.--Teachers' Observation of Pupils in Their Class- rooms Measuring Estimate of Pupils' Self-Concept Achievement for Grades Three Through Six, in BTU and High Achieving Schools. I Estimate of Pupils' Classroom Behavior and Pupils' Teacher 3rd Grade 4th Grade 5th Grade 6th Grade Composite Estimate of Pupils BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Teachers' Est- imate of Pupils' Self-Concept Mean 102 102 100 103 96 101 95 98 98 101 S.D. (19) (20) (18) (20) (21) (21) (20) (19) (20) (20) Teachers' Est— imate of Pupils' Classroom Behavior Mean 98 102 100 101 94 113* 94 100 96 104* S.D. (21) (20) (19) (20) (22) (22) (23) (19) (21) (20) Teachers' Est- imate of Pupils' Classroom Achievement ' Mean 103 100 101 106 93 98 94 99 97 101 S.D. (20) (20) (20) (17) (22) (21) (21) (21) (21) (20) 108 As the pupils in both groups progress through school, the teachers' estimates of their abilities pro— gressively go down. The one exception is in Teacher Esti- mate of Pupil Classroom Behavior for the High Achievers remains steady at the third and fourth grades and then takes a large jump at the fifth grade and then returns to the Mean. Table 31 shows the Teacher's Ideology Scale as it measures the teacher's relative involvement in inducing classroom activities that include the following: Learning: In this index the major focus is on mo- tivation, emphasis on curricular content and evaluation activities dealing with the curricula content. Mental Health: In this index the major focus is on acceptance of the student by the teacher, acceptance of the student by the other students, supportive behavior on the part of the teacher and reduction of anxiety in the class- room. Group Process: In this index the major focus is on cohesiveness, COOperativeness, group decisions and com- munications within the classroom. Individual Differences: The self selective and in- dividual differences are the main emphasis in this index. 109 TABLE 31.--Teachers' Educational Ideology Scale Measuring Classroom Learning Index, Mental Health Index, Group Process Index, and Individual Differences Index for Grades Three Through Six, in BTU and High Achieving Schools. j Sub-Scales 3rd Grade 4th Grade 5th Grade 6th Grade Composite for Teachers' Educational Ideology Scale BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Learning Index Mean 115* 102 109* 102 103 108 89 98* 102 103 S.D. (16) (27) (22) (26) (27) (28) (23) (26) (25) (27 Mental Health Index Mean 77 90* 80 103* 88 110* 115* 83 91 91 S.D. (30) (19) (30) (27) (39) (28) (42) (25) (39) (25 Group Process Index Mean 97* 77 97 98 101* 77 109* 97 102* 9( S.D. (ll) (17) (21) (21) (24) (18) (31) (21) (24) (2( Individual Differences Index Mean 103 138* 110* 91 95 106* 88 132* 99 117 S.D. (27) (30) (37) (25) (40) (26) (42) (30) (38) (2t Teachers in the third grade of the BTU Schools-put the most emphasis on the Learning Index, with secondary im- portance to Individual Differences. The High Achieving teachers reversed this with Individual Differences signi- ficantly above the Mean and Learning slightly above the Mean. The BTU teachers ranked the Mental Health Index the lowest.while the High Achieving teachers placed Group Pro- cesses the lowest. 110 The fourth grade teachers in the BTU group gave their strongest leanings toward Individual Differences and Learning with Mental Health last. The High Achieving scores are all compacted just above and below the Mean. In the fifth grade the BTU teachers again fluctu- ate in ranking the Learning Index and Group Process above the Mean and the Mental Health Index lowest; in fact, sig- nificantly below the Mean. The teachers in the High Achieving Schools placed almost equal confidence in the Mental Health Index, the Learning Index and the Individual Differences Index all somewhat above the Mean, but empha- sis on Group Process was extremely low. The teachers of the sixth grade BTU Schools have the most support to the Mental Health Index and the Group Process Index with Individual Differences being low. The emphasis-of the High Achieving teachers was placed on In- dividual Differences. Their lowest score was for Mental Health. The Composite scores of both groups shows a wide divergence of beliefs among the teachers of both groups. The strongest measures of the BTU teachers was on the Learning Index and the Group Process Index with the least emphasis on Mental Health and then Individual Differences. The main strength with High Achieving teachers is in In- dividual Differences with the secondary item being the Learning Index again. Here Group Processes is low with Mental Health being below the Mean. 111 In Table 32 teachers were asked to indicate the degree to which they derived fulfillment in working with their pupils on a five point scale; 1 indicating No Ful— fillment; 2 Little; 3 Some; 4 Quite a Bit and 5 a Great Deal. TABLE 32.--Teachers' Degree of Fulfillment in Working With Students in Grades Three Through Six in BTU and High Achieving Schools. Variables 3rd Grade 4th Grade 5th Grade 6th Grade Composite Defined BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Teachers' De- gree of Ful— fillment in Working With Students Mean 3.9 3.9 3.7 3.8 3.3 3.9 3.4 3.8 3.6 3.9 S.D. (.9) (.8) (.9) (.8)(l.04)(.9)(1.07)(.9)(1.01)(.9) Teachers in all grades responded over a wide range on the scale as shown by the large Standard Deviation. BTU teachers generally responded to the Degree of Fulfillment in declining fashion through each grade. The High Achiev— ing teachers remained more consistent throughout the grades. Since, the professional staff displayed so much in— terest in pupil achievement, an attempt was made to ascer- tain how closely the teacher's attitude in the classroom related to the classroom learning situation. Teachers were asked to estimate the classroom achievement of each of 112 their pupils and this was correlated with the actual test scores from the most recent.Intelligence Test in Table 33. TABLE 33.--Correlation of Teachers' Estimate of.Pupils' Achievement with Most Recent Intelligence Test. Scores for Grades Three Through Six, in BTU and High Achieving Schools. . (Correlations and Significance Levels) Variables 3rd Grade 4th Grade 5th Grade 6th Grade Composite Defined BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS- Teacher's Est- imate of Pupil's Achievement Correlated with Most Recent Intelligence Test Mean .46 .88 .39 .84 .51 .74 .39 -76 .45 .79 S.D. .01 .01 .01 .01 .01 .01 .01 .01 .01 .01 In the BTU Schools the correlation between these two variables of Estimated Achievement and Intelligence Test scores was not high. In the High Achieving Schools the correlation between these two was much higher, indi- cating a greater degree of predictive accuracy. In the BTU group, the teachers indicate that the I.Q. SCOre is not of much importance to them in determining the child's 'classroom ability, while the High Achieving teachers seem to put a degree of faith in this meaSurement. 113 Table 34 shows the results of correlating the Teacher Estimate of Pupils' Achievement with the Composite Test scores on teh Stanford Achievement Tests and the Science Research Associates Tests. TABLE 34.--Correlation of Teachers' Estimate of Pupils' Achievement with Composite Achievement Test Scores for Grades Three Through Six, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables 3rd Grade 4th Grade 5th Grade 6th Grade Composite Defined BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Teachers Esti- mate of Pupil's Achievement Correlated with Stanford Com- posite Score --- --- .64 --- .63 .62 .42 .46 .58 .53 and .01 .01 .01 .01 .01 .01 ~01 SRA Composite --- .96 ——— .89 .55 --- .61 -—- .61 .94 Score .01 .01 .01 .01 .01 .01 The Standord was mainly administered to 5th and 6th Grades and SRA Tests to 3rd and 4th Grades. In Teachers' Estimate of Achievement and Actual Pupil Achievement scores, the ranges in the BTU Schools are from a low of .42 at the sixt11grade to a high of .64 in the fourth grade, with composites of .58 and .61- The High AChieVing Teachers' Estimate of Achievement of Actual Pupil 'Achievement scores goes from a low of .46 in the sixth grade to.a .96 at the third grade level, with composites of .53 and .94. Table 35 shows the correlation of Teachers' 114 Esti- mate of PUpils' Achievement with Teachers' Degree of Fulfillment or degree of satisfaction derived from teach- ing in the classroom. TABLE 35.--Correlation of Teachers' Estimate of Pupils' Achievement with Teachers' Degree of Fulfillment for Grades Three Through Six, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables 3rd Grade 4th Grade 5th Grade 6th Grade Composite Defined BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Teacher's Es- timate of Pupil's Achievement correlated .74 .91 .76 .90 .76 .84 .70 .85 .75 .87 with .01 .01 .01 .01 .01 .01 .01 .01 .01 .01 Teacher's Degree of Fulfillment There is a high correlation between Teacher's Es- timates of Achievement and the scores of Degree of Fulfill- ment that a teacher receives in the classroom situation, for both groups, with the High Achieving Schools dominating. Table 36 shows the correlation of Teachers' Esti- mate of Classroom Behavior with Teachers' Estimate of Pupils' Achievement. 115 TABLE 36.--Correlation of Teachers' Estimate of Classroom Behavior with Teachers' Estimate of Pupils' Achievement for Grades Three Through Six, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables 3rd Grade 4th Grade 5th Grade 6th Grade Composite Defined BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Teacher's Estimate of Pupil's Be- havior correlated .52 .46 .51 .42 .56 .56 .60 .51 .56 .49 with .01 .01 .01 .01 .01 .01 .01 .01 .01 .01 Teacher's Estimate of Pupil's Achievement There is apparently some positive relationship ex— isting between a teacher's perception of behavior and her perception of achievement. The direction would be toward equating "good" behavior with "high" achievement. Table 37 shows the correlation of Teachers' Esti- mate of Classroom Behavior with Teachers' Degree of Fulfill- ment. The comparison of Teacher's Estimate of Classroom Behavior ascorrelated with Teacher's Degree of Fulfillment indicates that, in the BTU Schools Classroom Behavior plays a more positive role in Teacher Fulfillment. In the High 116 TABLE 37.--Correlation of Teachers' Estimate of Classroom Behavior with Teachers' Degree of Fulfillment for Grades Three Through Six, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables 3rd Grade 4th Grade 5th Grade 6th Grade Composite Defined BTU HAS BTU HAS BTU HAS' BTU HAS BTU HAS Teacher's Estimate of Classroom Behavior correlated .59 .39 .64 .44 .61 .53 .54 .49 .61 .45 with .01 .01 .01 .01 .01 .01 .01 .01 .01 .01 Teacher's Degree of Fulfillment Achieving Teachers' role Classroom Behavior is a factor but not to the extent that it overrides or dominates basic learning principles. Table 38 shows the correlation of Teachers' Esti- mate of Classroom Behavior with Teachers' Estimate of Pupils' Self-Concept. Since a major portion of this study was that of Self-Concept, especially as it pertains to the teacher as a Significant Other, this and the following two charts re- late to Teacher's Estimate of Self-Concept to Teacher's Estimate of Classroom Behavior, Teacher Fulfillment and Pupil Achievement. While there should be little or no 117 TABLE 38.--Correlation of Teachers' Estimate of Pupils' Self-Concept with Teachers' Estimate of Class- room Behavior for Grades Three Through Six, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables 3rd Grade 4th Grade 5th Grade 6th Grade Composite Defined BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Teacher's Estimate of Pupil's Self-Concept correlated .60 .64 .42 .59 .54 .48 .52 .52 .51 .55 with .01 .01 .01 .01 .01 .01 .01 .01 .01 .01 Teacher's Estimate of Classroom Behavior correlation between Self-Concept and Classroom Behavior, the BTU teachers do consider it a factor in all but the fourth grade, and it has significance to them. The High Achievers' group does equate as being of significant im- portance except at the fifth grade level. The further indication of this inability to see the full relationship between the pupil's self-concept and that which the teacher perceives as the self-concept is indicated in Table 39. 118 TABLE 39.--Correlati0n of Teachers' Estimate of Pupils' Self-Concept with Actual Self-Concept Scores of Pupils as Measured by the COOpersmith Self- Concept Inventory for Grades Three Through Six, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables 3rd Grade 4th Grade 5th Grade 6th Grade Composite Defined BTU HAS BTU HAS BTU HAS BTU HAS‘ BTU. HAS Teacher's Estimate of Pupil's Self-Concept correlated .20 .54 .26 .51 .19 .37 .27. .41 .22 with .05 .01 .01 .01 .05 .01 .01 .01 .01 Actual Self- Concept,Scores of‘Pupils as Measured by COOper-, smith Self- Concept In- ventory , .44 .01 It seems that the teachers in the BTU Schools, in particular but also those in the High Achieving Schools, are only minimally aware of the perceptions which children have of themselves as indicated by the rather low corre- lations. Table 40 shows to what extent the Teacher is happy within the classroom situation in relationship to his per- ception of the student's self—concept. 119 TABLE 40.--Correlation of Teachers' Estimate of Pupils' Self-Concept with Teachers' Degree of Fulfill- ment for Grades Three Through Six, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables 3rd Grade 4th Grade 5th Grade 6th Grade Composite Defined BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS‘ Teacher's Estimate of Pupil's Self- Concept. correlated .65 .89 .60 .84 .67 .77 .69 .81 .66 .82 with .01 .01 .01 .01 .01 .01 .01 .01 .01 .01 Teacher's Degree of Fulfillment The correlation between Teacher's Estimate of Pupil's Self-Concept and Teacher's Degree of Fulfillment seems to indicate that teachers of both groups derive a great deal of pleasure and satisfaction out of teaching and working with boys and girls that have good self—concepts. Table 41 shows the relationship between the Teach- ers' Estimate of Pupil Achievement and the Teachers' Esti- mate of.Pupils' Self-Concept. As Teacher's Estimate of Self-Concept is correlated with Teacher's Estimate of Achievement, it is significant in both groups that achievement plays an important role in what the teacher visualizes as self-concept. Achievement orientation of the teachers in both pOpulations seems to 120 TABLE 41.--Correlation of Teachers' Estimate of Pupils' Self-Concept with Teachers' Estimate of Pupils' Achievement for Grades Three Through Six, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables 3rd Grade 4th Grade 5th Grade 6th Grade Composite Defined BTU HAS BTU HAS BTU HAS BTU HAS BTU HAS Teacher's Estimate of Pupil's Self- Concept correlated .53 .47 .68 .51 .74 .59 .79 .69 .75, .63 with .01 .01 .01 .01 .01 .01 .01 .01 .01 .01 Teacher's Estimate of Pupil's Achievement dominate Teacher Fulfillment within the classroom. It also sets the manner in which the teacher will perceive the pu- pil as an individual and fulfill the teaching role toward him. Lack of achievement becomes a real source of conflict between the teacher and pupil in the BTU Schools but it also becomes a source of conflict between teacher and pupil in the High Achieving Schools. Further examination of Teacher Attitude led to an attempt to identify which teacher attitudes were the most valid in predicting teacher-pupil relationships. A Mult- iple Regression Analysis using the Unrestricted Least Squares Program provides this. 121 The first dependent variable was the Teacher's Estimate of Pupil's Self-Concept. The independent vari- ables that were forced through the program at the .04, .03 and .01 level of significance were Minnesota Teacher Atti- tude Inventory, Teacher's Estimate of Classroom Behavior, Teacher's Estimate of Pupil's Achievement and Teacher's Degree of Fulfillment. All other variables which were fed into the program were found to have no significance to the dependent variable. TABLE 42.--Least Square Regression Measuring the Inter- Correlations of Variables with Teacher's Esti- mate of Pupils' Self-Concept as the Dependent Variable and Forcing Independent Variables, BTU and High Achieving Schools. (Correlations and Significance Variables Defined Teacher's Estimate of Pupil's Self- Concept vs. Beta-Coefficient Levels) Coefficient of Least Square Regression and Significance Level BTU HAS Teacher's Estimate of Pupil's Achievement .59 .74 .76p = .05 (BTU) Teacher's Degree .82p = .04 (HAS) of Fulfillment .21 .48 122 In holding the Attitude of the Teacher toward the Self-Concept of the Pupil dependent, all other variables were forced out of the program as not significant. Teach- er's Estimate of Pupil's Self-Concept correlated with Teacher's Estimate of Pupil's Achievement and Teacher's Degree of Fulfillment at .02 and .04 level of significance reSpectively. To the teacher, viewing the Self-Concept of a pupil, schievement plays a much greater role than does Fulfillment. Classroom Behavior was the second variable that was held as a dependent. The Teacher's Estimate of the Pupil's Classroom Behavior was correlated with Minnesota Teacher Attitude Inventory, Teacher's Estimate of Pupil's Self- Concept, Teacher's Estimate of Pupil's Achievement and Teacher's Degree of Fulfillment. All other variables were correlated but the four listed were forced out at the .03 and .01 levels. Two variables, Sex of Student and Teacher's Degree of Fulfillment proved to be of significance in determining Teacher's Estimate of Classroom Behavior. In observing classrooms during this study, it was noticeable that teach- ers held a slight preference for girls. This same indica- tion was observed by Whittl in his study, particularly among the Negro teachers. lIbid., p. 104. 123 TABLE 43.--Least Square Regression Measuring the Inter-. Correlation of Variables with Teachers' Esti- mate of Classroom Behavior as the Dependent Variable and Forcing Independent Variables, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables Defined Beta-Coefficient Coefficient of Least Squares Regression and , . Teacher 3 Estimate Significance Level of Pupil's Class- room Behavior vs. BTU HAS Sex of Pupil .16 .28 .63p = .05 (BTU) .82p = .03 (HAS) Teacher's Degree of Fulfillment .60 .78 Teacher's Degree of Fulfillment .61 .80 .6lp = .01 (BTU) .8lp = .01 (HAS) Teacher Fulfillment is also directly related to the variable dealing with the behavior of these pupils. These teachers, particularly the females, derived more satisfac- tion from working with pupils who behaved and even more so from girls than boys. When the variable, Teacher Estimate of Pupil's Classroom Behavior is held as dependent, the most significant way in determining how the teacher per- ceives this behavior is the Degree of Fulfillment the teacher receives in working with the pupil. 124 Teacher's Estimates of Pupil's Achievement was used as a dependent variable. This variable was held as the de- pendent variable and the Minnesota Teacher Attitude Inven- tory, Teacher's Estimate of PUpil's Self-Concept, Teacher's Estimate of Pupil's Classroom Behavior and Teacher's Degree of Fulfillment were introduced as the independent variables. All variables were fed into the program but with the above exceptions the others were forced out. In holding the Teacher's Estimate of Pupil's Achievement dependent, all but three variables were drOpped as not significant. The three variables that retained a significant relationship were Teacher's Estimate of Pupil's Self-Concept (.01), Teacher's Degree of Fulfillment (.01), and the CompOsite Stanford Achievement Scores (.04). At the .01 level Fulfillment is slightly stronger than Teacher's Estimate of Self-Concept in determining the manner in which a teacher perceives the pupil's achievement. The attitude of the teacher toward Pupil Self-Concept is based on achievement. This study, as well as that of Whitt, indicates that teachers in both the BTU and High Achieving Schools, predicate Pupil Self-Concept, not on the actualizing Self, but on the basis of academic achievement. Self—Concept and achievement are not synonymous except as perceived by the majority of these teachers. lIbid., p. 135. 125 TABLE 44.--Least Square Regression Measuring the Inter- Correlation of Variables with Teachers' Esti- mate of PUpils' Achievement as the Dependent Variable and Forcing Dependent Variables, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables Defined Beta-Coefficients Coefficient of Least of Pupil's Self— 9 Concept BTU HAS Teacher's Estimate of Pupil's Self- Concept .39 .63 .84p .88p .05 (BTU) .04 (HAS) Teacher's Degree of Fulfillment .41 .66 Composite of Stan- ford Achievement '0 [0 ICE I\l Teacher's Estimate of Pupil's Self Concept .45 .76 .82p .84p .01 (BTU) .01 (HAS) Teacher's Degree of Fulfillment .45 .84 In Table 45 Teacher's Degree of Fulfillment was held as the dependent variable and all other variables were placed in the program. The variables, Teacher's Estimate of Pupil's Achievement, the Minnesota Teacher Attitude In— ventory, and Teacher's Estimate of Pupil's Achievement. 126 TABLE 45.--Least Square Regression Showing Inter-Correlation of Variables with Teachers' Degree of Fulfillment as the Dependent Variable and Forcing Independent Variables, in BTU and High Achieving Schools. (Correlations and Significance Levels) Variables Defined Beta—Coefficient Coefficient of Least Squares Regression and Teacher's Degree of . . . Fulfillment vs. Significance Levels BTU HAS Minnesota Teacher Attitude Inventory .19 .32 .84p = .05 (BTU) .88p = .04 (HAS) Teacher's Estimate of Pupil's Assisysmsas _______ ;Z§ i§§ _________________ Teacher's Estimate of Pupil's Achievement .80 .86 .82p = .10 (BTU) .84p = .01 (HAS) Pupil Achievement is the predominant factor in the way the teacher derives Fulfillment. Academic achievement becomes significant in the attitude of these teachers, in both groups. In the final analysis, the teachers in this study and that of Whittl equate pupil success with academic success 0 1Ibid., p. 138. 127 Summary Buildings The median age of the buildings in this study is 23.2 years with a mean age of 19 years. The oldest build- ing was constructed in 1922, and the newest in 1963. All of the buildings have community school facilities for after school and evening activities. This compares to the medi- an age of the BTU Schools of 47 years, with a mean age of 41.74 years. The oldest BTU School was constructed in 1902 and the newest one in 1964. Racial Composition The racial composition of this study was .1 Negro and .99.9% Caucasian as compared to the BTU's 90 per cent Negro and 10 per cent Caucasian. Teachers In this study there are 24 teachers, 4 male and 20 female, while the Whitt Study contained 54 teachers, 12 male and 42 female. Eleven per cent of the BTU teachers had no degree compared with 21 per cent in this study. The BTU teachers had 51 per cent with a degree plus ten hours while only 29 per cent of this group had such quali- fications. Sixteen per cent of the BTU teachers had a degree plus 11 to 20 hours while only 8 per cent of the 128 High Achieving teachers registered this. Only 7 per cent of the BTU teachers had a Masters Degree plus 10 hours; 13 per cent were in the Whitt group and 25 per cent in this group. In the BTU study all 12 males were Caucasian and 16 female teachers were Caucasian and 26 Negro. In this re— search there was one Negro male and all others, male and female, were Caucasian. Fifty per cent of the Whitt teach- ers were in their first assignment as compared to 25 per cent in this study. Student Achievement Achievement as measured by standardized test scores drOpped consistently from grades three through six in the BTU Schools while the High Achieving Schools showed an in- consistent fluctuation up and down but some 53 points higher overall on the measuring scale than the other group. The BTU scores range from the Mean score at the 50th per- centile to the lower quartile range. The High Achieving range from the high upper quartile down into the 60th per- centile. Self-Concept The Self-Concept scores of both groups were very close to the Mean of 100, with a composite on the Cooper- smith Inventory Scale of 99 for the BTU Schools and the High Achieving Schools with 98. 129 School Concept Scores by both groups on the COOpersmith Inventory for School are comparable. Both groups are below the Mean in the third and fourth grades and are above in the fifth and sixth grades. Both groups seem to have a healthy regard for school as they progress. Mental Health Index The scores for the Mental Health Index in the Pupil Inventory are extremely low in both groups. The BTU group starts well below the Mean in the third grade and is still below at the sixth grade. The High Achieving group starts further below and is still below the Mean at the sixth grade. Minnesota Teacher Attitude Inventory The Mean percentile scores for the BTU teachers was 29 per cent and for the High Achieving teachers 35 per cent. The one group ends up in the lower third of the scale while the other just escapes it. On the basis of MTAI, neither group is well prepared to do their jobs in either group. Teachers' Observations of Pupils In both groups the Teachers' Estimates of the Pu- pils' Self-Concept drOpped at a continuously steady rate. 130 Both were at the Mean or above in the third and fourth grades but dropped below by the sixth grade. Teachers' Estimate of Pupils' Classroom Behavior followed the same pattern. Social Concept The Social Concept scores for both the culturally alienated group and the High Achievers runs consistently near the Mean scores established with the Normal Popula- tion. Personal Need Structure The need to Achieve score for the BTU pupils was two points below the Mean of 100 and three points below for the High Achieving pupils on the Pupil Personal Need Inventory Composite. The Need to Influence Scale Compo- site shows the BTU pupils at 98 or two points below the Mean while the High Achievers were four points below. The Need for Affiliation was the lowest for the BTU Schools at seven points below the Mean Composite and the High Achiev- ing Schools at their highest with 104 or four points above the Mean Composite. Learning Index Learning Index scores on Pupil Attitude represent a weakness at the third grade level for both grOUps but then after that they both climb well above the Mean. 131 Teacher's Estimate of Pupil's Achievement scores declined steadily in the BTU group to a low of 94, while the high group again was erratic. They were at or above the Mean in the third and fourth grades but dipped below the fifth and sixth grades. Teachers' Educational Ideology Scale The Teacher Ideology Scale scores indicate the greatest teacher emphasis on Learning and Group Processes in the BTU Schools, with lessening degrees on Individual Differences and then Learning with lesser stress on Mental Health and Group Processes. Again Mental Health was well below the Mean for both groups. Teacher Degree of Fulfillment The Teacher's Degree of Fulfillment in working with their pupils in the BTU Schools showed a drOp with each grade level, while the High Achieving group showed a con- sistency through all of the grades indicating a feeling of reward in working with these boys and girls. However, in both cases the wide divergency of answers indicated that these teachers have strong likes and dislikes concerning individuals within their classroom. 132 Analysis of Correlations The High Achieving Teachers generally have a higher correlation between their estimate of student achievement and standardized achievement scores than do the BTU teach- ers. There is a high correlation between Teachers' Es- timate of Pupils' Achievement and Teacher Fulfillment in both the BTU and High Achieving groups ranging from .70 to .91 in the various grades. Both groups seem to place a great deal of emphasis on job satisfaction from working with pupils who are academically successful. Correlation of scores of Teachers' Estimate of Classroom Behavior with Teacher Estimate of Pupil Achieve- ment found both groups clustered just above and below the Mean. These correlations gathered strength as they pro- ceeded up through the grades from a low of .42 to .60. Teacher Estimate of Classroom Behavior as correlated with Teacher Degree of Fulfillment indicated that BTU Teach- ers generally placed greater emphasis on Behavior for their Fulfillment than did High Achieving Teachers. Teachers in both groups, with some exceptions at the fourth and fifth grade levels tended to equate poor behavior with poor self—concept and good behavior as good self-concept in correlating Teacher Estimate of Pupil Self- Concept with their estimate of Classroom Behavior. 133 PUpil Self-Concept was recognized in some other terms by both groups of teachers as indicated by the cor- relation of Teacher Estimate of Pupil Self-Concept with that of actual Pupil Self-Concept. Scores showing the correlation between Teacher Es- timate of Self-Concept and Teacher groups Fulfillment in- dicates that when both talk about Behavior and Achievement. In relating the scores of Teachers' Estimate of Pupil Self-Concept to the scores of Teachers' Estimate of Pupil Achievement, there is evidence that achievement is the most significant factor in the way a teacher perceives the self of an individual pupil. Least Squares Regression Analysis In holding the Teachers' Attitude Toward the Pupils' Self-Concept dependent the two variables that were most significantly related were Teachers' Estimate of Pupil Achievement and Degree of Fulfillment, Achievement seems to play the larger role. The scores of two variables, Sex of Pupil and Teachers' Degree of Fulfillment, proved to be significant with the scores of Teachers' Estimate of Classroom Beha- vior.‘ Teachers in both groups get much more satisfaction from pupils that behave well and more so from girls than boys. 134 The scores of Teachers' Estimate of Pupils' Achieve- ment held significance with Teacher Estimate of Pupil Self- Concept, Degree of Fulfillment and the Composite of Standardized Achievement Tests, indicating that both sets of Teachers predict the Pupil Self-Image on Achievement and not on the basis of the inner evolving Self. With Teacher's Degree of Fulfillment as the de- pendent variable, Teacher's Estimate of Pupil Achievement became the most significant predictor of Teacher Fulfill- ment. CHAPTER V CONCLUS IONS AND RECOMMENDATIONS Conclusions From the statistical evidence in this study and the findings of other related research, the following con- clusions can be supported: 1. That Self-Concept seems to be unrelated to the factors differentiating "culturally alienated," low achiev- ing pupils from high achieving pUpils. The Self-Concept scores at these levels are those eXpected for these grades in both groups. The Composite Mean scores for grades three through six are: BTU pupils 99 and High Achieving pUpils 98. Composite scores are not significantly dif- ferent from those expected for a normal population. 2. That the "culturally alienated," low achieving pupil does like school as a learning situation and the teacher as a learning facilitator. These results are not startling when presenting the picture of high achieving pupils but if the literature is to be believed it is 135 136 unusual with this group. Studies by Gilinskyl and Campbell2 and others would lead one to believe that the low achiever does not like school or the teacher. The overall composite mean score for School-Concept for this group is 102 and for Teacher as a Learning Facilitator 111. 3. That Mental Health is a factor in inhibiting the growth and develOpment of these pupils, due to the in— ability to discern and alleviate mental health problems, at least for students in this study. Herein lies an in- dication of a lack of leadership responsibility in the areas of educational training of teachers in the general area of mental health. This failure is indicated in the low scores of the Minnesota Teacher Attitude Inventory for both groups of teachers surveyed. BTU teachers stand at the 29th percentile while the High Achievers are at the 35th percentile. 4. That Social Concept scores suggest that the "culturally alienated," boys and girls do not have the same bleek out—look of themselves that Society does. Socially, the "alienated" are not maladjusted within the educational setting. lGilinsky, 0p. cit., p. 3. 2Campbell, 0p. cit., p. 62. 137 5. That teachers have a very incomplete concep— tion of the factors that go into the Self-Realization of children. The Teacher Attitude Toward the Self-Concept of the pupil is determined, not by the perception of the pu- pil about himself but by behavior, achievement, and teacher satisfaction. The teachers too often identified high self- concept with high achievement and good behavior and low self-concept with poor behavior and poor achievement. 6. That the need patterns exhibited by High Achieving pupils was significantly different from the patterns of the BTU students only on the Affiliation scale. The High Achievers had a sense of belonging whereas the low achiever was a "loner"--a "do it yourselfer." Parental role models may be closely related to affiliation as a "learned" need. I 7. That the Degree of Fulfillment experienced by teachers varies between the teachers of the BTU group and those of the High Achieving group. The High Achieving teacher derives satisfaction from student achievement whereas the teacher of the low achieving student, finding she cannot obtain similar satisfaction in pupil achievement, seeks other avenues for fulfillment. Pupil behavior was more fulfilling to the BTU teacher than pupil achievement. 8. Teacher behavior between groups, at least within the pOpulations studied, was far more similar than different. In view of the differentiation exhibited by 138 their student populations, greater differentiation in teach- er behavior might have produced some more startling outcomes. Recommendations Using the Statistical evidence of this and the Whitt Study, observations and the findings in related research and literature, the following recommendations are given as a , basis of evaluation of BTU and High Achieving Schools and for future development of education in Flint. Recommendations Concerning Administators 1. All persons who wish to become administrators with the Flint School District should be required to teach a minimum of four years. Two years to be spent in the BTU Schools and two years in the High Achieving Schools. It is an unfair picture to present only one side of the coin, for one is apt to believe this is the only side and to magnify that particular problem. These persons should be screened from all phases of classroom teaching and placed in service training administrative posts. They should then be subsidized to courses in Educational Administration to supplement their needs. They should be bright, energetic, young people with enthusiasm for children and not those who merely have time to take additional courses or show loyalty to the system. All areas seem to need this type of admin- istrator. 139 2. Administrators need to be more creative in working with the teachers. The relationship of adminis- trator to teacher should be more one of close COOperation and partnership than the present employer-employee feeling. One is there to provide the where-with-all to teach chil- dren while the other provides the warmth, ingenuity and emotions to help children learn. It must become a common cause. 3. All aspiring administrators should be screened by means of the Minnesota Teacher Aptitude Inventory, Teacher Ideology Inventory and the Miller Analogy Test. This is to be supplemented with additional in service training courses with teachers in Mental Health and Child Growth and DevelOpment. Recommendations Concerning Teachers 1. All teacher candidates should be screened as has been recommended for administrators, using the Minne- sota Teacher Aptitude Inventory, Teacher Ideology Inventory and Miller Analoqy Test. 2. Much more use should be made of the teacher preparation proqrams. A cooperative program, similar to the one now underway with Michigan State University, for on the job training of teachers. The program of two years of University work on campus and then three years of 140 teaching-study experience should be greatly expanded and extended to all colleges and universities for a number of incoming teachers who are familiar with and acclimated to the Flint system. 3. Much more use made of the strong, virile male teachers in the early elementary grades. These males should be both Negro and Caucasian and dispersed throughout the system without prejudice, as models of the significant others. This need exists in both boys and girls. 4. All teachers should attend a one week pre- school workshop, with pay, to gain insights into the workings of the children from various schools. To assign only those who are to teach in the BTU Schools is a pre— judgment and condemnation of those schools. 5. There should be a constant inservice training program carried on at the district's expense and carrying college credit. This aids not only the supportive educa- tion of the teacher, helps to gain insights into the pu- pils but aids the democratic concept and maintains a better qualified staff. Such an inservice program should include: a. The nature of Self-Concept and its relation- ship to the educational process. b. Mental Health--designed to promote better mental health and less anxiety in the class— room. 141 0. Child Growth and Development to promote a better understanding of the inner-city cul- tures. d. Sociology--for better understanding of the ethnic, religious and social problems of the large MetrOpolitan p0pu1ations. e. Educational Psychology--with an emphasis on learning theories. f. Counseling and Guidances. g. Humanities--for a better working knowledge of the contributions of all men, nations and religions to civilization. 6. The Board of Education should strive to keep the better teachers in the classroom with pay commensurate with that of the administrator, by more democratic pro- cesses and through prestige factors that this is the most important area of education. Recommendations Concerning Staffing and Personnel Practices 1. A COOperative program should be established within the system for Future Teachers within all the schools and with the surrounding colleges and universities for a COOperative internship program. 2. Each school no matter its size, location and pOpulation, should be staffed with a fair percentage of male teachers in the early elementary grades. Fr——t ' 142 3. A much greater use of parent—teacher relations. Since the Flint Schools are all neighborhood schools at the elementary level, it is recommended that all teachers be dismissed from schools at closing time, unless confer- ence or other pressing matters arise, to walk home with an individual child each night, merely to gain insight into his Self—Concept and that of the parents and homelife. 4. At least each quadrant of the city should be staffed with a psychologist and a psychiatrist to be avail- able on a call and need basis. They should also be avail- able for inservice training. Specialists are hired to handle such problems as reading, but the child's innermost and deepest needs are still left unsolved. Recommendations Concerning the School Program 1. The emphasis in the schools must change from one of standardized achievement to one of individualized instruction. For this reason class sizes particularly at the early elementary should be reduced to twenty or less. It is impossible for the teacher physically, mentally or emotionally to c0pe with the present large groups of thirty or more. For this reason the ungraded primary should be— come a reality in these schools, a situation where no report cards are issued but are replaced with parents- teacher conferences. It should be a setting whereby stu- dents may progress at their own rate in mastering skills 143 and not pushed to meed achievement test deadlines or com- pete with other schools en masse. Major emphasis should be placed on: a. Mental and physical health b. Self-Concept c. Motivation d. Behavior e. Family relationships 2. There is a need for curriculum revision to com- ply with the above factors. This should include: a. A realistic Curriculum that relates to the world that surrounds these children. The Clasroom Milieu scores indicate that the children are confused by the learning that goes on at school which is purported to be realistic, only to leave school at the end of the day and find a different real world on the outside. The classic . example is that of having Negro girls read stories about blonde, straight-haired girls when they do not exist in their world. A curriculum of this nature would probably require the district to write and print some of their own materials, even individualizing it by schools. b. A truly basic reading program, which if necessary cuts down on other subject matter, until the fundamentals are mastered. 144 c. There is a definite need for better study and concentration habits. These perhaps will come with the realistic and interesting curriculum. But along with this there is the partial solution of making the classroom an interesting and happy place to be. This can come about physically with the modernization of many of the dark, sterile classrooms now in use. d. Behavior and discipline policies must be formed COOperatively, not only by the administration but by the parents, teachers and the pupils. Without instruc- tion practice in these areas not much else will be accom- plished. e. The Community School program at this level must be strengthened to include interesting extracurricular activities that supplement the regular school learning pro- cess. This would be an attack on the sociological adjust- ment problem. f. The pre-school programs should be drOpped. The money, time and talents that are going into these pro- grams should be channeled into strengthening already ex- isting programs. The reports now coming back from the Headstart Programs indicate that this is only a stOpgap measure and that unless it is continued in this same in- tense manner on through the grades, the children revert back. Moreover, as data from these studies seems to 145 indicate, most of the children involved were not ready to handle complicated processes until about the fourth grade. Other Recommendations Michigan State University should take the initia- tive in setting up a revised teacher training program that would meet the needs of Flint and other large metropolitan areas with inner—city problems in education. This would seem logical as the University now has a large grant from the Mott Foundation for the next nine years to alleviate this problem. The program would follow along these lines: 1. Students who in their senior year in high school have indicated an interest, by serving as teacher's aids during junior and senior years, would be given grants-in— aid assistance to come to Michigan State for a two year on campus program especially designed to meet the inner- city needs. This program would be set along the lines of small group seminars, using eXperts in these areas, Visita- tions to other metropolitan areas and on the job experiences. At the end of the two year period they would return to Flint and then become a part of the three year work learning ex- perience program that is now underway through the University. 2._An extension of this plan should be made avail- able to Peace Corp Volunteers and VISTA workers who are now in the field working but will be returning home with two years of valuable training in these areas. The repayment 146 of the grant-in-aid would be reduced by one fifth for each year that they worked in the Flint system. A teacher training program of this nature would be valuable for the following reasons: a. It would fulfill the purpose of the Uni— versity to train its students to fit into a vital, inter— esting and rewarding way of life. b. It would provide a constant flow of teachers who were equipped and trained to teach in the large Metro- politan areas and particularly in Flint. c. It would serve as a model for other parts of the country in solving the problems of education of the culturally alienated. d. It would provide a source of further edu- cation to those who cannot or could not obtain it in any other way. e. It would by its very nature select and screen those teacher training candidates who have the desire and talents to become good teachers. BIBLIOGRAPHY Books Allport, Gordon W. Becoming, New Haven Connecticut: Yale University Press, 1955. Berelson, Bernard and Steiner, Gary A. Human Behavior, An Inventory of Scientific Findingg. New York: Har- court, Brace and World, Inc., 1964. Bills, Robert. "Believing and Behaving: Perception and Learning." Third Yearbook, Association for Super- vision and DevelOpment. National Education Associ— ation, 1962. Coombs, Arthur W., (ed.) "Perceiving, Behaving, Becoming." Washington, D.C.: Yearbook, Association for Super- vision and Curriculum DevelOpment. Nationaledu- cation Association, 1962. 5 Cruickshank, William M. "Frontiers of Secondary Education." Paul M. Halverson. Syracuse, New York: Syracuse University Press, 1956, p. 113. Davis, Allison. Social Class Influence Upon Learning. Cambridge: Harvard University Press, 1948. DiXOn W. J., and Massey, F. S. Introduction to Statistical Anal sis. New York: McGraw-Hill Company, Inc., 1957. Dunlap, James M. "The Education of Children with High Mental Ability." The Education of Exceptional Children and Youth. New York: Prentice-Hall, Inc., 1958. GetZels, J. W. and Jackson, P. W. "The Teacher's Personality and Characteristics." Handbook of Researgh on Teachipg. N. L. Gage, Editor, Chicago: Rand McNally and Co., 1963, pp. 506-582. Gibran, Kahil. The Prophet. New York: KnOph, 1929. 147 148 Horney, Karen. Our Inner Conflict. New York: Norton, 1945. Jersild, Arthur T. Child Psychology, Fifth Edition. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1960. Jersild, Arthur T. In Search of Self. New York: Bureau of Publications, Teachers College, New York Uni- versity, 1959. Kelley, Earl C. Education For What Is Real. New York: Harper and Row, Publishers, Inc., 1967. Kerensky, Vasil M. Reported Self-Concept in Relation to Academic Achievement in an Inner-City School Settin . Ed. D. Dissertation, Wayne State Univer- Sity, 1966. Kvaraceus, William C. (ed.) Ne ro Self-Concept. New York: McGraw Hill, Inc., 1965. Mayer, Martin. The Schools. New York: Doubleday and Co., 1963. Mead, George H. Mind, Self and Society. Chicago: Uni- versity of Chicago Press, 1934. Melby, Ernest O. The Teacher and Learning. Washington, D.C.: The Center For Applied Research in Educa- tion, Inc., 1963. Morris, Charles W. (ed.) Mind, Self and Society. Chicago: University of Chicago Press, 1934. Osgood, C. E., Suci, G. J. and Tannerbaum, O. H. The Measurement of Meaning. Urbana: University of Illinois Press, 1958. Passow, A. Harry. (ed.) Education In Depressed Areas. New York: Bureau of Publications, Teachers College, Columbia University, 1963. Riessman, Frank. The Culturally Deprived Child. New York: Harper and Brothers, Inc., 1962. Rogers, Carl R. "Towards Becoming a Fully Functioning Person." Perceiving, Behaving, Becoming. Editor, Arthur Coombs, A.S.C.D., N.E.A., 1952. 149 Rokeach, Milton. The Open and Closed Mind. New York: Basic Books, Inc., 1960. Sears, Pauline and Sherman, Vivian S. In Pursuit of Self- Esteem. Belmont: Wadsworth Publishing Company, 1964. Sexton, Patricia Gaye. Education and Income. New York: Viking Press, Inc., 1961. Sherif, Carolyn W. and Sherif, Muzaler. Reference Groups. New York: Harper and Row Publishers, 1946. Staines, J. W. "Self-Picture as a Factor in the Classroom." British Journal of Educational Psychology, XXVII, June, 1956. Stern, George. "Measuring Non-Cognitive Variables in Re- search on Teaching." Handbook of Research on Teaching. N.L. Gage, Editor. Chicago: Rand McNally and Co., 1963, pp. 403-447. Sullivan, Henry Stack. Concept of Modern Psychietry. Washington D.C.: William Alanson White Psychiatric Foundation, 1947. Whitt, Robert L. "Teacher Personal and Professional At— titudes as They Relate to Student Self-Concept and Attitudes in Inner-City Schools. Ed. D. Dissertation, Wayne State University, 1966. Witty, Paul. The Gifted Child. Boston: D.C. Heath and Co., 1951. Woodring, Paul. A Fourth of a Nation. New York: McGraw Hill, Inc., 1957. Articles and Periodicals Barbe, Walter B. and Dorris, Dorothy N. "Special Classes ‘ for Gifted Children in Cleveland." Exceptional Children, XXI (2, 1954), p. 71. Berger, Emanuel. "The Relation Between Expressed and Ac- ceptance of Self and Acceptance of Others." Journal of Abnormal Psychology, Vol. 49 (October, 1952), pp. 778-782. 150 Birch, Seck, W. "Early Admission for Mentally Advanced Children." Exceptional Children, XXI (3, 1954), pp. 84-89. Brookover, W. B. "A Special Psychological Conception of Classroom Learning." Unpublished Monogram, Michigan State University. Bush, Douglas. "Education For All is Education For None.". New York Times (October 15, 1954). Butts, Hugh F. "Skin Color, Perception and Self-Esteem." The Journal of Negro Education. XXXIII (Spring, 1953), pp. 122-125. Cook, Walter; Leeds, Carol H. and Callis, Robert. "Minne- sota Teacher Attitude Inventory." Minnesota Teacher Attitude Inventory Manual, Psychological Corporation, New (1965). Coopersmith, S. "A Method For Determining Types of Self- Esteem." Journal of Educational Research, LIX (1959), pp. 87-94. Davidson, H. H. and Lang, G. "Children's Percpetions of Their Teacher's Feelings Toward Them Related to Self-Perception, School Achievement and Behavior." Journal of Experimental Education, XXIX (1960), pp. 107-118. Dunlap, James M. "Gifted Children in an Enriched Program." Exceptional Children, XXI (4, 1955), pp. 135-137. Fine, Benjamin. Milwaukee Journal. (August 28, 1966). Gilinsky, Albert S. "Relative Self-Estimate and the Level of Aspiration." Journal of Exceptional Psychology, Vol. 39 (1949), PP. 256—259. Gray, Howard A. and Hollingsworth, Leta S. "The Achieve- ment of Gifted Children, Enrolled and Not Enrolled in Special Opportunity Classes." Journal of Edu- cational Research, XXIV (November, 1931), pp. 255- 261. Greenberg, Benjamin B. and Bruner, Herbert H. Final Report To The Board of Education and Board of Superinten- dents of Public School 5007(Speyer School) of the City of New York, Board of Education of the City of New York (1941), p. 129. 151 Helper, M. M. "Learning Theory and The Self-Concept." Journal of Abnormal Psychology, Vol. 51 (1955), pp. 184-194. Havighurst, Robert J.; Stivers, Eugene and DeHaan, Robert. "Survey of the Education of Gifted Children." Supplementary Educational Monographs, No. 83, University of Chicago Press (November, 1955). Horowitz, R. "Racial Aspects of Self-Identification." Journal of Psychology. Vol. 7 (1939), pp. 91-99. Katz, Daniel. "A Functional Approach to the Study of Attitudes." Public Opinion Quarterly. XXIV (1962) pp. 163-168. Lutz, F. W. "A Reliability Study of the Morse Pupil Ques- tionnaire." Manuscript ABC Project, Artesia, New Mexico (1963). Nelson, Edwin A. and Carlson, Edith F. "Special Education for the Gifted Children, Three Year Evaluation." Journal of Exceptional Children, XXII (1945), pp. 6-13. Oliver, W. A. "Teachers' Emotional Beliefs Versus Their Classroom Practices." Journal of Educational Re- search, XLVII (September, 1953), pp. 48-49. Phillips, Beeman N. "The Individual and The Classroom Group as Frames of Reference in Determining Teacher Effectiveness." Journal of Educational Research, Vol. 58 (November, 1964), pp. 128-131. Rasenberg, Milton, "A Structional Theory of Attitude R-2 Dynamics." Public Opinion Quarterly, XXIV (1960) pp. 319-340. Rosen, S.; Levinger, G. and Lippitt, R. "Desired Change in Self and Others as a Function of Resource Ownership." Human Relations, XIII (1960), pp. 187- 192. Roth, R. M. "Role of Self-Concept in Achievement." Journal of Experimental Education, XXVII (June, 1959), pp. 2651281. Staines, J. W. "Self Picture as a Factor in the Classroom. British Journal of Educational Psychology, XXVII (June, 1956), pp. 97-111. 152 Strang, Ruth. "Gifted Adolescents, Views of Growing Up." Exceptional Children (October, 1956), pp. 10-15. Strong, Donald J. and Feder, Daniel D. "Measurement of the Self-Concept Critique of the Literature." Journal of Counseling Peychology, Vol. 8 (1961). Videbeck, Richard. "Self Conception and the Reaction of Others." Sociometry, XXIII (December 1960), pp. 351-359. Witty, Paul A. "A Study of One Hundren Gifted Children." Journal of Exceptional Children. (July, 1959), p. 44. Wylie, Ruth C. The Self-Concept, A Critical Survey of Pertinent Research Literature. Lincoln: Univer- sity of Nebraska Press (1961). Reports Coombs, Arthur W. "Teachers Too Are Individuals." Unpub- lished Report at Association for Supervision and Curriculum Development Conference, 1962. Morse, William. "Characteristics of School Classroom En- vironments." Abstract of Study, U. S. Office of Education Research Grant Number 04632, University of Michigan, 1964. Morse, William. "Characteristics of School Classroom En- vironments." Abstract of Study, U. 8. Office of Education Research Grant Number 14632, University of Michigan, 1964. . "Survey of Exceptional Children." Pleasantville, New York: First Supervisory School District, North Westchester County, 1954. Terman, Lewis M.; Oden, Melita H., et al. "The Gifted Child Grows Up: A Twenty Five Year Follow-up of a Superior Group." Genetic Studies of Genius, Vol. IV. Stanford University Press, Stanford, California, 1947, pp. 67-108. 153 Unpublished Material Campbell, Paul. "Self-Concept and Academic Achievement in Middle Grade Public School Children." Unpublished Ed. D. Dissertation, Wayne State University, 1965. Clarke, W. E. "The Relationship Between College Academic Performance and Expectancies." Unpublished PH.D. Dissertation, Michigan State University, 1960. Cohen, Albert and Hodges, Harold Jr. "Characteristics of the Lower-Blue-Collar Class." An Abstract, Social Problems, X, 1964. COOpersmith, S. "The Antecedents and Dynamics of Self- Esteem, Progress Report, Wesleyan University (May, 1961). Goldberg, Miriam. "Adapting Teacher Style to Pupil Dif- ferences, An Abstract, Report from Horace Mann- Lincoln Institute Report, New York (March, 1963). APPENDIX A COOPERSMITH INVENTORY PUPIL CHARACTERISTICS 154 155 PUPIL CHARACTERISTICS NAME SCHOOL GRADE ROOM DATE TEACHER Please mark each statement in the following way: If the statement describes how you usually feel, put a check in the column "LIKE ME." I describe how "UNLIKE ME." There are no EXAMPLE: I'm a hard worker. f the statement does not you usually feel, put a check in the column right or wrong answers. LIKE ME UNLIKE ME 1. I spend a lot of time day- dreaming. I'm pretty sure of myself. I often wish I were someone else. I'm easy to like. I find it very hard to talk in front of the class. I wish I were younger. There are lots of things about myself I'd change if I could. I can make up my mind without too much trouble. I'm a lot of fun to be with. I'm proud of my school work. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 156 LIKE ME UNLIKE ME Someone always has to tell me what to do. It takes me a long time to get used to anything new. I'm sorry for the things I do. I'm popular with kids my own age. I'm doing the best work that I can. I give in very easily. I can usually take care of myself. I'm pretty happy. I would rather play with children younger than I. I like to be called on in class. I understand myself. It's pretty tough to be me. Things are all mixed up in my life. Kids usually follow my ideas. I'm not doing as well in school as I'd like to. I can make up my mind and stick to it. I don't really like being a (boy), (girl). 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 157 I have a low Opinion of myself. LIKE ME UNLIKE ME I don't like to be with other peOple. I often feel upset in school. I often feel ashamed of myself. I'm not as nice looking as most peOple. If I have something to say, I usually say it. Kids pick on me very often. My teacher makes me feel I'm not good enough. 1,... I don't care what hap- pens to me. I'm a failure. I get upset easily when I'm scolded. Most peOple are better liked than I am. I often get discouraged in school. Things usually don't bother me. I can't be depended upon. PUPIL INVENTORY: APPENDIX B ATTITUDES ABOUT CLASSROOM 158 159 PUPIL QUESTIONNAIRE NAME DATE AGE SEX SCHOOL GRADE ROOM MASTER COPY WITH BREAKDOWN SUB-SCALES AND QUESTIONS Student Number Pupil Inventory: Attitudes about Classroom Raw Score Standard Score A= Motivation (6).......... B= Teacher as Learning Facilitator (7)......... C= Conventional Learning Process (5)............. D= Complimentary Learning Process (8)0000000000000 A+B+C+D= Learning Index (26) E= Anxiety Sub Scale (6)... F= Emotionally Supportive Classroom Milieu........ E+F= Mental Health Index (19)00000000006000000000 G= Rigid vs. Flexible Classroom (2)........... :12 ll Generally Accepting Social Climate (5)...... 160 PART I Here are some things that could happen in your class. Read each question with me as I read the question aloud. Then check the one number under each question which best tells how things are in class. There are no right or wrong an- swers, so answer the way you really think it is in this class. Remember to answer each question by checking only one of the numbers, (1, 2, 3, or 4) under each question. Col. Cd. 1. When we work in groups or committees: I l 1. We always work in the same group. 2. We usually work in the same group. 3. We change group members often. 4. We change group members almost every time. 2. If there were some new rules about how class members should act in class, who would de- cide what the rules would be? ' 2 1. Just the teacher. 2. The teacher with a little help from the class. 3. The class with help from the teacher. 4. The class by itself. 3. If the class had leaders who helped to run the class, who would decide what pupils are to be leaders? 3 1. Just the teacher. 2. The teacher with a little help from the class. 3. The class with help from the teacher. 4. Just the class itself. MOTIVATION 4. When the class is discussing things, what do you usually do? 4 1. Think about others things you would rather be doing. 2. Just say something once in a while. 3. Tell your ideas often. 4. Offer ideas whenever you can. 161 Col. Cd. Gen. Acc. Social Climate 5. If I had a problem in class, I think: I 5 1. Many of my classmates would help me. 2. Some of my classmates would help me. 3. A few of my classmates would help me. 4. Hardly any of my classmates would help me. Gen. Acc. Social Climate 6. If I didn't do well on a test, my classmates: 6 1. Would try to make me feel better about it. 2. Wouldn't pay any attention. 3. Would just be glad it didn't happen to them.. 4. Might laugh at me for doing poorly. Gen. Acc. Social Climate 7. When I'm ready for the next grade, or to begin a new class: 7 1. I would like most all of my class- mates to go with me. 2. I would like some of my classmates to go with me. 3. I would like a few of my class- mates to go with me. 4. I would not like any of my class- mates to go with me. Gen..Acc. Social Climate 8. Some classes are very friendly and others are not. How friendly are the pupils in this class: 8 l. Classmates are always friendly. 2. Classmates are usually friendly. 3. Classmates are sometimes unfriendly. 4. Classmates are often unfriendly. 162 Col. Cd. Emot. Sup. Milieu 9. In this class, I have a chance to express my own ideas. I 9 1. As often as I want to. 2. Quite often. 3. Once in a while. 4 Hardly ever. 10. How much are you really a part of this class? 10 1. Much less than the other members of the class. 2. Not quite as much as the other members of the class. 3. More than the other members of the class. INSTRUCTIONS: 163 PART II How often do these activities occur in your class? You may use any of the possible answers in the Answer Key be— low. The answers are listed in order of HOW OFTEN THINGS HAPPEN, from "always" to "never." Just before each question is a short line. After you read the question, look for the best answer in the answer key. You may not find the exact answer you want but pick the answer that most nearly suits ypu and put the letter of that answer on the short line. These questions should be answered rather quickly. Your first answer is usually the best. If you come to one you can't make up your mind about, put down the answer that seems to be most nearly what you think. A. B. C. D. MOTIVATION 1. MOTIVATION 2. Rigid vs. Flexible 3. MOTIVATION 4. TCHR as LRN FAC 5. Complementary Lrn. Process 6. Conventional Lrn. Process 7. ANSWER KEY Almost always. Much of the time. Sometimes.” Hardly ever. Do you find yourself thinking about7 other things when you're supposed to be doing the classwork? 11 Do you really like to do the work in this class? 12 Do you really know for sure whether the work you do is right or Wrong? 13 How often do you get bored in this class? 14 Does the teacher correct your work so that you know how well you do? 15 Do you use what you learn in class to help you outside of school? 16 Do problems you work on in school usually have only one right answer? 17 A. B. C. D. Complementary Lrn. Process 8. Conventional Lrn. Process 9. Complementary Lrn. Process 10. Conventional Lrn. Process 11. Complementary Lrn. Process 12. TCHR. AS LRN. FAC. 13. Conventional Lrn. Process 14. Complementary Lrn. Process 15. Complementary Lrn. Process 16. Conventional Lrn. Process 17. Complementary Lrn. Process 18. 164 ! ANSWER KEY Almost always. Much of the time. Sometimes. Hardly ever. When you are outside of school do you talk about thinks you lean in class? 18 Does it seem that the main thing in class is to let your mind act like a sponge and "soak up" as much as possible? 19 On tests are you asked to "fill in the blank" or give data?. 20 Do problems you work on in school have several answers that are right? 21 After you've finished studying some- thing, does the teacher ask you how good you think the ideas are? 22 Does the teacher give attention to individuals in your class who don't seem to understand the work? 23 Do you have to remember lists of things in the right order? 24 How often are you asked to see how many different ideas you can think up about a problem? 25 Are you ever asked to decide whether things you are learning agree with ideas you've had in the past? 26 Do you have homework in which you have to memorize things? 27 In this class are you asked to try new or different ways of doing things? 28 Complementary Lrn. Process Complementary Lrn. Process Complementary Lrn. Process Complementary Lrn. Process Complementary Lrn. Process A. B. C. D. 19. 20. 21. 22. 23. 165 ANSWER KEY Almost always. Much of the time. Sometimes. Hardly ever. How often do just a few kids decide everything in this class? 29 Do you help in deciding what act- ivities the class will do? 30 Can you choose the pupils you will work with in class activities? 31 In this class can you choose indivi- dual things for just yourself to do? 32 Are some pupils permitted to work ahead while others are given more time to do the work? 33 166 PART IV MY CLASSMATES' OPINIONS Classmates may differ from each other in the opinions they hold about what they should or should not do. For example, in one class most Of the pupils may feel that they should try to do well in school sports, while in another class very few may feel this way. While classes may hold different Opinions, this does not mean there is any "right" or "wrong" Opinion. They are just different. - Now here is what you are tO do. Read each sentence with me as I read it aloud. Then circle one Of the numbers under HOW MANY IN THIS CLASS THINK THIS WAY. HOW MANY IN THIS CLASS THINK THIS WAY? Almost Many pupils Some pupils Only a everyone in the in the few in in the class class the class class think this think this think this thinks this 1. It is gOOd tO take part as much as possible in classroom work. 1 2 3 4 68 2. School work is more fun than not fun. 1 2 3 4 0V 3. It is better tO be friendly with class- mates than with the teacher. 1 2 3 4 IV 4. Pupils should help classmates who do not understand the classwork. 1 2 3 4 Z? 167 HOW MANY IN THIS CLASS THINK THIS WAY? Almost Many pupils Some Pupils Only a 10. 11. everyone in the in the few in in the class class the class class think this think this think this thinks this It is impor- tant to try tO be friendly with every member Of the class. It is normal tO get worried over tests and your school work. Pupils should work as hard as possible on their school work. If kids worry about schoOl, they shouldn't admit it to other pupils. School is a place where you can be happy and en- joy yourself. Pupils should work with all class members not just spe- cial friends. Pupils have a duty tO help keep order. 1 1 l 1 1 12. 13. 14. 15. 16. 168 HOW MANY IN THIS CLASS THINK THIS WAY? Almost Many pupils Some Pupils Only a everyone in the in the few in in the class class the class class think this think this think this thinks this Everyone, no matter who, should have his say about things in class. 1 2 3 4 g Memorizing school les- sons is very important. 1 2 3 4rd It is Often a gOOd thing figure out more answers for things than just those answers the teacher gives. 1 2 3 4N Teachers should make the decisions about what goes on in m class._ 1 2 3 49) There should always be regular daily assignments in m classes. 1 2 3 '4“ 169 PART V WHAT IS YOUR OPINION? Since peOple are different, they hold different Opinions about many things. We would like tO learn your own per- sonal Opinion about certain things in school. The way to mark this section is this: Circle 4 for the things that are almost always true, 3 for the things that are usually true, 2 for the things that are sometimes true, and l for the things that are hardly ever true. Almost Usually Some- Hardly Always times Ever TCHR. AS LRN. FAC. 1. This teacher checks our work to make sure that we are on the right track. 4 3 2 1 SS TCHR. AS LRN. FAC. 2. This teacher makes most everything seem interesting and important. 4 3 2 1 9S TCHR. AS LRN. FAC. 3. This teacher keeps order with a firm hand. 4 3 2 1 LS TCHR. AS LRN. FAC. 4. This class behaves well even when the teacher is out of tn the room. 4 3 2 1 m Emot. Sup. Milieu 5. In this class no one wants to tell you anything for fear you will get better marks than they get . 4 3 2 1 t2 170 HOW OFTEN DO YOU FEEL THIS WAY ABOUT THIS CLASS? These ideas came from pupils when they talked to us about their classes. They felt these things really help tell how classes are. If you feel "Often" put a check in the first column; if you feel Tsometimes" put a check in the second column; if you feel "once in a while" put a check in the third column; and if you feel "hardly ever" or "never" put a check in the fourth column. Emot. Sup. Milieu l. I feel there are too many rules. Emot. Sup. Milieu 2. This teacher up— sets me by things he does. Emot. Sup. Milieu 3. I get bothered about kids talking behind my back in this class. Emot. Sup. Milieu 4. Just thinking about this class makes me sick.' MOTIVATION 5. Some classes are places you like tO be, some are not. I like being in this class. Emot. Sup. Milieu 6. Pupils in this class get mixed up and are not sure what they are supposed tO do. Some- Once in Hardly ever, times a while or never 60 61 62 63 3 2 1 64 65 Emot. Sup. Milieu 7. Pupils get away with doing things they shouldn't in our class. 66 TCHR. AS LRN. FAC. 8. The teacher wanders and gets Off the subject Emot. Sup. Milieu 9. This teacher lets us think for our— selves. 171 Often Some- times Once in Hardly ever, a while or never . 67 68 172 PART VII ADULTS WHO SEEM ALIKE Some peOple just naturally seem to remind us Of other peOple we know. Here are some statements students have given us about peOple, their teachers and other adults. Read each one with me as I read aloud. Then put a check in one Of the boxes which tells how much each reminds you Of your teacher. Check the first box if the statement re- minds you A LOT Of your teacher; check the second box if it reminds you SOME; check the third box if it reminds you A LITTLE; check the last box if the statement reminds you Of your teacher HARDLY AT ALL. Check only one box for each statement. THESE REMIND ME OF MY TEACHER: HARDLY A AT A LOT SOME LITTLE ALL Emot. Sup. Milieu 1. A person who 69 really under- - stands kids I i my age. 2. A person tO talk to when I . l ’ COl. Cd. you are un- i i i i i , 11-3 happy. Emot. Sup. Milieu 3. A person who I i l l ' 2 gets angry. J 173 PART VIII HOW THIS CLASS SEEMS TO ME Sometimes we are quite pleased with things the way they are in class. Sometimes there are things we would like to change. Please mark the way ypu would like to have happen. TOO I like it I wish tO I wish much the way it were a it were already is now little more much more 1. The way I am included in 3 the group. Emot. Sup. Milieu 2. How friendly 4 this class , is. APPENDIX C TEACHER OBSERVATIONS OF PUPILS IN THEIR CLASSROOMS 174 175 TEACHER OBSERVATIONS _ OF PUPILS IN THEIR CLASSROOMS PUPIL ' 5 NAME A TEACHER SCHOOL GRADE This col. Office use only. 1. for Please place a check in apprOpriate marking area. Does this child adapt easily tO new situations, feel comfortable in new settings, enter easily into new activities? Often Usually Sometimes Seldom Rarely, if ever Does this child hesitate tO eXpress himself orally, as evidenced by extreme caution, failure to contribute, or a subdued manner in speaking situations? Often Usually Sometimes Rarely, if ever Please give your estimate of this student's school attendance during this school year. Excellent Above Average Average Below Average Poor TO what extent does this child show a sense Of self—esteem, self-respect, and appreciation Of his own worthiness? Very strong Strong Average Mild Weak Does this child seek much support and reassu- rance from his peers or the teacher, as evidenced by seeking their nearness or frequent inquiries as to whether he is doing well? Often Usually Sometimes Sledom Rarely, if ever This col. Office use only. 6. 10. 11. 12. 176 for How Often is this child chosen for activities by his classmates? Often Usually Sometimes Seldom Rarely, if ever . Please give an estimate Of this pupil's academic achievement in your class. Excellent Above Average Average Below Average Poor TO what extent is this pupil achieving to his potential capabilities and capacities? High Above Average Average Below Average Poor Does this child continually seek attention as evidenced by such behaviors as speaking out Of turn and making unnecessary noises? Often Usually Sometimes Seldom Rarely, if ever Does this child attempt to dominate or bully other children? Often Usually Sometimes Seldom Rarely,if ever Please indicate your opinion as to this child's classroom behavior. Excellent Above Average Average Below Average Poor TO what extent does this child publicly brag, boast, or fabricate stories or tales? Often Usually Sometimes Seldom Rarely, if ever This col. Office use only. 13. 14. 15. 16. 17. 18. 19. 177 for Does this child show confidence and assurance in his actions towards his teachers and class— mates? Often Usually Sometimes Seldom Rarely, if ever Please give your Observed estimate Of this student's Self—Concept as related to school. High Above Average Average Below Average Poor To what extent does this student seem to be popular with children his own age? Very popular Above Average Average Below Average Unpopular Please give your estimate Of this child's Self— Concept in relation to his peer group. High Above Average Average Below Average Poor On the basis of present performance, what type educational progress do you feel is possible from this student in the years ahead? Excellent Good Average Fair Poor TO what extent does this pupil show active interest, enthusiasm and participation in his school work and school activities? Excellent Above Average Average Below Average Poor TO what extent is the pupil a discipline problem? Constantly Often Sometimes Seldom Rarely, if ever Jib 178 This col. for Office use only. 20. What degree Of enjoyment and fulfillment do you think the average elementary teacher would experience in working with this child? A great deal Quite a bit Some Little None Name: Birth: Education: Positions: AUTOBIOGRAPHICAL STATEMENT Theodore Edward Hagadone March 15, 1944-1947 1947-1951 1954—1957 1965-1967 1951-1955 1952-1954 1955-1957 1957-1960 1960-1962 1962—1963 1963-1965 1965-1966 1966- 1929; Kalamazoo, Michigan Kalamazoo Central High School, Kalamazoo College Prep Albion College Albion, Michigan B.A. Western Michigan Kalamazoo, Michigan M.A. Michigan State University East Lansing, Michigan Coldwater Public Schools Coldwater, Michigan Teacher-Coach Counter-Intelligence Corp, Far East Special-Agent U.S. State Department EurOpe Special-Agent Lawton Public Schools Lawton, Michigan Teacher—Coach Lakeville Public Schools Otisville, Michigan Teacher-Coach Vanderbilt Area Schools Vanderbilt, Michigan Principal Vanderbilt Area Schools Superintendent Mott Intern Program Intern Iron Mountain City Schools Iron Mountain, Michigan Superintendent 179 MICHIGAN STATE UNIV. LIBRARIES "WWW”WWl"lllWlillWHlilWHIM 31293102384686