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ABSTRACT

TEACHER IN-SERVICE EDUCATION IN THE AFFECTIVE
DOMAIN: OUTCOMES FOR TEACHERS
AND STUDENTS

BY
Richard J. Halik

Purpose of the Study
It was the purpose of this study to investigate the

impact of two four day in-service training sessions in
terms of the participating teachers' sensitivity to the

needs of their students in the affective domain. After

exploring strategies to meet these needs, it was anticipated
the students of participating teachers would show growth in
their personal and social adjustment that otherwise would
not have occurred had their teacher not been given
instruction in this area.

The review of the literature indicated that many
individuals have expressed their views as to what consti-
tutes good in-service teacher education. However, studies
conducted in the area are few and have produced little

significant results.

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Target Sc
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Richard J. Halik

Methodology.

The population of the study consisted of a total of
twenty-eight lower elementary (K-3) teachers divided into
two groups: (1) an experimental group, made up of fourteen
lower elementary teachers, selected from a stratified
random sample, and (2) a control group of fourteen lower
elementary teachers selected from a stratified random
sample. Both groups were selected from E.S.E.A. Title I
Target Schools in the Lansing Public School District,
Lansing, Michigan in the 1972-73 school year. The students
of the participating teachers in both groups became the
student subjects in the study.

The teachers were tested at the beginning of the
workshop and retested at the conclusion of the workshop
with an open-ended questionnaire to determine their aware-
ness of the affective needs of their students, and how they
ranked these affective needs in priority, when compared to
the cognitive and psychomotor domains. The students were
pre- and post-tested with the California Test of Per-
sonality to measure their change in personal and social
adjustment. The Multivariate Analysis of Variance sta-
tistical test was used to test the significance of the

study's hypotheses.

Findings of the Study
The teachers who participated in the in-service

workshops did show a significant gain in awareness of the

Richard J. Halik

affective needs of the students in their classrooms, as
measured by the number of affective needs they listed, and
the ranking in priority of these affective needs. Students
who participated in the project did not show any significant
gain in classroom mean scores as measured by the California
Test of Personality, on either the personal or social
adjustment subscales.

The growth in the awareness of affective needs, and
their ranking in priority on the part of the teachers may
be a result of having been exposed to the in-service
training sessions. Attitude measurement of students is a
difficult task and may be the cause for a lack of a
measurable change on the part of the students.

A major recommendation included in this study
consisted of the development of criterion-referenced
measurements which can be used in determining whether

specific affective objectives have been achieved.

TEACHER IN-SERVICE EDUCATION IN THE AFFECTIVE
DOMAIN: OUTCOMES FOR TEACHERS

AND STUDENTS

BY

w»
Richard J? Halik

A DISSERTATION

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

DOCTOR OF PHILOSOPHY
Department of Secondary Education and Curriculum

1973

DEDICATION

To my wife, Nancy, and my grandfather, Henry Sprik,

for their unending encouragement, support, and love.

ii

ACKNOWLEDGMENTS

I wish to express my gratitude and appreciation to
some of the many people who have helped make this disser-
tation possible.

I especially thank Dr. George R. Myers, chairman
of the doctoral guidance committee, for his encouragement,
advice, and friendship during the years of the doctoral
program. My sincere appreciation is extended also to the
other members of the doctoral committee, Dr. Robert
Hatfield, Dr. Louise Sause, and Dr. Alice Davis for their
helpfulness and willingness to serve on the committee.

Special thanks go also to Dr. Andrew Porter and
Robert Carr, of the Office of Research Consultation, for
their assistance in various stages of the design and
statistical procedures involved in the project.

I wish also to thank my parents, John and Marian
Halik, and my aunt and uncle, William and Hazel Sprik, for
the role they played in making my entire education

possible.

iii

TABLE OF CONTENTS

Page
LIST OF TABLES O O O O O O O O O O O O 0 Vi
Chapter
I. INTRODUCTION TO THE STUDY . . . . . . . 1
Purpose . . . . . . . . . . . . 1
Need 0 O O O O O O O O O O O O 1
Hypotheses . . . . . . . . . . 5
Design of the Study . . . . . . . 5
Limitations of the Study. . . . . . . 7
Overview . . . . . . . . . . . . 8
II. REVIEW OF THE LITERATURE . . . . . . . 9
Introduction. . . . . . . . . . . 9
Review of Literature Related to

III-service o o o o o o o o o o 9
Review of General In-Service Studies. . . 22

Review of In-Service Studies in the
Affective Domain. . . . . . . . . 27
Summary . . . . . . . . . . . . 33
III. DESIGN OF THE STUDY . . . . . . . . . 35
Population . . . . . . . . . . 35
Workshop Methodology . . . . . . . . 36
werkshop Summary . . . . . . . . . 37
Instrumentation. . . . . . . . . . 53
Hypotheses . . . . . . . . . . . 60
Major Hypotheses. . . . . . . . . 60
Exploratory Hypotheses. . . . . . . 62

iv

Chapter

Collection of Data . . . . . . .
Analysis of Data. . . . . . . .
Smary O O O I O O O O O O 0

IV. PRESENTATION AND ANALYSIS OF THE DATA .

Composition of the Study . . . . .
Statistical Procedures Used . . . .
Presentation of the Data . . . . .
Presentation and Testing of Hypotheses
Discussion and Summary. . . . . .

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary. . . . . .
Major Hypotheses. . .
Exploratory Hypotheses.
Conclusions . . .

Recommendations for Further Re sea arch

BIBLIOGRAPHY . . . . . . . . . . . .

APPENDICES

Appendix
A. Tables. . . . . . . . . . . .
B. Open-ended Questionnaire. . . . . .
C. California Test of Personality. . . .
D

. Workshop Manual. . . . . . . . .

Page

63
64
66
67
67
68
69
7O
80
81
81
84
85
88

91

95
102
104
112

Table
3.1.

3.2.

4.1.

4.2.

4.3.

4.4.

4.5.

4.6.

4.7.

4.8.

LIST OF TABLES

Schedule of In-Service Sessions and
Related Activities . . . . . . . .

Computation of Teacher Score as Relates
to the Priority of Affective Needs. . .

Number of Teacher and Student Participants
by Grade Level . . . . . . . . .

Values of the Multivariate Test for

Treatment Times Grade Level Interaction .

Values of the Multivariate Test for
Treatment Main Effect . . . . . . .

Univariate Values for Major Hypotheses
one and Two I I O O O O O O O 0

Step Down-F for the Two Teacher

Dependent Variables. . . . . . . .

Values of the Multivariate Test for

Grade Main Effect . . . . . . . .

Values of the Multivariate Test for
Exploratory Hypotheses Five and Six . .

Values of the Multivariate Test for

Major Hypotheses Number Three and Four .

Values of the Multivariate Test for

Exploratory Hypotheses Seven and Eight .

Number of Affective Student Needs Listed
by Treatment and Control Group Teachers
in Pre- and Post-Test . . . . . . .

vi

Page

37

65

68

72

73

73

74

75

77

78

79

95

Table Page

A-2. Treatment Group Pre-Test Scores on
Priority of Affective Student Needs . . . 96

A-3. Treatment Group Post-Test Scores on
Priority of Affective Student Needs . . . 97

A-4. Control Group Teacher Pre-Test Scores on
Priority of Affective Student Needs . . . 98

A-S. Control Group Teacher Post-Test Scores on
Priority of Affective Student Needs . . . 99

A-6. Pre- and Post-Test Classroom Mean Scores,
California Test of Personality,
Personal Adjustment Subscale, for
Students of Teachers in the Treatment
and Control Groups. . . . . . . . . 100

A-7. Pre- and Post-Test Classroom Mean Scores,
California Test of Personalit , Social
Adjustment Subscale, for Students of
Teachers in the Treatment and Control
Groups. . . . . . . .' . . . . . 101

vii

CHAPTER I

INTRODUCTION TO THE STUDY

Purpose
The purpose of this study was to determine the

impact of in-service training in terms of the participating
teachers being able to identify needs of their students in
the affective domain. After being taught strategies to
meet these needs, it was anticipated the students of
participating teachers would show growth in their personal
and social adjustment that otherwise would not have
occurred had their teacher not been given instruction in

this area.

Need

Much attention has been given in recent years to
the cognitive skills of reading and mathematics. Many
educators have also become aware of the importance of
personal and social adjustment of the child, usually
designated as intangibles. These are the factors that defy
appraisal or diagnosis by means of ordinary ability and
achievement test. A child's capacity, skill and achieve-

ment, important as they are, do not constitute a complete

picture of a functioning student. It is in the area of

cognitive skill development, however, that many teachers
concentrate their efforts with little deliberate concern
for the affective domain.

Teachers often are not prepared in teacher prepa-
ration institutions to give adequate attention to the
child's personal and social adjustment. Others believe
the cognitive skills far outrank affective concerns in
importance as to what should be taught in the classroom.
It may very well be more important what our students are
rather than what they know,

To bring about an increased awareness on the part
of the classroom teacher as regards the importance of the
child's personal and social adjustment, via pre-service in
teacher training institutions is fine. However, this method
would require several years to have an impact on the
majority of the classrooms in existence. The turnover rate
in new teachers at the present time is small; therefore,
it is more expedient to give teachers currently in the
classroom in-service training to improve their performance
in the classroom as regards the affective domain.

Pre-service education is only the beginning of
professional training. Professional development must
continue throughout a teacher's career if he is to keep up
with changing conditions and new knowledge. The responsi-

bility for continuing professional growth has traditionally

rested with the individual teacher, to be managed on his
own time and at his own expense. School systems have
therefore given low priority to providing funds and staff
for the conduct of in-service education programs. In-
service training when given, almost always deals with the
cognitive domain. With the advent of many federal programs
in the field of education, some are now requiring that the
goals not only address cognitive skills, but also such
things as the child's self-concept.

In a large proportion of in-service training
activities, the content is pre-selected and pre-organized
by the trainer without involvement of trainees as to
training needs, readiness, level of sophistication, variety
of individual expectations, and so forth. There is a need
for an in-service education program that not only addresses
the need for more awareness on the part of the teacher as
to the importance of the affective domain, but one in which
the teacher has an involvement in initial problem identifi-
cation and planning strategies.

We have done with in-service education what people
in a technological age have always done. Frustrated by the
magnitude of problems that deal with personal and social
adjustment, we have turned to the cognitive domain that
lends itself to easier solutions. Hence, our preoccupation
with cognitive skill acquisition. Much of our energy is

given to developing expertise and technical finesse in our

teachers. We roam about in the cognitive domain not
because we think it is the more important, although some
obviously do hold that view, but because the terrain is
much more uncertain in the affective domain.

More than knowledge about subject and method, the
teacher needs knowledge about the children he teachers.
Methods will change, schools will vary, as will society's
expectations. The constant factor will be teachers
dealing with children. Until our programs of in-service
education include an emphasis on humanistic skills, they
will remain incomplete.

We need to help teachers develop a side repertory
of skills and competencies. But we must recognize that
the key to the kind of teaching we seek lies as much in
teachers' attitudes and commitments, as in their technical
finesse. Those attitudes and commitments are the result
of lifelong experiences. They were learned in classrooms
where today's teachers were once children. They were
learned in colleges and graduate schools presided over by
other teachers. They are daily learned in each teacher's

encounters with administrator, colleague and child.1

 

1Louis J. Rubin, Im rovin In-Service Education
(Boston, Mass.: Allyn and Bacon, Inc., I971).

 

Hypotheses

Since this study proposed to have an impact on both
the awareness of the participating teachers and a change in
the students of these teachers in the affective domain, the

following hypotheses were formulated:

1. Teachers participating in the in-service workshops
will identify more affective needs of their
students than teachers not participating in the
workshops as measured by an open-ended question-
naire administered to an experimental and control

group.

2. Teachers participating in the in-service workshops
will rank the above needs higher in importance than
teachers not participating in the workshops as

measured by an open-ended questionnaire.

3. Students of teachers that have participated in the
workshops will exhibit a greater change in their
personal and social adjustment as measured by the
California Test of Personality, form AA, for
kindergarten through third grade, than students
of teachers not participating in the in-service

training sessions.

Design of the Study
Two four-day in-service sessions were conducted,
each day five and one-half hours in length. The first, in

October, 1972 was devoted primarily to giving participating

teachers the tools to identify, specify, evaluate and
record those affective performance goals they worked with
during the project.

Following this first four-day session, the par-
ticipating teachers returned to their classes and tested

the feasibility and the usefulness of:
l. The affective performance goals, and

2. The student assessment techniques they helped

develop in the first four-day session.

This was done by teachers attempting to actually
observe and record base line student behaviors as per their
affective performance goals. This phase lasted four weeks.

This was followed by a second four-day session in

November. The primary aim of this session was to:

1. Finalize the affective performance goals of the

project, and

2. Design and schedule instructional or procedual
strategies for the classroom that should positively

alter the behavioral patterns of their students.

In order to have "inside" and "outside" resources, the
author collaborated with Alpha II, Inc. to provide leader-
ship and assistance to the project.

Teachers in both the experimental and control
groups were asked at the onset of the first four-day

session to rank the needs of their students as they

perceive them at the present time. They were to consider
the cognitive, affective and psychomotor domains. The
teachers in both groups were asked to again rank the needs
of their students in all three domains at the conclusion
of the second four-day workshop. The scores of the experi-
mental group were compared to the control to determine the
impact of the in-service training as regards the number of
affective needs listed by the teachers and ranking of the
priority of these needs.

The students of both the experimental and control
groups were pre-tested in October and post-tested in April
to determine the impact the in-service had upon the students

in the classroom.

Limitations of the Study
1. The study is limited to measurable terms within
the affective domain.

2. Measurement of attitudes was limited to a self

reporting paper and pencil instrument.2

3. No attempt was made to analyze the quality of the
affective needs listed by participating teachers.
The affective needs listed by teachers were

accepted as given on both the pre- and post-test.

 

2Walter R. Borg and Meredith D. Gall, Educational
Research An Introduction (New York: David McKay Company,
Inc., I971)

Overview

Four additional chapters are written to further
develop and conclude this study. A survey of the literature
concerning teacher in-service education related to the
affective domain is given in Chapter II. In Chapter III,
the research procedures and methodology employed in the
workshops is presented. This chapter is centered upon the
identification of the teachers in the study, the collection
of data, the specific details of the in-service sessions
as they unfolded and plans for analysis of the data. The
examination and analysis of the data are presented in
Chapter IV. Included in Chapter V are summary, conclusions,

and recommendations.

CHAPTER II
REVIEW OF THE LITERATURE

Introduction

It is the purpose of Chapter II to examine liter-
ature relating to the present study. As has been stated
in Chapter I, pre-service education is only the beginning
of professional training. Only recently have efforts been
made to focus attention on the affective domain in in-
service sessions.

Chapter II is divided into four sections: (1)
review of literature related to in-service, (2) review of
general in-service studies, (3) review of in-service
studies in the affective domain, and (4) a summary.

Review of Literature Related
to In-Service

In-service education is a natural continuation of
the professional pre-service education in which teachers
have participated. Such activity is an obligation for
teachers and a must for educational programming. Few, if

any, deny the fact that one of the imperative needs of

10

American education is continuing education for the pro-
fessional in the field.1
Stephen Corey has summarized the problems and
issues. He emphasized planned programs in contrast to
independent attempts by teachers to improve themselves,
and stated that wide reading, travel, convention attend-
ances, professional courses, or any other means conducive
to professional growth, are not thereby undervalued.
Dr. Corey pointed out the necessity for planned programs
in in-service education for the improvement of school
personnel, expressing the feeling that it is impracticable
to depend entirely on preeservice preparation and indi-
vidual initiative. He called for carefully planned,
creative programs, since our rapidly changing culture and
its implications for curriculum change, continually
increasing enrollments, the size of the teaching staff, the
need for leadership in the schools, and the continuing
increase in our knowledge of pupils and the learning
process, make it necessary for school people to strive
continuously to keep abreast of what they must know and

be prepared to do.2

 

1Jack R. Childress, "In-Service on Continuing Edu-
cation for Teachers," Journal of Education, CXLVII
(February, 1965), 36.

 

2Stephen Corey, Introduction In-Service Education,
National Society for the Study of EducatIon (Chicago:
University of Chicago Press, 1957), p. l.

11

According to Childress, four major areas of concern

appear to stand out:

1. The creation of a felt obligation on the part of
teachers and professionals to undertake a planned
and well designed in-service or continuing edu-

cation program.

2. The development of a set of guidelines for the
organization or school district which will imple-
ment an appropriate and excellent in-service

program.

3. Recognition by community and professional leaders
that the rapid expansion of knowledge both in the
professional and content fields will require full-
time study, and that this will necessitate

resolution of issues of staffing and finance.

4. The need for schools of education and other
divisions of universities and colleges to plan
programs especially for individuals who will be
continuing their education on a part-time or full-

time basis.3

Mulkh Raj Chilana points out that a well organized
and systematic in-service education is essential for the

efficiency and promotion of any profession, but it is much

 

3Childress, loc. cit.

12

more important for educational workers because of the unique
and strategic position which education occupies in the task
of human development.4 This is also reinforced by a report
by the Indian Education Commission,
In all the professions, there is need to provide
further training and special courses of study, on a
continuing basis, after initial professional prepa-
ration. The need is most urgent in the teaching
profession because of the rapid advance in all fields
of knowledge and continuing evolution of pedagogical
theory and practice.5
The American Council on Education recognized that
the strength of any nation depends upon the quality and
,amount of education of its people. It is a responsibility
of the schools to nurture the nation's human resources.
Hence, these institutions should be very effective. The
most vitally significant elements in the educational
situation are the teachers of children. It is they who
develop and man the curriculum. It is they who influence,
by their conduct and example, the thought and behavior of
every child. The quality of the teacher, therefore, is a

matter of deepest social concern.6

 

4Mulkh Raj Chilana, InfServidgEducation of Ele-
mentar Teachers (New Delhi, India: Indian Association of
eac er E ucators, 1968): P. 1.

5Re ort of the Education Commission; 1964-66
(New Delh , India: Government of India, Ministry Ef’Edu-
cation, Education and National Development), p. 84.

6Commission on Teacher Education, The Im rovement
of Teacher Education (Washington, D.C.: American CouncII

on Education, I946), p. 246.

13

Moffit has reminded us this is an age of change.
It requires new and rapid adjustments. Its impact is an
on—going challenge. It is the basic reason determining the
need for continuous education of all people, and par-
ticularly of all teachers. Without continuing study,
teacher knowledge and teacher performance soon become
obsolete.7

Matheny reports that the history of in-service
training goes back a hundred years. A century ago, teachers
had to be trained on the job, since there was little
opportunity for them to be trained anywhere else. In-
service training takes many forms. In the nineteenth
century, institutes were offered and attendance at these
yearly events was compulsory. Summer normal schools along
with reading circles were offered in the early part of the
twentieth century. Summer school sessions have survived
as the preferred method of in-service training. Since the
thirties, practices have included the extensive use of an
increasing number of supervisors, some of whom can give
demonstration lessons in the classrooms that can be helpful
to the teacher involved. Workshops, particularly those
.offered in summer schools, seem to be the most popular.
They are of short duration, offer intensive work, and the

teacher can actively participate in the learning. Matheny

 

7John Cliffton Moffit, In-Service Education of
Teachers (Washington, D.C.: The Center for Applied
Researcfi in Education Inc., 1963), p. 9.

14

presents three arguments why in-service education should

be conducted on a part-time basis during the school year:

1. The teacher should continue to grow intellectually.

2. The teacher is never adequately prepared in a four

year course and further preparation is desirable.

3. A teacher needs to be kept up to date regarding new

developments.
She also recognizes:

1. That the teacher is too tired to do justice to
work after a full day of teaching, and if the
teacher has extra time, he might well devote it
to preparing more adequately for the next day's

teaching task.

2. All too often when training is taken'on a part-
time basis in a college during the teaching year,
the course elected is one most likely to yield

credit with the minimum of effort.

3. The whole scheme actually works to tempt many of
the better teachers, who takes courses in edu-

cational administration, out of the classroom.8

Reed has commented on the need for freed time for
in-service. He states that too often, after school

_

8Dorothy Matheny, "In-Service for Teachers,"

American Teacher Magazine, XLVIII (April, 1964), 8.

15

teachers meetings are gatherings of the weary, which
produces a poor occasion for learning. Saturday morning
sessions are likely to be assemblies of would be shoppers.
Reed reports that Cedar Rapids, Iowa, freed teachers by
employing full-time teachers, known as helping teachers,
to substitute in the different classrooms while the
regular teachers had individual conferences and in-service
sessions. The helping teacher program has replaced all
after school meetings. Teachers old and new are scheduled
for meetings in groups of eight or ten. Informed of
meetings a week in advance, and knowing that teachers will
be available for their classes, they can plan so the freed
time for the teachers is not wasted time for the students.
Typical meetings deal with lesson planning, readiness
programs in kindergarten, developments in science, or new
ideas in language instruction.9
All the discussions of training for teachers \\
advocate reading. But there must be a time for reading \
and an atmosphere of leisure in which to enjoy it. Com-
pulsory after school meetings can be attended by bodies,
but there is no guarantee that the mind can be attentive'i

at that time of the day.10

 

9Hale C. Reed, "Freed Time for In-Service Edu-
cation," NEA Journal, LII (November, 1963), 54.

10Matheny, loc. cit.

16

Roberts has taken a long look at in-service edu-
cation. He states that it is hard to imagine a single
school system in the United States today that does not
have a commitment to continuing the professional develop-
ment of teachers after they get the job. The need for in-
service growth has been part of the professional teaching
picture from the time of the earliest schools. It is only
in more recent years that compelling forces have high-
lighted the necessity for providing teachers with oppor-
tunities to increase their knowledge, insight, understanding,
and skills in working with young people. Teaching
assignments today are becoming more complex. The demand
upon the schools is to teach more, and to teach it better
and faster.

The steady urbanization of our society brings still
other pressures. In central city schools, urbanization
creates new kinds of educational problems. In the schools
of suburbia, the same forces produce a quite different set
of problems. Teachers need help in moving ahead, in
developing new understandings, in trying out new ideas and
skills, and in tackling old jobs with new insights and new
jobs with wisdom and courage.

There are many kinds of programs for the in-service
professional growth of teachers. Common to them all is the
underlying assumption that teachers' instructional service

can be improved.

17

Much of the confusion and frustration associated ”

with some in-service training practices result from a
failure to recognize that in-service programs need to seek
changes in behavior that lead to more effective teacher-
pupil interaction in the classroom, in terms of established
goals.

Roberts also stated that the assumption is often
made that the activities of greatest value to professional
growth occur largely during out-of-school times, in late
afternoon or evening, on Saturday, or during summers or
leaves of absence. When this assumption is made, the
professional growth program will not be as strong as it
would be if it were recognized that some important experi-
ences can occur only during school time. For example, the
trial use of new ideas in instructional practice requires
a classroom setting. As part of a workshop or other in-
service experience in which a teacher may be engaged, the
trial and application of new ideas can reinforce new
learning. Action research programs conducted by teachers
with their own classes can promote professional growth to
high levels. The in-service experience that does not
promote and encourage adaptations in instructional

practice is probably less valuable than one which is not

18

insulated from an immediate application of what is learned
to real people in real school settings.11

Mason has commented on the role of the principal in
in-service education. She states that in-service education
is seldom the term used to describe the activities for
professional growth conducted in individual schools under
the direction of the principal. Yet there is no one, with
the exception of the teacher, that exercises more direct
influence upon the teaching-learning process than the
elementary school principal. The principal, more than any
other single individual, is responsible for the psycho-
logical climate in the school building. He can minimize
the effectiveness of a superior system-wide in-service
program, or he can serve as a buffer between a system-wide
program which is not geared to the needs of his staff.

Professional improvement requires an atmosphere in
which teachers feel they have support, confidence, and
respect of their principal. They need to feel that their
individual differences are recognized and respected; that
each is encouraged to make a contribution in his own way:
that they are free to try out their own ideas and make

mistakes.12

 

11Jack D. Roberts, "A Hard Look at Quality in In-
Service Education,” National Elementagy Principal, XL

12Barbara T. Mason, ”The Principals Role in In-

Service Education,” National Elementapy Principal, XLI

l9

Robertson said, "As the cobbler's children were
known for going without shoes, the educator often is so
busy educating that his self educating is neglected."13

Robertson further stated the in-service program
provides opportunity for each educator to work on immediate
and future needs in his personal situation.

Those participating are made aware of needs related
to: advancing technology, automation affecting school
programs, new approaches to teaching, responsibility of the
profession to be well-informed, group approach to common
problems and ideas for solutions, and the acquisition of a
fresh outlook. I

Those who do not participate feel that in-service
programs are: expensive, time consuming, not easily
accessible, often just "more of the same," not needed for
individual improvement, not as important to give time to
as home and family responsibilities, not required for
effective teaching. To be prepared to teach in the 19703,
one has to participate in some type of in-service edu-
cation.

Changing course content is imperative in every

discipline, as society changes and knowledge increases.

 

13Virginia Robertson, "Barefoot Educators," School
and Community, LIV (January, 1968), ll.

20

So how could an educator with a degree earned in
the 1940's expect to teach in the 1970's without continuing

his education in an in-service program?

\

Perhaps another long look at the method of certifi-\
cation of teachers would include a proposal for in—service ;
work. School districts might provide in-service education,
not always tied to course credits, but to represent a group
attack on common problems.

A cooperative arrangement needs to be made between
colleges and school systems for a transition from pre-
service to in-service education for teachers. School
systems should not expect the best possible beginning
teacher to come asking for a job. The school needs to
assume part of the responsibility in preparing the best

possible teacher.14

Toews speaks more directly to the affective domain.
She points out that we can easily overlook some prereq-
uisites to reading readiness. Toews asked if the child is
physically, mentally, socially, and emotionally ready to
read--no matter what his chronological age? The ability to
participate easily is a good indication of social adjust-
ment.

If an emotional block exists, a carefully graded

and.well-motivated remedial program is essential.

 

l4Robertson, loc. ci .

21

Purposeful and interesting activities will relieve emotional
blocking and help remove bad habits. Reading problems and
emotional problems must be simultaneously encountered and
mastered. There must be a reading and personality develop-
ment approach. All reading programs should make provisions
for fostering in children a positive, healthy attitude
toward themselves and toward reading. The role of

attitudes that children embrace is the intangible ingredient
here-to-fore grossly ignored in evaluating and organizing
effective reading programs.15

Dressel states that the objectives in the cognitive
and affective domain are not separable. Educated behavior
always involves both affective and cognitive elements.

One of the often mentioned values in our society is
respect for the worth and dignity of other individuals, but
the mere understanding of the nature of this verbalized
value calls for a fairly high level of cognition.16

Fagen has considered measurement of effective in-
service education. He states that affective education is
regarded as teaching that has emotions and feelings as its
primary subject matter. The three main approaches to
affective education are seen as (l) facilitation of

emotional insight and understanding, (2) facilitation of

 

15Anna Toews, "Emotions and Reading Difficulties,"
School and Community, LVIII (April, 1972), 35.

16Paul L. Dressel, ”Values Cognitive and Affective,”
Journal of Higher Education, XLII (May, 1971), 404.

22

emotional experience, and (3) facilitation of emotion-
modifying actions. The dimensions for assessment of
competency are referred to as knowledge, attitude, and
skill. Measurement is considered in relation to these
dimensions and the major competency areas--cognitive,

experiential, and action oriented.17

Review of General In-Service Studies

Taylor conducted a study to investigate whether
teacher in-service education was influenced by organi-
zational, geographical, or financial factors. The factors
investigated in the study were: size of school enrollment,
number of teachers in the school, total assessed valuation
for the school district, size of community in which the
school was located, and the geographical location of the
school in the state. The study was aimed at determining
the status of in-service teacher education in the public
senior high schools of the State of Indiana. Using a
check-list of in-service techniques, a questionnaire
survey was conducted with a stratified, proportional random
sample of 100 high schools. Correlations were run between
the frequency with which the techniques were used, as

determined by the questionnaire survey.

 

l7Stanley Fagen and Stephon Chickon, "Issues in
Measuring Teacher Competence for Affective Education"
(paper prepared for a panel at the Annual Meeting of the
American Educational Research Association, April, 1972,
Chicago, Illinois).

23

The findings indicated that the larger schools
employing the greatest number of teachers and located in
the larger, wealthier cities of the northern part of the
State of Indiana, were using the greatest number of
selected techniques.

Wealth was a principal factor. Larger cities, as
a rule, have greater wealth than smaller cities. Larger
schools usually have a broader tax base than smaller
'schools. The implication from these facts is that usually
the larger and wealthier school districts provide the more
extensive in-service teacher education programs, and the
study's findings support this. Development of better
educated teachers for better schools depends in part on
school districts being large enough and wealthy enough to
provide an adequate in-service teacher education program.18

Rubin described in a report a project conducted by
the Center for Coordinated Education, which attempted to
train more than 500 in-service teachers to teach selected
cognitive skills to some 15,000 students ranging from
grades one through ten. The three elements incorporated
in the training program were: (1) a specific teaching
task (the development of six productive thinking skills);
(2) a series of instructional materials (six units on

contemporary social issues), and (3) a set of teaching

 

18Bob L. Taylor, "Factors Influencing In-Service
Teacher Education Programs,” Journal of Educational
Research, LII (May, 1959), 336:381

24

methods or strategies which had worked successfully for
outstanding teachers. Other essential characteristics of
the program were its emphasis on a school-based, total
staff approach and its utilization of a teacher facilitator
in each school (a practicing teacher selected by his
colleagues to serve as coordinator). Among various
findings of the study (related to teacher learning, teacher
effectiveness, individual differences in teachers, and
teaching styles, as well as to the selective effectiveness
of this particular approach to professional continuing
education were: (1) that a practicing teacher makes an
excellent trainer of teachers, (2) that changing the
behavior of a group is often easier than changing the
behavior of an individual, and (3) more generally that the
importance of much in-service effort is attributable not

so much to teacher resistance as to the ineffectiveness

of educational systems used.

The author concluded that the first two years of a
teacher's experience are the most crucial. During the
early period attitudes and beliefs are shaped, good and
bad habits are acquired, and the basic characteristics of
a teaching style are established. Beyond this point in
the teacher's career, in-service education becomes a
matter of unlearning as well as of learning. The evidence
seems to suggest that teachers cannot learn to teach until

they begin to work with children who are learning; it is

25

in these first interactions that a fundamental sense of
purpose and method is born. Unhappily, false perceptions
serve these strivings as well as good ones. Teachers do
not become what by theory they are meant to be, they become
what their experiences make them. Thus, a teacher con-
vinced by a defective early experience that a class of
children can learn in one way only, or not at all, presents
a more formidable training problem than a teacher whose
mind has not yet been set.19

Dunivan reports on a four week session he conducted
during the summer of 1969 with elementary teachers from
twenty-three school districts in southwestern Iowa and
northwestern Missouri. The sessions included working with
a variety of activities and materials from several differ-
ent elementary science curriculum projects.

One part of the program dealt with the development
of teacher competence in the processes of science as
identified by the American Association for the Advancement
of Science. Teachers were given a pre-test (AAAS, Process
Measure for Teachers, form A) to determine their areas of
weakness in the process skills. Based on this self-
analysis each teacher selected the processes to study and

then performed a series of activities designed to improve

 

19Louis J. Rubin, A Study on the Continuin Edu-
cation of Teachers (Santa Barbara, CaIIf.: Center for
Coordinated Education, California University, 1969).

 

26

his competence. Materials for the activities were pre-
packaged and available for individual or small group use.
Teachers performed only those activities which they con-
sidered appropriate to their needs.

Self-appraisals were completed as each teacher
finished a series of activities on a given process. A
post-test (AAAS, Process Measure for Teachers, form B) was
given following the completion of activities of all the
selected processes. This allowed each teacher to deter—
mine how much progress he made and the level of competence
in each process. The results of a comparison of pre- and
post-test scores reflected an improvement in each teacher's
proficiency in the science process. However, no statistical
analysis was done on the data.20

Brown provided in-service training for twenty-two
teachers in an elementary school in the Spring Valley New
York School District. The sessions were entitled "Behavior
Modification Procedures for Elementary School Teachers."
Among the behaviors chosen by the teachers to work on were:
hitting, out of seat, following instructions, starting and
completing class assignments, completing homework, talking
spontaneously, accuracy in arithmetic, thumbsucking, group
talkout, spelling accuracy, reading speed and comprehen-

sion, and wearing glasses.

 

20Dale Dunivan, "Individualizing In-Service Edu-
cation," School and Community, LVII (December, 1970), ll.

27

According to Brown, by the third training session
most of the teachers had successfully changed a behavior in
the desired direction. Following nine hours of training
in behavioral psychology, the entire faculty of the ele-
mentary school were applying operant techniques with no
further apparent need of consultation with the instructors.
There was no collection of hard data, making the results

a matter of opinion.21

Review of In-Service Studies

in the Am
Johnson conducted an in-service training program
emphasizing the affective dimension at Wheeling High School,
Wheeling, Illinois, during the 1967-68 school year. The

main objectives were:

1. To expose teachers to situations which would result
in their being willing to look at their own
behavior and its effect on the atmosphere as well

as the behavior of the group.

2. To develop in the teachers an increased desire to

consider each student as an individual.

3. To involve the teachers in assessing their own

behavior in the classroom setting.

 

21Paul L. Brown and Robert J. Presbie, Accentuate

the Positive: The Results ofan In-Service Trainin
PIS ram in the Principals and Techni ues of Befiavior
Modification in the CIassroom (New PaItz, N.Y.: State
UnIversIty CoIIege, ApriI, I972).

 

28

Most sessions were video taped. Participants were given

the opportunity to see first hand the value of video

taping and analyzing their classroom activities. Monthly
all-day types of seminar meetings were held for: (1)
beginning teachers, (2) second-year teachers who were members
of a seminar group the previous year as beginning teachers,
and (3) "veteran" teachers.

The program was evaluated using a feedback system
to determine the relevance of each seminar day. This was
accomplished through the analysis of simple feedback sheets
immediately after each session, as well as by personal ‘f/”
observations on the part of the coordinator. I

During the second year, while continuing to gather
seminar feedback data, two other instruments of evaluation
were used. The Student Opinion Questionnaire designed by
Western Michigan University was given in at least one class
of each participant. This was given early in the year.

The results, which were mailed only to the teacher, com-
pared the teacher with others all over the country who
teach classes and had the same amount of experience.
Within her own seminar group, the teacher shared her
particular results of the student opinion survey. After
discussion, each teacher set goals as to how she was going
to work on her particular concerns. A second Student
Opinion Questionnaire was conducted at the end of the

year. This was given to the same class with the plan to

29

compare results after six months of special effort on the
part of the teacher working on a specific area of concern.
However, time did not permit the teachers to report within
their seminar groups the results of the second question-
naire findings.

The second instrument used in the program was the
Minnesota Teacher Attitude Inventory. This constituted
the only accumulation of "hard" data gathered during the
program. The difference between the pre- and post-test
scores on the Minnesota Teacher Attitude Inventory was not
statistically significant at the .05 level.

While the results of the program did not show a
statistically significant success of the in-service
program, the school district board approved sufficient
funds not only to institutionalize, but also expand the
program from two schools to all six high schools in the
district.22

Lieberman reported on a three week workshop con-
ducted during the summer of 1970 held in the Emerson '
School in Elmhurst, Illinois.

Some questions studied by the workshop group in-
cluded the following: Can interest, attitudes, and values

be measured? Is there a continuum of affect, as in the

 

22Mel Johnson, Teacher In-Service Trainin
Em hasin the Affective Dimensions (ArIIngton Heights,
III.: Tfie EIE Grove Training and Development Center,
June, 1969).

30

cognitive domain? How can examiners be certain that

feelings are reported honestly?

in the

teachers as a result of the experience.

The major objectives of the workshops included:

Demonstrate an ability to discuss issues and
implications in the areas of interest, attitudes,
and values by comparing and contrasting possible
roles of the teacher and characteristics of
different age, social class, economic class,

religion, sex and national groups of children.

Display willingness to explore the affective

domain by reading recommended materials.

Clarify his personal position in controversial
areas brought up in discussion by putting forth

a rational argument for his attitude.

Show understanding of theoretical systems in the
affective domain by developing definitions of
attitude, interests and values from readings, and
describing, in his own words, the schemes outlined
by Bloom.

There was no formal attempt to measure any change
23

 

23

Marcus Lieberman, Re ort on the Evaluation Work-
shOp in the Affective Domain (Downers arove, III.: Insti-

tute or EducationaI'Research, July, 1970).

 

 

 

 

 

H
week work
teachers
student's
developec
as other
of stude:
would tr.
self-con:
was cond:
SUbjects
sixth gr:
teachers

group.

W1

te

SePtember

31

Hogan and Green conducted a series of three two-
week workshops in 1967 that had as its major goal to help
teachers realize that their behavior greatly influences
student's self-concepts. During the workshops, the teachers
developed specific verbal and non-verbal responses as well
as other classroom practices that enhance the self-concepts
of students. In order to determine whether such practices
would transfer to the classroom and positively modify the
self-concepts of disadvantaged students, the investigation
was conducted.

Twelve classrooms in eight inner-city schools were
subjects in the study. Six teachers who had fourth through
sixth grade students were enrolled in the workshop. These
teachers and their students composed the experimental
group.

The following major hypotheses were tested:

1. Students of teachers who participated in the
workshops will have higher self-concepts than

students of teachers who did not participate.

2. Students of teachers who participated in the
workshops will perceive their teachers as having
higher evaluations of them than students of

teachers who did not participate.

Data to test these hypotheses was collected in

September, 1967, and May, 1968. The Piers-Harris Measure

32

of Self-Concept was administered to 309 students pre and
post.

It was hoped that teachers would be able to teach
so that student self-ratings would change. However, the
experimental group's influence decreased and the control
group's influence increased. It was believed the workshop
was not long enough in duration to have an effect.24

Rookey conducted a research project to determine
the effects of an experimental teacher training program
designed to help teachers nurture creativity in their
pupils during the initial year of a city school desegre-
gation plan. A pre-test--post-test control group design
was employed. One-half of the teachers participated in an
experimental in-service program throughout the school
year, while one-half did not. The sample group was com-
posed of all fifth and sixth grade students and their
teachers in the Harrisburg School District. The Pennsyl-
vania Department of Education designed nine 90-minute
workshop programs consisting of three parts: (1) an
introduction to psychosocial issues involved in pupil
creativity, (2) a review of the factors of pupil creativity

which are under the teacher's control, and (3) the

 

24E. O. Hogan and R. L. Green, "Can Teachers
Modify Childrens Self-Concepts?" Teachers CollquRecord,
LXXII (February, 1971), 423-26.

33

presentation of practical alternatives which are available
to teachers.

The Stanford Achievement Test was used to see if
the workshops had any impact on the students' cognitive
growth. Analysis of Covariance on the test data resulted
in no significant difference between the experimental and

control group at the .05 level.25

Summapy

The above review of the literature has summarized
the major articles written in the field of in-service
education. The literature indicates that the majority of
articles published on in-service education are opinions
and not the result of educational research.

The review also summarized four studies which
dealt with various aspects of in-service teacher education.
These studies produced generalized information about in-
service education. In most cases no attempt was made to
analyze the data in a statistical sense. Four studies
were also summarized that dealt more specifically with
teacher in-service in the affective domain. Of these
four studies, one made no formal attempt at evaluation,

one showed results opposite to what it was trying to

 

25Jerome Rookey and Francis Readon, I rovement of
Pu i1 Creativity via Teacher Training: Fina Report
Harrisburg, Penn.: State Department of Education,
January, 1972).

34

achieve, and two showed no significant statistical differ-
ences.

The literature indicated that in-service education
in the affective domain is limited.

None of the previous studies examined show that
in-service education changes the awareness of the par-
ticipants of affective needs of students, or how important
teachers believe these needs are in relation to student
needs in the cognitive and psychomotor domains. The

previous studies did not focus in on the personal and

social growth of the students of participating teachers,
nor did they focus upon lower elementary children, where
attitudes might be more easily changed.

Information presented in Chapter III will outline

the design of the present study.

CHAPTER III

DESIGN OF THE STUDY

Chapter III includes: (1) a description of the
population, (2) a discussion of the workshop methodology,
(3) instrumentation utilized in the study, (4) the hypothe-
sea of the study, (5) the procedure involved in collecting

and analyzing the data, and (6) a summary.

Population

The teachers for the experimental and control
groups, consisting of fourteen teachers each, were selected
from a stratified random sample of the sixty-nine teachers
in grades K-3 of the nine schools in the Lansing Public
School District receiving E.S.E.A. Title I funds. The
sample was stratified to ensure the involvement of teachers
from each grade level, K-3.

The listing of all teachers assigned to grades K-3
in the Title I schools was obtained from the building
principals. The teachers were grouped by grade level.
Arbitrary judgment was made about where to place teachers

in continuous progress classrooms. Names were alternately

35

36

drawn to select teachers for the control and experimental
group. This produced a sample of three kindergarten, four
first, four second, and three third grade teachers.

The students of the selected teachers in both the
control and experimental groups automatically became the
student population. This resulted in 296 student partici-
pants in the experimental group and 297 students in the

control group .

Workshgp Methodology

The fourteen teachers in the experimental group were
given, through released time, two four-day workshops in the
affective domain, conducted by the author and three outside
professional consultants utilizing a seminar approach. An
outline of workshop methodology is presented in Appendix D.
Substitute teachers were employed on a five day basis in
order to permit the classroom teacher and the substitute to
work and plan together on Monday, providing for continuity
of instruction throughout the week in the regular teacher's

absence.

The first four-day workshop assisted the partici-
pants in writing objectives and conducting a needs
assessment in the affective domain on the students in their
classroom. During the second four-day in-service workshop,
the teachers explored together instructional strategies to
meet the needs of their students. This was done using

baseline data extracted from their needs assessment. The

37

schedule of the in-service sessions and related activities

is presented in Table 3.1.

Table 3.1.--Schedule of In-Service Sessions and Related

 

 

Activities.

Activity Date
First Teacher In-Service Session‘ October 24-27, 1972
Teachers Administered Pre-Test October 24, 1972
Students Administered Pre-Test October 24-27, 1972
Second Teacher In-Service Session November 27-30, 1972
Teachers Administered Post-Test November 30, 1972
Students Administered Post-Test April 23-27, 1973

 

Workshop Summaty,

The first four-day workshop consisted of covering
the goals, schedule of events, teacher expectations,
definition of domains, writing objectives, and discussion
on conducting a needs assessment. Teachers returned to
their classrooms between the first and second workshops to
teach as they normally do and observe individual students
in their classrooms against the affective goals they
prepared. Instructional strategies based on these
observations were developed in the second workshop.

After the first workshop, the teachers were
expected to be able to specify, develop and use a classroom

observational schedule to construct student behavioral

38

profiles in each of the agreed-upon affective performance

goals.

The teachers were given the chance to discuss their
expectations of the workshop. This was considered signifi-
cant, as their expectations influenced the direction of
the workshop. The cognitive, affective and psychomotor
domains were discussed and defined. The teachers agreed
on the following guidelines. The cognitive domain con-
sisted of skills, knowledge and information. The affective
domain consisted of feelings and attitudes. The psychomotor
consisted of fine and gross motor skills, as opposed to
knowing kinds of skills.

It was determined that they would be assessing
their students by observation, and would be talking in
terms of instructional strategies in relation to their
goals. The methods they employed to try to cause change
in their students, were called instructional strategies.

There was considerable interaction between the
workshop participants in discussing what feelings and
attitudes meant to them.

The group reviewed the book Preparinngnstructional
Objectives.1 The teachers decided to set out ten behaviors
they wanted to look at in relation to the affective domain

with their students, keeping in mind that all students

 

1 O I 0
Robert E. Mager, Pre arin Instructional Objectives
(Palo Alto, Calif.: Fearon PEEIIsEers, I9627.

 

39

would not require all ten. The teachers believed if they

could recognize which students needed assistance on each

objective, they could individualize their approach. The
participants agreed it was best to try to work with as many
students as possible, with as many affective goals as
practical. The children they were successful with by
December reduced the work load, permitting them to work
with other children.

The teachers believed they had to state their
objectives very specifically, so they would know what they
were trying to accomplish. After their objectives were
stated and their initial assessment by observation was made,
then and only then, could they plan instruction. After the
teachers had some assessment as to where the students
stood in relation to the goal, judgment could be made if
the instruction was appropriate.

After the teachers became proficient in writing
objectives in the cognitive domain, they moved on to
writing objectives in the affective domain.

The participating teachers as a group, constructed
a list of objectives they believed fitted into the affective
domain. Listed below, the objectives have been grouped
into the categories agreed upon by the workshop partici-

pants:

A. Independence
1. When assigned a familiar task (one he has

completed before) the student will get out

40

all necessary tools and materials before he
begins.

When an in-class assignment is given, the
student will carry it out to completion without
further assistance.

After a student has demonstrated that he knows
how to carry out an assignment or an activity
by doing it or by explaining it, he will not
ask for further explanation or aid.

Given a situation where the target student has
reached a free-time status while others have
not, the target student will select a free-
time activity without soliciting help or
select a free-time activity that does not

disturb others.

Responsibility

1.

2.

1.

When a student has completed an activity
(academic or free-time), he puts tools and
materials in their proper place.

The student does not break or deface materials.

Pride

When asked if he likes his product, student
will answer yes.

Without prompting, the student offers to
display his product to teacher and/or peers

and/or parents.

D.

E.

F.

41

Positive Self-Image

1.

When asked privately to make verbalizations
about himself, the student will more often
than not select from a list the more positive
choice or offer voluntarily a positive state-
ment.

When discovering an error or mistake, the
student will continue to make attending
responses. He will not cry, throw away his

paper and quit, etc.

Self-Confidence--Sense of Security

1.

5.

When given a completely new task, the student
will answer yes when asked if he can do it.
When given a new task, the student will not
engage in avoidance behaviors (example--crying,
getting sick, or wasting time).

In a classroom discussion or question and
answer situation, the student will volunteer
when not directly called upon.

When requested, the student will talk about
something in front of the class.

During a free period, the student will initiate

a conversation with another student.

Respect for Authority

1.

When personally requested by the teachers to

do something, the student will comply.

G.

H.

42

When personally requested by the teacher to do
something, the student will comply without a
show of negative verbal or physical response
(examples--frowning, slamming of things,

sulking looks, angry words).

Fairplay--Fairness

1.

When in a line-up situation, the student will
stay in his order.

When the class is in a discussion or question
and answer situation, the student will not
interrupt when another student has the floor.
Given a series of opportunities to select
other students, some todo a desirable task or
receive a desirable thing, the student will
display a sense of fairness by, occasionally

selecting some who are not his close friends.

Honesty

1.

Given a situation where the teacher is certain
the student was clearly wrong, out or guilty,
the student will admit his wrongness, outness,
or guilt.

In a classroom situation where the student is
clearly aware he is to work alone, the student
will not copy, peek, or solicit help from

another student or paper.

43

Self-Control

1. Given an exciting situation in class (examples--
pre-recess, pre-assembly, etc.), the student
will display a relatively calm demeanor, as
measured by his not pushing, yelling, shoving,

or shouting.

Kindness

l. The student will demonstrate kindness towards
Other students by not engaging in teasing, or
making fun of others who are noticeably

different.

Helpfulness

1. When a new student enters the classroom, the
target student will:

a. Volunteer to help the new student when
offered the chance by the teacher.

b. Initiate talking to the new student.

c. Voluntarily help the new student get
acquainted.

2. When seeing another student needs help, the
target student will volunteer to assist when
offered the opportunity by the teacher, or
offer assistance without any inducement.

3. When seeing the teacher needs help, the target
student will offer assistance without verbal

teacher inducement.

 

 

 

L.

44

Awareness of Feelings (Needs) of Others

1.

When a student has just displayed a product
himself, or behavior, the target student will

volunteer a positive remark.

Sharing

1.

When playing with games, toys, etc., the child
will be willing to share when asked by the
teacher to do so, or without being asked by the
teacher.

When there is a shortage of materials (scissors,
paste, books, etc.), the student is willing to
share when asked by the teacher or without
being asked by the teacher.

During a discussion or question and answer
session, the student is willing to wait,

without interrupting, until his turn.

Awareness of Others

1.

When turn taking is appropriate, the child will
not attempt to take another's turn.

When a child has been in a game or has lost a
turn, he will not cry, yell, hit children or
object, or throw things.

Under no condition will the child deliberately

physically hurt another child.

45

After completing the above list of affective
objectives, the teachers reviewed them to ensure they had
identified the behavior to be demonstrated by the student
and the criteria for evaluation.

The teachers used the affective objectives to
conduct a needs assessment on their students. The objectives
were critical to the whole process, because they gave the
teachers a basis for pre-assessment and the conditions for
measurement. Some teachers believed some of the objectives
were not as strong as others because they were not clearly
stated, or too many variables got in the way. The
objectives stated, however, are a result of group con-
sensus.

Each teacher chose various objectives she wanted
to start with, the assumption being each had certain
objectives she thought were most important.

The affective objectives the teachers had written
fell into four types when viewed from the perspective of
the assessment task required. The four types of situations

were 3

1. The condition under which they wished to observe
the behavior happened very frequently, four to six
times or more each day, and the number of students
who needed to improve their performance was

relatively large, one-half of the class or more.

46

2. The condition under which they wished to observe
the behavior occurred frequently, four to six or
more times each day, but the number of students
who needed to improve their performance was

relatively small, six or fewer.

3. The condition under which they wished to observe
the behavior occurred infrequently, and a large
number of students, one-half the class or more,

needed to improve their performance.

4. The condition under which they wished to observe
the behavior occurred infrequently, and only a
small number of students, six or fewer, needed

to improve their performance.

In the case of situation number one above, with
the large number of possible times to observe and large
number of children who might need improvement, the teachers
decided to record all students several times to be sure of
those who needed to improve, and to have baseline per-
formance data on each of those who did need to improve.
The teachers observed each student on at least two or
three different days and two to four times each day.

In situation number two above, where the condition
occurred frequently, but only a few students might seri-
ously need to improve their performance, the teachers
used a process of elimination before they began detailed

pre-assessment. The elimination process consisted of the

 

 

 

 

 

teachers
was real:
wrote do:
on. The
who they
objectiv
frequent
importa:
Perform

to Work

OCCurr.
regard
Object
of th:
few 5
talk
to o)
if t
ERDI
P14:
Obs
Cox
te;

SL1

47

teachers deciding for themselves, who among their students
was really a "problem" in relation to the goal. They then
wrote down only those few names to observe and record data
on. The teachers were also asked to pick three students
who they thought were their "best" in relation to this
objective. They were to record their responses just as
frequently as for the "problem" children. This was
important to give the teachers a sense of what was "good"
performance before they began to plan how they were going
to work on "bad" performance.

The last two situations, where the condition
occurred infrequently, presented greater problems as
regards pre-assessment. Frequently the teachers found
objectives in the last two groups had a counterpart in one
of the other categories. For example, when they found a
few students who never volunteered to answer questions or
talk in front of the class, the teachers might have chosen
to observe these students in "free" time situations to see
if they even initiated conversations with their peers.

For those students who did not even do this, they had to
plan different instructional strategies. This type of
observation had to be structured enough so the teacher
could prepare a brief summary memo to herself. The
teachers were asked to include the following in their

summary memo:

 

 

 

the Obje
had no I
at the

Here th
f0! ins

need 01

beginn

fOr a

aSked

the t

inclu

48

--Why they observed who they did against that
particular objective.

--How many times they observed and for how long
each time.

--What happened, basically.

--A general conclusion about their observation.

Another approach the teachers may have taken with
the objectives in the last two groups, especially if they
had no counterpart, was to make notes about each student
at the end of each day for a predetermined period of days.
Here they were trying to get a fix on how critical the need
for instruction might be, and how many children were in
need of help in these areas.

The pre-assessment involved re-reading at the
beginning of each day the objective and reflecting on it
for a moment. At the end of each day, the teachers were

asked to write down the following:

a. How many times did the situation occur?
b. How many students were involved?
c. Under what conditions did this situation seem to

occur?

After one-half of the allotted days had passed,
the teachers were asked to prepare a report to themselves

including the following:

49

a. What had been the pattern, how many times with how

many students over what period?
b. Were the conditions similar?

c. Could they now re-specify the objective into a more

useful tool for observation?

d. Could they now identify specific students who might

need more intense and specific observation?

The second four-day workshop was divided into two
sections. The first section was concerned with building
positive student attitudes and behavior. The second
section had as its emphasis, building a positive
instructional/learning environment.

A prescriptive test was given to the teachers at
the beginning of section one and section two of the second
workshop. Flowcharts had been developed by the consultants,
and teachers were started at various places on the flow-
charts depending upon the results on their prescriptive
test.

The flowcharts guided the teachers through reading
material selected to assist the teacher. In the section
dealing with building positive student attitudes and

behavior, readings were assigned in Living With Children,2

 

2Gerald R. Patterson and M. Elizabeth Gullion,
Livin With Children: New Methods for Parents and Teachers
(Champaign, III.: Research Press Company,I§68).

 

 

 

50

an introduction to principles of behavior modification;
Helpy These Kids Are Drivigg_Me Crazy,3 behavior modifi-
cation with emphasis on observing and recording behavior:
Contingency Management,4 an "adults only" publication on
contingency management; Teaching:_ A Course In Applied
Psychology,5 the criticism trap, technique of recording

and charting positive and negative teacher behaviors: Mpg.
Tools for Changing Behavior,6 and introduction to practical
behavior modification by reinforcement, with special
attention focused on timing, pairing, shaping and schedules:
Catch the Child Being Good!7 an article emphasizing the
relationship of positive reinforcement to positive self-

concept; and Elementary Principles of Behavior,8 an

 

3Ronald D. Carter, Hel These Kids Are Drivin Me
Crazy (Champaign, Ill.: Researc Press Company, 1972).

4Richard A. Mallot, Contin en Mana ement In
Education (Kalamazoo, Mich.: BehaviordeIIa, I97I).

5Wesley, C. Becker, Siegfried Engelman, and Don R.
Thomas, Teaching: A Cougse In Applied Ps cholo (Chicago,
Ill.: Sc ence Research Associates, Inc., .

6Albert N. Diebert and Alice J. Harmon, New Tools

for Chan in Behavior (Champaign, Ill.: Research Press
Company, I9i01-

7David G. Tinsley and John P. Ora, "Catch the Child
Being Good!” (Nashville, Tenn.: George Peabody College for
Teachers, 1970). (Mimeographed.)

8Donald L. Whaley and Richard M. Malott, Elementapy
Princi 1es of Behavior (New York: Appleton-Century-
ro ts, .

51

in-depth discussion of schedules of reinforcement and their
effect on behavior.

In the portion of the workshop devoted to building
a positive instructional/learning environment, the flow-
charts guided the teacher participants through, Motivator:

9 a paper outlining the

Least Developed of Teacher Roles,
six components of an individualized instructional system
with emphasis on the motivation component: How to Use
ContingencyManagement in the Classroom,10 the adaptation
of instructional materials to a contingency management
system; and other parts of two books used in the building

positive student attitude section, Teaching: A Course in

Applied Psychology;11 and Help,These Kids are Driving Me

Crazy.12

As teachers progressed through the assignments in
the flowcharts, they were given progress tests. The
progress test consisted of several questions designed to
determine if the teachers had an adequate knowledge of the
material they had studied. After each progress check, the

teachers met in small groups with other teacher participants

 

9Brian Frieder, ”Motivator: Least Developed of
Teacher Roles," Educational Technology, X (February,
1970).

10

 

Lloyd Homme, How to Use Contin en Management
in the Classroom (Champaign, III.: Research Press Company,
I976).

11 12

Becker, loc. cit.

Carter, loc. cit.

52

and one of the workshop leaders, for a discussion on the
material they had just covered.

Small groups were also formed to discuss strategies
they might use for one minute a day or every minute of
every day that might alter or adjust the feelings and/or
attitudes in some or all of their students.

There was considerable discussion on what happened
when the teachers tried to assess their students. Teachers
had to work around such things as parent conferences and
vacations. Some teachers reflected that when they were
involved in the teaching process, they would often forget
to assess and observe their students.

Some teachers asked other adults in the classroom
such as teacher aides, parents or college student volunteers
to ask students questions. It was felt by some teachers
that other adults got more of a response to some questions
than the teacher herself. For example, if the student were
asked if his teacher liked him, the student might be more
open with someone other than the teacher. Some teachers
preferred to talk to the students themselves, because they
believed this helped build better rapport with the child.

The teachers discussed their feelings as to
whether or not the students gave them honest responses to
questions asked. Most believed the children were truthful.

The teachers believed the behavior patterns of

many of their students could be changed by changing their

53

classroom methods. They welcomed the help of social
workers and counselors to assist in changing attitudes;

however, they wanted to accept the major responsibility

themselves.

Instrumentation

Two types of instruments were used in the study.

An open-ended questionnaire was used on the teacher popu-
lation. The teachers were asked to list the needs of their
students as they perceived them in the cognitive, affective
and psychomotor domains. This was used to assess the
impact of the workshop as to the number of needs and the
priority of those needs that the teachers perceived applied
to their students.

The California Test of Personality, form AA, was
administered to the student population, in both the experi-
mental and control classrooms. This measure was chosen
because it has been designed to identify and reveal the
status of certain highly important factors in personal and
social adjustment. The test can be used to identify the
more intangible elements of total complex patterns of
feeling, thinking, and acting. All of these fall in the
affective domain.

The California Test of Personality is organized
around the concept of life adjustment as a balance between
personal and social adjustment. Personal adjustment is

assumed to be based on feelings of personal security and

54

social adjustment on feelings of social security. The
items in the personal adjustment half of the test are
designed to measure evidence of six components of personal
security; the items in the social adjustment half of the
test contain six components of social security.

The components are not names for so-called general
traits. They are, rather, names for groupings of more or
less specific tendencies to feel, think, and act. The

following is a breakdown of the test components:13

Personal Adjustment

Self-Reliance-- An individual may be said to be
self-reliant when his overt actions
indicate that he can do things
independently of others, depend upon
himself in various situations, and
direct his own activities. The
self-reliant person is also char-
acteristically stable emotionally,

and responsible in his behavior.

Sense of Personal An individual possesses a sense of
Worth--
being worthy when he feels he is
well regarded by others, when he

feels that others have faith in

 

13Louis P. Thorpe, Willis W. Clark, and Ernest W.
Tiegs, California Test of Personality (Monterey, Ca1if.:
CTB/McGraw-HIII, I953).

Sense of Personal
Freedom--

Feeling of
Belonging--

55

his future success, and when he
believes that he has average or
better than average ability. To
feel worthy means to feel capable

and reasonably attractive.

An individual enjoys a sense of
freedom when he is permitted to
have a reasonable share in the
determination of his conduct and in
setting the general policies that
shall govern his life. Desirable
freedom includes permission to
choose one's own friends and to
have at least a little spending

money.

An individual feels that he belongs
when he enjoys the love of his
family, the well-wishes of good
friends, and a cordial relationship
with people in general. Such a
person will as a rule get along
well with his teachers or employers
and usually feels proud of his

school or place of business.

Withdrawing
Tendencies--

Nervous Symptoms--

Social Adjustment

Social Standards--

56

The individual who is said to
withdraw is the one who substitutes
the joys of a fantasy world for
actual successes in real life.

Such a person is characteristically
sensitive, lonely, and given to
self-concern. Normal adjustment is
characterized by reasonable

freedom from these tendencies.

The individual who is classified as
having nervous symptoms is the one
who suffers from one or more of a
variety of physical symptoms such
as loss of appetite, frequent eye
strain, inability to sleep, or a
tendency to be chronically tired.
People of this kind may be ex-
hibiting physical expressions of

emotional conflicts.

The individual who recognizes
desirable social standards is the
one who has come to understand the
rights of others and who appreciates
the necessity of subordinating

certain desires to the needs of the

Social Skills--

Anti-Social
Tendencies--

57

group. Such an individual under-
stands what is regarded as being

right or wrong.

An individual may be said to be
socially skillful or effective when
he shows a liking for people, when
he inconveniences himself to be of
assistance to them, and when he is
diplomatic in his dealings with
both friends and strangers. The
socially skillful person subordi-
nates his or her egoistic tendencies
in favor of interest in the prob-
lems and activities of his associ-

ates .

An individual would normally be
regarded as anti-social when he is
given to bullying, frequent quar-
reling, disobedience, and
destructiveness to property. The
anti-social person is the one who
endeavors to get his satisfactions
in ways that are damaging and
unfair to Others. Normal adjust-
ment is characterized by reasonable

freedom from these tendencies.

Family Relations--

School Relations--

Community Relations--

58

The individual who exhibits
desirable family relationships is
the one who feels that he is loved
and well-treated at home, and who
has a sense of security and self-
respect in connection with the
various members of his family.
Superior family relations also
include parental control that is

neither too strict nor too lenient.

The student who is satisfactorily
adjusted to his school is the one
who feels that his teachers like
him, who enjoys being with other
students, and who finds the school
work adapted to his level of inter-
est and maturity. Good school
relations involve the feeling on
the part of the student that he
counts for something in the life of

the institution.

The individual who may be said to
be making good adjustments in his
community is the one who mingles
happily with his neighbors, who

takes pride in community

59

improvements, and who is tolerant
in dealing with both strangers and
foreigners. Satisfactory community
relations include as well the
disposition to be respectful of
laws and of regulations pertaining

to the general welfare.

Certain outcomes such as knowledge, understandings,
and skills, once attained, remain relatively stable. The
normal student is a growing organism whose integration
must be preserved while his feelings, convictions, and
modes of behavior are changing in accordance with his
experiences. Some of the items in the test touch relatively
sensitive personal and social areas, and such student
attitudes may change in a relatively short time. The
major thrust of the workshop was to equip the teacher to
guide this change in a positive direction.

The reliability coefficients for personal and social
adjustment on the California Test of Personality are .91 and
.89 respectively. The reliability coefficients were com-

14 The Kuder-

puted with the Kuder-Richardson formula.
Richardson method gets at the internal consistency of the

test through an analysis of the individual items. The

 

14Since the test was administered on a population
for which it was designed, the reliability stated in the
test manual was used.

60

formula is considered by many specialists in educational and
psychological measurement to be the most satisfactory

method of determining reliability.15

Hypotheses

Two sets of hypotheses were developed and explored
in this study. First, two major hypotheses regarding
changes in the teachers participating in the workshops were
developed. Second, two major hypotheses were developed and
explored regarding changes in personal and social growth
of the students whose teachers participated in the study.

In addition, four exploratory hypotheses were
included for both the teacher and student population in
anticipation that this investigation might provide data
and stimulation for further inquiry.

In Chapter I, to facilitate understanding, the
major hypotheses were stated in positive form. In
Chapter III, the hypotheses are expanded and restated in

the null form.

Major Hypotheses
Two major hypotheses are presented regarding

changes in teachers participating in the workshops:

1. There will be no significant difference between

teachers participating in the in-service workshops

 

15Borg, loc. cit., pp. 144-45.

61

in the number of affective needs of their students
listed, as measured by an open-ended questionnaire,

than teachers in the control group.

There will be no significant difference between
teachers participating in the in-service workshops
in the ranking of affective needs in priority, as
measured by an open-ended questionnaire, than

teachers in the control group.

Two major hypotheses are also presented regarding

changes in personal and social growth of students of

participating teachers:

1.

There will be no significant difference in the
class mean scores as regards personal adjustment,
of students whose teachers participated in the in-
service workshops, as measured by the California
Test of Personality, form AA, personal adjustment
subscale, when compared to classes in the control

group.

There will be no significant difference in the
class mean scores as regards social adjustment, of
students whose teachers participated in the in-
service workshops, as measured by the California
Test of Personality, form AA, social adjustment
subscale, when compared to classes in the control

group.

62

ExploratorytHypotheses

Four exploratory hypotheses are presented regarding

changes in the teachers participating in the workshops:

1.

Teacher participants will not differ in treatment
times grade interaction in the number of affective
needs listed, as measured by the open-ended

questionnaire.

Teacher participants will not differ in treatment
times grade interaction in the priority assigned
to the affective needs listed, as measured by the

open-ended questionnaire.

Teacher participants who teach different grade
levels (K-3) will not differ in the number of
affective needs listed, as measured by the open-

ended questionnaire.

Teacher participants who teach different grade
levels (K-3) will not differ in the priority
assigned to affective needs listed, as measured

by the open-ended questionnaire.

Four exploratory hypotheses are also presented

regarding changes in the personal and social growth of the

student population:

1.

Student participants will not differ in treatment

times grade interaction, as regards personal

63

growth, as measured by the California Test of

Personality.

2. Student participants will not differ in treatment
times grade interaction, as regards social growth,

as measured by the California Test of Personality.

3. The student participants at different grade levels
(K-3), will not differ in their growth in personal
adjustment, as measured by the California Test of

Personality.

4. The student participants at different grade levels
(K-3), will not differ in their growth in social
adjustment, as measured by the California Test of

Personality.

Collection of Data

The open-ended questionnaire was administered in a
pre-test/post-test design to both the treatment and control
teacher groups. The questionnaire was administered to the
treatment group on October 24, 1972, the first morning of
the in-service workshop. The questionnaire was administered
to the control group at the same time. The questionnaire
was again administered to the treatment and control groups
on November 30, 1972, the last afternoon of the in-service
workshop. This resulted in there being five weeks and two
days between the pre- and post-test on the questionnaire

administered to the teachers selected for the project.

64

The California Test of Personality was administered
in a pre-test/post-test design to the students of teachers
in both treatment and control groups. The pre-test was
administered between October 24-27, 1972. The post-test
was administered between April 23-27, 1973. This resulted
in there being six months between the pre- and post-testing
of the students.

The author was assisted in administering the
California Test of Personality by three evaluation
assistants from the Lansing Public School District where
the data were collected. The classroom teachers did not
administer the test; however, they remained in the room to
assist with discipline and to help proctor the test.

The test administrators met as a group and reviewed
the general instructions for the proper administration of
the test. This was done to insure that the data were

being consistently gathered.

Analysis of Data

The California Test of Personality administered to
the students was scored as directed in the test manual and
each classroom mean score was computed to the nearest
hundredth. The score for the number of affective needs
for each teacher was arrived at by counting the number of
needs listed by the teachers that fell within the affective
domain. The score for the priority of affective needs for

the teachers was determined in the following manner. The

65

teachers listed N needs. Next they listed them according
to priority. Highest priority need was given a value of
N, next highest N-l, etc. The sum of the ranks for the
affective items was determined and divided by the highest
possible score attainable if all needs listed were in the
affective domain. This resulted in the score being the
per cent affective of the possible total score rounded to
the nearest per cent. Example is given in Table 3.2.

Table 3.2--Computation of Teacher Score as Relates to the
Priority of Affective Needs.

 

 

Priority Needs Weight
1 Affective 6
2 Affective 5
3 Cognitive 4
4 Cognitive 3
5 Affective 2
6 Psychomotor 1
Total Affective 13
Total Possible 21
% of Possible 62 = Teacher Score

 

All data obtained were transferred to computer
cards. The data were processed, tabulated, and analyzed
by means of the Control Data Corporation 3600 computer at

the Michigan State University Computer Center.

66

The student data were analyzed, using a two-way
(grades times treatment) Multivariate Analysis of Variance.
The dependent variables were simple gain scores, for the
two subscales on the California Test of Personality.

The teacher data were analyzed using a two-way
(grades times treatment) Multivariate Analysis of Variance.
The dependent variables were simple gain scores on the two
affective need measures.

Further discussion of types of calculations and
statistical procedures used in this study, and the analysis

of the gathered data is included in Chapter IV.

Summapy

Two four-day teacher in-service workshops were
conducted in the affective domain. Teachers were pre- and
post-tested with an open-ended questionnaire to determine
their perception of the number of affective needs of their
students and the priority of those needs. The students
were pre- and post-tested utilizing the California Test of
Personality to determine the impact the workshop had on
the students of participating teachers with regard to their
personal and social growth. The samples utilized in the
study included 28 teachers and 593 students. The data

which were collected were analyzed by computer.

CHAPTER IV

PRESENTATION AND ANALYSIS OF THE DATA

It is the purpose of Chapter IV to present-and
analyze the data gathered to test the hypotheses of the
study. The chapter is divided into the following sections:
(1) Composition of the study, (2) statistical procedure
used, (3) Presentation of data, (4) Presentation and
testing of research and exploratory hypotheses, and (5)

Discussion and summary.

gppposition of the Study

Twenty-eight teachers, teaching in grades kinder-
garten through third grade, in schools receiving E.S.E.A.
Title I funds in the Lansing Public School District,
Lansing, Michigan were participants in the study. They
were divided into two groups: (1) fourteen teachers were
selected from a stratified sample and placed in the
treatment group, and (2) fourteen teachers were selected
from a stratified sample and placed in the control
group. These random samples were obtained by placing the

names of all the potential participants on a slip of

67

68

paper, sorting the names by grade level, then alternately
drawing a name from each pile, one for the treatment group
and one for the control group. The students of the par-
ticipating teachers became the student participants. The
number of teachers and students that were involved in the
study is presented in Table 4.1.

Table 4.l.--Number of Teacher and Student Participants by
Grade Level.

 

 

 

 

 

 

 

 

Treatment Control
Grade Teachers Students Teachers Students
Pre Post Pre Post
K 3 59 50 3 51 49
1 4 77 82 4 79 72
2 4 83 84 4 86 86
3 3 77 71 3 81 81
Statistical Procedures Used
The statistical procedure in this study was as
follows.

The data gathered from the teacher population was
analyzed using a two-way (grade times treatment) Multi-
variate Analysis of Variance on gain scores for the two
affective need measures.

The data gathered from the student population was

analyzed using a two-way (grade times treatment)

69

Multivariate Analysis of Variance on gain scores for the
personal adjustment and social adjustment subscales on the
California Test of Personality.

Gain scores were decided on for two reasons:

1. The sample size was small enough that the degrees
of freedom lost by Analysis of Covariance would be

too much.

2. The reliability of the California subscales are
both high, and in addition the unit used was the
classroom, arguing that the constant in the index

should be near one.

Presentation of the Data

Table A-1 summarizes the number of affective student
needs listed by the teacher participants in the study. All
teacher participants, treatment and control, were pre-
tested the first day of the first workshop and post-tested
the final day of the second workshop, using an open-ended
questionnaire. While ten teachers in the treatment group
listed more affective needs, only two persons in the
control group did so. Efforts were made to protect the
anonymity of the participants. Symbols were used, matching
post-test results with pre-test results, so that teachers
could not be identified by name.

Tables A-2 and A-3 summarize the treatment group
pre- and post-test scores concerning the priority of the

affective needs listed by the teachers. Tables A-4 and

70

A-S summarize the control group pre- and post-test scores.
The per cent of the total possible affective score was used
in the analysis. Twelve teachers in the treatment showed
gains; only six in the control group gained. This score
was arrived at as presented in Table 3.2 in Chapter III.

Table A-6 summarizes the pre- and post-test class-
room.mean scores on the California Test of Personality,
personal adjustment subscale for students of teachers who
participated in the study. Six classrooms of the "treat-
ment" teachers showed gain; seven classrooms of the "control"
teachers did so.

Table A-7 summarizes the pre- and post-test class-
room mean scores on the California Test of Personality,
social adjustment subscale for students of teachers who
participated in the study. Seven classrooms in the
treatment group showed growth; five in the control group
did so. Since classroom mean scores were used, individual
students were not compared, pre and post, thus maintaining
the students' anonymity. For the purpose of ease in

reading, Tables A-l thru A-7 have been placed in Appendix A.

Presentation and Testing of Hypotheses
The two major null hypotheses concerning the
teacher population analyzed were:
Major Hypothesis Number One.--There will be no
significant difference between teachers participating in

the in-service workshops in the number of affective needs

71

of their students listed, as measured by an open-ended
questionnaire, when compared with teachers who have not

participated in such a workshop.

ngor Hypothesis Number Two.--There will be no
significant difference between teachers participating in
the in-service workshops in the ranking of affective needs
in priority, as measured by an open-ended questionnaire,
when compared with teachers who have not participated in

such a workshop.

Before testing the above major hypotheses, the
exploratory hypotheses concerning the interaction of
grade times treatment were examined. These exploratory

null hypotheses state:

Egploratory Hypothesis Number One.--Teacher par-
ticipants will not differ in treatment times grade inter-
action in the number of affective needs listed, as measured

by the open-ended questionnaire.

EyploratoryHypothesis Number Two.--Teacher par-
ticipants will not differ in treatment times grade inter-
action in the priority assigned to the affective needs

listed, as measured by the open-ended questionnaire.

The above two exploratory hypotheses were analyzed
using Multivariate Analysis of Variance, thus examining the
two exploratory hypotheses together.

Data presented in Table 4.2 shows that the above

null exploratory hypotheses cannot be rejected. The

72

Table 4.2.--Values of the Multivariate Test for Treatment
Times Grade Level Interaction.

 

F-Ratio for

 

Multivariate d f d f Signifi-
Hypothesis Test ' '1 ' '2 p Value “cant'
Exploratory
A and B 1.3154 6 38 0.2741 No

 

p < .05 for statistical significance.

Multivariate Test dealing with interaction, exploratory
hypotheses one and two, is not significant at the .05
level. Since p < .2741, the hypothesis of no interaction
cannot be rejected.

The treatment and teaching level, then, do not
interact in a statistical sense to influence the scores as
regards number and priority of affective student needs.

Next, the test for the multivariate hypotheses
concerning treatment effect, in essence a combination of
major hypothesis number one and two, was examined.

Data presented in Table 4.3 shows that the above
major null hypothesis can be rejected.

The multivariate hypothesis dealing with the main
effect of both the number and priority of affective student
needs, is significant at the .05 level. Since p < .0107,
the null hypotheses concerning the treatment main effect

can be rejected.

73

Table 4.3.--Values of the Multivariate Test for Treatment
Main Effect.

 

 

F-Ratio

Multivariate d f d f Signifi-
Hypotheses Test ' '1 ' '2 p Value cant
Major
Hypotheses
l and 2 5.8223 2 19 0.0107 Yes

 

p < .05 for statistical significance.

Since the hypothesis for the treatment main effect
was rejected, the individual dependent variable measures
were examined.

The data presented in Table 4.4 shows that when the
two dependent variables, number of affective needs and
priority of affective needs are examined, the two major

null hypotheses, number one and two, both are rejected.

Table 4.4.--Univariate Values for Major Hypotheses One and
Two.

 

Dependent Variable Univariate F p Value Significant

 

Number of

Affective Needs 10.2108 0.0046 Yes
Priority of

Affective Needs 11.8924 0.0026 Yes

 

p < .05 for statistical significance.

Since the correlation between the dependent vari-
ables was high, the Step Down F was examined.

The results presented in Table 4.5 indicates that
when the results of the first dependent variable, number

of affective needs listed, is examined, the results of

74

Table 4.5.--Step Down F for the Two Teacher Dependent
Variables.

 

Dependent Variable Step Down F P Value Significant

 

Number of
Affective Needs 10.2108 .0046 Yes

Priority of
Affective Needs 1.2872 0.2707 No

 

p < .05 for statistical significance.

the second dependent variable probably does not give any
further useful information.

There is reason to believe that if the two dependent
variables were reversed in the order they were analyzed,
the results as to their significance also would be
reversed. This is supported by the fact the two teacher
dependent variables had a correlation of 0.8284.

As a further point of interest, a multivariate test
was also done on the grade level main effect. This was
conducted on exploratory null hypotheses number three and

four. These hypotheses state:

Exploratory Hypothesis Number Three.--Teacher
participants who teach different grade levels (K-3), will
not differ in the number of affective needs listed, as

measured by the open-ended questionnaire.

E§ploratopy Hypothesis Number Four.--Teacher par-
ticipants who teach different grade levels (K-3), will not

75

differ in the priority assigned to affective needs listed,
as measured by the open-ended questionnaire.

The multivariate analysis results in exploratory
hypotheses number three and four being considered together.
The data presented in Table 4.6 indicates that the above
exploratory hypotheses cannot be rejected. The hypotheses
dealing with the grade main effect, exploratory hypotheses
three and four, is not significant at the .05 level. Since
p < .0788, the hypotheses of grade main effect cannot be
rejected. The grade a teacher teaches, then, did not
affect their responses to the workshops.

Table 4.6.--Va1ues of the Multivariate Test for Grade Main
Effect.

 

F-Ratio for

 

Multivariate d f d f Signifi-
Hypothesis Test ' '1 ’ ‘2 p Value cant
Exploratory
Hypotheses
3 and 4 2.0779 6 38 0.0788 No

 

p < .05 for statistical significance.

Since the multivariate analysis did not reject
exploratory hypotheses three and four, the dependent vari-
ables were not examined.

The two major null hypotheses concerning the

student population analyzed were:

76

Majpr Hypothesis Number Three.--There will be no
significant difference in the class mean scores as regards
personal adjustment of students whose teachers participated
in the in-service workshops, as measured by the California
Test of Personality, form AA, personal adjustment subscale,

when compared to classrooms in the control group.

Major Hypothesis Number Four.--There will be no
significant difference in the class mean scores as regards
social adjustment of students whose teachers participated
in the in-service workshops, as measured by the California
Test of Personality, form AA, social adjustment subscale,
when compared to classrooms in the control group.

Before testing major hypotheses three and four, the
exploratory hypotheses concerning the interaction of grade
times treatment were examined. These exploratory null

hypotheses state:

Exploratoty Hypothesis Number Five.--Student par-
ticipants will not differ in treatment times grade inter-
action, as regards personal growth, as measured by the

California Test of Personality.

EgploratoryHypothesis Number Six.--Student par-
ticipants will not differ in treatment times grade inter-
action, as regards social growth, as measured by the

California Test of Personality.

77

The data presented in Table 4.7 indicate that the
above exploratory null hypotheses cannot be rejected. The
hypotheses dealing with the grade times treatment inter-
action of the students, exploratory hypotheses number five
and six, is not significant at the .05 level. Since
p < .4194, the hypothesis of no interaction cannot be
rejected. The treatment and grade level of the child,
then, do not interact in a statistical sense to influence
the subscale scores on the California Test of Personality.

Table 4.7.--Values of the Multivariate Test for Exploratory
Hypotheses Number Five and Six.

 

F-Ratio for

 

Multivariate d f d f Signifi-
Hypothesis Test ' '1 ' ‘2 P Value cant
Exploratory
Hypotheses
5 and 6 1.0329 6 38 0.4194 No

 

p < .05 for statistical significance.

Since the multivariate analysis did not reject
exploratory hypothesis five and six, the dependent vari-
ables were not examined.

Next, the test for the multivariate hypotheses
concerning treatment effect, in essence a combination of
major hypotheses number three and four, was examined.

The data presented in Table 4.8 indicates that the

major hypotheses number three and four cannot be rejected.

78

Table 4.8.--Values of the Multivariate Test for Major
Hypotheses Number Three and Four.

 

F-Ratio for

 

Multivariate d f d f Signifi-
Hypotheses Test ' '1 ' '2 P Value cant
Major
Hypotheses
4 and 5 0.1692 2 19 0.8456 No

 

p < .05 for statistical significance.

The hypotheses dealing with the treatment effect,
major hypotheses three and four, is not significant at the
.05 level. Since p < .8456, the main effect of the students
whose teachers participated in the workshops did not
statistically influence the scores on the California Test
of Personality subscales.

Since the multivariate analysis did not reject the
major hypotheses three and four, the dependent variables
were not examined.

A multivariate test was also done on the grade
level treatment effect. This was conducted on exploratory
null hypotheses number seven and eight. These hypotheses

state:

gfiploratorngypothesis Number Seven.--The student
participants at different grade levels (K-3), will not
differ in their growth in personal adjustment, as measured

by the California Test of Personality.

79

§§ploratory Hypothesis Number Eight.--The student
participants at different grade levels (K-3), will not
differ in their growth in social adjustment as measured by
the California Test of Personality.

The multivariate results in exploratory hypotheses
number seven and eight being conducted together. The data
presented in Table 4.9 indicates that the above exploratory
hypothesis dealing with grade main effect, exploratory
hypotheses seven and eight, is not significant at the .05
level.

Table 4.9.--Values of the Multivariate Test for Exploratory
Hypotheses Seven and Eight.

 

F-Ratio for

 

Multivariate d f d f Signifi-
Hypotheses Test ‘ ’1 ' '2 P Value cant
Exploratory
Hypotheses
7 and 8 1.2437 6 38 0.3063 No

 

p < .05 for statistical significance.

Since p < .3063, the hypothesis of grade main effect
cannot be rejected. The grade a student was in, did not,
in a statistical sense, affect the responses on the
California Test of Personality

Because the multivariate analysis did not reject
exploratory hypotheses seven and eight, the dependent

variables were not examined.

80

Discussion and Summary

The two four-day teacher in-service workshops in
the affective domain conducted with teachers in the Lansing
Public School in the 1972-73 school year, did result in a
statistically significant change in the number of affective
needs of their students recognized by the teachers in the
treatment group as measured by an open-ended questionnaire.

It was also found that a statistically significant
change occurred in the teachers attending the workshops, as
regards the priority assigned to the affective needs of
their students as measured by an open-ended questionnaire.

There was no statistically significant difference
as regards either the number of affective needs listed or
their priority when looking at grade difference taught by
the teachers, or when grade times treatment interaction
was examined.

Further, there was no statistically significant
difference between the treatment group and control group,
as regards any of the hypotheses dealing with a change in

classroom mean scores on the California Test of Person-

ality.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

It is the purpose of Chapter V to summarize the
study, draw conclusions based on the study, and make
recommendations for further research. The chapter is

divided into these three areas.

Summapy
The purpose of this study was to determine the

impact of two in-service workshops in terms of partici-
pating teachers (as previously described) being more
sensitive to the affective needs of their students. After
exploring strategies to meet these needs, it was anticipated
the students of participating teachers would show growth in
their personal and social adjustment that otherwise would
not have occurred had their teacher not been given
instruction in this area.

The following questions formed the basis for the

study's hypotheses:

81

82

Will teachers participating in the in-service
workshops identify more affective needs of their
students than teachers who did not participate in

the project?

Will teachers participating in the in-service
workshops rank the affective needs higher in
priority than teachers not participating in the

project?

Will students of participating teachers show greater
growth in personal adjustment than students of

teachers not participating in the project?

Will students of participating teachers show greater
growth in social adjustment than students of

teachers not participating in the project?

To test the hypotheses of this study, two groups of

teachers were studied:

1.

An experimental group of fourteen lower elementary
teachers who taught in E.S.E.A. Title I target
schools in the Lansing Public School District,

Lansing, Michigan.

A control group of fourteen lower elementary
teachers who taught in E.S.E.A. Title I target
schools in the Lansing Public School District,

Lansing, Michigan.

83

The students of the participating teachers in both
groups became the student subjects in the study. All
teacher participants were pre-tested at the beginning of
the first four-day workshop and post-tested at the end of
the second four-day workshop. An open-ended questionnaire
was used to measure the number of affective needs the
teachers were aware of in their students, and the priority
of these affective needs. The student participants were
pre-tested.with the California Test of Personality the
week their teachers were attending the first four-day
workshop, and post-tested six months later. Control group
students were concurrently tested.

The statistical procedure used in this study was
the Multivariate Analysis of Variance. The dependent
variables were simple gain scores. Gain scores were used
because the sample size was small enough that the degrees
of freedom lost by Analysis of Covariance would be too
much, the reliabilities of the California subscales are
both high, and the unit consisted of classroom mean scores.
The level of significance used was .05.

In a period of time when much emphasis is being
placed on the cognitive skills, many prominent educators
feel the child's personal and social growth are also
important. An individual's experiences influence the
attitudes he develops. If teachers have been trained to

deal with such important parts of a child's development

84

as his personal and social adjustment, they can better
assist children with this crucial phase of their develop-
ment.

The review of the literature showed many individuals
have expressed their views as to what constitutes good in-
service teacher education. However, studies conducted in
the area are few and have produced few significant results.

Tests were made of the null hypotheses of the study
and were accepted or rejected on the basis of the data

collected.

Major Hypotheses
1. Teachers who participated in the in-service work-
shops will list more affective needs of their
students than teachers not participating in the
workshops, as measured by the open-ended question-

naire.

2. Teachers who participated in the in-service work-
shops will list the identified affective needs
higher in priority than teachers who did not par-
ticipate in the project, as measured by the open-
ended questionnaire.

The multivariate analysis supported major
hypotheses one and two. Hypotheses one and two
are both also supported when considered as uni-

variates.

85

Students of participating teachers will show a
significant change in personal growth when class-
room mean scores were compared with classrooms of
non-participating teachers, as measured by the

California Test of Personality.

Students of participating teachers will show a
significant change in social growth when classroom
mean scores were compared with classrooms of non-
participating teachers, as measured by the
California Test of Personality.

The multivariate analysis did not support major

hypotheses three and four.

Eyploratoty Hypotheses
There will be a treatment times grade interaction
difference in the number of affective needs listed
by participating teachers, as measured by the open-

ended questionnaire.

There will be a treatment times grade interaction
difference in the ranking in priority of affective
needs listed by participating teachers, as measured
by the open-ended questionnaire.

The multivariate analysis did not support

exploratory hypotheses one and two.

86

There will be a grade level difference in the
number of affective needs listed by participating
teachers, as measured by the open-ended question-

naire.

There will be a grade level difference in the
ranking of priority of affective needs listed by
participating teachers, as measured by the open-
ended questionnaire.

The multivariate analysis did not support

exploratory hypotheses three and four.

There will be a treatment times grade level inter-
action difference as regards personal adjustment

in classroom mean scores, as measured by the
California Test of Personality for student partici-

pants.

There will be a treatment times grade level inter-
action difference as regards social adjustment, in
classroom mean scores, as measured by the California
Test of Personality, for student participants.

The multivariate analysis did not support

exploratory hypotheses five and six.

There will be a grade level difference, as regards
personal adjustment, in classroom mean scores, as
measured by the California Test of Personality, for

student participants.

87

8. There will be a grade level difference, as regards
social adjustment, in classroom mean scores, as
measured by the California Test of Personality, for
student participants. The multivariate analysis
did not support exploratory hypotheses seven and

eight.

Conclusions

There is question whether a two week workshop con-

ducted within a seven week period, can indeed produce signi-
ficant behavioral and attitudinal changes in the affective
domain, on the part of teachers, at a level sufficient to
affect their students to an extent that changes can be
measured on a self reporting instrument. Perhaps more
workshops of this type held over an entire school year,
might be necessary to produce significant changes in pupils.
When a successful in-service program is achieved,
it will not be possible to discontinue in-service sessions
due to the turnover rate in many schools. This is partially
due to the fact that married women teachers follow their
mobile husbands to other parts of the country and the world.
New recruits, many coming fresh from teacher training
institutions or returning to the profession after raising
a family, need to update their preparation for teaching.
Also new ideas need to be incorporated into in-service

training.

The growth in the number of affective needs listed
by the experimental group of teachers could be the result
of the workshop increasing the awareness on the part of
the teachers, that students did indeed have a need for
help in this area. The upward change in priority of the
listed affective needs by the experimental teachers, could
be the result of the workshop causing the participating
teachers to re-assess where they place affective needs of
their students in relation to the cognitive and psycho-
motor domain.

Attitude measurement of the student participants
is a difficult task. It is easier to measure a student's
cognitive knowledge of a subject matter than it is to
assess his change in personal and social growth.

Another explanation for the non-significance of
the student results may be that personal and social
adjustment have been developing since the child was very

young, and they are not easily changed in six months. The

amount of time the teacher is in contact with the child

compared with the home environment is also small.

Recommendations for Further Research
The study presented is worthwhile in that it
examined the outcomes of two teacher in-service workshop
sequences in the affective domain. It should provide the
stimulus for further examination as to how to better

prepare elementary school teachers to address the affective

area.

89

Suggestions that might be incorporated in further

research are as follows:

1.

A further study could be conducted allowing for

longer than six months between the student's pre-

post-test.

A study could be conducted that utilizes a
criterion-reference test based upon classroom
behavior, instead of a standardized norm referenced
test.

Further studies could include administrators in
the training sessions.

Further studies could include parents in the
training sessions.

A study could be conducted that offers more than
one treatment for teachers.

A study could be conducted where the California
Test of Personality is administered pre and post.
Then, examine the teachers whose students showed
significant gains to see what they do differently
to bring about positive results.

Many states have excellent state departments of
education; personnel from their staff might be
utilized as a resource in an in-service project.
School districts that are in close proximity to a
college or university might involve members of

their staff, with experience in the effective area,

90

to provide leadership in conducting an in-service
project.

9. Since a unified effort might have a better chance
of success, a consortium might be formed of several
school districts to plan and implement a joint in-
service effort in the affective domain.

10. Time and financial resources limited the current
study to two four-day workshops. A further study
might be conducted that would involve in-service
training extended over the entire school year.

11. A study might be made which compared the impact of
a workshop of the type described here, with the

impact of some other type of workshop.

The above suggestions are by no means inclusive.
Further research into the affective domain would help
educators get closer to considering the whole child when
planning the instructional program.

There still is a challenge to continue efforts in
the affective domain as a high priority. The results of
the study justify a continued effort to provide effective
in-service activities in the affective area. Despite the
literature, a summer workshop might be conducted when more
time would be available to the participants to devote to

the task at hand.

BIBLIOGRAPHY

BIBLIOGRAPHY

Books
Becker, Wesley, C., Engelmann, Siegried, and Thomas, Don R.
Teachin : A Course In Applied Psychology. Chicago,
III.: Science Research Associates, Inc., 1971.
Borg, Walter R., and Gall, Meredith D. Educational

Research, An Introduction. New Yorh: David McKay
Company, Inc., .

 

 

Carter, Ronald D. Help, These Kids Are Driving Me Craz .
Champaign, Ill.: Research Press Company, I .

Chilana Mulkh Raj. In-Service Education of Elementary
Teachers. New DeIhi, India, I968.

Corey, Stephen. Introduction, In-Service Education.
Chicago, III.: University of Chicago Press, 1957.

Deibert, Albert N., and Harmon, Alice J. New Tools for

Chan in Behavior. Champaign, Ill.: Research
Press Company,I970.

Homme, Lloyd. How to Use Contin ency Contractipgin the
Classroom. Champaign, I 1.: ResearEh Press
Company, 1970.

Mager, Robert E. Preparing Instructional Objectives.
Palo Alto, Ca .: Fearon P 18 ers, .

Mallot, Richard A. Contin en Mana ent in Education.
Kalamazoo, Mich.: BehaviordeIia, I971.

Moffit, John Cliffton. In-Service Education of Teachers.

Washington, D.C.: The Center for Applied Research
in Education, Inc., 1963.

 

91

92

Patterson, Gerald R., and Gullion, M. Elizabeth. Livin
With Children: New Methods for Parents an
Teachers. Champaign, III.: Research Press, 1968.

Rubin, Louis J. Im rovin In-Service Education. Boston,
Mass.: AIIyn and Bacon, Inc., I97I.
Whaley, Donald L., and Mallot, Richard M. Elementary

Principals of Behavior. New York: Appleton-
Century Cro ts, .

Periodicals

Childress, Jack R. "In-Service on Continuing Education for
Teachers." Journal of Education, CXLVII (February,

Dressel, Paul L. "Values Cognitive and Affective."
Journal of Higher Education, XLII (May, 1971),

Dunivan, Dale. "Individualizing In-Service Education."
School and Community, LVII (December, 1970), 11.

Frieder, Brian. "Motivator: Least Developed of Teacher
Roles." Educational Technology, x (February,
1970) , 28756.

Hogan, E. O., and Green, R. L. "Can Teachers Modify
Childrens Self-Concepts?" Teachers College Record,
LXXII (February, 1971), 423-26.

Mason, Barbara T. "The Principals Role in In-Service

Education." National Elementa Princi a1, XLI
(February, 1962), 2I-23.

Matheny, Dorothy. "In-Service for Teachers." American
Teacher Magazine, XLVIII (April, 1964), 7-8.

Reed, Hale C. "Freed Time for In-Service Education."
NEA Journal, LII (November, 1963), 54.

Roberts, Jack D. "A Hard Look at Quality in In-Service
Education." National Elementary Principal, XLIV

Robertson, Virginia. "Barefoot Educators." School and
Community, LIV (January, 1968), 11.

93

Taylor, Bob L. "Factors Influencing In-Service Teacher
Education Programs.” Journal of Educational
Research, LII (May, 1959), 936-38.

Toews, Anna. ”Emotions and Reading Difficulties." School
and Community, LVIII (April, 1972), 35.

Other Publications

Brown, Paul L., and Presbie, Robert J. Accentuate the
Positive: The Results of an In-Service Trainin
Program in the Principals and _TeEhniques of
Behavior Modification in the Classroom. new
PaItz, N.Y.: State University CoIIege, April,
1972.

Commission on Teacher Education. The Improvemegt of Teacher
Education. Washington, D.C.: American Council on
Edfication, 1946.

Fagen, Stanley, and Chichon, Stephon. ”Issues in Measuring
Teacher Competence for Affective Education."
Paper prepared for a panel at the Annual Meeting
of the American Educational Research Association,
April, 1972, Chicago, Illinois.

Johnson, Mel. Teacher In-Service TrainingEmohasizin the
Affective Dimensions. ArIington Heights, III.:
The EIE Grove Training and Development Center,
June, 1969.

Lieberman, Marcus. Report on the Evaluation Worksho in
the Affective Domain. Downers Grove, III.:
Institute for Educational Research, July, 1970.

 

 

 

Report of the Education Commission, 1964- -66. New Delhi,
India: Government of India, Ministry of Education,
Education and National Development, 1967.

Rookey, Jerome, and Readon, Francis. I rovement of Pu 11
Creativity Via Teacher Trainin PinaI Re ort.
Harrisburg, Penn.: State Department of Education,
January, 1972.

Rubin, Louis J. A Stud on the Continuin Education of
Teachers. Santa Barhara, CaIif.: Center for

Coordinated Education, 1969.

94

Thorpe, Louis, Clark, Willis W., and Tiegs, Ernest W.
California Test of Personality. Monterey, Calif.:
CTB7McGraw-HiII, I953.

Tinsley, David G., and Ora, John P. "Catch the Child Being
Good!" Nashville, Tenn.: George Peabody College
for Teachers, 1970. (Mimeographed.)

APPENDICES

APPENDIX A

TABLES

Table A-1.--Number of Affective Student Needs Listed by
Treatment and Control Group Teachers on Pre-
and Post-Test.

 

 

 

 

Treatment Control
Teacher Teacher

Pre Post Pre Post

1 3 2 l 3 l
2 3 8 2 l 3
3 5 9 3 2 2
4 6 4 4 5 2
5 4 6 5 2 2
6 2 5 6 3 2
7 9 15 7 2
8 5 8 8 3 2
9 4 6 9 3 2
10 5 5 10 7 7
11 3 6 ll 2 2
12 5 12 12 4 3
l3 0 l4 l3 3 2
l4 6 6 14 11 12

 

95

96

Table A-2.--Treatment Group Pre-Test Scores on Priority of
Affective Student Needs.

 

Affective Total 5 Total Possible % of Total

 

Teacher Score Responses Responses Possible
1 21 8 36 58
2 26 10 55 47
3 44 14 105 42
4 45 12 78 58
5 38 15 120 32
6 9 9 45 20
7 100 16 136 74
8 37 14 105 35
9 31 12 78 40

10 51 13 91 56
11 29 13 91 32
12 27 9 45 60
13 0 11 66 0

51 12 78 78

H
b

 

97

Table A-3.--Treatment Group Post-Test Scores on Priority of
Affective Student Needs.

 

Affective Total # Total Possible % of Total

 

Teacher ' Score Responses Score Possible
1 12 8 36 33
2 75 12 78 96
3 90 16 136 66

24 7 28 86

5 45 11 66 68

6 34 10 55 62

7 135 16 136 99

94 16 136 69

9 29 9 ' 4s 64

10 SS 13 91 60
ll 21 6 21 100
12 91 15 120 76
13 133 16 136 98

14 46 11 66 70

 

98

Table A-4.--Control Group Teacher Pre-Test Scores on
Priority of Affective Student Needs.

 

Affective Total 4 Total Possible % of Total

 

Teacher Score Responses Score Possible
1 12 8 36 33
2 15 15 120 13
3 28 15 120 23
4 20 16 136 15
5 23 13 91 25
6 38 16 136 28
7 10 7 28 36
8 36 16 136 26
9 27 16 136 20

10 62 14 105 59
ll 19 15 120 16
12 22 7 28 79
13 , 10 10 55 18

14 112 16 136 82

 

99

Table A-S.--Contro1 Group Teacher Post-Test Scores on
Priority of Affective Student Needs.

Affective Total 4 Total Possible 8 of Total

 

Teacher Score Responses Score Possible
1 7 13 91 8
2 31 14 105 30
3 32 17 153 21
4 8 16 136 6
5 17 9 45 38
6 25 15 120 21
7 19 10 55 35
8 15 ‘ 23 276 s
9 28 16 136 21

10 62 14 105 59
ll 23 15 120 19
12 6 5 15 40
13 10 8 36 28

14 115 16 136 85

 

Table A-6.--Pre- and Post-Test Classroom Mean Scores,
California Test of Personalit , Personal
Adjustment Subscale,

100

r—‘az

or Stu ents of Teachers

in the Treatment and Control Groups.

 

 

 

 

Treatment Control
Teacher Teacher
Pre Post Pre Post
1 31.63 33.00 1 27.57 25.19
2 24.94 27.53 33.43 32.23
3 31.50 31.88 3 27.52 28.60
4 30.15 29.33 4 29.22 31.59
5 30.31 28.61 5 29.11 30.43
6 28.45 28.00 6 31.00 26.33
7 25.24 27.58 7 29.90 29.92
8 30.88 30.37 8 21.65 24.56
9 31.79 30.55 9 30.63 29.27
10 30.45 30.00 10 31.57 30.48
11 30.33 33.21 11 25.77 26.26
12 33.16 32.50 12 32.11 28.06
13 26.40 25.89 13 32.58 26.23
14 30.36 30.65 14 24.07 32.28

 

Table A-7.--Pre- and Post-Test Classroom Mean Scores,
Californiatgest of P
Adjustment Subscale,

101

ersonalit , Social

7—1"

or Stu ents of Teachers

in the Treatment and Control Groups.

 

 

 

 

Treatment Control
Teacher Teacher

Pre Post. Pre Post

1 34.25 33.23 1 31.48 29.31
31.71 32.21 2 37.76 34.18
3 33.14 31.77 3 33.16 33.85
4 33.35 32.52 4 36.15 34.74
5 33.31 32.22 5 33.30 34.79
6 27.64 31.28 6 32.50 30.17
7 29.65 30.42 7 35.33 34.04
8 35.29 37.32 8 30.15 29.78
9 38.79 34.25 9 32.07 31.65
10 32.30 33.55 10 35.52 36.26
11 32.67 33.74 11 30.54 31.57
12 36.52 35.04 12 35.17 32.56
13 30.53 23.06 13 33.67 23.54
14 34.28 34.38 14 26.78 34.92

 

APPENDIX B

OPEN-ENDED QUESTIONNAIRE

APPENDIX B

OPEN-ENDED QUESTIONNAIRE

Dear

 

To assist in assessing the needs of lower ele-
mentary (K-3) children in the cognitive, affective, and
psychomotor domain, we would like you to fill out the
attached questionnaire indicating the needs of the students

in your classroom.

Directions
Step 1--List each of the important needs (as you
perceive them at this time) of your students
in the cognitive, affective, and psychomotor

domains (Column #1).

Step 2--Rank each of these needs in terms of priority.
Priority #1 being most important, etc.

(Column #2).

102

103

Name: Grade:
Column #1 Column #2

Student Needs in the Cognitive, Priority of
Affective, and Psychomotor Domains These Needs

 

 

 

 

 

 

 

 

 

10

 

 

APPENDIX C

CALIFORNIA TEST OF PERSONALITY

 

Primary - 23,2”.52 - form AA

California Test of Personality
1953 Revision

Devised by
LOUIS P. THORPE, WILLIS W. CLARK, AND ERNEST W. TIEGS

 

 

 

 

 

(curate our:
Nouns ........................................ Grads .............................. Boy Girl
Last First MiddIa
Data of
School ............ CutyTast
Month Day Year
Data of
Examiner ............................................ I. ................... I Pupil’s Age ............................... Birth
Month Day Year
TO BOYS AND GIRLS: \

This booklet has some questions which can be answered YES or NO. Your
answers will show what you usually think, how you usually feel, or what you
usually do about things. Work as fast as you can without making mistakes.

DO NOT TURN THIS PAGE UNTIL TOLD TO DO 50. J

"r
0
nl

 

 

a?!

GPublIshad by CTBIMcGrsw-Hm. Del Monte Research Park. Monterey, California 93940. Copyright ©1942. 1858 by
[*I Mcan-Hm. Inc. All Rum: Reserved. Printed in the U. S. A. No part of this publication may be reproduced. stored In a

retrieval ayucrn. or transmitted. in any form or by any means. electronic. mechanical. photocopying. recording. or
otherwise. without the prior written peuntadon at the publisher.

104

105

PRACTICE QUESTIONS

A. Do you have a dog at home? YES NO

B. Did you walk all the way to school today? YES NO

Page 2
CTP-P-AA

106

1. Is it easy for you to play by yourself SECTION 1 A
when you have to? YES NO

2. Is it easy for you to talk to your
class? YES NO

3. Do you feel like crying when you are
hurt a little? YES NO

4. Do you feel bad when you are blamed
for things? YES NO

5. Do you usually finish the games you
start? YES NO

6. Does someone usually help you dress? YES NO

7. Can you get the children to bring

 

 

 

back your things? YES NO _
Seetien I A ]

8. Do you need help to eat your meals? YES NO , "'""'" ""'" ""‘""*'“'°“'“'“"'~"' _
1. Do the children think you can do SECTION I P

things well? YES NO
2. Do the other children often do nice

things for you? YES NO
3. Do you have fewer friends than other

children? YES NO
4. Do most of the boys and girls like

you? YES NO
5. Do your folks think that you are

bright? YES NO
6. Can you do things as well as other

children? YES NO
7. Do people think that other children

are better than you? ‘ YES NO
8. Are most of the children smarter than

you?

YES NO
Section II
393 fi— _ ............. ....................... .. ]

 

 

107

1. Do your folks sometimes let you buy SECTION I C
things? YES NO

2. Do you have to tell some people to let
you alone? YES NO

3. Do you go to enough new places? YES NO

4. Do your folks keep you from playing

 

 

 

with the children you like? YES NO
5. Are you allowed to play the games
you like? YES NO
6. Are you punished for many things
you do? YES NO
7. May you do most of the things you
like? YES NO
8. Do you have to stay at home too [ Section lC J
much? YES NO (use. right) .....,................... ,
1. Do you need to have more friends? YES NO SECTION I D

2. Do you feel that people don’t like
you? YES NO

3. Do you have good times with the
children at school? YES NO

4. Are the children glad to have you

in school? YES NO
5. Are you lonesome even when you are

with people? YES NO
6. -. Do people like to have you around

them? YES NO
7. Do most of the people you know

like you? YES NO
8. Do lots of children have more fun

at home than you do? YES NO

 

Page 4 I Section 10 ]
c114-“ _ (soother right) ..........-.......... ..... »

 

108

 

 

 

1. Do the boys and girls often try to SECTION I E
cheat you? YES NO
2. Do you feel very bad when people
talk about you? YES NO
3. Are most of the boys and girls mean
to you? YES NO
4. Do you feel bad because people are
mean to you? YES NO
5. Do many children say things that
hurt your feelings? YES NO
6. Are many older people so mean that
you hate them? YES NO
7. Do you often feel so bad that you
do not know what to do? YES NO
8. Would you rather watch others play [:ectien I r I
than play with them? YES NO _ (am rightl-_......
1. Do you often wake up because of SECTION I F
bad dreams? YES NO
2. Is it hard for you to go to sleep at
night? YES NO
3. Do things often make you cry? YES NO
4. Do you catch colds easily? YES NO

5. Are you often tired even in the
morning? YES NO

6. Are you sick much of the time? YES NO

7. Do your eyes hurt often? YES NO

8. Are you often mad at people with-
out knowing why? YES NO

PC a 5 RIGHT on To Section I F
dingy.“ GO THf MI' I PAM Inenhor rightln...“

 

109

 

 

 

 

 

1. Should you mind your folks even SECTION 2 A
when they are wrong? YES NO
2. Should you mind your folks even if
your friends tell you not to? YES NO
3. Is it all right to cry if you cannot
have your own way? YES NO
4. Should children fight when people
do not treat them right? YES N0
5. Should a person break a promise
that he thinks is unfair? YES NO
6. Do children need to ask their folks
if they may do things? YES NO
7. Do you need to thank everyone who
helps you? YES NO
8. Is it all right to cheat if no one sees ' 5...... z A J
you? YES NO LI..." MN”..-
1. Do you talk to the new children at SECTION 2 3
school? YES NO
2. Is it hard for you to talk to new
people? YES NO
3. Does it make you angry when people
stop you from doing things? YES NO
4. Do you say nice things to children
who do better work than you do? YES N0
5. Do you sometimes hit other children
when you are playing with them? YES NO
6. Do you play games with other
children even when you don’t want
to? YES NO
7. Do you help new children get used
to the school? YES NO
8. Is it hard for you to play fair? YES NO
5.9;; _ [rm-g...- I

 

110

1. Do people often make you very SECTION 2 C
angry? YES NO

2. Do you have to make a fuss to get
people to treat you right? YES NO

3. Are people often so bad that you
have to be mean to them? YES NO

4. Is someone at home so mean that

 

 

 

you often get angry} YES NO
5. Do you have to watch many people
so they won’t hurt you? YES NO
6. Do the boys and girls often quarrel
with you? YES NO
7. Do you like to push or scare other
children? YES NO
8. Do you often tell the other children I 5mm 2 c J
that you won’t do what they ask? YES NO 7 (W 'I’DRIn ..........................
1. Are your folks right when they make SECTION 2 D
you mind? YES NO
2. Do you wish you could live in some
other home? YES NO
3. Are the folks at home always good
to you? YES NO

4. Is it hard to talk things over with
your folks because they don’t under-

stand? YES NO
5. Is there someone at home who does

not like you? YES NO
6. Do your folks seem to think that

you are nice to them? YES NO
7. Do you feel that no one at home

loves you? YES NO
8. Do your folks seem to think that you

are not very smart? YES NO

 

Page 7

I Section 2 D J
c114,“ _ Inoinherrighti ...............................

 

111

 

 

 

I. Do you often do nice things for the SECTION 2 E
other children in your school? YES NO
2. Are there many bad children in your
school? YES NO
3. Do the boys and girls seem to think
that you are nice to them? YES NO
4. Do you think that some teachers do
not like the children? YES NO
5. Would you rather stay home from
school if you could? YES NO
6. Is it hard to like the children in your
school? YES NO
7. Do the other boys and girls say that
you don’t play fair in games? YES NO
8. Do the children at school ask you ‘ 5m,“ 2 r
to play games with them? YES NO Icahn In»)- ................... I
1. Do you play with some of the SECTION 2 F

children living near your home? YES NO

2. Do the people near your home seem

to like you? YES NO
3. Are the people near your home often

mean? YES NO
4. Are there people near your home

who are not nice? YES NO
5. Do you have good times with people

who live near you? YES NO
6. Are there some mean boys and girls

who live near you? YES NO
7. Are you asked to play in other

people’s yards? YES NO

8. Do you have more fun near your

home than other children do near
theirs? YES NO

 

Page 8

Section 2 E I
CTP-P-M _ Ins—horri'htiw ,

 

APPENDIX D

WORKSHOP MANUAL

 

 

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I... aeeeeu a... ml. outrun-M. ll- ulllee "ISO teal) It! 0...

112

113

ALPHA
AFFECTIVE BEHAVIOR

WORKSHOP MANUAL

LANSING SCHOOL DISTRICT
LANSING, MICH.

Copyright c 1972 by ALPHA II, Inc.

Section

A.

Section

A.

114
WORKSHOP OUTLINE

I - Building Positive Student Attitudes and Behavior

Living With Children
an introduction to principles of behavior modifi-
cation

Help, These Kids Are Driving Me Crazy!
behavior modification with emphasis on observing
and recording behavior

Con Man
an "adults only" publication on contingency
management

Teaching: A Course in Applied Ps cholo
the criticism trap - technique of recording and

charting positive and negative teacher behaviors

New Tools for Changing Behavior
an introduction to practicalibehavior modification
by reinforcement; special attention focused on
timing, pairing, shaping and schedules

Catch The Child Being Good!
an article emphasiiing the relationship of
positive reinforcement to positive self-concept

Elementary Principles of Behavior
an in-depth discussion of schedules of reinforce-
ment and their effect on behavior

II - Building a Positive Instructional/Learning
Environment

Motivator: Least Developed of Teacher Roles
a paper outlining the six components of an indi-
vidualized instructional system with emphasis on
the motivation component

How to Use Contin encnganagement in the Classroom
the adaptation o instructionai materials to a
contingency manager system

115

C. Teaching; A Course in Applied Psyghology
overview ofrEhe important considerations for
classroom management of an individualized
classroom

D. Help, These Kids Are Driving Me Craz 1
practical suggestions for ident1 y ng appropriate
reinforcers for the RE area

116

ALPHA II
WORKSHOP MATERIALS
m

Living With Children - Patterson & Gullion

Teaching: A Course in Applied Psychology - Engleman,
Becker 8
Thomas

Helpl These Kids Are Driving Me Crazy - Carter

New Tools for Changing Behavior - Deibert & Harmon

Elementary Principles of Behavior - Whaley & Malott

How to Use Contingency Contracting - Homme

PROFESSIONAL PAPERS
"Catch Them Being Good" - Today's Education
"Peer Tutors" - Von Harrison
"Motivator - Least Developed of Teacher Roles" - Frieder

"Behavior Modification" - Madsen & Madsen

ALPHA PROFESSIONAL PAPERS
Physical Arrangement of Classroom
Grouping Students
Use of Resources
Token Economy

Free Room and RE Area

117

PRESCRIPTIVE TEST
SECTION 1

BUILDING POSITIVE STUDENT ATTITUDES
AND BEHAVIORS

Reinforcing behavior will:

a.
b.

Ce
d.

cause that behavior to increase in frequency.
work well on the playground, but not in the
classroom.

affect only certain types of behavior.

none of the above.

Once a behavior is learned it will last longer if it

is:

a.
b.
c.
d.

reinforced every time it occurs.

reinforced only occasionally when it occurs.
not reinforced at all.

none of the above.

By punishing a child for talking loudly in class you:

a.
b.
c.
d.
d.

One

a.
b.
c.
d.
e.

effectively change his behavior.

teach him to punish others.

teach him respect for authority.

are using the fifth rule of contingency management.
none of the above.

way to weaken an undesirable behavior is to:

reinforce only occasionally.
reinforce consistently.
punish occasionally

ignore it.

none of the above.

Define reinforcement.
Define punishment.

All

a.
b.
c.
d.
e.

behavior is controlled by:

MEM's

its impact on others.

its benefit or lack of benefit to the behaver.
authority figures. '
none of the above.

10.

11.

12.
13.

118

Specifying the desired behavior is a rule for
strengthening behavior. However learning will occur
without it because:

a.
b.

C.
do

e.

children are brighter than we think.
regardless--the behavior that is reinforced will
be the one that is increased.

children don't really need insight into their own
behavior.

neither association or reinforcement is necessary
for accidental learning to take place.

none of the above.

Avoidance is a reaction to:

a.
b.
c.
d.
e.

punishment.

a neutral event.

a reinforcer.

a punisher.

none of the above.

A danger of using physical punishment (spankings) is

that:

a. it is immoral and wrong.

b. it reinforces crying behavior.

c. it provides an adult model for hitting behavior.

d. it decreases the frequency of the undesirable
behavior.

a. Define sha in .

b. Cite a Behavior or skill which could be developed

by using this method. Explain how you would shape
this behavior or skill. (Give at least four
steps.)

The principle of is concerned with the con-
nection between a Behavior and a reward.

a.
b.
c.
d.

timing (delay)
shaping
scheduling
expectation

Define Baseline.

Define pairing.

14.

15.

16.

17.

18.

19.

119

The principle of refers to how frequently a
regard is given.

a. timing
b. shaping
c. scheduling
d. expectation

Increasing one's deviant behavior in order to force
a payoff from parents is called .

a. scheduling

b. limit testing

c. expectation capacity
d. ingenuity

The difference between bribery and other more
acceptable means of persuasion is that in bribery
the desired behavior is:

a. wrong
b. painful

c. dirty

d. undesirable
e. unavoidable

A consequence is a stimulis that can be .

a. neutral

b. punishing

c. reinforcing

d. b & c

e. all of the above

What is the primary purpose for isolating the student
in the study booth?

a. to punish unruly or disruptive students.

b. to reduce the student faculty ratio

c. to learn to study alone

d. to eliminate sources of reinforcement for behavior
that competes with reading (studying)

To change behavior, don't change the individual,
change the:

a. past histories of reinforcement
b. observation

c. environment

d. man

e. none of these

20.

21.

22.

23.

24.

120

A schedule of reinforcement in which reinforcement is
forthcoming after a specific or fixed member of
responses occur is called:

a.
b.
c.
d.
e.

The

fixed ratio

fixed interval
regular reinforcement
fixed reinforcement
fixed response

relationship between the size of the ratio and the

length of the past reinforcement pause can be described

as:

a.
b.
c.
d.

The

the higher the ratio, the shorter the pause
the higher the ratio, the longer the pause
no relationship

cannot be predicted

particular schedule of reinforcement which is in

effect determines:

a.
b.
c.

d.
e.

On

the rate at which the subject emits the response
the temperal patterning of the response

the time the subject takes to begin responding
again following reinforcement

all of the above

a & b

a variable interval schedule, the smaller the

average interval between reinforcements,

a.
b.
c.
d.

The

a.
b.

the longer the post reinforcement pauses

the lower the response rate

the higher the response rate

the more random the post reinforcement pause

fixed-interval schedule produces:

steady, moderate response raises with no pauses
short pauses after reinforcement with an abrupt
change to a high response rate

long pauses after reinforcement with a gradually
accelerating rate as the time for reinforcement
approaches

high, steady rates with occasional "breaks"

a variety of different response patterns

25.

26.

27.

28.

121

Characteristic behavior during a fixed-interval
schedule of reinforcement is

a. an initial low rate of responding
b. a terminal high rate of responding
c. an initial high rate of responding
d. a & b
c. a & c

Shaping consists of differentially reinforcing

successive approximations of behavior toward some

terminal behavior. Therefore the method of successive

approximations consists of differentially reinforcing
toward some terminal behavior.

a. successive approximations of behavior
b. the same response

c. students

d. a & b

e. none of the above

In conditioning of a response, reinforcement should be
delivered contingent on .

a. the desired behavior

b. a set number of responses
c. a variable amount of time
d. any behavior

e. shaping

Sometimes it is necessary to competing behaviors
before the intended reinforcers wiIl affect behavior.

a. strengthen
b. eliminate
c. shape

d. reinforce
e. recognize

122

BUILDING POSITIVE STUDENT ATTITUDES AND BEHAVIORS

SECTION I

INDIVIDUALIZED TASK SHEET
*Complete all individual assignments which are checked on
your flowchart.
*Select the appropriate progress check and complete.
*Progress checks must be passed at 100%.

*If your score is less than 100%. reread the
assignment.

*Retake Progress Check.

*If you are still uncertain, talk to an answer man or
workshop consultant.

*If discussions or presentations are checked you must make
sure you attend them when they are scheduled.

*Group work is required.

123

BUILDING POSITIVE STUDENT ATTITUDES AND BEHAVIORB

SECTION I
Individual Group Discussions
Tasks Tasks or Presentations

 

Living With Children

pp. 1-24
Unit 1

V

PC ‘\ score

1-1 ) "'"'"
. score

 
     
 

Living With Children

    
   
 

pp. 25-50
Unit 2

‘ .
I

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Living With Childhch‘

pp. 51-96
Unit 3

124

SECTION I

   

  

Group Assignment to
follow - Livin With
armies—

P.ILI

      

Teachin . A Course
Ig,xppI¥ed PsychoIogy
pp. 102-113

 

 

 
   
 

Discussion:

 

 

CRITICISM TRAP

  

    

gel These Kids Are
vin— MeC Crazy!

pp. 43-71
Unit 1

    
 

 

 
 

 

         
     

Group Assignment to
follow-Help: These
Kids are Drivihgjflg

CrazyT——
.lb

       
      

1125

SECTION I

    

 
 
 
    

New Tools for
Chhhging Bihhvior

pp. 23-36
Unit 1

 

     
 

 
  

  

New Tools for
Chhhging Bahivior

pp. 37-58
Unit 2

    
     
 

score
BCOIO

 
      

New Tools for

pp. 59-83
Unit 3

ICOIQ
score

    
     

126

 

 

SECTION I

 

 

 

   
    

   

 
    
     
   
   
     

You‘re Already
Using Behavior Modi-
fication:

1. What is a payoff?
2. What constitutes

reward?

3. If at first you
don't succeed...

Catch Them Bel
““GcT'oHT—fl

 

 

CON HAN

Unit 1

 

127

 
    
      
  

CON HAN

Group Assignment to
follow.

 

 

p.l'l

   

 
  
  

 

Teachin : §_Course
.13." 'A'p'plica Psychology

pp. 102~ll3

41*

 

   

8C0 re

 

    

. Elementagy Principles

SECTION I

      
 

Discussion:

Don't Say "Don't"

 

 

2: Behavior

      
 

pp. 101-121

  
 

 

2128

SECTION I

score

score

Elementar Principles \
of B h

e avror !

pp. 127-141 //'

score Group Assignment
to fol low—Elementa

Princi les 2;
EL“ for
p.yfi

score

 

 

 

 

PC score
I-lS
score

score

129
Group Assignment
to follow

LIVING WITH CHILDREN

Time Limit: 15 minutes

Task: Design a "treatment program" for an undesirable
behavior.
Problem: A student giggles endlessly anytime you or

anyone else tries to talk to her, she also
sings out loud and occasionally runs tothe
window and screams Obscenities at passing
motorists.

Task: You want to turn her into a model student.
How are you going to do it.

Note: start small, consider both weakening
the behavior you select; strengthening
an incompatible behavior. Listgyour
reinforcers. Be specific.

When you have completed your assignment, signal for your
workshop consultant.

*Expert completion of this task is worth three skins per
member of your group.

130

People learn to avoid the things they are hit with.

131

Group Assignment
to follow

HELP! THESE KIDS ARE DRIVING ME CRAZY

Time Limit: 20 minutes

Problem: Everytime an assignment in class is given, one
of the boys states loudly, ”I don't want to do
all this garbage." He then gets up, knocks
over his chair and walks to the window to
sulk. He generally starts discussing some-
thing interesting he sees outside the window
to a few attentive friends.

Task: You want to change this.

1. Specify the behavior you want to weaken.

2. Make a chart for one week showing
behavior frequency.

3. Describe in detail steps you will take to
modify behavior (decreasing "bad" in-
creasing "good").

4. Show anticipated change on chart (decrease
of bad--increase of desired behavior).

5. If "point" system is used--discuss when,
how many, how long, and "value" of points.

When you have completed your assignment, signal for your
workshop consultant.

*Expert completion of this task is worth five skins per
member of your group.

Time Limit:

Problem:

Task:

132

Group Assignment
to follow

CONTINGENCY MANAGEMENT

45 minutes

"This kid is incorrigible! Nothing works.
Her parents spoil her at heme and there is no
way to control her in school. She upsets my
class with her antics and big mouth."

You are a consultant. What are you going to
do to help this teacher? Using behavior
modification techniques, design a complete
plan of attack. The person implementing the
plan has never heard of behavior modification.
(Hint: Make appropriate charts and task
lists. Be sure to include the information you
learned in Con Man and New Tools for Changing
Behavior). List when to reinforce, what to
reinforce, what to use, how often, etc. Make
a note of important principles this teacher
must remember. Be sure to include at least
three approximates of the terminaI behavior
desired.) Remember: This teacher is faced
with a very real and very difficult problem.
Don't try to give her a "pat" solution. One
doesn't exist. The objective here is a long
range Plan of Attack.

133’

If we don't teach children
to love themselves -- then
God help their neighbors.

- IPEC

134

Group Assignments

to follow

ELEMENTARY PRINCIPLES OF BEHAVIOR

Time Limit: 20 minutes

Task: List 4 major Reinforcement Schedules. Give
two examples of how those different schedules
are used (or can be used) in the classroom.
Note the expected behavior resulting from

each.
Schedule Use
eg. Giving tokens at

fixed-interval the end of each
45 minute period
for attending to
work.

Behavioral Results

Attending to work will
increase toward end of
period. Period start
up will have less
constructive activity.

When you have completed your assignment, signal for your

workshop consultant.

*Expert completion of this task is worth four skins per

member of your group.

135

A FABLE*

Once upon a time in a little drop of water, King
Amoeba decided he wanted to teach his subjects how to have
a better life. So he traveled far and wide throughout the
Kingdom of Dropland to tell his people how to be better
than they were. But nobody listened.

‘ "Psst," said his advisor. "First you have to get
their attention. Here. Rub on this magic garlic potion
and you will get everyone's attention."

So the king did as he was told and went out to
teach his people how to be better than they were. But
nobody listened. They swam away...and held their noses.

"Psst," said his advisor. "You have to be sure they
can hear you. Here. Shout into this megaphone and then
everyone will listen."

So the king did as he was told, and went out to
spread his wisdom. But nobody listened. They swam away...
and held their noses..and covered their ears.

"Psst," said his advisor. "The people are too
stupid to realize what wisdom you have to offer. You have
to make them listen for their own good."

So the king made everyone gather in the Great
Solarium while he told them how to be better than they
were. But when the Great Doors were opened, everybody
swam away so hard and so fast that before they knew it they
had swum right out of Dropland. And henceforth and for-
evermore they were referred to as Outdroppers.

And the moral of this fable is that...things
surrounded by unpleasantness are seldom surrounded by
people.

*Stolen from Developing Attitude Toward Learning, by Bob
Mager.

136

PLACEMENT TEST

SECTION II

BUILDING A POSITIVE INSTRUCTIONAL/LEARNING ENVIRONMENT

1.

In an instructional system which of the components
would come first. (a) diagnosis (b) motivation (c)
objectives (d) prescription.

A diagnostic test will (a) point out a student's
specific strengths and weaknesses (b) tell us what
materials to use (c) always be accurate (d) help us
plan a complete instructional program for a student.

Contingency management is based upon (a) an inflexible
theory (b) Freudian psychology (c) reinforcement
learning theory (d) traditional classroom management.

Programmed materials shift emphasis from
(a) the book to the teacher
(b) the teacher to the learner
(c) the learner to the book
(d) the learner to the teacher

When you reward small approximations you are
(a) giving out small rewards
(b) rewarding each step in the learning of a
complex behavior
(c) gradually phasing out the reward stage
(d) gradually building up to the final satiation
point

Selecting the instructional unit that will take the
student from his functioning level to a desired level
is (a) prescription (b) curriculum development

(c) disgnostic (d) evaluative

Diagnostic tests should be keyed so that they tell a
teacher
(a) what grade to assign to a student
(b) what remedial instruction the student needs
(c) how well the class is doing

Specification of subjects areas in terms of behavioral
objectives will help the teacher in
(a) making accurate judgments about the student's
progress
(b) preparing objective diagnostic materials
(c) both
(d) neither

10.

11.

12.

13.

14.

15.

137

Materials collected to cover the instructional
objectives must be evaluated for

(a) correspondence to bbjectives

(b) quality of content

(c) both

(d) neither

For a Contingency contract to be positive the terms
offered in it must imply:

(a) a reward

(b) an opportunity to avoid punishment

Reinforcing events may occur as:
(a) reinforcing stimuli
(b) reinforcing responses
(c) reinforcing stimuli and reinforcing responses
combined

The reward in the contract must
(a) increase the probability that the rewarded
activity will recur
(b) maintain a high probability of the rewarded
activity
(c) decrease the probability of the rewarded
activity

The contract should be arranged to reward the student
(a) for obedience
(b) for accomplishment
(c) for proficiency from the start
(d) for small approximations
(e) before the performance
(f) after the performance
(9) immediately after the performance
(h) occasionally with large amounts
(1) frequently with small amounts

In arranging a contingency contract, it is necessary
to specify the
(a) number of reinforcers to be used
(b) amount of the task to be performed
(c) amount of reinforcement to be given
(d) beginning and termination of the reinforcing
event

Menus, as discussed in the contingency contracting are
lists of
(a) Tasks (task cards) (b) Reinforcing events

16.

17.

18.

19.

138

In a manager-controlled contract, the manager
(a) determines the amount of reinforcing event
(b) determines the amount of task
(c) presents the contract to the student
(d) accepts the contract and performs the task
(e) delivers the payoff reward

The ultimate goal of contingency contracting is to
help the student to become his own contingency
manager. This means that the student should be helped
to eventually
(a) perform under self-controlled micro—contracts
(b) perform under manager controlled micro-contracts
(c) perform under self-controlled micro-contracts
whose tasks are self-controlled micro-contracts

A reinforcing event in a classroom
(a) must be some form of entertainment
(b) may be an academic activity
(c) may be anything that is more desirable to the
student than the task activity

In a positive contingency contract
(a) the terms may imply avoidance of punishment
(b) a reward is offered, dependent upon the
successful completion of a specific task

139

BUILDING A POSITIVE INSTRUCTIONAL/LEARNING ENVIRONMENT

SECTION II

INDIVIDUALIZED TASK SHEET

*Complete all individual assignments which are checked on
your flowchart.

*Select the appropriate progress check and complete.
*Progress checks must be passed at 100%.

*If your score is less than 100%, reread the
assignment.

*Retake Progress Check.

*If you are still uncertain. talk to an answer man
or workshop consultant.

*If discussions or presentations are checked you must make
sure you attend them.when they are scheduled.

*Group work is required.

 

140

BUILDING A POSITIVE INSTRUCTIONAL/LEARNING ENVIRONMENT

Individual
Tasks

 
  

   
 

Motivator:
Leas? DaveIoped of
Teacher RSI

es

     
   
   
     
 

 

Entire Article

SCOl'C

SCOI'O

  
 

How to Use
ContingenEy'Contracti~s

pp. 72-82

   

PC SCOI'O

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SECTION II

Group

Tasks

Discussions
or Presentations

141

 

   
  

Teaching: A_Course
_2' 22 ed PsychoIggy

score
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How §g_Use
Contingency Contracti :

pp. 83-94

 
  

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How 52 Use
Contingengy Contracti

PD. 3-30

  
 

SECTION II

142

 
     
 
 

How to Use

Contin eh” Management
In Eh I

e C assroom

 
 
   

  

 
     
    
  

RE Area

 
 

Hel I These Kids Are
.12 ——-—

r ving ߤ_Craz !
139.2-

   

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SECTION II

 
    
 

Discussion:

   

RE Area and Reward
Systems

  

The following books are excellent references for instructional
techniques. They would be included in this workshOp if time allowed.

§ystematic Rggding Instruction - Duffy & Sherman

An roach to Lan a e_Arts for Specific Language

Teachin : A Course in Applied Psyghology - Becker, Englman a Thomas
A HaItI S

- ensogy 5 gg g
s .y ren - nger and

143

"You can't measure the effects of what I do."
"Why not?”

”They're intangible."
"Oh? Why should I pay you for
intangible results?"

"Because I've been trained and licensed

to practice."
"Hmm...all right. Here's your money."

”Where? I don't see it."
"Of course not...it's intangible."

144

KILLER PHRASES

HOW TO DESTROY IDEAS AND CHLOROFORM CREATIVE THINKING

A swell idea, but...

We've never done it that
way.

It won't work.

We haven't the time.

It's not in the budget.

Too expensive.

We've tried that before.

Not ready for it yet.

Good idea, but our school
is different.

All right in theory, but
can you put it into
practice?

Too academic.

Too hard to administer.

Too much paperwork.

Too early.
It's not good enough.

There are better ways than
that.

It's against school policy.
Who do you think you are?
You haven't considered...

Let's shelve it

Let's not step on their toes.
Somebody would have suggested
it before if it were any

good.
Too modern.

Too old fashioned.

Let's discuss it at some other
time.

Why start anything now?
We're too big for that.

The new teachers won't under-
stand.

The experienced teachers
won't use it.

We have too many projects now.

Has anyone else ever tried it?

What you are really saying
is...

It has been the same for 20
years, so it must be good.

Let me add to that.
I just know it won't work.

Let's be practical.

Let's form a committee.

It needs more study.

for the time being.

145

- Respect is a mirror.-

HICH IGRN STAT

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