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University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 46106 USA St. John's Road. Tyler’s Green High Wycombe. Bucks, England HP 10 8HR I t 77-25,295 WALSH, Andrea Joy K., 1944A DESCRIPTIVE ANALYSIS OF SELF CONCEPT OF MIDDLE SCHOOL STUDENTS IN MICHIGAN BASED UPON HIGH AND LOW LEVEL IMPLEMENTATION OF THE EIGHTEEN BASIC CHARACTERISTICS OF MIDDLE SCHOOL CONCEPT. Michigan State University, Ph.D., 1977 Education, middle school Xerox University M icrofilm s t Ann Arbor, Michigan 48106 © 1977 ANDREA JOY K. WALSH ALL RIGHTS RESERVED A DESCRIPTIVE ANALYSIS OP SELF CONCEPT OP MIDDLE SCHOOL STUDENTS IN MICHIGAN BASED UPON HIGH AND LOW LEVEL IMPLEMENTATION OF THE EIGHTEEN BASIC CHARACTERISTICS OF MIDDLE SCHOOL CONCEPT By Andrea J. Walsh 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 1977 ABSTRACT A DESCRIPTIVE ANALYSIS OF SELF CONCEPT OF MIDDLE SCHOOL STUDENTS IN MICHIGAN BASED UPON HIGH AND LOW LEVEL IMPLEMENTATION OF THE EIGHTEEN BASIC CHARACTERISTICS OF MIDDLE SCHOOL CONCEPT By Andrea J. Walsh Purpose The purpose of the study was to determine differences between the self concept of transescent Michigan students in high and low level implementation middle schools. Methodology This study was based on the research of Hawkins, in which he identified high and low level implementation Michigan middle schools based upon Riegle's Eighteen Basic Characteristics of Middle School. Three schools were randomly selected from the first quartile to form Group I (high) and three schools were randomly selected from the fourth quartile to form Group II (low). The instruments used to collect data included Rieglevs questionnaire for determining implementation level of middle Andrea J. Walsh school concepts and The Tennessee Self Concept Scale. Clinical and Research Form. The Tennessee Self Concept Scale was administered to a 10/£ randomly selected population in all six schools, in grades six (6 ), seven (7 )» and eight (8 ) representing a total of three-hundred thirty-eight (338) students. Student responses were consolidated into Group I (high) and Group IX (low) scores by grade, by sex, and by school. Analysis was performed by using the FINN univariate and multivariate computer programs at Michigan State University. Results There were no significant differences between the positive self concept of transescent students in Group I (high) and Group II (low), by grade, by sex and by school. There were noteworthy differences in transescent students* Total Positive self concept by grade, and by grade by sex. Interesting differences occurred on several vectors according to The Tennessee Self Concept Scale. of these weret 1. Identity by sex. 2. Identity by schools in low. 3. Behavior by schools in high. 4-. Self-Satisfaction by sohools in low. Inclusive Andrea J. Walsh 5. Identity by grade by sex. 6, Self-Satisfaction by grade by sex 7* Behavior by grade by sex. 8. Physical self by grade by sex. 9. Personal self by grade by sex. 10 , Family self by grade by sex. 11. Social self by grade by sex. Conclusions There were no significant differences between the positive self concept of transescent students in Group I (high) and Group II (low). However, there were noteworthy differences between grade, sex, and grade by sex, as measured by The Tennessee Self Concent Scale. Seventh grade females evidenced a more positive self concept than did any other group. Patterns that developed indicated that seventh grade females and sixth grade males were similar in portraying their self concepts. Recommendations 1, It is recommended that this study be replicated employing current data concerning implementation levels of the Eighteen Basic Characteristics of Middle School Concept Implementation, Consideration should be given to schools showing the greatest difference of means between implementa­ tion levels. Andrea J. Walsh 2. It is recommended that noteworthy differences found in this study demonstrating students* Positive Self Concept by grade* by sex* and by grade by sex be investigated further. 3* It is recommended that further research be conducted to develop a more employable instrument to measure self con­ cept* aimed specifically at the transescent student. 4. Further research is recommended to negate or verify findings in this study which indicate seventh grade females and sixth grade males portray similar positive self concepts. DEDICATION This dissertation is dedicated to my family and friends... to all the children..• to the child within us all... and expecially to a child who is love in simplicity and complexity, Craig Hedger. To all of you who shared your lives and in so doing touched me and made my life richer for having known you. ii ACKNOWLEDGEMENTS I wish to acknowledge my doctoral committeei Richard E. Gardner, my chairman, whose strength and gentleness is a constant in the process of being and becoming. His touches transcend time and place in quiet flowing ways. Dick Gardner is ray most "garmongiously” favorite person in Sam Corl, who the whole world* I began a journey with long ago* Louise Sause who assisted at the crossroad* James Engelkes who helped me leap the last hurdle, and Louis Romano who provided the spurts of energy in between. 1 am thankful to Sharon Hilton, who gave me encourage­ ment and typed this dissertation. I thank Tommy Thomas for his pocket. To my parents grateful for their Marie and William Koohek continued support And I am grateful to God — this moment in time. iii 1 am extremely in all my efforts. for allowing me to realize TABLE OF CONTENTS Page LIST OF TABLES....................................... vi Chapter I. II. III. THE PROBLEM................................. 1 Introduction.............................. Purpose of the Study..................... ........ Need for the Study. Definitions of Terms............ Procedures. ............ Hypotheses Tested...................... Assumptions............................... Overview of the Study................. I 3 3 4 7 9 10 REVIEW OF THE RELATED LITERATURE........... 12 The Junior High School................... Development of the Middle School......... The Transescent Student.................. A Review of Related Self Concept Literature. ................. The Self Concept Defined................. Development of Self............. . Related Research............... Summary........................... 12 19 26 DESIGN OF THE STUDY........................ Introduction.......... Data Collection and Analysis Procedures......... Description of the Sample. ........ Measuring Instrument. ..... Reliability............................... Validity.................................. Nature of Scores for The ttJSIOT Summary........................... iv 6 4-3 50 52 52 53 57 57 58 58 % 63 Chapter Page IV. ANALYSIS OP THE DATA........................ 65 Introduction.......... Findings. . • ......... Further Analysis..................... • •... Summary. ...... 65 65 67 SUMMARY AND CONCLUSIONS..................... 84 V. ......... Summary. Design of the Study........ Summary and Discussion of Research. ................... Conclusions............. Reflections.. ••••• ..... APPENDICES...................... A. EIGHTEEN BASIC CHARACTERISTICS OF MIDDLE SCHOOL............................... 80 84 85 86 91 91 94 94 B. QUESTIONNAIRE FOR IMPLEMENTATION LEVEL 101 C. EIGHTEEN BASIC CHARACTERISTICS OF MIDDLE SCHOOL WHAT AND W H Y ................. 114 D. UNIVARIATE TABLES........................... 126 E. DIFFERENCE OF MEANS......................... 135 BIBLIOGRAPHY......................................... v 144 LIST OF TABLES Table 3*1 Page Report of the Numbers of Questions Included in the Questionnaire to Collect Data on Each of the Eighteen Validated Middle School Principles......... 54 Maximum Scores Yielded by the Survey Instrument Mean Scores Achieved by Miohig&n Middle Schools......... ........ 55 Univariate Test for Total Positive Score. ........ 68 F-Ratio for Multivariate Test of Equality Mean Vectorst Identity, Self-Satisfaction, Behavior. ........... 70 F-Ratio of Multivariate Test of Equality of Mean Vectorsi Identity, Self-Satisfaction, Behaviorby Sex.......... 71 4.4 Univariate Test by Sex 71 4.5 F-Ratio for Multivariate Test of Equality of Mean Vectorst Identity, Self-Satisfaction and Behavior by Schools in High............................ 72 4.6 Univariate Test for Schools in High.••••••••. 72 4.7 F-Ratio for Multivariate Test of Equality of Mean Vectors« Identity, Self-Satisfaction and Behavior by Schools in Low. ........ 73 4.8 Univariate Test for Schools in Low..... 73 4.9 F-Ratio for Multivariate Test of Equality of Mean Veotorsa Identity, Self-Satisfaction and Behavior by Grade by Sex........ 74 3.2 4.1 4.2 4.3 .......... vi Table 10 Page Univariate Test by Grade by Sex.••••••••••.. 75 F-Ratio for Multivariate Test of Equality Mean Vectorsi Physical Self* Moral-Ethical Self, Personal Self, Family Self and Social Self...... 76 F-Ratio for Multivariate Test of Equality of Mean Vectorsi Physical Self, Moral-Ethical Self, Personal Self, Family Self and Social Self by Sex................................... 77 4.13 Univariate Test by Sex........ 78 4.14 F-Ratio Multivariate Test of Equality of Mean Vectorsi Physioal Self, Moral-Bthioal Self, Personal Self, Family Self, and Social Self by Grade by Sex. . ...................... 78 4.15 Univariate Test for Grade by Sex........... 4.11 4.12 vii . .. 79 CHAPTER I THE PROBLEM Introduction There is a need of staggering magnitude for doing something in our educational program to help children and youth acquire realistic attitudes of self-acc eptance .1 Educational organization patterns which focus on programs for preadolescents and adolescent children are not new. The rationale for the creation of the junior high school program was to better provide for the needs of adolescents, explor­ ation of student interests and ability, individual instruc­ tion and better articulation between elementary and secondary education .2 However, the junior high school faltered when it faced criticisms. A primary criticism was that the junior high school did not meet the objectives that it had been designed to do.3 In addition, a popular reason proposed for the 1. Arthur T. Jersild, In Search of Self. (New York* Teachers College, Columbia University, 1 ^ 2 J, p. 9. 2. Joseph C. DeVitai Phillip PumerantZf and Leighton B. Wilklow, The Bffactive'Middle School (West Nyack, New York* Parker Publishing Company, Inc., 1970), pp. 16-17. 3. Neal C. Nickerson, Jr. , **Junior High Schools Are On the Way Out,* The School In the Middle. Divided Opinion on Dividing Schools, ed. Lawrence J. Bameite. (2era Id kandel. and kelen Weser (New York* Center for Urban Education, 1968), p. 1 2 organizational pattern change was that children today mature approximately one year faster than a generation ago. Children in the age group 10 to 14 have unique develop­ mental characteristics and needs. They are undergoing rapid changes physically, intellectually, socially and emotionally. Their education requires unique and highly flexible programs designed to change as individual and group needs change Essentially the problem that beset educators was to take full cognizance of the dynamic physical, social and intellectual changes that occurred in the young people and provide a program with the major purpose of creating a facilitative climate. Thus the middle school was created as an approach to modification. William Alexander,5 William A. Cuff,^ and Judith Murphy? defined the needs of the middle school child. These experts include the need to deal with and understand physiological change, the need to understand one's own sex roles, a need 4. Jaoquline L. Caul, "A Comparative Study of Student, Teacher, and Principal Perceptions of Organizational Structure Between Middle Schools with High Levels and Those with Low Levels of Middle School Concept Implementation** (unpublished Ph.D. dissertation, Michigan State University, 1975J» P* 1* 5* William M. Alexander et.al., Tha Bueraent Middle School (New Yorki Holt, Rinehart and Winston, Inc., 1968), pp. d-10. 6 . William A. Cuff, "Middle Schools on the March", Kat|gnal Association of Secondary School Principals Bulletin. 7. Judith Murphy, Middle Schools (New Yorkt Facilities Laboratories, Inc., 1^65)» Educational 3 for values development and clarification, the need to direct energies into rewarding endeavors, the need to de­ velop a positive self concept, the need to understand peer group orientation, a need to learn how to learn, and a need to explore personal interests, as being primary functions to the middle school philosophy and responsibility. Purpose of the Study The purpose of this study was to determine if there were significant differences between positive self concept of children in schools identified as being high implementation middle schools and students in schools identified as being low implementation middle schools in Michigan as presented in the Eighteen Basic Characteristics of Middle School.** Weed for the Study The preoccupation with order and control, the slavish adherence to the timetable and lesson plan, the obsession with qua routine, the absence of noise and movement, the joylessness and re­ pression, the universality of the formal leoture or teacher-dominated "discussion" in which the teacher instructs an entire olass as a unit, the emphasis of the verbal and deemphasis of the con­ crete, the inability of students to work on their own, the diohotomy between work and play — none of these are necessaryi all can be eliminated,9 8 . Louis G. Romano, Nicholas P. Georgiady, and James E. Heald, The Middle Schooli Selected Readings on an Etoergii^School Program (fcnicago. Illinois t Kelson-Hall■ 9. Charles E. Silberman, Crisis in the Classroom (New York* Random House, 1970). 4 Advocates of the middle school concept claim to provide transescent students with an alternative to the traditional self-contained classroom. Research has provided a better understanding of the middle school and shown proof of its vast emergence. Psychologists, sociologists, growth and developmental experts, and educators have all offered what appear to be valid reasons for the existence of the middle school today. Proponents of middle school education suggest that significant enrichments of transescent education are in the area of positive attitudes toward self and others which lead to an increased ability to learn to function more ef­ fectively in society. However, at this time the amount of research conducted by individuals, schools, or school systems has not attempted to verify the transescents self concept in the climate of the middle school. This study was an attempt to provide some evidence to verify or negate these assumptions. Definition of Terms Middle Schooli A school unit which includes grades five (5) to eight (8) or grades six (6) to eight (8) for purposes of planning and conducting a unique set of academic, social, emotional and physical experiences for early 5 adolescents. Self« A composite of thoughts and feelings which constitute a person*s awareness of his individual exist­ ence. The self includes, among other things, a system of ideas, attitudes, values, and commitments. son's total subjective environment. It is a per­ It is an inner frame of reference around which a being clusters his ideas and feelings about himself, others, and the roles he plays in life. The self is the thing about a person which has awareness and alertness. It is both a knower and a thing that is known, a perceiver and a thing perceived. the nucleus of personality. It is The self is both constant and changeable.H Self conceptt Those perceptions, beliefs, feelings, attitudes, and values which the individual views as de­ scribing h i m s e l f . For this study, it was defined opera­ tionally as measured by The Tennessee Self Concept Scale. Self-Understandingi Denotes the degree to which a person can blend his subjective interpretation of his self concept, and his attitude toward others with more 10. Nicholas P. Georgiady and Louis G. Romano, "The Middle School— Is It a Threat to the Elementary School?” Impact. New York Association for Supervision and Curriculum Development, (Winter, 1967-68 ), p. 1 . 11* Jersild, op. cit., pp. 9-10. 12. H. V. Perkins, *Nongx^ded Programss What Progress? Educational Leadership. XIX (December, 1961), p. 167. 6 objective data he perceives about himself. Realistic self- understanding is taken to be basic to mental health. According to Jersild and Helfanti In order to help a student understand him­ self. it is necessary to give attention both to objective facts and to the subjective implica­ tions of these facts. The more a child knows in terms of objective facts (height, weight, mental ability, how well he is liked by others, etc.), the better it will be for his mental health. But whatever the objective fact may be, the subjective reality of it— the way the person perceives it and feels about it— is, to him, the most important thing.13 Transescent youtht That period in an individual's development beginning prior to the onset of puberty and continuing through early adolescence. It is characterized by changes in physical development, social interaction, and intellectual functions, Procedures Riegle, in his 1971 study, developed eighteen basic middle school characteristics by reviewing the literature directly and indirectly related to the middle school. Prom this review a list of basic characteristics related to the middle school was extracted. Riegle reviewed the list with acknowledged authorities on the middle school. 13* Based upon Jersild, op. elt., p. 14. 14. Donald Eichhom, The Middle School (New Yorks The Center for Applied Research in Mucaxion, Inc., 1966), p. 31. 7 their critique, a list of Eighteen Basic Characteristics of Middle School were compiled and agreed upon by a panel of authorities in the field. (See Appendix A) A questionnaire was developed by Riegle to serve as a survey instrument to measure the degree of application of these Eighteen Basic Characteristics of Middle School. (See Appendix B) The 1971 Riegle survey instrument was used in this study to measure the current level of implementation of the Eighteen Basic Characteristics of Middle School. The survey instrument was reviewed and revised with the guidance of Or. Louis G. Romano and research consultants in the Depart­ ment of Research Services, Michigan State University. In 1972, James Hawkins, using the Riegle questionnaire, identified schools with high and low levels of implementation in Michigan middle schools. In this study three middle schools with high and three middle schools with low level of imple­ mentation were randomly selected to form Group I High and Group II Low. The Tennessee Self Concept Scale. Clinical and Research Form, was administered to a 10?t randomly sample population of students in grades six (6), seven (7)» and eight (8) in Group I and Group II. Hypotheses Tested This study was based on the general hypothesis that middle school students from identified high implementation 8 schools will posssss a more positive self concept than middle school students from identified low implementation schools. The following hypothesis was tested to provide direc­ tion for the investigations There is a significant dif­ ference between the positive self concept of transescent students in high and low level implementation schools as measured by The Tennessee Self Concept Scale. Hypothesis 1 There is a significant difference between the positive self concept of transescent studentst grade six (6 ). in high and low level implementation schools, as measured by The Tennessee Self Concept Soale. Hypothesis 2 There is a significant difference between the positive self concept of transescent students, grade seven (7 )» in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. Hypothesis 3 There is a significant difference between the positive self ooncept of transescent students, grade eight (8 ), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. 9 Hypothesis 4 There is a significant difference between the positive self concept of transescent students, grade six (6 ) to grade seven (7 )* in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. Hypothesis 5 There is a significant difference between the positive self concept of transescent students, grade seven (7 ) to grade eight (8 ), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale, Hypothesis 6 There is a significant difference between the positive self concept of male and female transescent students, in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. Assumptions This study was developed with certain basic assump­ tions clearly important to its validity. They are listed below. 1. The three middle schools selected for Group I were a representative sample of the existing middle schools in Michigan which exhibited a high level of implementation of the Eighteen Basic Characteristics of Middle School. 10 Z• The three middle schools selected for Group II were a representative sample of the existing middle schools in Michigan which exhibited a low level of implementation of the Eighteen Basic Characteristics of Middle School. 3. The instrument used to determine the implementation level of the Eighteen Basic Characteristics of Middle School represents an accurate description of concept implementation at the middle school level. 4. The Tennessee Self Concept Scale used to measure self concept is an accurate representation of the sig­ nificant characteristics of personality as described by personality theory. Overview of the Study Chapter I serves as a reference point for the study. It contains the statement of the problem* the purpose and the need for the study. Significant terms were identified and defined. Chapter II contains a review of literature related to the middle school* transescent* and self concept. Included also is a review of the Eighteen Basic Characteristics of Middle School. Chapter III reports a description of the researoh design and procedures. Chapter IV presents an analysis of the data. 11 Conclusions, findings and implications, and the need for further research are summarised in Chapter V. CHAPTER II REVIE# OF RELATED LITERATURE This chapter contains five sections designed to present a conceptual framework of this study. includei The five sections (1) The Junior High School• (2) The Development of the Middle School, (3) The Transescent Student, (4) A Review of Related Self Concept Literature, and (5) Related Research. The Junior High School Programs which focus on preadolescents and early adolescent students are not new. A review of the literature clearly points out that the present movement is basically a rededication to primary principles of preadolescent education. As early as 1892, Harvard's President Charles W. Eliot officially began the formation of a Committee of Ten which discussed and debated the 8-4 traditional grade organization pattern .1 Eliot 9 in 1899* and his NEA committee made recommenda­ tions that eollege preparation start two years earlier with 1. DeVita, op.cit., p. 16-17. 12 13 the secondary school including grades seven (7 ) through twelve (12).2 Reaction to the committee's proposals resulted in the creation of the National Society for the Promotion of Industrial Education in 1907 which wanted terminal as well as college preparation education.3 This reactionary group played a large part in the drafting and passage of the Smith-Hughes Act, placing ad­ ditional influence on the college-dominated committees work­ ing on the reorganization of secondary education. The committee, in 1918, proposed the rationale for the Junior high school program which wast •••better provision in the school program for the needs of adolescentsi provision for the exploration of pupil interests abilityt individualization of instruction! better articulation between elementary and second­ ary education. 4 Also that same year the North Central Association attempted to define what the junior high school should accomplish* The junior-high-school shall normally include the 7th, 8th, and 9th years of public school work. The junior-high-school organization and administration shall real­ ize the following aims and purposes* 2. Addresses Charles W. Eliot, Educational Reform* Essays and (New York* The Ceniury Co., pp. 151-176. 3* R. P. Brimm, “Middle School or Junior High? Back­ ground and Rationale", National Association of Secondary School Principals Bulletin. 53*335 (March. I 969). p. 3 4. DeVita, op. cit., p. 17. 14 1. To continue through its instructional program the alms or public education in a democracy, 2. To reduce to the minimum the elimination of pupils by offering types of work best suited to their interests, needs, and capacities. 3* To give the pupil an opportunity under systematic educational guid­ ance to discover his dominant in­ terests, capacities, and limita­ tions with reference to his future vocational activities or the con­ tinuance of his education in higher schools. 4. To economise time through such organisation and administration of subjects and oourses both for those who will continue their education in higher schools and for those who will enter immediately into life's activities.5 The writing of G. Stanley Hall, Edward L. Thorndike and John Dewey concentrated on the adolescents who would attend the junior high school. These writings greatly influenced the junior high school movement. G. Stanley Hall is often credited with originating the phrase "child centered education". One of Hall's greatest contributions to education was his emphasis on the individual child, his particular stage of development, and its effect on the learning environment.6 5. Thomas H. Briggs, The Junior High Sohool (New forks Houghton Mifflin Company, lyzGj# p. 51. 6. 1905). G. Stanley Hall. Adolesoenoe (New Yorks Avoleton. 15 Edward L. Thorndike focused the attention of educators on the different learning capacities and styles of individ­ ual adolescents. Thorndike's approach gave support to the underlying philosophical intent of the junior high school movement. Influencial in the movement* John Dewey also gave it impetus. Dewey stated that learning could best take place through actual experience. He stated that education could have meaning to the adolescent when it reflected life experiences i We thus reach a technical definition! It is that reconstruction or reorganisation of experience which adds to the meaning of experience* and which increased the ability to direct the course of subsequent experiences.7 Psychologists and educational psychologists influenced educators early in the movement to describe adolescent characteristics. Calvin Davis described the implications of psychological studies concerning the adolescent as being of great importance to the development of the junior high schooli The junior high school has been developed in order to secure better the real interests and needs of the American Youth. It is per­ tinent therefore* to review briefly the con­ spicuous characteristics of boys and girls of early adolescent age and to inquire what 7. John Dewey* Democracy and Education (New Yorki Macmillian, 1916)* p.~BY. 16 implication these characteristics have for the pedagogical reformer.8 Leonard V. Koos studied operational junior high schools and summarized how junior high school personnel must view the adolescent learners They must recognize the fact that the pupil, now rapidly approaching maturity, will become increasingly impatient unless given a meatier mental diet that is provided in the conventional school--that his enlarging social consciousness will be better satisfied by the materials of a functional education rich in social, civic, and vocational interests, than by the repetition of the preliminaries of an education.9 In its introductory statement concerning the junior high school and adolescence, the National Society for the Study of Education stressed the importance educators were placing on the adolescent learners Whatever reasons are presented for the reorganisation of the upper two grammar grades, we are pretty certain to find a statement to the effect that the boy or girl reaches the stage of adolescence at about the age of twelve, that certain physical and mental changes then occur, and that these changes should be reoognized by a change in the method of instruction.10 In 1956 William T. Gruhn and Harl R. Douglas listed the functions of the junior high school as integration. 8. (New Yorks Calvin 0. Davis, Junior High School Education World Book, 1926), p. jo. 9# Leonard V. Koos, The Junior High School (New Yorks Harcourt, Brace and Company, l$z6), p. 30. 10. Guy Whipple, ed., The Fifteenth Yearbook of the National Society for the Study of feducailon (Bloomington. TllTs Public School Publishing Company, H?17), p. l*f. 17 exploration, guidance, differentiation, socialization and articulation. ^ But, as Max E. Bough states. These widely quoted functions were less realistic for junior high school pupils than they were ideals for junior high school advocates. The majority of junior high schools remained in the rut dug by the senior high school.12 After World War II, appraisal of the tendency of the senior high school to push more academics into the junior high school curriculum and school drop-out statistics led to the concern that the seventh through ninth grade plan had become a terminal-type secondary s c h o o l . ^ The literature suggests that the student entering junior high school found himself in a fully department­ alized secondary school with a schedule more demanding than the one he would have in a senior high school.14 The junior high school was becoming to a greater and greater degree a little senior high school. It had ceased to care for the developmental and educational needs of the junior 11. Max E. Bough, "The Intermediate Schoolsi The Junior High and Middle Schools**, The Educational Digest. (October, 1973), p. 25. 12. Ibid. 13. Russel Wiley, "The Middle School--A New Plan" (an address given at the National School Boards Association Annual Convention, Minneapolis, Minnesota, April 23, 1966), p. 2. (Mimeographed.) 14. Jacqueline L. Caul, op. cit., p. 20. 18 high school-age pupils.1-* Many educators looked at the junior high school as no longer a departure from the tra­ ditional! it was the t r a d i t i o n a l . C o m p l a i n t s issued by parents stated that the junior high school was forcing their children to grow up too fast.1? Commenting on the state of junior high schools in 1965* Paul Woodring stated* "It now appears that the 6-3-3 plan with the junior high school is on the way out."1® In recent years, however, the junior high school has fallen into disrepute. One of the main reasons for this criticism is that the junior high school does not meet the objectives that were set for its adoption.1^ Theodore Moss States the negative factors to junior high school are* 1. The junior high its purposes. school failed to achieve 2. The junior high cheap imitation school developed into a of the senior high school. 3« The 9th grade remained oriented. 15* college preparatory Russel Wiley, op. cit., p. 2. 16. Stanley Sander. "Challenge of the Middle School," Educational Forum XXXII (January, 1968), p. 197. 17. Paul Woodring, "The New Intermediate School", Social Foundations of Education, ed. Dorothy Westly-Gibson (New York* ¥he Free Press, 1967)* p. 235. 18. Ibid., p. 77. 19. Nickerson, Jr., op. cit., p. 44. 19 4, In large cities the junior high unwittingly fostered racial imbalance .20 John R. Dettre attributes the **failure** of the junior high school to meet its original goals toward preadolescent education to the followings Based on all kinds of physiological, psychological, sociological, curricular and Instructional research, the junior high school concept had the weight of evidence in its c o m e r , yet it never really emerged as a separate and distinct entity within the public school milieu. It failed to achieve its announced goals not because it lacked the right on its sidet rather, it failed in part because the overall mentality of those in education was such that they were not capable of intellectually and psychologically capital­ ising on the emergence of a "third force" and moving to create for thwaselves a separate and equal status with elementary and secondary. Like Cinderella, the junior high school move­ ment could never go to the ball or assert its own personality because it was forced to con­ tinue to live in the same house under the overall direction of its stepmother, called Secondary Education,21 Development of the Middle School The middle school was developed out of dissatisfaction with the junior high school. Clara Chiara and Elizabeth Johnson criticised the junior high school for being too academic, not meeting the needs of children, and over- 20. Theodore C. Moss, Middle School (Boston* Mifflin Company, 1969)» p. 18. Houghton 21. John R. Dettre, "The Middle School, A Separate and Equal Entity," The Clearing House (September, 1973)* P* 20. 20 crowdedness. During the past decade or so the junior high school has been calleds 'an eduoational no nan's land,* 'the step-child of education*, 'an academic abomination*, and on and on. We call it, 'a school without teachers*.22 Many factors were influential in the support and promotion of the middle school movement. Theodore Moss listed three reasonss 1. Because of the earlier onset of puberty, sixth graders may be better served in a middle school of grades six, seven, and eight. 2. Greater curriculum experimentation may be undertaken, because the middle school will not be bound by college entrance requirements, as is the ease with the inclusion of the ninth grade in junior high schools. 3. A nongraded structure may be developed which would more effectively ease the transition from elementary school to middle school.23 Nioholas Georgiady and Louis Romano identified an important argument relative to the educational promise of the middle sohoolt The early promise of the junior high school has failed to materialise. An acceleration of sooial and physical matura­ tion on the part of children in this age group and rapid changes in our society have 22. Clara Chiara and Elisabeth Johnson, "The Middle Sohoola Is It Doomed for Failure?" The Clearing House 44 (January, 1972), p. 208. 23. Moss, op. cit., p. 19. 21 made necessary a re-examination of educational programs at this level. One area of promise lies in middle school concept predicated on a knowledge of the unique characteristics of pre-teenage children.24 An important aspect of the middle school's emergence is sociological. Clayton Buell states the rationale for the middle school is based on its ability to mix population groups. An additional agreement sometimes pre­ sented for the middle school claims that integration of the races will be increased in grades five and six of a school.25 Bruce Howell stated four motives for the development of the middle schoolt (1) It has been used as a solution for re-shuffling the student population to fit the available facilities in a school districts (2 ) as a plan that would permit movement of students from city ghetto schools at an earlier age, hence as a tool for de facto segregation) (3 ) as an aid in providing more flexible learn­ ing patterns and vertical sequence for young adolescents) and (4) since the middle school has incorporated many contemporary innovations, it has been adopted by some as a means to climb aboard the band wagon and be associated with a new design .26 Neal Nickerson expressed the feelings of many educators when he suggested that after a fifty year trial the junior 24. Georgiady and Romano, op. cit., p. 3* 25* Clayton £• Buell, "An Educational Rationale for the Middle School", Clearing House 44 (January, 1972), p. 288. 26. Bruce Howell, "Another View of the Middle School", Michigan Journal of Secondary Education 12 (Pall, 1970), p. 74. 22 high school was still faced with many vociferous complaints. He further added that it was time to regroup for another try at early adolescent education by reorganizing around the middle school concept. 27 Reasons why educators joined forces with the middle school movement are as varied as the philosophical camps themselves. David Meade stated that the middle school would be justified if it provided a springboard for some new methods to develop the natural curiousity and nonconformity of children.2® Donald Eichhorn stated his view of the emerging middle school by describing it as an alternative to the junior high school which promises to bring the needed focus to the special period of growth and development in a child's life.2? He listed three significant forces motivating educators to redefine the functions of schools in the middlei 1. There is a growing body of knowledge relating to the characteristics of boys and girls in late childhood and early adolescence that is causing a reaffirmation of the principle of uniqueness espoused by early junior high leaders. The fact that biological maturation is occurring at an earlier age adds to its impact. 2. There are significant changes in our 27. Neal Nickerson. "Regroup for Another Try". Minnesota Journal of Education. XLVII (November. 19o6), p. 14. 28. David Meade. "Seventeen? No. Thirteen!" Minnesota Journal of Education. XLVII (November. 1966). p. 13. 29. Donald Eichhorn. "Middle School Organizationi A New Dimension." Theory Into Practice. VII (June, 1968), p. 111. 23 culture such as population shifts, pop­ ulation mobility, the dream of racial equality, developments in transportation and communication, and the forces involved in a developing technology which are prompting a reconsideration of school building as well as organisational patterns. 3. There is a growing realization that schools in the middle have become rigid and in­ stitutionalized. A variety of developing educational concepts such as continuous learner progress, flexible schedules, non­ grading, interdiscipline curriculum, co­ operative planning and teaching and af­ fective programs appear more likely to succeed in a revised framework.30 The middle school program provides an opportunity for students to discover, by self-exploration, their feelings and ideas. An individual is not considered just a student but is accepted as a person. Each person is provided the chance to develop responsibility in an accepting atmosphere. According to Partin, it is in this atmosphere, that he comes to see himself as a thinker of thoughts, a doer of deeds, a maker of decisions, a fully human person.31 Batezel promotes the concept that a middle school program, properly conceived, is not a series of hurdles which a child must jump, but a means to a far nobler end — developing and/or increasing the self concept of each child. 30, Donald H. Eichhorn, "Middle Schools in the Making", Educational Leadership (December, 1973)# p. 196. 31. Charles S. Partin, "To Sample— Or to Explore", Educational Leadership XXIII (December, 1965), p. 197. 24 as a valuable human being,32 Pupil success is considered a vital ingredient to the successful middle school program. Melby indicates "that in American schools today perhaps a third of the children get very little in effective education. What is worse, their experience in school destroys their self confidence. **33 Atkins writes that the middle school should assist students with their self concept by gradually removing the typical school restraints on movement, use of materials and equipment, and behavior.3** Certain features must be a part of a functioning middle school. Individualisation and flexibility command the attention of the proponents of the middle school. A program carefully designed for this period of education will assist the child in making the difficult transition from the selfcontained elementary classroom to the departmentalized, subject-centered senior high schools. In 1971• Riegle conducted a study designed to identify basic middle school characteristics. school literature as his basic source. He used the middle Characteristics that 32. George W. Batezel, "The Middle Schools Philosophy, Programs, Organization**, The Clearing House. XLII (April, 1968), p. 1 , 33. Ernest 0. Melby, "Let's Abolish the Marking System", Nation*a Schools (May, 19o6), p. 104. 34. Neil P. Atkins, "Rethinking Education in the Middle", Theory Into Practice (June, 1968), pp. 118-119. 25 were frequently mentioned in the literature were identified and sent to five noted authorities in the area of middle school education for validation. (Dr. Marie Elie, Dr. Nicholas Georgiady, Dr. Ann Grooms, Dr. Louis Romano, and Dr. Emmett Williams.) A complete listing of these Eighteen Basic Character­ istics of Middle School are presented. The original de­ velopment of these characteristics was by Riegle.35 How­ ever, the listing used in this study was expanded from Riegle*a original work through the efforts of Georgiady, Riegle, and Romano .^6 (See Appendix C) The quest for improved education for transescents has continued to center on the middle school. William Alexander stated, "The true rationale of the emergent middle school is rooted positively in the nature of the child and his de­ velopment. "37 David Friesen identified "five principles basic to the middle school movements Humanizing needs, bridging needs, exploring needs, self-concept development, and preadolescent and early adolescent needs."38 35* Riegle, op. cit., pp. 60-68. 36. Romano, Georgiady, Heald, op. cit., pp. 73-84. 37. William Alexander, "The New School in the Middle", Phi Delta Kappan. L (February, 1969)* p. 356. 38. David Friesen, "The Middle Schools An Institution in Search of an Identity", Education Canada XIV (September, 1974), p. 7. 26 The Transescent Student The predominant reason given for the development of the middle school was to meet the needs of transescent youth. It was therefore important to examine transescent needs and characteristics. Kohl, Caldwell, and Eichhorn, in their study of the characteristics of the transescent, stated the following concerning the emotional, social, intellectual and physical growth patterns of the transescentt Transescence is marked not only by dis­ rupting acceleration in physical development and psychological change, but also by emotional and social pressures resulting from the trans­ fer of authority from the family to the peer group. Rapidly changing cultural conditions widen the gap in understanding between parents and transescent youngsters, thrusting more responsibility for social adaptation on the school. Demands for academic achievement and peer conformity add to the difficulties of adjustment.39 Today's transescent differs from the transescent youth of the 1920*s and 1930's in his rate of social development. He is physically healthier, taller, perhaps more intelligent.^0 James Coleman spoke of the more sophisticated adolescent in 39* Donald E. Eichhorn, et al., "Self-Appraisal and Development of the Middle School 1 An In-Service Approach", Pennsylvania School Study Council. 1970, p. 3* JfO. Francis C. Bauer, M.D., "Causes of Conflict", National Association of Secondary School Princioals Bulletin. nix (A p ril, 1965). PT~r:— ------------ 27 a society that seeks to promote early sophistication. The transescents gravitation towards others of his age creates the strongest single influence upon him— the peer group.**2 Erickson notes the importance for a child at this stage to identify with others, even to the point of complete loss of identity to the cliquei Growing and developing youths, faced with the physiological revolution within them, and with tangible adult tasks ahead of them, are now primarily concerned with what they appear to be in the eyes of others as compared with what they feel they are. and with the question of how to connect the roles and skills cultivated earlier with the occupational prototypes of the day.... The danger of this stage is role confusion.43 The transescent is very intolerant of anyone who doesn't belong to the group. The peer group is powerful and regulates activities, attitudes, interests and aspirations of the transescent. Adults and most others are nuisances.44 The transescent submits to the controls of the peer group. Often this submission results in serious conflicts 4-1. James S. Coleman. "Social Changes Impact on the Adolescent". National Association of Secondary School Principals --------- * V Bulletin. XLlX (April, pm 14. 42. Jacqueline Caul. op. cit.. p. 26. 43. Erik H. Erickson. Childhood and Society (New Yorks W. w. Norton and Co.. 1950). p. 261. 44. Andrea Boucon Mock. "Speech Communication in the Middle School". National Association of Secondary School Principals Bulletin. (December. l9?0), p. 41. 28 within himself. The fear of failure, of not belonging, deters many transescents from accepting the independence and responsibility they so eagerly seek.^5 The period of human growth and development called transescence is extremely difficult. Robert J. Havig- hurst points out the difficulties transescents encounter by identifying a series of taskst 1. Achieving new and more mature relations with age mates of both sexesf 2. Achieving a masculine or feminine social rolet 3* Aooepting one's physique and using the body effectivelyi 4. Achieving emotional independence of parents and other adultsi 5. Achieving assurance of economic independence) 6m Selecting and preparing for an occupation) 7. Preparing for marriage and family life) 8. Developing intellectual skills and con­ cepts for civic competence) 9* Desiring and achieving socially responsible behavior) 10. Acquiring a set of values and an ethical system as a guide to behavior.46 45. Maeafer Sherlf and Carolyn W. Sheif, An Omission of Social Psychology (New York* Harper and Row, , p. 6* 2 . 46. Robert J. Havighurst, Developmental Tasks and Education. (New Yorkt David McKay dompany. Inc., 17?2), 29 M. Ann Grooms, after reviewing the literature, presented a descriptive list of characteristics which differentiates the middle school students from childhood and adolescence. She suggested the following* Vigorous inquisitive individuals on the threshold of adulthood. Sometimes awkward and uncertain, sometimes facile and adept, often troubled by self assessment. Frequently astonished by newly evolving powers. Assiduously requiring occasions for explora­ tion and venture. Now and then capable of opportunities for trial and error in sit­ uations where mistakes are admit table. **7 The middle school youngster is unique in his development pattern. He has been robbed of his childhood and pushed into an adult world. He needs and seeks direction. The transescent is uncertain about his own identity, confused about his role, and in general feels out of place in the world. "He strives to change confusion, indecisiveness and insecurity into a plan of action that fits his idealistic nature. The transescent is searching for himself as an individual and "faced with the problem of being awkward and insecure, experimenting with new found powers and strengths, he is constantly testing situations and events."^9 Jon Wiles describes the characteristics of the tranaesoent 47. M. Ann Grooms, Perspectives on the Middle School (Columbus, Ohio* Charles E. Merrill Books, inc., 196/J* p. 5. 48. Jack D. Riegle, "A Study of Middle School Programs to Determine the Current Level of Development of Eighteen Basic Middle School Principles, (Unpublished Ph.D. dissertation, Michigan State University, 1971), p* 19. 49. DeVita, op. cit., p. 62. 30 using four categories! social. 1. physical, mental, emotional, and Under these four categories he lists the followingi Physical Girls mature as much as two years ahead of boys. Physical development varies widely. Small hand muscles develop. The body framework and muscular development may be out of proportion. Their speed, steadiness and accuracy improve as ages increase. There is a wide range in sexual maturation and sex antagonism is acute and modesty appears. This is a period of great restless­ ness. There is boundless energy. Girls have less stamina than boys. This age begins to desire to improve personal appearance. Goes in for MfadsM. 2. Mental Wants a place to try but a safe place to retreat. Willingness to learn things that they consider useful, that answers their questions and relates to their interests... Performance is unstable since growth of the whole child determines how much he can do. Interest develops in solving problems that are real to him, using skills being learned. 31 Concern begins to develop for economic independence as interest in earning money comes into his way of life. Attitudes are changing because of his experience and growth. 3. Baotlonal Erratic and inconsistent behaviors prevalent— either happy or down evidenced by giggling, loud laughter, pushing or spurts of intense anger or pouting. Wants and needs sympathy, some degree of success, and recognition as an individual. Outside pressure to succeed is keenly felt and will often lead to cheating to compete successfully. Seeks love objects outside of family— indulges in hero worship. Possesses a great many fears, real or imagined. 4. Social Wants to be a member of a peer group. Age codes exist for dress and actions. Prestige is more important than adult approval. Competition is high, but he respects good sportsmanship. Develops an interest in a worthy SELF. Wants environment to be stable. Possesses a keen sense of right and wrong. While attempting to break away, he is lost without family, peer, and school security. 32 Inconsistent follow-through on responsibilities.50 Wattenberg provides a brief summary of the psychological characteristics most likely to be associated with childhood, preadolescenoe. and adolescencet A child can be considered, for this purpose, as a young person who is in almost all respects dependent upon adults, whose chief sources of need gratification are grownups, and who tends to assume without struggle the status and roles accorded children in his culture. Preadolescents are young people who. physically, are in a period of growth spurt which transforms their builds from that of children to that of young adults and which includes maturation of the re­ productive system. Their attitude towards adults is often one of open ambivalence. An adolescent is a young person whose repro­ ductive system has matured, who is economically dependent upon adults, whose chief source of need gratification is his peers, who has open interest in the opposite sex. and for whom status and roles as defined for children and adults in his culture are confused. He tends to be moving toward adult­ hood. 51 The period of growth attached to the transescent appears to have one strong definite purpose, to get it over with— school, or living at home— and gain real automony and in­ dependence that is now only spuriously theirs.52 This 50. Jon W. Wiles. "Characteristics of Transescents". (Nashville. TNa George Peabody College for Teachers. 1974). p. 6 . Multilithed. 51. William W. Wattenberg. "Preadolescents in the Junior High". Educational Leadership XIV (May, 1957). pp. **73-7^. 52. Margaret Mead, "Early Adolescence in the United States". National Association of Secondary School Principals m a ie t iA . ^ l f T X p m . 196?). o. 7. ---------*------------------* V 33 condition has boon described by Stone as a feeling of being out of step* one's own with one's peers, with one's ideals, and with b o d y . 53 The transescent student i3 in the process of finding out who he is. Confused by his physiological and psychological changes occuring within him, he is unsure of himself and his place in society. threatening to him. He fears failure or anything that is He is involved in gathering information and establishing his own set of values and individual morality, while at the same time being pressured by concerned, yet, to him, awesome, adults. During this changing time educators have the respon­ sibility to provide opportunities for students to come to terms with themselves. This is a complex time of life and the school that serves him must be concerned with his total being. A Review of Related Self Concept Literature The literature of education and psychology contains ex­ tensive references to the self. To conceptualize the frame­ work of self concept it is necessary to look at the theory of self as defined by experts. 53« Joseph Stone, and Joseph Church, Childhood and Adolescence. (New York* Random House, Inc., I^T j T T p T"5057 34 The Self Concept Defined The " s e l f has been a subject of conjecture for cen« turies. William James recognized two concepts regarding the self, the "I" and the "Me". 54 Mead founded his philosophical^ scientific social psychology upon the same distinction while greatly elaborating social origins of the self. We cannot realize ourselves except in so far as we oan recognize the other in his relation­ ship to us. It is as he takes the attitude of the other that the individual is able to realize himself as a s e l f . 55 Jersild has called attention to the dynamics of human behavior in his work dealing with the categorization of three thousand subjects* answers to the questions "What I Like About Myself"' and "What I Dislike About M y s e l f " . 56 His most inclusive definition follows« When we speak of the self we mean among other thingS' a system of ideas' attitudes' appraisals' and commitments pertaining to one*a own person. The person experiences these as distinctly belonging to him and all of them to­ gether constitute the person's awareness of his individual existence and his conception of who and what he is. These attitudes and ideas are* of coursev influenced by learning. This is an obvious fact.57 54. William JameS' Psychology (New Yorks and Co., 1907)» p. 478. Henry Holt 55* George H* Mead. Mind, Self, and Society (Chioagos University of Chicago Press, 1934), P* 194. 56. Arthur T. Jersild. "Self Understanding in Child­ hood and Adolescence'” American Psychologist. 6 (April, 1951). pp. 122-126. 57. Jersild, op. cit., p. 146. 35 Sullivan expressed "The self dynamism is built up out of (the) experience of approbation and disapproval*"58 Bronfenbrenner added to Sullivan’s definition by saying, "To put it more succinctly, the self is the organisation of pereeived empathetio experience."59 The self is a rather broad concept in terns of understanding people. Lowin’s comments regarding the self follows It would be natural from Gestalt theo­ retical considerations to understand the self in terns of the psychical totality perhaps as its structural individuality. As a natter of fact, some such notion is basio to the conception of which one must start, not from the presence of certain isolated properties (traits), but from the whole of the person. If from this begin­ ning one oones to the problem of the physioal dynamic systems, the attempt will in all probability be made to identify the self with the whole of the physioal totality. A number of facts, however, drive one in the opposite direction to the view that a special region, within the physical totality, must be defined as the self in the narrower sense. Not every psychically existent system would belong to this oentral self. The self-system would also have in functional respects— this is most important— a unique position. Not every tense physioal 58. Harry S. Sullivan, Conceptions of Modern Psychiatry (Washington, D.c. • The William Alanson White foundation, 19*8), p. 9. 59* Urie Bronfenbrenner, "Toward an Integrated Theory of Personality", R. Blank Blanks, and G. Ramsey, editors, Perooptioni An Approach to Personality (New Yorks Ronald press Co., lpji), p. 256. 36 system would stand in communication with this self. For Lewin, the self was a somewhat limited aspect of the person's "physical totality". In relation to the child Lewin statedt ...the boundary between the self and the environment is less defined than for the adult....In other words, the child, to a greater extent than the adult, is a dynamic unity.61 This comment shows the unity of the self and tends to counteract the comment above that the self should be defined in a narrower sense. Lewin*s structure of personality is built upon Gestalt theoretical foundations that the self deals, even if it is a "special region", with a total back­ ground of the person. Therefore, it has relations vital with all other aspects of the field. Hopkins stressed the unitary nature of the self. He defined the self as followsi ...the self concept.•.is what the in­ dividual considers himself to be or what he thinks he really is. It is composed of those parts of the phenomenal field which he has selected and differentiated as a characteristic of himself. His selfconcept is his inner core or real, true, genuine, and intimate self.... This unique self is the center of the individual's 60. Kurt Lewin, A Dynamic Theory of Personality (New York McGraw Hill Book Co., 1^35)* PP* 6i- 6z. 61. Ibid., p. 106. 37 phenomenal field, which is always organized by him around him .62 Rogers has defined the well-adjusted individual as one able to accept all perceptions, including those about the self* into his personality organization. It would appear that when all of the ways in which the individual perceives him­ self— all perceptions of the qualities, abilities, impulses, and attitudes of the person, and all perceptions of himself in relation to others— are accepted into the organised conscious concept of the self, then this achievement is accompanied by feelings of comfort and freedom from tension which are experienced as psychological adjustment.63 Combs, Taylor and Combs, and Snygg and Combs discussed Rogers* definition and adapted it to their phenomenological interpretation.^*’* ^5, 66 They discussed the adequate self in some detail and defined it by sayings "A phenomenal self is adequate in the degree to which it is capable of 62. L. Thomas Hopkins, The Bnergina Self in School and Home (New Yorks Harper and Brothers,1954), p. 320. 63. Carl Rogers, "Some Observations on the Organization of Personality'', American Psychologist 2t364 (September* 1947). 64. Arthur W. Combs, "Phenomenological Concepts in Non-Directive Therapy", Journal of Consulting Psychology. 12 (July, 1948), p. 197-20B. 65* Charles Taylor and Arthur Combs, "Self-Acceptance and Adjustment”, Journal of Coneti^t^wft Psychology. 16 (April, 1952), pp. 89-91, 66. (New Yorkt Donald Snygg and Arthur Combs, Individual Behavior Harper and Brothers, 1949), pp. 3oo. 38 accepting into its organization any and all aspects or reality*"67 Snygg and Combs earlier defined the self in this ways "The self-concept includes those parts of the phenomenal field which the individual has differentiated as definite and fairly stable characteristics of himself* *6® They also said, "The phenomenal self includes all those parts of the phenomenal field which the individual experiences as part or characteristic of himself*"69 Snygg and Combs further elaborated upon the self concept by explaining the maintenance reference! Phenomenal self is the only frame of reference which the individual possesses* It is the only self he knows* Whether other persons would agree to his self definitions or not, the phenomenal self has the feeling of complete reality, to the individual. Wherever he is, whatever he does, the main­ tenance and enhancement of this self is the prime objective of his existence*70 The complexity and organization of the self is treated by saying, "Although the phenomenal self is complex it is by no means disorganized* Rather, it is a highly organized function which operates in consistent and predictable fashion."71 67. Ibid., p. 136. 68* Snygg and Combs, op* cit., p. 112. 69. Ibid., p. 38. 70. Ibid., p. 79. 71. Ibid., p. 79. 39 Aaimy has presented a theory of self concept that well represents the field theorists* approach and strongly sup­ ports the position taken by Snygg and Combs, Rairoy posits the following three principlesi 1. The self concept is a learned perceptual system which functions as an objective in the perceptual field. 2. The self concept not only influences behavior but is itself altered and restricted by behavior and unsatisfied needs. 3. It may have little or no relation to external reality.72 Raimy's last statement poses one of the problems in dealing scientifically with such a construct. Symonds stated his concept of differentiation by sayingi To define ego differently, it is an aotive process for developing and executing a plan of action for attaining satisfaction in response to inner drives. The self, on the other hand, refers to the body and mind and to bodily and mental processes as they are observed and reacted to by the individual.73 Symonds remarked about the reality of the self and separated the inner core, which he equated to the self concept of Snygg and Combs, and the outer fringes of the self. The self is the most real thing in our experience, and is the frame of reference 72. Victor C. Rainy, **Self Reference in Counseling Interviews", Journal of Consulting Psychology. 12 (MayJune, 194>8), p. 15^. 73. Percival M. Symonds, The Ego and the Self (New Yorkt Appleton-Century-Crofts, Inc., 1951 )Y P* 40 with which a person perceives, conceives, &md evaluates the world around him and toward which he reacts. ...the self has a periphery as well as a core. 74 This differentiation is consistent with one offered by Murphy, "the inner world becomes important.. .a conceptual unity is deduced. The self is a thing perceived and it is also a thing conceived! in both senses it is constantly responded to".75 Murphy related this dual self to the large part of behavior that constitutes personality and added that this behavior is self-oriented. This would relate closely to the self-enhancement tendency of the self, that Snygg and Combs have mentioned. Hopkins distinguished succinctly between the inner self concept and the outer sheath of the self. He held that the inner self is the only true, real self, while the sheath is a protective outer covering which has as its main function the maintenance and protection of the inner self. He describes three levels of differentiation in each unique self, "the fully accepted, the partially accepted, and the r e j e c t e d . Despite the distinction between inner and outer self, he still stressed the unity and consistency of 74. 75. to 0 Ibid., p. 70. Gardner, Murphy, Personalityi A Biosocial Approach ns and Structure (New Yorks Harper and Brothers. ' - v r r . --------------- 76. Hopkins, op. cit., p. 325. 41 the self. Development of Self Differentiation occurs as the self develops. Some authorities give attention to this development. Murphy's discussion of the origins and development of the self were similar to that of Symonds. Jersild also discussed the development of the self and noted thati The self is acquired. It is not ready­ made. It develops as a person, with his in­ born abilities and tendencies and all that is inherent in his make-up. meets up with the experiences of life.••.influenced strongly.-by his relationships with other people.77 Taking a similar direction in describing the develop­ ment of self. Symonds added to our understanding of the importance of the role of perception in this process. Like the ego. the self as a percept is not present at birth but begins to develop gradually as perceptive powers develop.... The self develops as we feel ourselves separate and distinct from others, but the... Perception is an important factor in this process of differentiation.78 The development and organisation of self has been briefly discussed by others. Tryon and Henry related the self de­ velopment of the child to his methods and techniques of dealing with his problems and stated that the self concept 77. Jersild, In Search of Self, op. cit., p. 16. 78. Symonds, op. cit., pp. 62-63. 42 is important to consider in working with children.79 That self is a vital complex unity of the human being. It is the inner core of being which includes all a person conceives and perceives of himselfv his relations to others and their relations to him. The self tends to resist rapid change, is relatively stable and consistent. Understanding one's self is a learning process. As the child grows and develops, he gains awareness and explores a great variety of experiences. These experiences aid him In the development of his self concept and his relationships with others. As he lives with others and learns from them he clarifies and defines his inner self. Much of his activity is directed toward self-development and selfenhancement, the maintenance, protection, and expansion of his inner self. Through growth experience he oomes to a kaledioscopic understanding of his own needs and clarifies his values. Without it he oould not oome to know and understand himself. The development of a healthy self concept appears to be dependent to a considerable degree upon a realistic and meaningful understanding of one's self — self understanding. line Tryon and ana William £. Henry, "How Children 79* Caroline Learn Personal and Social Adjustment", Learning and Instruction. arbook of the National Society for the Study or Chicagoi University of Chicago Press. 43 Self understanding derives from one's experiences in all situations within which and upon which the individual organism operates. It is colored constantly by one's sub­ jective interpretation of what others think of him. Relationships with significant others are best sum­ marized by Kelley when he makes the following statementi The only way to modify and improve one's attitude toward other people is to give him a chance to have rewarding and enhancing ex­ periences with other people. In this way he can see that other people are not dangerous, and his whole concept of his own self can be changed. As he helps others and is helped by them, he can not only open up to others, but can gain much needed self-confidence.80 Related Research Riegle in 1970-71 surveyed the literature and extracted Eighteen Basic Characteristics of Middle School. They focused on (1 ) continuous progress programs, (2 ) multimedia use. O') flexible schedules, (4) social experiences, (5 ) physical experiences, (6 ) intramural activity, (7 ) team teaching, (8 ) planned gradualism, (9 ) exploratory-enrichment experiences, (10 ) guidance services, (11 ) independent study, (12) basic learning skills, (13 ) creative learning ex­ periences, (14) student security factors, (15) evaluation practices, (16) community relations, (17 ) student services. 80. Earl C. Kelley, "Communication and the Open S e l f , ET£., 11.98 (Winter, 195*0. p. 99. 44 and (18) auxiliary staffing. The degree of application of these characteristics was determined by the use of a survey instrument designed to measure data related to the incorporation of the characteristics by selected middle schools. The survey instrument was mailed to all schools in Michigan housing grades above four but below nine. It was also mailed to four middle schools nationally selected because of their exemplary middle school reputations. The findings and conclusions of the Rlegle study are* 1. The rapid increase in the number of schools labeled as middle schools has not been accompanied by a high degree of application of those characteristics considered by authorities in the field to be basic to middle school education. 2. There was an overall 46.94* percent application by middle schools in Mich­ igan as measured by the survey instrument used in this study and a 64*9 percent application by the national sample when measured on the same basis. 3. The number of grades housed in a middle school was not a significant factor in determining the application of the basic middle school characteristics. It should be noted that generally both three grade and four grade middle schools in Michi­ gan applied the middle school character­ istics to a limited degree. 4. While a high degree of agreement exists among authorities in the field regard­ ing what constitutes basio middle school characteristics and the wide variation in levels of application provide evi­ dence of a failure by the leadership of the Michigan middle schools to implement the validated characteristics. 45 5. A limited number of Michigan middle schools demonstrated application of the basic middle school characteristics to a degree equal to that level achieved by the four exemplary middle schools included in this study*81 An extension of the Riegle study was completed in 1972 by Hawkins* His purpose was to investigate the relation­ ship between principals and teachers in selected Michigan middle schools and four nationally prominent middle schools regarding their perceptions of their school practices. Riegle had previously Identified and validated the Eighteen Basic Characteristics of Middle School. Survey questionnaires seeking data related to the current praotices of middle schools were mailed to the principal of each school in Michigan identified as a "middle school** with a six to eight grade organisation* The survey questionnaires were also mailed to four selected exemplary middle schools in the United States* After analysis of the data it was apparent that the exemplary middle schools in the national sample were apply­ ing the Eighteen Basic Characteristics of Middle School to a greater degree than were the middle schools in Michigan*82 Raymer, in 197^» attempted to identify middle schools in the United States and determine the current level of 81. Riegle, op* cit., pp. 62-76* 82* Hawkins, op. cit., pp* 82-85* 46 implementation of the Eighteen Basic Characteristics of Middle School. His conclusions pertinent to this study are i 1. Michigan leads the nation in numbers of middle schools housing grades five to eight and six to eight as defined in this study. 2. Michigan middle schools, grades six to eight, apply the eighteen charac­ teristics to a higher degree than similar middle schools in the United States. 3. The total mean score for implementation of the Eighteen Basic Characteristics of Middle School, grades six to eight, is higher than the total mean score for United States middle schools housing grades five to eight. 4. States housing grades five to eight implement the Eighteen Basic Charac­ teristics of Middle School to a greater degree than Michigan middle schools, grades five to eight. 5* Neither of Michigan's middle school grade combinations achieved a mean score as high as similar middle schools in the United States on the intramural activity and independent study charac­ teristics. 83 The following pieces of research are included in the present study because they are an attempt to measure per­ sonal characteristics. 83* Joe T. Raymer, "A Study to Identify Middle Schools and to Determine the Current Level of Implementation of Eighteen Basic Middle School Characteristics in Seleoted U. S. and Miohigan Schools**, (unpublished Ph.D. dissertation, Michigan State University, 19?4). ^7 Terence P. Kohler studied the relationship between self concept and open education and reported his research in a papers "A Comparison of Open and Traditional Educations Conditions that Promote Self Concept". This was presented at the American Educational Research Association Annual Meeting, March 1, 1973* The study hypotheses derived from the proposition that open education promotes self concept. The stated objectives are* 1. To examine differences in self concept for Ss experiencing Open and Traditional Education. 2. To determine if differences in self concept exist between males and females in Open and Traditional Education. 3. To determine if differences in self concept exist between schools within a set of Open Schools and within a set of Traditional Schools. To determine if a relationship exists between the rated degree of openness of a school and the measured self concept of the Ss. 5. To identify conditions that exist in Open and Traditional Schools that promote growth in self concept. Three instruments were used to collect data for this studys the Sears Self Concept Inventory! Rating School as to Degree of Opennessi and the Walberg-Thomas Open Education Observation Scale and Teacher Questionnaire. As a result of Kohler's study no significant difference was found between Open and Traditional Education in any of 48 the six "areas" of self concept identified by the Sears Self Concept Inventory. John Sackett examined the question*84 Does the sixth grade student self concept and achievement in an open space school differ significantly from the sixth grade student self concept and achievement in the self-contained school and from that of the sixth grade self concept and achieve­ ment in a departmentalized school? Sackett used the L. Thorndike I. Q. Measure and the Iowa Tests of Basic Skills to determine intelligence and achievement and the Self-Esteem Inventory developed by S. Coppersmith at the University of California, Davis, to assess self concept. He discovered that both the achieve­ ment scores and the self concept scores were significantly lower for the open space students. Leo R e m a d e also attempted to measure socialpsychological attitudes of students, He sought to provide answers to the following questions* 1. Is there a significant difference in the achievement of students in graded and nongraded classes? 84. John Sackett, "A Comparison of Self-Concept and Achievement of Sixth Grade Students in an Open Space School# Self-Contained School and Departmentalized School." (Un­ published Ph.D. Dissertation# University of Iowa, 1971)* 85• Leo Remade# "A Comparative Study of the Differences in Attitudes# Self Concept and Achievement of Children in Graded and Non-graded Elementary Schools"# (Unpublished Ph.D. Dissertation# University of South Dakota# 1970), 49 2. Is there a significant difference in the school morale of students in graded and nongraded classes? 3. Is there a significant difference in self concept between students in graded and nongraded classes? Three instruments were used by R e m a d e to collect data* The Iowa Test of Basic Skills. The School Morale Scale, developed by Wrightsman, Nelson and Taranto, 1968, and the Index of Adjustment and Values, developed by Bills, 1951. Analysis of the data indicated the following results< 1, That there was no statistically significant difference in fifth and sixth grade students in achievement in vocabulary, reading, language and work study skills except in sixth grade work-study skills where the difference was favorable for nongraded sixth grade students. 2, That there was no statistically significant difference in any of the seven subscales of school morale for sixth grade students in nongraded classes. That there was a statistically significant difference in all seven subscales of school morale for fifth grade students. All of these significant differences favored the students of the nongraded school. 3* That there was no statistically significant difference in the fifth or sixth grade students in self concept, ideal self, and discrepancy between self concept and ideal self between the graded and nongraded classes. 50 Summary The drive to transform the eight-four plan of public school organization began as early as 1890. However, the school year 1909-1910 brought about the six-three-three plan of grade structure. At its inception there was a wide-based concensus that the function of the new unit, the junior high school, was to provide a suitable educational environment for early adolescents. Between 1910 and 1950 there was a regression in meeting the original goals of the junior high school. The junior high school became patterned after the departmentalized senior high school. Dissatisfaction with junior high schools gave impetus for the redevelopment of education for the student between childhood and adolescence — the transescent. The transescent differs greatly from the preadolesoent of the 1920's and 1930*s. He is physically and intellec­ tually more mature, yet he is struggling between dependence and independence. He seeks identification from the most influencial group — the peer. This is a complex time of life and the school that serves him must be concerned with his total being. The middle school purports to help each individual understand himself, his capabilities, abilities, and limitations through exploration in a non-threatening 51 environment* Riegle's development of the Sighteen Basic Characteristics of Middle School exemplifies this intent* The self is closely related to the total adjustment of an Individual* process* Understanding one's self is a learning As the child grows and develops he gains a wide variety of experiences. This experience aids him in the development of his self concept and his relationship with others* The development of a healthy self concept appears to be dependent, to a considerable degree, upon a realistic and meaningful understanding of one's self. •.self under­ standing* CHAPTER III DESIGN OF THE STUDY Introduc tion The basie purpose of this study was to determine if there were significant differences between positive self conoept of children in schools identified as being high implementation middle schools and in schools identified as being low implementation middle schools in Michigan. The degree to which a school was designated a high or low implementation school was based upon the eighteen basic middle school characteristics identified and validated by Riegle. Riegle reviewed the characteristics with acknow­ ledged authorities on middle school concept and program. Based upon their critique, a list of eighteen basic char­ acteristics were compiled and agreed upon by a panel of authorities. Riegle developed a questionnaire to serve as a survey instrument to measure the degree of application of these eighteen basic middle school characteristics.1 1. Riegle, op. cit. 52 53 Data Collection and Analysis Procedures The 1971 Riegle questionnaire was used by Hawkins in 1972 to identify schools with high and low level of imple­ mentation in Michigan middle schools.2 The questionnaire contained sixty-two (62) questions related to the eighteen basic characteristics. See Table 3.1 for a listing of the questions included in the survey for each of the eighteen variables. The questions were arranged into three sections accord­ ing to the manner of response required. Multiple choice questions with mutually exclusive responses that sought a single answer per question appeared in the first section. Multiple choice questions seeking multiple responses con­ stituted the second section, and the third section contained check forms. All choices for each question on the questionnaire were given a numerical value. These values were weighted to provide a positive correlation between large scores and a high degree of application of the principle being mea­ sured. Maximum possible scores and mean scores for Michigan middle schools are reported in Table 3.2. 2. James Hawkins, "A Study to Ascertain Actual Middle School Practices as Compared to Reported Middle School Practices in Seleoted Michigan Schools and Nationally Prominent Schools as Perceived by Teachers and Principals'1, Ph.D. Dissertation, Michigan State University, 1972. 54 Table 3.1. Report of the numbers of questions included in the questionnaire to collect data on each of the eighteen validated middle school characteristics. Characteristic Survey Question Numbers A - Continuous progress 1, 2 B - Multi media 3, 4, 5 . 6, 38, 39 C - Flexible Schedules 7, 8 D - Social experiences 9. 10, 40, 41, 42, 65 £ - Physical experiences lit 57, 58 F - Intramural activity 12. 13, 43, 59 G - Team teaching 1*. 15. 16, 17 H - Planned gradualism 18 I - Exploratory and enrichment programs 19, 20, 21, 44, 45 J - Guidance services 22, 23. 24, 60 K - Independent study 46, 47, 61 L - Basic learning skills 25. 26, 48, 62 M Creative experiences 27, 28, 29. 30, 31. 49 N Student security factors 32, 33 0 - Evaluation practices 34, 35, 50 P - Community relations 36, 37, 51. 52 Q - Student services 53 R - Auxiliary staffing 54, 55 55 Table 3.2* Maximum scores yielded by the survey instrument. Mean scores achieved by Michigan middle schools.3 Characteristies Maximum Mean 8 1.92 B - Multi-material 33 20.66 C - Flexible schedule 18 5.00 D - Social experiences 20 10.62 E - Physical experiences 31 21.59 F - Intramural experiences 23 11.52 G - Team teaching 16 3.36 3 1.32 I - Exploratory and enrichment programs 25 10.50 J - Guidance services 23 10.32 K - Independent study 16 4.96 L - Basic learning experiences 25 12.35 M - Creative experiences 21 9.09 8 4.87 0 - Evaluation practices 16 5.77 P - Community relations 16 7.09 Q - Student services 9 7.09 R - Auxiliary staffing 6 3.03 319 150.63 A - Continuous progress H - Planned gradualism N - Student security factor Total 3. Hawkins, op. cit. 56 Hawkins grouped Michigan middle schools into high and low based upon the individual school scores. This researcher randomly selected three middle schools in the first quartile representing high implementation and three middle schools in the fourth quartile representing low Implementation. Following identification of Group X and Group IIff the principal at each school was contacted by the researcher. A description of the proposed study was presented without at any time identifying any of the other schools in the study or whether a particular school was classified as Group I or Group II. Arrangements were made for the researcher to administer The Tennessee Self Concept Scale. Clinical and Research Form, A table of random numbers was employed to select ten percent (10£) of grades six (6), seven (7)» and eight (8). A total of 338 students participated in this study based upon the following breakdown i Sixth grade H F M 28 25 Sixth grade L F M 31 29 Seventh grade H F la 26 27 Seventh grade L F M 32 31 Eighth grade H F M 20 32 Eighth grade L F M 28 29 Totals 113 116 57 Appointments were made for each week in January, 1977, and the first two weeks in February, 1977. The researcher explained the purpose of the instrument to the students and assured respondents that their responses would be kept anonymous. Scales, answer sheets, and pencils were dis­ tributed, and completed responses were collected by the researcher. Description of the Sample Six Michigan middle schools were involved in the study. Each of the six schools was located in suburban communities. There was no appreciable number of minority students in any of the six schools in the study, Teacher-pupil ratio in eaoh of the six schools was between 25 and 30 to 1, Measuring Instrument Rationale A wide variety of instruments have been employed to measure the self concept. However, a need continued for a scale which was simple for the subject, widely applicable, well standardised, and multi-dimensional of the self concept. The Tennessee Self Concept Scale was developed to meet this need. The scale consists of 100 self descriptive statements which the subject uses to portray his own picture of him­ self, The mean time for administration was about 13 minutes. 58 In the original development of the scale the first step was to compile a large pool of self descriptive items. The original pool of items was derived from a number of other self concept measures including those developed by Bales ter, Engel, and Taylor.** After the items were edited, seven clinical psychologists were employed as judges to classify the items. They also judged each item as to whether it was positive or negative in content. Reliability The test-retest reliability coefficients of all major scores range from .70 to .91. The most important single score. Total P Score, obtained a reliability coefficient of .88 with Congdon in 1958.5 Validity Personality theory and research suggest that groups which differ, differ also in self concept. The scale dif­ ferentiates such groups acoording to Congdon, 1958i Piety, 1956 1 Havener, 1961 1 and Wayne, 1963. Huffman in 1964 fur­ ther demonstrated how the scale discriminated among specifio 4. William H. Fitts, Tennessee Self Concent Manual. (Nashville, Tennesseei Counselor Recordings ana Tests, 1965). p. 13. 5. Ibid., p. 14-15. 59 types of people along with Atcheson, 1958, and Lefeber, 1964,6 Nature of Scores for The Tennessee Self Concept Scale To provide assistance and correct intepretation, definitions employed by The Tennessee Self Concept Scale are provided In the followingi Total P Scorei This is the most Important single score. It reflects the overall level of self esteem. Identityi These are the "what I am" Items. Here the individual Is describing his basic identity— what he is as he sees himself. Self Satisfaction! This score comes from those items where the Individual describes how he feels about the self he perceives. In general this score reflects the level of self satisfaction or self acceptance. Behaviort This score comes from those items that say "this is what I do, or this is the way I act". Thus this score measures the individual's perception of his own be­ havior or the way he funotlons. Physical Self« Here the individual is presenting his view of his body, his state of health, his physical ap­ pearance, skills, and sexuality. Moral-Bthlcal Selfi This score describes the self from a moral-ethical frame of reference— moral worth, relation- 6. Fitts, op. cit., p. 16. 60 ship to God, feelings of being a "good" or "bad" person, and satisfaction with one's religion or lack of it. Personal Self* This score reflects the individual's sense of personal worth, his feeling of adequacy as a person, and his evaluation of his personality apart from his body or his relationships to others. Family Self« This score reflects one's feelings of adequacy, worth, and value as a family member. It refers to the individual's perception of self in reference to his closest and most immediate circle of friends. Sooial Selfi This is another "self as perceived in relation to other" category but pertains to "others" in a more general way. It reflects the person's sense of adequacy and worth in his social interaction with other people in general. Treatment of the Data The Tennessee Self Concept Scale was computer scored and cards keypunched by Counselor Recordings and Tests at Vanderbilt University. The FINN univariate and multi­ variate analysis was programmed with the assistance of research consultants at Michigan State University. General Hypothesis The first research question was analyzed by applying the FINN univariate and multivariate analysis in computing the significance of the difference between the means of 61 clustered scores of students* positive self concept in Group I and Group II schools as stated by the following hypothesisi There is a significant difference between the positive self concept of transescent students in high and low level implementation schools. Hypothesis 1 The second research question was analysed by applying the FINN univariate and multivariate analysis in computing the significance of the difference between the means of clustered scores of students' positive self concept grade six (6) in Group I and Group II schools as stated by the following hypothesisi There is a significant difference between the positive self concept of transescent students, grade six (6), in high and low level implementation schools as measured by The Tennessee Self Concept Scale. Hypothesis 2 The third research question was analyzed by applying the FINN univariate and multivariate analysis in computing the significance of the difference between the means of clustered scores of students' positive self concept grade seven (7)t in Group I and Group II schools as stated by the following hypothesist 62 There is a significant difference between the positive self concept of transescent students, grade seven (7), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. Hypothesis 3 The fourth research question was analyzed by applying the FINN univariate and multivariate analysis in computing the significance of the difference between the means of clustered scores of students' positive self concept grade eight (8), in Group I and Group II schools as stated by the following hypothesisi There is a significant difference between the positive self concept of transescent students, grade eight (8), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. Hypothesis 4 There is a significant difference between the positive self concept of transescent students, grade six (6) to grade seven (?)• in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. Hypothesis 5 There is a significant difference between the positive self concept of transescent students, grade seven (7) to grade eight (8), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale, 63 Hypothesis 6 There is a significant difference between the positive self concept of male and female transescent students in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. The alpha level was set at .05 for accepting each of the hypotheses. Summary Hawkins, in 1972, identified high and low level implementation Michigan middle schools based upon the Eighteen Basic Characteristics of Middle School. Three schools were randomly selected from the first quartile to represent Group I (high) and three schools were selected from the fourth quartile to represent Group 11 (low). Using a table of random numbers, a 10% population was sampled in all six schools at all three grade levels. The instruments used to collect data were Riegle's questionnaire for determining implementation level of middle school concepts and The Tennessee Self Concept Scale. Clinical and Research Form* The Tennessee Self Concept Scale was administered to students randomly selected in three middle schools, grades six (6), seven (7)» and eight (8) in Group I (high) and Group II (low) level implementation schools based upon the Eighteen Basic Characteristics of Middle School. 64 The methodology that was employed to test the research questions for this study were described in this chapter. The statistical procedure used was the FINN univariate and multivariate to analyze the research questions. hypotheses were stated in directional form. The CHAPTER IV ANALYSIS OF THE DATA Introduction The results of the statistical analysis of the data are presented in this chapter. The procedures followed were in accordance with the research design outlined in the proceeding chapter. Each research question is stated as a hypothesis, findings are reported, and tables sum­ marising the findings are presented. Findings General Hypothesis The general hypothesis stated* "There is a significant difference between the positive self concept of transescent students in high and low level implementation schools, as measured by The Tennessee Self Concent Scale." There was no significant differencei therefore, the General Hypothesis was rejected. (See Table 4.1) Hypothesis 1 Hypothesis 1 stated* "There is a significant difference between the positive self concept of transescent students, grade six (6), in high and low level implementation schools. 65 66 as measured by The Tennessee Self Concept Scale." There was no significant difference! therefore Hypothesis 1 was rejected. (See Table 4.1) Hypothesis 2 Hypothesis 2 statedi **There is a significant difference between the positive self concept of transescent students, grade seven (7)» in high and low level implementation schools, as measured by The Tennessee Self Concept Scale." There was no significant difference! therefore Hypothesis 2 was rejected. (See Table 4.1) Hypothesis 3 Hypothesis 3 stated» "There is a significant differenoe between the positive self concept of transescent students, grade eight (8), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale." There was no significant difference! therefore Hypothesis 3 was re­ jected. (See Table 4.1) Hypothesis 4 Hypothesis 4 statedi "There is a significant difference between the positive self concept of transescent students, grade six (6). to grade seven (7)» in high and low level implementation schools, as measured by The Tennessee Self Conoept Soale." There was no significant difference! there­ fore Hypothesis 4 was rejected. (See Table 4.1) Hypothesis 6 Hypothesis 5 statedi "There is a significant difference 67 between the positive self concept of transescent students, grade seven (7) to grade eight (8), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale." There was no significant difference! therefore Hypothesis 5 was rejected. (See Table **-.1) Hypothesis 6 Hypothesis 6 statedi "There is a significant difference between the positive self concept of male and female trans­ escent students, in high and low level implementation schools, as measured by The Tennessee Self Concept Scale.** There was no significant difference! therefore Hypothesis 6 was rejected, (See Table 4,1) Further Analysis No significant findings were observed in the differences between Group I (high) and Group II (low)i however, sub­ sequent investigations were performed. This was accomplished by breaking down the original groups. Group I (high) and Group II (low), into the following categories! 1. Grade 2. Sex 3. Schools in High Schools in Low 5. High-Low by Grade 6. High-Low by Sex 7. Grade by Sex 8. Schools by Grade in High 68 Table 4.1— Univariate Test for Total Positive Score. Hypothesis mean sq df F P Less Than .6781 Hi*Lo 264.5226 1 .1727 Grade 5107.2316 2 3.3346 .0370* Sex 4327.2316 1 2.8257 .0938 Sc in Hi 4175.4800 2 2.7262 .0671 Sc in Lo 3706.7405 2 2.4202 .0907 HiLo*G 275.3736 2 .1798 .8356 HiLo*S 1492.3633 1 .9744 .3244 10971.4630 2 7.1634 Sc*G in H 1212.5033 4 .7917 .5314 Sc*G in L 3540.0785 4 2.3114 .0578 Sc*S in H 450.4250 2 .2941 .7455 Se*S in L 810.1587 2 .5290 .5898 HL*G*S 1584.7061 2 1.0347 .3566 S*G*SH 299.8451 4 .1501 .9629 S*G*SL 2211.2484 4 1.4438 .2195 G#S Hi - H * High group Lo - L ■ Low group So ■ School G ■ Grade S ■ Sex SH - Sohool High SL * Sohool Low .0010* 69 9. Schools by Grade in Low 10. Schools by Sex in High 11. Schools by Sex in Low 12. High-Low by Grade by Sex 13. Sex by Grade by Schools in High 14. Sex by Grade by Schools in Low Noteworthy findings wore discovered by applying uni­ variate and multivariate analysis to the following vectorsi 1. Total Positive Self Concept 2. Identity, Self-Satisfaction and Behavior 3. Physical Self, Moral-Ethical Self, Personal Self, Family Self, and Social Self The Total Positive self concept scores are reported by univariate analysis in Table 4.1. The univariate test showed that there was a difference between students by grade (6) and students by grade and sex (G*S). Difference of means for students' Total Positive self concept by grade (G) yielded a range difference of 12.2. The means indicated sixth and seventh grade similarities with eighth grade having had the lowest mean, (See Appendix, Difference of Means, Table 1) Difference of means for students* Total Positive self concept by grade and sex (G*S) yielded a range difference of 24 for females and 19,2 for males. Seventh grade females attained the highest mean whereas seventh grade males, the lowest. Sixth grade males attained the highest mean for 70 Table **.2— F-Ratio for Multivariate Test of Equality Mean Vectorsi Identity! Self-Satisfactiont Behavior. df F P Less Than Hi*Lo 3 .5080 .6103 Grade 6 1.2781 .2653 Sex 3 8.8149 .0001* Sc in Hi 6 2.5857 .0176* Sc in Lo 6 2.4352 .0247* HiLo*G 6 .9580 .4530 HiLo*S 4 .4183 .7401 G*S 6 3.1979 Se*G in H 12 .6160 .8299 Sc*G in L 12 1.2625 .2360 Sc*S in H 6 .4377 .8538 Sc*S in L 6 .6840 .6627 HL*G*S 6 1.8075 .0953 S*G*SH 12 .8543 .5941 S*G*SL 12 1.4203 .1508 .0043* 71 their sex. (See Appendix, Difference of Means, Tables 2 & 3) A difference was observed In the multivariate analysis of vectors Identity, Self-Satisfaction and Behavior byi 1. Sex (S) 2. Schools in High (Sc in H) 3. Schools in Low (Sc in L) 4. Grade by Sex (G*S) These are illustrated in Table 4.2. The multivariate test for vectors Identity, SelfSatisfaction and Behavior, as seen in Table 4.3* showed a difference by sex. Table 4.3— F-Ratio for multivariate test of equality of mean vectors Identity, Self-Satisfaction and Behavior. df Sex F 3 P Less Than .0001* 8.8149 The univariate test by sex (S) yielded that the Identit; vector showed a difference. This is observed in Table 4.4. Table 4.4--Univariate test by sex (S). Hypothesis mean sq Identity SelfSatisfaction Behavi or df F 2241.9059 1 12.5385 48.7326 1 .1784 646.1010 1 3.2428 I■ Less Than .0005* .6731 .728 72 Difference of means by sex (S) on variable Identity yielded a range difference of 5.4 with females possessing a higher score. (See Appendix. Difference of Means. Table 4) Table 4.5. the multivariate test of equality of mean vectors for Identity. Self-Satisfaction and Behavior, demonstrated a difference for schools within high (Sc in H). Behavior was the variable that keyed the P in the multi­ variate on the same vectors, as observed in Table 4.6. Table 4.5— F-Ratio for multivariate test of equality of mean vectors Identity. Self-Satisfaction and Behavior. df Sc in H 6 P Less Than F .0176* 2.5857 Table 4.6— Univariate test for Schools in High. Hypothesis mean sq df F P Less Than Identity 217*6486 2 1.2172 .2975 SelfSatisfaction 659.1989 2 2.4132 .0913 Behavior 881.0482 2 4.4220 .0128* The difference of means for Behavior for schools in high (Sc in H) yielded a range difference of 7*2 with two 73 schools having attained exactly the same mean. (See Appendix, Difference of Means, Table 5) Interesting findings were observed in the multivariate test of equality for vectors Identity, Self-Satisfaction and Behavior for schools within low (Sc in L) as seen in Table 4.7. The univariate test for the same vectors, illus­ trated in Table 4.8, identified Identity and Self-Satisfaction as contributors to the difference. Table 4.?--F-Ratio for multivariate test of equality of mean vectors Identity, Self-Satisfaction and Behavior. Sc in Lo df F 6 2.5352 P Less Than .0247* Table 4.8- -Univariate test for Schools in Low. Hypothesis mean sq df F P Less Than Identity 575.8244 2 3.2204 .0414* SelfSatisfaction 845.2065 2 3.0941 .0468* Behavior 198.9157 2 .9984 .3697 It was observed that schools in high (Sc in H) maintained more consistency than schools in low (Sc in L) by having a difference on two vectors. In addition, the vector showing 74 a difference for the schools in high (Sc in H) was Behaviort while for schools in low (Sc in L) the vectors were Identity and Self-Satisfaction, Difference of means for schools in low (Sc in L) by Identity yielded a range difference of 7.3 with the lowest implemented school attaining the lowest mean. (See Appendix, Difference of Means, Table 6) Difference of means for schools in low (Sc in L) by Self-Satisfaction generated a range difference of 7*4 with one school exactly equidistant from middle to high or low. (See Appendix, Difference of Means, Table 7) The F-Ratio for multivariate test of equality of mean vectors Identity, Self-Satisfaction and Behavior showed a difference by grade by sex (G*S) and is observed in Table 4.9. Table 4.9— F-Ratio for multivariate test of equality of mean vectors Identity, Self-Satisfaction and Behavior. Grade*Sex df F 6 3.1979 P Less Than .0043* The univariate test for the same vectors by grade by sex (G*S) yielded a difference with all vectors and can be observed in Table 4.10. 75 Table Jf.lO— Univariate test by Grade by Sex. Hypothesis mean sq df F P Less Than Identity 1168.9670 2 6.5377 .0017* SelfSatisfaction 2092.1777 2 7.6589 .0006* 653.5689 2 3.2803 .0390* Behavior Difference of means for Identity for males and females yielded that seventh grade females were the highest while the mean score for the seventh grade males were the lowest. Sixth grade means were similar for males and females and eighth grade females had a higher mean than eighth grade males. (See Appendix, Difference of Means, Tables 7 A 8) Difference of means for grade by sex on Self-Satisfaction yielded that seventh grade females attained the highest mean and sixth grade females the lowest. A range difference of 9.1 covered the three grades for females. Males, however, in the sixth grade possessed the highest mean with a range difference of 7.6. Looking at the sex factor, it appears that the greatest difference was at sixth and seventh grade. Seventh grade females and sixth grade males attained the highest means. Eighth grade males and females attained exactly the same mean score. and 11) (See Appendix, Difference of Means, Tables 10 76 Table 4*ll--F-Ratio for multivariate test of equality mean vectors Physical Self, Moral-Ethical Self, Personal Self, Family Self, Social Self. df F P Less Than Hi*Lo 5 2.2250 .0519 Grade 10 1.5162 .1295 5 5.2302 .0002* Sc in Hi 10 1.7091 .0752 Sc in Lo 10 1.5339 .1234 HiLo*G 10 1.5581 .1154 HiLo*S 5 .6127 .6903 G*S 10 1.9*02 Sc*G in H 20 .8122 .7005 Sc*G in L 20 1.5385 .0611 Sc*S in H 10 .5598 .8470 Sc*S in L 10 .3308 .9729 HL*G*S 10 1.0797 .3756 S*G*SH 20 1.0516 .3972 S*G*SL 20 1.5240 .0653 Sex .0373* 77 Grade by sex (G*S) on Behavior generated a range difference of means of 6.5 for females and 6.6 for males. Sixth grade males and seventh grade females attained the highest means. The lowest means occurred in the eighth grade for both males and females. (See Appendix. Difference of Means, Tables 12 and 13) The F-Ratio for multivariate test of equality mean vectors Physical Self, Moral-Ethical Self, Personal Self, Family Self, and Social Self is illustrated in Table 4.11. Showing a difference are vectors sex (S) and grade by sex (G*S)• The multivariate test of equality for the same vec­ tors by sex is also shown in Table 4.12. Table ^.12— F-Ratio for multivariate test of equality mean vectors Physical Self, Moral-Ethical Self, Personal Self, Family Self, and Social Self. df Sex 5 F 5-2302 P Less Than .0002* The univariate test for the same vectors by sex (S) are reported in Table 4.13. The two vectors which showed a difference were Moral-Ethical Self and Social Self. 78 Table 4.13-~Univariate test by sex. Hypothesis mean sq dl* P P Less Than .8512 Physical Self 2.8984 1 .0353 Moral-Ethical Self 836.9372 1 9.1498 Personal Self 18.1766 1 .1967 .6578 Family Self 19.5223 1 .1982 •6565 Social Self 700.7807 1 9.5296 .0028* .0023* The range of difference generated by the means of Moral Ethical Self and Social Self by sex (S) was minimal. (See Appendix, Difference of Means, Tables 14 and 15) The F-Ratio multivariate test of equality mean vectors Physical Self, Moral-Ethical Self, Personal Self, Family Self, and Social Self, in grade by sex (G*S) is shown in Table 4.14. Table 4.l4--F-Ratio multivariate test of equality of mean vectors Physical Self, Moral-Ethical Self, Per sonal Self, Family Self, Social Self* Grade*Sex df F 10 1.9432 P Less Than .0373* The univariate test for the same vectors by grade by sex (G*S) are shown in Table 4.15. Four vectors that showed 79 a difference were Physical Self, Personal Self, Family Self, and Social Self. Table 4.15— -Univariate test for Grade by Sex. Hypothesis mean sq df F P Less Than Physical Self 663.5302 2 8.0732 .0004* Moral-Ethical Self 270.5096 2 2.9573 .0535 Personal Self 498.9967 2 5.4001 .0050* Family Self 456.7435 2 4.6376 .0104* Social Self 390.0055 2 5.3035 .0055* The range of difference for means by Physical Self by sex was slight. The main difference could be illustrated in the fact that seventh grade females and sixth grade males attained the highest means. The greatest changes occurred between sixth and seventh grade for both sexes. (See Appendix, Difference of Means, Tables 16 and 17) Difference of means for Personal Self by grade by sex (G*S) was marginal. The data yielded that seventh grade females attained the highest mean and except for them, males attained higher mean scores in both grades six (6) and eight (8). (See Appendix, Difference of means, Tables 18 and 19) Family Self by grade by sex (G*S) generated a difference 80 of means that showed that seventh grade females and sixth grade males attained the highest mean score. (See Appendix. Difference of Means. Tables 20 and 21) Social Self by grade by sex (G*S) showed a difference * of means that was slight. It yielded that seventh grade females attained the highest mean score and seventh grade males the lowest. (See Appendix. Difference of Means. Tables 22 and 23) Summary 1. There was no significant difference between the positive self concept of transescent students in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. 2. The General Hypothesis was rejected. There was no significant difference between the positive self concept of transescent students, grade six (6). in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. 3. Hypothesis 1 was rejected. There was no significant difference between the positive self concept of transescent students, grade seven (7)» in high and low level implementation schools as measured by The Tennessee Self Concept Scale. 4. Hypothesis 2 was rejected. There was no significant difference between the positive self concept of transescent students, grade eight (8). in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. Hypothesis 3 was rejected. 81 5. There was no significant difference between the positive self concept of transescent students, grade six (6) to grade seven (7) • in high and low level implementation schools, as measured by The Tennessee Self Concept Scale, Hypothesis U- was rejected. * 6. There was no significant difference between the positive self concept of transescent students, grade seven (7) to grade eight (8), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. Hypothesis 5. was rejected. 7. There was no significant difference between the positive self concept of male and female transescent students, in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. 8. Hypothesis 6 was rejected. There was a noteworthy difference in transescent students* Total Positive self concept by grade. Students in grade seven attained the highest mean and eighth grade students the lowest. 9. There was a noteworthy difference in transescent students* Total Positive self concept by grade by sex. The greatest difference occurred in seventh grade where females attained the highest means and males the lowest. Females attained the lowest mean in grade eight and sixth grade males attained higher means than sixth grade females. 10. There was a noteworthy difference for vectors Identity, Self-Satisfaction and Behavior by sex, schools in high. 82 schools in low, and grade by sex. A. Identity and sex yielded that females attained a higher mean. B. Schools in High by Behavior yielded a difference. Schools one and two attained the same means and school three showed a difference. C. Schools in low by Identity showed students in school five attained the highest mean whereby students in school six the lowest. D. Schools in low by Self-Satisfaction yielded students in school six were least satisfied with themselves. £. Grade by sex by Identity showed the seventh grade females mean was the highest and seventh grade males the lowest. While sixth grade means were approxi­ mately the same, eighth grade means differed and were lower than the sixth grade means. F. Grade by sex by Self-Satisfaction reported that females in seventh grade possessed the highest mean while sixth grade females had the lowest. The greatest similarities occurred between seventh grade females and sixth grade males. G. Grade by sex by Behavior illustrated that seventh grade females attained the highest mean and the lowest means were attained by both eighth grade males and females. 83 11. There was a difference by vectors Moral-Ethical Self and Social Self by sex. both vectors. Females attained higher means for These differences were slight for both vec­ tors. 12. There was a noteworthy difference by vectors Physical Self* Personal-Self, Family Self, and Social Self by grade by sex. A. Physical Self by grade by sex showed seventh grade females attained the highest means matched by sixth grade males. The greatest differences occurred between sixth and seventh grade. fi. Personal Self by grade by sex yielded seventh grade females attained the highest mean and eighth grade females the lowest. Except for the seventh grade females, males in both sixth and eighth grade attained higher means. C. Family Self by grade by sex showed seventh grade females attained the highest means. Similarities occurred between eighth grade females and seventh and eighth grade males. D. Social Self by grade by sex showed that seventh grade females attained the highest mean and seventh grade males the lowest. CHAPTER V SUMMARY AND CONCLUSIONS This chapter presents a review or the purpose, a summary of the procedures employed to collect the data, a summary and discussion of the research findings, conclusions and recommendations for further research. Summary The purpose of this study was to determine if there were significant differences between positive self concept of children, in schools identified as being high implementation middle schools and students in schools identified as being low implementation middle schools, in Michigan, as pre­ sented in the Eighteen Basic Characteristics of Middle School. Seven hypotheses were considered for this studyt They were the following* 1. There is a significant difference between the positive self concept of transescent students in high and low level implementation schools, as measured by The Tennessee Self Concept Soale. 2. There is a significant difference between the positive 84 85 self concept of transescent students, grade six (6), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. 3- There is a significant difference between the posi­ tive self concept of transescent students, grade seven (7), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. 4. There is a significant difference between the posi­ tive self concept of transescent students, grade eight (8), in high and low level implementation schools, as measured by The Tennessee Self Concept Scale. 5. There is a significant difference between the posi­ tive self concept of transescent students, grade six (6) to grade seven (7)» in high and low level implementation schools, as measured by The Tennessee Self Concept Scale* 6. There is a significant difference between the posi­ tive self concept of transescent students, grade seven (7) to grade eight (8), in high and low level implementation schools, 7. as measured by The Tennessee Self Concept Scale. There is a significant difference between the posi­ tive self conoept of male and female transescent students, in high and low level implementation schools, as measured by The Tennessee Self Concept SoaleDesign of the Study This study was based upon the research of Hawkins, in 86 which he identified high and low level implementation Michigan middle schools based upon Riegle's Eighteen Basic Characteristics of Middle School, Three schools were randomly selected from the first quartile to represent Group I (high) and three schools from the fourth quartile to represent Group II (low). The Instruments used to collect data included Riegle's questionnaire for determining the implementation level of middle sohool concepts and The Tennessee Self Concept Scale. Clinical and Research Form. The Tennessee Self Concept Scale was administered to a 10}£ randomly selected population in all six schools, in grades six (6), seven (7)» and eight (8), Student responses were consolidated into Group I (high) and Group II (low) scores by grade, by sex, and by school. Analysis was conducted by using the FINN univariate and multivariate computer programs at Michigan State University. and Discussion of Research There were no significant differences between the positive self eonoept of transesoent students in Group I (high) and Group II (low). The findings indicate that the students* total positive scores were close to represent­ ing a homogeneous group rather than heterogeneous groups. Adhering to the research design and the original 87 hypotheses yielded no significant differences in all the researchable questions set for this study. Since there was no difference between Group 1 (high) and Group II (low), analysis of the remaining six hypotheses yielded no signifi­ cant difference as well. Further analysis was performed for investigative pur­ poses by breaking down the original groups. Group I (high) and Group II (low) into the following categories! 1. Grade 2. Sex 3. Schools in High 4. Schools in Low 5. High-Low by Grade 6. High-Low by Sex 7. Grade by Sex 8. Schools by Grade in High 9. Schools by Grade in Low 10. Schools by Sex in High 11. Schools by Sex in Low 12. High-Low by Grade by Sex 13* Sex by Grade by Schools in High 14. Sex by Grade by Schools in Low Univariate and multivariate analysis yielded the follow­ ing results based upon the above classifications according to the variables used from The Tennessee Self Conoept Scale» 88 1. There was a noteworthy difference in transescent students' total positive self concept by grade. Seventh grade students' scores demonstrated a more positive self concept* while eighth grade student scores demonstrated the lowest. 2. There was a noteworthy difference in transescent students* total positive self concept by grade by sex. The greatest difference occurred in seventh grade where seventh grade females portrayed themselves most positively and seventh grade males the least positively. There is no discreptancy between significant finding one (1) and two (2). Seventh grade females attained means higher than any other grade and raised the male scores when looked at summatively for all three grades. 3. There were differences for vectors Identity* Self- Satisfaction and Behavior within several factors. A. Identity and sex yielded that females attained higher positive scores. Females answered more positively to how they saw themselves than did males. B. Schools in High by Behavior generated a dif­ ference. One group of students showed what they do as less positive when compared to the two other groups. C. Schools in Low by Identity showed that students in school five (5) answered more positively to 89 how they saw themselves when compared to two other groups. D. Schools In Low by Self-Satisfaction yielded that students were least satisfied or accepting of themselves in school six (6). As the level of implementation increased, so did the students* level of self-satisfaction. E* Grade by Sex by Identity showed that seventh grade females answered more positively to how they saw themselves while seventh grade males were the least positive. F. Grade by Sex by Self-Satisfaction reported that seventh grade females were more satisfied with themselves and seventh grade males least sat­ isfied. There is a close relationship between seventh grade females and sixth grade males level of satisfaction. G. Grade by Sex by Behavior yielded that seventh grade females view what they do as more positive than any other groupi eighth grade males and females yielded the least positive. There was a noteworthy difference by vectors Physical Self, Personal Self, Family Self and Social Self by grade and by grade by sex. A. Physical Self by Grade by Sex showed that seventh grade females portrayed themselves most positively, 90 with sixth grade males showing similarities, B. Personal Self toy Grade toy Sex indicated that seventh grade females thought more positively of their personal worth than others. C. Family Self toy Grade toy Sex showed that seventh grade females expressed more positively their feelings of worth as a family member. D. Social Self toy Grade toy Sex indicated that seventh grade females saw themselves more positively in relations with others than any other group. Summatively* seventh grade female scores indicated a more positive self concept than did any other group. The patterns that developed seemed to indicate that seventh grade females and sixth grade males were similar in portraying their self concepts. The greatest discreptancies occurred between sixth and seventh grade. Seventh grade females and sixth grade males achieved approximately the same scores. Seventh grade males and sixth grade females showed a difference. Eighth grade students portrayed lower positive self concept scores. Perhaps this is attributed to greater aware­ ness* questioning and the process of maturation. When one is questioning and very cautious* frequently one is hard pressed to be "very” sure. 91 Conclusions According to this study there were no significant differences between the self concept of transescent students in Group I (high) and Group II (low) level implementation middle schools. One possible explanation for this is that, even though the schools were randomly selected from the first and fourth quartile, the range difference was minimal. Mich­ igan middle school scores indicate a need for far greater implementation of the Eighteen Basic Characteristics. How­ ever, there were noteworthy differences between grade, sex, and grade by sex, as measured by The Tennessee Self Concept Scale. Recommendations for Further Research On the basis of this research the following recommenda­ tions are made for further research! 1. It is recommended that this study be replicated employing current data concerning implementation levels of the Eighteen Basic Characteristics of Middle School Concept Implementation. Consideration should be given to schools showing the greatest difference of means between implementa­ tion levels. 2. It is recommended that noteworthy differences found in this study demonstrating students* Positive Self Concept by grade, by sex, and by grade by sex be investigated further. 92 3. It is recommended that further research be conducted to develop a more employable instrument to measure self con­ cept, aimed specifically at the transescent student. J*. Further research is recommended to negate or verify findings in this study which indicate seventh grade females and sixth grade males portray similar positive self concepts. Reflections A reflection and words of caution are recommended to those involved in research, from the most rudimentary to the most advanced levels. The self concept is a subjective, personal and often times intimate aspect of a person's totality. It is easy to take subjective information and subject it to rigorous objective analysis. However, it is difficult to make assumptions, judgments, evaluations and predictive deductions from it. Trying to measure the self concept of anyone is dif­ ficult. Attempting to measure the self concept of trans­ escent students is extremely frustrating. At a complex time, when their world is rapidly changing, awareness levels rising, values and beliefs undergoing extensive questioning and physical and emotional explosions occurring, it is difficult for them to respond. Statements that refer to •what I am", *what I feel", and "what I do" are tedious to the transescent. What he is one moment, he is not the next. The one constant to him is the peer group. This being 93 honest, for the purpose of this study, students observed basically looked very much alike. The single, most important observation arrived at by this researcher is that these students, who in my one meet­ ing with them, seemed happy, fulfilled, inquisitive, explora­ tive and interesting are really OK, mentally healthy kids. It is to these students that I am grateful for the discoveries about them and those within myself. APPENDIX A EIGHTEEN BASIC CHARACTERISTICS OF MIDDLE SCHOOL 94 EIGHTEEN BASIC CHARACTERISTICS OF MIDDLE SCHOOL Characteristic I Continuous Progress« The middle school program should feature a nongraded organization that allows students to progress at their own individual rate regardless of chrono­ logical age* Individual differences are at the most pro­ nounced stage during the transescent years of human de­ velopment* Chronological groups tend to ignore the span of individual differences. Characteristic II Multi-material Approacht The middle school program should offer to students a wide range of easily accessible instruc­ tional materials, a number of explanations and a choice of approaches to a topic* Classroom activities should be planned around a multi-material approach rather than a basic textbook organization. Characteristic III Flexible Schedules! The middle school should provide a schedule that encourages the investment of time based on educational needs rather than stenderized time periods* The schedule should be employed as a teaching aide rather than a control device. The rigid block schedule provides little 95 96 opportunity to develop a program to a special situation or to a particular student. Characteristic IV Social Experiencesi The program should provide experiences appropriate for the transescent youth and should not emulate the social experiences of the senior high school. Social activities that emulate high school programs are inappro­ priate for middle school students. The stages of their sooial development are diverse and the question of immaturity is pertinent in the planning activities for this age level. Characteristics V A VI Physical Experiences and Intramural Activitiesi The middle school curricular and co-currieular programs should provide physical activities based solely on the needs of the students. Involvement in the program as a participant rather than as a spectator is critical for students. A broad range of intra­ mural experiences that provide physical activity for all students should be provided to supplement the physical ed­ ucation classes, which should center their activity upon helping students understand and use their bodies. The middle school should feature intramural activities rather than interscholastie activities. 97 Characteristic VII Team Teaching! The middle school program should be organized in part around team teaching patterns that allow students to interact with a variety of teachers in a wide range of subject areas. Team teaching is intended to bring to students a variety of resource persons. Characteristic VIII Planned Gradualism! The middle school should provide ex* periences that assist early adolescents in making the transition from childhood dependence to adult independence» thereby helping them to bridge the gap between elementary school and high school* Characteristic IX Exploratory and Enrichment Studiesi The middle school should be broad enough to meet the individual interests of the students for which it was designed* It should widen the range of educational training a student experiences rather than specialise the training* curriculum. There is a need for variety in the Elective courses should be part of the program for every student during his years in the middle school. Characteristic X Guidance Services! The middle school program should include 98 both group and individual guidance services for all stu­ dents. Highly individualised help that is of a personal nature is needed. Characteristic XI Independent Studyi The program should provide an op­ portunity for students to spend time studying individual interests or needs that do not appear in the organized curricular offerings. Characteristic XII Basic Skill Repair and Extension! The middle school pro­ gram should provide opportunities for students to receive clinical help in learning basic skills. The basic educa­ tion program fostered in the elementary school should be extended in the middle school. Characteristic XIII Creative Experiencesi The middle school program should inolude opportunities for students to express themselves in creative ways. Student newspaperst student dramatic crea­ tions, student oratorical creations, musical programs, and other student-oentered, student-directed, student-developed activities should be encouraged. Characteristic XIY Security Factor» The program should provide every student 99 with a security group* a teacher who knows him well and whoa he relates to in a positive manner* a peer group that Beets regularly and represents more than administrative convenience in its use of time* Characteristic XV Evaluationt The middle school program should provide an evaluation of a student's work that is personal* positive in nature* nonthreatening, and strictly individualised. The student should be allowed to assess his own progress and plan for future progress. Characteristic XVI Community Relations» The middle school should develop and maintain a varied program of community relations. Programs to inform* to entertain* to educate* and to understand the community as well as other activities should be a part of the basic operation of the school. Characteristic XY1I Student Services* The middle school should provide a broad speotrum of specialised services for students. Community* county* and state agencies should be utilised to expand the range of specialists to its broadest possible extent. Characteristic XVIII Auxiliary Staffing* The middle school should utilise a 100 highly diversified array of personnel such a volunteer parents, teacher aides, clerical aides, student volunteers, and other similar types of support staffing that help to facilitate the teaching staff. % APPENDIX B QUESTIONNAIRE POR IMPLEMENTATION LEVEL 101 QUESTIONNAIRE TO EVALUATE THE CURRENT LEVEL OF IMPLEMENTATION OF EIGHTEEN BASIC MIDDLE SCHOOL CHARACTERISTICS Part I ■ Place a check mark before the SINGLE BEST answer that explains your current program as it relates to the question. 1-A. Continuous progress programs aret 3-B. The multi-textbook approaoh to learning is currently) (0 ) not used at this time. (0 ) not used. (1 ) used with special groups. (1) used in a FEW courses (2 ) used for the first two years (2) used in MOST courses. (3) (3) used in NEARLY all courses. used by selected students. (4) used by all students. 2-A. Continuous progress programs are planned for a student over a CALENDAR year span ofi 4-B. The instructional materials center in this building houses• (0 ) 1000 books or less. (0 ) not used. (1 ) 3000 books or less. (1 ) one year. (2 ) 4000 books or less. (2 ) two years. (3) 5000 books or less. (3 ) three years. (4) 5001 books or more. (A) more than three years. 102 Fart I, Page 2 5-B. The materials center has a paid certified librariani 8-C. Which of the below best describes your schedule at presents (0 ) no. (0 ) traditional. (1 ) part-time only. (1 ) traditional, modi­ fied by "block-time,* or other such regularly occurring modi fi oati ons. (2 ) one full-time. (3 ) more than one full' time. 6-B. Por classroom instruc­ tion, AUDIO VISUAL MATERIALS other than motion pictures aret (0 ) not used. (1 ) rarely used. (2 ) occasionally used. (3) frequently used. (4) very frequently used. (2 ) flexible to the de­ gree that all periods are scheduled but are not identical in length. (3 ) flexible to the de­ gree that changes occur within defined general time limits. (4) flexible to the de­ gree that students and teachers control the daily time usage and changes occur regularly. other ________________ 7-C. The basic time module used to build the sched ule is* (0 ) 60 minutes. (1) 4-5-59 minutes. (2) 30-44 minutes. (3) 10-29 minutes. (4) a combination of time so diversified that no basic module is defined. 9-D. How are sponsorships of club activities handled? (0) staff members DO NOT work with club acti­ vities. (1 ) staff members are ASSIGNED WITHOUT FAY. (2 ) staff members are ASSIGNED WITH PAY. 104 Fart I , Page 3 (3) staff members VOLUN­ TEER WITHOUT PAY. 13-F. (4) staff members VOLUNTEER AND ARE PAID. 10-D. What percent of your student body regularly participates In at least one club activity? (0 ) we have no club program. (1 ) 25# or less. Intramural activities often use the same facilities as inter­ scholastic activities. When this causes a time conflict how do you schedule? (0) we have no INTRA­ MURAL program. (0 ) interscholastic activities take first priority and others must schedule around their needs. (2 ) 50# or less. (3 ) 75# or less. (4) 100# or less. 11-E. How is the physical eduoation program in­ dividualized? (4) we have no INTER­ SCHOLASTIC PROGRAM. (4) intramural activities take first priority and others schedule around their needs. 14-G. (0 ) not at all. (1 ) slightly. (2 ) moderately. (3 ) highly. 12-F. Intersoholastic competition is a How many students participate in team teaching programs? (0 ) none. (1 ) 25# or less. (2 ) 50# or less. (3 ) 75# or less. (4) 100# or less. (0 ) offered in two or more sports. (1 ) offered in one sport only. (4) not offered. 105 Part I* Page 4 15-G. What percentage of your teaching staff is involved in team teaching programs? (0 ) none, (4) 160 minutes or less. (5) 161 minutes or MORE. 18-H. (1 ) 25# or less. (2 ) 50# or less. (3 ) 75# or less. (4) 100# or less. 16-G, How many minutes per day does a student in grades FIVE or SIX average in a team teaching program? (0 ) none. (1 ) 40 minutes or less. (2 )80 minutes or less. Which of the follow­ ing best describes your school program enrollment to com­ pletion of the last grade? (i.e., grades FIVE thru EIGHT) (0 ) completely self contained and/or completely depart­ mentalized. (1 ) modified depart­ mentalized (blocktime, core, etc.) (2 ) program moves from largely self contained to partially depart­ mentalized. other. _______________ (3 ) 120 minutes orless. (4) 160 minutes orless. (5 ) 181 minutes ormore. 17-0* How many minutes per day does a student in grades SEVEN or EIGHT average in a team teaching program? 19-1* How many years in ART instruction required for all students? (0 ) none. (1 ) one year. (2 ) two or more years. (0 ) none. (1 ) 40 minutes or less. (2 ) 80 minutes or less. (3) 120 minutes or less. 106 Fart I, Page 5 20-1. How many years Is MUSIC Instruction required for all students? (0 ) none. (3) ALWAYS work with teachers. 24-J. Guidance counselors are i (1 ) one year. (2 ) two or more years. 21-1. The amount of student schedule time set aside for elective coursest (0 ) decreased with each successive grade or, is the same for all grades or, does not exist at any grade level. (1 ) varies by grade level but not in any systematic manner. 22-J. For what percent of students are guidance services normally avail­ able. (0 ) not available. (1 ) 25% or less. (2 ) 50% or less. (3 ) 75% or less. (4) 100% or less. 23-J. Guidance staff memberst (0 ) never work with teaohers. (1) SELDOM work with teachers. (2) OFTEN work with teachers. (0 ) not expected to help teachers build their guidance skills. (1) EXPECTED to help teachers build their guidance skills. (2) EXPECTED AND REGULARLY encouraged to help teachers build their guidance skills. 25-L. Clinics or special classes to treat the problems of students with poor basic learn­ ing skills ares (0 ) not available. (2 ) available only to the most critically handicapped learners. (3 ) available to all students needing such help. 26-L. The amount of time provided in the class­ room for Instruction in basic learning skillsi (0 ) remains constant or increases with each successive grade. (1 ) decreases with each successive grade. 107 Part X, Page 6 (2 ) varies greatly due to Individualisation of program by teachers. 27-M. Does your school have an official newspaper? (1 ) yes, as a part of its enrichment pro­ gram. (2 ) yes, as a part of its planned program of instruction. (0 ) no. 31-M. Talent shows aret (1 ) yes, and publishes four or less issues per year. (0 ) not a part of our program. (2) Yes, and publishes five or more issues per year. (1 ) produced on an all school basis. 28-M. Do student 8 get experience in creative dramatics? (0 ) no. (1 ) yes. 29-M. Dramatic productions at this school are produced fromi (0 ) does not apply. (1 ) purchased scripts only. (2 ) material written by students only. (3 ) materials written by students and purchased scripts. (2 ) produced at each grade level. (3 ) produced at each grade level with some of the acts entering an all school talent show. 32-N. In the operational design of this school the role of the teacher as a guidance person is I (0 ) left strictly to the individual teacher's personal motivation. (1 ) mentioned to the teaohers BUT NOT emphasised. (2 ) emphasised. 30-M. This school has oratorical activities suoh as debate, public address, etca (0 ) no (3 ) strongly emphasised. 108 part I, Page ? 33-N. As a general policy, provisions are made for the teacher to provide guidance services s 36-P. Community services projects by students in this school arei (0 ) not a part of our program. (0 ) no, (1 ) yes, to a limited number of students. (2 ) yes, to all their students. 3*t-N. How many times per year is a student's academic progress formally reported to parents? (1 ) carried out occasionally for a special purpose. (2 ) an important part of the planned experiences for all students. 37-P> What is the status of the parents * organiza­ tion in your school? (0 ) none. (1 ) two times, or less. (1 ) relatively inactive. (2 ) four times, or less. (2 ) active. (1 ) six times, or less. (3 ) very active. other. _____________ 38-C. 35-0. How many times per year are parentteaoher or parentteaoher-student conferences held on a sehool wide basis? (0 ) not at all. The master class time schedule can be changed by teachers when need arises byi (0 ) requesting a change for next year. (1 ) requesting a change for next semester. (2 ) requesting administra­ tive approval. (1 ) once. (2 ) three times, (3) planning with other teachers on a WEEKLY BASIS. (4) four or more times. (4>) planning with other teachers on a DAILY BASIS. 109 Part 1, Page 8 J9-K. Students working In independent study situa­ tions work on topios that arei (0 ) we have no independent study program. (1 ) assigned to them by the teaoher. (2 ) of personal interest and approved by the teaoher. 42-E. (1 ) 25% or less. (2 ) 50% or less. .(3 ) 75% or less. (4) 100% or less. 43-J. 40-0. Formal evaluation of student work is reported by use oft (1 ) letter or number grades. (4) parent-teacher-student conferences. other. ___________ Do your guidance counselors offer regular group guid­ ance sessions? (4) yes. (2 ) teaoher comments written on a reporting form. (3 ) parent-teaoher con­ ferences. What percentage of physical education class time is devoted toward DEVELOPMENTAL TYPE ACTIVITIES? no. 44-K. Independent Study opportunities are provided fort (2 ) some students. (4) all students. not provided. 41-E. What percentage of physioal eduoation class time is devoted toward COMPETITIVE TYPE ACTIVITIESt 45-L. Daily instruction in a developmental read­ ing program is pro­ vided fort (2 ) poor readers only. (4) 25% or less. (4) all students. (3 ) 50% or less. not provided. (2 ) 75% or less. (1 ) 100% or less. 110 Part II, Page 9 Part H i 46-B. For each question in this section check ALL THE ANSWERS THAT apply to your school. Which or the following types of materials are housed in your instruc­ tional materials center? ,(1 ) photo or thermal copy machines. .(1 ) maps, globes and charts. general library books. current newspapers. below grade level read­ ing materials. .(1 ) display cases or areas. 4-7-D. School dances ARE NOT held fori ourrent magazines. (1) grade five. files of past issues of newspapers. (1) grade six. above grade level read­ ing materials. (1) grade seven. (1) grade eight. card catalogue of materials housed. 48-D. student publications. A club program for students is offered ini files of past issues of magazines. (1) grade five. filmstrips. (1) grade six. collections (coins, insects, art, etc.) (1) grade seven. (1) grade eight. motion piotures (include if you are a member of a central service.) 49-F. The intramural pro­ gram includesi micro-films. (1) team games. overhead transparencies. (1) individual sports. phonograph records. (1) various activities. ditto and/or mimeo machines• Ill Fart II, Page 10 50-1. Students are allowed to elect course of Interest from a range of elective offerings! (0 ) no. (1 ) in grade five. (1 ) in grade six. 52-K. How much time would you estimate the average student spends in independent study? (1) 20 minutes or MORE per day in grades five and six. (1 ) in grade seven. (1) 30 minutes or MORE per day in grades seven or eight. (1 ) in grade eight. (0 ) less than the above. 51-1. Electives offered in this building aret 53-L. (1) art (1) band (1) vocal music Students with poor basic skills can re­ ceive special help on an individual basis from a speoial staff member trained to treat such situations in the following areasi (1 ) mathe­ matics (1) drawing .(1 ) reading (1) drama (1 ) spelling (1) journalism (1 ) grammar (1 ) physical education _ ( 1 ) other . (1) foreign language (1) family living (1) unified arts (1) orchestra (1) wood shop (1) speech (1) typing (1) natural resources 54-M. Dramatic presentations by students are < (0 ) not a part of the school program. (1 ) a part of the activi­ ties program. (1 ) a part of certain class activities planned by the teachers, (1) creative writing (1 ) other __________________ 112 Part II, Page 11 55-F. In regard to com­ munity relations this schoolt 57-Q* (0) does not send out a parents newsletter. (1) sends out a parents newsletter. From the specialized areas listed below, check each service which is AVAILABLE to students in your building. (1) guidance counselors, (1) school nurse. (1) uses the commercial newspaper. (1) uses a district wide newsletter to send out information related to this school. (1) school psychologist. (1) diagnostician. (1) speech therapist. (1) visiting teacher. other (1) clinic services for the emotionally disturbed. 56-P. The staff presents information programs related to the school's functional (1) special education programs for the mentally handicapped. other (1) when requested by parents. (1) once or twice a year at regular parent meetings, 58-R* Teaching teams are organized to include 1 (1) at open house programs. (1) at regularly scheduled "seminar type* meetings planned for interested parents. (1) fully certified teachers. (1) para-prof*ssionals. (1) clerical helpers. other_________ _________ (1) student teachers. other 113 Part II, Page 12. 59-R. Prom the following list oheck those types of auxiliary helpers available in your building, (1 ) paid para-professionals. (1 ) volunteer helpers from the community. (1 ) student teachers and interns. (1 ) high school "future teacher" students. other _____ (1) grade five. (1) grade six. (1) grade seven. (1) grade eight. 62-P. Intramural activities are scheduled fora BOYS ONLY (1) grade five. (1) grade six. (1) grade seven. 60-D. School social functions are held at this schooli During the afternooni (1 ) grade five. (1 ) grade six. (1 ) grade seven. (1 ) grade eight. During the evening! (0 ) grade five. (0 ) grade six. (1 ) grade seven. (1 ) grade eight. 61 -E. The physioal education program serves all students i m (1) grade eight. GIRLS ONLY (1) grade five. (1) grade six. (1) grade seven. (1) grade eight. not scheduled. APPENDIX C EIGHTEEN BASIC CHARACTERISTICS OF MIDDLE SCHOOL WHAT AND WHY 114 EIGHTEEN CHARACTERISTICS OF THE MIDDLE SCHOOL Characteristic* What and Why 1. The middle school program should feature a nongraded organisation that allows students to progress at their own Individual rate re­ gardless of chronological age* Individual differences are at the most pronounced stage during the transascent years of human de­ velopment. Chronological groups tend to ignore the span of indi­ vidual differences. Continuous Progress Explanation The curriculum built on continuous progress is typically composed of sequenced achievement levels or units of work. As a student com­ pletes a unit of work in a sub­ ject he moves on to the next unit. This plan utilises programmed and semi-programmed instructional materials, along with teacher-made units. 2. Multi-material Approach What and Why The middle school program should offer to students a wide range of easy accessible instructional materials, a number of explana­ tions and a choice of approaohes to a topic. Classroom activities should be planned around a multimaterial approach rather than a basic textbook organisation. Maturity levels, interest areas, and student backgrounds vary greatly at this age and these variables need to be considered when materials are seleoted. The 115 116 Characteristics Explanation middle school age youngster has a range biologically and physio­ logically anywhere f*om seven years old to 19 years old. Their cognitive development* according to Piaget* progresses through different levels* too. (Limiting factors include environment* physi oal development * experi enc es * and emotions.) The middle school youngster is one of two stagest preparation for and organisation of oonerete operations and the period of formal operations. These students have short atten­ tion spans. Variation in approach and variable materials should be available in the school program to meet the various needs and abilities of the youngsters and to help the teachers retain the interest of the youngsters. 3. Flexible Schedules What and Why The middle school should provide a schedule that encourages the investment of time based on educa­ tional needs rather than stand­ ardized time periods. The sehedule should be employed as a teaching aid rather than a control device. The rigid block schedule provides little opportunity to develop a program to a speolal situation or to a particular student. Explanation Movement should be permissive and free rather than dominated by the teaoher* Variations of classes and the length of olass time as well as variety of group size will help a student beoome capable of assuming responsibility for his own learning. 117 Characteristics What and Why k. The program should provide ex­ periences appropriate Tor the tr&nsescent youth and should not emulate the social experiences of the senior high school* Social activities that emulate high school programs are inappropriate for middle school students* The stages of their social development are diverse and the question of im­ maturity is pertinent in the plan­ ing of activities for this age level* Social Experience Explanation The preadolescent and early adoles­ cent undergo changes which affect the self concept* The youngster is in an inbetween world* separate froa the family and the rest of the adult world* This is a time of sensitivity and acute perception* a crucial time in preparation for adulthood. This is the age of sexrole identification* The youngsters model themselves after a same-sex adult and seek support from the same-sex peer group* The attitudes of the group affect the Judgment of the individual child* There is the necessity for developing many social skills— especially those re­ garding the opposite sex* There are dramatic changes in activity! danoing* slang* kidding* practical Jokes* give and take* etc* Common areas should be provided in the building for social interaction among small groups* 5 and 6. Physical Experiences and Intramural Activities What and Why The middle school curricular and co-eurrioular programs should pro­ vide physioal activities based solely on the needs of the students* Involvement in the program as a participant rather than as a spectator 118 Characteristics What and Why is critical for students. A broad range of intramural experiences that provide physical activity for all students should be provided to supplement the physioal education classes, which should center their activity upon helping students understand and use their bodies. The middle school features intra­ mural activities rather than inter­ scholastic activities. Explanation Activities that emulate high school programs are inappropriate for the middle sohool. The stages of their physioal development are diverse and the question of immaturity is pertinent in planning activities for this age level. The wide range of physical, emotional, sooial devel­ opment found in youngsters of middle sohool age strongly suggest a diverse program. The child*s body is rapid­ ly developing. The relationship of attitude and physioal skill must be considered in planning physical activities consistent with the concern for growth toward independ­ ence in learning. The emphasis should be upon the development of fundamental skills as well as using these skills in a variety of activi­ ties* Intramural aotivity involves maxi miss participation, whereas interecholastic aotivity provides mini­ mum involvement. There is no sound educational reason for intersoholastio athletics. Too often they serve merely as publio entertainment and encourage an overemphasis on special­ isation at the expense of the major­ ity of the student body. 7. Tn i Teaching What and Why The middle sohool program should be organised in part around team teach­ ing patterns that allow students to 119 Characteristics What and Why interact with a variety of teachers In a wide range of subject areas• Team teaching is intended to bring to students a variety of resouroe persons. Explanation Team teaching provides an opportunity for teacher talents to reach greater numbers of students and for teacher weaknesses to be minimised. This organisational pattern requires teaohers planning time and an in­ dividualised student program if it is to funotion most effectively. 8. Planned Gradualism What and Why The middle sohool should provide experiences that assist early adoles­ cents in making the transition from childhood dependence to adult inde­ pendence , thereby helping them to bridge the gap between elementary sohool and high school. The transition period is marked by new physical phenomena in boys and girls which bring about the need for learning to manage their bodies and errotic sensations without em­ barrassment. Awareness of new concepts of self and the need for developing many sooial skills is relevant. There is a responsibility to help the rapidly developing person assert his right to make more decisions about his own behavior, his social life, management of money, choioe of friends, in general, to make adult, independent decisions. The transition involves a move­ ment away from a dependenoe upon what can be perceived in the immed­ iate environment to a level of hypothesising and dealing with 120 Characteristics Explanation abstractions. There is an establish­ ment of a level of adult-like thought and a desire to test ideas in school as well as social situations. 9. Exploratory and Enrichment Studies What and Why The program should be broad enough to meet the individual interests of the students for which it was de­ signed. It should widen the range of educational training a student experiences rather than specialise his training. There is a need for variety in the curriculum. Elective oourses should be a part of the program of every student during his years in the middle school. Explanation Levels of retention are increased when students learn by "doing” and understanding is more complete when viewed from a wide range of ex­ periences. Time should be spent enriching the student's concept of himself and the world around him, rather than learning subjeot matter in the traditional form. A student should be allowed to investigate his interests on school time, and to progress on his own as he is ready. 10. Guidance Services What and Why The middle school program should include both group and individual guidance servioes for all students. Highly individualised help that is of a personal nature is needed. Explanation The middle school ohild needs and should receive counseling on many matters. Each teaoher should "oounsel” the child regarding his learning opportunities and progress 121 rf>ar»»g-fc«rietlcg Explanation in respective areas. Each child should perhaps be a member of a home-base group led by a teaohercounselor, someone who watches out for his welfare. Puberty and its many problems require expert guidance for the youngster, so a professional oounselor should be available to the individual youngster. 11. Independent Study What and Why The program should provide an op­ portunity for students to spend time studying individual interests or needs that do not appear in the organised curricular offerings. A child•s own intellectual curiousity motivates him to carry on inde­ pendently of the group* with the teacher serving as a resource person. Independent study may be used in connection with organised knowledge, or with some special interest or hobby. The student pursues his work, after it has been defined, and uses his teachers, various mater­ ials available in the sohool, and perhaps even other students, as his sources. He grows in self-dlreotion through various activities and use of materials. 12. Basic Skill Repair and Extension What and Why The middle sohool program should provide opportunities for students to receive clinical help in learning basic skills. The basio education program fostered in the elementary sohool should be extended in the middle sohool. Explanation Because of individual differences 122 Characteristics Explanation son# youngsters have not entirely mastered the basic skills. Thsss studsnts should ba provided organ­ ic ad opportunitias to improve thair skills. L a a m i n g must ba mada attractiva and aany opportu­ nitias to praotica reading* listen­ ing, asking questions* etc.* must ba planned in avary classroom. Formal specialised instruction in the basic skills may ba necessary and should be available. 13* Creative What and Why Experitnote The middle sohool program should include opportunitias Tor students to express themselves in creative ways. Student newspapers, dramatic creations* musical programs* and other student-centeredv studentdirected* student-developed activ­ ities should be enoouraged. Explanation Students should be free to do divergent thinking and explore various avenues to possible answers. There should be time allowed for thinking without pressure* and a place for unusual ideas and un­ usual questions to be considered with respect. Media for express­ ing the Inner feelings should be provided. Art* music* and drama rovide opportunities for expresson of personal feelings. 14* Security Factor r What and Why The program should provide every student with a seourity group* a teacher who knows him well and whom he relates to in a positive manner% a peer group that meets regularly and represents more than admin­ istrative convenience in its use of time. 123 Characteristics Explanation Teachers need tine to give the individual student the attention he needs, to help in counseling and curriculum situations. The student needs soneone in school that he can be comfortable with. 15. Evaluation What and Why The middle school program should provide an evaluation of a student*s work that is personal, positive in nature, non-threatening, and strictly individualized. The student should be allowed to assess his own pro­ gress and plan for future progress. Explanation A student needs more information than a letter grade provides and he needs more security than the traditional evaluation system offers. Traditional systems seem to be punitive. The middle sohool youngster needs a supportive at­ mosphere that helps to generate confidence and a willingness to explore new areas of learning. Student-teaoher planning helps to encourage the students to seek new areas. Student-teaoher evaluation sessions can help to create a mutual understanding of problems and also to provide a more meaningful report for parents. Parent-teaeherstudent conferences on a scheduled and unscheduled basis should be the basic reporting method. Competitive letter grade evaluation should be replaced with open pupil-teaoherparent communications. 16 . Community Halations What and Why The middle school should develop and maintain a varied program of community relations. Progress to 124 Characteristics What and Why inform, to entertain, to educate, and to understand the community, as well as other activities, should be a part of the basic operation of the school. Explanation The middle school houses students at a time when they are eager to be involved in activities with their parents. The school should en­ courage this natural attitude. The middle school has facilities that can be used to good advantage by community groups. 17. Studant Services What and Why The middle school should provide a broad spectrum of specialised services for students. Community, county, and state agencies should be utilised to expand the range of specialists to its broadest possible extent. Health services, counseling ser­ vices, testing, opportunities for individual develoimient (curricular and oo-currioular; meeting the interests and needs of each ohild should be provided. 18. Auxiliary Staffing What and Why The middle sohool should utilise highly diversified personnel suoh as volunteer parents, teacher aides, clerical aides, student volunteers, and other similar types of support staffing that help to facilitate the teaching staff. 125 Characteristics Auxiliary staffing is needed to provide the Individual help students require. A variety of teacher aides or para-professionals nay he used to extend the talents of the professional staff. APPENDIX D UNIVARIATE TABLES 126 127 Table A«Univariate Test of Vector Xndentity. Hypothesis aean sq df F P Less Than Hi*Lo 154.9346 1 .8665 *3527 Grade 381.2404 2 2.1322 .1204 2241.9059 1 12.5383 So in Hi 217.6486 2 1.2172 .2975 Sc in Lo 575.8244 2 3.2204 .0414* HiLo*G 91.3961 2 .5112 .6004 HiLo*S 224.5227 1 1.2557 .2634 1168.9670 2 6.5377 .0017* So*G in H 60.7077 4 .3395 So*G in L 534.6746 4 2.9903 Sc*S in H 16.9922 2 .0950 .9094 So*S in L 129.1008 2 .7220 .4867 HL*G*S 279*9390 2 1*5656 .2107 S*G*SH 73*9823 4 .4138 .7987 S*S*SL 429*8280 4 2.4039 .0499 Sex G*S Hi - H ■ High group Lo - L ■ Low group So ■ Sohool G *■ Grade s ■ Sex SH ■ Sohool high SL - School low .0005* .8512 .0192* 128 Table B— Univariate Test of Vector Self-Satisfaction. Hypothesis naan sq df F P Less Than Hi*Lo 19.7711 1 .0724 .7881 Grade 753.6562 2 2.7589 ♦0650 48.7328 1 .1784 .6731 So in Hi 659.1989 2 2.4132 .0913 So in Lo 845.2065 2 3.0941 .0468* HiLo*G 134.8513 2 .4937 .6109 HiLo*S 141.8237 1 .5192 .4718 2092.1777 2 7.6589 .0006* Sc*G in H 287.0789 4 1.0509 .3811 Sc*G in L 436.1132 4 1.5965 .1752 So*S in H 187.6571 2 .6870 .0539 So*S in L 204.6038 2 .7490 .4738 HL*G*S 170.4496 2 .6240 .5366 S*G*SH 144.0266 4 .5272 .7158 S*G*SL 313.3080 4 1.1469 .3346 Sex G*S 129 Table C— Univariate Teat of Vector Behavior, Hypothesis mean sq df F P Less Than .9645 Hi*Lo .3964 1 .0020 Grade 628.9588 2 3.1568 .0440* Sex 646.1010 1 3.2428 .0728 Se in Hi 881.0482 2 4.4220 .0128* Sc in Lo 198.9157 2 .9984 .3697 HiLo*G 63.3658 2 .3180 .7279 HiLo*S 137.7821 1 .6915 .4063 G*S 653.5689 2 3.2803 So*G in H 151.8204 4 .7620 .5508 So*G in L 287.9483 4 1.4452 .2191 Sc*S in H 37.4562 2 •1880 .8288 Sc*S in L 51.5699 2 .2588 .7722 HL*G*S 359.7362 2 1.8055 .1162 S*G*SH 36.9578 4 .1855 .9459 S*G*SL 180.7612 4 .9072 .4600 .0390* 130 Table D--Unirariate Test of Vector Physical Self. Hypothesis mean sq df Hi*Lo 405.4788 1 4.9335 .0271* Grade 127.4487 2 1.5507 .2138 2.8984 1 .0353 .8512 Sc in Hi 461.4593 2 5.6146 .0041* Sc in Lo 176.9593 2 2.1531 •1180 HiLo*G 80.4043 2 .9783 .3772 HiLo*S 3-9752 1 .0484 .8261 663.5302 2 8.0732 Sc*G in H 11.8861 4 .1446 .9653 Sc*G in L 158.4132 4 1.9274 .1058 Sc*S in H 85.1832 2 1.0364 .3560 Sc*S in L 42.8788 2 .5217 .59*1 HL*G*S 55.7174 2 .6779 .5085 S*G*SH 48.4595 4 .5895 .6705 S*G*SL 188.5981 4 2.2947 .059* Sex G*S P P Less Than .0004* 131 Table E — Univariate Test of Veetor Moral-Ethical Self, Hypothesis mean sq df F P Less Than Hi*L© .1328 1 .0015 .9697 Grade 221.5059 2 2.*216 .0906 Sex 836.9372 1 9.1*98 .0028* Se In Hi 257.9*23 2 2.8199 .0612 Sc in Lo 167.6025 2 1.8323 .1619 HlLo*G 9.8518 2 .1077 .8980 HiLo*S 122.3685 1 1.3378 .2*8* G*S 270.5096 2 2.9573 .0535 Sc*G in H 9*.63*1 * 1.03*6 .3896 Sc*G in L 109.1173 * 1.1929 .31*0 Sc*S in H 21.202* 2 .2318 .7933 Sc*S in L 2*.1303 2 .2638 .768* HL*G*S 2*0.3796 2 2.6279 .0739 S*G*SH 88.1388 4 .9636 .*278 S*G*SL *9.3038 * .5390 .7072 132 Table F — Univariate Test of Vector Personal Self. Hypothesis mean sq df F P Less Than .9708 Hi*Lo •124-5 1 .0013 Grade 376.6020 2 4.0755 18.1766 1 .1957 .6578 Sc in Hi 108.6191 2 1.1755 .3101 Sc in Lo 174.1234 2 1.8843 .1538 HiLo*G 85.3016 2 .9231 .3984 HiLo*S 157.8897 1 1.7087 .1922 G*S 498.9967 2 5.4001 .0050* Sc*G in H 24-.6373 4 .2666 Sc*G in L 298.2503 4 3.2275 Sc*S in H 41.3656 2 .4477 .6396 Sc*S in L 74.1255 2 .8022 .4494 HL*G*S 75.1487 2 .8132 tilth h S*G*SH 4.5998 4 .0498 .995* S*G*SL 210.2657 4 2.2755 .0612 Sex .0180* .8993 .0130* 133 Table G --Univariate Test of Vector Family Self Hypothesis mean sq df F P Less Than .6466 Hi*Lo 20.7466 1 .2107 Grade 390.5867 2 3.9659 Sex 19.5223 1 .1982 .6565 Sc In HI 39.7785 2 .4039 .6681 Sc In Lo 315.6105 2 3.2046 HiLo*G 60.19^1 2 .6112 .5434 HiLo*S 27.0375 1 .2745 .6007 G*S 456.7435 2 4.6376 .0104* Sc*G in H 122.7011 4 1.2459 .2916 Sc*G in L 265.8071 4 2.6989 .0309* Sc*S in H 15.5440 2 .1578 .8541 Sc*S in L 23.7060 2 .2407 .7863 HL*G*S 36.4488 2 .3701 .6910 S*G*SH 39.3650 4 .3997 •8089 S*G*SL 64.8773 4 .6587 •6212 .0200* .0420* 134 Table H— Univariate Test of Vector Social Self. Hypothesis mean sq df F P Less Than Hi*Lo .4818 1 •0066 .9356 Grade 76.2289 2 1.0366 .3560 Sex 700.7807 1 9.5296 .0023* Sc in Hi 121.2774 2 1.6506 .1937 Sc in Lo 87.0450 2 1.1837 .3076 HiLo#G 56.6639 2 .7705 .4637 HiLo*S 60.9979 1 .8295 .3632 390.0055 2 5.3035 .0055* Sc*G in H 99.7004 4 1.3558 .2494 So*G in L 82.4134 4 1.1207 .3468 Sc*S in H 4.6646 2 .0634 .9386 Sc*S in L 30.6444 2 .4167 .6596 HL*G*S 45.7957 2 .6228 .5372 S*G*SH 53.4667 4 .7271 .5741 S*G*SL 129.7860 4 1.7649 .1359 G*S APPENDIX E DIFFERENCE OF MEANS 135 136 Table 1 — Difference of Means. *3 320.7 7-*2 * Total Positive by Grade (G) *2 *1 12.2 11.3 332.9 .9 332.0 Table 2--Difference of Means. Sext females (G*Sf») *3 323.1 7-*2 Total Positive by Grade by *2 *1 24 3.5 347.1 20.5 326.6 Table 3— Difference of Means. Sex, M a l e s ( G * ^ ) I3 8*^ 318.9 ?-*2 318.8 6“71 338.0 Total Positive by Grade by ____ *2 *1 .1 19.1 19.2 137 Table 4— Difference of Means by Sex (S) IX 8-7^ 320.7 7-X2 332.9 *2 12.2 11.3 .9 332.0 Table 5--Difference of Means. (Sc in H) *3 7^ 100.8 X2 108.0 7 Behavior by School in High x2 x, 7.2 7.2 1 Table 6--Difference of Means . (Sc in L) *3 4 - 7^ 121.7 5 - X2 124.5 6-X, 117.2 Identity by Schools in Low x2 *1 2.8 4.5 7.3 138 Table 7— Difference of Means. Self-Satisfaction by Schools _________ in Low (Sc In L) ________ , _________________ *3 if . X 107.if 3 5 - X2 103.7 6 - X1 100.0 x2 Xx 3.7 7.4 3.7 Table 8--Difference of Means • female (G*Sr ) i3 8-73 120.5 7-*2 127.6 6»X^ 121.7 *2 1.2 7.1 5.9 Table 9— Difference of Means • male (G^S*) X 117.0 ?-*2 **1 115.3 122.2 Identity by Grade by Sex* 3 X 2 1.7 Identity by Grade by Sex, *1 5.2 6.9 139 Table 10--Difference of Means. Self-Satisfaction by Grade by Sex, female (G*Sf ) *3 8-73 101.7 7«*2 109.7 *2 *1 8 1.1 9.1 100.6 Table 11— Difference of Means . by Sex, male (G*SM ) *3 101.7 7-X2 101.5 6-Ti 109.1 *2 *1 .2 7.4 7.6 Table 12— Difference of Means • female (G*Sf ) ^3 8-t3 103.2 7-X2 109.7 6-Tl Self-Satisfaction by Grade Behavior by Grade by Sex, ^2 6.5 1.0 5.5 140 Table 13— Difference of Means. male 9. Murphy, Gardner. Bostoni Houghton Personalityi A Biosooial Approach to New Yorki harper and Brothers, ^^yins and Structure. Murphy, Judith. Middle Schools. New Yorki Facilities Laboratorles, Inc., 1965. Educational Nickerson, Jr., Neal C. "Junior High Schools are on the Way Out." The School in the Middle. Divided Opinion on Dividing Schools. e d . by Barnett, Lawrence J.i rtandel, Geraldi weser, Helen. New Yorkt Center for Urban Education, 1968, p. 44. Popper, Samuel H. The American Middle Sohool 1 An Organ!sational~Analysls. Waltham. MassTi BTaisdell Publishing SompahyT 19&7. 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"The Antimodel as a Theoretical Concept," The Sociological Quarterly. 4 (Summer, 1963). Friesen, David, "The Middle Schooli An Institution in Search of an Identity." Educational Canada. XIV (September, 197*0 » p. 7. Gatewood, Thomas E. "What Research Says About the Middle School." Educational Leadership. XXXI (December, 1973), pp. 2zi-z24. Georglady, Nicholas P.i Romano, Louis Is It a Threat to the Elementary York Association for Supervision Development. (Winter, 1967-68), G, "The Middle School— School?" Impact. New and Curriculum p. 1. • "Guidelines for the Development of a Middle School Program." Michigan School Board Journal. (September. 1972), pp. 2T-22, 2$. Grooms, Ann M. "Middle School and Other Innovations." National Association of Secondary School Principals --BuTTeTln.— nray~»"I567jy pp. 155-166.-----Havighurst, Robert J. "Lost Innocence— Modern Junior High School Youth." National Association of Secondary School Principals Bulletin. (April, 1965;, pp. 1-4. . "Unrealised Potential of the Adolescent." National Association of Secondary School Principals Bulletin. (May, 1966), pp. ?5-$7. . "The Middle School in Contemporary Society." Theory Into Practice. (June, 1968), pp. 120-122. Howell, Bruce. "The Middle School— Is It Really Any Better?" North Central Association Quarterly. (Winter, 1969), pp. 281-287. . "Another View of the Middle School." Michigan Journal of Secondary Education. 12 (Fall, 1970;, p. 7*. Jersild, Arthur T. Adolescence." pp. 122-126. "Self Understanding in Childhood and American Psychologist. 6 (April, 1951), Kelley, Earl C. "Communication and the Open Self.” 11*98 (Winter, 195*0. Meade, David. "Seventeen? Journal of Education. ETC. No, Thirteen!" Minnesota XLVII (November, 1966;, p. 13. 151 Mead, Margaret. "Early Adolescence in the United States." National Association of Secondary School Principals Bulletin! X l IX (February! 1^69)* pp. 7-10. Melby, Earnest 0. "Let's Abolish the Marking System." Nation's Schools, (May, 1966), p. 104. Mock, Andrea Boucon. "Speech Communication in the Middle Sohool•" National Association of Secondary School Principals Bulletin. (December. 1670). n. 41. • 'Regroup for Another Try." Minnesota Journal of Education. XLVII (November, 19667, p. 13. Parsons, Talcott. "The School Class As a Social System." The Harvard Educational Review. (Pall, 1959). Partin, Charles S. "To Sample— or to Explore." Educational Leadership. XXIII (December, 1965)* p. 197. Perkins, H. V. "Nongraded Programs* What Progress?” Educational Leadership. XIX (December, 1961). Raimy, Victor C. "Self Reference in Counseling Interviews." Journal of Consulting Psychology. 12*154 (May, June, Rogers, Carl. "Some Observations on the Organisation of Personality." American Psychologist. 2*364 (September, 194/). Sander, Stanley. "Challenge of the Middle School." Educational Forum. XXXII (January, 1968), p. 197* Taylor, Charlesi Combs, Arthur. "Self-Acceptance and Adjustment." Journal of Consulting Psychology. 16*89 (April, 1 9 5 2 ) • -----------------Tyler, Ralph w. "Assessing the Process of Education." Phi Delta Kappan. (September, 1965), pp. 13-16. Wattenberg, William W. "Preadolesoents in the Junior High." Educational Leadership. XIV (May, 1957)» pp. 473-75* 152 Unpublished Materials Caul, Jacqueline L. **A Comparative Study of Student, Teacher, and Principal Perceptions of Organizational Structure Between Middle Schools with High Levels and Those with Low Levels of Middle School Concept Implementation," Ph.D. Dissertation, Michigan State University, 1975* Hawkins, James, **A Study to Ascertain Actual Middle School Practices as Compared to Reported Middle Sohool Practices In Selected Michigan Schools and Nationally Prominent Schools as Perceived By Teachers and Principals," Ph.D. Dissertation, Michigan State University, 1972, Raymer, Joe T. "A Study to Identify Middle Schools and to Determine the Current Level of Implementation of Eighteen Basic Middle School Characteristics In Selected United States and Michigan Schools." Ph.D. Dissertation, Michigan State University, 1974. Remade, Leo. "A Comparative Study of the Differences in Attitudes, Self Concept and Achievement of Children in Graded and Nongraded Elementary Schools." Ph.D. Dis­ sertation, University of South Dakota, 1970. Riegle, Jack D. "A Study of Middle School Programs to Determine the Current Level of Development of Eighteen Basie Middle Sohool Principles." Ph.D. Dissertation, Michigan State University, 1971. Sackett, John. "A Comparison of Self-Concept and Achieve­ ment of Sixth Grade Students in an Open Space School, Self-Contained School and Departmentalized School." Ph.D. Dissertation, University of Iowa, 1971. Wiley, Russel. "The Middle School— A New Plan." An Address Given at the National School Boards Association Annual Convention, Minneapolis, Minnesota, April 23* 1966. (Mimeographed.)