ERIC Number: ED060929
Record Type: RIE
Publication Date: 1969-Jul
Reference Count: 0
PACE: Primary Educational Male Confrere. End of Project Evaluation.
Hugoton Unified School District 210, KS.
An attempt was made to determine whether or not the male influence of teacher Confreres can bring about significant improvement in academic achievement, personality development, and sex role identification over a three-year period of time. Analysis of variance was used as the statistical process for determining tests of significance. The experimental classes are the children represented in this project. Both the control and experimental groups were given standardized achievement tests, appropriate for the grade, on corresponding dates. There was no significant difference between the control and experimental groups in the academic achievement of the children in areas of reading comprehension and arithmetic for the first and second grade group. There was found to be a significant difference in both reading and math for the first grade group. It is concluded that the confrere concept helps the child to develop his social skills and emotional characteristics. Boys as well as girls benefit from their association with an adult male. Each child is able to observe the man's actions and characteristics and to draw personal conclusions regarding the male teacher. (CK)
Descriptors: Academic Achievement, Analysis of Variance, Elementary School Students, Emotional Development, Family Life, Females, Identification (Psychology), Individual Development, Interaction Process Analysis, Males, Parent Child Relationship, Program Evaluation, Projects, Role Perception, Self Concept, Sex Education, Skill Development, Statistical Analysis, Student Teacher Relationship, Teacher Influence, Teacher Role, Team Teaching, Testing
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Hugoton Unified School District 210, KS.
Identifiers: Elementary Secondary Education Act Title III