ERIC Number: ED037794
Record Type: RIE
Publication Date: 1970-Mar-2
Reference Count: 0
Self-Perceptions of Students Enrolled in An Experimental Elementary School.
Purkey, William W.; Graves, William
The study explores the impact of an innovative, learn-teaching, completely ungraded elementary school on the professed self-esteem of students in that school. The experimental school was heavily oriented toward a humanistic approach to education and stressed success experiences for all children, elimination of academic failure and yearly detention, and maximum freedom for exploration. A neighboring elementary school with conventional grade levels and self-contained classrooms, was selected for comparison. Two hypotheses were tested: (1) Students enrolled in the experimental school will evidence greater self-esteem than students enrolled in the comparison school, and (2) as grade level increases, so will measured differences in self-esteem between the two groups of students. 25 self-referent statements worded for children from ages eight through ten were tested on subjects from the comparison school and the innovation school. The mean scores by grade and school and analysis of variance for experimental and control groups verified the hypotheses. The study also indicated that prolonged exposure to the innovative school environment had a positive influence on the professed self-esteem of children from ages eight to twelve. (author/MC)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Educational Research Association, Washington, DC.; Florida Univ., Gainesville.
Note: Paper presented at American Educational Research Association Convention, Minneapolis, Minnesota, March 2-6, 1970