ERIC Number: ED046706
Record Type: RIE
Publication Date: 1968
Reference Count: N/A
Self-Concept, Value Orientation, and Achievement Level of Lower Class Elementary School Children in Two Types of Educational Programs.
Compared were the effects of an innovative and a traditional teaching approach on the achievement, self-concept, and sense of control scores of fifth and sixth grade children from lower class family backgrounds. Prior to treatment, the students in the two schools were comparable on economics deprivation, educational deprivation, achievement, ability, and educational experience. The innovative approach utilized team planned instruction, departmentalization, individualized instruction, and contracts. The traditional approach utilized self-contained classrooms and conventional instructional materials. Significant differences, all in favor of the traditional program, occurred in measures of composite skills, vocabulary skills, language skills, arithmetic skills, and the self-concepts of physical ability, social relations - same sex, physical appearance, mental ability, work habits, happy qualities, and total self. (Author/RS)
Descriptors: Achievement, Doctoral Dissertations, Elementary School Students, Individualized Instruction, Instruction, Self Concept, Values
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 69-11,381, Microfilm $3.00, Xerography $6.80)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Minnesota Univ., Minneapolis.