ERIC Number: ED055927
Record Type: Non-Journal
Publication Date: 1966
Reference Count: N/A
The Teaching of Anthropology in the First and Fourth Grades: A Comparison of the Trained and Non-Trained Teachers as Measured by Pupil Test Performance.
Greene, William Washington, Jr.
This study is the evaluation of the University of Georgia Anthropology Curriculum Project as related to Grades 1 and 4 during the school year 1964-65. The usability of instructional materials prepared by the Project on the Concept of Culture was studied. The STEP Social Studies Test was used in Grade 4; other achievement tests were developed and used in Grades 1 and 4. Hypotheses relating to the level of teacher training in anthropology as well as certain other variables were explored. The sample included 12 first grade and 13 fourth grade experimental classes taught by teachers trained in anthropology and 18 first grade and 16 fourth grade control classes taught by teachers without special training. Statistical analyses were performed without special training. Statistical analyses were performed on pre- and post-test data. The following are some of the conclusions: 1) the subject matter of anthropology, as presented in the unit, can be taught and learned at grade levels 1 and 4; 2) specialized training is not essential to successful teaching of these units, although teacher training did account for some variance on all four forms of the tests used in post-testing; and, 3) in item analysis the gains in percents answering test items correctly in Grade 1 definitely favor the experimental group. (Author/DJB)
Descriptors: Academic Achievement, Achievement Tests, Age Differences, Anthropology, Curriculum Evaluation, Curriculum Research, Doctoral Dissertations, Elementary Education, Experimental Curriculum, Grade 1, Grade 4, Social Studies, Teacher Qualifications, Units of Study
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48103 (Order number 67-3549; Microfilm, $3.00; Xerography, $8.20)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Georgia Univ., Athens.