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ERIC Number: ED056024
Record Type: RIE
Publication Date: 1970
Pages: 93
Abstractor: N/A
Reference Count: N/A
Effects of a Student Centered Procedure on the Self-Concepts and Writing Practice of College Freshmen.
Sears, Mary Olive
The primary purpose of this investigation was to explore the effects of a student-centered method of teaching composition on self-concepts students held about writing and actual writing performance. Each of four English teachers taught one experimental class using the student centered procedure and one control class which did not use the procedure. The sample included 50 female and 67 male college freshmen. Data were obtained on general academic self-concepts in relation to writing; syntactic maturity; reading index scores; and pretest and posttest self concept scores. F tests with covariates, multiple regression statistics, and correlations were used to treat the data. Conclusions are: (1) the teacher was the most significant variable affecting both self concepts related to writing and writing practice; (2) the experimental method had no statistically significant effect on the writing practice, but the students in the experimental classes achieved median ratings superior to those achieved by students in the control classes; (3) the importance of teacher education was borne out by the finding that the only male teacher, whose students showed the most striking results from the experimental treatment, was the only teacher with previous training in cross-teaching; and (4) there was no significant relationship between self-concept of ability in composition and composition ratings. (DB)
University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 71-7102: MF $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Florida State University