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ERIC Number: ED169068
Record Type: RIE
Publication Date: 1978-Mar
Pages: 36
Abstractor: N/A
Sociological and Psychological Antecedents of Evaluation Resistance: A Case of the Data Use and Disuse Phenomenon.
Kennedy, William R.; Lorish, Christopher
A two-year project involved two elementary school faculties in planning curricular change. Both schools selected two major goals: to improve reading achievement scores and student self-concept. University personnel served in a consultant/trainer role. The school staffs expressed doubt about the feasibility or the necessity of the self-concept goal; the teachers seemed perplexed about what self-concept was and how they would implement approaches that would raise the self-concept scores of the children. Data presentations outlining the self-concept profiles for each building were essentially ignored. Coupled with the questions about self-concept, the seeds of a suspicion were sown; teachers did not accept self-concept as a causal or important variable in the improvement of reading. This hypothesis is discussed in terms of how teachers view evaluation; the administrative structure of the school system; the relatively unsophisticated level of data conception held by teachers, and Herzberg's two-factor theory of motivators and hygienic factors which decrease motivation. It is concluded that teachers view self-concept as a hygienic factor in classroom motivation--self-concept is not the key to achievement gains. (Author/GDC)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (62nd, Toronto, Ontario, Canada, March 27-31, 1978)