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ERIC Number: ED379278
Record Type: RIE
Publication Date: 1994-Oct-1
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Relationship between Instructional Teaming and Self-Esteem of Sixth Graders Transitioning to a Traditional Junior High.
Waggoner, Jan E.
This study investigated self-esteem factors related to the transition between sixth and seventh grade for students in teamed and nonteamed instructional organization. Two elementary schools of identical structure, facilities, number of faculty, and student characteristics serve as feeder schools to the junior high school. Site 1's sixth grade uses an instructional team approach, while Site 2 remains in self-contained classrooms. Results of having 171 seventh-grade students complete the Rosenberg Self-Esteem Scale and another eight-item instrument delineating factors related to the transition experience indicated a few differences between students in teamed and nonteamed classrooms. Students from teamed settings demonstrated a stronger affiliation in school activities, fewer concerns about the transition to junior high, and anticipation of being involved in fewer activities in junior high. Concerns of both groups centered around being late, having difficulty with lockers, getting lost, and being ill-treated by others. No statistical differences were found in responses by gender, days absent from school, order in which personal attributes were rated, or self-esteem. Two-thirds of both groups believed that they would be better prepared for seventh grade if they had more than one sixth-grade teacher. Interviews with teamed teachers, compared to traditional teachers, indicated that they felt their students elicited fewer indicators of stress in progressing to junior high. Test question results, participant variables, and lists of concerns and feelings about self are appended. (Contains 11 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at a Meeting of the Illinois Association of Teacher Educators (Lisle, IL, October 1, 1994).