Date of Award
6-1-1990
Document Type
Practicum
Degree Name
Education Specialist
Department
Center for the Advancement of Education
Advisor
Dr. Joan Horn
Keywords
academic achievement, collaborative teaching, family environment, family structure, parental involvement, parent influence, parent participation, parent responsibility, parent role, parent student relationship, parent-teacher cooperation, secondary education, self-esteem, strategies in self-esteem, underachievers
Abstract
The purpose of this research was to develop a plan to increase high school juniors' and seniors' academic achievement by one grade level and self-esteem by one level as measured by the North York Secondary School Self-Concept Inventory. Examination of 41 Diversified Cooperative Training (DCT) students' cumulative records revealed that 15, or 37 percent, performed below their abilities as proven by comparing the Intelligence Quotient (IQ) of the Test of Cognitive Skills, Stanine scores on the Total Language portion of the latest Comprehensive Tests of Basic Skill (CTBS), and the first semester grade in their English classes. Pretest results of self-esteem inventories showed more than half of this group was below average. The writer addressed the problem by involving the parents of these students and implementing a 12-week program of Cooperative consultation with the DCT students' English teacher and their parents.
A teacher-made, self-enhancement program was also implemented. The program objectives were to improve the English academic grades by at least one grade level, measured by students' second semester scores as well as to increase self-esteem by one level as measured by the North York Secondary School Self-Concept Inventory and to increase parent positive responses and interest in the Consultation Program. An objective for all 15 of the students to increase academic achievement was attempted, 80 percent raised their English grade one level. The desired level of increased self-esteem was not achieved. Parents showed an increase in positive responses and interest in the Consultation Program, and it was concluded that the program could be used to increase academic achievement. Sufficient time should be allowed for strategies in self-esteem to be effective. Appendices include the communication instrument, questionnaires mailed to parents, self-enhancement materials for secondary students and teachers.