Date of Award
1-1-1991
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Dr. Stewart McCord
Committee Member
Dr. Joan Mignerey
Committee Member
Dr. David S. Flight
Keywords
affective skills, CAP Curriculum, Children Are People Curriculum, elementary school students, grade level meetings, instructional materials, invitational education, parent involvement, Piers-Harris Children’s Self-Concept Scale, PRAISE program, problem analysis, Promoting Relevant Activities to Improve Self-Esteem, self-concept, self-esteem, self-esteem assessment, self-esteem development, second through fifth grade students, student achievement, student attitudes, teacher expectations, teacher inservice sessions, teacher training, teachable concepts, T-scores, Orlando, Florida, program implementation, school improvement, student development, affective education
Abstract
The purpose of this MARP was to design a program to improve the self-esteem of second through fifth grade students an elementary school In Orlando, Florida. Analysis of the students’ scores on self-concept assessment rating scale revealed that 31 percent of the students scored below average on the assessment instrument. Analysis of problem symptoms through formal and informal methods revealed that the students’ self-esteem development was negatively impacted by low teacher expectations. Inadequate instruction time devoted to affective skills, and lack of self-esteem development instructional materials. Teachers were presented with strategies, methods, and materials on how to approach self-esteem development as a teachable concept.
Grade level meetings were held to introduce a program designed by the MARP writer entitled "Promoting Relevant Activities to Improve Self-Esteem” (PRAISE) which was utilized to address the problem. The PRAISE program contained four (4) major components: teacher inservice sessions, parent involvement activities, Children Are People (CAP) Curriculum, and the invitational education strategy. Additionally, the grade level meetings were used to discuss concerns, disseminate information, and share Interim and final results of the MARP project.
Implementation of the PRAISE program resulted in an increase at each target grade level in T-scores on the Piers-Harris Children’s Self-Concept Scale.