Date of Award
1-1-1992
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
Charles Danowski
Keywords
Curriculum, Affective Education, Guidance/Counseling, Self Concept/Self Expired, Self Esteem, Elementary, Program Development, Parents, Teachers, Educators, Administrators.
Abstract
This report describes the implementation of a program designed to improve the academic self-esteem of elementary students. Following a spring 1989 implementation of a ten-week counseling program to improve the self-esteem of first grade students in four Calvert County elementary schools, the 30 students from five first grade classes in the sample population of Mt. Harmony Elementary had the lowest standard score on the Coopersmith and Gilbert Behavioral Academic Self- Esteem (BASE) rating scale. These same Mt. Harmony students also made the least gains on a pretest - posttest comparison of the average BASE total ratings. This intervention began in the 1990-91 school year with an introduction of the project to the Mt. Harmony staff. It was followed by an Inservice session for a selected group of primary classroom teachers which focused on improving their knowledge and understanding of self-esteem and the specific components of the Positive Action (PA) program. The PA program and its resources were modified and used for daily affective education instruction in certain kindergarten, first, and second grade classrooms for ten months between September 1990 and June 1991. Regular training and feedback sessions for participating teachers were provided prior to the implementation of each PA self-esteem unit. The parent component consisted of an introductory letter, orientation meeting, intermittent newsletters, and workshops to involve the family in the goal of self-esteem enhancement. These activities were repeated for phase two and concluded with a second formal evaluation in February 1992. Ongoing monitoring and evaluation of the project components took place during the 18-month implementation with formal reviews of specific evaluative data from phase one in June 1991. Results from this interim evaluation of the project’s first stage were positive and provided the impetus for expansion of the PA program in the second phase from September 1991 through January 1992. Some minor alterations were recommended and incorporated with assistance from two remaining 1990-91 project teachers. Attention was given to the systematic use of the modified PA program in the expansion of affective education instruction and its effects on the academic self-esteem, behavior, and achievement of participating students. Results and comparisons of teacher BASE ratings, academic grades and referrals for participating students, information from teacher and parent meetings and surveys, and student reactions were used to attest to the effectiveness of the practicum interventions. An equally important goal achieved by this practicum was the increased sensitization of all Mt. Harmony students, staff, and parents to the importance of affective education and the need to expand the role of affective education in the elementary school curriculum. A better understanding and knowledge of self-esteem and its impact on the social and intellectual success of students was another anticipated and achieved outcome. As hoped, greater administration, teacher, support staff, and parent involvement in the enhancement of self-esteem positively affected the total school climate. Increased attention to affective education and implementation of a comprehensive program to enhance self-esteem assured a continuance of the positive attitudes already displayed by the Mt. Harmony community and facilitated the expansion of affective education programs in the school district as well.