Evaluation of a Locally-Developed Model Program in Affective Education.

Autor/in	Morgan, James M.
Titel	Evaluation of a Locally-Developed Model Program in Affective Education.
Quelle	(1978), (52 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Affective Behavior; Affective Measures; Affective Objectives; Demonstration Programs; Developmental Tasks; Humanistic Education; Intermediate Grades; Junior High Schools; Program Development; Program Evaluation; Student Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Affective disturbance; Active behaviour; Affektive Störung; Entwicklungsaufgabe; Humanistische Bildung; Mittelstufe; Sekundarstufe I; Programmplanung; Programme evaluation; Programmevaluation; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	A model project designed to improve adolescents' and pre-adolescents' attitudes toward themselves and toward school was implemented in the Cincinnati, Ohio Public Schools. Five major areas of affective development were identified as project goals: self concept, values and decision making, peer relationship, academic confidence, and interracial/intercultural understanding. Instructional materials and behavioral objectives, as well as assessment instruments were developed for intermediate and junior high school classes. The rating scales were completed by the students (who evaluated themselves as individuals) and their teachers (who rated the class as a whole). The objectives are presented for each of three levels of student development: awareness, commitment, and involvement. The four tests--Class Inventory of Affective Development, Class Survey of Affective Development, How I See Myself, and Coping With You and Me--are appended, as well as the Teacher's Manual accompanying Coping With You and Me. Teachers who were involved in pilot and field testing of this program reported favorable reactions to the materials, in terms of their students' enjoyment, affective maturity, attitudes, and behavior. Preliminary results from pre-post test data indicated the greatest amount of growth in interracial and intercultural understanding. Further data collection is planned. (Author/GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC