The problem of this study was the identification of effective and efficient means of providing quality staff development for reading instruction within a school-district setting. The study investigated the comparative effectiveness of two staff development delivery systems measured by 1) a cognitive test of a school district's reading program and 2) an affective measure of teacher attitudes toward staff development. The sample was drawn from the teacher population of a large urban school district. The 46 subjects were elementary school teachers in grades K-5 randomly divided into two groups: Group A (videotape with a trained on-site facilitator) and Group B (face-to-face live presenter). Participants in the study received training using "The Fort Worth Reading Program," a staff development program designed by the researcher. In addition to the presentation of content information, which is the central component, the program features small group discussions, off-line activities, and question and answer periods. Both groups received the same treatment with the following exception. A central component to the Group A training was the presentation of content information in a videotape format. Group B did not view the videotape, but received the same information via live presenter. Two instruments developed by the researcher were used in the study: 1) The Teacher Staff Development Questionnaire, a Likert-type survey to obtain teacher attitudes toward staff development, and 2) The Cognitive Test of Reading Knowledge, an instrument designed to measure cognitive objectives of the district's reading program. A multivariate analysis of covariance revealed no statistically significant differences between the groups. It was concluded that elementary classroom teachers, regardless of their attitudes toward staff development, learn content material equally well with either of the two delivery systems explored in this study. Specific suggestions and recommendations for further studies are addressed and discussed. Examples of the measurement instruments are included.

The purpose of this study was to determine, under experimental conditions, if children's self concepts would be influenced through the use of an elementary school counseling group experience utilizing videotape feedback. Three groups were used in the study--Group I utilized videotape feedback; Group II utilized verbal feedback; and Group III was read a story. Group I, which was the treatment, consisted of a group counseling session for 40 minutes, a 10 minute break and 40 minutes of videotape feedback. Group II consisted of a group counseling session for 40 minutes, a 10 minute break, and 40 minutes of verbal feedback. The subjects in Group III listened to a story read by the facilitator, took a 10 minute break then returned to listen to the story for another 40 minutes.The subjects in this study were all fourth grade pupils enrolled in the Vandenberg Elementary School located in Wiesbaden, Germany, which serves a United States military population. The total enrollment of the fourth grade at Vandenberg Elementary School numbered 75, 24 of which were selected as subjects. These subjects were selected randomly from the total fourth grade population.In order to randomly assign subjects for the experiment boys were given even numbers and girls were given odd numbers. Then the random number generator on a Texas Instrument Calculator SR-51 was used to select the prenumbered subjects. The 24 subjects were then further randomly assigned to Group I, Group II, and Group III.Three adult females enrolled in the Ball State University doctoral program in Guidance and Counseling acted as facilitators for the groups. These women have had counseling experience, group experience, and have worked with children. The assumption was that a large degree of hetrogenity would exist between facilitators.A post test only design was used. Two instruments were utilized to measure self concept. One was the Primary Self Concept Inventory and the other was the Coopersmith Self Esteem Inventory. These instruments were hand scored by the researcher. Data collected for each subject consisted of the total scores and the subscale scores on the two instruments. The effects of the treatment were analyzed through a one way analysis of variance.The experimental hypothesis stated that there would be a difference between the experimental and control groups in the self concepts of the subjects as measured by the Primary Self Concept Inventory and by the Coopersmith Self Esteem Inventory. Group II showed markedly lower self concept score as tested than did Treatment Group I or Treatment Group III.Recommendations for further research:1. The use of a pre-test/post-test design.2. The use of the same facilitator between groups. 3. The addition of a behavioral rating scale. 4. The groups should be conducted over several more sessions.5. Permanent placement of a video camera in a specific setting.Based on the results of this study, videotape feedback has equivocal results in self concept change in elementary school counseling groups. Further, the verbal feedback group was significantly lower in measured outcome than either the videotape feedback group or the control group.

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The purpose of this study was to investigate under experimental conditions whether the self concepts of children could be improved through the use of videotape feedback as a stimulus for discussion in group counseling sessions.The ninety-nine subjects in this study were all of the fourth and fifth grade students at Burris Laboratory School, Muncie, Indiana. The study was conducted during the spring of 1977.Two classrooms were used as experimental groups and two were control groups. Each classroom contained both fourth and fifth grade students. The experimental groups participated in six group counseling sessions over a two week period. Videotapes were made of regular classroom activities and these tapes were used as a stimulus for group discussions one hour later. Discussions were guided by the principles of Grasser's Reality Therapy.The data collected for each subject was the total score obtained on the Piers-Harris Children's Self Concept Scale which was administered as a pre-test, a post-test and a two-week delayed post-test.The effects of the treatment were analyzed through the use of a 2 X 4 X 2 univariate analysis of covariance with repeated measures on the third factor. The pre-test scores were used as a covariate. All factors were considered to be fixed.A non-significant sex-by-treatment interaction was found (F=1.054, P<.373). Also, a non-significant test-bysex interaction was found (F=1.35, p(.26). Because there were no interactions, the effects of the treatment were interpreted directly by a contrast between the experimental and control groups (E1+ E2 - C1+ C2).The null hypothesis stated that there would be no significant differences between the experimental and control groups in the self concepts of the subjects as measured by the Piers-Harris Children's Self Concept Scale. A F ratio of 15.991 (p<.0002) allowed the null hypothesis to be rejected. Because of the degree of non-homogeniety of the groups, the significance was in the direction of the control groups who obtained higher means than the experimental groups. Examination of group means showed that the experimental groups were significantly lower on the pre-test scores, made larger gains during the treatment than the control groups, but still scored lower on the two post-tests than the control groups.The mean of the normative sample for the Piers-Harris Children's Self Concept Scale is 51.84. In this study the mean on the delayed post-test was 59.56 for the experimentalgroups and 67.02 for the control groups.Under the constraints of the study, the following conclusions were made based on the statistical analyses of the data:1.The treatment did not produce more significant change than that observed in the groups which receive treatment.2. As a group, the self concept scores of the students at Burris Laboratory School are higher than those of the normative group.3. There were no significant differences in self concept scores based on the sex of the subjects.4. Becoming familiar with the components of personality which make up the self concept, as defined by PiersHarris, appeared to have a positive effect on the subjects.5. All groups experienced gains in self concept scores during the five weeks of this study.Recommendations were made for further study to include a longer period of treatment, the use of a behavioral. checklist to determine the effects of the treatment, and the use of videotape feedback and the Piers-Harris Children's Self Concept Scale in classroom activities.

Thesis (Ph. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1970. / Typescript; issued also on microfilm. Sponsor: Antoinette M. Gentile. Dissertation Committee: Louis Forsdale, Bernard Gutin. Includes bibliographical references (leaves 89-92).

Thesis (M.S.)--Kutztown University of Pennsylvania, 1994. / Source: Masters Abstracts International, Volume: 45-06, page: 2713. Abstract precedes thesis as [2] preliminary leaves. Typescript. Includes bibliographical references (leaves 41-43).

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