ERIC Number: ED140229
Record Type: RIE
Publication Date: 1976
Pages: 103
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Relationships among Teacher and Pupil Self-Concept and Pupil Reading Achievement at the First Grade Level.
Brantley, Verna Lee
Relationships among teacher and pupil self-concepts and pupil reading achievement were investigated in a sample of 239 first-grade pupils and the 17 teachers assigned to them. Results from pretesting and posttesting indicated that a positive relationship existed among changes in certain elements of pupil self-concept (self-acceptance, social maturity, and self-security) and changes in pupil reading achievement; that factors of teacher self-concept were related to changes in elements of pupil self-concept; that elements of pupil self-concept related to reading achievement were not necessarily the same as those elements of pupil self-concept related to teacher self-concept; and that teacher self-concept, teachers' views of the teaching profession, and teachers' views of children as students were positively related to change in pupil reading achievement. (Author/AA)
Descriptors: Beginning Reading, Doctoral Dissertations, Grade 1, Performance Factors, Primary Education, Reading Achievement, Reading Research, Self Concept, Student Attitudes, Teacher Attitudes
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-30,308, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
Note: Ph.D. Dissertation, The University of North Dakota
